Abstract
Despite the widespread use of the Test Battery of Attentional Performance (TAP) and its child version (KiTAP), there are few studies on the convergent and criterion-related validity of both procedures. In this study, elementary-school children aged 8 to 11 years (N = 99) completed the corresponding subtests from both batteries. Moreover, we assessed indicators of test motivation and the ...
Abstract
Despite the widespread use of the Test Battery of Attentional Performance (TAP) and its child version (KiTAP), there are few studies on the convergent and criterion-related validity of both procedures. In this study, elementary-school children aged 8 to 11 years (N = 99) completed the corresponding subtests from both batteries. Moreover, we assessed indicators of test motivation and the children's school grades. The correlations between the test batteries were small in size. Comparisons of normative data revealed significant differences between batteries. Analyses of test motivation pointed to the advantages of the KiTAP. Performance measures of both batteries correlated only weakly with school grades. The results question the reliability, validity, and quality of normative data for both test batteries in elementary-school-aged children. In the diagnostic practice with children, we must interpret the examination findings obtained from the TAP and KiTAP procedures with caution since examination results may vary depending on the test battery used.
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