### To see the full report with the standardized score, please pay

- Name:
- Gender:
- Birth Day:
- Age:
- Tested At:
- Comments:

### Main Results

Variable | Raw Score | Z-Score | Standard-Score | Percentile | Verbal Classification |

Total Time (minutes) | |||||

Standard Deviation-Time | |||||

Anticipatory Responses | |||||

Fast Wrong Responses | |||||

Total Impulsivity | |||||

Total Correct Responses | |||||

Final Attention Score | |||||

Sustained Attention-Time | |||||

Sustained Attention SD | |||||

Sustained Attention-Impulsivity | |||||

Sustained Attention-Correct |

### The Results Divided into Three Parts of 150 Problems each (Raw Scores)

Variable | 1st Third | 2nd Third | 3rd Third |

Total Time (seconds) | |||

Standard Deviation-Time | |||

Anticipatory Responses | |||

Fast Wrong Responses | |||

Total Impulsivity | |||

Total Correct Responses |

### The Results Divided into Three Parts of 150 Problems each (Standard-Scores)

Variable | 1st Third | 2nd Third | 3rd Third |

Total Time | |||

Standard Deviation-Time | |||

Total Impulsivity | |||

Total Correct Responses |

*By Clicking on the above labels, you can modify the way the graph appears!*

### The Results Divided into Nine Parts of 50 Problems each (Raw Scores)

Variable | 1st Ninth | 2nd Ninth | 3rd Ninth | 4th Ninth | 5th Ninth | 6th Ninth | 7th Ninth | 8th Ninth | 9th Ninth |

Total Time (Seconds) | |||||||||

Standard Deviation-Time | |||||||||

Anticipatory Responses | |||||||||

Fast Wrong Responses | |||||||||

Total Impulsivity | |||||||||

Total Correct Responses |

### The Results Divided into Nine Parts of 50 Problems each (Standard-Scores)

Variable | 1st Ninth | 2nd Ninth | 3rd Ninth | 4th Ninth | 5th Ninth | 6th Ninth | 7th Ninth | 8th Ninth | 9th Ninth |

Total Time | |||||||||

Standard Deviation-Time | |||||||||

Total Impulsivity | |||||||||

Total Correct Responses |

*By Clicking on the above labels, you can modify the way the graph appears!*

**Written Interpretive Guide of the "Main Results" of the MATH-CPT**

**The validity of the Profile.**** **Having invalid results could happen based on one of the following three reasons:

- Too many anticipatory answers (an answer is given faster than 500 milliseconds) is a guess, anticipatory response, or holding the key of the keyboard longer. Twenty or more anticipatory response may cause the profile to be invalid.
- Administering the MATH-CPT to children younger than 12 may yield misleading results.
- The MATH-CPT should not be used with individuals with severe dyscalculia (defined as an impairment in mathematics learning disorder). Individuals with mild or moderate dyscalculia may be tested without concern.

The profile of is , based on the raw number of anticipatory which was

**Overall attention formula.** This number is based on a combination of several variables of the test found to discriminate significantly between 'normal population' to individuals with ADHD. This was achieved by the statistical procedure of discriminant function analysis and receiver operator characteristic-ROC. This formula should provide the information if the person who is tested should be diagnosed as having ADHD. A raw score below 0.0 (or negative number) is an indication of a normal score. A positive score of 0.0 (a positive number), is an indication of having ADHD. In such a case, there is a need to look at other variables in order to understand the nature of the problem. Considering this important measure, it is recommended to use borderline raw scores of the overall attention formula, which ranged from 0.3 to -0.3, with caution in deciding about any diagnosis.

had an Overall attention formula score of . a level of .

**Total Time (in minutes).** This measure reports the total time it took the person tested to complete the answers for all 450 problems. If one divides the total time by 450, the average time for each response is found. Other names used to report this variable are ‘response rate,’ ‘reaction time,’ or 'hit rate.' In research done by others, it was found that the response rate was a very important measure in the assessment of attention level. In the MATH-CPT, the two most important variables in the assessment of attention level are the response rates (or total time) and a number of correct answers.

It took minutes which is speed.

**The standard deviation of reaction time.** This measure assesses the standard deviation of the reaction time of all 450 problems of the test. It is a measure assessing the consistency of the person tested concerning the reaction time. Consistent performance shows a similarity in the reaction time between one problem to the other. A lower raw score of the SD, and higher z-score, standard score, and percentile mean better or faster performance. The inconsistent performance will result in a lower raw score, lower z-score, higher standard score, and higher percentile.

The consistency of the performance of (standard deviation of the reaction time) was .

**Anticipatory responses.** A pilot study prior to the final construction of the MATH-CPT indicated that a simple mathematical problem, such as in the MATH-CPT, requires no less than 500 milliseconds (or half of a second). The meaning of this finding is that any answer given faster than 500 milliseconds is a guess, anticipatory response, or holding the key of the keyboard longer. In such cases, these responses are counted as 'anticipatory response' and not a correct or a wrong response. Anticipatory responses are a major factor in the assessment of impulsivity of the participants, as done in many other CPT type tests.

had a anticipatory responses.

**Fast-wrong responses.** This measure is the count of the wrong response given faster than the average response rate of the person performing the test. The formula of the average response rate is the total time divided by 450 questions. In performing this type of response, there is a chance that the person tested answered the wrong answer due to impulsivity. The fast-wrong response is added to the anticipatory responses to yield the measure of total impulsivity. It is important to note that this is a weaker measure of impulsivity compared to the measure of anticipatory response; therefore, it is better to describe it as a 'light impulsivity.'

had Fast-wrong responses.

**Total impulsivity.** This variable assesses the overall impulsivity level performed by the person tested. The total impulsivity consists of the 'anticipatory responses' and the 'fast-wrong responses.' Impulsivity is one domain in the diagnosis of ADHD. The other two are attention and hyperactivity.

had Total impulsivity responses.

**Correct responses.** This measure reports the number of correct answers out of 450 problems presented in the test. This is the measure of 'attention.' It is one of the most important variables in the diagnosis of ADHD. The other two are hyperactivity and impulsivity. The explanation for this variable is as follows: any person answering the test should know the answer to the simple mathematical problems presented on the screen. The reason for giving a wrong response is the lack of attention in giving the answer regardless of their ability to give a correct answer.

had Correct responses.

**Sustained attention-time.** This variable reports the way the person tested performed his or her task by comparing the different parts of the test from the beginning to the end. This measure uses a special formula to calculate the response rate by comparison of the nine parts of the test, each one of 50 problems, from the start to the end. If the response rate improves, the meaning is that there is a better-sustained attention-time. When the test taker takes more time to respond toward the end of the test, indicates that there is a lower sustained attention. A lower raw score (and higher Z-Score, Standard Score, and Percentile) indicates that there is better-sustained attention. The mean of the normal population is -7.30.

had score Sustained attention-time.

**Sustained attention-standard deviation.**** **This variable reports the way the person tested performed his/his task by comparing the different parts of the test from the beginning to the end. This measure uses a special formula to calculate the standard deviations by comparison of the nine parts of the test to each one of 50 problems, from the start to the end. If the standard deviation improves, this the meaning is a smaller number and a better-sustained attention-standard deviation. In such a case, a more consistent performance toward the end of the test is observed. A larger number toward the end of the test, the meaning is a lower sustained attention-standard deviation or less consistent performance. A lower raw score (and higher Z-Score, Standard Score, and Percentile) indicates better-sustained attention SD. The mean score of the normal population is 0.02.

had score Sustained attention-standard deviation.

**Sustained attention-impulsivity.** This variable reports the way the person tested performed his/her task by comparing the different parts of the test from the beginning to the end. This measure uses a special formula to calculate the total impulsivity, which is a combination of the anticipatory responses and the fast-wrong responses, by comparing the nine parts of the test, in each one of 50 problems, from start to end. If the number of impulsive response decrease (which signifies a smaller raw score), it signifies a better-sustained attention-impulsivity or less impulsive performance toward the end of the test. When a larger number appears toward the end of the test signifies that there is a lower sustained attention-impulsivity. The lower raw score (and higher Z-Score, Standard score, and Percentile) indicates better-sustained impulsivity. The mean score of the normal population is 0.54.

had score of Sustained attention-time.

**Sustained attention-correct responses.** This variable reports the way the person tested performed his/her task by comparing the different parts of the entire test from the beginning to the end. This measure uses a special formula to calculate the correct responses by comparison of the nine parts of the test, each one of 50 problems, from the start to the end. If the number of raw score of correct responses increases (a larger number), it signifies a better-sustained attention-correct response at the end of the test, while a smaller number toward the end of the test signifies a lower sustained attention-correct response. The higher raw score (and higher Z-Score, Standard Score, and Percentile) indicates better sustained correct answers. The mean score of the normal population is -0.24.

had score Sustained attention correct responses.

### Results of each question

Problem Number | Response Time | Answer |