Evidence-based Assessment of Cognitive Functioning in Pediatric Psychology

Objective To review the evidence base for measures of cognitive functioning frequently used within the field of pediatric psychology. Methods From a list of 47 measures identified by the Society of Pediatric Psychology (Division 54) Evidence-Based Assessment Task Force Workgroup, 27 measures were included in the review. Measures were organized, reviewed, and evaluated according to general domains of functioning (e.g., attention/executive functioning, memory). Results Twenty-two of 27 measures reviewed demon-strated psychometric properties that met ‘‘Well-established’ ’ criteria as set forth by the Assessment Task Force. Psychometric properties were strongest for measures of general cognitive ability and weakest for measures of visual-motor functioning and attention. Conclusions We report use of ‘‘Well-established’ ’ measures of overall cognitive functioning, nonverbal intelligence, academic achievement, language, and memory and learning. For several specific tests in the domains of visual-motor functioning and attention, additional psychometric data are needed for measures to meet criteria as ‘‘Well established.’’ Key words assessment; cognitive functioning; evidence-based; neuropsychology; pediatric psychology. The lead article for the Special Series provides a useful historical overview of the movement occurring within psychology aimed to improve linkages between clinica