Detecting feigned neuropsychological impairment with the Seashore Rhythm Test

Abstract

Sixty undergraduate subjects were randomly assigned to one of three groups and completed the Seashore Rhythm Test (SRT) as part of an investigation regarding simulated neuropsychological impairment. A sophisticated simulator group was instructed to feign impairment and was provided information regarding traumatic brain injury (TBI) sequelae. A naive simulator group was instructed to feign impairment, but was given no such information. A control group was instructed to perform optimally. Additionally, SRT scores for 20 TBI subjects who completed neuropsychological evaluations were analyzed. Mean SRT scores for the sophisticated and naive simulators did not differ but were significantly lower when compared to control subjects and TBI subjects. A discriminate function analysis cutting score correctly classified 79% of subjects, while classification rates obtained with two previously investigated cutting scores were 64% and 72%. Implications of using these cutting scores are discussed. The findings indicate the SRT is a useful indicator of feigned neurological impairment.

The Rey AVLT Serial Position Effect: A Useful Indicator of Symptom Exaggeration?

“…Not only have attempts been made to develop and validate formal symptom validity tests to aid in the detection of symptom exaggeration (e.g., the Word Memory Test; Green, Allen, & Astner, 1996), but efforts have been made to identify invalidity indicators derived from common neuropsychological and psychological instruments. Measures designed to assess memory or neuropsychological functioning can serve a dual role in the assessment process because of their ability to assess a patient's cognitive functioning as well as his or her level of effort or response style (Gfeller & Cradock, 1998;Greve, Bianchini, Mathias, Houston, & Crouch, 2003;Langeluddecke & Lucas, 2003;Mittenberg, Azrin, Millsaps, & Heilbronner, 1993). Numerous investigators have explored the utility of the Rey Auditory Verbal Learning Test (RAVLT; Rey, 1964) for identifying suboptimal effort (e.g., Bernard, 1991;Bernard, Houston, & Natoli, 1993;Binder, Villaneuva, Howieson, & Moore, 1993;King, Gfeller, & Davis, 1998;Suhr, 2002;Sullivan, Deffenti, & Keane, 2002).…”