Alzheimer’s Disease Assessment: A Review and Illustrations Focusing on Item Response Theory Techniques

Balsis, Steve; Choudhury, Tabina K.; Geraci, Lisa; Benge, Jared F.; Patrick, Christopher J.

doi:10.1177/1073191117745125

Cited by 16 publications

(13 citation statements)

References 53 publications

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“…Third, modern psychometric techniques, represented by IRT, should be more widely applied to improve the measurement precision of important clinical scales such as the MoCA (Balsis et al, 2018; Thomas, 2011). The issue of nonignorable variation in MoCA item characteristics across populations with difficult sociodemographic backgrounds has been well recognized by both researchers and clinicians.…”

Section: Discussionmentioning

confidence: 99%

“…A potential source of the difference in cutoff values is item bias. As stated by Balsis, Choudhury, Geraci, Benge, and Patrick (2018), item bias refers to the situation where participants in one group are more likely to endorse an item than participants of another group due to some characteristic of the item that is not related to the latent construct. When conducting cognitive assessment for dementia (including MoCA and other inventories), a key concern is whether sociodemographic factors (particularly educational level) influence item responses across the population; that is, whether a participant is more likely to score on an item due to his or her educational background rather than cognitive ability.…”

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confidence: 99%

“…IRT has been developed and widely used in the field of education to improve the precision of ability and achievement measurement, such as the Graduate Record Examination (Embretson & Reise, 2013). Although the value of IRT in clinical assessment is gradually being recognized, its application in improving the measurement precision of cognitive assessment is still limited (Balsis et al, 2018; Thomas, 2011). A PubMed/Medline search conducted in July 2018 identified only four studies of MoCA in which IRT analysis was employed.…”

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confidence: 99%

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Applying Item Response Theory Analysis to the Montreal Cognitive Assessment in a Low-Education Older Population

et al. 2019

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The traditional application of the Montreal Cognitive Assessment uses total scores in defining cognitive impairment levels, without considering variations in item properties across populations. Item response theory (IRT) analysis provides a potential solution to minimize the effect of important confounding factors such as education. This research applies IRT to investigate the characteristics of Montreal Cognitive Assessment items in a randomly selected, culturally homogeneous sample of 1,873 older persons with diverse educational backgrounds. Any formal education was used as a grouping variable to estimate multiple-group IRT models. Results showed that item characteristics differed between people with and without formal education. Item functioning of the Cube, Clock Number, and Clock Hand items was superior in people without formal education. This analysis provided evidence that item properties vary with education, calling for more sophisticated modelling based on IRT to incorporate the effect of education.

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Section: Discussionmentioning

confidence: 99%

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Applying Item Response Theory Analysis to the Montreal Cognitive Assessment in a Low-Education Older Population

et al. 2019

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“…scale psychometrics and factor analysis—that are familiar to clinical psychologists, increasing its applicability to clinical contexts. Nonetheless, it is also amenable to advanced psychometric approaches, such as structural equation modelling and item‐response theory, that can help to optimize constituent measures and integrate them most effectively to quantify a construct of interest and clarify its nature . Finally, much as they transcend measurement modalities, NB trait constructs transcend particular instruments and tasks.…”

Section: ‘How': Methods Of Interfacing Neural Constructs With Hitopmentioning

confidence: 99%

Interfacing neural constructs with the Hierarchical Taxonomy of Psychopathology: ‘Why' and ‘how'

Perkins

Latzman

Patrick

2019

Personality & Mental Health

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The Hierarchical Taxonomy of Psychopathology (HiTOP) represents a crucial step forward in the empirical refinement of psychiatric nosology. Although grounded in factor analyses of clinical symptoms and affiliated traits, HiTOP encourages research using measures of other types, including neural‐system variables, to clarify coherent processes contributing to the hierarchical structure of psychopathology. However, systematic strategies for interfacing HiTOP dimensions with neural‐system variables have not been put forth. We discuss reasons for considering neurobiological systems in relation to HiTOP (i.e. ‘why') and propose alternative strategies that might be used to develop an interface between HiTOP and neurobiology (i.e. ‘how'). In particular, we highlight potential advantages and limitations of establishing this interface through reference to (i) HiTOP dimensions themselves, or conventional personality trait models linked to HiTOP; (ii) alternative trait constructs designed to link conventional personality models and neurobiological measures; and (iii) mechanistic models of neurobiological processes relevant to HiTOP constructs, derived from computational modelling. We discuss the importance of establishing an interface between HiTOP and neurobiology to develop a more comprehensive, mechanistic understanding of psychopathology and to guide the refinement of the HiTOP model. Such efforts have the potential to guide the development and provision of effective, individualized psychological treatment.

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“…The theoretical and computational framework of IRT was developed from the 1950s to the 1980s and since then has been widely used by organizational researchers for various applications and research domains (Foster, Min, and Zickar 2017) . Balsis shows IRT has been used in analyzing Alzheimer's disease that affect neurological, cognitive, and behavioral processes (Balsis et al 2018) . In other research McGrory shows IRT has been used in research on dementia (McGrory et al 2014) .…”

Section: Introductionmentioning

confidence: 99%

Analysis of Items with Item Response Theory (IRT) Approach on Final Assessment for Al-Quran Hadith Subjects

et al. 2021

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Measurement in the field of education, especially the teaching and learning process can be done with measuring tools in the form of tests and non-tests. Islamic Religious Education is considered the same as other subjects. to realize student success is also measured through evaluation, which is a systematic process to obtain information about the effectiveness of teaching and learning activities. In addition, it can also assist teachers in achieving learning objectives and describe student achievement in accordance with predetermined criteria. This study aims to analyze the Year-End Assessment of MAN 2 Bantul for the 2020/2021 academic year consisting of 25 multiple-choice questions. The items analyzed in the report have a total number of responses of 265 students. Item analysis using analysis with modern test theory ( Item Response Theory ). The results showed that the results of the model fit test showed that the instrument fit on the 2 PL model (Logistics parameter) with the lowest AIC value, namely 4874.85. The results of the parameter analysis of the level of difficulty indicate that there are 4 questions that are categorized as very easy, 4 easy questions, 15 moderate questions, 1 difficult question, and 1 very difficult question. This shows that the distribution of the difficulty level parameters is quite balanced. The results of the analysis of the different power parameters show that there are 23 good questions, 1 fairly good question, and 1 bad question. This shows that the different power level parameters are quite good. The results of the estimation of students' abilities with the MLE estimator showed that there were no students who had abilities below -4. There are 15 students with abilities above 2.00. There are 165 students who fall into the good category (ability -2 to 2 and 9 students who have abilities below -2. Based on the plot of the information function, it can be concluded that the optimal test if given to individuals with low abilities is around -1.2. Accurate questions to measure students' abilities with a range of -2.5 to 1.2.

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Alzheimer’s Disease Assessment: A Review and Illustrations Focusing on Item Response Theory Techniques

Cited by 16 publications

References 53 publications

Applying Item Response Theory Analysis to the Montreal Cognitive Assessment in a Low-Education Older Population

Applying Item Response Theory Analysis to the Montreal Cognitive Assessment in a Low-Education Older Population

Interfacing neural constructs with the Hierarchical Taxonomy of Psychopathology: ‘Why' and ‘how'

Analysis of Items with Item Response Theory (IRT) Approach on Final Assessment for Al-Quran Hadith Subjects

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