Differential Item Functioning by Education and Sex in Subtests of the Repeatable Battery Assessment of Neuropsychological Status

Kurt, Murat; Ates, Gönül

doi:10.1027/1015-5759/a000198

Cited by 2 publications

(2 citation statements)

References 19 publications

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“… 31 To the best of our knowledge, no previous reports have found an influence of sex on DIF in the BNT. However, one study found an influence of sex on DIF in the Picture Naming in Repeatable Battery Assessment of Neuropsychological Status (RBANS), 32 which suggests that sex is a potential confounding factor in the current study. The only method we know to control for confounding in DIF analyses based on IRT is matching; however, we were unable to match samples in the current study due to our limited sample size.…”

Section: Discussionmentioning

confidence: 63%

Effects of Education on Differential Item Functioning on the 15-Item Modified Korean Version of the Boston Naming Test

Kim

Lee

Bae

et al. 2017

Psychiatry Investig

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ObjectiveEducation is expected to have an effect on differential item functioning (DIF) on the 15-item Modified Boston Naming Test in the Korean version of the Consortium to Establish a Registry for Alzheimer's Disease Assessment Packet (BNT-KC). However, no study has examined DIF in the BNT-KC.MethodsWe used the item response theory to investigate the impact of education on the DIF in the BNT-KC among elderly individuals with or without dementia (n=720). A two-parameter item response model was used to determine the difficulty and discrimination parameters of each item. The Benjamini-Hochberg procedure was used to address the risk of Type I errors on multiple testing.ResultsFour items, “mermaid,” “acorn,” “compass,” and “pomegranate” continued to demonstrate DIF after controlling for multiple comparisons. Those with low education levels were more likely to error on “mermaid” and “compass,” while those with high education levels were more likely to error on “acorn” and “pomegranate.” “Hand” and “red pepper” were too easily identified to be used for detecting dementia patients. “Monk's hat” and “pomegranate” were less discriminating than other items, limiting their usefulness in clinical setting.ConclusionThese findings may provide useful information for the development of a revised version of the BNT-KC to help clinicians make diagnostic decisions more accurately.

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Section: Discussionmentioning

confidence: 63%

Effects of Education on Differential Item Functioning on the 15-Item Modified Korean Version of the Boston Naming Test

Kim

Lee

Bae

et al. 2017

Psychiatry Investig

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“…The standardization study involved 315 healthy individuals (157 females and 158 males) aged 20-79 years. Educational background of the participants is characterized as follows: 107 participants graduated from elementary school, 102 from high school, and 106 from university 11 .…”

Section: Participantsmentioning

confidence: 99%

Test-retest Reliability and Practice Effects of the Turkish Version of Repeatable Battery for the Assessment of Neuropsychological Status (RBANS) in Healthy Persons

Safaz

Kurt

Cakir

et al. 2015

Klinik Psikofarmakoloji Bülteni-Bulletin of Clinical Psychophar

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Test-retest reliability and practice effects of the Turkish version of Repeatable Battery for the Assessment of Neuropsychological Status (RBANS) in healthy persons Objective: The Repeatable Battery for the Assessment of Neuropsychological Status (RBANS) is a widely used screening instrument in neuropsychological assessment. The present study aims to assess the reliability and practice effects of the Turkish version of the RBANS Form A in healthy persons. Methods: Data from 95 healthy volunteers (actively working and living in Ankara) were obtained. The subjects (48 M, 47 F) were between 20 and 49 years of age. The educational background of the subjects is characterized as follows: 33 subjects graduated from primary school (5-8 years), 33 from high school (9-11 years), and 29 from university (12+ years).Time period between test and retest ranged from 28 to 43 days. For the inter-rater reliability coefficient, 2 trained scorers blindly scored 51 random standardization samples for figure copy/recall subtests. Test-retest stability coefficients were assessed by Pearson correlation coefficient. Practice effect was assessed by paired t test and effect sizes. For internal consistency, Cronbach's α was calculated. Results: The test-retest coefficients ranged from 0.59 to 0.88 for the indices and from 0.45 to 0.93 for the subtests. Figure copy (p=0.90), picture naming (p=0.56), semantic fluency (p=0.36) subtests and visuospatial/ constructional (p=0.42), language indices (p=0.19), and mean differences in change scores were minimal. For the other subtests and index scores, the differences between the tests were significant (p<0.05). Except for figure copy, picture naming, and semantic fluency subtests, all subtests and immediate memory, attention, delayed memory indices showed practice effects (effect size >0.10). Cronbach's alpha coefficient for the RBANS was 0.86. The figure copy and figure recall subtests' inter-rater reliability coefficients were 0.83 and 0.84, respectively (both p<0.001). Conclusions: The Turkish version of the RBANS (form A) showed adequate reliability, and it can be used as a short screening tool for neuropsychological performance.

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Differential Item Functioning by Education and Sex in Subtests of the Repeatable Battery Assessment of Neuropsychological Status

Cited by 2 publications

References 19 publications

Effects of Education on Differential Item Functioning on the 15-Item Modified Korean Version of the Boston Naming Test

Effects of Education on Differential Item Functioning on the 15-Item Modified Korean Version of the Boston Naming Test

Test-retest Reliability and Practice Effects of the Turkish Version of Repeatable Battery for the Assessment of Neuropsychological Status (RBANS) in Healthy Persons

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