Test | Skills measured |
---|---|
Language: | |
The Peabody Picture Vocabulary Test [94] | receptive vocabulary |
lexical diversity (number of word types used); information score (how many events a child included in the narratives), syntactic complexity (number of subordinate clauses), morphological complexity (amount of well-formed utterances), and text length (total number of clauses) | |
lexical diversity (number of word types used); information score (how many events a child included in the narratives), syntactic complexity (number of subordinate clauses), morphological complexity (amount of well-formed utterances), and text length (total number of clauses) | |
What’s Wrong Cards [100]a | productive vocabulary, observation skills and created in order to develop emotional literacy |
Communicationb: | |
An adapted version of ADOS [101] | meeting of gaze, adequate use of gestures, at ease body behavior, fluency/prosodic traits, following instructions, turn-taking behavior, and taking initiative/showing curiosity |
Executive functions: | |
cognitive flexibility/attention shifting (possibly working memory as well) | |
inhibition | |
The Head-Shoulder-Knees-Toes (HSKT, [106]) | inhibition, focused attention, and working memory |
Forward and Backward Digit Span [107] | short term memory, storage capacity, working memory |
Auditory selective attention was measured using event related potentials (ERPs) to attended and unattended probe sounds embedded in stories, i.e. the Swedish AUDAT paradigm | ability to attend to one story while ignoring another simultaneously presented story |
Emotional Comprehension: | |
socioemotional comprehension, ability to recognize facial expressions (drawn faces) of emotions related to different stories read to the child by the test leader | |
Math: | |
An adapted version of the Number Sense Screener [110,111,112] | one-to-one correspondence, number sense cardinality, ordinality and subitizing |