Boston Naming Test Short Forms: A Comparison of Previous Forms with New Item Response Theory Based Forms

AbstractScores on the Boston Naming Test (BNT) are frequently lower for African American when compared with Caucasian adults. Although demographically based norms can mitigate the impact of this discrepancy on the likelihood of erroneous diagnostic impressions, a growing consensus suggests that group norms do not sufficiently address or advance our understanding of the underlying psychometric and sociocultural factors that lead to between-group score discrepancies. Using item response theory and methods to detect differential item functioning (DIF), the current investigation moves beyond comparisons of the summed total score to examine whether the conditional probability of responding correctly to individual BNT items differs between African American and Caucasian adults. Participants included 670 adults age 52 and older who took part in Mayo’s Older Americans and Older African Americans Normative Studies. Under a two-parameter logistic item response theory framework and after correction for the false discovery rate, 12 items where shown to demonstrate DIF. Of these 12 items, 6 (“dominoes,” “escalator,” “muzzle,” “latch,” “tripod,” and “palette”) were also identified in additional analyses using hierarchical logistic regression models and represent the strongest evidence for race/ethnicity-based DIF. These findings afford a finer characterization of the psychometric properties of the BNT and expand our understanding of between-group performance. (JINS, 2009, 15, 758–768.)

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Development of Short Form of the Korean Version- the Boston Naming Test (K-BNT-15) Based on Item Response Theory

The Journal of the Korea Contents Association ◽

10.5392/jkca.2013.13.12.321 ◽

2013 ◽

Vol 13 (12) ◽

pp. 321-327 ◽

Cited By ~ 12

Author(s):

HyangHee Kim ◽

Soo Ryon Kim

Keyword(s):

Item Response Theory ◽

Item Response ◽

Short Form ◽

Response Theory ◽

Boston Naming Test ◽

Korean Version ◽

Naming Test

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An Item Response Theory examination of the original and short forms of the Difficulties in Emotion Regulation Scale (DERS) in pregnant women

Journal of Clinical Psychology ◽

10.1002/jclp.23167 ◽

2021 ◽

Author(s):

Brandon L. Goldstein ◽

Margaret J. Briggs‐Gowan ◽

Carolyn C. Greene ◽

Rocio Chang ◽

Damion J. Grasso

Keyword(s):

Emotion Regulation ◽

Item Response Theory ◽

Pregnant Women ◽

Item Response ◽

Response Theory ◽

Short Forms ◽

Difficulties In Emotion Regulation

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Item Response Theory Modeling of the Philadelphia Naming Test

Journal of Speech Language and Hearing Research ◽

10.1044/2015_jslhr-l-14-0249 ◽

2015 ◽

Vol 58 (3) ◽

pp. 865-877 ◽

Cited By ~ 13

Author(s):

Gerasimos Fergadiotis ◽

Stacey Kellough ◽

William D. Hula

Keyword(s):

Item Response Theory ◽

Item Response ◽

Word Length ◽

Logistic Model ◽

Item Difficulty ◽

Age Of Acquisition ◽

Response Theory ◽

Contextual Diversity ◽

Severity Scores ◽

Naming Test

Purpose In this study, we investigated the fit of the Philadelphia Naming Test (PNT; Roach, Schwartz, Martin, Grewal, & Brecher, 1996) to an item-response-theory measurement model, estimated the precision of the resulting scores and item parameters, and provided a theoretical rationale for the interpretation of PNT overall scores by relating explanatory variables to item difficulty. This article describes the statistical model underlying the computer adaptive PNT presented in a companion article (Hula, Kellough, & Fergadiotis, 2015). Method Using archival data, we evaluated the fit of the PNT to 1- and 2-parameter logistic models and examined the precision of the resulting parameter estimates. We regressed the item difficulty estimates on three predictor variables: word length, age of acquisition, and contextual diversity. Results The 2-parameter logistic model demonstrated marginally better fit, but the fit of the 1-parameter logistic model was adequate. Precision was excellent for both person ability and item difficulty estimates. Word length, age of acquisition, and contextual diversity all independently contributed to variance in item difficulty. Conclusions Item-response-theory methods can be productively used to analyze and quantify anomia severity in aphasia. Regression of item difficulty on lexical variables supported the validity of the PNT and interpretation of anomia severity scores in the context of current word-finding models.

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