The Luria‐Nebraska Neuropsychological battery—children's revision: Theory and current research findings

Plaisted, James R.; Wilkening, Greta N.; Gustavson, John L.; Golden, Charles J.

doi:10.1080/15374418309533107

Cited by 31 publications

(5 citation statements)

References 8 publications

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“…No clear incremental validity for the use of the LNNB-C over the wisc-R was demonstrated. The similarities and differences in content need to be considered when deciding which test or part thereof to administer.A new neuropsychological instrument, the Luria-Nebraska Neuropsychological Battery-Children's Revision (LNNB-C), has recently become available (see Golden, 1981;Plaisted, Gustavson, Wilkening, & Golden, 1983). This battery is based on a revision of the Luria-Nebraska Neuropsychological Battery (for adults) and has been standardized by Golden and his associates for use with children from 8 through 12 years of age.…”

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confidence: 99%

“…A new neuropsychological instrument, the Luria-Nebraska Neuropsychological Battery-Children's Revision ( LNNB-C ), has recently become available (see Golden, 1981; Plaisted, Gustavson, Wilkening, & Golden, 1983). This battery is based on a revision of the Luria-Nebraska Neuropsychological Battery (for adults) and has been standardized by Golden and his associates for use with children from 8 through 12 years of age.…”

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confidence: 99%

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Diagnostic validity of the Luria-Nebraska Neuropsychological Battery—Children's Revision.

Carr¹,

Sweet²,

Rossini³

1986

Journal of Consulting and Clinical Psychology

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Diagnostic validity of the Luria-Nebraska Neuropsychological Battery-Children's Revision (LNNB-C) was assessed and compared with the Wechsler Intelligence Scale for Children-Revised (WISC-R) for the following relevant diagnostic groups: neurological, psychiatric, and normal controls. Ninety-six subjects, divided evenly between the three groups and balanced for sex and two age levels, were tested.Interrater reliability was demonstrated. A multivariate analysis of variance showed the effect of diagnosis on scaled subtest scores for both tests to be significant. Separate stepwise discriminant analyses using six variables (subtest scores) selected by each test correctly classified 81% (LNNB-C) and 85% (wisc-R) of the psychiatric and neurological groups of subjects. This method of classification requires replication that might obtain significantly reduced hit rates. No clear incremental validity for the use of the LNNB-C over the wisc-R was demonstrated. The similarities and differences in content need to be considered when deciding which test or part thereof to administer.A new neuropsychological instrument, the Luria-Nebraska Neuropsychological Battery-Children's Revision (LNNB-C), has recently become available (see Golden, 1981;Plaisted, Gustavson, Wilkening, & Golden, 1983). This battery is based on a revision of the Luria-Nebraska Neuropsychological Battery (for adults) and has been standardized by Golden and his associates for use with children from 8 through 12 years of age. The children's

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confidence: 99%

mentioning

confidence: 99%

Diagnostic validity of the Luria-Nebraska Neuropsychological Battery—Children's Revision.

Carr¹,

Sweet²,

Rossini³

1986

Journal of Consulting and Clinical Psychology

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“…• Test of oral comprehension: the text "The Vultures and the Pigeons," 21,22 a story without illustrations, composed with 14 elements. Those are distributed in three episodes, each with an introduction, development and an ending.…”

Section: Methodsmentioning

confidence: 99%

Compreensão oral e leitora e consciência sintática nas alterações de leitura e escrita

et al. 2016

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RESUMO Objetivo: investigar a presença de déficits de habilidades metassintáticas em escolares com dificuldades de aprendizagem e analisar possíveis correlações entre essas habilidades e as de leitura e a compreensão oral. Métodos: foram avaliadas 29 crianças, indicadas por seus professores, por não apresentarem queixas relacionadas à aprendizagem escolar - Grupo I (GI) e com queixas de comunicação, oral e/ou mediada pela escrita, que constituiram o Grupo II (GII). As idades das crianças variaram entre 9 anos e 11 anos e 7 meses, de 4º e 5º ano do Ensino Fundamental. As crianças foram avaliadas por meio de testes de compreensão oral, consciência sintática e morfossintática, taxa e acurácia de leitura e compreensão leitora. Para a análise estatística foram utilizados: teste não paramétrico de Mann-Whitney, para caracterização da amostra e comparação dos grupos com e sem queixa escolar quanto às variáveis, e Coeficiente de correlação de Spearman, usado para medir o grau de associação entre as variáveis em cada grupo. Resultados: observaram-se diferenças significantes entre os grupos, nas tarefas de compreensão oral, consciência sintática e morfossintática, de maneira geral, taxa e acurácia de leitura e na prova de compreensão leitora, com melhor desempenho do do GI em todas as tarefas. Conclusão: com estes resultados, enfatiza-se a relevância da estimulação de habilidades metassintáticas para o desenvolvimento da leitura e a inclusão de provas metassintáticas na avaliação da leitura, tanto quanto a utilização de atividades metassitáticas como recurso terapêutico.

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“…Thus, in 1980, the standardized version of their procedures was published as the so-called Luria-Nebraska battery. In 1981, they presented the first version for children between 8 and 11 years of age (Plaisted et al 1983). According to Zelazo et al (2016), interest in assessing executive functions in children only arises when the belief that the limited frontal lobe development during childhood was demystified in the early 1980s.…”

Section: Description Of Instruments and Gold Standards For Fe Assessmentmentioning

confidence: 99%

Playful Testing of Executive Functions with Yellow-Red: Tablet-Based Battery for Children between 6 and 11

et al. 2022

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Executive functions are psychological processes of great importance for proper functioning in various areas of human development, including academic performance. For this reason, from both clinical and educational perspectives, there is great interest in how they are assessed. This article describes the development and standardization process of Yellow-Red, an instrument for directly assessing executive functions in children between 6 and 11 years of age in a playful format using digital support. The test was based on a three-factor model of executive functioning: inhibition, working memory, and cognitive flexibility. Yellow-Red comprises six subtests: cognitive inhibition, behavioral inhibition, auditory working memory, visual working memory, cognitive flexibility, and a global assessment test of executive functions. The test was administered to 245 boys and girls between 6 and 11 years of age. Along with the Yellow-Red subtests, gold standard tests were applied for each of the executive functions assessed. The test’s psychometric properties are powerful in both reliability and validity evidence. The reliability indices are all greater than 0.8. As evidence of convergent validity, correlations were established between the tests, and the tests considered gold standards. All correlations were significant, with values ranging between 0.42 and 0.73. On the other hand, the factor structure of the test was analyzed using confirmatory factor analysis. Although it is possible to demonstrate the progressive differentiation of the factor structure with age, it was only possible to find two factors at older ages, one for inhibition/flexibility and one for working memory.

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The Luria‐Nebraska Neuropsychological battery—children's revision: Theory and current research findings

Cited by 31 publications

References 8 publications

Diagnostic validity of the Luria-Nebraska Neuropsychological Battery—Children's Revision.

Diagnostic validity of the Luria-Nebraska Neuropsychological Battery—Children's Revision.

Compreensão oral e leitora e consciência sintática nas alterações de leitura e escrita

Playful Testing of Executive Functions with Yellow-Red: Tablet-Based Battery for Children between 6 and 11

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