Two more Go (general olfactory ability domain) research articles to file under Go in CHC taxonomy of human abilities

Longitudinal changes in odor identification performance and neuropsychological measures in aging individuals.

Wehling, Eike I.; Wollschlaeger, Daniel; Nordin, Steven; Lundervold, Astri J.

Neuropsychology, Vol 30(1), Jan 2016, 87-97. http://dx.doi.org.ezp1.lib.umn.edu/10.1037/neu0000212

Abstract

1. Objective: To examine changes in odor identification performance and cognitive measures in healthy aging individuals. While cross-sectional studies reveal associations between odor identification and measures of episodic memory, processing speed, and executive function, longitudinal studies so far have been ambiguous with regard to demonstrating that odor identification may be predictive of decline in cognitive function. Method: One hundred and 7 healthy aging individuals (average age 60.2 years, 71% women) were assessed with an odor identification test and nonolfactory cognitive measures of verbal episodic memory, mental processing speed, executive function, and language 3 times, covering a period of 6.5 years. Results: The cross-sectional results revealed odor identification performance to be associated with age, measures of verbal episodic memory, and processing speed. Using linear mixed models, the longitudinal analyses revealed age-associated decline in all measures. Controlling for retest effects, the analyses demonstrated that gender was a significant predictor for episodic memory and mental processing speed. Odor identification performance was further shown to be a significant predictor for episodic verbal memory. Conclusion: This study shows age-related decline in odor identification as well as nonolfactory cognitive measures. The finding showing that odor identification is a significant predictor for verbal episodic memory is of great clinical interest as odor identification has been suggested as a sensitive measure of incipient pathologic cognitive decline. (PsycINFO Database Record (c) 2015 APA, all rights reserved)

Olfactory identification and its relationship to executive functions, memory, and disability one year after severe traumatic brain injury.

Sigurdardottir, Solrun; Andelic, Nada; Skandsen, Toril; Anke, Audny; Roe, Cecilie; Holthe, Oyvor Oistensen; Wehling, Eike

Neuropsychology, Vol 30(1), Jan 2016, 98-108. http://dx.doi.org.ezp1.lib.umn.edu/10.1037/neu0000206

Abstract

1. Objective: To explore the frequency of posttraumatic olfactory (dys)function 1 year after severe traumatic brain injury (TBI) and determine whether there is a relationship between olfactory identification and neuropsychological test performance, injury severity and TBI-related disability. Method: A population-based multicenter study including 129 individuals with severe TBI (99 males; 16 to 85 years of age) that could accomplish neuropsychological examinations. Olfactory (dys)function (anosmia, hyposmia, normosmia) was assessed by the University of Pennsylvania Smell Identification Test (UPSIT) or the Brief Smell Identification Test (B-SIT). Three tests of the Delis-Kaplan Executive Function System (D-KEFS) were used to assess processing speed, verbal fluency, inhibition and set-shifting, and the California Verbal Learning Test-II was used to examine verbal memory. The Glasgow Outcome Scale-Extended (GOSE) was used to measure disability level. Results: Employing 2 different smell tests in 2 equal-sized subsamples, the UPSIT sample (n = 65) classified 34% with anosmia and 52% with hyposmia, while the B-SIT sample (n = 64) classified 20% with anosmia and 9% with hyposmia. Individuals classified with anosmia by the B-SIT showed significantly lower scores for set-shifting, category switching fluency and delayed verbal memory compared to hyposmia and normosmia groups. Only the B-SIT scores were significantly correlated with neuropsychological performance and GOSE scores. Brain injury severity (Rotterdam CT score) and subarachnoid hemorrhage were related to anosmia. Individuals classified with anosmia demonstrated similar disability as those with hyposmia/normosmia. Conclusions: Different measures of olfaction may yield different estimates of anosmia. Nevertheless, around 1 third of individuals with severe TBI suffered from anosmia, which may also indicate poorer cognitive outcome. (PsycINFO Database Record (c) 2015 APA, all rights reserved)

Sharing An Examination of the Wechsler Adult Intelligence Scales, Fourth Edition (WAIS-IV) in Individuals with Complicated Mild, Moderate and Severe Traumatic Brain Injury (TBI) via BrowZine

An Examination of the Wechsler Adult Intelligence Scales, Fourth Edition (WAIS-IV) in Individuals with Complicated Mild, Moderate and Severe Traumatic Brain Injury (TBI)
Carlozzi, Noelle E.; Kirsch, Ned L.; Kisala, Pamela A.; Tulsky, David S.
The Clinical Neuropsychologist, Vol. 29 Issue 1 – 2015: 21 - 37

10.1080/13854046.2015.1005677

University of Minnesota Users:
http://login.ezproxy.lib.umn.edu/login?url=http://www.tandfonline.com/doi/abs/10.1080/13854046.2015.1005677

Non-University of Minnesota Users: (Full text may not be available)
http://www.tandfonline.com/doi/abs/10.1080/13854046.2015.1005677

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Timing intervention improves functioning of soldiers with TBI & new treatment resource for soldiers with TBI

Important and exciting new study just published in the journal Neuropsychology this week. [Click on image to enlarge].  Access available under "IM Research" blogroll at this blog (Brain Clock blog).  Additional information and exciting new treatment resource for soldiers with TBI can be found at the @Attention Fund.

Parenting style related to executive functioning following TBI

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Dissertation dish: WJ III TBI cognitive profiles by gender

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intelligence theory CHC theory Cattell-Horn-Carroll human cognitive abilities psychology school psychology individual differences cognitive psychology neuropsychology psychology special education educational psychology psychometrics psychological assessment psychological measurement IQs Corner general intelligence TBI brain injury WJ III Woodcock-Johnson

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Handbook of Pediatric Neuropsychology: Woodock-Johnson III chapter

NOTE -- after making this post I've learned that I may not have had appropriate position to post a link to the PDF copy of the WJ III chapter.  Thus, those URL's have been temporarily deactivated.  I will reactivate if I get clearance.  Sorry.

The forthcoming Handbook of Pediatric Neuropsychology (Dr. Andrew Davis) can now be pre-ordered from Springer Publishing.

A description of the book, at the publisher website, is below:

This handbook covers basic neurodevelopmental research that any pediatric neuropsychologist will need to know. The authors discuss practical issues in pediatric assessment, and provide a comprehensive overview of the most common medical conditions that neuropsycholoigists encounter while dealing with pediatric populations.

The book also describes a variety of professional issues that neuropsychologists must confront during their daily practice, such as ethics, multiculturalism, child abuse, forensics, and psychopharmacology. Also discussed are school-based issues such as special education law, consulting with school staff, and reintegrating children back into mainstream schools.

An incomplete table of contents is available at the website.  The complete TOC is listed below...it includes 95 chapters...yes, that is correct!!!!!  Simply a major tome.

I received an advanced copy of the chapter dealing with the WJ III Tests of Cognitive Abilities (Dr. Fred Schrank).  This chapter is unique in that it is the first comprehensive presentation of research results regarding WJ III cluster and test scores on over 2,200 subjects with a variety of clinical diagnoses (ADHD, anxiety spectrum disorders, head injury, autism spectrum disorders, types of learning disabilities, MR/ID, etc.) who are part of the Woodcock-Munoz Foundation Clinical Data Base.


    Section 1: Development
1    Intrauterine Development of the Central Nervous System
2    Neuropsychological Development of Newborns, Infants and Toddlers (0 to 3)
3    Neuropsychology of Early Child Development (Ages 3 to 5)
4    Neuropsychology of Middle Child Development (Ages 6 to 11)
5    Neuropsychology of Adolescent Development (Ages 12 to 18)
6    Cognitive Development
7    Speech and Language Development
8    Moral Development
    Section 2: Functional Neuroanatomy for Pediatric Neuropsychologists
9    Cells, Synapses, and Circuits
10    Cerebral Vascular Anatomy and its Clinico-Anatomic Correlates
11    The Spinal Cord
12    Functional Neuroanatomy of Structures of the Hindbrain, Midbrain, Diencephalon and Basal Ganglia.
13    Functional Neuroanatomy of the Limbic System
14    Functional Neuroanatomy of the Cerebellum
15    Functional Neuroanatomy of the Cerebral Cortex
16    Plasticity in a Pediatric Population
    Section 3: Pediatric Neuropsychological Assessment
17    Assessment of Premorbid Functioning in a Pediatric Population
18    Neuropsychological Assessment of Newborns, Infants and Toddlers
19    Assessment of Children with Pervasive Developmental Disorders
20    Assessing Diverse Populations with Nonverbal Measures of Ability in a Neuropsychological Context
21    Achievement Tests in Pediatric Neuropsychology
22    Assessing Adaptive Skills in a Pediatric Population
23    Measurement of Attention: Theoretical and Operational Considerations
24    Assessment of Executive Functions in a Pediatric Population
25    Memory Testing in Pediatric Neuropsychology
26    Personality Assessment for a Pediatric Population
27    Assessing Visual-Spatial and Construction Skills in a Pediatric Population
28    Cognitive Assessment System: Redefining Intelligence from a Neuropsychological Perspective
29    The Dean-Woodcock Sensory-Motor Battery
30    Kaufman Assessment Battery for Children-Second Edition
31    Examining and Using the Halstead-Reitan Neuropsychological Test Battery: Is it our Future or our Past
32    The Luria-Nebraska Neuropsychological Test Battery
33    NEPSY-II
34    Stanford-Binet Intelligence Test-Fifth Edition
35    The Wechsler Intelligence Scale for Children-Fourth Edition in Neuropsychological Practice
36    Woodcock-Johnson III Tests of Cognitive Abilities
    Section 4: The Assessment Process for Pediatric Neuropsychologists
37    The Pediatric Diagnostic Interview and Neurobehavioral Evaluation
38    Pediatric Neuropsychological Testing: Theoretical Models of Test Selection and Interpretation
39    Malingering and Related Conditions in Pediatric Populations
40    Delayed and Progressive IQ Decline in Pediatric Patients
41    Writing Pediatric Neuropsychology Reports
42    Conducting Feedback for Pediatric Neuropsychological Assessments
    Section 5: Pediatric Neuropsychological Disorders
43    Pervasive Developmental Disorders
44    Individuals with Intellectual and Developmental Disabilities
45    Reactive Attachment Disorder
46    Attention-Deficit/Hyperactivity Disorder
47    Conduct Disorder and Oppositional Defiant Disorder
48    Developmental Dyspraxia and Developmental Coordination Disorder
49    Pediatric Tic Disorders
50    Eating Disorders
51    Neuropsychology of Pediatric Anxiety Disorders
52    Mood Disorders of Childhood and Adolescence
53    Dyslexia
54    An Overview of Neuroscience Contributions to the Understanding of Dyscalculia in Children
55    Neuropsychology of Written Language Disorders
56    Receptive and Expressive Language Disorders of Childhood
57    Neuropsychology of Auditory Processing Disorders
58    Nonverbal Learning Disabilities: Assessment and Intervention
59    Perinatal Complications
60    Long-Term Outcome Following Preterm Birth
61    Periventricular Leukomalacia (PVL): Pathogenesis and Long-Term Outcomes
62    Spina Bifida and Hydrocephalus
63    Down Syndrome
64    The Dystrophinopathies
65    Sex Chromosome Aneuploidies
66    Neurofibromatosis, Type 1: from Gene to Classroom
67    Endocrine and Metabolic Disorders
68    Pediatric HIV/AIDS
69    Infectious Diseases of the Central Nervous System: Neurobehavioral and Neuropsychological Sequelae
70    Fetal Alcohol Spectrum Disorders
71    Central Nervous System Cancers
72    Pediatric Neuropsychology and Sleep Disorders
73    Neuropsychology and Headache
74    Seizure Disorders
75    Pediatric Neuropsychology of Substance Abuse
76    Toxic Exposures
77    Traumatic Brain Injury in Children and Adolescents
    Section 6: Professional Issues for Pediatric Neuropsychologists
78    The Past, Present, and Future of Pediatric Neuropsychology
79    Cultural Considerations in Pediatric Neuropsychology
80    Ethical and Legal Guidelines for Pediatric Neuropsychologists
81    Functional Behavioral Assessment
82    Professional Issues for Pediatric Neuropsychologists: Behavioral Interventions
83    Neuropsychological Aspects of Child Abuse and Neglect
84    Forensic Pediatric Neuropsychology
85    Neuroimaging and Pediatric Neuropsychology: Implications for Clinical Practice
86    Psychopharmacology for Pediatric Neuropsychologists
87    Neuropsychology of Gifted Children
88    Sport Neuropsychology for Children
    Section 7: Neuropsychology in the Schools
89    Consulting with School Staff
90    Special Education Law and 504 Plans
91    Participating in Case Conferences
92    Curriculum-Based Measurement
93    Response to Intervention (RTI) from a Neuropsychological Perspective
94    Facilitating School Reintegration for Children with Traumatic Brain Injury
95    Developing and Implementing Evidence-Based Academic Interventions

[Conflict of interest Notice- I am a co-author of the WJ III Battery and am also Research Director for WMF]

Technorati Tags: psychology, neuropsychology, pediatric neuropsycholgy, neurology, neuropsychological assessment, WJ III, Woodcock Johnson III, WJ III NU, Fred Schrank, Woodcock-Munoz Foundation, Springer Publishing, IQ, IQ tests, clinical diagnosis

Brain injury outcome tests, scales and questionnaires book

Looks like a good resource for finding descriptions of measures of outcomes post brain injury.  A Compendium of Tests, Scales and Questionnaires by Robyn Tate

Technorati Tags: Psychology, neuropsychology, neuroscience, brain injury, traumatic brain injury, TBI, brain injury assessment

iPost: WISC-V vs WISC-III TBI profiles

Citation

Database: PsycARTICLES

[Journal Article]

WISC-IV profiles in children with traumatic brain injury: Similarities to and differences from the WISC-III.

Allen, Daniel N.; Thaler, Nicholas S.; Donohue, Brad; Mayfield, Joan

Psychological Assessment. Vol 22(1), Mar 2010, 57-64. doi:10.1037/a0016056

Abstract

1. The Wechsler Intelligence Scale for Children—Fourth Edition (WISC–IV; D. Wechsler, 2003a) is often utilized to assess children with traumatic brain injury (TBI), although little information is available regarding its psychometric properties in these children. The current study examined WISC–IV performance in a sample of 61 children with TBI. As compared to the standardization sample, results indicated that the TBI group exhibited relative deficits on all subtest and index scores, with the greatest deficits on the Processing Speed Index (PSI) and Coding subtest scores. However, the Perceptual Reasoning Index score was not uniquely sensitive to brain injury, and the Cognitive Processing Index score was less sensitive to TBI than the PSI score. Also, the PSI did not uniquely predict learning and memory abilities, as had been reported in previous studies of the Wechsler Intelligence Scale for Children—Third Edition (WISC–III; D. Wechsler, 1991). The present findings indicate substantive differences between the WISC–III and WISC–IV profiles of children with TBI. (PsycINFO Database Record (c) 2010 APA, all rights reserved)

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Premorbid prediction of WISC-IV IQs in children: Be careful

The post-hoc, retrospective prediction of a person's global IQ score, after significant brain injury (TBI), has been an ongoing area of study and discussion in the adult neuropsychology literature for many years. A new small scale study (n=40 TBI and 40 controls; thus, significant caution is thus urged) in Psychological Assessment reports an attemp to predict "premorid IQ" in children on the WISC-IV.

The abstract for the article by Schoenberg et al. (2008) is below. The bottom line message appears to be caution in attempts to predict a child's intelligence prior to TBI after TBI has occurred. Statistical formula's are available, but do not always provide decent estimates. The authors urge appropriate caution and the need to develop premorbid estimates that include more than just post-injury WISC-IV scores and select subject demographics (plugged into equations) ---e.g., consideration of prior group achievement tests scores; school grades; etc.

As per usual, the authors make a call for further research....which appears appropriate given the small sample sizes and the accuracy of the WISC-IV equation based prediction methods.

• Abstract: Determination of neuropsychological impairment involves contrasting obtained performances with a comparison standard, which is often an estimate of premorbid IQ. M. R. Schoenberg, R. T. Lange, T. A. Brickell, and D. H. Saklofske (2007) proposed the Child Premorbid Intelligence Estimate (CPIE) to predict premorbid Full Scale IQ (FSIQ) using the Wechsler Intelligence Scale for Children—4th Edition (WISC–IV; Wechsler, 2003). The CPIE includes 12 algorithms to predict FSIQ, 1 using demographic variables and 11 algorithms combining WISC–IV subtest raw scores with demographic variables. The CPIE was applied to a sample of children with acquired traumatic brain injury (TBI sample; n
  40) and a healthy demographically matched sample (n
  40). Pairedsamples t tests found estimated premorbid FSIQ differed from obtained FSIQ when applied to the TBI sample (ps
  .01). When applied to healthy peers, estimated and obtained FSIQ did not differ (ps.02). The demographic only algorithm performed well at a group level, but estimates were restricted in range. Algorithms combining single subtest scores with demographics performed adequately. Results support the clinical application of the CPIE algorithms. However, limitations to estimating individual premorbid ability, including statistical and developmental factors, must be considered.

Technorati Tags: psychology, educational psychology, school psychology, neuropsychology, neuroscience, WISC-IV, Wechsler, premorbid IQ, TBI, brain injury