Background Quadriplegic cerebral palsy (QCP), the most severe form of cerebral palsy (CP), affects millions of individuals worldwide. Children with QCP often have intact cognitive function but face challenges in communication or interaction with their environments, which may result in a condition similar to "locked-in syndrome." Brain-computer interfaces (BCIs) hold potential to help, but pediatric BCI research has been limited. This study aimed to establish baseline performance of common BCI paradigms in typically developing children to support applications in children with disabilities.Methods Performance on five BCI paradigms, including visual (P300), auditory (AEP), and vibro-tactile (VTP2 and VTP3) event-related potentials, and sensorimotor rhythm (SMR) modulation using motor imagery, was evaluated in thirty school-age children using tasks with predefined goals. Two commercially available EEG-based BCI systems, Mindbeagle® and intendiX®, were used. The primary outcome was online classification accuracy. Potential factors affecting performance, including age, sex, motivation, tolerability, and fatigue, were also explored.Results We found that most children were able to demonstrate competency on multiple BCI paradigms with favorable tolerability and no serious adverse events. Mean accuracy across all paradigms was 77.03%, with 73% achieving BCI competency. Performance on P300-based paradigms was better than the SMR paradigm, with the highest performance observed in the VTP2 paradigm (89.48%), and the lowest in the SMR paradigm (55.68%). Significant differences in accuracy and fatigue were observed across the paradigms, with the visual P300 spelling paradigm showing the highest motivation and lowest fatigue. Age was correlated only with AEP BCI performance, while no other factors appeared to influence performance across paradigms.Conclusion We conclude that evoked potential BCI paradigms are generally effective in children as young as 6 years of age in a laboratory setting for potentially meaningful tasks, such as communication, recreation, and computer operation. The research contributes to the limited knowledge on non-invasive BCI performance in children and offers insights into factors affecting performance. More research is needed to understand how these BCI paradigms can be optimized for children and implemented in real-world environments and as assistive technology for youth with disabilities.