scholarly journals A-69 A Follow Up Study of Reliable Digit Span Performance in Children with Academic Difficulties

2019 ◽  
Vol 34 (6) ◽  
pp. 929-929
Author(s):  
L Pease ◽  
W Ernst ◽  
M Kneavel ◽  
A Brosof
Keyword(s):  
Digit Span ◽  
Psychological Services ◽  
Pass Rate ◽  
Performance Validity ◽  
Test Of Memory Malingering ◽  
Academic Difficulties ◽  
Prior Literature ◽  
Key Variables ◽  
Cutoff Scores

Abstract Objectives This study sought to describe reliable digit span (RDS) performance in a sample of children referred for evaluation due to academic difficulties and provide preliminary information regarding its utility as a performance validity test (PVT) in this population. Methods The sample included 110 children (M = 11.91, SD = 3.34, Range = 6-16) evaluated in a college affiliated psychological services clinic. Measures included the WISC-IV or WISC-V and the WIAT-III. A subset of the sample (n = 30) was administered the Test of Memory Malingering (TOMM). Results The average RDS performance was 8.2 (SD = 2.0, Range 4-15). Using the previously established adult cutoff of ≤7, 55.5% of the sample passed. At a cutoff of ≤6, 86.4% of the sample passed, which approaches a 90% pass rate recommended in prior literature. RDS was correlated with age r(n = 110) = .53, p < .001, education r(n = 110) = .50, p < .001, FSIQ r(n = 110) = .31, p < .01, the WIAT Reading Composite r(n = 110) = .34, p < .001, and the WIAT Mathematics Composite r(n = 110) = .29, p < .01. The TOMM pass rate was 100% and all children in that subset scored above the RDS cutoff of ≤6. Conclusions RDS is potentially useful as an embedded PVT for children referred for evaluation due to academic difficulties. Key variables including age, FSIQ, and academic performance correlated with RDS, which requires consideration of those variables when interpreting RDS performance. Additional research is needed to determine appropriate cutoff scores given the potential influence of variables such as FSIQ and age on RDS performance for this population.

A-187 Lack of Agreement between Reliable Digit Span and Rey-15 Item Test as Validity Indicators for Test of Memory Malingering Performance in Youth Athletes

2021 ◽  
Vol 36 (6) ◽  
pp. 1242-1242
Author(s):  
Rachel M Murley ◽  
Daniel Baldini ◽  
Julius Flowers ◽  
Aiden Hall ◽  
Jamie P Kiefer ◽  
...  
Keyword(s):  
Clinical Judgment ◽  
Test Performance ◽  
Sport Participation ◽  
Digit Span ◽  
Healthy Population ◽  
Healthy Children ◽  
Performance Validity ◽  
Test Of Memory Malingering ◽  
Roc Curve Analysis ◽  
Youth Athletes

Abstract Objective In neuropsychological assessments, it is critical to evaluate examinee performance validity. Reliable Digit Span (RDS) and the Rey-15 Item Test (FIT) are performance validity tests (PVTs) used to assess the accuracy of results during neuropsychological assessment (NA; Lichtenstein et al., 2017). While many studies have examined adult populations, few examined children to determine the base rate level of PVT failure even in a healthy population. The present study assessed RDS and FIT as PVTs in youth athletes, with valid performance operationalized by Test of Memory Malingering (TOMM) performance. Method Youth athletes (n = 109, 79% male, Mage = 11.9) completed a NA including RDS (cutoff &lt;7), TOMM Trial 2 (cutoff &lt;50), and FIT (cutoff &lt;26) during baseline evaluation for sport participation. A stringent TOMM cutoff was used to improve sensitivity (Schroeder et al., 2012). Receiver operator characteristic (ROC) curve analysis determined whether RDS or FIT performance accurately categorized participants’ validity test performance, based upon TOMM Pass/Fail. Results Both RDS and FIT produced minimal accuracy in categorizing participants performance on TOMM; areas under the curve ranged from 0.41 to 0.60 and did not significantly differ from chance (0.50). Additionally, there was a lack of agreement across PVTs, as no participant failed all three PVTs. Conclusion RDS and FIT did not adequately predict TOMM performance in healthy youth. These findings illustrate that even in a brief NA, healthy children demonstrated variable performance across validity measures, with low consistency across three commonly used PVTs. Findings highlight the importance of clinical judgment in evaluating discrepant PVT performance in children.

A-176 Undercover Performance Validity Testing: Proposed Embedded Validity Indicators for Pediatric Neuropsychological Assessment

2021 ◽  
Vol 36 (6) ◽  
pp. 1231-1231
Author(s):  
Naomi R Kaswan ◽  
Ryan C Thompson ◽  
Yelena Markiv ◽  
Aubrey Deenen ◽  
Haig V Pilavjian ◽  
...  
Keyword(s):  
Sport Participation ◽  
Word Reading ◽  
Digit Span ◽  
Characteristic Curve ◽  
Test Word ◽  
Healthy Children ◽  
Performance Validity ◽  
Validity Indicators ◽  
Neuropsychological Evaluations ◽  
Embedded Validity Indicators

Abstract Objective Literature supports the use of the Delis-Kaplan Executive Function System Trail Making Test Conditions 4/2 ratio (TMT 4/2) and Stroop Color Word Test Word Reading (WR) as embedded validity indicators (EVIs) with adults (Erdodi et al., 2018; Guise et al., 2012) and the Wechsler Abbreviated Scale of Intelligence, 2nd Edition Matrix Reasoning (MR) as an EVI with children (Sussman et al., 2017). This study assessed the utility of these measures as EVIs in healthy children, compared to the Test of Memory Malingering Trial 1 (TOMM1 &lt; 45; Perna & Loughan, 2013) and Reliable Digit Span (RDS). Method Participants (n = 99, 68.7% male, Mage = 11.9) completed baseline neuropsychological evaluations for sport participation, including the aforementioned measures. Receiver operator characteristic curve analysis was used to determine whether TMT 4/2, MR, and WR accurately categorized valid performance. Results TMT 4/2 yielded adequate sensitivity (0.83–1.00) but poor specificity (0.07–0.09) when predicting TOMM1 and RDS pass/fail performances. MR yielded adequate sensitivity (1.00) and specificity (0.92) when predicting RDS pass/fail performance and adequate specificity (0.92) and poor sensitivity (0.18) when predicting TOMM1 pass/fail performance. The only EVI that produced better than chance accuracy was MR when predicting RDS pass/fail performance (area under the curve [AUC] = 0.98). All participants failed the WR cutoff, suggesting poor specificity. Conclusion Results suggest that MR was the only EVI that achieved minimally acceptable specificity (≥0.90) in children. MR performed adequately when detecting valid performances but variably when detecting invalid performances; therefore, MR may be used alongside well-established performance validity tests with children but not independently.

A-102 Performance Validity Testing in Telehealth Research: A VA Traumatic Brain Injury Model Systems Study

2021 ◽  
Vol 36 (6) ◽  
pp. 1151-1151
Author(s):  
Justin O'Rourke ◽  
Robert J Kanser ◽  
Marc A Silva
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Digit Span ◽  
Secondary Analysis ◽  
Primary Objective ◽  
Model Systems ◽  
Performance Validity ◽  
Cut Scores ◽  
Chi Square ◽  
Severe Tbi

Abstract Objective Studies on Performance Validity Tests (PVTs) for tele-neuropsychology (TeleNP) are sparse. Verbal PVTs appear to better translate to TeleNP, so the primary objective of this study was to provide initial data on two well-established, verbal PVTs administered via TeleNP for research participants with traumatic brain injury (TBI). Methods This secondary analysis of the Veterans Affairs TBI Model Systems data included 53 participants enrolled in a PVT module study (3/01/2020–09/20/2020) with documented moderate-to-severe TBI per Glasgow Coma Score (M = 6.5, SD = 4.4), posttraumatic amnesia duration (M = 42.7 days, SD = 47.1), and/or time to follow commands (M = 10.5 days, SD = 16.3). Participants completed two PVTs—Reliable Digit Span (RDS) and the 21-Item Test (21-IT)—alongside telephone-based cognitive assessment 1–7 years after TBI. Descriptive analyses were performed to compare PVT performances to previously established cut scores. Chi square analyses were employed to examine 21-IT and RDS as dichotomous outcomes (pass/fail) at selected cutoffs. Results RDS ranged from 5 to 16 (M = 10.5, SD = 2.4). 21-IT ranged from 7 to 21 (M = 16.4, SD = 3.1). For RDS, 9.8% were invalid with a cutscore of ≤7 and 19.6% using a cutscore of ≤8. For the 21-IT, 7.8% were in invalid using a cutscore of ≤11, and 13.7% using a cutscore of ≤12. Conclusion(s) Using previously established cut scores, telephone-administered RDS and 21-IT resulted in relatively low rates of invalid performance among individuals with moderate-to-severe TBI. These findings provide preliminary support for the RDS and 21-IT in TeleNP.

E-Learning

2015 ◽  
pp. 1545-1560
Author(s):  
Marie de Beer ◽  
Roger B. Mason
Keyword(s):  
Research Method ◽  
Academic Research ◽  
Pass Rate ◽  
Teaching Methodology ◽  
Research Project ◽  
Learner Centered ◽  
E Learning ◽  
Course Material ◽  
Main Intervention

This paper investigates a method for increasing the involvement of marketing fourth year learners in academic research, by encouraging greater participation in, and commitment to, their research project in the Applied Marketing IV subject. It is assumed that greater involvement will result in a greater pass rate. The main reasons for this lack of interest were found to be a sense of incompetence and a lack of resources which were the main objectives of a research project. These objectives were addressed by using learner centered methodologies with the research method Action Research. This research method with the slow resolution of problems was used together with a teaching methodology whose objectives supported the resolution of the learners' inadequacies. Formative assessment was used at the start of the measuring of the learners' progress and was found useful with its quick and positive feedback in supporting the learners' confidence. An eClassroom was structured for the implementation of the Applied Marketing IV course. It was designed in such a way that it facilitated the learners' use of the more commonly used devices such as surfing the web, email and Internet over and above the chosen course material. Although it was not possible to complete the main intervention of the project it was possible to use the participants' experiences in the navigation of the course material in the eClassroom, to further develop future follow-up courses.

Research in Genetic Counseling

2019 ◽  
pp. 171-186
Author(s):  
Barbara B. Biesecker ◽  
Kathryn F. Peters ◽  
Robert Resta
Keyword(s):  
Genetic Counseling ◽  
Self Regulation ◽  
Well Being ◽  
Genetic Counselors ◽  
National Society ◽  
Patient Reported ◽  
Key Variables ◽  
Regulation Model

The field of genetic counseling has historically valued the role of research. More recently, graduate programs have raised the standards for student thesis projects so that a greater percent are of publishable quality. The profession has acknowledged key research gaps, such as a lack of consensus on the primary client outcomes of counseling. Further, the National Society of Genetic Counselors has endorsed the importance of evidence that may be used to guide practice. Herein we present the role of genetic counselors as researchers and discuss approaches to designing research studies to answer key service delivery questions and patient-reported outcomes. To frame research in genetic counseling, health behavior and social psychology theories offer models for identifying key variables likely to predict client decisions and their outcomes. To date, studies in genetic counseling have been framed by the self-regulation model and the theory of planned behavior. A systematic review of randomized controlled trials in genetic counseling identified psychological well-being and gain in knowledge as the most prevalent patient outcomes. Evidence can be used to predict decisions to undergo genetic testing or follow up on results.

Screening for Borderline Personality Disorder With the McLean Screening Instrument: A Review and Critique of the Literature

2019 ◽  
pp. 1-11 ◽  
Author(s):  
Mark Zimmerman ◽  
Caroline Balling
Keyword(s):  
Borderline Personality Disorder ◽  
Personality Disorder ◽  
High Sensitivity ◽  
Screening Instrument ◽  
Borderline Personality ◽  
Self Report ◽  
Cutoff Score ◽  
Cutoff Scores ◽  
Diagnostic Detection

Borderline personality disorder (BPD) is underdiagnosed in clinical practice. One approach towards improving diagnostic detection is the use of screening questionnaires. It is important for a screening test to have high sensitivity because the more time-intensive/expensive follow-up diagnostic inquiry will presumably only occur in patients who are positive on the initial screen. The most commonly studied self-report scale specific for BPD is the McLean Screening Instrument for Borderline Personality Disorder (MSI-BPD). We summarize the performance of the scale across studies, examine the performance of the scale using different cutoff scores, and highlight the approach used by investigators in recommending a cutoff score. Most studies of the scale have taken a case-finding approach in deriving the cutoff score on the scale instead of a screening approach. For the purposes of screening, it may be more appropriate for the cutoff score on the MSI-BPD to be less than the currently recommended cutoff of 7.

scholarly journals Pre-attention and Working Memory in ADHD: A 25-Year Follow-Up Study

2019 ◽  
pp. 108705471987949
Author(s):  
Bendik Rund Torgalsbøen ◽  
Pål Zeiner ◽  
Merete Glenne Øie
Keyword(s):  
Working Memory ◽  
Cognitive Rehabilitation ◽  
Digit Span ◽  
Initial Assessment ◽  
Adhd Group ◽  
Healthy Controls ◽  
Backward Masking ◽  
Attentional Processing ◽  
Diagnostic Measures

Objective: The aim of the study was to compare the development of working memory and preliminary stages of attentional processing in individuals with ADHD over a 23- to 25-year period. Method: Individuals with ADHD ( n = 19) and healthy controls ( n = 26) were followed up after 13 years (T2) and 23 to 25 years (T3) after initial assessment (T1). They were reassessed with diagnostic measures and the Backward masking task (pre-attention) and the Digit span distractibility test with and without distraction conditions (working memory). Results: The ADHD group performed below the healthy controls on all time points on the Digit span distractibility test. On the distractibility condition, we found a selective decline in performance from T2 to T3 for the ADHD group. Conclusion: The results highlight that ADHD individuals continue to display working memory deficits, also in adulthood, thus creating an imperative for cognitive rehabilitation techniques to help address attention difficulties.

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