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Journal of Child Neurology
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Test Reliability and Stability of Children's Cognitive Functioning

Fiona H. Spencer

School of Learning and Professional Studies Queensland University of Technology, Kelvin Grove, Queensland, Australia f.spencer{at}qut.edu.au

Laurel J. Bornholt

School of Development and Learning The University of Sydney, Sydney, Australia

Robert A. Ouvrier

Department of Neurology The Children's Hospital at Westmead, Sydney, Australia

This study addresses the test reliability of a screening test and stability of children's cognitive functioning. Children aged 5 to 8 years in western Sydney were assessed on three occasions. The first assessment provided a baseline, with the second assessment at 2-, 4-, or 12-week intervals. The final assessment was 4 weeks later. Indicators of reliability and stability suggested that a distinction can be made between test reliability and the phenomenon (cognitive functioning) stability. Cognitive functioning was assessed using the School-Years Screening Test for the Evaluation of Mental Status (SYSTEMS). The findings have implications for indicators of reliability and stability of cognitive assessments in developmental research and clinical practice. (J Child Neurol 2003; 18: 5—11).

Journal of Child Neurology, Vol. 18, No. 1, 5-11 (2003)
DOI: 10.1177/08830738030180010901
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