bluuebunny/crossref_metadata_2025_split huggingface dataset:
Reliability and Validity of the Spanish Language Measures of the NIH Toolbox Cognition Battery
Authors: Fox R , Hook J , Marquine M J , Manly J , Correia B , Slotkin J , Weintraub S , Gershon R 
Published: August 2019

Abstract

Objective
The NIH Toolbox for Assessment of Neurological and Behavioral Function (NIHTB) was developed under contract from the National Institutes of Health to create a set of easy-to-administer neuropsychological measures, for use across the lifespan (ages 3-85). The NIHTB Cognition Battery (NIHTB-CB) includes two language measures that were developed, calibrated, and normed separately in English and Spanish. This analysis presents the test-retest reliability and construct validity of the Spanish-language picture vocabulary test (S-PVT) and oral reading recognition test (S-ORRT) among adults.

Participants and Method
Participants were adults age 18-85 who took part in the NIHTB norming study in Spanish (N = 408, Age: M = 44.1, SD = 16.7; Education: M = 10.7, SD = 4.3; 65.0% female). Of these, 48 repeated the battery 1 week later. Both the S-PVT and the S-ORRT were administered using computer adaptive testing and scored using item response theory. Spearman’s correlations were used to evaluate test-retest reliability. Convergent validity was evaluated by correlating S-PVT scores with scores on the Batería-III Woodcock-Muñoz Vocabulario Sobre Dibujos, and by correlating S-ORRT scores with scores on a 48-item version of the Word Accentuation Test. Adjusted Spearman’s correlations and general linear models related scores to age, education, and sex.

Results
Both the S-PVT (ρ = 0.87, p &lt; .001) and the S-ORRT (ρ = 0.88, p &lt; .001) demonstrated good test-retest reliability. Good convergent validity was found for both the S-PVT (ρ = 0.76, p &lt; .001) and the S-ORRT (ρ = 0.65, p &lt; .001). Scores on the S-PVT were positively related to education (ρ = 0.38, p &lt; .001), and scores on the S-ORRT were negatively related to age (ρ = -0.18, p &lt; .01) and positively related to education (ρ = 0.30, p &lt; .001).

Conclusions
The Spanish language measures of the NIHTB-CB demonstrated acceptable reliability and validity, suggesting they can be used to measure language ability among Spanish-speaking adults in the United States.
Normative Data for Executive Function and Emotion Interaction Assessment in Adolescents from Rural Areas
Authors: Galindo G , Galarza J , García L , Padilla A , Negrete A , López R 
Published: August 2019

Abstract

Objective
The present work is part of the ongoing project of examining the validation and standardization of the Executive Functions and Emotion Assessment for Adolescents with Risk Behaviors (EFEAA) test in the rural areas of Northwest Mexico. The objectives of the present study were (1) to examine the effects of age and risk behavior on emotionally interfered working memory ability, measured as performance on the Emotionally Interfered Working Memory Task (EIWMT) section of the EFEAA in a group of healthy adolescents from rural areas; and (2) to use these results to construct normative data that can be used in clinical practice.

Participants and Method
A total of 275 adolescents, 14.1 years old, geographically distributed among northwest Mexico were included in the sample. They were individually assessed using the Montreal Cognitive Assessment, Risk Behavior Questionnaire, including: sexual risk behavior, impulsiveness, drug, alcohol, and tobacco consumption, unhealthy food intake, and physical inactivity; for measuring emotion-cognition interaction we used the EIWMT.

Results
Results of this study present a database supported by factors of risk behavior and working memory, which includes: predictors for conduct disorders, drug use, and delinquency, in addition to correlations between the performance of emotionally interfered working memory and risk behaviors associated to health. Percentile and normal distribution tables were generated, demonstrating that there is a high prevalence of risk behavior in rural areas.

Conclusions
This study demonstrates data related to rural areas in northwest Mexico, a region where adolescents are frequently involved in risk behaviors. Additionally, protective factors are understudied in Mexico-US border cities. Further analyses are needed to find reward delay skills on the studied sample as well as urban area comparisons.
Subcortical Lesions Impact Confrontation Naming in Bilinguals with Later Age of Acquisition
Authors: Gonzalez D , Soble J , Bain K , Bailey K C , Marceaux J 
Published: August 2019

Abstract

Objective
Multilinguals show greater subcortical activation during language tasks than monolinguals. Among multilinguals, prior studies found later age of acquisition (AoA) of a second language in association with more diffuse, non-traditional language representation. While such findings have clear clinical implications, little research has examined relationships among linguistic history, neuroanatomical integrity, and language skills in a clinical population. This study examined relationships between subcortical lesions and confrontation naming in strong bilinguals who acquired English (L2) later in life compared to those with earlier AoA.

Participants and Method
Forty-two bilinguals with Spanish as a first language (English L2) were selected from a database of veterans referred for clinical neuropsychological evaluation (M Age = 64 years; M Education = 12 years; 93% men). They reported strong bilingualism after L2 acquisition (M AoA = 10 years), with current English preference. Twenty-nine had neuroimaging, which was coded on a 4-point ordinal scale for lesion burden in white matter and striatum. Moderation models were tested for interaction between AoA and subcortical lesions in bilinguals using different L2 naming outcomes, controlling for age, education, occupation, and English fluency (i.e., Test of Premorbid Functioning).

Results
Moderation showed significant interaction of AoA with striatal lesion burden for scores on all naming tests, with a similar but less robust relationship between white matter lesions and naming outcomes. Graphical analysis revealed subcortical lesions had a negative impact on naming scores in those with later L2 AoA.

Conclusions
Results suggest “atypical” subcortical involvement in naming is more likely for bilinguals who acquired L2 later. While clinicians typically associate impaired naming with temporal lobe dysfunction, findings suggest subcortical dysfunction should be considered among bilinguals with later L2 AoA.
Neurocognitive Impairment in Spanish-Speaking Latinos Living with Human Immunodeficiency Virus in the United States: Validation of Neuropsychological Tests Norms
Authors: Kamalyan L , Hussain M A , Diaz M M , Umlauf A , Franklin D R , Cherner M , Rivera Mindt M , Artiola i Fortuny L , Heaton R K , Marquine M J 
Published: August 2019

Abstract

Objective
Latinos in the US are at increased risk for HIV-associated neurocognitive impairment (NCI). Yet, most studies in this group have included English-speakers only. We investigated the rate and pattern of HIV-associated NCI in Spanish-speaking Latinos from the US-Mexico border region by utilizing newly developed norms for this group, and compared it to previously published norms for English-speaking non-Latino Whites and Blacks/African Americans.

Participants and Method
Participants included 153 HIV+ Spanish-speaking Latinos (Age: M = 38.2, SD = 9.7; Education: M = 10.9, SD = 3.6; 27% female; 56% AIDS) living in the greater San Diego area. Participants completed comprehensive neuropsychological, neuromedical and psychiatric assessments in Spanish. The neuropsychological test battery employed in this study - and used extensively in prior studies of HIV- assesses seven ability domains. Raw test scores were converted to demographically-adjusted T-scores using regional norms for Spanish-speakers, and for non-Latino Whites and Blacks. NCI was defined per established criteria.

Results
Rate of global NCI was 39% using norms for Spanish-speaking Latinos, compared to 64% with White norms and 18% with Black norms. Using norms for Spanish speakers, domain specific NCI among those impaired was highest in executive function (68%), speed of information processing (65%), learning (51%), and working memory (50%). The pattern of HIV associated NCI varied when norms developed for non-Latino Whites and Blacks were used.

Conclusions
HIV+ Spanish speakers showed similar rates of global NCI to those in other HIV+ populations, when norms developed for this group were used. In contrast, use of non-Latino White and Black norms resulted in misclassification of impairment. The pattern of NCI differed based on the norms used. Present findings highlight the importance of utilizing norms developed for Spanish-speakers in the US in order to obtain more precise and valid depictions of cognition in this population.
Cross-cultural Convergent Validation of the Spanish and English Versions of the Personal Impact of Epilepsy Scale (PIES) in a Cohort of Patients from a Level IV Epilepsy Center in South Florida
Authors: Miranda M , Kaur S , Slugh M , Bermudez-Andrews C , Millan C , Fernandez-McInerney K , Kanner A M , Ruiz N V , Ribot R , Lowe M , Palomeque M , Detyniecki K , Rey G 
Published: August 2019

Abstract

Objective
To provide further convergent validity on the Personal Impact of Epilepsy Scale (PIES) Spanish version for use in Hispanics with epilepsy.

Participants and Method
This study included 90 patients (22 Hispanic and Spanish speaking - HSS, 30 Hispanic and English speaking – HES, and 38 non-Hispanic and English speaking – NHES) who were diagnosed with epilepsy and referred by their epileptologist for a comprehensive neuropsychological evaluation that, in addition to cognitive measures, also included the Beck Depression Inventory (BDI-II), Beck Anxiety Inventory (BAI), and PIES in English or Spanish- depending on the participant’s primary language. The PIES was created with subscales to measure the effect of seizures, adverse effects of treatment, and comorbidities such as mood disorders on quality of life. We compared scores on the PIES subscales in English and Spanish to determine equivalence. We further examined if language of administration moderated the relationship between PIES subscale scores and depression/anxiety through nonparametric bootstrapping.

Results
There were no significant demographic or clinical differences between the 3 groups examined. ANOVA contrast of mean scores on all PIES subscales between HSS, HES and NHES groups did not reach significance (Seizures F [2,88] = .06 , p = -.93; Medication use F[2,88] = 1.95, p = .14, Comorbidity F[2,88] = .64, p = .52, and total PIES F[2,88] = .19, p = .83). The relationships between PIES and BDI-II/BAI scores were not significantly moderated by language of administration.

Conclusions
Our data suggest clinical equivalency between the English and Spanish versions of the PIES. Furthermore, the relationships between PIES subscales and the BDI-II/BAI were not significantly changed by language of administration. These findings indicate that the Spanish PIES appears to have good convergent validity with the original English version and can be useful in the assessment of quality of life in HSS patients.
Normative Data for two Verbal Fluency Tests in a Spanish-Speaking Adult Population Living in the U.S./México Border Region
Authors: Morlett Paredes A , Marquine M J , Madriaga C , Blumstein Y , Rivera Mindt M , Suarez P , Cherner M , Artiola i Fortuny L , Heaton R K 
Published: August 2019

Abstract

Objective
To investigate the impact of demographic factors and develop normative data for two verbal fluency tests in a sample of Spanish-Speakers living in the U.S./Mexico border region.

Participants and Method
The sample consisted of 252 adults (Age: M = 37.3, SD = 10.2, range 19-60; Education: M = 10.7, SD = 4.37, range 0-20, 59% female), living in the US-Mexico border region of Arizona and California. Participants completed the letter (letters P, M, and R) and semantic (Animal Naming) fluency tests as part of a larger neuropsychological test norming study. Normative T-scores were computed with fractional polynomial equations controlling for age, education, and sex. We also calculated the rates of impairment (T &lt; 40) that would be obtained by applying the newly developed norms and available test norms for non-Hispanic English-speakers.

Results
Higher education was significantly associated with better raw scores on both verbal fluency tests (letter: r = 0.41, semantic: r = 0.36, ps &lt; .001), and older age was significantly associated with higher raw scores on letter fluency (r = 0.14, p &lt; .05). There were no other significant effects of demographic factors. The normalized distribution of T-scores with the new norms showed the expected impairment rate (16% letter and 15% semantic fluency). However, application of existing non-Hispanic White norms resulted in 23% impairment for letter fluency and 24% in semantic fluency. Using non-Hispanic Black norms resulted in 9% impairment in letter fluency and 2% in semantic fluency.

Conclusions
We provide norms for Spanish speakers living along the U.S-Mexico border region for two verbal fluency tests that are co-normed with a more extensive neuropsychological battery. We demonstrate that application of existing norms derived from English speaking samples yield inaccurate estimates of impairment. As such, these regional norms will improve the interpretation of verbal fluency performance in Spanish-speakers living in the US-Mexico borderland.
Evaluating the Efficacy of a Cognitive Skills Training Program for Spanish-Speaking Adults with Subjective Cognitive Complaints
Authors: Patino Y , Sinclair P , Osher J , Torres K 
Published: August 2019

Abstract

Objective
The purpose of this pilot study was to examine the efficacy of a five-week Spanish cognitive skills training program on 18 participants with subjective cognitive complaints.

Participants and Method
Eighteen Spanish-speaking participants completed a series of cognitive and emotional measures pre- and post-training, including objective measures of cognitive functioning (Montreal Cognitive Assessment, Spanish-version; MoCA), self-reported mood measures (Beck Depression Inventory, BDI; Beck Anxiety Inventory, BAI-Spanish version), and subjective cognitive complaints questionnaire (Subjective Cognitive Decline Questionnaire, Spanish version). Drawing from existing literature on effective interventions for subjective cognitive impairment (Reijnders et al., 2015), this research focused on delivering a five-week intervention program in Spanish, which included psychoeducation on cognition, cognitive strategy training, and applied practice of mindfulness techniques. Furthermore, this intervention incorporated Personalismo and indirect communication, which was applied by engaging with participants in a warm and culturally appropriate manner (Jiménez et al., 2014).

Results
Participants demonstrated significant improvement in overall MoCA scores. Improvements in subjective cognitive performance, as well as decreases in depression and anxiety (as indicated by the BDI and BAI, respectively) were noted. Results also showed that changes in mood, anxiety, and subjective cognitive performance were not predictive of improvements in MoCA performance, lending support to the hypothesis that skills learned in the program contributed to improved cognitive performance.

Conclusions
Overall, these results demonstrate that linguistically and culturally tailored psychoeducation regarding cognition, cognitive skills training, and mindfulness, can positively impact subjective and objective cognitive performance, as well as psychological wellbeing among Spanish-speaking adults.

References
Jiménez, A.L., Alegría, M., Camino-Gaztambide, R.F., & Zayas I, L.V. (2014) Cultural sensitivity: What should we understand about Latinos? In R. Parekh (ed.) The Massachusetts General Hospital Textbook on Diversity and Cultural Sensitivity in Mental Health (pp.61-70). New York, NY: Springer. Rebok, G. W., Ball, K., Guey, L. T., Jones, R. N., Kim, H. Y., King, J. W., … ACTIVE Study Group (2014). Ten-year effects of the advanced cognitive training for independent and vital elderly cognitive training trial on cognition and everyday functioning in older adults. Journal of the American Geriatrics Society, 62(1), 16–24. doi:10.1111/jgs.12607.
Preliminary Neuropsychological Normative Data in a Healthy Sample of Puerto Rican Women
Authors: Rodriguez-Benitez R J , Muriel F , Rivera-Aviles A , Matos M , Wojna V 
Published: August 2019

Abstract

Objective
Accurate diagnosis of neuropsychological (NP) impairment in Spanish-speaking Latinx women is limited by a lack of appropriate norms. While multiple normative datasets have emerged for Mexican/Mexican-American populations, there is a particular dearth of normative options for Puerto Rican women. This study collected normative data in a sample of Spanish-speaking healthy women in Puerto Rico (PR).

Participants and Method
The sample consisted of 63 healthy, HIV-seronegative women recruited as comparison participants in a longitudinal HIV-seropositive Latinx Women Cohort study at the University of Puerto Rico during 2002-2017. The NP battery included measures from seven cognitive domains: verbal fluency, executive functioning, processing speed, learning, memory, sensory, perceptual, and motor skills.

Results
The sample’s age ranged from 20-77 years (M = 42.14; SD = 12.71) and education ranged from 9-18 years (M = 13.74; SD = 2.09). The NP test M and SD raw score results were: Trail Making A (M = 41.29; SD = 14.87), Trail Making B (M = 105.14; SD = 49.77), Grooved Pegs Dominant Hand (M = 78.49; SD = 31.91), Stroop Word/Color (M = 47.86; SD = 23.66), Rey Verbal Learning Test Total (M = 42.0; SD = 9.36), Verbal Fluency FAS-F (M = 11.27; SD = 4.20), FAS-A (M = 12.05; SD=4.34), FAS-S (M = 10.67; SD = 4.19), Digit Span (M = 12.16; SD = 3.28), Spatial Span (M = 10.95; SD = 3.62), Benton Judgment of Line Orientation Test (M = 18.10; SD = 5.54), Finger Tapping Left (M = 50.58; SD = 7.78), Finger Tapping Right (M = 53.87; SD = 8.83), Seashore Rhythm Test (M = 23.38; SD = 3.99), and Rey Complex Figure Test Immediate (M = 13.17; SD = 6.99) and Delay (M = 13.58; SD = 7.21). The NP norms were stratified by age (10-year increments and 60+) and education (&lt; 12 years and 12+ years).

Conclusions
This preliminary study provides initial normative data from a sample of healthy women living in PR, which can improve NP diagnostic accuracy for this population. This is particularly important given that this population experiences worse health outcomes compared to other Latinx subpopulations.
Adaptive Functioning (AF) Evaluations of Foreign Nationals Facing Capital Punishment
Authors: Chacon A , Barragan A , Judd T , Safi D 
Published: August 2019

Abstract

Objective
The US Supreme Court ruled against the application of the death penalty to individuals with intellectual disability (ID) (Atkins v. Virginia, 2002). Diagnostic criteria for ID require subnormal adaptive functioning (AF) in addition to IQ test scores (American Psychiatric Association [APA], 2013). The American Association on Intellectual and Developmental Disabilities (AAIDD) (2010, 2012) and APA (2013) recommend using culturally sensitive approaches. Assessing AF in immigrants is a challenge because their cultural backgrounds are different than those of the standardization samples of United States AF measures. When typical AF measures are not appropriate, AAIDD (2010) offers guidelines about appropriate sources such as school, work, and medical records, prior psychosocial evaluations, and qualitative adaptive behavior interviews with multiple informants. However, defendants facing the death penalty are often raised in impoverished areas with a paucity of pertinent documentation. This study identifies and discusses issues related to the use of self-report, selection of respondents, questions, collateral information, and clinical judgment in AF evaluations of immigrants facing the death penalty.

Case Description
We present a case study of an AF evaluation of a Mexican national seeking ID exemption from capital punishment.

Discussion
We offer a framework for developing and judging the quality of an AF evaluation that adheres to the (AAIDD) (2010, 2012) and APA (2013) guidelines, and includes 1) strengths and limitations of adaptive functioning in relation to others of his age group and culture; 2) reliable evidence concerning the individual’s history in specific periods of time; 3) an account of the individual’s cultural and linguistic differences; and 4) an account for potential bias on the respondents’ side.

References
Atkins v. Virginia, 536 U.S. 304 (2002). American Psychiatric Association. Diagnostic and statistical manual of mental disorders. fifth ed. Washington, DC: APA; 2013. American Psychological Association. (2016). Revision of ethical standard 3.04 of the “Ethical Principles of Psychologists and Code of Conduct” (2002, as amended 2010). American Psychologist, 71, 900. Schalock, R.L., Borthwick-Duffy, S.A.,Bradley, V. J., Buntix, W.H.E.,.Coulter, D.L., Craig, E.M…..Yeager, M.H. (2010). Intellectual disability: Definition, classification, and systems of supports. (11th ed.).Washington, DC: American Association on Intellectual and Developmental Disabilities. doi:978-1-935304-04-3. Schalock, R.L., Luckasson, R.A., Bradley, V., Buntinx, W.H.E., Lachapelle, Y., Shogren, K.A…Wehmeyer, M.L. (2012). Intellectual disability: Definition, classification, and system of supports: User's Guide. Washington, DC: American Association on Intellectual and Developmental Disabilities.
Neuropsychological Considerations of the Cultural and Linguistic Challenges of Working with a Bilingual/Bicultural Patient with Multiple System Atrophy (MSA): A Case Report.
Authors: Fredrick A , Manjarres D , Jain D , Bell Z , Fink J 
Published: August 2019

Abstract

Objective
This case highlights the importance of understanding bilingualism, English as a second language (ESL), immigration as an older adult, and acculturation, in light of neuropsychological test results of an individual with MSA.

Case Description
Mrs. X is a right-handed, 73-year-old, South African woman. Her first language is Afrikaans while her second language is English. She has a history of MSA (2015). She reported a significant decline in her previously mastered English fluency. Challenges with language (i.e., reading comprehension, conversation), focus, balance, and activities of daily living, bilateral arm jerks, and difficulties with ambulation, Pisa Syndrome (left), loss of appetite, incontinence, fluctuating temperature, depression, personality changes, and suspected auditory hallucinations were also expressed.

Diagnostic Impressions and Outcomes
The neurocognitive findings indicated global impairment. Aside from an average score in her reading recognition, and low-average in a test of mental flexibility, Mrs. X had impairment in attention, learning, immediate and delayed memory, executive functioning, receptive and expressive language, confrontation naming, and visuospatial abilities. Mrs. X’s motoric difficulties and parkinsonism made it difficult for her to participate in testing comfortably. Language barriers were prominent: Mrs. X occasionally required English-Afrikaans translation and multiple repetitions of prompts. Summary and impressions of test results acknowledged the cultural and linguistic limitations of the evaluation. She was diagnosed with Major Neurocognitive Disorder secondary to MSA.

Discussion
In patients with diffuse impairment, it is essential to understand the role of dual language processes, ESL, and cultural limitations of assessments in order to accurately differentiate between neurodegenerative processes (i.e., Alzheimer’s Disease vs. other disorders), as well as to determine the impact of MSA on the linguistic abilities of bilingual individuals.