Development and reliability assessment of an interactive web-based cognitive screening tool for children with intellectual disabilities

Abstract Background Digital cognitive assessment platforms are increasingly being explored as a means to enhance accessibility, standardization and automated scoring in clinical and educational contexts. Traditional paper-based cognitive testing may present format-related barriers and examiner-dependent variability, which can also make administration challenging for children with intellectual disabilities. Reliable and self-driven screening tools are thus needed for this vulnerable paediatric population. The Audio-Visual Cognitive Screening Test Kit (AVCST) is intended as a brief, child-friendly, self-driven digital screening instrument to identify potential cognitive challenges and assist in tracking overall cognitive performance over time. The present study aimed to develop the web-based AVCST and to evaluate the test–retest reliability of its Easy level in children with intellectual disabilities. Results The digital AVCST demonstrated strong test–retest reliability, with a significant Spearman’s rank correlation (ρ = 0.721, p < 0.001). Good reliability was further demonstrated by intraclass correlation coefficient (ICC) analysis using a two-way mixed-effects model with absolute agreement (ICC = 0.775; 95% CI 0.533–0.900; p < 0.001). Temporal stability and measurement consistency were supported by low dispersion between test and retest administrations. The Wilcoxon signed-rank test showed no statistically significant difference between AVCST-1 and AVCST-2 scores (Z = −0.476, p = 0.634), indicating no evidence of a systematic shift in scores between the two assessment sessions. Stability in group-level performance over time is further suggested by the similar median and IQR values between administrations. Conclusion The web-based digital AVCST platform demonstrated adequate reliability for repeated cognitive assessment in children with intellectual disabilities. In practical paediatric settings, the automated scoring interface may improve feasibility and reduce human calculation errors. In clinical and educational settings with a focus on disabilities, this digital approach might facilitate standardized cognitive screening.