The Frontal Assessment Battery

Coen, Robert F.; McCarroll, Kevin; Casey, Miriam; McNulty, Helene; Laird, Éamon; Molloy, Anne M.; Ward, Mary; Strain, JJ; Hoey, Leane; Hughes, Catherine F; Cunningham, Conal

doi:10.1177/0891988716666381

Cited by 21 publications

(4 citation statements)

References 40 publications

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“…Norm scores were computed using a large Dutch normative database from the Advanced Neuropsychological Diagnostics Infrastructure (ANDI; de Vent et al, 2016). As normative data for the FAB were unavailable in ANDI, these norm scores were generated using another normative database (Coen et al, 2016). Moreover, given that floor performance on the TMT ratio scores and delayed recall of the 8-Word Test occurred more frequently in AD and MCI relatively to SCD (see Supplementary Table A), we also repeated our analyses while deriving the compound scores without these particular (sub-)tests.…”

Section: Discussionmentioning

confidence: 99%

Positive Effects of Education on Cognitive Functioning Depend on Clinical Status and Neuropathological Severity

Jansen

Geerligs

Claassen

et al. 2021

Front. Hum. Neurosci.

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Background: Variability in cognitive functions in healthy and pathological aging is often explained by educational attainment. However, it remains unclear to which extent different disease states alter protective effects of education. We aimed to investigate whether protective effects of education on cognition depend on (1) clinical diagnosis severity, and (2) the neuropathological burden within a diagnosis in a memory clinic setting.Methods: In this cross-sectional study, we included 108 patients with subjective cognitive decline [SCD, median age 71, IQR (66–78), 43% men], 190 with mild cognitive impairment [MCI, median age 78, IQR (73–82), 44% men], and 245 with Alzheimer’s disease dementia (AD) [median age 80, IQR (76–84), 35% men]. We combined visual ratings of hippocampal atrophy, global atrophy, and white matter hyperintensities on MRI into a single neuropathology score. To investigate whether the contribution of education to cognitive performance differed across SCD, MCI, and AD, we employed several multiple linear regression models, stratified by diagnosis and adjusted for age, sex, and neurodegeneration. We re-ran each model with an additional interaction term to investigate whether these effects were influenced by neuropathological burden for each diagnostic group separately. False discovery rate (FDR) corrections for multiple comparisons were applied.Results: We observed significant positive associations between education and performance for global cognition and executive functions (all adjusted p-values < 0.05). As diagnosis became more severe, however, the strength of these associations decreased (all adjusted p-values < 0.05). Education related to episodic memory only at relatively lower levels of neuropathology in SCD (β = −0.23, uncorrected p = 0.02), whereas education related to episodic memory in those with higher levels of neuropathology in MCI (β = 0.15, uncorrected p = 0.04). However, these interaction effects did not survive FDR-corrections.Conclusions: Altogether, our results demonstrated that positive effects of education on cognitive functioning reduce with diagnosis severity, but the role of neuropathological burden within a particular diagnosis was small and warrants further investigation. Future studies may further unravel the extent to which different dimensions of an individual’s disease severity contribute to the waxing and waning of protective effects in cognitive aging.

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Section: Discussionmentioning

confidence: 99%

Positive Effects of Education on Cognitive Functioning Depend on Clinical Status and Neuropathological Severity

Jansen

Geerligs

Claassen

et al. 2021

Front. Hum. Neurosci.

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“…Those derived from screening tests were not considered, as subtests usually lack validation and may be vulnerable to ceiling effects, which make them relatively insensitive when used in isolation [33]. Such screening tests included not only pen-and-paper tests, such as the Mini-Mental State Examination [34], Frontal Assessment Battery [35,36], Clock Drawing Test [37][38][39][40], Bender-Gestalt Test [41], and ADAS-Cog [42], but also computerized tests such as NeuroCogFX [43] and c.I Test [44].…”

Section: Data Extraction and Analysismentioning

confidence: 99%

Neurocognitive Changes in Spinocerebellar Ataxia Type 3: A Systematic Review with a Narrative Design

et al. 2021

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Spinocerebellar ataxia type 3 (SCA3), the commonest dominantly inherited ataxia worldwide, is characterized by disruption in the cerebellar-cerebral and striatal-cortical networks. Findings on SCA3-associated cognitive impairments are mixed. The classification models, tests and scoring systems used, language, culture, ataxia severity, and depressive symptoms are all potential confounders in neuropsychological assessments and may have contributed to the heterogeneity of the neurocognitive profile of SCA3. We conducted a systematic review of studies evaluating neurocognitive function in SCA3 patients. Of 1304 articles identified, 15 articles met the eligibility criteria. All articles were of excellent quality according to the National Institutes of Health quality assessment tool for casecontrol studies. In line with the disrupted cerebellar-cerebral and striatal-cortical networks in SCA3, this systematic review found that the neurocognitive profile of SCA3 is characterized by a core impairment of executive function that affects processes such as nonverbal reasoning, executive aspects of language, and recall. Conversely, neurocognitive domains such as general intelligence, verbal reasoning, semantic aspect of language, attention/processing speed, recognition, and visuospatial perception and construction are relatively preserved. This review highlights the importance of evaluating neurocognitive function in SCA3 patients. Considering the negative impact of cognitive and affective impairment on quality of life, this review points to the profound impairments that existing or future treatments should prioritize.

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“…Previous studies have shown that this correlation is often high, as individuals with FTD often show signs of general cognitive impairment (Goh et al, 2019;Slachevsky et al, 2004). Furthermore, the impact of cognitive reserve on cognitive function has been highlighted in both individuals at risk for FTD and those without, which adds novelty to our findings (Ong et al, 2021;Coen et al, 2016). Despite limitations, the inclusion of the effect of cognitive reserve in our analysis enriches an understanding of its role in different clinical contexts (Pellas & Damberg, 2024;Woodford & George, 2007).…”

Section: Limitations and Directions For Further Researchmentioning

confidence: 72%

Cognitive Reserve and Frontotemporal Disorders: Exploring the Relationship Between Education, Physical Activity, and Cognitive Dysfunction in Older Adults

Amian,

Fernandez-Portero,

de la Bella

et al. 2024

Percept Mot Skills

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In this study we investigated the relationship between cognitive reserve (CR) proxies, such as education, physical activity (PA), and cognitive dysfunction (CD) in the presence or absence of frontotemporal disorders (FTD). Previous research has suggested that education and PA may delay the onset of CD and reduce the risk of developing dementia. However, it remains unclear whether these CR proxies can protect against CD when FTD is present. We aimed to explore this relationship and determine whether sustained CR may be evident regardless of FTD. We recruited 149 older adults (aged 65–99 years) from community centers where they were voluntarily participating in leisure activities. We used bioelectrical impedance to measure their body composition, and we administered the International PA Questionnaire and the Mini-Mental State Examination to measure their PA and cognitive function, respectively. We used the Frontal Assessment Battery to screen for frontotemporal dementia. Our results showed that people with FTD were older, had lower education, and engaged in less PA, relative to other participants. Regression models revealed that age, education, and PA were significant predictors of FTD. More specifically, FTD was negatively associated with cognitive functioning, and there were significant interaction effects between FTD and education and PA. PA and education were significant predictors of cognitive functioning, and, when values for PA and education were high, they offset the effects of FTD on cognitive function. These findings support impressions that PA and years of education provide an insulating or compensatory effect on cognitive functioning in older adults with executive dysfunction or frontotemporal dementia, highlighting the importance of encouraging both pursuits.

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The Frontal Assessment Battery

Cited by 21 publications

References 40 publications

Positive Effects of Education on Cognitive Functioning Depend on Clinical Status and Neuropathological Severity

Positive Effects of Education on Cognitive Functioning Depend on Clinical Status and Neuropathological Severity

Neurocognitive Changes in Spinocerebellar Ataxia Type 3: A Systematic Review with a Narrative Design

Cognitive Reserve and Frontotemporal Disorders: Exploring the Relationship Between Education, Physical Activity, and Cognitive Dysfunction in Older Adults

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