title: Education quality, reading recognition, and racial differences in the neuropsychological outcome from traumatic brain injury.
abstract: Ethnically diverse examinees tend to perform lower on neuropsychological tests. The practice of adjusting normative comparisons for the education level and/or race to prevent overpathologizing low scores is problematic. Education quality, as measured by reading recognition, appears to be a more accurate benchmark for premorbid functioning in certain populations. The present study aimed to extend this line of research to traumatic brain injury (TBI). We hypothesized that a measure of reading recognition, the Wechsler Test of Adult Reading (WTAR), would account for racial differences in neuropsychological performance after TBI. Fifty participants (72% African American, 28% Caucasian) with moderate to severe TBI underwent neuropsychological testing at 1-year post-injury. Reading recognition accounted for all the same variance in neuropsychological performance as race and education (together), as well as considerable additional variance. Estimation of premorbid functioning in African Americans with TBI could be refined by considering reading recognition.
authors.affiliation: G.F. Strong Rehab Centre, Vancouver, BC, Canada. noah.silverberg@vch.ca
authors.forename: Noah D
authors.initials: ND
authors.lastname: Silverberg
authors.forename: Robin A
authors.initials: RA
authors.lastname: Hanks
authors.forename: Season C
authors.initials: SC
authors.lastname: Tompkins
mesh_terms: D000328:Adult; D001741:Black or African American / Q000523:psychology*; D001930:Brain Injuries / Q000523:psychology*; D004522:Educational Status; D005260:Female; D006801:Humans; D008297:Male; D011597:Psychomotor Performance; D011932:Reading; D021641:Recognition, Psychology; D014888:Wechsler Scales; D044465:White People / Q000523:psychology*
keywords: neuropsychological testing; premorbid functioning; psychometrics; racial differences; traumatic brain injury