The Story Regarding Acadesine

The tests were administered by two professionals and a research technician, a doctoral student in Cognitive Neuroscience and Education with experience in the application and scoring norms. Two sessions were used for each child, each one lasting approximately 30 min. The order in which the tests were administered to the children in each of the two sessions Farnesyltransferase was random across successive tests, so that fatigue would not introduce biases in the results. All the tests and instructions during the assessment were administered in the Spanish language. Children received stickers for participating. The parents�� and teachers�� rating scales were given to the recipients in sealed envelopes, and they were returned to the experimenters to check that they were filled out properly. As compensation, the families and schools were given a report about the child��s performance in the different domains analyzed. Results The data analyses were conducted with the SPSS statistical package, version 19.00. First, descriptive analysis of the different tests used were performed (see Table ?Table11).The relationship between the performance-based tests and the executive functioning rating scales was analyzed using bivariate correlation analysis (Pearson). To examine the predictive power of the Acadesine performance-based test on ADHD behaviors (inattention and hyperactivity/impulsivity) and on reading achievement (word reading accuracy and speed), multiple linear regression analysis was performed using the stepwise method. Regression analyses were also carried out using the same procedure to analyze the predictive power of the parents�� and teachers�� executive functioning ratings from the BRIEF on ADHD symptoms. Finally, multiple regression analyses FK506 price were carried out with the parents�� and teachers�� EF ratings from the BRIEF on the participants�� reading achievement. Table 1 Descriptive analysis. As Table ?Table22 shows, all statistically significant correlations were negative, given the opposite direction of the scores of the executive functioning measures used. The teachers�� ratings on the BRIEF Index and subscales (Metacognition Index, Behavioral Regulation Index, Inhibition and Working Memory) correlated significantly with all the performance-based tests of Inhibition and Verbal Working Memory. The correlation values between the Working Memory ratings and the Stroop Sun/Moon Inhibition test, r(209) = -0.40, p