IVA-AE™

Standard Scale scores


IVA-AE standard scale scores are presented in the form of charts, graphs, numeric raw scores and numeric quotient scores. As is the case for most IQ tests, quotient scores have a mean of 100 and a standard deviation of 15. These familiar interpretative guidelines make interpretation easy. An interpretive flowchart is available in the IVA-AE help files that provides you with a step-by-step, systematized guide to interpreting test results. The Narrative Interpretive Report Writers are based on this flowchart.

On the first page of the IVA-AE Standard Scales Analysis are visual and auditory validity indicators. These important indicators tell you if the test taker made so many random responses that the rest of the test data are meaningless.


IVA-AE scores are divided into four categories

Attention
, Response Control, Sustained Attention and Symptomatic. Primary diagnostic scales are the Full Scale Response Control Quotient and the Full Scale Attention Quotient. The Full Scale Response Control Quotient is based on separate Auditory and Visual Response Control Quotient scores. These Response Control Quotient scores are derived from visual and auditory Prudence, Consistency and Stamina scales.

  • Prudence is a measure of impulsivity and response inhibition as evidenced by three different types of errors of commission.
     

  • Consistency measures the general reliability and variability of response times and is used to help measure the ability to stay on task.
     

  • Stamina compares the mean reaction times of correct responses during the first 200 trials to the last 200 trials. This score is used to identify problems related to sustaining attention and effort over time.


The Full Scale Attention Quotient

The Full Scale Attention Quotient is derived from separate Auditory and Visual Attention Quotients. The Attention Quotient scores are based on equal measures of visual and auditory Vigilance, Focus and Speed.

  • Vigilance is a measure of inattention as evidenced by two different types of errors of omission.
     

  • Focus reflects the total variability of mental processing speed for all correct responses.
     

  • Speed reflects the average reaction time for all correct responses throughout the test and helps identify attention processing problems related to slow discriminatory mental processing.

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The Fine Motor Regulation scale

The Fine Motor Regulation scale provides additional information by recording off-task behaviors with the mouse — multiple clicks, spontaneous clicks during instruction periods, anticipatory clicks, and holding the mouse button down. In behavioral terms, the Fine Motor Regulation score quantifies fidgetiness and restlessness associated with small motor hyperactivity.

Sustained Attention Scales 

The Sustained Attention Scales provide a global measures of a person’s ability to respond accurately, quickly, and reliably to auditory and visual stimuli under low demand conditions. In addition, these scales assess the test-taker’s ability to remain attentive and be flexible when the conditions change from low to high demand.


IVA-AEs’ Symptomatic scales are auditory and visual Comprehension, Persistence and Sensory/Motor.

  • Comprehension identifies random responding by measuring idiopathic errors. Research has shown this to be the single most sensitive sub-scale in discriminating ADHD.
     

  • Stillness is a measure of how frequently the client moves the mouse during the main test section. Generally, these responses reflect "playing" and "testing the limits" of the mouse. No other CPT provides such a comprehensive and objective measure of fine motor hyperactivity.
     

  • Sensory/Motor scales provide a measure of reaction time speed to simple, singular test stimuli (i.e., the "1"). These scales help screen for slow reaction times which may impair test performance or possibly indicate neurological, psychological or learning problems.

Taken together, the Attribute and Symptomatic scales help the clinician to understand a person’s best modality for learning, need for structure, motivation level, comprehension, and possible learning, emotional or neurological problems.


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