Neuropsychological assessment and telemedicine: A preliminary study examining the reliability of neuropsychology services performed via telecommunication

2003 ◽  
Vol 9 (3) ◽  
pp. 472-478 ◽  
Author(s):  
SVENN E. JACOBSEN ◽  
TERJE SPRENGER ◽  
STEIN ANDERSSON ◽  
JAN-MAGNE KROGSTAD
Keyword(s):  
Rural Areas ◽  
Test Performance ◽  
Neuropsychological Test ◽  
Verbal Learning ◽  
Attention And Memory ◽  
Cognitive Domains ◽  
Face To Face ◽  
Normal Populations ◽  
And Performance ◽  
Mean Differences

Within the last decade, various applications of two-way audio-visual telecommunication have been implemented in the Norwegian health care system to facilitate the delivery of medical services to patients located in rural areas away from the hospitals. This technology may also be useful to extend neuropsychological services to underserved areas and thereby reduce the patients' travel time and costs. In the current study, a total of 12 visual, verbal and performance tests were administered face-to-face and via videophones to 32 volunteer participants to examine the consistency and stability of test-scores when delivered via different formats. The obtained reliability coefficients ranged from .37 to .86 with a median value of .74. When testing for mean differences, the measures on verbal learning (WMS–Logical Memory I) and auditory attention (Seashore Rhythm Test) differed significantly due to administration format (t = 2.34, p = .024 and t = 2.37, p = .025, respectively). The findings imply that administration format does not appear to affect the reliability of measurement but neuropsychological test performance is significantly higher for the measures of attention and memory when delivered via videophone. Additional research on these cognitive domains is required, and if the observed differences due to testing format persist, separate normative data via telecommunication will be required before assessments are carried out. Also, since only normal participants were included in this study, the findings may have external validity for normal populations, but similar controlled trials with patients need to be completed before remote assessments can be implemented in regular clinical practice. (JINS, 2003, 9, 472–478.)

Behavior Rating Inventory of Executive Function Adult Version in Patients with Neurological and Neuropsychiatric Conditions: Symptom Levels and Relationship to Emotional Distress

2016 ◽  
Vol 22 (6) ◽  
pp. 682-694 ◽  
Author(s):  
M. Løvstad ◽  
S. Sigurdardottir ◽  
S. Andersson ◽  
V.A. Grane ◽  
T. Moberget ◽  
...  
Keyword(s):  
Executive Function ◽  
Emotional Distress ◽  
Test Performance ◽  
Normative Data ◽  
Rating Scales ◽  
Neuropsychological Test ◽  
Behavior Rating ◽  
Behavior Rating Inventory ◽  
And Performance ◽  
The Relationship

AbstractObjectives:The present study explored the level of self-and informant reported executive functioning in daily living using the Behavior Rating Inventory of Executive Function-Adult Version (BRIEF-A) in a large sample comprising healthy adults and patient cohorts with neurological and neuropsychiatric disorders. The relationship to neuropsychological test performance and self-reported emotional distress was explored, as well as the applicability of U.S. normative data.Methods:Scores on the self- and informant reported BRIEF-A are presented, along with scores on standardized cognitive tests, and on rating scales of self-reported emotional distress in a Norwegian healthy comparison group (n=115), patients with severe traumatic brain injury (n=125), focal frontal lobe damage (n=29), focal cerebellar lesion (n=24), Parkinson’s disease (n=42), attention deficit hyperactivity disorder (n=34), type II bipolar disorder (n=21), and borderline personality disorder (n=18).Results:Strong associations were observed between the BRIEF-A and emotional distress in both the healthy group and in neurological groups, while no or weak relationships with IQ and performance-based tests of executive function were seen. The relationship between BRIEF-A and emotional distress was weaker in the neuropsychiatric patient groups, despite high symptom load in both domains. Healthy participants tended to have BRIEF-A scores 1/2–3/4SDbelow the U.S. normative mean ofTscore=50.Conclusions:The study demonstrates the need to interpret BRIEF-A results within a broad differential diagnostic context, where measures of psychological distress are included in addition to neuropsychological tests. Uncertainty about the appropriateness of U.S. normative data in non-U.S. countries adds to the need for interpretive caution. (JINS, 2016,22, 682–694)

Effectiveness of an Attention- and Memory-Training Program on Neuropsychological Deficits in Schizophrenia

2001 ◽  
Vol 15 (1) ◽  
pp. 75-80 ◽  
Author(s):  
Matthew M. Kurtz ◽  
Paul J. Moberg ◽  
Lyn Harper Mozley ◽  
Charlie L. Swanson ◽  
Ruben C. Our ◽  
...  
Keyword(s):  
Test Performance ◽  
Neuropsychological Test ◽  
Closed Head Injury ◽  
Cognitive Remediation ◽  
Key Words Schizophrenia ◽  
Neuropsychological Deficits ◽  
Memory Training ◽  
Time Interval ◽  
Attention And Memory ◽  
Similar Time

The effect of two cognitive remediation procedures developed for closed head injury, Attention Process Training (APT) and Prospective Memory Training (PROMT), on neuropsychological deficits in schizophrenia was investigated. Six pa tients with schizophrenia, varying in baseline intellectual function and symptoms, were studied; three in a remediation condition and three in a nonremediated control con dition. Results were evaluated individually for each of the three treated patients. Two of three remediation-treated subjects showed marked improvement on tests of sus tained and divided attention. Untreated patients showed little evidence of change in neuropsychological test performance across a similar time interval, when tested on a subset of the measures administered to remediation-treated patients. The results of this study are discussed with a view toward future studies using larger sample sizes with homogeneous subject populations. Key Words: Schizophrenia—Cognitive—Reha bilitation—Symptoms—Outcome.

scholarly journals Relación de la composición corporal, las cualidades físicas y funciones cognitivas en estudiantes de educación física (Relation between body composition, physical qualities, and cognitive function in students of physical education)

Retos ◽  
2019 ◽  
pp. 103-106 ◽  
Author(s):  
Fernando Maureira Cid ◽  
Patricia Bravo Rojas ◽  
Nicolas Aguilera Godoy ◽  
Valentina Bahamondes Acevedo ◽  
Carlos Véliz Véliz
Keyword(s):  
Body Composition ◽  
Cognitive Function ◽  
Physical Education ◽  
Test Performance ◽  
Cognitive Test ◽  
Attention And Memory ◽  
Cognitive Tests ◽  
Physical Variables ◽  
And Performance ◽  
Cognitive Test Performance

Existen resultados controversiales sobre la relación de la antropometría, las cualidades físicas y el rendimiento en pruebas cognitivas. En tanto, algunos trabajos muestran relación entre el IMC, el porcentaje de grasa o la capacidad aeróbica con la atención, memoria o control inhibitorio, otros no muestran relaciones significativas. El objetivo del presente estudio fue relacionar la composición corporal, las cualidades físicas, la inteligencia, la atención y la memoria en una muestra constituida por 125 estudiantes que cursan la carrera de pedagogía en educación física. Al total de la muestra se le evalúo las cualidades físicas y funciones cognitivas y a 50 estudiantes se les realizó el estudio antropométrico. Los resultados no muestran diferencias en los resultados de las funciones cognitivas según sexo, pero los varones presentan mayores índices en las cualidades físicas, en masa muscular y en diámetros antropométricos, y las damas presentan mayores índices en pliegues cutáneos. También se encontraron relaciones bajas entre la potencia de brazos y piernas con la inteligencia y la atención sostenida, en tanto, la memoria y la atención selectiva no presentaron relación con ninguna de las variables físicas evaluadas. Estos resultados son similares a otras investigaciones antropométricas y de cualidades físicas en estudiantes de educación física. La relación con variables cognitivas es coherente con trabajos anteriores, asumiendo que una mejor condición física permite una mejor irrigación sanguínea, aumento de la vascularización, neurogénesis y sinaptogénesis, lo cual puede influenciar en la mejora en pruebas cognitivas.Abstract. Controversial results are shown on the relation between anthropometry, physical qualities, and performance in cognitive tests. While some works pinpoint the relation of BMI, percentage of fat, or aerobic capacity with attention, memory, or inhibitory control, others do not find significant relations. The aim of the present study was to relate body composition, physical qualities, intelligence, attention, and memory. The sample was constituted by 125 students enrolled in the undergraduate program of pedagogy in physical education. Physical qualities and cognitive functions were assessed in the whole sample, whereas 50 students also carried out anthropometric evaluations. No differences were found in cognitive function by gender; however, males presented higher indexes in physical qualities, in muscular mass, and in anthropometric diameters, whereas females presented higher indexes in cutaneous folds. Also, low relations were found between arm and leg power and intelligence and supported attention, whilst memory and selective attention did not show any relation with any of the physical variables evaluated. Our outcomes are similar to those from previous research on anthropometry and physical qualities in students of physical education. The relation with cognitive variables is coherent with previous works, assuming that a better physical condition allows a better blood irrigation, increase of the vascularization, neurogenesis and synaptogenesis, which can determine an improvement in cognitive test performance.

Statins, Enzyme CoQ10 Supplement Use, and Cognitive Functioning

2021 ◽  
pp. 089198872110447
Author(s):  
Brian G. Collin ◽  
Dheeraj Raju ◽  
Steven Katsikas
Keyword(s):  
Cognitive Functioning ◽  
Test Performance ◽  
Neuropsychological Test ◽  
Verbal Learning ◽  
Prevention Study ◽  
Wechsler Memory Scale ◽  
Supplement Use ◽  
Auditory Verbal Learning ◽  
Medical Histories ◽  
Learning Test

Objective: The current study assessed the effects of statin and CoQ10 supplement use on changes in cognitive functioning in the Wisconsin Registry for Alzheimer’s Prevention study. Methods: 1,573 subjects were administered medical histories, the Mini-Mental State Examination (MMSE), Rey Auditory Verbal Learning Test (RAVLT), Wechsler Memory Scale, Logical Memory subtest, and the Trail Making Test, Parts A (TMT-A) and B (TMT-B) 3-4 times over 5-10 years. Results: Linear mixed models did not yield significant effects for statin or CoQ10 supplement use on changes in mental status, learning and memory, psychomotor speed, and cognitive flexibility. Conclusions: Statin and/or CoQ10 supplement use was not associated with neuropsychological test performance in the Wisconsin Registry for Alzheimer’s Prevention study.

Neuropsychological Test Performances and Depression in Early-Stage De Novo Parkinson’s Disease

2019 ◽  
Author(s):  
Blair N Honsey ◽  
Lauren O Erickson ◽  
Kathryn A Wyman-Chick
Keyword(s):  
Parkinson’S Disease ◽  
Working Memory ◽  
Parkinson's Disease ◽  
Test Performance ◽  
Early Stage ◽  
Neuropsychological Test ◽  
Verbal Learning ◽  
Symptom Duration ◽  
Depressed Group ◽  
Significant Difference

Abstract Objective Evaluate neuropsychological test performance in depressed patients with early-stage Parkinson’s disease. Method Data from 422 participants from the Parkinson’s Progression Marker Initiative were examined. The Geriatric Depression Scale-15 was used to categorize depressed and non-depressed participants. Neuropsychological tests measured verbal learning/memory, processing speed, visuospatial ability, verbal fluency, and working memory. Demographic and clinical variables were compared using independent samples t tests and chi-square analyses. Linear regression models were fit to adjust for age, years of education, and symptom duration. Results The non-depressed group (n = 280) was significantly older; t(246.08) = 2.25, p = .026 and had higher education; t(420) = 2.35, p = .019; and longer duration of PD symptoms; t(170.58) = −2.13, p = .035 than the depressed group (n = 142). The non-depressed group performed better on a working memory task than the depressed group, t(420) = 2.05, p = .041, but the results did not appear to be of clinical significance. There was no significant difference between other cognitive domains. The results were not influenced by age, education, or disease duration. Conclusions Among patients with early-stage, untreated Parkinson’s disease, depression does not appear to affect neuropsychological test performance. Clinicians should demonstrate caution in over-interpreting the influence of depression on cognition in this population.

The Effect of Computer-Administered Testing on Test Anxiety and Performance

1987 ◽  
Vol 3 (4) ◽  
pp. 429-433 ◽  
Author(s):  
Maria M. Llabre ◽  
Nancy E. Clements ◽  
Katharine B. Fitzhugh ◽  
Gary Lancelotta ◽  
Roy D. Mazzagatti ◽  
...  
Keyword(s):  
Test Anxiety ◽  
Test Performance ◽  
Short Form ◽  
Developmental Reading ◽  
Private University ◽  
Female College Students ◽  
Mental Maturity ◽  
Pencil And Paper ◽  
And Performance ◽  
Mean Differences

The purpose of this study was to determine the effect of a computer-administered test on test anxiety and performance. The sample comprised twenty-six male and fourteen female college students enrolled in a developmental reading course at a private university. Subjects were randomly assigned to either a computerized or to a pencil-and-paper testing situation. Both groups were administered a revised version of the Test Anxiety Scale (TAS-R) and a sample of items from the California Short-Form Test of Mental Maturity (CMM). Mean differences between groups on the TAS-R and the CMM were tested for significance using t-tests. The results indicated significant differences in anxiety level, t(38) = −1.87, p < .05, and test performance, t(38) = 2.68, p < .01. It was concluded that computer-administered testing can potentially increase test anxiety and depress test performance for examinees who are relatively unfamiliar with computers.

Comparing the Psychometric Properties of Eight Embedded Performance Validity Tests in the Rey Auditory Verbal Learning Test, Wechsler Memory Scale Logical Memory, and Brief Visuospatial Memory Test–Revised Recognition Trials for Detecting Invalid Neuropsychological Test Performance

Assessment ◽  
2020 ◽  
pp. 107319112092909
Author(s):  
Joshua I. Pliskin ◽  
Samantha DeDios Stern ◽  
Zachary J. Resch ◽  
Kevin F. Saladino ◽  
Gabriel P. Ovsiew ◽  
...  
Keyword(s):  
Test Performance ◽  
Neuropsychological Test ◽  
Verbal Learning ◽  
Neurocognitive Disorder ◽  
Performance Validity ◽  
Wechsler Memory Scale ◽  
Mild Neurocognitive Disorder ◽  
Auditory Verbal Learning ◽  
Learning Test ◽  
Validity Tests

This cross-sectional study evaluated eight embedded performance validity tests (PVTs) previously derived from the Rey Auditory Verbal Learning Test (RAVLT), Wechsler Memory Scale–IV–Logical Memory (LM), and Brief Visuospatial Memory Test–Revised (BVMT-R) recognition trials among a single mixed clinical sample of 108 neuropsychiatric patients (83 valid/25 invalid) with ( n = 54) and without ( n = 29) mild neurocognitive disorder. Among the overall sample, all eight recognition PVTs significantly differentiated valid from invalid performance (areas under the curve [AUCs] = .64-.81) with 26% to 44% sensitivity (≥89% specificity) at optimal cut-scores depending on the specific PVT. After subdividing the sample by cognitive impairment status, all eight PVTs continued to reliably identify invalid performance (AUC = .68-.91) with markedly increased sensitivities of 56% to 80% (≥89% specificity) in the unimpaired group. In contrast, among those with mild neurocognitive disorder, RAVLT False Positives and LM became nonsignificant, whereas the other six PVTs remained significant (AUC = .64-.77), albeit with reduced sensitivities of 32% to 44% (≥89% specificity) at optimal cut-scores. Taken together, results cross-validated BVMT-R and most RAVLT recognition indices as effective embedded PVTs for identifying invalid neuropsychological test performance with diverse populations including examinees with and without suspected mild neurocognitive disorder, whereas LM had more limited utility as an embedded PVT, particularly when mild neurocognitive disorder was present.

scholarly journals A-099 Depression as a Factor in Neuropsychological Test Performance

2020 ◽  
Vol 35 (6) ◽  
pp. 892-892
Author(s):  
Gass C ◽  
Patten B
Keyword(s):  
Test Performance ◽  
Neuropsychological Tests ◽  
Primary Care Physicians ◽  
Word Association ◽  
Digit Span ◽  
Neuropsychological Test ◽  
Depression Scale ◽  
Brain Disorder ◽  
Test Category ◽  
And Performance

Abstract Objective Evaluate the relation between depression and performance on six widely used tests: the Boston Naming Test, Category Fluency Test, Controlled Oral Word Association Test, Corsi Block Tapping Test, Mazes and Trail Making Test (TMT), Parts Speed, A and B. Method Participants: 77 women and 33 men referred for a comprehensive neuropsychological examination in an outpatient memory disorders clinic as part of a broader neurodiagnostic workup for memory complaints and possible cognitive decline. Referral sources: neurologists (78%), primary care physicians (21%). Patients’ mean age: 59.3 (SD =12.1); education: 15.1 (SD = 2.7) years. They were screened from a larger sample (N = 175) for any known history of brain disorder or positive neurodiagnostic findings. They met performance and symptom validity criteria (Reliable Digit Span and scores on MMPI-2 validity scales). Diagnostically, 62% of the sample had mood disorders. Using their median score on the Depression scale of the MMPI-2 (T = 70), patients were classified into High and Low Depression groups (ns = 55). The two groups were no different on age, education, or predicted level of intelligence (Test of Premorbid Function). Results On all six of the neuropsychological tests (eight measures), scores were compared across the two groups. There was no main effect (MANOVA) for group, F(8,101) = 1.03, p = .427. Univariate comparisons revealed no intergroup differences across tests. Conclusion Results suggest that severity of depressive symptoms is not related to performance on these neuropsychological tests. In cooperative examinees, these tests are valid for assessing brain-based abilities independent of the examinees’ emotional status.

African American acculturation and neuropsychological test performance following traumatic brain injury

2004 ◽  
Vol 10 (4) ◽  
pp. 566-577 ◽  
Author(s):  
STEPHAN KENNEPOHL ◽  
DOUGLAS SHORE ◽  
NINA NABORS ◽  
ROBIN HANKS
Keyword(s):  
Traumatic Brain Injury ◽  
African American ◽  
Brain Injury ◽  
Test Performance ◽  
Neuropsychological Tests ◽  
Block Design ◽  
Neuropsychological Test ◽  
Verbal Learning ◽  
Model Systems ◽  
The Impact

The present study examined the influence of African American acculturation on the performance of neuropsychological tests following traumatic brain injury (TBI). Seventy one participants already enrolled in a larger-scale study assessing the impact of TBI (i.e., the South Eastern Michigan Traumatic Brain Injury Model Systems project) completed a self-report measure of African American acculturation (African American Acculturation Scale–Short Form; Landrine & Klonoff, 1995) in addition to a standardized battery of neuropsychological tests. Hierarchical regression analyses were conducted to evaluate the relationship between level of acculturation and test performance after controlling for injury-related (initial Glasgow Coma Scale score, time since injury) and demographic variables (age, sex, years of education, and socioeconomic status). Lower levels of acculturation were associated with significantly poorer performances on the Galveston Orientation & Amnesia Test, MAE Tokens test, WAIS–R Block Design, Rey Auditory Verbal Learning Test, and Symbol Digit Modalities Test. Decreased levels of acculturation were also significantly related to lower scores on a composite indicator of overall neuropsychological test performance. In addition, the examiner's ethnicity (Black or White) was related with scores on a few of the tests (i.e., Block Design, Trail Making Test), but was not significantly associated with the overall neuropsychological test performance. Overall, these findings suggest that differences in cultural experience may be an important factor in the neuropsychological assessment of African Americans following TBI, and provide additional support for the hypothesis that cultural factors may partially account for the differences among ethnic/cultural groups on neuropsychological tests. (JINS, 2004,10, 566–577.)

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