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Effects of Education on Differential Item Functioning on the 15-Item Modified Korean Version of the Boston Naming Test

OBJECTIVE: Education is expected to have an effect on differential item functioning (DIF) on the 15-item Modified Boston Naming Test in the Korean version of the Consortium to Establish a Registry for Alzheimer's Disease Assessment Packet (BNT-KC). However, no study has examined DIF in the BNT-...

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Autores principales: Kim, Byung-Soo, Lee, Dong-Woo, Bae, Jae-Nam, Kim, Ji-Hyun, Kim, Shinkyum, Kim, Ki Woong, Park, Jee-Eun, Cho, Maeng Je, Chang, Sung Man
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Korean Neuropsychiatric Association 2017
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5355009/
https://www.ncbi.nlm.nih.gov/pubmed/28326109
http://dx.doi.org/10.4306/pi.2017.14.2.126
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author Kim, Byung-Soo
Lee, Dong-Woo
Bae, Jae-Nam
Kim, Ji-Hyun
Kim, Shinkyum
Kim, Ki Woong
Park, Jee-Eun
Cho, Maeng Je
Chang, Sung Man
author_facet Kim, Byung-Soo
Lee, Dong-Woo
Bae, Jae-Nam
Kim, Ji-Hyun
Kim, Shinkyum
Kim, Ki Woong
Park, Jee-Eun
Cho, Maeng Je
Chang, Sung Man
author_sort Kim, Byung-Soo
collection PubMed
description OBJECTIVE: Education is expected to have an effect on differential item functioning (DIF) on the 15-item Modified Boston Naming Test in the Korean version of the Consortium to Establish a Registry for Alzheimer's Disease Assessment Packet (BNT-KC). However, no study has examined DIF in the BNT-KC. METHODS: We used the item response theory to investigate the impact of education on the DIF in the BNT-KC among elderly individuals with or without dementia (n=720). A two-parameter item response model was used to determine the difficulty and discrimination parameters of each item. The Benjamini-Hochberg procedure was used to address the risk of Type I errors on multiple testing. RESULTS: Four items, “mermaid,” “acorn,” “compass,” and “pomegranate” continued to demonstrate DIF after controlling for multiple comparisons. Those with low education levels were more likely to error on “mermaid” and “compass,” while those with high education levels were more likely to error on “acorn” and “pomegranate.” “Hand” and “red pepper” were too easily identified to be used for detecting dementia patients. “Monk's hat” and “pomegranate” were less discriminating than other items, limiting their usefulness in clinical setting. CONCLUSION: These findings may provide useful information for the development of a revised version of the BNT-KC to help clinicians make diagnostic decisions more accurately.
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spelling pubmed-53550092017-03-21 Effects of Education on Differential Item Functioning on the 15-Item Modified Korean Version of the Boston Naming Test Kim, Byung-Soo Lee, Dong-Woo Bae, Jae-Nam Kim, Ji-Hyun Kim, Shinkyum Kim, Ki Woong Park, Jee-Eun Cho, Maeng Je Chang, Sung Man Psychiatry Investig Original Article OBJECTIVE: Education is expected to have an effect on differential item functioning (DIF) on the 15-item Modified Boston Naming Test in the Korean version of the Consortium to Establish a Registry for Alzheimer's Disease Assessment Packet (BNT-KC). However, no study has examined DIF in the BNT-KC. METHODS: We used the item response theory to investigate the impact of education on the DIF in the BNT-KC among elderly individuals with or without dementia (n=720). A two-parameter item response model was used to determine the difficulty and discrimination parameters of each item. The Benjamini-Hochberg procedure was used to address the risk of Type I errors on multiple testing. RESULTS: Four items, “mermaid,” “acorn,” “compass,” and “pomegranate” continued to demonstrate DIF after controlling for multiple comparisons. Those with low education levels were more likely to error on “mermaid” and “compass,” while those with high education levels were more likely to error on “acorn” and “pomegranate.” “Hand” and “red pepper” were too easily identified to be used for detecting dementia patients. “Monk's hat” and “pomegranate” were less discriminating than other items, limiting their usefulness in clinical setting. CONCLUSION: These findings may provide useful information for the development of a revised version of the BNT-KC to help clinicians make diagnostic decisions more accurately. Korean Neuropsychiatric Association 2017-03 2017-03-06 /pmc/articles/PMC5355009/ /pubmed/28326109 http://dx.doi.org/10.4306/pi.2017.14.2.126 Text en Copyright © 2017 Korean Neuropsychiatric Association http://creativecommons.org/licenses/by-nc/4.0/ This is an Open Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/4.0/) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
spellingShingle Original Article
Kim, Byung-Soo
Lee, Dong-Woo
Bae, Jae-Nam
Kim, Ji-Hyun
Kim, Shinkyum
Kim, Ki Woong
Park, Jee-Eun
Cho, Maeng Je
Chang, Sung Man
Effects of Education on Differential Item Functioning on the 15-Item Modified Korean Version of the Boston Naming Test
title Effects of Education on Differential Item Functioning on the 15-Item Modified Korean Version of the Boston Naming Test
title_full Effects of Education on Differential Item Functioning on the 15-Item Modified Korean Version of the Boston Naming Test
title_fullStr Effects of Education on Differential Item Functioning on the 15-Item Modified Korean Version of the Boston Naming Test
title_full_unstemmed Effects of Education on Differential Item Functioning on the 15-Item Modified Korean Version of the Boston Naming Test
title_short Effects of Education on Differential Item Functioning on the 15-Item Modified Korean Version of the Boston Naming Test
title_sort effects of education on differential item functioning on the 15-item modified korean version of the boston naming test
topic Original Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5355009/
https://www.ncbi.nlm.nih.gov/pubmed/28326109
http://dx.doi.org/10.4306/pi.2017.14.2.126
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