Factor structure of the Luria-Nebraska neuropsychological battery-children's revision with learning-disabled children (original) (raw)
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Revised norms and decision rules for the Luria-Nebraska neuropsychological battery, form II
Archives of Clinical Neuropsychology, 1992
All control subjects from a previous Luria-Nebraska Neuropsychological Battery, Form II (LNNB2) normative study were combined with a considerably larger normative sample to produce a composite normative sample of 392 subjects with a mean high school educational level. Revised norms for the LNNB2 were developed based on this sample and were scaled with uniform T-scores to make scale elevations comparable across LNNB2 measures. Differences between the scalewise LNNB2 normative values and published alternatives were highly significant. A critical level and actuarial decision rules for differentiation of normal from neurologically impaired performance level were developed for the LNNB2 using the current empirical norms (86% accuracy with current sample empirical critical level; 89% accuracy with LNNB1 critical level). The normative prediction values of Golden, Purisch, and Hammeke for the LNNB2 were not satisfactory (69% overall, with 45% accuracy among brain damaged sample). There was no significant effect of sex of subject on LNNB2 performance level among the control subjects.
Archives of Clinical Neuropsychology, 1996
This study provides information on the interrater reliability of the quantitative scoring system of the Luria-Nebraska Neuropsychological Battery Form !I (LNNB-li). The accuracy of each rater following a training procedure was also evaluated. Six college students served as raters, and participated in a 20-22-hour training procedure. This training procedure utilized a protocol similar to one used in previous interrater reliability studies performed with Form L Following the training procedure, raters were asked to score two videotaped LNNB-H administrations in which a confederate portrayed test performance that was relatively straightforward to score, as well as more ambiguous test performance. Excellent interrater agreement and accuracy were found on the quantitative scoring on both tapes. Implications for training in administration and scoring are discussed. The Luria-Nebraska Neuropsychological Battery (LNNB) is a broad-based neuropsychological assessment battery designed to reveal general and specific cognitive deficits, and to aid in the planning and evaluation of rehabilitation programs. The LNNB measures small samples of a great variety of behavior, rather than taking the more traditional neuropsychological approach to assessment in which relatively few behaviors highly correlated with cortical integrity are measured (McKay & Golden, 1979). There are two forms of this battery (Golden, Purisch, & Hammeke, 1985). Form I consists of 269 items and was released in 1980. Form II, consisting of 279 items, was released in 1984, to provide an alternate form to Form I, and to address perceived deficiencies in Form I (Moses & Maruish, 1989b). Form II includes additional memory items, broadened scoring criteria, increased size of some visual This article is based on a dissertation completed by the first author under the supervision of the second author, submitted in partial fulfillment of the requirements for the degree of
Archives of Clinical Neuropsychology, 2006
Validity of the Children's Category Test-Level 1 (CCT-1) was evaluated in 123 children with various forms of brain dysfunction. Confirmatory factor analyses indicated that the CCT-1 is composed of two factors. The first factor was composed of subtests II and III, and was named "Conceptual Discrimination", while the second was composed of subtests IV and V, and was named "Conceptual Memory". Both factors were more highly correlated with mathematical achievement than with reading or writing achievement. Comparisons between traumatic brain injury (TBI) and Attention-Deficit/Hyperactivity Disorder (ADHD) groups indicated that the Conceptual Discrimination factor was more sensitive to TBI than the Conceptual Memory factor. Also, the total error composite T-score was not particularly sensitive to ADHD. Findings indicate that the composite T-score should be interpreted with caution because it does not appear sensitive to milder forms of brain dysfunction and because the CCT-1 is a multidimensional procedure.
Archives of Clinical Neuropsychology, 1997
Clinical neuropsychology has entered an era of accountability focused on the satisfaction of customer requirements. Our customers now include the patient, the family, the health care team, third party payors, social support agencies, and others invested in understanding the meaning and impact of brain illness or injury. Customer requirements are those criteria by which the customer judges the quality of the services performed (Baxter Healthcare Corporation, 1994). The historical approach to such requirements directs focus to the clinical utility of test measures: The measures' ability to reliably and validly reflect clinically meaningful behaviors for the populations and referral issues in question.
Kaufman short neuropsychological assessment procedure
1994
and Bardos, 1997) was designed for individuals ages 18 to 96 years old and provides a measure of intellectual ability that does not have verbal content and is therefore free of confounding characteristics such as language, skills and overall academic achievement. Although this approach to cognitive assessment offers the advantage of providing an instrument that is accessible to a wide variety of persons with different linguistic and cultural backgrounds, and those with limited educational experiences or verbal skills, the relationship between these tests to academic achievement must be established. The present study will present the findings of the relationship between the GAMA with the Mini Battery of Achievement (MBA: Woodcock, McGrew, and Werder, 1994). A sample of 45 adults was administered both tests in counterbalanced order. Significant correlations were obtained between the GAMA Total score, its subtests and measures of academic achievement. Mean score performance and gender differences were also examined and will be presented.
I. Nih Toolbox Cognition Battery (CB): Introduction and Pediatric Data
Monographs of the Society for Research in Child Development, 2013
This monograph presents the pediatric portion of the National Institutes of Health (NIH) Toolbox Cognition Battery (CB) of the NIH Toolbox for the Assessment of Neurological and Behavioral Function. The NIH Toolbox is an initiative of the Neuroscience Blueprint, a collaborative framework through which 16 NIH Institutes, Centers, and Offices jointly support neurosciencerelated research, to accelerate discoveries and reduce the burden of nervous system disorders. The CB is one of four modules that measure cognitive, emotional, sensory, and motor health across the lifespan. The CB is unique in its continuity across childhood, adolescence, early adulthood, and old age, and in order to help create a common currency among disparate studies, it is also available at low cost to researchers for use in large-scale longitudinal and epidemiologic studies. This chapter describes the evolution of the CB; methods for selecting cognitive subdomains and instruments; the rationale for test design; and a validation study in children and adolescents, ages 3-15 years. Subsequent chapters feature detailed discussions of each test measure and its psychometric properties (Chapters 2-6), the factor structure of the test battery (Chapter 7), the effects of age and education on composite test scores (Chapter 8), and a final summary and discussion (Chapter 9). As the chapters in this monograph demonstrate, the CB has excellent psychometric properties, and the validation study provided evidence for the increasing differentiation of cognitive abilities with age. * This monograph was accepted under the editorship of W. Andrew Collins.
Assessment of Neuropsychological Functioning
Handbook of Psychology, 2003
... Using generic computerized testing techniques (Automated Neuropsychological Assessment Metrics, or ANAM; Reeves, Kane, & Winter, 1996), Joseph Bleiberg and others have demonstrated the cognitive deficits following a concussion and mild traumatic brain injury (Bleiberg ...
Evidences of validity and reliability of the Luria-Nebraska Test for Children
Psicologia: Reflexão e Crítica, 2016
This paper aimed to verify evidences of validity and reliability of Luria-Nebraska Test for Children (TLN-C, in Portuguese). Three hundred eighty-seven students aged 6-13 years old, with learning difficulties, comprised the study. They were assessed with the Wechsler Intelligence Scale for Children (WISC-III) and TLN-C; and effect of age differences, as well as accuracy rating by internal consistency were investigated. Age effects were found for all subtests and in the general score, except for receptive speech subtest, even when total IQ effect was controlled. Reliability analysis had satisfactory results (0.79). The TLN-C showed evidences of validity and reliability. Receptive speech subtest requires revision.