Abstract:Studies have shown the influence of schooling on performance in the Dementia
Rating Scale (DRS), suggesting that a single cut-off score is not appropriate
for all groups of elderly people.ObjectivesTo verify the influence of schooling on the DRS in a Brazilian elderly
population.MethodsThe DRS was applied to 118 cognitively healthy controls and to 97 patients
with mild probable Alzheimer’s disease (AD). In order to analyze the
influence of education, patients and controls were divided into four groups
of schoo… Show more
“…Complex cognitive abilities such as executive functions may be heavily influenced by educational level, with some evidence suggesting that these two factors are closely related. [ 20 21 ] In this sense, it is important to explore if the relationship between ADL and executive functions would also be present in a sample with a heterogeneous educational level. Accordingly, the aim of the current study is to investigate the relationship between executive functions and ADL in a sample of older adults and people with dementia from a developing country, with varying levels of educational achievement.…”
Introduction:A number of studies have shown the impact of cognitive abilities on instrumental activities of daily living, in particular executive functions. Nevertheless, it is not clear to what extent these results can be generalized, given that most samples studied have not included people with a low educational level.Objectives:The current study aims to investigate the association between cognitive abilities and activities of daily living in older adults — with and without dementia — from a middle-income country.Sample:The sample consisted of 48 healthy older adults and 29 people with dementia, who were evaluated in an Outpatient Care Unit in a University Reference Center in Rio de Janeiro.Results:Regression analyses indicated that the best predictors for activities of daily living were performance in immediate verbal memory in the case of controls and in a categorical fluency task in the patient group. The educational level itself was not a significant predictor of functional ability in either sample, but showed moderate correlation with the predictors.Conclusions:These results suggest that educational level may be a mediating factor in the association of cognitive variables and activities of daily living, and indicate a potential dissociation in terms of predictors according to the diagnostic status, pointing to relevant treatment directions.
“…Complex cognitive abilities such as executive functions may be heavily influenced by educational level, with some evidence suggesting that these two factors are closely related. [ 20 21 ] In this sense, it is important to explore if the relationship between ADL and executive functions would also be present in a sample with a heterogeneous educational level. Accordingly, the aim of the current study is to investigate the relationship between executive functions and ADL in a sample of older adults and people with dementia from a developing country, with varying levels of educational achievement.…”
Introduction:A number of studies have shown the impact of cognitive abilities on instrumental activities of daily living, in particular executive functions. Nevertheless, it is not clear to what extent these results can be generalized, given that most samples studied have not included people with a low educational level.Objectives:The current study aims to investigate the association between cognitive abilities and activities of daily living in older adults — with and without dementia — from a middle-income country.Sample:The sample consisted of 48 healthy older adults and 29 people with dementia, who were evaluated in an Outpatient Care Unit in a University Reference Center in Rio de Janeiro.Results:Regression analyses indicated that the best predictors for activities of daily living were performance in immediate verbal memory in the case of controls and in a categorical fluency task in the patient group. The educational level itself was not a significant predictor of functional ability in either sample, but showed moderate correlation with the predictors.Conclusions:These results suggest that educational level may be a mediating factor in the association of cognitive variables and activities of daily living, and indicate a potential dissociation in terms of predictors according to the diagnostic status, pointing to relevant treatment directions.
“…As aforementioned, the results of this study confirm the influence of education level on the performance on DRS. 3,[8][9][10]20,21 Regarding the subtests, this influence was stronger on the CONCEPT subscale and moderate on the I/P and ATT subscales.…”
Section: Discussionmentioning
confidence: 94%
“…Métodos: 120 funcionários e cuidadores saudáveis de um hospital, com idade entre 45 e 64 anos e com pelo menos quatro anos de escolaridade foram incluídos no estudo, os quais foram divididos igualmente em seis grupos. Havia três níveis educacionais para cada faixa etária (45-54 e 55-64 anos): 4 a 7 anos de estudo (4-7), 8 a 11 (8)(9)(10)(11) e 12 anos ou mais (12+). Os resultados são apresentados como valores médios, desvios padrão e percentis.…”
Section: Introductionunclassified
“…6 On the other hand, patients with AD had better performance on I/P. In Brazil, Porto et al 7,8 and Foss et al 9,10 conducted studies to adapt the scale and define standards for the Brazilian population. These studies confirm international findings regarding the influence of age and education on the results.…”
ABSTRACT. Despite the advances in the diagnosis of dementia, neuropsychological assessment remains an important tool. The Mattis Dementia Rating Scale (DRS) was designed to evaluate people with suspected dementia and allows for the analysis of different cognitive domains. Considering the numerous cases of early-onset dementia, specific reference standards aimed at the middle-aged population are necessary. Objective: To provide normative data for the middle-aged Brazilian population in DRS and to investigate the influence of education level, age, sex, and intelligence quotient (IQ) on the results. Methods: Overall, 120 healthcare professionals and caregivers from a hospital, who were healthy, aged between 45 and 64 years, and had at least four years of formal education, were included in the study. They were equally divided into six groups. In each age group (45–54 and 55–64 years), there were three educational levels: 4–7, 8–11, and 12 or more (12+) years of formal education. The results are presented as mean values, standard deviations, and percentiles. Comparisons between groups were carried out for age, sex, and education level. Age, years of formal education, and IQ were also analyzed as continuous variables by Spearman's correlation. Results: Concerning education level, the comparison between groups showed differences in the results for the total scale and subscales, except for the Construction subscale. No differences were found for age and sex. Correlations observed for years of formal education and IQ were similar. No correlation was found for age. Conclusions: The present study contributes to the evaluation of dementia concerning people younger than 65 years of age and reinforces the importance of education in the interpretation of the scores.
“…Em nosso meio, vários trabalhos avaliaram essa influência, desde testes de rastreio como o MEEM (Bertolucci et al, 1994;Brucki et al, 2003;Laks et al, 2007) , testes rápidos como fluência verbal Rocha, 2004;Radanovic et al, 2009;Yassuda et al, 2009) a baterias mais extensas, como a Dementia Rating Scale (DRS) (Mattis et al, 1988;Porto et al, 2003;Foss et al, 2005;Porto et al, 2010), The Short Cognitive Performance Test (SKT) (Flaks et al, 2006)…”
Section: Test Of Functional Health Literacy In Adults (Tofhla)unclassified
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