Open Access
Executive function tests: normative data for Spanish-speaking adults in the United States
(2024-09-02) Ramos Usuga, Daniela; Rivera, Diego; Xia, Bridget; Carrión, Carmen I.; Morel Valdés, Gloria M.; Moreno, Oswaldo; Rodríguez, Miriam J.; Krch, Denise; Wongserbchart, Wongthipa; Drago, Christin I.; García, Patricia; Rivera, Patricia M.; Olabarrieta Landa, Laiene; Perrin, Paul B.; Arango Lasprilla, Juan Carlos; Ciencias de la Salud; Osasun Zientziak
Background: normative data for Spanish-speaking populations, particularly Hispanics in the U.S., is notably scarce. Objective: This study aims to establish normative data for executive function tests (M-WCST, SCWT) among Spanish-speaking Hispanics in the U.S. Methods: we assessed 245 individuals aged 18-80 from eight U.S. states (California, Connecticut, Florida, Indiana, New Jersey, Oregon, Virginia, and Wisconsin) and employed Bayesian regression to estimate norms, considering various sociodemographic factors influencing performance. Results: age impacts SCWT scores negatively, especially in older individuals, with stronger effects among those proficient in Spanish. Age also affects M-WCST performance more in individuals with longer U.S. residency. Education correlates with M-WCST outcomes, with lower attainment linked to more errors. Education interacts with Spanish proficiency, influencing SCWT scores differently based on proficiency levels. Sex and acculturation levels interact, affecting SCWT performance differently between men and women. Conclusions: establishing culturally sensitive normative data can enhance accurate identification of executive dysfunction and reduce misdiagnosis risks. This underscores the importance of considering sociocultural factors including acculturation and language proficiency in neuropsychological assessments to better serve diverse populations.
Open Access
Attention and processing speed tests: normative data for Spanish-speaking adults in the United States
(SAGE, 2024-09-26) Carrión, Carmen I.; Rivera, Diego; Forte, Anabel; Olabarrieta Landa, Laiene; Moreno, Oswaldo; Ramos Usuga, Daniela; Morel Valdés, Gloria M.; López, Melisa; Rodríguez, Miriam J.; Lequerica, Anthony H.; Drago, Christin I.; García, Patricia; Rivera, Patricia M.; Perrin, Paul B.; Arango Lasprilla, Juan Carlos; Ciencias de la Salud; Osasun Zientziak
Background: Hispanics/Latinos are the largest Spanish-speaking subgroup in the U.S. and multiple sociodemographic, cultural, and linguistic factors have been found to impact their performances on cognitive testing. Despite this, few normative data are available for the heterogeneous Spanish-speaking population in the U.S. Objective: to generate normative data on the TMT, Bells Test, SDMT, and the BTA for Spanish speakers residing in the U.S. Methods: the sample included 245 Spanish speaking individuals aged 18-80 from eight states across the U.S. (California, Connecticut, Florida, Indiana, New Jersey, Oregon, Virginia, and Wisconsin). Participants were administered attention and processing speed measures as part of a comprehensive neuropsychological battery. We used a Bayesian regression approach to estimate normative data, including covariates found to be important for predicting performances on measures of attention and processing speed. Results: sociodemographic factors including education, time in the U.S., acculturation, age, and/or sex had differential effects on the TMT-A, TMT-B, SDMT, and the BTA whereas the Bells Test was not influenced by any of these sociodemographic factors. Conclusions: our findings indicate that while sex, age, and educational attainment are important factors to consider, language and acculturation can also influence attention and processing speed performances among Spanish speakers in the U.S.
Open Access
WHO-UCLA auditory verbal learning test: normative data for Spanish-speaking adults in the United States
(SAGE, 2024-09-18) Arango Lasprilla, Juan Carlos; Rivera, Diego; Rodríguez, Miriam J.; Christ, Bryan R.; Moreno, Oswaldo; Ramos Usuga, Daniela; Olabarrieta Landa, Laiene; Perrin, Paul B.; Carrión, Carmen I.; Morel Valdés, Gloria M.; Krch, Denise; Amaya, Ariana; Drago, Christin I.; García, Patricia; Rivera, Patricia M.; Ciencias de la Salud; Osasun Zientziak
Background: Hispanics are a significant demographic in the US, with diverse cultures and languages. Yet, assessing cognition in this group is complex as cultural and linguistic factors have been found to affect test performance. Objective: To generate normative data on the WHO-UCLA AVLT in a sample of Spanish speaking Hispanics residing in the U.S. Methods: The sample included 245 Spanish speaking individuals aged 18-80 from eight U.S. states (California, Connecticut, Florida, Indiana, New Jersey, Oregon, Virginia, and Wisconsin). Participants were administered the WHO-UCLA AVLT as part of a comprehensive neuropsychological battery. A Bayesian regression approach was used to estimate normative data, including covariates found to be important for predicting performances on measures of learning and memory. Results: Bayesian models showed a logarithmic link between education and all WHO-UCLA AVLT trials, except recognition. For delayed recall, increased Spanish proficiency benefited women's performance exclusively. Time in the U.S. was a significant predictor for Total Recall, indicating worse performance with longer resi-dency. Conclusions: Recognizing cultural factors like language proficiency and duration of U.S. residence is essential for accurately evaluating cognitive function among His-panics. This research emphasizes the significance of accounting for cultural nuances in developing norms for neuropsychological assessments, thereby improving their relevance and effectiveness in diverse communities.

Rivera, Diego

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