DN:CAS Chinese version
The DN: CAS [
16] was administered by a well-trained psychotherapist. This assessment tool includes four subscales, including Planning, Attention, Simultaneous Processing, and Successive Processing. The whole test is made up of 12 subtests, with each subscale containing three items. Two different sets of tests were carried out according to various age groups (5–7 year-olds and 8–17 year-olds).
Planning assessment was used to evaluate the efficiency in task solving, including Matching Numbers, Planned Codes and Planned Connections. Matching Numbers requires the test taker to find two identical numbers in the same row (e.g. find 2 identical numbers in a row such as 3–5–2-6-5-7-4). Arrangement in each row is well-designed in order to detect the benefit of the matching strategy during differentiation. Planned Codes require the test taker to code characters arranged in specific order with certain strategy, based on the way they’ve been previously thought (e.g. Codes for A, B and C are OX, XX, and XO, separately. The subject needs to convert a series of characters into corresponding codes). Planned Connections require the subject to connect randomly scattered numbers/numbers and letters in numerical or/and alphabetical order (e.g. 1–2–3-4/1-A-2-B-3-C).
Attention mainly assesses the ability to selectively focus on one part of the two-dimensional stimulus while ignoring the other part, including Expressive Attention, Number Detection and Receptive Attention. Expressive Attention refers to the ability to inhibit interfering stimuli in the procedure of expression (e.g. test taker is presented with cards containing the color names printed in colors that are different from the meaning of the printed word, and then the test taker is asked to say the color of the word instead of the word itself). Number Detection evaluates selective attention, switching attention and cognitive inhibition to distraction (e.g. test taker is presented with 3–6 targeted numbers together with several rows of numbers from 0 to 9 in the item, and then he/she is asked to find and underline figures that look exactly the same as targeted ones, from left to right in a row). Receptive Attention requires the subject to circle every pair of characters that look the same or that have the same pronunciation (e.g. circle AA but not AB, and circle Tt but not Tb).
Simultaneous processing requires the test taker to interconnect components of special items to get the correct answer. It includes Nonverbal Matrices, Verbal-Spatial Relations and Figure Memory. The test taker needs to figure out relation among the segments in the item, then to integrate them with abstract thinking and logical perception ability. There are three types of items in Nonverbal Matrices, i.e. graph filling, analogical reasoning and spatial vision. Each item contains graphs and geometrical elements with relations to either spatial organization or logical organization, and the subject reveals abstract reasoning by observing these relations (e.g. he/ she is asked to make a deduction and find out the absent figure based on the relationship among the five figures presented). In Verbal-Spatial Relations, the subject needs to choose a corresponding picture after he/she is given the description with underlying logical relationship (e.g. subject is presented with six pictures showing various spatial relationships between a ball and a desk, and asked to point out the correct picture). Figure Memory is a representative subtest of simultaneous processing. It includes two-dimensional or three-dimensional figures that are shown to subject, who is then asked to discriminate the simple figure from a complex one (e.g. subject is presented with a simple geometric figure for 5 s, which is then removed and the subject is asked to draw it).
Successive Processing requires individuals to replicate a particular event or sequence of events. It contains Word Series, Sentence Repetition and Sentence Questions. In this subscale, the subject needs to understand or repeat auditory information that is presented in specific order. The Word Series is made up of monosyllabic words (e.g. dog, pen, and book) whose length ranges from 2 to 9 alphabets. The administrator reads them in a speed of 1 s/alphabet and asks the subject to repeat in the same order. The Sentence Repetition requires for a duplication of the auditory sentence that is made up of color items and with no actual meaning (e.g. red is black). The Sentence Questions are used to evaluate the subject’s understanding of the grammatical relations in the sentence by letting the subject to answer a question based on the stated sentence (e.g. ‘White is blue. What is blue?’ answer ‘white’).
Calculate raw scores in the 12 subtests separately, then convert them to scale scores. After that, add up the scale scores in each subscale and convert them to standardized scores.