INVESTIGATION OF MODALITY-SPECIFIC DISTRACTIBILITY IN CHILDREN

Seventy-three nonreferred children were administered a battery of cognitive, academic and behavioral measures along with distinct tests of aural and visual distractibility. The data suggest that distractibility is modality specific. Completely distinct groups of visually- and aurally-distractible children were found. In addition, visual distractibility was associated with both a continuous performance test (CPT) measure of inattention and teacher ratings of behavior, but not with cognitive nor academic achievement measures. In contrast, aural distractibility was associated with cognitive functioning and reading scores, but not with the CPT inattention measure nor reacher behavior ratings.