Criterion-referenced validity of a neuropsychological test battery: Equivalent performance in elderly Hispanics and Non-Hispanic Whites

Mungas, Dan M; Reed, Bruce R; Farias, Sarah E Tomaszewski; DeCarli, Charles

doi:10.1017/s1355617705050745

Cited by 83 publications

(92 citation statements)

References 36 publications

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“…The final diagnosis was the consensus decision established at a multidisciplinary case conference. A previous study showed that neuropsychological test results were equally related to clinical diagnosis in whites and Hispanics in this sample (Mungas et al, 2005).…”

Section: Subjectsmentioning

confidence: 47%

Do reading tests measure the same construct in multiethnic and multilingual older persons?

Cosentino

Manly

Mungas

2007

J. Inter. Neuropsych. Soc.

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A critical focus of neuropsychological research is to identify unbiased ways to compare heterogeneous groups on background variables relevant to neuropsychological performance. While recent work has pointed to single word reading as a less culturally biased measure of educational experience than years of education, the extent to which reading score captures a broad range of educational experience, and does so consistently across ethnic and language groups is unknown. The current study evaluated reading in relation to years of education in English-speaking Caucasian, African American, and Hispanic elders, and Spanish-speaking Hispanic elders (n=342). Consistent with previous work, reading scores at each grade level were lower in English speaking ethnic minorities than in Caucasians, supporting the idea that variables related to lifetime educational experience are often confounded with ethnicity. Standardized reading scores were highest in the Spanish speakers; however, interpretation of this difference is limited as scores were necessarily derived using separate normative samples. Importantly, the slopes of reading score by years of education were comparable across all groups. That is, reading scores rose consistently with years of education independently of ethnicity or language, suggesting that such scores can be treated comparably for theoretical and statistical purposes in multiethnic and multilingual samples.

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Section: Subjectsmentioning

confidence: 47%

Do reading tests measure the same construct in multiethnic and multilingual older persons?

Cosentino

Manly

Mungas

2007

J. Inter. Neuropsych. Soc.

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“…45,46 A series of stimuli is presented on the computer screen visually (object) and orally (spoken name), 1 at a time. Participants are instructed to repeat the stimuli to the examiner in order of size, from smallest to largest.…”

Section: Nih-tb List Sorting Working Memory Test (Working Memory)mentioning

confidence: 99%

“…The prototype task has been previously validated in an elderly sample. 45,47 The List Sorting task takes approximately 7 minutes to administer. Test scores consist of total items correct across all trials.…”

Section: Nih-tb List Sorting Working Memory Test (Working Memory)mentioning

confidence: 99%

Cognition assessment using the NIH Toolbox

et al. 2013

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Cognition is 1 of 4 domains measured by the NIH Toolbox for the Assessment of Neurological and Behavioral Function (NIH-TB), and complements modules testing motor function, sensation, and emotion. On the basis of expert panels, the cognition subdomains identified as most important for health, success in school and work, and independence in daily functioning were Executive Function, Episodic Memory, Language, Processing Speed, Working Memory, and Attention. Seven measures were designed to tap constructs within these subdomains. The instruments were validated in English, in a sample of 476 participants ranging in age from 3 to 85 years, with representation from both sexes, 3 racial/ethnic categories, and 3 levels of education. This report describes the development of the Cognition Battery and presents results on test-retest reliability, age effects on performance, and convergent and discriminant construct validity. The NIH-TB Cognition Battery is intended to serve as a brief, convenient set of measures to supplement other outcome measures in epidemiologic and longitudinal research and clinical trials. With a computerized format and national standardization, this battery will provide a "common currency" among researchers for comparisons across a wide range of studies and populations. Neurology Cognition is 1 of the 4 domains of behavioral and neurologic health assessed in the NIH Toolbox for the Assessment of Neurological and Behavioral Function (NIH-TB). All domain measures were intended to be freely accessible, to be usable with individuals from 3 to 85 years of age, with each domain battery not to exceed 30 minutes in duration. Expert surveys were conducted and panels of research scientists and clinicians consulted in an iterative manner to rank cognitive subdomains in order of their perceived importance for health. Information was requested from experts (N 5 102) who reported sufficient familiarity with cognition to make recommendations for specific subdomains of importance. The 2 top-ranked subdomains were Executive Function (EF) (95%) and Episodic Memory (93%), followed by Language (55%), Processing Speed (52%), and Attention (50%). Many (57%) also listed a "Global Score" as important. Other cognitive subdomains were excluded because of lower priority in the rankings, coupled with the stringent time constraints on the length of the battery.The rationale for specific cognitive constructs within subdomains and instrument selection was based on a systematic review of the literature, including evidence of the known biological associations of each. The EF subdomain was deemed to include several distinct constructs, including Switching/Set Shifting, Inhibitory Control and Attention, and Working Memory. Because of

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“…In the current study, we report preliminary data suggesting that bilingualism also affects naming scores in older bilinguals. It is important to determine how bilingualism affects naming in this population because older adults are frequently referred for neuropsychological evaluation and because confrontation naming is commonly used to diagnose cognitive status (e.g., naming scores improve discrimination of dementia from other forms of cognitive impairment; Mungas et al, 2005). To this end, we investigated whether older bilinguals would show the either-language scoring effects previously reported in college-aged bilinguals (Kohnert et al, 1998).…”

Section: Introductionmentioning

confidence: 96%