(i.e., groups) would not be comparable to those used by other researchers. Because we wanted to reduce the number of analyses and because reports of attention focusing and attention shifting were related at each assessment, rs for parents (207, 181, and 167) = .37, .47, and .49, respectively, ps < .001 and rs for teachers (193, 178, 154) = .61, .55, and .65, respectively, ps < .001, we averaged attention shifting and focusing and label the result attention in subsequent analyses.
