Total Standard Score Research Articles

Clinical Validity of the Mattis Dementia Rating Scale-2 in Parkinson Disease With MCI and Dementia

The utility of the Mattis Dementia Rating Scale 2 (MDRS-2) in screening for dementia in Parkinson disease (PD) is well documented. However, little is known about its sensitivity to mild cognitive impairment in PD (PD-MCI). This study sought to document the validity of the MDRS-2 for diagnoses of PD-MCI and dementia in PD (PDD). Twenty-two healthy controls (HCs), 22 PD-MCI, and 16 PDD were compared on each MDRS-2 subscales and MDRS-2 total standard scores. Patients with PDD performed significantly worse than the other groups (all Ps < .05) on the MDRS-2 total and on all subscales, except attention. PD-MCI had significant lower scores than HCs on the MDRS-2 total and on initiation/perseveration and memory subscales. The optimal cutoff score for PD-MCI diagnosis was ≤ 140/144 and ≤ 132/144 for PDD. These findings suggest that MDRS-2 is a useful tool to identify dementia but that there might be a ceiling effect in the MDRS-2 cutoff score to diagnose MCI in PD.

Factors influencing the quality of life of cancer patients with bone metastasis

Objective To investigate factors influencing the quality of life (QOL) of cancer patients with bone metastases. Methods Eighty-two cancer patients with hone metastasis were investigated.A questionnaire designed according to European Organization for Treatment of Cancer quality of life questionnaire ( EORTC QLQ-C30),Monroe Dunaway Anderson symptom inventory-Chinese edition (MADSI-C) and hospital anxiety and depression scale (HADS) standards was used to collect the information. Results The average total standardized QOL score of these cancer patients was 53.28±19.20.Among the function subscales,social function got the lowest average score (47.54),while among the symptom subscales fatigue got the highest average score (56.65).According to the MDASI-C,the most serious symptom burdens were fatigue,distress and pain; working and walking experienced the most interference.The symptom burdens correlated significantly with the QOL results.Twenty-four of the patients (29.3％) had been diagnosed with anxiety,and 17 (20.7％) were diagnosed with depression.Anxiety and depression continued to be significantly associated with overall QOL and its various dimensions. Conclusions The results show that the burden of fatigue and pain,as well as of anxiety and depression are significantly associated with impaired QOL among cancer patients with bone metastasis.Work (housework) and walking were the most severely affected activities.Psychological rehabilitation should be focused on the comprehensive treatment of patients with bone metastasis along with other appropriate rehabilitation strategies to enhance their overall functioning,relieve their symptoms and improve their QOL. Key words: Cancer; Metastasis; Symptom burden; Emotional status; Quality of life; Influencing factors

Proposal for a New Body Sway Evaluation Method

This study is aimed at examining body sway factors for 1107 healthy people aged 16 to 69 years and to propose a practical body sway evaluation method. The center of foot pressure measurement was carried out twice for 1 min. with a 1-min. rest. 30 parameters with high reliability selected from 6 domains (distance, distribution of amplitude, area, velocity, power spectrum, and body sway vector) were summarized objectively into 4 body sway factors (unit time sway, front-back sway, left-right sway, and high frequency band power). Factor scores were calculated by the estimate equation and the total standard scores of parameters with high factor loadings. Considering this result, a total standard score for each factor was classified into 4 percentile categories based on percentile rank. Using this classification criteria, body sway scores for each individual were classified into any of the above 4 domains for each factor. It was confirmed that young adults mainly belong to percentile Categories A and B and the elderly mainly belong to percentile Categories C and D. It was found that a great effect on body sway occurred when an individual's conscious condition changed (contracting a cold or after exercise). In conclusion, the body sway of healthy people can be explained by these 4 sway factors. An evaluation of the body sway pattern using the 4 sway factors may enable us to concretely understand individuals' disorders and abnormal states in addition to changes in body sway that occur with aging.

Mattis Dementia Rating Scale 2

Identifying patients at higher risk of developing dementia is important. The usefulness of the Mattis Dementia Rating scale-Second Edition (MDRS-2) to detect and differentiate between patients with amnestic mild cognitive impairment (A-MCI), Parkinson's disease and MCI (PD-MCI), PD with dementia (PDD), and Alzheimer's disease (AD) was investigated. In all, 22 healthy controls (HC), 22 A-MCI, 22 PD-MCI, 16 PDD, and 22 AD patients were evaluated using an extensive neuropsychological battery, including the MDRS-2. The MDRS-2 total standardized score detected all groups of patients. The dementia groups performed worse than HC on the 5 MDRS-2 subscales. Alzheimer's disease patients scored higher than PDD on MDRS-2 conceptualization and lower on memory. Healthy controls were better than PD-MCI on MDRS-2 initiation/perseveration and memory and better than A-MCI on memory. No difference was found between the MCI groups. The MDRS-2 is a suitable short scale for MCI and dementia screening but is not specific enough to differentiate between A-MCI and PD-MCI.

Executive dysfunction and influencing factors in convalescent patients with traumatic brain injury

Objective To explore and analyze the executive function of patients with traumatic brain injury in recovery phase and reveal its influential factors.Methods Behavioral Assessment of Dysexecutive Syndrome (BADS) was conducted in 104 patients with brain injury at 5 ～ 6 months after discharging and matched healthy comparison subjects in this study.Basic information in patients with the clinical data were collected by self-designed questionnaire to analyze the relevant factors.Results BADS findings showed that the individual scores and total standard scores of brain injury patients( 12.05 ± 2.54 ) were significantly lower than those of health population ( 19.02 ± 3.77 ) (P ＜ 0.05 ).Action program test, temporal judgment test, modified six elements test and total sub-standard scores ( 14.83 ±3.86)in junior high school education level and below group were significantly lower than that in high school and higher education group ( 17.67 ± 4.10 ).The individual scores and total standard scores ( 10.13 ± 3.86 )in heavier group were significantly lower than that in the lighter group ( 15.68 ± 4.10 ).The group without complication' action program test, key search test, zoo map test, modified six elements test were significantly lower than the group with complication.The BADS scores were related to education, illness condition,and complication (hypertension, hyperglykemia, hyperlipemia) (P＜0.05).Conclusion There is executive dysfunction in traumatic brain injury patients.The executive dysfunction is mainly correlated with education, illnesscondition and complication.Medical staff should provide pertinent intervention and treatment according to the above aspects, in order to obtain better effects of rehabilitation therapy . Key words: Traumatic brain injury; Recovery phase; Executive dysfunction; Factors

The Effects of Tier 2 Intervention on the Mathematics Performance of First-Grade Students who are at Risk for Mathematics Difficulties

Responsiveness to Intervention (RtI) is recommended both as an essential step before identifying learning disabilities (LD) and as a mechanism for preventing learning difficulties. The use of evidence-based multi-tiered interventions is of critical importance when implementing RtI. This article presents the results of a study that examined the effects of Tier 2 intervention on the performance of first-grade students who were identified as at risk for mathematics difficulties. Participants included 161 (Tier 2, N = 42) first graders. Tier 2 students received 20-minute intervention booster lessons in number and operation skills and concepts for 23 weeks. Results showed a significant intervention effect on the Texas Early Mathematics Inventories-Progress Monitoring (TEMI-PM, University of Texas System/Texas Education Agency) total standard score.

Mathematics Intervention for First- and Second-Grade Students With Mathematics Difficulties

This study sought to examine the effects of Tier 2 intervention in a multitiered model on the performance of first- and second-grade students who were identified as having mathematics difficulties. A regression discontinuity design was utilized. Participants included 126 (Tier 2, n = 26) first graders and 140 (Tier 2, n = 25) second graders. Tier 2 students received 15-min intervention booster lessons for 18 weeks in early mathematics skills and concepts. Results showed a significant intervention effect for second-grade Tier 2 students on the Texas Early Mathematics Inventories—Progress Monitoring (TEMI-PM) total standard score. The effect was not significant for first-grade Tier 2 students.

Memory and physical mobility in physically and cognitively‐independent elderly people

Objective: To examine the relationship between memory and basic physical mobility in an independent elderly population.Methods: We evaluated memory and physical mobility in 147 persons aged 60 years or older who were physically and cognitively independent. Memory was assessed by using the Rivermead Behavioral Memory Test (RBMT) and a total standardized profile score was used as an index of overall memory status. Additionally, we made a “score independent of walking ability” to exclude the effect of physical mobility on the RBMT score and a “score independent of prospective memory” to exclude the effect of executive function on the RBMT score. Basic physical mobility was assessed by using the Timed Up and Go test (TUG). The score was expressed as the time in seconds to perform the sequence of the action required in TUG.Results: The TUG score significantly correlated with the total standardized profile score (rs = −0.21, P &lt; 0.05) and the scores independent of walking ability (rs = −0.23, P &lt; 0.01) and prospective memory (rs = −0.23, P &lt; 0.01). Controlling for age, sex, education, and the presence of risk factors of cerebrovascular disease did not change the results.Conclusions: Memory is associated with basic physical mobility in independent elderly people. Because the TUG score significantly correlated with the scores independent of walking ability and prospective memory, the correlation was not a superficial one due to physical mobility or executive function. Our findings suggest that maintaining basic physical mobility can slow memory decline during aging.

Technical Analysis of the Slosson Phonics and Structural Analysis Test

Technical characteristics of Slosson Phonics and Structural Analysis Test (SP-SAT) scores were studied using three independent samples of boys and girls aged 6 years, 6 months, through 9 years, 11 months. A decision efficiency study ( n = 100) resulted in a total predictive value of .86 (sensitivity = .95, specificity = .77, positive predictive power = .80, negative predictive power = .94). Item difficulty was .65 (median), and item discrimination was .52 (median). Interitem consistency was r = .93, .93, and .96 for scores on the Phonics Index, Structural Analysis Index, and SP-SAT total standard score, respectively ( n = 375), whereas 2-week test-retest reliability was r = .90, .88, and .90 for scores on the same scales, respectively ( n = 165). The SP-SAT yielded moderate to high concurrent validity coefficients when compared with the Wide-Range Achievement Test-Third Edition Reading subtest; Woodcock-Johnson: Tests of Achievement-Third Edition Letter-Word Identification, Word Attack, Passage Comprehension, and Writing Samples subtests; and Woodcock-Johnson: Tests of Achievement-Revised Dictation subtest. Practice and research implications are discussed.

Technical analysis of the Slosson Written Expression Test.

The Slosson Written Expression Test was designed to assess students ages 8-17 years at risk for difficulties in written expression. Scores from three independent samples were used to evaluate the test's reliability and validity for measuring students' written expression. Test-retest reliability of the SWET subscales ranged from .80 to .94 (n = 151), and .95 for the Written Expression Total Standard Scores. The median alternate-form reliability for students' Written Expression Total Standard Scores was .81 across the three forms. Scores on the Slosson test yielded concurrent validity coefficients (n = 143) of .60 with scores from the Woodcock-Johnson: Tests of Achievement-Third Edition Broad Written Language Domain and .49 with scores on the Test of Written Language-Third Edition Spontaneous Writing Quotient. Exploratory factor analytic procedures suggested the Slosson test is comprised of two dimensions, Writing Mechanics and Writing Maturity (47.1% and 20.1% variance accounted for, respectively). In general, the Slosson Written Expression Test presents with sufficient technical characteristics to be considered a useful written expression screening test.

Are the results of the Beery-Buktenica Developmental Test of Visual-Motor Integration and its subtests related to achievement test scores?

Although visual analysis, motor coordination, and visual-motor integration can each affect performance on a test of visual motor integration, previous studies have not reported the relative importance of these components to the relation between visual motor integration and learning readiness, reading, and math. This investigation relates academic achievement in reading and math to performance on the Beery-Buktenica Developmental Test of Visual-Motor Integration (VMI) and its subtests, Visual Perception and Motor Coordination. The VMI was administered to 155 children in second through fourth grades (7 to 10 years of age; mean, 8.4 +/- 1.0 years). The Otis-Lennon School Ability Test and Stanford Achievement Test were administered by the school. A significant difference was found in performance on the VMI and Visual Perception and Motor Coordination subtests between children in the upper and lower quartiles in reading (p = 0.020, p < 0.001, and p = 0.027, respectively) and math achievement (p = 0.004, p < 0.001, and p = 0.01, respectively). The VMI standard score was significantly correlated with Stanford total math standard score (p = 0.001) and a trend toward significance was found for Stanford reading score (p = 0.050) while partially controlling for verbal school ability and age. In addition, Visual Perception and Motor Coordination standard scores were significantly related to Stanford math (p < 0.001 and p = 0.005, respectively) and reading score (p = 0.008 and p = 0.027, respectively) after partially controlling for verbal school ability and age. Multiple linear regressions controlling for performance on the VMI and each subtest, as well as age and verbal cognitive ability, showed a significant relation between the Visual Perception subtest score and math achievement. Visual perceptual ability should be assessed in children with poor math and/or reading achievement.

Differences in Effectiveness Between Primary Schools and their Impact on Secondary School Recommendations

In school effectiveness research differences between schools are mainly expressed in percentages of the variance in cognitive test scores. This article focuses on the impact these differences in effectiveness have on the school career of pupils. The analyses were executed on the data of a school effectiveness study carried out in 1987 and 1988. Two groups of outlier primary schools were selected. The pupils were divided into four categories based on their IQ-score, and into four categories based on their SES-score. Four dependent variables were used: test scores on language, test scores on mathematics, expectations for the follow-up secondary school type based on these test scores, and the actual secondary school recommendation given by the teacher. For all groups of pupils the average scores on mathematics, language and the total standard test score differ significantly for both low- and high-effective schools. The actual recommendation for type of secondary education does not differ significantly. This leads to the conclusion that the recommendations given to the other pupils in the same grade seem to be important; schools tend to recommend a secondary school type according to a normal distribution. High-effective schools tend to recommend beneath, while low-effective schools tend to advise above the expectations.

Test-retest reliability of the test of visual perceptual skills with children with learning disabilities.

This study examined the test-retest reliability of the Test of Visual Perceptual Skills (nonmotor) (TVPS). The sample consisted of 30 first- and second-grade children (aged 6 years through 8 years) with identified learning disabilities. The TVPS was administered on two separate occasions that were 1 to 2 weeks apart. The intraclass correlation coefficient for the total test standard scores was .81. The intraclass correlation coefficients for the subtests ranged from .33 (Sequential Memory) to .78 (Form Constancy). The primary finding from this study is that TVPS scores on the total test show adequate test-retest reliability for use in clinical settings. The scores on the subtests, however, should be used with extreme caution, as the test-retest reliability estimates were low.

Academic achievement in Substance-Abusing and Conduct-Disordered adolescents.

This study determined the influence of adolescent alcohol abuse on academic achievement. Substance Abusing (SA), Conduct Disordered (CD), and Normal Student Control (NSC) adolescents, stratified on Family History (FH) of alcoholism and gender, were tested on the Peabody Individual Achievement Test (PIAT). While SAs and CDs did not differ on the PIAT, both had lower subtest and total test standard scores than NSCs. FH + SAs did not differ from FH + CDs on the Spelling subtest, but both groups had significantly lower scores than FH - NSCs. For SAs and NSCs there were no significant correlations between measures of alcohol intake and PIAT subtest scores.

Language Deficiencies in Inner-City Children With Learning and Behavioral Problems

The language skills of 27 learning disabled (LD), 27 behaviorally disordered (BD), and 26 normal achieving (NA) 6- to 9-year-old children were compared on the Clinical Evaluation of Language Fundamentals-Revised (CELF-R). A series of ANOVA procedures for the CELF-R standard scores revealed significant differences between the NA group and both special education groups on all subtests, clusters, and the total language score, but no significant differences were found between the LD and BD groups. The behavioral deviancy of a language-deficient special education subgroup, a language-competent special education subgroup, and the NA group was compared on the Behavioral Evaluation Scale (BES). Analysis of variance for the BES total standard scores showed significantly higher behavioral deviancy for the language-deficient subgroup than the NA group, but no significant difference between the language-competent subgroup and the NA group.

Concurrent and predictive validity of the Kaufman Assessment Battery for Children with a Navajo sample

The aim of this investigation was to examine the mean scores and predictive validity coefficients obtained from the Wechsler Intelligence Scale for Children-Revised (WISC-R), the Kaufman Assessment Battery for Children (K-ABC), and the Peabody Individual Achievement Test (PIAT). The K-ABC and the WISC-R were administered 1 week apart in counterbalanced order to 35 Navajo children aged 6–12 1 2 years (mean 8–9 years), followed 10 1 2 months later by administration of the PIAT. The K-ABC yielded an overall mean of 95.0, which is significantly higher than the WISC-R Full Scale IQ mean of 86.9. All WISC-R and K-ABC global scores correlated significantly except the WISC-R Verbal and K-ABC Nonverbal scales. The WISC-R Verbal and Full Scale IQs and all five K-ABC scales correlated significantly with the PIAT Total Test standard scores. However, the K-ABC Achievement scale correlated significantly higher with the PIAT Total Test than with the WISC-R Verbal and Full Scale IQs. The implications of these findings are discussed.