Attention and Memory
AM15 - “The child finds an object hidden under one of two cups following a 3-second delay”: How many presentations must you do?
BONUS: what side does the book say to start on?
4 presentations
The child's right side
PC5: “The child imitates simple facial gestures” - what is the difference between a score of a 1 and a 2?
For a 2, child must attend and imitate at least 1 gesture, for a 1, the child only needs to attend.
RA1 - “The child reaches around a barrier to obtain a toy”: what are the ways a child can get a score of 2?
BONUS: what do you use as a barrier?
Reaching around or over the barrier within 1 minute. A clipboard is what's in the manual but I will accept anything that is reasonable!
AM 11 “The child searches for a removed object”: What counts as the child “actively searching for the toy” to get a 2?
Placing a hand where the toy was, looking where it was, picking up the cloth, or looking at your hands
PC6: “The child places a circle and a square in a form board”: how should you position the circle and square pieces in relation to the form board when you are asking the child to put them back in?
The square should be in front of the circle hole and the circle in front of the square hole
RA2 - “The child experiments with variations of causal behavior”: What is CAUSAL behavior?
Playing with toys in a variety of ways to achieve similar effects - such as repeatedly dropping an object in different directions or with varying force, dropping objects somewhat differently each time (throwing vs. pushing), moving objects by throwing/pushing/kicking, attempting to get attention by crying, shouting, pulling on clothing, etc)
AM 10 “The child uncovers a hidden toy”: How many times are you supposed to model hiding and then showing the child the toy? On what presentation are you supposed to cover the toy but not uncover it yourself? If the child doesn’t remove the cup, how many times overall should you have tried?
1) Model hiding: 2 times
2) 3rd presentation you cover but don't uncover
3) Present 4 times overall
PC7: “The child matches a circle, square, and triangle”: what do you say when you ask them to match the shapes? How do you present the shapes to them?
“Show me the one that looks like this one" - do not label as circle, etc. Present circle first, then square, then triangle - one at a time, not all at once.
What activity might you do directly after RA 5, “the child matches colors,” if you want to make use of the same materials?
RA7, The child names the colors red, yellow, and blue.
What is the main difference between the 5 minute and 10 minute questions in Attention and Memory? (other than the obvious time difference!)
5 minutes - child should stay engaged in 1 activity for 5 minutes, could be with others. 10 minutes - actively occupying themself without needing attention from an adult. Could be multiple activities, but need to be active, not passive such as TV.
PC8: “The child identifies familiar objects by their use”: what are the four objects you are supposed to use with this question? What are you supposed to do prior to asking the child to “show me the one you…”?
Four objects: cup, shoe, spoon, tennis ball
Have the child name the items or you name them if the child can’t.
For the infant visual tracking questions (Cognitive Attention and Memory 1, 2, or 4) - If you’re confident with these questions, share your thoughts and insights! 🙂
YOU'RE ALL AWESOME :)
AM 16 - “The child selects the hand hiding a toy following a 10-second delay”: describe the structured procedure for this item. BONUS: How many presentations must the child get right to get a score of 1?
Direct child's attention to toy, make sure child sees you hide the toy, hide your hands at your side or under table, silently count to 10 seconds, do not switch the toy to the other hand. Do 4 times, switching the toy hiding hand each time. BONUS: 2 or 3 presentations.
PC9: "The child identifies big and little shapes": what materials do you need for this item? How do you present them to the child?
2 squares (1 big and 1 little) and 2 circles (1 big and 1 little)
-Take turns presenting the squares together and the circles together, asking the child to show you the little one/big one, in different positions each time.
When should you bring the cognitive item test book into the evaluation with you?
EVERY TIME YOU ARE USING THE BATTELLE TO ASSESS COGNITION :)