Improving neuropsychological seizure lateralization in Spanish-speaking people with epilepsy in the US: The need to account for education and demographic differences

Clinical Comparison of Two Confrontation Naming Measures in Spanish-Speaking People with Epilepsy

“…The results from this study indicate that for both the VSD and MBNT, LH lateralization accuracy was optimized when considering years of education (i.e., ≥9 years) consistent with previous studies (Smith et al, 2020). This poor lateralizing ability on both measures in the LEdu groups may be due to variability in opportunity for and quality of education in various nations and subregions of these nations of origins represented in the present cohort.…”

“…Comparatively to the items in the BNT, the MBNT removes culturally inappropriate items (e.g., igloo), leaving a total of 30 items as opposed to 60 items. Normative data stratified by age and gender exist (Ponton et al, 1996), though to circumvent the small cell sizes in the data set and to extend the work of Smith et al (2020), education-stratified norms were utilized (Ponton & Leon, 2001).…”

“…The MBNT was included in the Neuropsychological Screening Battery for Hispanics (NeSBHIS), developed to address the dearth of neuropsychological measures for Spanish-speakers with neurological conditions (Pontón et al, 1992). The NeSBHIS was created in Los Angeles, CA, and primarily composed of an immigrant population with Mexico and Central American countries as the prominent nations of origins (Pontón & León-Carrión, 2001;Smith et al, 2020).…”

“…Adding to the interpretive complexity of these studies is that other confrontation naming tests, such as the Vocabulario Sobre Dibujos (VSD) of the Batería III Woodcock-Muñoz, have not been directly compared to the MBNT in the same study. Doing so would allow for better control of regional and educational differences, as the respective cohort represents different nations of origin from those of the original NeSBHIS sample (Smith et al, 2020). Along these same lines, educational opportunities for Latinos exist, such as access to education, quality of education, and level of compulsory education (Smith et al, 2020).…”

“…Doing so would allow for better control of regional and educational differences, as the respective cohort represents different nations of origin from those of the original NeSBHIS sample (Smith et al, 2020). Along these same lines, educational opportunities for Latinos exist, such as access to education, quality of education, and level of compulsory education (Smith et al, 2020).…”