CARAS-R

Use, application and interpretation

WHAT ARE WE GOING TO TALK ABOUT:

Presentation
Application
Online application
Cases in which to apply
Correction
Interpretation
Practical cases
PRESENTATION
•Essential instrument for:

•The evaluation of perceptual and attentional capacities in

contexts of educational guidance and evaluation.

•Detection and diagnosis of problems related to care and

perception, which shows positive correlations with intelligence
general.

•Establish an appropriate intervention plan, taking into account

the type of altered attention.

•Thoroughly tested and widely used.

 PURPOSE

• Explore perceptual skills

imaginative and discriminatory
through various materials,
based on the principles of
similarities and differences.

•Assessment of suitability for

perceive, quickly and correctly,
similarities and differences and patterns
partially stimulants
ordered.
[Link].

Cancellation task (indicate a visual stimulus from among

various presented) to evaluate:

•Selective attention

•Visual attention

•Inhibition capacity
TECHNICAL DATA

CARAS–R: Test of perception of differences,

Reviewed

Application on paper or online (in groups or individually).

Scope of application: from 6-7 to 17-18 years of age

(1st year of Primary Education to 2nd year of Baccalaureate).

Duration: 3 minutes.

Material: Manual and self-correcting sheet or application pin and

online correction.

Scoring: Scales in percentiles and enneatypes by course

school
STRUCTURE

•60 graphic elements:

• formed by three drawings of faces
with

• mouth
eyebrows
hair

•Two of the faces are the same.

•Task: Determine what is different and cross it out.

Pencil application
AND PAPER
GENERAL RECOMMENDATIONS

•Ensure that before the start of the application the subjects have
correctly understood the task.

•Test items:

. Make sure it is understood how to cross out the

different element (quote).

.Confirm that they have carried out the test correctly.

• Check that all the children have two or three pencils to carry out
the test.

•Observe behavior during the application.

SPECIFIC RECOMMENDATIONS

•Provide a brief explanation achieving motivation from the

evaluated.

•Deliver the sheet indicating not to turn it over for:

.Read the instructions while the examiner reads them aloud.

.Observe the solved examples.

.Resolve possible doubts.

. Clarify that yes there is a mistake

you can cross it out by marking it clearly No eraser
 Complementary aspects in the application

•Ask the subject to carry out the following activities:

Raise your right or left hand scheme

corporal.
Execution of simple instructions. For example,
ask to rise and sit down from the chair or to choose
quickly if you prefer pencil or pen time of
reaction.
At the end of the test, ask if they think they did well or
mal.
APPLICATION
ONLINE
 Access [Link]

Add
new
examined

ID
edad,Sexo

Application and
correction •Name of the professional.
online
•Examined ID.
•Informant.
•Application:
Select
I'll show you En el momento.
course Send email.
Generate instructions page.
 Instructions
presented at the level
auditory
Implementation item
of
training
Reminder of instructions
Start of the test
You can view the weather
It can return
back to revise
or change one
response
Indicator
elements without
to answer
CASES IN WHICH
APPLY
Attention difficulties.
Difficulties in concentration.
Reading difficulties, confusing letters p/q and b/d.
Dyscalculia, operations.
Hemispatial neglect.
Spatial orientation problems. Lines skip and
items, disorderly execution.
Alterations in ocular movement such as movements
saccadic.
Glasses.
Viso-perceptual difficulties or laterality.
Language disorders.
Messy children.
Slow children.
Distracted children.
Impulsive children.
As screening in the pediatric population that begins to
read.
False positives and false negatives in possible
diagnosis of attention problem

• The Test may be favored in cases of:

Anxiety
Medication
•False negative
CI High.
•False positives
Subjects with low scores. Low state of
spirit (processing speed).
Possible hypotheses are established
diagnoses of:

TDA
ADHD
Impulsivity
Perceptual problems
STANDARDS OF
CORRECTION
Type of scores

•Direct score. It is transformed into Enneatypes or Percentiles.

•Enneatype.
Normalized typical score is obtained from the percentiles. The
the scale goes from 1 to 9, with a standard deviation of 1.
1234 5 6789
•Percentile.
Position in which one finds oneself in a group of 100 subjects with the same
characteristics. Percentile 30 Position 30 of 100.
1-34-1516-2930-7071-8485-9697-99
Standards

• CARAS-R. Extension of the scales to adulthood in

Spanish population.

•Importance of being up to date.

•School population Argentina and Peru.

•Online scales for the online application.

CORRECTION
ONLINE
Access the evaluated person's ID
Get the profile
Report in pdf format with
the interpretation of the
scores
INTERPRETATION
OF THE
Punctuations
Index to index interpretation
LOW LEVEL OF ACCURACY

•Selective attention.

•Perceptual problems.

•Visual problems and eye mobility.

•Discrimination of the whole / parts.

•Low arousal level. (mental activation and intellectual performance)

•Slow reaction times (possible low mood state).

•Low CI.
LOW LEVEL OF NET ACCURACIES

•Visuoperceptual problems

•Attention deficit.

•Attention to detail.

•Visual perception.

•Comprehension problems.

•Lack of motivation.
HIGH NUMBER OF ERRORS

•Impulsivity.

•Inadequate visual discrimination.

•Poor knowledge of spatial relationships.

•Perceptive.

•Attention to detail.
QUALITATIVE STUDY OF ERRORS

•Spatial relationships and lateralization.

•Omissions.

•Attention to detail.

•Skip lines.

•They work on the column.

•Jump items working in a row.

•They respond randomly throughout the sheet.

•They often tally the same item and correct it.

 Study visual tracking

•Observe how the subject has been crossing out the items
•Random
Normal Skilled Left-handed
1 2 3 1 2 3 3 2 1

4 4 5 6 6 5 4

7 6 5 7 8 9 9 8 7
LOW LEVEL OF CONTROL OF IMPULSIVITY

•Impulsivity.

•Lack of inhibitory control.

Response Style (of the evaluated or ours)

•Level of brain activation or Arousal

Low activation, moves slowly or we have to say encouraging phrases.
Like: 'Come on, hurry up, time is passing.'

•Competitive
He seems very interested in the performance of others, asking about the
what else arrived, how far did it go in the test. He seems motivated and
excited to take the test. During the test, ask
how much is left several times.

•Stress
He gets worried, verbalizes phrases like 'I'm not going to have time,' and feels overwhelmed.
or pressured by him.
Low mood

He/she sighs several times while verbalizing phrases like it's going to be.
to go badly, or I'm not going to finish it.

Anxiety
He bites his nails, breathes unevenly.

It is a response style of 'lack of limits'

When time is up, try to continue and we have to take away the sheet.
quickly so that he doesn't keep writing.
 Qualitative aspects to consider
in the application

YES NO
He is sitting well in the chair.
2. Don't stop moving your legs.

3. Move your hands a lot.

4. He/She gets up from the chair during the assessment.

He/She drops the pencil/pen several times.

Excessive tension is evident in the hand with which he/she writes.

7. Hold the paper with the non-dominant hand.

 YES NO
8. Correct sheet placed.
9. Bring your head too close to the notebook.

[Link] the hand with which he performs it

exercise
11. Placed sheet rotated.

Change the position of the paper several times.

[Link] the test, try to start a conversation.

with the evaluator.
14. Ask the evaluator several times.
 YES NO

15. It skips lines.

16. He corrects his answer on many occasions.
17. Often verbalize 'I can't' 'It is
very difficult
18. He/She is guiding his/her behavior in a low voice.

19. He/she understands the first set of instructions.

 Qualitative analysis

Physical activity
Self-control
Executive functions
Perception
Learning difficulties
Emotional disturbances
PRACTICAL CASES
CASE 1

Percentile Score
Direct
Correctness 16 45

Error 5 95

Hit-Miss 11 20

HERE 52 10
CASE 2

Percentile Score
Direct
Hit 26 20

Error 1 65

Correct-Wrong 35 95

HERE 94 60
Case 3

Percentile Score
Direct
Hit 39 97

Error 1 45

Success-Failure 39 98

HERE 100 60
Case 4

Percentile Score
Direct
Hit 17 10

Error 8 98

Success-Failure 9 2

HERE 36 2
Case 5

Percentile Score
Direct
Success 19 15

Error 0 45

Success-Failure 19 15

HERE 100 55
Case 6

Percentile Score
Direct
Hit 12 15

Error 2 80

Correct-Wrong 10 20

HERE 71 25
FACES-R
Use, application and interpretation
 How is it used?

. e-TEA Editions: Online Evaluation: . How to conduct the exam using the e-TEA editions test:
[Link] [Link]

. How to register and assign tests to an examinee:

. How to obtain the results in e-TEAediciones
[Link]
[Link]