CDE Detailed Report
Disease: Traumatic Brain Injury
Subdomain Name: Neuropsychological Impairment
CRF: Color-Word Interference Test Delis-Kaplan Executive Function System (D-KEFS)
Displaying 1 - 23 of 23
Subdomain Name: Neuropsychological Impairment
CRF: Color-Word Interference Test Delis-Kaplan Executive Function System (D-KEFS)
Displaying 1 - 23 of 23
| CDE ID | CDE Name | Variable Name | Definition | Short Description | Question Text | Permissible Values | Description | Data Type | Disease Specific Instructions | Disease Specific Reference | Population | Classification (e.g., Core) | Version Number | Version Date | CRF Name (CRF Module / Guidance) | Subdomain Name | Domain Name | Size | Input Restrictions | Min Value | Max Value | Measurement Type | External Id Loinc | External Id Snomed | External Id caDSR | External Id CDISC |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| C54054 | D-KEFS Color-Word Interference Test (CWIT) -Condition 1 Scaled Score | DKEFSCWITCondtn1ScaledScore | Scaled score of color naming, as part of Delis-Kaplan Executive Function System (D-KEFS) Color-Word Interference Test (CWIT) | Scaled score of color naming, as part of System (D-KEFS) Color-Word Interference Test (CWIT) | Numeric Values |
Refer to scoring manual for instrcutions. http://www.pearsonclinical.com/psychology/products/100000618/deliskaplan... |
Lippa SM, Davis RN. Inhibition/switching is not necessarily harder than inhibition: an analysis of the D-KEFS color-word interference test. Arch Clin Neuropsychol. 2010 Mar;25(2):146-52. doi: 10.1093/arclin/acq001. Epub 2010 Feb 4. PubMed PMID: 20139109. | Adult;Pediatric | Supplemental | 1.00 | 2017-02-13 00:00:00.0 | Color-Word Interference Test Delis-Kaplan Executive Function System (D-KEFS) | Neuropsychological Impairment | Outcomes and End Points |
Free-Form Entry |
1 | 19 | |||||||||
| C54065 | D-KEFS Color-Word Interference Test (CWIT) -Contrast Scaled Score | DKEFSCWITContrastScaledScore | Scaled score converted from scaled score difference, as part of Delis-Kaplan Executive Function System (D-KEFS) Color-Word Interference Test (CWIT) | Contrast scaled score, as part of System (D-KEFS) Color-Word Interference Test (CWIT) | Numeric Values |
A low or high scaled score may reflect different cognitive problems; see examiner's manual. |
Lippa SM, Davis RN. Inhibition/switching is not necessarily harder than inhibition: an analysis of the D-KEFS color-word interference test. Arch Clin Neuropsychol. 2010 Mar;25(2):146-52. doi: 10.1093/arclin/acq001. Epub 2010 Feb 4. PubMed PMID: 20139109. | Adult;Pediatric | Supplemental | 1.00 | 2017-02-13 00:00:00.0 | Color-Word Interference Test Delis-Kaplan Executive Function System (D-KEFS) | Neuropsychological Impairment | Outcomes and End Points |
Free-Form Entry |
1 | 19 | |||||||||
| C54055 | D-KEFS Color-Word Interference Test (CWIT) -Condition 2 Raw Score | DKEFSCWITCondtn2RawScore | Raw score of word reading, as part of Delis-Kaplan Executive Function System (D-KEFS) Color-Word Interference Test (CWIT) | Raw score of word reading, as part of System (D-KEFS) Color-Word Interference Test (CWIT) | Numeric Values |
Refer to scoring manual for instrcutions. http://www.pearsonclinical.com/psychology/products/100000618/deliskaplan... |
Lippa SM, Davis RN. Inhibition/switching is not necessarily harder than inhibition: an analysis of the D-KEFS color-word interference test. Arch Clin Neuropsychol. 2010 Mar;25(2):146-52. doi: 10.1093/arclin/acq001. Epub 2010 Feb 4. PubMed PMID: 20139109. | Adult;Pediatric | Supplemental | 1.00 | 2017-02-13 00:00:00.0 | Color-Word Interference Test Delis-Kaplan Executive Function System (D-KEFS) | Neuropsychological Impairment | Outcomes and End Points |
Free-Form Entry |
0 | 999 | |||||||||
| C54066 | Delis-Kaplan Executive Function System (DKEFS) - Condition type | DKEFSConditionTyp | Type of conditions, as part of Delis-Kaplan Executive Function System (DKEFS) | Type of conditions, as part of Delis-Kaplan Executive Function System (DKEFS) | 1;2;3;4;5 | Visual Scanning;Number Sequencing;Letter Sequencing;Number-Letter Switching;Motor Speed | Alphanumeric |
Choose one. |
Copyright 2001, Pearson Inc. http://www.pearsonclinical.com/psychology/products/100000618/deliskaplan-executive-function-system-d-kefs.html. Lippa SM, Davis RN. Inhibition/switching is not necessarily harder than inhibition: an analysis of the D-KEFS colo | Adult;Pediatric | Supplemental | 1.00 | 2017-02-13 00:00:00.0 | Color-Word Interference Test Delis-Kaplan Executive Function System (D-KEFS) | Neuropsychological Impairment | Outcomes and End Points |
Single Pre-Defined Value Selected |
|||||||||
| C54056 | D-KEFS Color-Word Interference Test (CWIT) -Condition 2 Scaled Score | DKEFSCWITCondtn2ScaledScore | Scaled score of word reading, as part of Delis-Kaplan Executive Function System (D-KEFS) Color-Word Interference Test (CWIT) | Scaled score of word reading, as part of System (D-KEFS) Color-Word Interference Test (CWIT) | Numeric Values |
Refer to scoring manual for instrcutions. http://www.pearsonclinical.com/psychology/products/100000618/deliskaplan... |
Lippa SM, Davis RN. Inhibition/switching is not necessarily harder than inhibition: an analysis of the D-KEFS color-word interference test. Arch Clin Neuropsychol. 2010 Mar;25(2):146-52. doi: 10.1093/arclin/acq001. Epub 2010 Feb 4. PubMed PMID: 20139109. | Adult;Pediatric | Supplemental | 1.00 | 2017-02-13 00:00:00.0 | Color-Word Interference Test Delis-Kaplan Executive Function System (D-KEFS) | Neuropsychological Impairment | Outcomes and End Points |
Free-Form Entry |
1 | 19 | |||||||||
| C54067 | Delis-Kaplan Executive Function System (DKEFS) - Error analysis optional type | DKEFSErrorAnalysisOptionalTyp | Optional measures for error analysis, as part of Delis-Kaplan Executive Function System (DKEFS) | Optional measures for error analysis, as part of Delis-Kaplan Executive Function System (DKEFS) | Commision errors;Omission errors;Sequencing errors;Set Loss errors;Time discontinue errors | Commision errors;Omission errors;Sequencing errors;Set Loss errors;Time discontinue errors | Alphanumeric |
Choose one. |
Copyright 2001, Pearson Inc. http://www.pearsonclinical.com/psychology/products/100000618/deliskaplan-executive-function-system-d-kefs.html. Lippa SM, Davis RN. Inhibition/switching is not necessarily harder than inhibition: an analysis of the D-KEFS colo | Adult;Pediatric | Supplemental | 1.00 | 2017-02-13 00:00:00.0 | Color-Word Interference Test Delis-Kaplan Executive Function System (D-KEFS) | Neuropsychological Impairment | Outcomes and End Points |
Single Pre-Defined Value Selected |
|||||||||
| C54057 | D-KEFS Color-Word Interference Test (CWIT) -Condition 3 Raw Score | DKEFSCWITCondtn3RawScore | Raw score of inhibition, as part of Delis-Kaplan Executive Function System (D-KEFS) Color-Word Interference Test (CWIT) | Raw score of inhibition, as part of System (D-KEFS) Color-Word Interference Test (CWIT) | Numeric Values |
Refer to scoring manual for instrcutions. http://www.pearsonclinical.com/psychology/products/100000618/deliskaplan... |
Lippa SM, Davis RN. Inhibition/switching is not necessarily harder than inhibition: an analysis of the D-KEFS color-word interference test. Arch Clin Neuropsychol. 2010 Mar;25(2):146-52. doi: 10.1093/arclin/acq001. Epub 2010 Feb 4. PubMed PMID: 20139109. | Adult;Pediatric | Supplemental | 1.00 | 2017-02-13 00:00:00.0 | Color-Word Interference Test Delis-Kaplan Executive Function System (D-KEFS) | Neuropsychological Impairment | Outcomes and End Points |
Free-Form Entry |
0 | 999 | |||||||||
| C54068 | Delis-Kaplan Executive Function System (DKEFS) - Error raw score | DKEFSErrorRawScore | Errors as a raw score, as part of Delis-Kaplan Executive Function System (DKEFS) | Errors as a raw score, as part of Delis-Kaplan Executive Function System (DKEFS) | Numeric Values |
Enter errors as a raw score. For most of the measures provided by the D-KEFS tests, the raw scores are converted to scaled scores, with a mean of 10 and a standard deviation of 3, corrected for 16 separate age groups. Please refer to DKEFS scoring manual for more information (http://www.pearsonclinical.com/psychology/products/100000618/deliskaplan...) |
Copyright 2001, Pearson Inc. http://www.pearsonclinical.com/psychology/products/100000618/deliskaplan-executive-function-system-d-kefs.html. Lippa SM, Davis RN. Inhibition/switching is not necessarily harder than inhibition: an analysis of the D-KEFS colo | Adult;Pediatric | Supplemental | 1.00 | 2017-02-13 00:00:00.0 | Color-Word Interference Test Delis-Kaplan Executive Function System (D-KEFS) | Neuropsychological Impairment | Outcomes and End Points |
Free-Form Entry |
0 | ||||||||||
| C54058 | D-KEFS Color-Word Interference Test (CWIT) -Condition 3 Scaled Score | DKEFSCWITCondtn3ScaledScore | Scaled score of inhibition, as part of Delis-Kaplan Executive Function System (D-KEFS) Color-Word Interference Test (CWIT) | Scaled score of inhibition, as part of System (D-KEFS) Color-Word Interference Test (CWIT) | Numeric Values |
Refer to scoring manual for instrcutions. http://www.pearsonclinical.com/psychology/products/100000618/deliskaplan... |
Lippa SM, Davis RN. Inhibition/switching is not necessarily harder than inhibition: an analysis of the D-KEFS color-word interference test. Arch Clin Neuropsychol. 2010 Mar;25(2):146-52. doi: 10.1093/arclin/acq001. Epub 2010 Feb 4. PubMed PMID: 20139109. | Adult;Pediatric | Supplemental | 1.00 | 2017-02-13 00:00:00.0 | Color-Word Interference Test Delis-Kaplan Executive Function System (D-KEFS) | Neuropsychological Impairment | Outcomes and End Points |
Free-Form Entry |
1 | 19 | |||||||||
| C54069 | Delis-Kaplan Executive Function System (DKEFS) - Cumulative percentile rank value | DKEFSCumulatvPerctRankVal | Cumulative percentile rank for error analysis, as part of Delis-Kaplan Executive Function System (DKEFS) | Cumulative percentile rank for error analysis, as part of Delis-Kaplan Executive Function System (DKEFS) | Numeric Values |
Enter cumulative percentile rank value. For most of the measures provided by the D-KEFS tests, the raw scores are converted to scaled scores, with a mean of 10 and a standard deviation of 3, corrected for 16 separate age groups. Please refer to DKEFS scoring manual for more information (http://www.pearsonclinical.com/psychology/products/100000618/deliskaplan...) |
Copyright 2001, Pearson Inc. http://www.pearsonclinical.com/psychology/products/100000618/deliskaplan-executive-function-system-d-kefs.html. Lippa SM, Davis RN. Inhibition/switching is not necessarily harder than inhibition: an analysis of the D-KEFS colo | Adult;Pediatric | Supplemental | 1.00 | 2017-02-13 00:00:00.0 | Color-Word Interference Test Delis-Kaplan Executive Function System (D-KEFS) | Neuropsychological Impairment | Outcomes and End Points |
Free-Form Entry |
0 | 100 | |||||||||
| C54059 | D-KEFS Color-Word Interference Test (CWIT) -Condition 4 Raw Score | DKEFSCWITCondtn4RawScore | Raw score of inhibition/switching, as part of Delis-Kaplan Executive Function System (D-KEFS) Color-Word Interference Test (CWIT) | Raw score of inhibition/switching, as part of System (D-KEFS) Color-Word Interference Test (CWIT) | Numeric Values |
Refer to scoring manual for instrcutions. http://www.pearsonclinical.com/psychology/products/100000618/deliskaplan... |
Lippa SM, Davis RN. Inhibition/switching is not necessarily harder than inhibition: an analysis of the D-KEFS color-word interference test. Arch Clin Neuropsychol. 2010 Mar;25(2):146-52. doi: 10.1093/arclin/acq001. Epub 2010 Feb 4. PubMed PMID: 20139109. | Adult;Pediatric | Supplemental | 1.00 | 2017-02-13 00:00:00.0 | Color-Word Interference Test Delis-Kaplan Executive Function System (D-KEFS) | Neuropsychological Impairment | Outcomes and End Points |
Free-Form Entry |
0 | 999 | |||||||||
| C54070 | Delis-Kaplan Executive Function System (DKEFS) - Error total raw score | DKEFSErrorTtlRawScore | Total raw score calculated as the sum of raw scores of Sequencing Errors, Set-Loss Errors and Time-Discontinue Errors in Condition 4 (Number-Letter Switching), as part of Delis-Kaplan Executive Function System (DKEFS) | Total raw score calculated as the sum of raw scores of Sequencing Errors, Set-Loss Errors and Time-Discontinue Errors in Condition 4 (Number-Letter Switching), as part of Delis-Kaplan Executive Function System (DKEFS) | Condition 4: All Error Types-Total Raw Score | Numeric Values |
Refer to DKEFSErrorAnalysisOptionalTyp for type of errors. For most of the measures provided by the D-KEFS tests, the raw scores are converted to scaled scores, with a mean of 10 and a standard deviation of 3, corrected for 16 separate age groups. Please refer to DKEFS scoring manual for more information (http://www.pearsonclinical.com/psychology/products/100000618/deliskaplan...) |
Copyright 2001, Pearson Inc. http://www.pearsonclinical.com/psychology/products/100000618/deliskaplan-executive-function-system-d-kefs.html. Lippa SM, Davis RN. Inhibition/switching is not necessarily harder than inhibition: an analysis of the D-KEFS colo | Adult;Pediatric | Supplemental | 1.00 | 2017-02-13 00:00:00.0 | Color-Word Interference Test Delis-Kaplan Executive Function System (D-KEFS) | Neuropsychological Impairment | Outcomes and End Points |
Free-Form Entry |
0 | |||||||||
| C54049 | D-KEFS Color-Word Interference Test (CWIT) -Total Uncorrected Errors Count | DKEFSCWITTotalUncortdErrorsCt | Count of total uncorrected errors, as part of Delis-Kaplan Executive Function System (D-KEFS) Color-Word Interference Test (CWIT) | Count of total uncorrected errors, as part of Delis-Kaplan Executive Function System (D-KEFS) Color-Word Interference Test (CWIT | Condition1: This page has patches of color on It. I'd like you to say the colors as quickly as you can without skipping any or making mistakes. When you finish the first line, go on to this one. Now try these first two lines for practice. Good. Now, when I say begin, I want you to say the rest of the colors. Begin here and say each color, one after the other,without skipping any, When you finish this line, go on to this one . Keep saying the colors until you reach the end of the last line. Say the colors as quickly as you can without making mistakes. Ready? Begin. Condition2: Now look at this page with words printed on it. I'd like you to read the words aloud as quickly as you can without skipping any or making mistakes; When you finish this line, go on to this one. ). Now try reading these first two lines for practice. Good. Now, when I say begin, I want you to read the rest of the words. Begin here and read each word, one after the other, without skipping any. Keep reading the words until you reach the end. Read the words as quickly as you can without making mistakes. Ready? Begin. Condition3: Now look at this page. It's going to be a little harder than the other pages because the color names are printed in a different-colored, ink. For example, do you see how the word red is printed in green ink here? This time, you are to name the color of the ink that the letters are printed in and not read the word. So, what would you say for this one? Good. And this one? Now try these first two lines for practice. Good, Now, when I say begin, I want you to do the same thing for the rest of them. Say the color of the ink the letters are printed in; do not read the words. Begin here and say each ink color, one after the other, without skipping any. Keep saying the ink colors until you reach the end. Say the ink colors as quickly as you can without making mistakes. Ready? Begin. Condition4: This is the fourth and last page. This time, for many of the words, you are to do the same thing you just did: Name the color of the ink and do not read the words. But if a word is inside a little box, you should read the word and not name the Ink color. For example, what would you say for these first three words? Good. Now try these first two lines for practice. Very good. Now, when I say. Begin, I want you to do the same thing for the rest of them. Say the color of the ink the letters are printed tn or read tile word if it is in a box. Begin here and keep going until you reach the end. Say the ink colors or words as quickly as you can without making mistakes, Ready? Begin. | Numeric Values |
Condition1, 2: Discontinue if the examinee has marked diffloulty or makes four uncorrected errors on the practice lines. Otherwise, discontinue the scored task after 90 seconds. Condition3: Discontinue if the examinee has marked difficulty or requires four corrections on the two practice lines, Otherwise, dlscontinue the scored after 180 seconds. Condition4: Do not administer Condition 4 if the examinee had marked difficulty or did not finish before the time limit was reached on Condition 3 (Inhibition). Discontinue if the examinee has marked difficulty or requires four corrections on the practice lines of Condiditon 4. Otherwise,discontinue the scored task after 180 seconds. |
Lippa SM, Davis RN. Inhibition/switching is not necessarily harder than inhibition: an analysis of the D-KEFS color-word interference test. Arch Clin Neuropsychol. 2010 Mar;25(2):146-52. doi: 10.1093/arclin/acq001. Epub 2010 Feb 4. PubMed PMID: 20139109. | Adult;Pediatric | Supplemental | 1.00 | 2017-02-13 00:00:00.0 | Color-Word Interference Test Delis-Kaplan Executive Function System (D-KEFS) | Neuropsychological Impairment | Outcomes and End Points |
Free-Form Entry |
0 | 60 | ||||||||
| C54060 | D-KEFS Color-Word Interference Test (CWIT) -Condition 4 Scaled Score | DKEFSCWITCondtn4ScaledScore | Scaled score of inhibition/switching, as part of Delis-Kaplan Executive Function System (D-KEFS) Color-Word Interference Test (CWIT) | Scaled score of inhibition/switching, as part of System (D-KEFS) Color-Word Interference Test (CWIT) | Numeric Values |
Refer to scoring manual for instrcutions. http://www.pearsonclinical.com/psychology/products/100000618/deliskaplan... |
Lippa SM, Davis RN. Inhibition/switching is not necessarily harder than inhibition: an analysis of the D-KEFS color-word interference test. Arch Clin Neuropsychol. 2010 Mar;25(2):146-52. doi: 10.1093/arclin/acq001. Epub 2010 Feb 4. PubMed PMID: 20139109. | Adult;Pediatric | Supplemental | 1.00 | 2017-02-13 00:00:00.0 | Color-Word Interference Test Delis-Kaplan Executive Function System (D-KEFS) | Neuropsychological Impairment | Outcomes and End Points |
Free-Form Entry |
1 | 19 | |||||||||
| C54071 | Delis-Kaplan Executive Function System (DKEFS) - All error types condition 4 scaled score | DKEFSAllErTypCond4SclScore | Scaled score of all error types for condition 4 Number-Letter Switching, as part of Delis-Kaplan Executive Function System (DKEFS) | Scaled score of all error types for condition 4 Number-Letter Switching, as part of Delis-Kaplan Executive Function System (DKEFS) | Numeric Values |
For most of the measures provided by the D-KEFS tests, the raw scores are converted to scaled scores, with a mean of 10 and a standard deviation of 3, corrected for 16 separate age groups. Please refer to DKEFS scoring manual for more information (http://www.pearsonclinical.com/psychology/products/100000618/deliskaplan...) |
Copyright 2001, Pearson Inc. http://www.pearsonclinical.com/psychology/products/100000618/deliskaplan-executive-function-system-d-kefs.html. Lippa SM, Davis RN. Inhibition/switching is not necessarily harder than inhibition: an analysis of the D-KEFS colo | Adult;Pediatric | Supplemental | 1.00 | 2017-02-13 00:00:00.0 | Color-Word Interference Test Delis-Kaplan Executive Function System (D-KEFS) | Neuropsychological Impairment | Outcomes and End Points |
Free-Form Entry |
1 | 19 | |||||||||
| C54050 | D-KEFS Color-Word Interference Test (CWIT) -Total Self-corrected Errors Count | DKEFSCWITTotalSfCortdErrorsCt | Count of total self-corrected errors, as part of Delis-Kaplan Executive Function System (D-KEFS) Color-Word Interference Test (CWIT) | Count of total self-corrected errors, as part of Delis-Kaplan Executive Function System (D-KEFS) Color-Word Interference Test (CWIT | Condition1: This page has patches of color on It. I'd like you to say the colors as quickly as you can without skipping any or making mistakes. When you finish the first line, go on to this one. Now try these first two lines for practice. Good. Now, when I say begin, I want you to say the rest of the colors. Begin here and say each color, one after the other,without skipping any, When you finish this line, go on to this one . Keep saying the colors until you reach the end of the last line. Say the colors as quickly as you can without making mistakes. Ready? Begin. Condition2: Now look at this page with words printed on it. I'd like you to read the words aloud as quickly as you can without skipping any or making mistakes; When you finish this line, go on to this one. ). Now try reading these first two lines for practice. Good. Now, when I say begin, I want you to read the rest of the words. Begin here and read each word, one after the other, without skipping any. Keep reading the words until you reach the end. Read the words as quickly as you can without making mistakes. Ready? Begin. Condition3: Now look at this page. It's going to be a little harder than the other pages because the color names are printed in a different-colored, ink. For example, do you see how the word red is printed in green ink here? This time, you are to name the color of the ink that the letters are printed in and not read the word. So, what would you say for this one? Good. And this one? Now try these first two lines for practice. Good, Now, when I say begin, I want you to do the same thing for the rest of them. Say the color of the ink the letters are printed in; do not read the words. Begin here and say each ink color, one after the other, without skipping any. Keep saying the ink colors until you reach the end. Say the ink colors as quickly as you can without making mistakes. Ready? Begin. Condition4: This is the fourth and last page. This time, for many of the words, you are to do the same thing you just did: Name the color of the ink and do not read the words. But if a word is inside a little box, you should read the word and not name the Ink color. For example, what would you say for these first three words? Good. Now try these first two lines for practice. Very good. Now, when I say. Begin, I want you to do the same thing for the rest of them. Say the color of the ink the letters are printed tn or read tile word if it is in a box. Begin here and keep going until you reach the end. Say the ink colors or words as quickly as you can without making mistakes, Ready? Begin. | Numeric Values |
Condition1, 2: Discontinue if the examinee has marked diffloulty or makes four uncorrected errors on the practice lines. Otherwise, discontinue the scored task after 90 seconds. Condition3: Discontinue if the examinee has marked difficulty or requires four corrections on the two practice lines, Otherwise, dlscontinue the scored after 180 seconds. Condition4: Do not administer Condition 4 if the examinee had marked difficulty or did not finish before the time limit was reached on Condition 3 (Inhibition). Discontinue if the examinee has marked difficulty or requires four corrections on the practice lines of Condiditon 4. Otherwise,discontinue the scored task after 180 seconds. |
Lippa SM, Davis RN. Inhibition/switching is not necessarily harder than inhibition: an analysis of the D-KEFS color-word interference test. Arch Clin Neuropsychol. 2010 Mar;25(2):146-52. doi: 10.1093/arclin/acq001. Epub 2010 Feb 4. PubMed PMID: 20139109. | Adult;Pediatric | Supplemental | 1.00 | 2017-02-13 00:00:00.0 | Color-Word Interference Test Delis-Kaplan Executive Function System (D-KEFS) | Neuropsychological Impairment | Outcomes and End Points |
Free-Form Entry |
0 | 60 | ||||||||
| C54061 | D-KEFS Color-Word Interference Test (CWIT) -Composite Scaled Score | DKEFSCWITCompScaledScore | Composite scaled score, as part of Delis-Kaplan Executive Function System (D-KEFS) Color-Word Interference Test (CWIT) | Composite scaled score, as part of System (D-KEFS) Color-Word Interference Test (CWIT) | Numeric Values |
Conversion of the sum of Scaled score of color naming (DKEFSCWITCondtn1ScaledScore) and Scaled score of word reading (DKEFSCWITCondtn2ScaledScore) to a scaled score |
Lippa SM, Davis RN. Inhibition/switching is not necessarily harder than inhibition: an analysis of the D-KEFS color-word interference test. Arch Clin Neuropsychol. 2010 Mar;25(2):146-52. doi: 10.1093/arclin/acq001. Epub 2010 Feb 4. PubMed PMID: 20139109. | Adult;Pediatric | Supplemental | 1.00 | 2017-02-13 00:00:00.0 | Color-Word Interference Test Delis-Kaplan Executive Function System (D-KEFS) | Neuropsychological Impairment | Outcomes and End Points |
Free-Form Entry |
1 | 19 | |||||||||
| C54051 | D-KEFS Color-Word Interference Test (CWIT) -Time To Complete 90 Duration | DKEFSCWITTimeToComplte90Dur | Duration of total time to complete for condition 1 and 2, as part of Delis-Kaplan Executive Function System (D-KEFS) Color-Word Interference Test (CWIT) | Duration of total time to complete for condition 1 and 2, as part of Delis-Kaplan Executive Function System (D-KEFS) Color-Word Interference Test (CWIT | Condition1: This page has patches of color on It. I'd like you to say the colors as quickly as you can without skipping any or making mistakes. When you finish the first line, go on to this one. Now try these first two lines for practice. Good. Now, when I say begin, I want you to say the rest of the colors. Begin here and say each color, one after the other,without skipping any, When you finish this line, go on to this one . Keep saying the colors until you reach the end of the last line. Say the colors as quickly as you can without making mistakes. Ready? Begin. Condition2: Now look at this page with words printed on it. I'd like you to read the words aloud as quickly as you can without skipping any or making mistakes; When you finish this line, go on to this one. ). Now try reading these first two lines for practice. Good. Now, when I say begin, I want you to read the rest of the words. Begin here and read each word, one after the other, without skipping any. Keep reading the words until you reach the end. Read the words as quickly as you can without making mistakes. Ready? Begin. Condition3: Now look at this page. It's going to be a little harder than the other pages because the color names are printed in a different-colored, ink. For example, do you see how the word red is printed in green ink here? This time, you are to name the color of the ink that the letters are printed in and not read the word. So, what would you say for this one? Good. And this one? Now try these first two lines for practice. Good, Now, when I say begin, I want you to do the same thing for the rest of them. Say the color of the ink the letters are printed in; do not read the words. Begin here and say each ink color, one after the other, without skipping any. Keep saying the ink colors until you reach the end. Say the ink colors as quickly as you can without making mistakes. Ready? Begin. Condition4: This is the fourth and last page. This time, for many of the words, you are to do the same thing you just did: Name the color of the ink and do not read the words. But if a word is inside a little box, you should read the word and not name the Ink color. For example, what would you say for these first three words? Good. Now try these first two lines for practice. Very good. Now, when I say. Begin, I want you to do the same thing for the rest of them. Say the color of the ink the letters are printed tn or read tile word if it is in a box. Begin here and keep going until you reach the end. Say the ink colors or words as quickly as you can without making mistakes, Ready? Begin. | Numeric Values |
Condition1, 2: Discontinue if the examinee has marked diffloulty or makes four uncorrected errors on the practice lines. Otherwise, discontinue the scored task after 90 seconds. |
Lippa SM, Davis RN. Inhibition/switching is not necessarily harder than inhibition: an analysis of the D-KEFS color-word interference test. Arch Clin Neuropsychol. 2010 Mar;25(2):146-52. doi: 10.1093/arclin/acq001. Epub 2010 Feb 4. PubMed PMID: 20139109. | Adult;Pediatric | Supplemental | 1.00 | 2017-02-13 00:00:00.0 | Color-Word Interference Test Delis-Kaplan Executive Function System (D-KEFS) | Neuropsychological Impairment | Outcomes and End Points |
Free-Form Entry |
0 | 90 | Second | |||||||
| C54062 | D-KEFS Color-Word Interference Test (CWIT) -Sum of Scaled Scores | DKEFSCWITSumScaledScore | Sum of scaled scores of Color Naming and Word Reading, as part of Delis-Kaplan Executive Function System (D-KEFS) Color-Word Interference Test (CWIT) | Sum of scaled scores, as part of System (D-KEFS) Color-Word Interference Test (CWIT) | Numeric Values |
Scaled score of color naming (DKEFSCWITCondtn1ScaledScore)+ scaled score of word reading (DKEFSCWITCondtn2ScaledScore) |
Lippa SM, Davis RN. Inhibition/switching is not necessarily harder than inhibition: an analysis of the D-KEFS color-word interference test. Arch Clin Neuropsychol. 2010 Mar;25(2):146-52. doi: 10.1093/arclin/acq001. Epub 2010 Feb 4. PubMed PMID: 20139109. | Adult;Pediatric | Supplemental | 1.00 | 2017-02-13 00:00:00.0 | Color-Word Interference Test Delis-Kaplan Executive Function System (D-KEFS) | Neuropsychological Impairment | Outcomes and End Points |
Free-Form Entry |
2 | 38 | |||||||||
| C54052 | D-KEFS Color-Word Interference Test (CWIT) -Time To Complete 180 Duration | DKEFSCWITTimeToComplte180Dur | Duration of total time to for condition 3 and 4, as part of Delis-Kaplan Executive Function System (D-KEFS) Color-Word Interference Test (CWIT) | Duration of total time to for condition 3 and 4, as part of Delis-Kaplan Executive Function System (D-KEFS) Color-Word Interference Test (CWIT | Condition1: This page has patches of color on It. I'd like you to say the colors as quickly as you can without skipping any or making mistakes. When you finish the first line, go on to this one. Now try these first two lines for practice. Good. Now, when I say begin, I want you to say the rest of the colors. Begin here and say each color, one after the other,without skipping any, When you finish this line, go on to this one . Keep saying the colors until you reach the end of the last line. Say the colors as quickly as you can without making mistakes. Ready? Begin. Condition2: Now look at this page with words printed on it. I'd like you to read the words aloud as quickly as you can without skipping any or making mistakes; When you finish this line, go on to this one. ). Now try reading these first two lines for practice. Good. Now, when I say begin, I want you to read the rest of the words. Begin here and read each word, one after the other, without skipping any. Keep reading the words until you reach the end. Read the words as quickly as you can without making mistakes. Ready? Begin. Condition3: Now look at this page. It's going to be a little harder than the other pages because the color names are printed in a different-colored, ink. For example, do you see how the word red is printed in green ink here? This time, you are to name the color of the ink that the letters are printed in and not read the word. So, what would you say for this one? Good. And this one? Now try these first two lines for practice. Good, Now, when I say begin, I want you to do the same thing for the rest of them. Say the color of the ink the letters are printed in; do not read the words. Begin here and say each ink color, one after the other, without skipping any. Keep saying the ink colors until you reach the end. Say the ink colors as quickly as you can without making mistakes. Ready? Begin. Condition4: This is the fourth and last page. This time, for many of the words, you are to do the same thing you just did: Name the color of the ink and do not read the words. But if a word is inside a little box, you should read the word and not name the Ink color. For example, what would you say for these first three words? Good. Now try these first two lines for practice. Very good. Now, when I say. Begin, I want you to do the same thing for the rest of them. Say the color of the ink the letters are printed tn or read tile word if it is in a box. Begin here and keep going until you reach the end. Say the ink colors or words as quickly as you can without making mistakes, Ready? Begin. | Numeric Values |
Condition3: Discontinue if the examinee has marked difficulty or requires four corrections on the two practice lines, Otherwise, dlscontinue the scored after 180 seconds. Condition4: Do not administer Condition 4 if the examinee had marked difficulty or did not finish before the time limit was reached on Condition 3 (Inhibition). Discontinue if the examinee has marked difficulty or requires four corrections on the practice lines of Condiditon 4. Otherwise,discontinue the scored task after 180 seconds. |
Lippa SM, Davis RN. Inhibition/switching is not necessarily harder than inhibition: an analysis of the D-KEFS color-word interference test. Arch Clin Neuropsychol. 2010 Mar;25(2):146-52. doi: 10.1093/arclin/acq001. Epub 2010 Feb 4. PubMed PMID: 20139109. | Adult;Pediatric | Supplemental | 1.00 | 2017-02-13 00:00:00.0 | Color-Word Interference Test Delis-Kaplan Executive Function System (D-KEFS) | Neuropsychological Impairment | Outcomes and End Points |
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0 | 180 | Second | |||||||
| C54063 | Delis-Kaplan Executive Function System (DKEFS) - Completion time contrast Type | DKEFSCompletionTimeContrastTyp | Type of primary contrast measures for completion times, as part of Delis-Kaplan Executive Function System (DKEFS) | Type of primary contrast measures for completion times, as part of Delis-Kaplan Executive Function System (DKEFS) | Switching vs Combined Number plus Letter Sequencing;Switching vs Letter Sequencing;Switching vs Motor Speed;Switching vs Number Sequencing;Switching vs Visual Scanning | Switching vs Combined Number plus Letter Sequencing;Switching vs Letter Sequencing;Switching vs Motor Speed;Switching vs Number Sequencing;Switching vs Visual Scanning | Alphanumeric |
Choose one. |
Copyright 2001, Pearson Inc. http://www.pearsonclinical.com/psychology/products/100000618/deliskaplan-executive-function-system-d-kefs.html. Lippa SM, Davis RN. Inhibition/switching is not necessarily harder than inhibition: an analysis of the D-KEFS colo | Adult;Pediatric | Supplemental | 1.00 | 2017-02-13 00:00:00.0 | Color-Word Interference Test Delis-Kaplan Executive Function System (D-KEFS) | Neuropsychological Impairment | Outcomes and End Points |
Single Pre-Defined Value Selected |
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| C54053 | D-KEFS Color-Word Interference Test (CWIT) -Condition 1 Raw Score | DKEFSCWITCondtn1RawScore | Raw score of color naming, as part of Delis-Kaplan Executive Function System (D-KEFS) Color-Word Interference Test (CWIT) | Raw score of color naming, as part of Delis-Kaplan Executive Function System (D-KEFS) Color-Word Interference Test (CWIT) | Numeric Values |
Refer to scoring manual for instrcutions. http://www.pearsonclinical.com/psychology/products/100000618/deliskaplan... |
Lippa SM, Davis RN. Inhibition/switching is not necessarily harder than inhibition: an analysis of the D-KEFS color-word interference test. Arch Clin Neuropsychol. 2010 Mar;25(2):146-52. doi: 10.1093/arclin/acq001. Epub 2010 Feb 4. PubMed PMID: 20139109. | Adult;Pediatric | Supplemental | 1.00 | 2017-02-13 00:00:00.0 | Color-Word Interference Test Delis-Kaplan Executive Function System (D-KEFS) | Neuropsychological Impairment | Outcomes and End Points |
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0 | 999 | |||||||||
| C54064 | D-KEFS Color-Word Interference Test (CWIT) -Difference Scaled Score | DKEFSCWITDiffScaledScore | Scaled-score difference, as part of Delis-Kaplan Executive Function System (D-KEFS) Color-Word Interference Test (CWIT) | Scaled-score difference, as part of System (D-KEFS) Color-Word Interference Test (CWIT) | Numeric Values |
In the fourth comparison (Number-Letter Switching vs. Combined Number Sequencing+Letter Sequencing), the composite scaled score of Combined Number Sequencing+Letter Sequencing (DKEFSCWITCompScaledScore) is used. |
Lippa SM, Davis RN. Inhibition/switching is not necessarily harder than inhibition: an analysis of the D-KEFS color-word interference test. Arch Clin Neuropsychol. 2010 Mar;25(2):146-52. doi: 10.1093/arclin/acq001. Epub 2010 Feb 4. PubMed PMID: 20139109. | Adult;Pediatric | Supplemental | 1.00 | 2017-02-13 00:00:00.0 | Color-Word Interference Test Delis-Kaplan Executive Function System (D-KEFS) | Neuropsychological Impairment | Outcomes and End Points |
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