Prospective memory and glycemic control in children with type 1 diabetes mellitus: a cross-sectional study

Table 1 Description of PROMS

PROMS Task #	Time (min)	Instructions to Subject	Instructor’s Prompt	Subject’s Action
1	0	1. When I tap on table, get that book for me (EBT)	Gives first two tasks to carry out
2	0	2. In exactly two minutes, write your grade in school (TBT)	Gives first two tasks to carry out
3	2	When I show you a manila folder state your phone number (EBT to occur in 5 minutes)		Writes grade in school
4	7	In exactly 5 minutes, get me that CD (TBT)	Shows manila folder	States phone number
5	12	When I show you a stapler tell me to organize my papers (EBT to occur in 10 minutes)		Gets CD
6	20	In exactly 10 minutes put a penny in the envelope (TBT)	Taps on table	Gets book
7	22	When I show you a green paper, write a problem you are having in school (EBT to occur in 15 minutes)	Shows stapler	Says to organize papers
8	30	In exactly 20 minutes ask me what we are going to do next (TBT)		Puts penny in envelope
	37		Shows green paper	Writes down school problem
	50			Asks what are we doing next?

A digital clock is placed on the table between the instructor and the child. The instructor ensures that the child is able to determine what time it will be at different time intervals. Then the instructor gives the child the first two tasks to remember to carry out which starts the test. The instructor gives the next task to remember at the predetermined times regardless of whether or not the child has correctly completed the prior tasks. For scoring purposes tasks are divided into event based tasks (EBT) and time based tasks (TBT).

ISSN: 1687-9856