BrainX adopts MOXO d-CPT (Introduced by Esperanza) in Hong Kong, which quantifies children’s attentive level rapidly and demonstrate benchmark on same aged peers comparison.
MOXO d-CPT is widely applied in hospitals & education institutions, and adapted in 39 countries as ADHD diagnostic tool. The assessment can be completed in 30 minutes quantifying children’s attentive level rapidly and demonstrating benchmark on same aged peers comparison.
Diagnosis reports provide an overall picture of your client’s performance throughout the assessment, including in the presence of auditory, visual and combined audio-visual distractors.
Standardized Z-scores are offered for four different attention metrics: Attentiveness, Timeliness, Hyper-Reactivity and Impulsiveness. Scores are standardized based on an age and gender-matched norm group.
View your client’s performs throughout the assessment and with all
distractor types, and interactively compare the different metrics
side-by-side.
For assessment takers 26 and younger, you can compare the individual’s performance to a general population reference group.
Clearly see which scenarios led to increased performance, and which conditions were more difficult for your client in the distractor impact graph.
專注力反映評估參與者根據指示正確回應的能力。在這方面表現較弱的評估參與者，有較大機會在關注週遭環境或在需要關注特定細節的情況下表現欠佳。而對於旁觀者來說，他們可能只是不專心或較容易分心。然而，他們在日常生活中面臨的困難遠超想像，例如無法安靜上課、無法理解複雜的指令、難以注意到週遭環境的微小變化、容易計算錯誤等等。
及時反應性反映了評估參與者在任務分配的時間框架內作出正確回應的能力。雖然及時反應性表現較弱的評估參與者可能能夠在正常無變化的環境中正確作出回應，但當環境存在變化並要求他們作出及時反應時可能會出現失誤。
及時反應性亦指需要快速且即時回應的任務，以及按時完成任務。例如，在有時間壓力下回答問題（即使內容是熟悉的）。及時反應性出現問題會呈現出與專注力問題相似的特點，更由於難以察覺，容易在學習或工作中造成缺漏。，面對這種困難的人會失去對任務的連續性感知，也無法保持對任務的掌控能力。
衝動性是指在「禁止」的時間點上做出反應的傾向。具有衝動傾向的人可能在不考慮當前情況或該行為可能結果的情況下行事。即使一個人充分理解衝動行為的結果，這種行為仍然可能發生。衝動性的典型特徵包括沒有耐性、不考慮後果而作危險行為等。
過度反應指在有效自我調節以及克制不必要的行動（如過度說話等）方面存在困難。而過度反應的行為通常會伴隨著過度的回應。通常表現過度反應的人明白他們行為的不良後果，但他們難以控制自己不作出這樣行為。
View your client’s standardized percentile scores to capture cognitive and executive functions throughout he entire assessment, and under visual or auditory distraction.
Understand general performance patterns over the entire assessment presented in standardized percentiles. Task Persistence measures the ability to remain focused over an extended period of time. Processing Speed Stability measures the ability to respond consistently over time.
See the difference between your client’s selective attention, processing speed, response-regulation and self-regulation performance with auditory and visual distractors compared to their performance without any distractors.
焦點指標 (Focus Metric) 是對基本專注力能力的綜合評估。該參數提供了專注力能力的整體呈現，包括選擇性注意力、訊息處理速度、自我調節和反應調節的平均值。
聽覺焦點指標 (Auditory Focus Metric) 是在有聽覺干擾的情況下對基本專注力能力的綜合評估。
視覺焦點指標 (Visual Focus Metric) 是在有視覺干擾的情況下對基本專注力能力的綜合評估。
選擇性注意力 (Selective Attention)
選擇性注意力評估參與者在整個MOXO評估過程中正確回應並保持專注的能力。該參數反映了當目標刺激呈現時，正確按鍵的頻率。
處理速度 (Processing Speed)
處理速度評估個體在整個MOXO評估過程中快速且準確地回應的能力。該參數反映了目標刺激呈現時按按鍵所需的時間。
自我調節 (Self-Regulation） 自我調節評估在沒有刺激時避免草率回應的能力。該參數反映了在沒有目標刺激呈現時，能夠抑制按鍵的頻率。
反應調節 (Response-Regulation) 反應調節評估控制自己如何回應的能力。該參數反映了當不需要回應時按鍵的頻率。這包括在目標呈現後進行多次按鍵，或按下其他鍵。
任務持續性 (Task Persistence)
任務持續性評估在長時間內保持專注的能力。該參數反映了在評估結束時與開始時注意力表現差異。
處理速度穩定性 (Processing Speed Stability)
處理速度穩定性評估隨時間推移保持一致回應的能力。該參數反映了評估過程中處理速度的標準差。
Diagnosis reports provide an overall picture of your client’s performance throughout the assessment, including in the presence of auditory, visual and combined audio-visual distractors.
Standardized Z-scores are offered for four different attention metrics: Attentiveness, Timeliness, Hyper-Reactivity and Impulsiveness. Scores are standardized based on an age and gender-matched norm group.
View your client’s performs throughout the assessment and with all distractor types, and interactively compare the different metrics side-by-side. For assessment takers 26 and younger, you can compare the individual’s performance to a general population reference group.
Clearly see which scenarios led to increased performance, and which conditions were more difficult for your client in the distractor impact graph.
Attentiveness reflects the patient’s ability to correctly evaluate and respond to a stimulus, according to instructions. Patients who experience difficulties in this area have problems paying attention to their environment, or to specific details when required to do so. To an onlooker, a person who appears not to be paying attention can seem somewhat unfocused and detached. However, such patients face intense difficulties in their daily life such as following teachers in class, understanding more complex instructions, keeping track of small changes in their surroundings, avoiding calculation errors and much more.
Timeliness reflects the patient’s ability to respond correctly within the time-frame allotted for a task. Whilst a person with timing issues may be able to evaluate their environment correctly, they may falter when asked to react in a timely manner to environmental changes. Examples of this are performing tasks requiring a quick and immediate response, as well as staying on schedule. Such tasks might include answering questions under time pressure (even when the material is familiar). Timing problems display similar characteristics to attention problems: A time gap is formed when attempting to perform a task to completion. Since it is difficult to keep track, a gap in the (study) material is formed. As the task continues, this gap increases until eventually; people faced with this type of difficulty lose a sense of continuity along with their ability to stay on top of the task.
Impulsiveness is the tendency to respond at a point in time which is defined as ‘forbidden’. A person with a tendency to be impulsive might act without considering the situation at hand or the possible outcomes of such behavior. Such conduct can take place even when a person fully understands the more problematic and undesirable outcomes of impulsive behavior. In many cases, impulsiveness might cause people to trigger monitoring processes only after their initial response. Typical features of impulsiveness include difficulty in waiting for a turn or engaging in dangerous behavior without considering the consequences.
Hyperactivity is difficulty in efficient regulation of motoric output and in refraining from unnecessary or undesirable actions (movement, over talking etc.). In other words, hyper-reactive behavior will be accompanied by excessive responses that are defined as incorrect and unwanted. Often people who exhibit hyperactivity are aware of the undesirable outcomes of their behavior and yet they still face the difficult challenge of abstaining from such actions.
*For Premium Report only
View your client’s standardized percentile scores to capture cognitive and executive functions throughout he entire assessment, and under visual or auditory distraction.
Understand general performance patterns over the entire assessment presented in standardized percentiles. Task Persistence measures the ability to remain focused over an extended period of time. Processing Speed Stability measures the ability to respond consistently over time.
See the difference between your client’s selective attention, processing speed, response-regulation and self-regulation performance with auditory and visual distractors compared to their performance without any distractors.
The focus metric is an aggregate measure of basic attention abilities. This parameter provides a general representation of the individual’s attention ability, and comprises the average of selective attention, processing speed, self-regulation and response-regulation.
Auditory focus metric is an aggregate measure of basic attention abilities while auditory distractors are present. This parameter provides a general representation of the individual’s attention ability in the presence of auditory distraction, and comprises the average of selective attention, processing speed, self-regulation and response-regulation while auditory distractors are present.
Visual focus metric is an aggregate measure of basic attention abilities while visual
distractors are presented. This parameter provides a general representation of the individual’s attention ability in the presence of visual distraction, and comprises the average of selective attention, processing speed, self-regulation and response-regulation while visual distractors are present.
Selective Attention
Selective-attention measures the individual’s ability to respond correctly and remain focused throughout the entire MOXO assessment. This parameter reflects how often the individual correctly presses the response key when the target stimulus is presented.
Processing Speed
Processing speed measures the individual’s ability to respond quickly and accurately throughout the entire MOXO assessment. This parameter reflects how much time it takes the individual to press the response key when the target stimulus is presented.
Self-Regulation
Self-regulation measures the individual’s ability to evaluate the situation without responding hastily. This parameter reflects how often the individual is able to refrain from pressing the response key when no target stimulus is presented.
Response-Regulation
Response-regulation measures the child’s ability to control how they respond. This parameter reflects how often the individual presses a response key when a response was not required. This includes more than one press after a target is presented, or key presses other than the response key.
Task Persistence
Task persistence measures the individual’s ability to remain focused over an extended period of time. This parameter reflects the difference in an individual’s attentional performance at the end as compared with the beginning of the assessment.
Processing Speed Stability
Processing speed stability measures the ability to respond consistently over time. This parameter reflects the standard deviation of the individual’s processing speed throughout the assessment.
