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

Brain Injury ◽  
2012 ◽  
Vol 26 (6) ◽  
pp. 853-863 ◽  
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

A cross-cultural analysis of the Test of Memory Malingering among Latin American Spanish-speaking adults.

2017 ◽  
Vol 41 (5) ◽  
pp. 422-428 ◽  
Author(s):  
Alicia Nijdam-Jones ◽  
Diego Rivera ◽  
Barry Rosenfeld ◽  
Juan Carlos Arango-Lasprilla
Keyword(s):  
Latin American ◽  
Cultural Analysis ◽  
Cross Cultural ◽  
Test Of Memory Malingering ◽  
Spanish Speaking ◽  
Latin American Spanish ◽  
American Spanish ◽  
Cross Cultural Analysis

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

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.

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

2015 ◽  
Vol 37 (4) ◽  
pp. 719-735 ◽  
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

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

2021 ◽  
Author(s):  
Tasha Rhoads ◽  
Sophie I. Leib ◽  
Zachary J. Resch ◽  
Karen S. Basurto ◽  
Liliam R. Castillo ◽  
...  
Keyword(s):  
Test Of Memory Malingering ◽  
Spanish Speaking ◽  
The Usa

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

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.

Special Considerations for Evaluation and Treatment of Spanish-Speaking Patients with Cleft Palate

2016 ◽  
Vol 1 (5) ◽  
pp. 41-49
Author(s):  
Ellen Moore
Keyword(s):  
Cleft Palate ◽  
The United States ◽  
Culturally Competent ◽  
Speech Language Pathology ◽  
Spanish Speaking ◽  
Appropriate Treatment ◽  
Oral Pressure ◽  
Language Pathology ◽  
History Of ◽  
Spanish Speaking Population

As the Spanish-speaking population in the United States continues to grow, there is increasing need for culturally competent and linguistically appropriate treatment across the field of speech-language pathology. This paper reviews information relevant to the evaluation and treatment of Spanish-speaking and Spanish-English bilingual children with a history of cleft palate. The phonetics and phonology of Spanish are reviewed and contrasted with English, with a focus on oral pressure consonants. Cultural factors and bilingualism are discussed briefly. Finally, practical strategies for evaluation and treatment are presented. Information is presented for monolingual and bilingual speech-language pathologists, both in the community and on cleft palate teams.

Bilingualism in the Spanish-Speaking World

2015 ◽  
Author(s):  
Jennifer Austin ◽  
Maria Blume ◽  
Liliana Sanchez
Keyword(s):  
Spanish Speaking

Validating the Factor Structure of the Stigma of Suicide Scale–Short Form Spanish Version Among Healthcare Students

Crisis ◽  
2020 ◽  
pp. 1-5
Author(s):  
Ruthmarie Hernández-Torres ◽  
Paola Carminelli-Corretjer ◽  
Nelmit Tollinchi-Natali ◽  
Ernesto Rosario-Hernández ◽  
Yovanska Duarté-Vélez ◽  
...  
Keyword(s):  
Factor Structure ◽  
Structural Equation ◽  
Short Form ◽  
Small Sample Size ◽  
Small Sample ◽  
Spanish Version ◽  
Equation Modeling ◽  
Cross Sectional ◽  
Healthcare Students ◽  
Spanish Speaking

Abstract. Background: Suicide is a leading cause of death among Spanish-speaking individuals. Suicide stigma can be a risk factor for suicide. A widely used measure is the Stigma of Suicide Scale-Short Form (SOSS-SF; Batterham, Calear, & Christensen, 2013 ). Although the SOSS-SF has established psychometric properties and factor structure in other languages and cultural contexts, no evidence is available from Spanish-speaking populations. Aim: This study aims to validate a Spanish translation of the SOSS-SF among a sample of Spanish-speaking healthcare students ( N = 277). Method: We implemented a cross-sectional design with quantitative techniques. Results: Following a structural equation modeling approach, a confirmatory factor analysis (CFA) supported the three-factor model proposed by Batterham and colleagues (2013) . Limitations: The study was limited by the small sample size and recruitment by availability. Conclusion: Findings suggest that the Spanish version of the SOSS-SF is a valid and reliable tool with which to examine suicide stigma among Spanish-speaking populations.

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