Hostname: page-component-78c5997874-s2hrs Total loading time: 0 Render date: 2024-11-18T12:21:01.931Z Has data issue: false hasContentIssue false
  • English
  • Français

Normative data stratified by age and education for the Neuropsychological Screening Battery for Hispanics (NeSBHIS): Initial report*

Published online by Cambridge University Press:  26 February 2009

Marcel O. Pontón ,
Paul Satz ,
Lawrence Herrera ,
Freddy Ortiz ,
Carla P. Urrutia ,
Rene Young ,
Louis F. D'Elia ,
Charles J. Furst  and
Norman Namerow
Marcel O. Pontón
Affiliation:
Harbor-UCLA Medical Center, Torrance, CA UCLA School of Medicine, Department of Psychiatry and Biobehavioral Sciences, Los Angeles, CA
Paul Satz
Affiliation:
UCLA School of Medicine, Department of Psychiatry and Biobehavioral Sciences, Los Angeles, CA
Lawrence Herrera
Affiliation:
Fuller Graduate School of Psychology, Pasadena, CA
Freddy Ortiz
Affiliation:
Fuller Graduate School of Psychology, Pasadena, CA Pasadena Mental Health Center, Pasadena, CA
Carla P. Urrutia
Affiliation:
Fuller Graduate School of Psychology, Pasadena, CA
Rene Young
Affiliation:
UCLA School of Medicine, Department of Psychiatry and Biobehavioral Sciences, Los Angeles, CA
Louis F. D'Elia
Affiliation:
UCLA School of Medicine, Department of Psychiatry and Biobehavioral Sciences, Los Angeles, CA
Charles J. Furst
Affiliation:
UCLA School of Medicine, Department of Psychiatry and Biobehavioral Sciences, Los Angeles, CA Daniel Freeman Hospital, Inglewood, CA
Norman Namerow
Affiliation:
Daniel Freeman Hospital, Inglewood, CA UCLA School of Medicine, Department of Neurology, Los Angeles, CA
Get access Rights & Permissions [Opens in a new window]

Abstract

Neuropsychological assessment of monolingual Spanish-speaking people in the United States is both a common practice and an ethical dilemma. Lack of appropriate tests, the absence of norms, use of interpreters, and the multiplicity of in-house translations of commonly used measures add to the problem of accurate assessment. This paper helps address the lack of appropriate measures for the neuropsychological assessment of Latinos in the United States by providing a standardization of the Neuropsychological Screening Battery for Hispanics (NeSBHIS). Normative data on a sample of 300 Hispanic subjects stratified by gender, age, and education are provided. Current results reveal that not one measure of cognitive functioning is free from education effects. Both nonverbal measures and psychomotor speed measures were highly related to education. Age effects were noted on measures of psychomotor speed, visuospatial reasoning, and visuoconstructive skills. Gender effects were found on measures of psychomotor speed and language, with males achieving higher scores than females. The limitations of the current findings are considered. Further research for the validation of the NeSBHIS with clinical populations, as well as further normative data collection at the national and international levels, is needed. (JINS, 1996, 2, 96–104.)

Keywords

Hispanic normsBattery
Type
Research Articles
Information
Journal of the International Neuropsychological Society , Volume 2 , Issue 2 , March 1996 , pp. 96 - 104
Copyright
Copyright © The International Neuropsychological Society 1996

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Ardila, A. (1990). Neuropsychology in Latin America. Clinical Neuropsychologist, 4(2), 121–132.CrossRefGoogle Scholar
Ardila, A. (1993a). Future directions in the research and practice of cross-cultural neuropsychology. Journal of Clinical and Experimental Neuropsychology, 15(1), 19.Google Scholar
Ardila, A. (1993b). Historical evolution of spatial abilities. Behavioral Neurology, 6, 83–87.CrossRefGoogle ScholarPubMed
Ardila, A., Rosselli, M., & Puente, A. E. (1994). Neuropsychological evaluation of the Spanish speaker. New York: Plenum Press.CrossRefGoogle Scholar
Ardila, A., Rosselli, M., & Rosas, P. (1989). Neuropsychological assessment of illiterates: Visuospatial and memory abilities. Brain and Cognition, 11(2), 147–166.CrossRefGoogle ScholarPubMed
Benton, A. L. & Hamsher, K. (1976). Multilingual aphasia examination. Iowa City: University of Iowa Press.Google Scholar
Bornstein, R. A. (1985). Normative data on selected neuropsychological measures from a nonclinical sample. Journal of Clinical Psychology, 41(5), 651–659.3.0.CO;2-C>CrossRefGoogle Scholar
Cervantes, R. C. & Acosta, F. X. (1992). Psychological testing for hispanic americans. Applied and Preventive Psychology, 1(4), 209–219.CrossRefGoogle Scholar
D’Elia, F., Satz, P., & Uchiyama, C. (1994). Color trails: Adult form manual. Odessa, FL: Psychological Assessment Resources.Google Scholar
Friedman, H. (1982). Simplified determinations of statistical power, magnitude of effect and research sample sizes. Educational and Psychological Measurement, 42, 521–527.CrossRefGoogle Scholar
Harris, J. G., Cullum, C. M., & Puente, A. E. (1995). Effects of bilingualism on verbal learning and memory in Hispanic adults. Journal of the International Neuropsychological Society, 1(1), 10–16.CrossRefGoogle ScholarPubMed
Heaton, R. K., Chelune, G. J., Tally, J. L., Kay, G. G., & Curtis, G. (1993). Wisconsin Card Sorting Test manual, revised and expanded. Odessa, FL: Psychological Assessment Resources.Google Scholar
Heaton, R. K., Grant, I., & Matthews, C. G. (1986). Differences in neuropsychological test performance associated with age, education and sex. In Grant, I. & Adams, K. (Eds.), Neuropsychological assessment in neuropsychiatric disorders: Clinical methods and empirical findings (pp. 100–120). New York: Oxford University Press.Google Scholar
Heaton, R. K., Grant, I., & Matthews, C. G. (1991). Comprehensive norms for an expanded Halstead-Reitan battery: Demographic corrections, research findings, and clinical applications. Odessa, FL: Psychological Assessment Resources.Google Scholar
Hyde, J. S. & Linn, M. C. (1988). Gender differences in verbal ability: A meta-analysis. Psychological Bulletin, 104(1), 53–69.CrossRefGoogle Scholar
Kane, R. L. (1991). Standardized and flexible batteries in neuropsychology: An assessment update. Neuropsychology Review, 2(4), 281–339.CrossRefGoogle ScholarPubMed
Kaplan, E. F., Goodblass, H., & Weintraub, S. (1983). The Boston Naming Test. Philadelphia: Lea & Fabiger.Google Scholar
LaCalle, J. J. (1987). Forensic psychological evaluations through an interpreter: Legal and ethical issues. American Journal of Forensic Psychology, 5(4), 29–43.Google Scholar
Laosa, L. M. (1984). Ethnic, socioeconomic and home language influences upon early performance on measures of abilities. Journal of Educational Psychology, 76(6), 1178–1198.CrossRefGoogle Scholar
Lezak, M. D. (1983). Neuropsychological assessment (2nd ed.). New York: Oxford University Press.Google Scholar
Mahurin, R. K., Espino, D. V., & Holifield, E. B. (1992). Mental status testing in elderly hispanic populations: special concerns. Psychopharmacology Bulletin, 28(4), 391–399.Google ScholarPubMed
Maj, M., D’Elia, L., Satz, P., Janssen, R., Zaudig, M., Uchiyama, C, Staracc, F., Galderisi, S., & Chervinsky, A. (1993). Evaluation of three new neuropsychological tests designed to minimize cultural bias in the assessment of HIV-1 seropositive persons: A Who study. Archives of Clinical Neuropsychology, 8, 123–135.CrossRefGoogle Scholar
Maj, M., Satz, P., Janssen, R., Zaudig, M., Starace, F., D’Elia, L., Sughondhabirom, B., Mussa, M., Naber, D., Ndetei, D., Schulte, G., & Sartorious, N. (1994a). Who neuropsychiatric AIDS study, cross-sectional phase I: Study design and psychiatric findings. Archives of General Psychiatry, 51, 51–61.CrossRefGoogle ScholarPubMed
Maj, M., Janssen, R., Zaudig, M., Starace, F., Satz, P., Sughondhabirom, B., Luabeya, M., Riedl, R., Ndetei, D., Calil, H., StBing, E., Louis, M., & Sartorious, N. (1994b). Who neuropsychiatric AIDS study, cross-sectional phase II: Neuropsychological and neurological findings. Archives of General Psychiatry, 51, 51–61.CrossRefGoogle ScholarPubMed
Marin, G. & Marin, B. V. (1991). Research with Hispanics populations. New Bury Park, CA: Sage.CrossRefGoogle Scholar
Osterrieth, P. A. (1944). Le test de copie d’une figure complexe. Archives de Psychologie, 30, 206–356.Google Scholar
Parks, R. W., Lowenstein, D. A., Dodrill, K. L., Barker, W. W., Yoshii, F., Chang, J. Y., Amran, A., Apicella, A., Sheramata, W. A., & Duara, R. (1988). Cerebral metabolic effects of a Verbal Fluency Test: A PET scan study. Journal of Clinical and Experimental Neuropsychology, 5, 565–575.CrossRefGoogle Scholar
Pérez-Arce, P. (1994). The role of culture and SES on cognition. The Clinical Neuropsychologist 8(3), 350.Google Scholar
Perret, E. (1974). The left frontal lobe of man and the suppression of habitual responses in verbal categorical behavior. Neuropsychologia, 12, 323–330.CrossRefGoogle Scholar
Pontón, M. O. (1994). The future of neuropsychology with Hispanic populations: A symposium. The Clinical Neuropsychologist, 8(3), 350.Google Scholar
Pontón, M. O., Satz, P., & Herrera, L. (1994, June). Factor analysis of a neuropsychological screening battery for Hispanics (NeSBHIS). Poster presentation, INS Conference, Angers, France.Google Scholar
Pontón, M. O. & Herrera, L. (1993). The state of the art in crosscultural neuropsychology I: Salient issues. Journal of Clinical and Experimental Neuropsychology, 15(1), 18.Google Scholar
Pontón, M. O., Satz, P., Herrera, L., Young, R., Ortiz, F., D’Elia, L., Furst, C, & Namerow, N. (1992). Modified Spanish version of the Boston Naming Test. The Clinical Neuro psychologist, 3(6), 334.Google Scholar
Raven, J. C., Court, J. H., & Raven, J. (1992). Raven manual: Section 3, Standard progressive matrices. Oxford: Oxford Psychologists Press.Google Scholar
Raven, J., Raven, J. C., & Court, J. H. (1993). Manual for the Raven's Progressive Matrices and Vocabulary scales. Oxford: Oxford Psychologists Press.Google Scholar
Rosselli, M. & Ardila, A. (1991). Effects of age, education, and gender on the Rey-Osterricth Complex Figure. Clinical Neuropsychologist, 5(4), 370–376.CrossRefGoogle Scholar
Salthouse, T. A. (1985). Speed of behavior and its implications for cognition. In Birren, J. E. & Schaie, K. W. (Eds.), Handbook of psychology on aging (2nd ed., pp. 400–426). New York: Van Nostrand Reinhold.Google Scholar
Satz, P. (1993). Brain reserve capacity on symptom onset after brain injury: A formulation and review of evidence for Threshold Theory. Neuropsychology, 7(3), 273–295.CrossRefGoogle Scholar
Satz, P. & D’Elia, L. F. (1989). The Pin Test: Professional manual. Odessa, FL: Psychological Assessment Resources.Google Scholar
Snodgrass, J. G. & Vanderwart, M. (1980). A standard set of 250 pictures: Norms for naming, agreement, familiarity and visual complexity. Journal of Experimental Psychology: Human Learning and Memory, 6, 174–216.Google Scholar
Taussig, I. M., Henderson, V., & Mack, W. (1992). Spanish translation and validation of a neuropsychology battery: Performance of Spanish and English speaking Alzheimer's disease patients and normal comparison subjects. Clinical Gerontologist, 11(3–4), 95–108.CrossRefGoogle Scholar
U.S. Department of Commerce (1992). Hispanic Origin. Census Questionnaire Content, 1990 CQC-7. Economics and Statistics Administration, Bureau of the Census.Google Scholar
Wechsler, D. (1981). Wechsler Adult Intelligence Scale-Revised. San Antonio: Psychological Corporation.Google Scholar
Wechsler, D., Green, R. F., & Martinez, J. N. (1968). Manual para la Escala de Inteligencia Wechsler para Adultos. Cleveland: The Psychological Corporation.Google Scholar