Nutritional Status and Psychometric Test Scores in Cognitively Impaired Elders

1989 ◽  
Vol 561 (1 Nutrition and) ◽  
pp. 167-177 ◽  
Author(s):  
AUDREY A. SPINDLER ◽  
MARIAN A. RENVALL
Keyword(s):  
Nutritional Status ◽  
Test Scores ◽  
Cognitively Impaired ◽  
Psychometric Test

Educational intervention to improve palliative care knowledge among informal caregivers of cognitively impaired older adults

2020 ◽  
pp. 1-9
Author(s):  
Hyunjin Noh ◽  
Lewis H. Lee ◽  
Chorong Won
Keyword(s):  
Older Adults ◽  
Palliative Care ◽  
Cognitive Impairment ◽  
Educational Intervention ◽  
Test Scores ◽  
Informal Caregivers ◽  
Cognitively Impaired ◽  
Significant Difference ◽  
Post Test ◽  
Seriously Ill

Abstract Objective Lack of palliative care knowledge among caregivers may pose an access barrier for cognitively impaired older adults, who may benefit from the specialized care. Therefore, this study aims to examine the effectiveness of an educational intervention in improving palliative care knowledge among informal caregivers of cognitively impaired older adults. Method Using a one-group, pre- and post-test intervention design, this study implemented an individual, face-to-face educational intervention with an informational brochure for 43 informal caregivers of chronically or seriously ill older adults (50+) with cognitive impairment, recruited from communities in West Alabama. Their level of knowledge about palliative care was assessed by the Palliative Care Knowledge Scale (PaCKS). The pre- and post-test scores were compared by the Wilcoxon signed-ranks test, and the racial subgroup (Whites vs. Blacks) comparison was made by the Mann–Whitney U test. Results There was a statistically significant difference between the pre- and post-test scores (z = 5.38, p < 0.001), indicating a statistically significant effect of the educational intervention in improving palliative care knowledge among participants. There was a significant difference (U = 143, p < 0.05) between Whites and Blacks in the pre-test, which, however, disappeared in the post-test (U = 173.50, p > 0.05), suggesting that the amount of increased PaCKS scores were significantly greater for Blacks (Mdn = 9.50) than for Whites (Mdn = 4.00, U = 130.50, p < 0.05). Significance of results This study demonstrated that a one-time educational intervention can improve the level of palliative care knowledge among informal caregivers of chronically or seriously ill older adults with cognitive impairment, particularly among Black caregivers. Therefore, further educational efforts can be made to promote palliative care knowledge and reduce racial disparities in palliative care knowledge and its use.

Psychometric Test Scores and School Behavior of Girls Identified as Daydreamers by Their Teachers

1976 ◽  
Vol 42 (3_suppl) ◽  
pp. 1307-1313 ◽  
Author(s):  
Alan Leviton ◽  
Jane Schulman ◽  
Paula Yaney ◽  
Ruth Strassfeld
Keyword(s):  
Peer Relations ◽  
Test Scores ◽  
Classroom Teachers ◽  
Psychometric Tests ◽  
School Behavior ◽  
Psychometric Test ◽  
Bender Gestalt Test

14 daydreaming Ss were compared to 14 nondaydreaming Ss according to the results obtained from psychometric tests and school questionnaires. The daydreamers' scores on the Bender-Gestalt test and on the performance section of the WISC were appreciably more variable than those of the nondaydreamers. This implies heterogeneity within the group of daydreamers. According to their classroom teachers, daydreamers were more likely to have problems with flexibility, distraction, ability to persist at a task, peer relations, and arithmetic. These findings suggest that daydreaming does not occur as an isolated entity.

The Value of Bayes’ Theorem for Interpreting Abnormal Test Scores in Cognitively Healthy and Clinical Samples

2015 ◽  
Vol 21 (3) ◽  
pp. 249-257 ◽  
Author(s):  
Brandon E. Gavett
Keyword(s):  
Cognitive Impairment ◽  
Test Scores ◽  
Clinical Sample ◽  
Bayes Theorem ◽  
Clinical Samples ◽  
Cognitively Impaired ◽  
Wechsler Memory Scale ◽  
Base Rates ◽  
Special Groups ◽  
Normal Cognition

AbstractThe base rates of abnormal test scores in cognitively normal samples have been a focus of recent research. The goal of the current study is to illustrate how Bayes’ theorem uses these base rates—along with the same base rates in cognitively impaired samples and prevalence rates of cognitive impairment—to yield probability values that are more useful for making judgments about the absence or presence of cognitive impairment. Correlation matrices, means, and standard deviations were obtained from the Wechsler Memory Scale –4th Edition (WMS-IV) Technical and Interpretive Manual and used in Monte Carlo simulations to estimate the base rates of abnormal test scores in the standardization and special groups (mixed clinical) samples. Bayes’ theorem was applied to these estimates to identify probabilities of normal cognition based on the number of abnormal test scores observed. Abnormal scores were common in the standardization sample (65.4% scoring below a scaled score of 7 on at least one subtest) and more common in the mixed clinical sample (85.6% scoring below a scaled score of 7 on at least one subtest). Probabilities varied according to the number of abnormal test scores, base rates of normal cognition, and cutoff scores. The results suggest that interpretation of base rates obtained from cognitively healthy samples must also account for data from cognitively impaired samples. Bayes’ theorem can help neuropsychologists answer questions about the probability that an individual examinee is cognitively healthy based on the number of abnormal test scores observed. (JINS, 2015,21, 1–9)

scholarly journals Nutritional Status and Its Association with Cognitive Function among School Aged Children at Soddo Town and Soddo Zuriya District, Southern Ethiopia: Institution Based Comparative Study

2021 ◽  
Vol 8 ◽  
pp. 2333794X2110281
Author(s):  
Tesfaye Honja Kabero ◽  
Tafese Bosha ◽  
Fentaw Wassie Feleke ◽  
Demewoz Haile Weldegebreal ◽  
Barbara Stoecker
Keyword(s):  
Cognitive Function ◽  
Nutritional Status ◽  
School Performance ◽  
School Children ◽  
Test Scores ◽  
Primary School Children ◽  
Cognitive Test ◽  
Southern Ethiopia ◽  
School Aged Children ◽  
Study Participants

About 1 billion stunted school-aged children are growing up with impaired mental development which can lead to low cognitive performance, reduced school achievement, and low productivity. But there is scarce evidence on cognitive function, school performance and their associated factors among school aged children. The main aim of this study was to assess cognitive function, school performance and determine their association with nutritional status among school children aged 7 to 10 years at Soddo Town and Soddo Zuriya Woreda, Wolaita Zone, Southern Ethiopia. Institutional comparative cross-sectional study was conducted on a total sample of 178 primary school children. The Raven’s Color Progressive Matrices (RCPM) and selected tests from Kaufman assessment battery for children second edition were used. Mid-year average students’ examination result was also used. Data were analyzed by using SPSS version 25, WHO Anthro plus, and independent sample t-test. Bivariate and multivariate linear regression analyses were also used. Mean (±SD) cognitive test scores of urban study participants was 18.7 ± 3.4 for RCPM which was higher ( P < .001) as compared to rural (16.5 ± 3.3). The urban mean cognitive test scores was also higher for both pattern reasoning and visual processing with ( P < .001) as compared to rural counterparts. School performance was higher ( P < .001) for urban. Maternal education ( P < .002) and wealth index ( P < .006) were positively predicted while stunting ( P < .001) negatively predicted cognitive function test scores and school performance. Cognitive function and school performance of study participants were associated with their nutritional status and rural participants had significantly lower mean scores as compared to urban counterparts. Further study should be done to community level.

A Preliminary Report on the Discrepancy between Clinical and Test Evaluations of Competence*

1992 ◽  
Vol 37 (9) ◽  
pp. 634-639 ◽  
Author(s):  
Deborah Rutman ◽  
Michel Silberfeld
Keyword(s):  
Mental State ◽  
Test Scores ◽  
Preliminary Report ◽  
Mini Mental State Examination ◽  
Process Approach ◽  
Psychometric Test ◽  
State Examination ◽  
Retrospective Examination ◽  
Difficult Cases ◽  
Cognitive Competency

This report demonstrates the discrepancy that can occur between clinical and test evaluations of competence. It presents retrospective examination of 35 assessments of competence performed on 24 subjects by a multidisciplinary competency panel. The findings of the panel are compared with the subjects' results on the Cognitive Competency Test and on the Mini-Mental State Examination. The results show that the multidisciplinary competency panel will more often find subjects competent than indicated by their psychometric test scores. A process approach to the use of tests is recommended. Reliance on tests to decide the outcome of difficult cases does not appear to be warranted.

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