Relative Rates of Invalidity for the Test of Memory Malingering and the Dot Counting Test Among Spanish-Speaking Patients Residing in the USA

The early language environments of low-income Hispanic children can be negatively affected when their Spanish-speaking caregivers face racism, assimilation pressure, and/or misinformed advice based on English-only ideologies. This article reports on the design and efficacy of Háblame Bebé, a language-promoting phone application that encourages low-income Hispanic mothers to talk more to their children in their native Spanish with the goals of (1) improving their children’s early language environment, (2) promoting bilingualism, and (3) monitoring developmental milestones. The app was designed and tested across three phases as mandated by the US HRSA Bridging the Word Gap Challenge. In Phase I, we developed a curriculum that promotes high-quality language interactions in Spanish and designed the app components. In Phase II, we tested the app with 20 Hispanic mothers (half high school-educated, half college-educated) in a pretest–posttest design in which we examined their language interactions before and after two months of using the app. Preliminary results indicated that mother–child verbal interactions increased, but not always in their native Spanish, and the difference was not statistically significant. Focus group data revealed that many of the mothers had experienced linguistic racism and that tropes surrounding Spanish-speaking identity in the USA needed to be explicitly addressed within the intervention. In Phase III, a sociolinguistic pride component was added and the app was again tested with 12 additional Hispanic mothers (all high school-educated only). This time, a statistically significant increase in mother–child verbal interactions was found. Mothers also reported feeling prouder to use Spanish with their children. These results suggest that Háblame Bebé may be a viable means to reach low-income Hispanic caregivers who face obstacles in accessing health information and/or home-visiting programs for their children.

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Validation of the OMNI Scale of Perceived Exertion in a Sample of Spanish-Speaking Youth from the USA

Perceptual and Motor Skills ◽

10.2466/pms.107.1.181-188 ◽

2008 ◽

Vol 107 (1) ◽

pp. 181-188 ◽

Cited By ~ 5

Author(s):

Richard R. Suminski ◽

Robert J. Robertson ◽

Fredric L. Goss ◽

Norma Olvera

Keyword(s):

Perceived Exertion ◽

Spanish Speaking ◽

The Usa ◽

Omni Scale

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IGDA. 11: Illustrative clinical case

The British Journal of Psychiatry ◽

10.1192/bjp.182.45.s62 ◽

2003 ◽

Vol 182 (S45) ◽

pp. s62-s66 ◽

Cited By ~ 2

Author(s):

Keyword(s):

South America ◽

Emergency Room ◽

Clinical Case ◽

Mexican Origin ◽

Female Friend ◽

Spanish Speaking ◽

The Usa

Ms Y is a 28-year-old monolingual Spanish-speaking woman of Mexican origin living for 2 years in the USA and married to a Mexican man self-employed in the construction business. She presents for care to the emergency room accompanied by a female friend, complaining of ‘nervios’, feeling guilty for not being able to perform her duties as a wife, and concerned that there may be some type of imbalance in her body. The interviewer is a female psychiatrist, born in South America and trained in the USA.

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Accuracy of the Test of Memory Malingering in First Generation Spanish-Speaking Latinos

Archives of Clinical Neuropsychology ◽

10.1093/arclin/acz029.10 ◽

2019 ◽

Vol 34 (7) ◽

pp. 1243-1243

Author(s):

K Campos ◽

L Castillo ◽

J R Soble

Keyword(s):

Cognitive Impairment ◽

First Generation ◽

Linear Regression Analysis ◽

The United States ◽

Performance Validity ◽

Test Of Memory Malingering ◽

Legal Cases ◽

Spanish Speaking ◽

Clinical Diagnoses ◽

Validity Tests

Abstract Objective The Test of Memory Malingering (TOMM) is among the most widely used performance validity tests (PVTs) in neuropsychology. Despite abundant support documenting its sensitivity and specificity in the detection of invalid performance, most research has occurred among English-speaking, North-American samples. Studies conducted with Spanish-speaking samples in Latin America found associations between education and TOMM performance, though more mixed results in the United States with Hispanic/Latino samples have emerged due to the challenges that bilingualism, acculturation, and heterogeneity of the population pose to an already challenging area of measurement. Due to the pivotal role that PVTs play in clinical diagnoses and legal cases, it is critical that studies begin to broaden their scope and examine their variables cross-culturally. This study investigated the effects of age, education, and cognitive impairment on TOMM Trial 2 performance in a first-generation, monolingual Spanish speaking, Latino sample. Participants and Method The sample consisted of 26 first-generation Latino adults, 14 women and 12 men, Mean age = 57.11 (SD = 11.99); Mean education = 7.69 years (SD = 4.14), who underwent outpatient neuropsychological evaluation that included administration of the TOMM. 4 with invalid performances were excluded. Of the remaining 26, 9 were cognitively intact and 17 met criteria for a neurocognitive disorder. Results A combined linear regression analysis showed that age, education, and cognitive impairment status did not account for a significant portion of the variance in TOMM Trial 2 scores (R2 = 1.70; p = .283). Similarly, analysis of variance (ANOVA) found no significant differences between impaired (M = 46.68; SD = 5.78) and unimpaired (M = 46.50; SD = 6.09) patients (p = .942). Conclusions Results suggested that age, level of education, or cognitive impairment do not have a significant effect on TOMM Trial 2 performance in a sample of first-generation Latinos.

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Test of Memory Malingering (TOMM): Normative data for the Latin American Spanish speaking adult population

Neurorehabilitation ◽

10.3233/nre-151287 ◽

2015 ◽

Vol 37 (4) ◽

pp. 719-735 ◽

Cited By ~ 8

Author(s):

D. Rivera ◽

P.B. Perrin ◽

G. Weiler ◽

N. Ocampo-Barba ◽

A. Aliaga ◽

...

Keyword(s):

Latin American ◽

Normative Data ◽

Adult Population ◽

Test Of Memory Malingering ◽

Spanish Speaking ◽

Latin American Spanish ◽

American Spanish

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VALIDATION OF THE OMNI SCALE OF PERCEIVED EXERTION IN A SAMPLE OF SPANISH-SPEAKING YOUTH FROM THE USA

Perceptual and Motor Skills ◽

10.2466/pms.107.5.181-188 ◽

2008 ◽

Vol 107 (5) ◽

pp. 181 ◽

Cited By ~ 5

Author(s):

RICHARD R. SUMINSKI

Keyword(s):

Perceived Exertion ◽

Spanish Speaking ◽

The Usa ◽

Omni Scale

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Assessing sub-optimal performance with the Test of Memory Malingering in Spanish speaking patients with TBI

Brain Injury ◽

10.3109/02699052.2012.655366 ◽

2012 ◽

Vol 26 (6) ◽

pp. 853-863 ◽

Cited By ~ 11

Author(s):

Adriana M. Strutt ◽

Bonnie M. Scott ◽

Veronica J. Lozano ◽

Phoebe G. Tieu ◽

Shelley Peery

Keyword(s):

Optimal Performance ◽

Test Of Memory Malingering ◽

Spanish Speaking

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Emergent Literacy in Spanish-Speaking Children With Developmental Language Disorder: Preliminary Findings of Delays in Comprehension- and Code-Related Skills

Journal of Speech Language and Hearing Research ◽

10.1044/2020_jslhr-19-00239 ◽

2020 ◽

Vol 63 (12) ◽

pp. 4193-4207

Author(s):

Amy S. Pratt ◽

John A. Grinstead ◽

Rebecca J. McCauley

Keyword(s):

Emergent Literacy ◽

Language Disorder ◽

Literacy Skills ◽

Future Research ◽

Developmental Language Disorder ◽

Writing Ability ◽

Transparent Orthography ◽

Spanish Speaking ◽

Phonological Structure ◽

Name Writing

Purpose This exploratory study describes the emergent literacy skills of children with developmental language disorder (DLD) who speak Spanish, a language with a simple phonological structure and transparent orthography. We examine differences between children with DLD and their typically developing (TD) peers on a battery of emergent literacy measures. Method Participants included 15 monolingual Spanish-speaking children with DLD (who did not present with cognitive difficulties) and 15 TD controls matched for age, gender, and socioeconomic status, ranging in age from 3;10 to 6;6 (years;months; M age = 4;11). All children completed a battery of comprehension-related emergent literacy tasks (narrative retell, print concept knowledge) and code-related emergent literacy tasks (beginning sound, rhyming awareness, alphabet knowledge, and name-writing ability). Results On average, children with DLD performed significantly worse than TD controls on a battery of comprehension- and code-related emergent literacy measures. On all code-related skills except rhyming, children with DLD were more likely than their TD peers to score “at risk.” Conclusions The results suggest some universality in the effect of DLD on reading development. Difficulties with emergent literacy that are widely documented in English-speaking children with DLD were similarly observed in Spanish-speaking children with DLD. Future research should explore long-term reading outcomes in Spanish for children with DLD.

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