A-162: The Relationship Between Sustained Attention Performance and Executive Task Errors in a Pediatric Clinical Sample

Abstract

Objective: Deficits in attention have been linked to poorer performance on executive functioning tasks, particularly those requiring inhibition and cognitive flexibility. While continuous performance tests are commonly used to assess sustained attention, their relationship to error based executive outcomes under increased task demand in pediatric clinical populations remains incompletely characterized. This study examined whether performance on a relatively low demand task of sustained attention, the Conners’ Continuous Performance Test–Third Edition (CPT-3), predicts performance on a higher demand executive task, the Delis–Kaplan Executive Function System (D-KEFS) Color Word Interference Test (CW). Method/Data Selection: Data were obtained from a mixed clinical sample of 213 children and adolescents ages 8–17 years (M = 11.7, SD = 2.8; 47.8% male, 52.2% female) evaluated in an outpatient private practice neuropsychology clinic. Participants completed the CPT-3 and D-KEFS CW as part of individualized comprehensive neuropsychological batteries. Multivariate regression analyses examined whether CPT-3 subscales predicted performance on D-KEFS CW conditions. Results/Data Synthesis: The overall model significantly predicted D-KEFS Inhibition Error scores (R2 = .12, adjusted R2 = .08, F(9, 198) = 3.02, p = .002) and D-KEFS Inhibition/Switching Error scores (R2 = .17, adjusted R2 = .13, F(9, 198) = 4.56, p < .001). CPT-3 reaction time–based indices accounted for the majority of explained variance across both error outcomes. Conclusions: Performance on a sustained attention task was associated with error based executive performance requiring inhibition and cognitive flexibility in this pediatric clinical sample. Faster response speed and higher variability in response speed may be linked more impulsive verbal responding, resulting in higher errors on a cognitively demanding task.