Yes. Please refer to THIS article on the Knowledge Base for instructions on how to transfer.
Please refer to the Seven Key Features in the IVA-2 page.
The test administration process in the IVA-2 functions the same as the IVA+Plus. As of 2013, the IVA+Plus testing structure received both QEEG and fMRI validation. It is the only CPT with that dual validation. To read more about the QEEG validation, please refer to THIS link. To read more about the fMRI validation, please refer to THIS link.
We have assembled a comprehensive, visual walkthrough for setting up and incorporating the IVA-2 rating scales. That page can be viewed HERE.
Absolutely! Instructions for doing so can be found HERE.
There are many reports to choose from. Please refer to THIS page for samples.
Sure, please refer to THIS PAGE for detailed instructions.
The Data Analyses provide a review of the test findings in graph/chart format. The Reports are a written interpretation of the test findings, which can be edited in the software’s built-in word processor.
Health care providers are often faced with challenges in accurately diagnosing ADHD. The diagnostic process requires clinicians to proceed step-by-step in evaluating a number of factors in their diagnostic decision making process. The IVA-2 is a psychological test that provides supporting and clarifying information about ADHD-type symptoms. While the IVA-2 test by itself cannot be used to rule in or out any specific diagnosis, clinicians report that they find that the secondary supportive data provided by the test data can be helpful as part of their comprehensive evaluation.
It is recognized in the American Psychological Association Recommended Diagnostic Guidelines that no test definitively confirms or refutes the diagnosis of any psychological disorder. Any clinical diagnosis of ADHD always requires a health care professional’s clinical determination based on his extensive overall evaluation. However, while the diagnosis of ADHD does not require the use of a specific psychological assessment, clinicians often prefer to utilize various tests, of which the IVA-2 is one, to provide data to help support their comprehensive clinical evaluation.
The IVA-2 Standard, Detailed, and Comprehensive reports are provided primarily to help the examiner summarize and interpret the numerous IVA-2 test scores. These reports are intended to be used secondarily to help guide the clinician in making his diagnosis. Given the challenge and numerous steps now required in DSM-5 for diagnosing ADHD, we recommend to clinicians that they use the IVA-2 Report Writer. The Report Writer systematically guides the clinician through the diagnostic process, requiring him to answer the important diagnostic questions needed to help him determine his clinical diagnosis and to create a draft diagnostic report. By itself, the IVA-2 CPT can only provide data along with suggestions to help guide the examiner in the interpretation of its scale scores.
To create a draft diagnostic report, the IVA-2 Report Writer will require the examiner to answering various questions pertaining to the following diagnostic issues:
– Primary presenting symptoms
– Whether ADHD symptoms can be accounted for by other factors
– Settings in which symptoms occur
– Whether functioning is impacted
– How long symptoms have been present
– Confirmation of the validity of the test taker’s motivation and performance
– Behaviors observed during the clinical intake and testing
– Clinical history of ADHD symptoms
– Family history of ADHD
– Clinical assessment of test validity
– Medications at the time of testing
– Recommended accommodations and treatment approaches
– Additional factors that may contribute to the individual’s impairment
If ADHD rating scale data are collected, these data are incorporated into the Report Writer system and used as part of the clinician’s diagnostic decision process. The clinician’s answers to the questions above will affect the diagnostic decision tree used by the program, which will then suggest one or more working diagnoses for the clinician to consider in ruling in or ruling out the diagnosis of ADHD.
The main challenge of this type of psychological test (i.e., CPTs) in general is that they are not always sensitive to the symptoms of ADHD and, hence, tend to under-identify individuals with the disorder. In addition to the Report Writer, clinicians have the option of using the IVA-2 written Flowchart to help guide them through the procedure of making their diagnostic decision. For a mixed clinical population, it was found that the use of this Flowchart with the IVA-2 test scores that were combined with ADHD rating scale data correctly identified 90% of individuals with ADHD and only incorrectly classified 10% of individuals who do not have ADHD based on a comprehensive clinical diagnosis (see the IVA-2 manual for more details). All diagnoses obtained using either this Flowchart method or the IVA-2 Report Writer are provided only for the examiner’s consideration; any clinical diagnosis must be made by the clinician based on his or her comprehensive evaluation.
There are many times when clinicians are faced with challenging diagnostic questions pertaining to clients with one or more presenting types of problems. It is for these types of complex cases that BrainTrain provides the various types of IVA-2 in-depth analysis and interpretation reports. For complex cases we recommend that the clinician review the interpretation guidance provided by these four reports: Comprehensive Report, Sensory Modality Report, Sustained Attention Report and High/Low Demand Report.
After reviewing these reports, then clinicians can answer the important diagnostic questions required by the Clinical Report and be provided with guidance in making their final diagnostic decision. The Clinical Report draft can then be modified and expanded using the relevant information identified in the above four reports based on what is deemed relevant by the examiner for each individual case. Almost all comprehensive evaluations will include ADHD rating scale data and this information is automatically utilized in the IVA-2 reports when available.
In addition, other test data, clinical impressions, presenting symptoms and the client’s history, etc. will need to be integrated by the examiner in making an accurate diagnosis and in ruling out alternative diagnoses. This additional clinical data is entered by the health care professional as part of the decision process required by the Clinical Report system.
The depth and detail of the interpretation of the IVA-2 test data can often be of great benefit for all clinicians. It provides them with the consultation advice of the test authors. This information will often prove useful in helping guide them in better understanding how to interpret the test data particularly when faced with clients who present with complex histories and symptoms.
We have made this as simple as possible. You can purchase additional test administrations and/or reports from within the IVA-2 software. The instructions can be found HERE.
Yes, please visit THIS PAGE for details.
Please visit THIS PAGE for details.
Once you are on the main menu in either the IVA-2 or IVA-QS, there is a green “Help” button at the bottom of the screen. Clicking that will lead you to the full, built-in software manual, which can be printed to PDF or as a hard copy.
You can contact Tech Support directly from your IVA-2 software with the built-in support ticket system. Instructions on using the system can be found HERE.
Click on the Help button from within the IVA-2 software Main Screen and the Test Manual can be reviewed. This manual has a chapter titled, “Test Content and Construction.” This chapter provides a highly detailed description of the IVA-2 test scales’ construction. The normative means and standard deviations for all the scales are provided in the Help file titled, “Test Norms.” The test validity issues are reviewed in the IVA-2 Test Manual chapter titled “IVA-2 Research Studies.”
We recommend that you use the IVA Researcher’s Kit to export the test data. The Researcher’s Kit provides an Excel compatible or statistical compatible data export of all the test data and includes both standard scores and raw data variables. The PDF export is not designed for this type of export and would most likely involve manual data entry and detailed verification for accuracy. The Researcher’s Kit is a one time investment and is automatically renewed at no additional cost as long as the IVA license is maintained.
A full review of the IVA-2 validity checks start on page 121 of the IVA-2 Manual.
The primary quantitative factor for determining IVA-2 test validity is whether or not the test performance indicated random responding.
In addition, the examiner’s clinical observation of the test taker’s behavior and attitude towards the test is also important in
evaluating whether or not the individual understood the test and made a valid effort to perform the test task to the
best of his or her ability.
From the IVA-2 manual:
The first step in reviewing and interpreting the IVA-2 CPT results is to examine the Auditory and Visual Validity Checks on the first page of the IVA-2 Standard Scale Analysis. These validity checks are based on a measure of idiopathic errors (i.e., random responses) on the IVA-2. Statistically, the test results for a specific sensory modality are considered invalid when the probability of the individual’s response pattern being self-directed in accordance with the test rules is less than 1 in 1000. In other words, it is highly likely that the test taker responded randomly to the test stimuli, thus invalidating the test results. If the test is interrupted due to an excessive number of zero reaction times, then the examiner may want to retest this person. In some cases individuals will inadvertently hold down the right mouse button with their middle finger, while they click away using their index finger on the left mouse button. If this problem has occurred, then examiner will need to pay extra attention to be sure that the right mouse button is not held down excessively during a re-test.
Here is how Malingering is indicated from the Help section in the manual titled, “Malingering Analysis.” Note: A decision of malingering can only be made by a clinician and a quotient score of 0 for any scale by itself is not necessarily malingering, but can reflect severe cognitive impairment due to many different causal factors.
Malingering Analysis and Evaluation
In respect to the IVA-2, malingering is defined as deliberately making test responses that feign impairments of attention or response control for personal gain. Published research has found that individuals who malinger on this test produce extreme quotient scale scores. Such intentionally impaired scores result from an excessive number of omission, commission, or idiopathic response errors. This pattern of response errors is rarely observed for individuals who have been diagnosed as having ADHD, unless they have severe to extreme ADHD symptoms or other significant cognitive deficits. Nevertheless, the determination of malingering requires that a clinical decision be made by the examiner. In most cases, additional tests of malingering will need to be administered in order to accurately identify its occurrence.
The Malingering Analysis provided in the IVA-2 is useful in cases where the examiner suspects the possibility of malingering. While this analysis helps the examiner identify possible malingering, it needs to be kept in mind that a person with extreme attention and/or response control problems may have such impaired scores that he or she looks like a malingerer. Also, random responding may lead to malingering being suggested as a possibility in this analysis. Since, it would be very rare for an individual under the age of 13 to malinger, no Malingering Analysis is available for children who are twelve years and younger. The strength of the IVA-2 Malingering Analysis lies in the fact that most “normal” adults make very few errors in their responses to the IVA-2 test stimuli. Thus, if an individual is consciously trying to “look bad” for some ulterior purpose or personal benefit, his or her standard scores are likely to fall in the very extreme range, well beyond the impairment level usually found in the IVA-2 test scores for adults who truly have ADHD or mild traumatic brain injury.
The cut-off scores used in the IVA-2 test are based on the research study published in the Archives of Clinical Neuropsychology titled the Detection of Malingering in Assessment of Adult ADHD, by C. Quinn (Volume 18, Issue 4 (May, 2003), pages 379-395). When the IVA-2 global Auditory Response Control Quotient (ARCQ) is added to the global Auditory Attention Quotient (AAQ) scale score and the total is less than or equal to 118, then possible malingering is indicated. Also, when the IVA-2 global Visual Response Control Quotient (VRCQ) is added to the global Visual Attention Quotient (VAQ) scale score and the total is less than or equal to 116, then this result indicates possible malingering, as well. If the box marked Malingering Evaluation is checked, then a section will be added to the Standard, Detailed and Comprehensive reports that helps guide the examiner in interpreting the individual’s test scores for possible malingering. This interpretation is based on the published research cited above and will need to reviewed by the examiner.
In addition to the two global scale score combinations indicative of possible malingering, additional cut-off scores suggestive of malingering have been identified for Comprehension and Vigilance primary scales when either their visual or auditory quotient scores were six or more standard deviations below the mean (less than or equal to 40). The Prudence auditory and visual scales were also identified to suggest possible malingering when either quotient test score was three or more standard deviations below the mean (less than or equal to 55). These additional primary scales are included in the malingering interpretation for reports only when at least one of the two IVA-2 global scale indicators of malingering is positive. In that case, these scales provide additional markers that the examiner may want to include in their assessment of possible malingering. As always, the evaluation and determination of malingering is a clinical judgment and will generally be based on a comprehensive evaluation, additional tests of malingering, and the examiner’s clinical observations regarding unusual test taking behaviors and patterns throughout the evaluation.
Yes it is possible for the test to be valid and for an adult to have a zero scale score. The reason is that a zero scale score is calculated when an individual’s responses are greater than 6.67 standard deviations below the mean adult raw score for that scale (100 – 15 x 6.67 = 0).
This degree of impairment is labeled Extreme and may also be interpreted by the examiner as indicative of possible malingering which can be evaluated in a test report or by consulting the manual and relevant test global scale scores.
Step 1: Review clinical observations during the test based on examiner’s judgment. Was the test taker observed and judged to make their
Step 2: In the Standard Analysis determine whether or not individual validly responded based on the manual guidelines below.
Clinical observations during the entire test procedure can be very useful in confirming or refuting test findings depending on concordance. Some people may engage in many types of off-task, hyperactive, or inattentive behaviors during the test which are clinically important in understanding their problems. Double-clicking is the most common hyperactive test behavior which can be observed. To some degree, test comprehension and motivation can be inferred from the person’s behavior and verbal statements. After the IVA-2 is completed, it is important for the test interpreter to form his or her own clinical opinion regarding the test taker’s comprehension and understanding of the test task, motivation to perform to the best of his or her ability, and degree of compliance with the test rules. Guidelines and scoring forms are provided in the Help file called Questionnaires that can be printed out and used to help structure the examiner’s test observations. This data can be entered after the test is completed by the examiner and it will be added to the end of the Standard Analysis printout for later reviewThe first step in reviewing and interpreting the IVA-2 CPT results is to examine the Auditory and Visual Validity Checks on the first page of the IVA-2 Standard Scale Analysis. These validity checks are based on a measure of idiopathic errors (i.e., random responses) on the IVA-2. Statistically, the test results for a specific sensory modality are considered invalid when the probability of the individual’s response pattern being self-directed in accordance with the test rules is less than 1 in 1000. In other words, it is highly likely that the test taker responded randomly to the test stimuli, thus invalidating the test results. If the test is interrupted due to an excessive number of zero reaction times, then the examiner may want to retest this person. In some cases individuals will inadvertently hold down the right mouse button with their middle finger, while they click away using their index finger on the left mouse button. If this problem has occurred, then examiner will need to pay extra attention to be sure that the right mouse button is not held down excessively during a re-test.
If only one of the Response Validity Checks (e.g., Auditory) is valid and the other is invalid (e.g., if the Auditory Response Validity Check is valid but the Visual Response Validity Check is invalid), only auditory global primary scales can be meaningfully interpreted. The Full Scale Response Control and the Full Scale Attention Quotients cannot be validly interpreted, because they are based on both visual and auditory responses. However, all other global composite quotient scales of the sensory domain for which valid test responses have been found can be analyzed, as well as, the Fine Motor Hyperactivity Quotient scale. Sometimes one or the other Response Validity Checks will instruct the examiner to “Interpret with caution.” This indicates that there is a probability that there was some random responding during the course of the test or that the mouse button was held down an unusual number of times. If the examiner judges that the test taker validly tried to the best of her ability then this prevalence of idiopathic errors can be interpreted as indicative of significant attentional and/or response control problems.
A situation where one of the Response Validity Checks is valid and the other is invalid suggests that the test taker may have difficulty shifting sets between the two sensory modalities. To determine if a person’s problems involve impairment in shifting sets, the IVA-2 CPT can be run again separately in auditory only mode (i.e., turn off the monitor for about thirteen minutes after the test begins) and then after at least an hour break or on a separate day the test can be given again in visual only mode (i.e., disconnect speakers during the test). The Warm-Up Practice Period can be given focusing only on the sensory modality being tested and ignoring the training for the other modality. In either of these modes, IVA-2 would be expected to be easier to do, and test scale scores likely would be somewhat higher than in regular mode. No norms are available when IVA-2 is administered in this separate sensory mode. Naturally, when IVA-2 is given this way, the test interpretation can only be made for the sensory mode presented with the understanding that the quotient scores will in all likelihood somewhat overstate a person’s functioning. If an individual can perform better for each sensory modality separately and the test scores are judged to be valid, they can be compared to the regular test results. In some cases, difficulty shifting sets may be attributable to limited intellectual abilities. Additional intellectual and neuropsychological tests (e.g., WAIS-IV coding sub-test or Trail Making B) will be required to confirm this “shift-set” problem and aid the test interpreter in making a meaningful interpretation of these findings.
Step 3: Clinically interpret based on a comprehensive evaluation, history, other test scores, etc.