Diagnostic accuracy of the repeatable battery of the assessment of neuropsychological status update, Spanish version, in predicting Alzheimer’s disease among Hispanic older adults in the United States reporting memory problems
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There are few standardized, Spanish-language diagnostic tools to help identify Hispanic persons at early stages of Alzheimer's disease (AD). This study evaluated the accuracy of the Spanish version of the Repeatable Battery for the Assessment of Neuropsychological Status-Update (RBANS) in predicting AD in older Hispanic adults in the United States reporting memory problems.We analyzed data from age, sex, and education level propensity score-matched Hispanic memory clinic patients with (n = 38) and without (n = 38) a clinical diagnosis of AD. Estimates of diagnostic accuracy included sensitivity, specificity, predictive value, and receiver operating characteristic analysis.After controlling for sex and matched pairs, the Total Scale score [area under curve (AUC) = 0.7417] and the Immediate (AUC = 0.7258) and Delayed (AUC = 0.7735) Memory index scores provided better estimates of diagnostic accuracy than Language, Attention, and Visuospatial/Constructional index scores. A minus 2-standard deviation (SD) cut point enhanced the predictive probability of the Delayed Memory index score. A cut point of -1.5 SD optimized the predictive probability of the Total Scale score.These results suggest that optimal cutoff values for the RBANS Delayed Memory index and Total Scale scores that may help identify Hispanic patients with AD as part of a comprehensive diagnostic AD assessment.Keywords:
Neuropsychological Assessment
This chapter provides guidelines to help psychologists make decisions about when to refer a child or adolescent neuropsychological assessment, for neurological examination, or other neurodiagnostic testing (e.g., CT scan or MRI). Children and adolescents often need neurological, neuroradiological, and/or neuropsychological assessments. Although not every child seen for cognitive, academic, psychiatric, or behavioral problems requires further assessment apart from traditional psychoeducational evaluations, some disorders do need further attention by specialists to investigate the child’s neurological or neuropsychological status.
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Objective:To search for diagnostic critical value of nail creatinine (NCr) for acute renal failure (ARF) and chronic renal failure (CRF).Methods:Using receiver operating characteristic (ROC) curve method,we analyzed the diagnostic index for ARF and CRF——diagnostic critical value of NCr.Results:Because of individual distributing overlap of the NCr in ARF and CRF and because of the different determinate value for each selected cutoff point,the sensitivity (Se) and specificity (Sp) might vary,there would be differences in area under the ROC curve.The ROC curve area was 78 9 under the 5 cutoff point,and at peak point of the ROC curve the NCr was 84 9.Conclusions:Because ROC curve method combines Se and Sp to estimate the diagnostic critical value of disease index and determine the veracity by the area under the curve,this method has the practical value for clinical diagnosis when ROC curve area is 0 70 9 and NCr was 84 9.
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Abstract The ability to distinguish categories along the continuum from normal aging to disease is enhanced by neuropsychological assessment. In turn, the usefulness of neuropsychological assessment is enhanced by normative neuropsychological research to establish the psychometric properties of neuropsychological instruments. The Mayo Older Americans Normative Studies (MOANS) were undertaken to provide age-appropriate norms up to life’s oldest ages.
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Chapter 17 discusses adult neuropsychological assessment, including fundamental assumptions, uses, and approach to clinical neuropsychological assessment, the clinical method (including obtaining patient history, behavioral observation, domains of neuropsychological function and diagnostic formulation).
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Neuropsychological assessments are increasingly in demand for a wide range of patients. This paper offers a survey of the basic aspects of neuropsychological assessment that are of greatest importance for professionals (e.g., psychologists, psychiatrists, social workers, and lawyers) who are not trained in neuropsychological testing, but who refer clients for neuropsychological assessment. This survey could also serve neuropsychologists in their early stages of training, by addressing some of the major issues related to the assessment process. The range of goals that neuropsychological assessment may attain is first outlined. Next, a model is presented that explains the rationale enabling generalization from assessment to real-world functions that are the focus of interest and the target of prediction. Issues that need to be considered before deciding to conduct a neuropsychological evaluation are then introduced, and sources of information available to the assessor are described. A description is provided of what a neuropsychological assessment includes, with an emphasis on its cognitive aspects. Finally, mention is made of some of the difficulties and challenges that must be confronted in the course of a neuropsychological assessment.
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The purpose of this chapter is to introduce neuropsychology and neuropsychological assessment of children, with a focus on neurologically impaired children. Thus, we begin with a brief historical overview of the concept of neurological impairment and neuropsychological assessment in children, and delineate the role of a neuropsychologist in diagnosis and assessment. Next, we offer a set of conceptual principles for neuropsychological assessment, review its related methods and procedures, and describe the differences in purpose and scope of evaluations conducted by school psychologists, clinical child psychologists, and neuropsychologists. After that, we review the neuropsychological outcomes associated with several of the more common childhood neurological disorders. Finally, we examine a neuropsychological management approach and related intervention techniques used to help neurologically impaired children adapt to and compensate for their difficulties.
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