Generating fair, reliable, and accurate neuropsychological test norms for people with HIV in a low- or middle-income country.

Journal: Journal of neurovirology

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Affiliated Institutions:  Department of Psychiatry and Mental Health, University of Cape Town, Cape Town, South Africa. hetta.gouse@uct.ac.za. ACSENT Laboratory, Department of Psychology, University of Cape Town, Cape Town, South Africa. Department of Psychiatry and Mental Health, University of Cape Town, Cape Town, South Africa. Centre for Higher Education Development, University of Cape Town, Cape Town, South Africa. Department of Psychology, the University of New South Wales, Sydney, Australia. Mailman School of Public Health, Columbia University, New York, NY, USA. Harvard T.H. Chan School of Public Health, Boston, MA, USA. HIV Center for Clinical and Behavioral Science, New York State Psychiatric Institute and Columbia University, New York, NY, USA.

Abstract summary 

Effective neuropsychological assessment of people with HIV (PWH) in low- and middle-income countries (LMICs) is hampered by the unavailability of adequate test norms. We aimed to: (1) develop demographically-corrected (regression-based) South African (SA) normative data for an HIV appropriate neuropsychological test battery for Xhosa home-language speakers; (2) compare the utility of those norms to that of (i) internal standardization norms and (ii) US test publisher norms; and (3) determine the criterion validity of the newly-developed norms. 114 controls and 102 demographically comparable Xhosa home-language people living with HIV completed a well-establised, standard HIV neuropsychological test battery assessing seven cognitive domains. Using a common performance metric (z-score), we compared control and PWH test performance and examined the extent to which the three different normative datasets embedded demographic effects e.g., education. Using internal standardization norms, analyses detected medium-sized correlations of overall test performance with age and education. Correlations were fully corrected for by the newly-developed demographically-corrected norms. Using demographically-corrected norms, PWH performed significantly more poorly than controls in five cognitive domains, whereas using internal standardization norms and test-publisher norms, PWH performed significantly more poorly than controls in one and two domains, respectively. Demographically-corrected norms estimated 43.1% of PWH were cognitively impaired; these estimates were 22.5% using test-publisher norms and 19.6% using internal standardization norms. Demographically-corrected SA norms were more sensitive to cognitive impairment in PWH than the other sets of norms. Expansion of this regression-based method to create population-appropriate norms will benefit research and clinical practice in LMICs.

Authors & Co-authors:  Gouse H H Thomas K G F KGF Masson C J CJ Henry M M Joska J A JA Cysique L A LA Ling S S Ye X X Liu J J Robbins R N RN

Study Outcome 

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Citations :  American Education Research Association (2014) Standards for educational and psychological testing. https://www.testingstandards.net/open-access-files.html . Accessed 21 Nov 2024
Authors :  10
Identifiers
Doi : 10.1007/s13365-024-01235-6
SSN : 1538-2443
Study Population
Male,Female
Mesh Terms
Other Terms
Cross-cultural assessment;HIV-associated neurocognitive disorder;HIV-associated neurocognitive impairment;Low- and middle-income country (LMIC);Normative data;Regression-based norms
Study Design
Study Approach
Country of Study
South Africa
Publication Country
United States