IiPost: Do neuropsych tests measure same abilities when translated to Spanish

Do neuropsychological tests have the same meaning in Spanish speakers as they do in English speakers?.

By Siedlecki, Karen L.; Manly, Jennifer J.; Brickman, Adam M.; Schupf, Nicole; Tang, Ming-Xin; Stern, Yaakov

Neuropsychology, Vol 24(3), May 2010, 402-411.

Abstract

Objective: The purpose of this study was to examine whether neuropsychological tests translated into Spanish measure the same cognitive constructs as the original English versions. Method: Older adult participants (N = 2,664), who did not exhibit dementia from the Washington Heights Inwood Columbia Aging Project (WHICAP), a community-based cohort from northern Manhattan, were evaluated with a comprehensive neuropsychological battery. The study cohort includes both English (n = 1,800) and Spanish speakers (n = 864) evaluated in their language of preference. Invariance analyses were conducted across language groups on a structural equation model comprising four neuropsychological factors (memory, language, visual-spatial ability, and processing speed). Results: The results of the analyses indicated that the four-factor model exhibited partial measurement invariance, demonstrated by invariant factor structure and factor loadings but nonequivalent observed score intercepts. Conclusion: The finding of invariant factor structure and factor loadings provides empirical evidence to support the implicit assumption that scores on neuropsychological tests are measuring equivalent psychological traits across these two language groups. At the structural level, the model exhibited invariant factor variances and covariances.  

iPost: Adapting psych instruments to other languages: Master plans good idea

The adaptation of assessment instruments to the various European languages.

By Schweizer, Karl

European Journal of Psychological Assessment, Vol 26(2), 2010, 75-76.

Abstract

The peoples of Europe use many languages for communication. This variety of languages is, on the one hand, advantageous for the expression of local specialties and peculiarities; but there are also disadvantages. One of them is the restriction on the applicability of psychological measures since psychological assessment by means of questionnaires, tests, and other assessment instruments can only be accomplished by taking the clients' linguistic capabilities into account. As a consequence, measures have to be developed and validated separately for each and every European language. The development and validation of measures can be achieved in two ways: They can be developed according to one master plan or by following quite different routes. Fortunately, there is presently the tendency to accept major theoretical developments and related measures as master plans and to transfer such measures from the original language into other languages. This makes it possible that many scientists concentrate their research efforts on key concepts and theories. 

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IQ Test DNA Fingerprints: Comparison of WJ III/BAT III to WJ-R/BAT-R

Here is another of IQ's Corner "IQ Test CHC DNA Fingerprint" test comparison series.  This particular CHC fingerprint figure compares the CHC composition of the respective full scale total composite IQ scores from the WJ III/BAT III and the the earlier version of these batteries....the WJ-R/BAT-R.

Background information regarding the development, use and interpretation of this IQ global IQ score feature can be found at a prior post and in the IQ Test CHC DNA Fingerprint section on the blog side bar.

I now present a comparison of the R/III versions of the WJ/BAT batteries as I have seen psych reports where a subject had previously been administered the WJ-R and was later tested with the revised WJ III (in the case of Spanish-speaking individuals, I've seen the BAT-R and the BAT-III---click here for more background information on the Spanish version of the WJ III...the BAT III).  

In the case of the WJ-R/BAT-R, the full scale IQ composite is called the Broad Cognitive Ability (BCA) cluster.  The name was changed in the WJ III/BAT III to General Intellectual Ability (GIA) cluster.  The name change was not cosmetic.  The use of the term "general intellectual ability" in the newest WJ III/BAT III reflects the fact that this global IQ composite score is designed to be the best statistical estimate of the theoretical construct of general intelligence (g) via the use of differential test weights.

Using principal components analysis, a g-factor was extracted from the seven WJ III/BAT III Standard Cognitive battery tests (at each age level), g-factor weights calculated (by age---they shift slightly as a function of age), and the g-weights used to differentially weight the contribution of the seven tests to the composite GIA-Standard cluster score.  The same process was completed for the 14 test GIA-Extended cluster score.  This procedure is explained in detail in the WJ III/BAT III technical manuals/reports and is also briefly summarized in a free on-line Assessment Service Bulletin technical abstract.

In the case of the WJ-R/BAT-R, the respective 7-test BCA-Standard and 14-test BCA-Extended cluster scores are based on the simple arithmetic average of each set of scores, thus resulting in an equally weighted global IQ score.

Thus, differences between the global WJ-R/BAT-R and WJ III/BAT III IQ scores may occur as a function of the respective scores reflecting differential contributions of the broad Gf-Gc abilities as per the CHC theoretical model that underlies the batteries.

Below is the IQ Test CHC DNA Fingerprint comparison of the two respective editions of the WJ-R/BAT-R and WJ III/BAT III.  The weights presented for the WJ III/BAT III are the median (average) weights across all age groups.  The previously referenced ASB (see above) includes a table of the specific weights by age.

[double click on figure to enlarge]

Although the CHC composition of the respective global IQ scores did not change dramatically, there are enough differences by CHC ability to suggest that slightly different global IQ scores may be produced for the same individual depending on whether they took the WJ-R/BAT-R or the WJ III/BAT III (assuming proper administration, scoring, etc.).  Consistent with psychometric intelligence theory (aka., CHC theory), the WJ III/BAT III global IQ scores (GIA-Stnd; GIA-Ext) are more heavily weighted as per a subjects performance on the more g-loaded measures of Gf (fluid intelligence/reasoning), Gc (crystallized intelligence or comprehension-knowledge), and Glr (long-term storage and retrieval).  In contrast, abilities that are less cognitively demanding and more related to perceptual (Gv, Ga), speed (Gs), and short-term memory (Gsm) functioning contribute slightly less to an individuals WJ III/BAT III global IQ GIA score than was the case with the WJ-R/BAT-R.

If significant differences are found when comparing scores from the respective R/III editions of the WJ for an individual, examiners should review the Gf-Gc CHC test/cluster profiles to determine if some (or all) of the score differences might be related to the shift from an equally weighted global IQ score (WJ-R/BAT-R) to a differentially-weighted (WJ III/BAT III) global IQ score.  In theory, an individual could obtain very similar test-level scores on each battery, but because "all scores are not created equal" (in the estimation of general intelligence or g) in the case of the WJ III, a shift in the global GIA IQ scores may occur.

Other IQ Test CHC DNA Fingerprint comparisons can be found by clicking here.  More will be coming in the future.

[Conflict of interest note:  I am a co-author of the WJ III/BAT III]

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Spanish Woodcock-Johnson Battery III: Bateria III (BAT III) use in ID/MR assessmnet

As a coauthor of the WJ III/BAT III, I've been receiving increasing emails and phone calls for information describing the BAT III and its appropriateness for assessing intelligence in Atkins ID/MR cases.  I do have an obvious conflict of interest as a co-author, but I believe it is is one of the most psychometrically and theoretically sound measures of human intelligence for Spanish-speaking individuals where a Dx of ID/MR is in question.

To save everyone (including me) many e-mails and phone calls, I've decided to post everything I have (in e-form) regarding the BAT III.  In addition, I'm posting information re: the prior edition (BAT-R) as the procedures used to adapt, translate and norm (via US-equated norm procedures) are the same. 

Below are key documents.

• Technical report for development of BAT III
• Review of BAT III in APA Division 16 (School Psychology) newsletter
• An earlier review of the BAT-R
• A special report on the use of the WJ-R/BAT-R in neuropsychological assessment
• Select portions of a BAT-R chapter by Dr. Woodcock in Dr. Marcel Ponton's hispanic neuropsychology book that is viewable on-line via Google Scholar.
  

I hope people find this information useful.  I will also soon post a comparison of the CHC content of the two batteries (CHC DNA Fingerprint Analysis comparison of BAT-R and BAT III).

Finally, although I have not updated it for over a year, given that the BAT-III is parallel to the WJ III, individuals may want to review available published and unpublished research on the WJ III (and to a lessor extent the BAT III).  This can be found at the WJ III EWOK (v3.0; Evolving Web of Knowledge) at IQs Corner blog.

Technorati Tags: psychology, forensic psychology, forensic psychiatry, neuropsychology, intelligence, school psychology, psychometrics, educational psychology, IQ, IQ tests, IQ scores, adaptive behavior, adaptive functioning, intellectual disability, mental retardation, MR, ID, criminal psychology, criminal defense, criminal justice, ABA, American Bar Association, Atkins cases, death penalty, capital punishment, AAIDD, Atkins MR/ID listserv, ICDP blog, WJ III, WJ-R, BAT III, BAT-R, Hispanic, Spanish

Book note: Hispanic neuropsychological assessment: Dr. Marcel Ponton

I had the opportunity to chat (via phone) with Dr. Marcel Ponton today re: the BAT III and interpretation of test scores in the context of Atkins MR/ID cases.  I found the discussion stimulating and at a very professional level re: intellectual assessment of individuals with Hispanic backgrounds.  Although I have not read his book, nor do I have a copy, my positive impressions were such that I would like readers of the IDCP blog to be aware of his book.  His book "The Hispanic Patient and the Neuropsychological Asessment" might be worth a look by examiners engaged in psychological assessment of individuals with Hispanic backgrounds.

iPost: Caution urged in admin of neuropsych tests to Spanish speaking individuals

More info at BRAIN INJURY blog

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APA Division 33: Intellectual and Developmental Disabilities Atkins related newsletter articles

In the past I mentioned the importance of APA Divisions 33 (Intellectual and Developmental Disabilities) and 41 (American Psychology-Law Society) for psychologists and other professionals interested in Atkins cases. 

I recently joined both (although I've yet not received confirmation of my secret decoder ring and handshake for Div 33).

Today I was rummaging around the Div 33 website and was looking at past editions of the newsletter.  I found  that a large number of recent newsletters contained articles related to intellectual disability and Atkins cases.  I downloaded them for some late-night reading.  Others may find them of interest.  Below is a list of articles in recent newsletters.  You can access them by clicking here, and then using the "Current Issue" menu to locate specific issues.  Enjoy

• Vol 31 (2), 2006 - Division 33 Ad Hoc Committee on Mental Retardation and the Death Penalty by J. Gregory Olley, Stephen Greenspan and Harvey Switzky
• Vol 32 (1), 2006 - The Assessment of Adaptive Behavior in Adult Forensic Cases: Part 1 by J. Gregory Olley
• Vol 32 (3), 2006 - The Assessment of Adaptive Behavior in Adult Forensic Cases: Part 2. The Importance of Adaptive Behavior by J. Gregory Olley
• Vol 32 (3), 2007 - Capital Offenders and the Death Sentence: A Scandal That Must Be Addressed by James R. Flynn
• Vol 32 (3), 2007 - Flynn-Adjustment is a Matter of Basic Fairness by Stephen Greenspan
• Vol 33 (1), 2007 - The Assessment of Adaptive Behavior in Adult Forensic Cases: Part 3. The Importance of Adaptive Behavior by J. Gregory Olley
• Vol 33 (2), 2007 - 2007 Edgar A. Doll Address: “Why Mental Retardation and Intellectual Disabilities Are Important and Why Nobody Cares by Douglas K. Detterman
• Vol 33 (3), 2006 - Issues in the Use of the “Flynn Effect” to Adjust IQ Scores When Diagnosing MR by Stephen Greenspan
• Vol 34 (1), 2008 - Linguistic Sensitivity Does Not Require One to Use Grossly Deficient Norms: Why US Norms Should Be Used With the Mexican WAIS-III in Capital Cases by Hoi K. Suen and Stephen Greenspan
• Vol 35 (1), 2009 - Update on the Committee on Mental Retardation and the Death Penalty by J. Gregory Olley

Technorati Tags: psychology, APA, American Psychological Assoication, developmental disabilities, intellectual disabilities, mental retardation, APA Div 33, APA Div 41, Psychology and Law, adaptive behavior, intelligence, IQ tests, Flynn Effect, WAIS-III, WAIS-III Mexican norms

FYI: NERONORMA Project: Spanish norms for common neuropsychological tests

Today, during my weekly literature search, I ran across a series of articles providing results from the NERONORMA project (Spanish Multicenter Normative Studies).  The project is described in a free on-line copy of an article available in the Archives of Clinical Psychology.  The abstract for the article is below.  Psychologists who engage in forensic testing related to Atkins cases may find this information informative.  I have not read the series of articles in depth yet. 

This paper describes the methods and sample characteristics of a series of Spanish normative studies (The NEURONORMA project). The primary objective of our research was to collect normative and psychometric information on a sample of people aged over 49 years. The normative information was based on a series of selected, but commonly used, neuropsychological tests covering attention, language, visuo-perceptual abilities, constructional tasks, memory, and executive functions. A sample of 356 community dwelling individuals was studied. Demographics, socio-cultural, and medical data were collected. Cognitive normality was validated via informants and a cognitive screening test. Norms were calculated for midpoint age groups. Effects of age, education, and sex were determined. The use of these norms should improve neuropsychological diagnostic accuracy in older Spanish subjects. These data may also be of considerable use for comparisons with other normative studies. Limitations of these normative data are also commented

Other articles published in the series are listed below:

• PenaCasanova, J., Blesa, R., Aguilar, M., GramuntFombuena, N., GomezAnson, B., Oliva, R., Molinuevo, J. L.,Robles, A., Barquero, M. S., Antunez, C., MartinezParra, C., FrankGarcia, A., Fernandez, M., Alfonso, V., & Sol, J. M. (2009). Spanish Multicenter Normative Studies (NEURONORMA Project): Methods and Sample Characteristics. Archives of Clinical Neuropsychology, 24(4), 307-319.

• PenaCasanova, J., GramuntFombuena, N., QuinonesUbeda, S., SanchezBenavides, G., Aguilar, M., Badenes, D., Molinuevo, J. L., Robles, A., Barquero, M. S., Payno, M., Antunez, C., MartinezParra, C., FrankGarcia, A., Fernandez, M., Alfonso, V., Solk, J. M., & Blesa, R. (2009). Spanish Multicenter Normative Studies (NEURONORMA Project): Norms for the Rey-Osterrieth Complex Figure (Copy and Memory), and Free and Cued Selective Reminding Test. Archives of Clinical Neuropsychology, 24(4), 371-393.

• PenaCasanova, J., QuinonesUbeda, S., GramuntFombuena, N., Aguilar, M., Casas, L., Molinuevo, J. L., Robles, A., Rodriguez, D., Barquero, M. S., Antunez, C., MartinezParra, C., FrankGarcia, A., Fernandez, M., Molano, A., Alfonso, V., Sol, J. M., & Blesa, R. (2009). Spanish Multicenter Normative Studies (NEURONORMA Project): Norms for Boston Naming Test and Token Test. Archives of Clinical Neuropsychology, 24(4), 343-354.

• PenaCasanova, J., QuinonesUbeda, S., GramuntFombuena, N., Quintana, M., Aguilar, M., Molinuevo, J. L., Serradell, M., Robles, A., Barquero, M. S., Payno, M., Antunez, C., MartinezParra, C., FrankGarcia, A., Fernandez, M., Alfonso, V., Sol, J. M., & Blesa, R. (2009). Spanish Multicenter Normative Studies
• (NEURONORMA Project): Norms for the Stroop Color-Word Interference Test and the Tower of London-Drexel. Archives of Clinical Neuropsychology, 24(4), 413-429.

• PenaCasanova, J., QuinonesUbeda, S., GramuntFombuena, N., QuintanaAparicio, M., Aguilar, M., Badenes, D., Cerulla, N., Molinuevo, J. L., Ruiz, E., Robles, A., Barquero, M. S., Antunez, C., MartinezParra, C., FrankGarcia, A., Fernandez, M., Alfonso, V., Sol, J. M., & Blesa, R. (2009). Spanish Multicenter Normative Studies (NEURONORMA Project): Norms for Verbal Fluency Tests. Archives of Clinical Neuropsychology, 24(4), 395-411.

• PenaCasanova, J., QuinonesUbeda, S., QuintanaAparicio, M., Aguilar, M., Badenes, D., Molinuevo, J. L., Torner, L., Robles, A., Barquero, M. S., Villanueva, C., Antunez, C., MartinezParra, C., FrankGarcia, A., Sanz, A., Fernandez, M., Alfonso, V., Sol, J. M., & Blesa, R. (2009). Spanish Multicenter Normative Studies (NEURONORMA Project): Norms for Verbal Span, Visuospatial Span, Letter and Number Sequencing, Trail Making Test, and Symbol Digit Modalities Test. Archives of Clinical Neuropsychology, 24(4), 321-341.

• PenaCasanova, J., QuintanaAparicio, M., QuinonesUbeda, S., Aguilar, M., Molinuevo, J. L., Serradell, M., Robles, A., Barquero, M. S., Villanueva, C., Antunez, C., MartinezParra, C., FrankGarcia, A., Aguilar, M. D., Fernandez, M., Alfonso, V., Sol, J. M., & Blesa, R. (2009). Spanish Multicenter Normative Studies (NEURONORMA Project): Norms for the Visual Object and Space Perception Battery-Abbreviated, and Judgment of Line Orientation. Archives of Clinical Neuropsychology, 24(4), 355-370.

Technorati Tags: psychology, educational psychology, school psychology, neuropsychology, neurosciences, clinical neuropsychology, psychological testing, NERONORMA, Hispanic, bilingual, Spanish