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.

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.

Auditory Impact

Selective Attention, Processing Speed, Self-Regulation, and Response Regulation are all also measured in the presence of auditory distraction. This allows a measure of the impact auditory distractions have on how one processes information and regulates one’s social and emotional responses.

Selective Attention, Processing Speed, Self-Regulation, and Response Regulation are all also measured in the presence of visual distraction. This allows a measure of the impact auditory distractions have on how one processes information and regulates one’s social and emotional responses.