Table Of Contente
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Cecil R. Reynolds Texas A&M University and Bastrop Mental Health Associates NEUROPSYCHOLOGICAL INTERPRETATION OF OBJECfIVE PSYCHOLOGICAL TESTS Edited by Charles J. Golden, Patricia Espe-Pfeifer, and Jana Wachsler-Felder NEUROPSYCHOLOGICAL TOXICOLOGY, Second Edition of Human Neurotoxic Syndromes Identification and Assessment David E. Hartman NEUROPSYCHOTHERAPY AND COMMUNITY INTEGRATION Brain lllness, Emotions, and Behavior Tedd Judd THE PRACTICE OF FORENSIC NEUROPSYCHOLOGY Meeting Challenges in the Courtroom Y by Robert J. McCaffrey, Arthur D. Williams, Jerid M. Fisher, Edited and Linda C. Laing PRACTmONER'S GUIDE TO EVALUATING CHANGE WITH INTELLECTUAL ASSESSMENT INSTRUMENTS Robert J. McCaffrey, Kevin Duff, and Holly James Westervelt TO EVALUATING CHANGE WITH PRACTITIONER'S GUIDE AL NEUROPSYCHOLOGICAL ASSESSMENT INSTRUMENTS Robert J. McCaffrey, Kevin Duff, and Holly James Westervelt RELIABILITY AND VALIDITY IN NEUROPSYCHOLOGICAL ASSESSMENT, Second Edition Michael D. Franzen will bring delivery of each new volume immediately upon publication. Volumes are billeblisher.
CRITICAL ISSUES IN NEUROPSYCHOLOGY Series Editors Antonio E. Puente University of North Carolina at Wilmington Current Volumes in this Series CONTEMPORARY APPROACHES TO NEUROPSYCHOLOGICAL ASSESSMENT Edited by Gerald Goldstein and Theresa M. Incagnoli OF MALINGERING DURING HEAD INJURY DETECTION LmGATION Edited by Cecil R. Reynolds HANDBOOK OF CLINICAL CHILD NEUROPSYCHOLOGY, Second Edition Edited by Cecil R. Reynolds and Elaine Fletcher-Janzen OF CROSS-CULTURAL NEUROPSYCHOLOGHANDBOOK Edited by Elaine Fletcher-Janzen, Tony L. Strickland, and Cecil R. Reynolds OF NEUROPSYCHOLOGY AND AGING HANDBOOK Edited by Paul David Nussbaum INTERNATIONAL HANDBOOK OF NEUROPSYCHOLOGICREHABILITATION P. Uzzell Edited by Anne-Lise Christensen and B. MEDICAL NEUROPSYCHOLOGY, Second Edition by Ralph E. Tarter, Maryl Butters, and Sue R. Beers Edited this A Continuation Order Plan is available for series. A continuation order only upon actual shipment. For further information please contact the pu
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of Congress CatLibrary ISBN 978-0-306-46416-4 ISBN 978-1-4615-4279-7 (eBook) DOI 10.1007/978-1-4615-4279-7 ©2000 Springer Science+Business Media New York Originally published by 2000 Kluwer Academic/Plenum Publishers hnp:/Iwww.wkap.nl 10 9 8 7 6 5 4 3 2 1 A C.I.P. record for this book is available the of Congress Library from All rights reserved be No part of this book may reproduced, stored in a retrieval system, or transmitterecording, or otherwise, without written permission from the Publisher
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Preface While conducting research on intellectual and neuropsychological perfonnance of various patient populations across time, we became aware of the lack of information concerning practice effects associated with many widely of these instruments, it typically used assessment instruments. Although test-retest data were available for almost all in the form of correlation coefficients and mean changes in performance between assessments was often absent. came & In a 1995 article (McCaffrey Westervelt, 1995), we discussed a number of issues relevant serial to had that clinical neuropsychological practitioners few neuropsychological and intellectual assessment and concluded guidelines assist them in interpreting change in a patient's performance across assessments. to at This volume represents our efforts reviewing the literature between 1970 and 1998 and extracting the reported information on practice effects. The tables include the assessment instrument used, information on the fu}, subject/patient groups, the sample size gender, age, intervention, interval between the assessments, scores at both assessment points, and the citation. The tables reflect the existing published literature within intellectual assessment and, therefore, some instruments (e.g., Wechsler tests) comprise a majority of the tables whereas others (e.g., Raven's Progressive Matrices, Stanford-Binet) do not. The test index is arranged by the name of the test as reported in the specific article. We caution readers to refer to the original articles if additional or more specific information is needed. In amassing this collection of serial intellectual assessment studies, we hope provide clinicians and to are in the position of utilizing and interpreting multiple assessments across researchers with a resource when they time. Although the following tables may be used prospectively (e.g., planning a longitudinal study, deciding on a battery for patients who are likely to be seen serially), the information will likely be used most often retrospectively By aggregating this information, we are not, (e.g., comparing obtained results with those from the existing literature). no substitute for an however, advocating for methodological shortcuts. When searching for a reliable effect, there is In appropriately designed research project that maximizes internal validity. some cases, however, an appropriate vii to Evaluating Change Intellectual Assessment Instruments Practitioner's Guide with
s viii wing tables may provide some assistance in rable help. We would like to thank the on of this project (names are presented eder, Eleni Dimoulas, Lucia DiSimone, mayra Mubdi, Tanisha Rosa, Danielle ncouragement of our editor, Mariclaire
Practitioner's Guide to Evaluating Change Intellectual Assessment Instrumentwith In comparison group is neither available nor feasible. such cases, the folloan of effect. the interpretation A project of this scope cannot be undertaken without considefollowing individuals for their assistance in the successful completialphabetically and not necessarily in order of contribution): Leatt BNory Gonzalez, Tammy Inco, Edie Kaunack, Rachael Landau, NuWhite, and Thomas Youllar. Finally, the support, assistance, and eof this project. Cloutier, was instrumental in the completion
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1 2 5 5 6 7 9 10 12 13 15 15 17 21 21 23 24 25 25 28 nts
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Introduction Brief Overview of the History ofIntelligence Tests Use ofIntelligence Tests in Neuropsychological Evaluati1. The Concept of Intelligence in Neuropsychol2. Utility of Overall IQ Scores 3. of IntelligeProfile Interpretation and the Use Tests as Neuropsychological Instruments 4. The WAIS-III as a Neuropsychological Instru Reliability Regression the Mean to Practice Effects Controlling Practice Effects 1. a. Statistical Procedures Methodological Procedures b. Person-Specific Variables Age 1. 2. Gender 3. Intelligence 4. Education 5. Disease Process of Intellectual Assessment InstrumentThe Comparability Intellectual Assessment ner's Guide to Evaluating Change with
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sment Instnun d, -III) Revised, III) ntelligence
Evaluating er's Guide to Change Intellectual Asseswith Tables Abbreviations A. B. Tables 1. Wechsler Adult Intelligence Scale (-Revise2. Wechsler Bellewe Intelligence Scale 3. Wechsler Intelligence Scale for Children (-4. Wechsler Preschool and Primary Scale of I5. North American Reading Test 6. Raven's Progressive Matrices 7. Shipley Hartford Institute of Living Scale 8. Stanford Binet References ndex
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Practiti II. III. IV.
Introduction Clinical psychologists, school psychologistsand clinical neuropsychologists are often involved in conducting serial s of an individual for a variety of reasons. These may include assessing intellectual development (e.g., assessments of a disease process (e.g., dementia), documenting recovery of mental retardation), monitoring the progression function following insult (e.g., stroke), or evaluating the therapeutic efficacy of a specific treatment (e.g., these instances, practitioners are often faced with a variety of questions when attempting interpret medications). In to an individual's performance across assessments. For example, how much fluctuation in test the changes in test be due the psychometric characteristics of this (e.g., reliability)? Is observed performance may the to of statistical regression? To what extent is this patient's performance improved improvement/decline an artifact the testing material? To what extent is the patient's performance across time affected by merely by prior exposure to demographic variables, such as age, gender, or education? Do different disease processes (e.g., traumatic brain injury, Alzheimer's disease, and stroke) impact serial performance in different ways? When administering intellectual or test measures across time, how important are variables inherent in the testing situation, such as test-retest interval assist practitioners when interpreting the sophistication? These are commonplace questions; however, resources to of serial assessments have been lacking. After a brief review of the history of intelligence tests and the role of results intelligence testing in neuropsychological evaluations, several of the above mentioned questions concerning serial be addressed. assessment will Practitioner's Guide to Intellectual Assessment Instruments Evaluating Change 1 with
