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Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM)
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Assessing working memory in children with ADHD: Minor administration and scoring changes may improve digit span

Erica L Wells1, Michael J Kofler1, Elia F Soto1

  • 1Florida State University, Department of Psychology, United States.

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Modifying the digit span backward test improves its ability to detect working memory deficits in children with ADHD. These changes enhance the test

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Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Educational Psychology

Background:

  • Pediatric Attention-Deficit/Hyperactivity Disorder (ADHD) is frequently linked to working memory impairments.
  • Standard clinic-based assessments, such as the digit span backward test, may fail to accurately detect these working memory deficits in children with ADHD.

Purpose of the Study:

  • This study aimed to pilot minor modifications to the administration and scoring of the digit span backward test.
  • The goal was to enhance the construct and predictive validity of the digit span backward test in a sample of children diagnosed with ADHD.

Main Methods:

  • The Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) digit span test was adapted by removing the discontinue rule and scoring all administered trials.
  • Both traditional and modified digit span backward scores were compared against a suite of working memory (construct validity) and academic achievement (predictive validity) measures.
  • The study included 34 children diagnosed with ADHD, aged 8–13 years.

Main Results:

  • Traditional digit span backward scores did not significantly predict working memory abilities or academic achievement (Kaufman Test of Educational Achievement, Second Edition - KTEA-2).
  • The modified administration and scoring of the digit span backward test demonstrated significant associations with key working memory components, including reordering (r=.58), dual-processing (r=.53), and updating (r=.28).
  • The modified digit span backward scores also showed a significant correlation with KTEA-2 achievement scores (r=.49).

Conclusions:

  • The findings suggest that traditional digit span backward testing may not be a sufficiently sensitive measure for working memory deficits in pediatric ADHD.
  • Minor adjustments in test administration and scoring can substantially improve the validity of the digit span backward test.
  • These modifications, particularly continuing testing beyond the traditional discontinue point, may render digit span backward a more effective measure of working memory in this population.