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Posts for Topic: UDS 3.0 cross-walk feedback
Subject: Craft story question 
Post Number: 12
Person Adding: Kristie Vera
E-Mail: Kristie.Vera@usouthwestern.edu

Center: U Texas Southwestern

Post Date:03/24/2014
Post Time:11:52:03 AM
Comment We have the same question about counting "son" in the paraphrase scoring since it does not necessarily imply that the person is young. I cannot see any of the answers to these posts?
Subject: Using a digital voice recorder
Post Number: 11
Person Adding: Rahel Fekadu
E-Mail: rahel.fekadu@utsouthwestern.edu

Center: U Texas Southwestern

Post Date:01/10/2014
Post Time: 7:34:15 AM
Comment Craft Story 21 We have found it necessary to record the response in order to insure total accuracy when scoring. Whats the protocol when recording the responses from Craft Story 21? Would a verbal consent or a simple written consent be sufficient?or would it have to be approved by the IRB?
Subject: Crosswalk scoring query
Post Number: 10
Person Adding: denise maue dreyfus
E-Mail: dmdreyfu@artsci.wustl.edu

Center: Washington U, Saint Louis

Post Date:01/09/2014
Post Time: 3:18:40 PM
Comment Craft PARAPHRASE scoring question: Participant said "Maria's son Ricky.." Should "child" (phrase denoting that it was a young person) be credited for "son" within this context or not?
Subject: Crosswalk scoring query
Post Number: 9
Person Adding: denise maue dreyfus
E-Mail: dmdreyfu@artsci.wustl.edu

Center: Washington U, Saint Louis

Post Date:01/09/2014
Post Time:12:49:32 PM
Comment Craft PARAPHRASE scoring question: Participant said "Maria's son Ricky.." Should "child" (phrase denoting that it was a young person) be credited for "son" within this context or not?
Subject: Crosswalk scoring queries
Post Number: 8
Person Adding: denise maue dreyfus
E-Mail: dmdreyfu@artsci.wustl.edu

Center: Washington U, Saint Louis

Post Date:01/09/2014
Post Time:12:48:46 PM
Comment Craft PARAPHRASE scoring questions: Participant said "Maria's son Ricky.." Should "child" (phrase denoting that it was a young person) be credited for "son" within this context or not?
Subject: turnaround time for crosswalk packets
Post Number: 7
Person Adding: Munro Cullum
E-Mail: munro.cullum@utsouthwestern.edu

Center: U Texas Southwestern

Post Date:12/13/2013
Post Time: 4:11:12 PM
Comment Good job with the call conference yesterday. One question regarding turnaround time for crosswalk packets - Perhaps I misread, but I think I noticed that the desired time is within 2 weeks, though median times for UDS submissions across centers is around 94 days currently, so this seems to be a huge gap, and given the many pieces of info, entry, and checking, 2 weeks sounds like an unattainable goal....
Subject: MINT
Post Number: 6
Person Adding: Diane Howieson
E-Mail: howiesod@ohsu.edu

Center: Oregon Health & Science U

Post Date:11/27/2013
Post Time: 9:46:24 AM
Comment I was able to give the cross-walk exam to only one participant (88-yr-old, normal healthy control) because of the delay in getting the consent form through the IRB. I gave these tests after the standard UDS exam. In this one case the tests worked well except for the item "seesaw" on the MINT. There are regional differences the name of this item (see below). My person from the west coast called it a "teeter-totter" and had never heard the name seesaw. Having grown up in the midwest, I am familiar with teeter-totter. I will be sorry to lose speed of processing scores such as the full TMT. The TMT on the MoCA will not be very useful because of the brevity and scoring. MINT item seesaw Regional Note: The outdoor toy usually called a seesaw has a number of regional names, New England having the greatest variety in the smallest area. In southeast New England it is called a tilt or a tilting board. Speakers in northeast Massachusetts call it a teedle board in the Narragansett Bay area the term changes to dandle or dandle board. Teeter or teeterboard is used more generally in the northeast United States, while teeter-totter, probably the most common term after seesaw, is used across the inland northern states and westward to the West Coast. Both seesaw (from the verb saw) and teeter-totter (from teeter, as in to teeter on the edge) demonstrate the linguistic process called reduplication, where a word or syllable is doubled, often with a different vowel.
Subject: Cross-walk feedback
Post Number: 5
Person Adding: Eric Steinberg
E-Mail: egstein@bu.edu

Center: Boston U

Post Date:11/26/2013
Post Time: 9:27:20 AM
Comment All Cross-walk tests were administered after the current battery. MoCA Format was too small. The spaces for drawing and the size of the animals for naming were too small and frustrated the participants. MINT The mortar and pestle images and the semantic cues seem essentially the same. Additionally, the last few pictures on the MINT seem a lot more difficult than the images on the BNT and this seemed to frustrate the participants. There is greater concern about participant burden. Participants were fatigued after completion of the current battery and we are concerned it may have affected their performance on the proposed battery. Likewise, we are also concerned that if the proposed battery is administered first it could potentially affect performance on the current battery. Additionally, participants commented that they thought the repetitive nature of the batteries was confusing and frustrating.
Subject: Cross-walk Feedback
Post Number: 4
Person Adding: Katy Zorich
E-Mail: orchowskik3@upmc.edu

Center: U Pittsburgh

Post Date:11/25/2013
Post Time:10:40:25 AM
Comment Craft Story 21 - For paraphrase scoring, it would be useful to have examples of 0-point responses. - It is extremely difficult to record a participant’s response verbatim, even when asking them to slow down. - There are not spaces to write down the time when the task ended (Immediate Recall) and started (Delayed Recall). This would be helpful in order to determine the total number of minutes elapsed. MoCA - There should be an extra page to record verbal fluency. - Can we fold the page just before the “memory” section so subjects do not see the words for the memory task? - For digits within “attention,” are we allowed to repeat instructions? If so, how many times? - For letter A tapping within “attention,” how much can we teach the task? Is it okay for the examiner to demonstrate tapping on the table? - For letter fluency, are compound words (e.g. fire truck, fire house, fire hydrant) acceptable? - Is it possible to modify the MoCA worksheet to make space for clinical notes? MINT - Are two pictures for mortar/pestle necessary? If so, the mortar should be greyed out in one, and the pestle greyed out on the other. Presenting the same picture twice causes confusion among participants (even controls).
Subject: Crosswalk Feasibility Survey
Post Number: 3
Person Adding: Anne Arthur
E-Mail: aarthur@kumc.edu

Center: U Kansas

Post Date:11/25/2013
Post Time: 8:47:47 AM
Comment All Crosswalk tests were administered after current UDS battery. Administered to 7 participants. 5—CDR = 0 2—CDR = 0.5 On average, took 30 minutes to administer. Participants were able to complete all cognitive tests. Participants understood the instructions the first time (instructions did not need to be repeated). Digit Span --Would suggest moving the last instruction of, “You don’t have to remember all the numbers you just repeated before this set,” to earlier in the instructions so you don’t end with this instruction. (Too confusing for participants—would end with instruction on what they actually need to do, “Repeat only the numbers I say each time.”) Craft Story --Difficult to score the paraphrase section without the use of a digital voice recorder (our site did not use a recorder). --Need to get used to scoring both verbatim and paraphrase. --The phrase “and helped them” on the story is broken out into two parts, but “and helped them” is scored as one point on the paraphrase scoring. MINT --Take out the pictures from the packet. Each site to laminate and re-use the pictures for each administration. --Have the scoring sheet condensed to one page instead of three pages. MoCA --It would be helpful to have a place to enter the participant’s education since scoring is dependent on the participant’s education level. Otherwise, it needs to be clear as to where the psychometrician needs to locate the participant’s education level.
Subject: Crosswalk Feedback
Post Number: 2
Person Adding: Denise Maue Dreyfus
E-Mail: dmdreyfu@artsci.wustl.edu

Center: Washington U, Saint Louis

Post Date:11/22/2013
Post Time: 9:08:08 AM
Comment CRAFT STORY Perfect Verbatim Scoring Verbatim scoring clarifications: How “perfect?” No verb tense differences, possession, singular vs. plural e.g. Kicking for kicked? Plays for played Dog for dogs? Dogs for dogs’? He’s for he? Paraphrase scoring Paraphrase clarifications: Columns of examples of acceptable alternative responses and 0 point responses in addition to the “general rule” information as per WMS Logical Memory would be most helpful in standardizing scoring in this multi-site study. “Somebody came out of the house” adequate for – for “A word or phrase indicating that the owner was present”? Not adequately specific? No score for either “the dog’s owner” or “came out?” MoCA Cube Can examiner provide a separate piece of paper for cube or clock if participant has motor difficulties (and may not be able to execute drawing in such a small space)? Question on scoring criteria regarding “no line is added:” if participant draws cube, then redraws one of the lines so that it more parallel or “improves” the drawing in some way, resulting in an “extra” line, how should this be handled? Clock No reminders/ reinstruct to be given about clock drawing, e.g. participant asks what the time is supposed to be? Attention Vigilance: Write of errors in [ ] ? Serial 7’s: “Give this instruction twice if necessary.” Necessary as in participant gets off track? For example, begins to count by 7’s and then goes to 1’s? Language Repeat: Write sentence down if person does not answer correctly or just score as 0? Fluency: May directions be repeated? Will a separate f fluency sheet be added as per ADNI? Abstraction Write down response if person does not answer correctly or just score as 0? Delayed Recall On delayed recall, participant had “no idea” which words examiner was asking for. Once examiner provided the multiple choice options for face, participant then provided the other 4 words (velvet, church, daisy and red) immediately with no cue. How should this be scored /would credit given for these 4 words as “with no cue”? Optional: category and multiple choice cues. Are these optional depending on site preference? NUMBER SPAN The directions “Repeat only the numbers I say each time. You don’t have to remember all the numbers you just repeated before this set” are confusing and, I believe, unnecessary. It is exceedingly rare for a participant to assume this is expected. Also, are any prompts offered to the participant if she starts off saying the digits in forward order, or loses set partially into the task? MINT #10 If response is teeter totter, must examiner cue for “another name?” # 15 If response is birdcage: is this acceptable or must examiner cue for “more general response?” All respondents replied with “birdcage” to this item. #16 Like # 15, all respondents said “bird’s nest”. Is this acceptable?
Subject: Crosswalk feedback from neuropsych examiners
Post Number: 1
Person Adding: Carol McCleary
E-Mail: cmcclear@usc.edu

Center: U Southern California

Post Date:11/21/2013
Post Time: 5:25:18 PM

Attached File : usc.doc Read Attached File Comment Craft Story 21: • I found it easier to use blank pages to write the complete story, instead of writing it between the lines on the page, especially when the order of the retold story did not match up with the original story. Perhaps blank pages could be included for writing down the Craft Story immediate and delayed recall. • For the paraphrase scoring, it seems as though a point could be given for “play” instead of “played”. However, the scoring sheet says “ ‘played’ is required”, but at the top, it says that the exact words are not required. Perhaps revising it to “ ‘played’ or ‘play’ is required” could be helpful. MOCA • For the clock, it could be helpful to give examples of “slight distortions” of the contour that are scored as correct. Almost all of the participants (with a range of cognitive abilities) I tested did not draw a completely symmetrical, completely closed clock. • For Language, I was wondering where the Fluency words should be written down. Perhaps a blank page could be included for writing down words that start with the letter “F”. Number Span Test • Forwards: o It has been confusing to begin the Number Span TestForward with the instructions: “Repeat only the numbers I say each time. You don’t have to remember all the numbers you just repeated before this set.”, because no numbers have yet been given. However, this idea could be important to include (I did have one participant who, on the old WAIS Digit Span, thought they were supposed to continue remembering all the numbers.) o It would be helpful to include the stop rule on the scoring sheet, as a reminder. o It’s been helpful to have the length of the span already printed on the form. • Backwards: o It would be helpful to remind participants to say the numbers backwards, as the last part of the instructions. I found that when one ends the instructions with “Repeat only the numbers I say each time …”, participants often forget that this set is for repeating numbers backwards.  Perhaps because of this, there was a very large discrepancy between the WAIS Digit Span and this test when repeating numbers backwards, for the first participant I tested with the verbatim instructions (longest span backwards on the WAIS Digit Span: 4 longest span backwards on the new Digit Span: 0) o It would be helpful to include the stop rule on this scoring sheet too. MINT • In the “Spontaneous Response” box, should we only record Prompts, or should we also write down what their spontaneous response was? Either way, it could be helpful to have the Prompts listed on the form as well. • Should the phonemic cues be the phoneme, or just the consonant? In the instructions, it tells you to practice the phonemes (e.g., “wi” for “witch”), but on the form, just the “w” is underlined. I’ve found that it’s really difficult to only make the sound for just one letter, but a clarification on what the phonemic cue should be would be helpful. • It would be helpful to include the stop rule on this scoring sheet too. • A number of participants said “teeter totter” instead of “seesaw”. Is this a regional difference? Could “teeter totter” be accepted?
Subject: Cross-walk feedback
Post Number: 0
Person Adding: Katherine Wild
E-Mail: wildk@ohsu.edu

Center: Oregon Health & Science U

Post Date:11/18/2013
Post Time: 4:53:43 PM
Comment While these are standard tests and may not be amenable to change in the test material, I do have some comments: MOCA - I don't see why this is all on one page. The spaces for response (eg, clock draw, cube) are fairly small for older adults, and the five words for the memory test are visible unless you fold the page. Since the fluency words are presumably recorded somewhere else anyway, why not make it at least a two-sided page? MINT - Does anyone really use both pictures of the mortar and pestle to get those two items? Are we expecting the examinees to tell which is the mortar and which the pestle? For the axle picture, my first subject didn't notice the wheels, which are drawn very faintly. Otherwise, the administration was straightforward and posed no problems.

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