A Complex Case of Tri-lingual, Tri-cultural, Bi-racial, and Multiple Medical Comorbidities

Springer Science and Business Media LLC - Tập 3 - Trang 156-169 - 2017
Antonio E. Puente1, Andrea M. Mejia1, Hana C. Kuwabara1
1University of North Carolina Wilmington, Wilmington, USA

Tóm tắt

Complex issues regarding the assessment of culturally and racially diverse individuals have been discussed for decades. Significant efforts are still needed to determine which measures are culturally fair, as well as obtaining representative normative data, especially in the pediatric population. We present a complex case of a 12-year old female who is bi-racial, tri-lingual, and tri-cultural with a history of cardiovascular and seizure complications. Although Juana (pseudonym) was evaluated within the school system four and a half years prior to the present neuropsychological evaluation, further assessment revealed more complex issues than previously considered or understood. After the administration of 50 tests (some repeated), a clearer understanding of her clinical situation emerged. The importance of understanding the intertwined variables of culture, environment, language, and neurological complications is explored.

Tài liệu tham khảo

Adams, W., & Sheslow, D. (1995). Wide range assessment of visual motor abilities (WRAVMA). Wilmington: Wide Range, Inc.. Adams, W., & Sheslow, D. (2003). Wide range assessment of memory and learning (Second ed.). Wilmington: Wide Range. Agranovich, A., & Puente, A. E. (2007). Do Russian and American normal adults perform similarly on neuropsychological tests? Preliminary findings on the relationship between culture and test performance. Archives of Clinical Neuropsychology, 22, 273–282. American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (2014). Standards for educational and psychological testing. Washington DC: American Educational Research Association. Ardila, A., Rosselli, M., & Puente, A. E. (1994). Neuropsychological evaluation of the Spanish speaker. New York: Plenum Press. Bailet, L. L., & Turk, W. R. (2000). The impact of childhood epilepsy on neurocognitive and behavioral performance: a prospective longitudinal study. Epilepsia, 41(4), 426–431. Bellinger, D. C., Wypij, D., Kuban, K. C., Rappaport, L. A., Hickey, P. R., Wernovsky, G., et al. (1999). Developmental and neurological status of children at 4 years of age after heart surgery with hypothermic circulatory arrest or low-flow cardiopulmonary bypass. Circulation, 100(5), 526–532. Benton, L. A., Hamsher, K. D., & Sivan, A. B. (1994). Controlled oral word association test. Multilingual Aphasia Examination. (3rd ed.). San Antonio, TX: Psychological Corporation. Bruggemans, E. F. (2013). Cognitive dysfunction after cardiac surgery: Pathophysiological mechanisms and preventive strategies. Netherlands Heart Journal, 21(2), 70–73. Bulteau, C., Jambaque, I., Viguier, D., Kieffer, V., Dellatolas, G., & Dulac, O. (2000). Epileptic syndromes, cognitive assessment and school placement: a study of 251 children. Developmental Medicine & Child Neurology, 42(05), 319–327. Byrd, D., Arentoft, A., Scheiner, D., Westerveld, M., & Baron, I. S. (2008). State of multicultural neuropsychological assessment in children: current research issues. Neuropsychology Review, 18(3), 214–222. Calderon, J., Bonnet, D., Courtin, C., Concordet, S., Plumet, M. H., & Angeard, N. (2010). Executive function and theory of mind in school-aged children after neonatal corrective cardiac surgery for transposition of the great arteries. Developmental Medicine & Child Neurology, 52(12), 1139–1144. Cohen, M. (1997). Children’s memory scale. San Antonio: Psychological Corporation. Conners, C. K. (2014). Conners continuous performance test (3rd ed.). North Tonawanda: Multi-Heath Systems Inc.. Cummins, J. (1999). BICS and CALP: Clarifying the Distinction. Educational Resources Information Center, U.S. Department of Education. Delis, D. C., Kramer, J. H., Kaplan, E., & Ober, B. A. (1994). The California verbal learning test-Children’s version. San Antonio: The Psychological Corporation. Dick, M. B., Dick-Muehlke, C., & Teng, E. L. (2006). Assessment of cognitive status in Asians. In G. Yeo, D. Gallagher-Thompson, G. Yeo, & D. Gallagher-Thompson (Eds.), Ethnicity and the dementias (2nd ed., pp. 55–69). New York: Routledge/Taylor & Francis Group. Dunn, L. M., Dunn, L. M., Bulheller, S., & Häcker, H. (1965). Peabody picture vocabulary test. Circle Pines: American Guidance Service. Fastenau, P. S., Shen, J., Dunn, D. W., Perkins, S. M., Hermann, B. P., & Austin, J. K. (2004). Neuropsychological predictors of academic underachievement in pediatric epilepsy: moderating roles of demographic, seizure, and psychosocial variables. Epilepsia, 45(10), 1261–1272. Gilliam, J. E. (2001). Gilliam Asperger’s Disorder Scale (GADS). Los Angeles: Western Psychological Services. Golden, C. J. (1978). Stroop color and word test. In: A manual for clinical & experimental users. Wood Dale: Stoelting. Golden, C. J., & Thomas, R. B. (2000). Cross-cultural applications of the Luria-Nebraska neuropsychological test battery and Lurian principles of syndrome analysis. In E. Fletcher-Janzen, T. L. Strickland, C. R. Reynolds, E. Fletcher-Janzen, T. L. Strickland, & C. R. Reynolds (Eds.), Handbook of cross-cultural neuropsychology (pp. 305–313). Dordrecht: Kluwer Academic Publishers. Gronwall, D. M. A. (1977). Paced auditory serial addition task: a measure of recovery from concussion. Perceptual and Motor Skills, 44, 367–373. Hammill, D. D., Pearson, N. A., & Wiederholt, J. L. (2009). Comprehensive test of nonverbal intelligence (second ed.). Austin: Pro-ED. Harris, J. G., Cullum, C. M., & Puente, A. E. (1995). Effects of bilingualism on verbal learning and memory in Hispanic adults. Journal of the International Neuropsychological Society, 1(01), 10–16. Harrison, P. L., & Oakland, T. (2003). Adaptive behavior assessment system second edition (ABAS-II). San Antonio: PsychCorp. Heaton, R. K., Chelune, G. J., Talley, J. L., Kay, G. G., & Curtis, G. (1993). Wisconsin card sorting task (WCST) manual, revised and expanded. Odessa: Psychological Assessment Resources. Hooper, H. E. (1983). Hooper visual organization test manual. Los Angeles: Western Psychological Services. Keith, J. R., Puente, A. E., Malcolmson, K. L., Tartt, S., Coleman, A. E., & Marks Jr., H. F. (2002). Assessing postoperative cognitive change after cardiopulmonary bypass surgery. Neuropsychology, 16(3), 411. Kellogg, C. E., & Morton, N. W. (1999). Beta III. San Antonio: Psychological Corporation. Meyer, S., Shatat, M., Schäfers, H. J., Shamdeen, M. G., Gortner, L., & Abdul-Khaliq, H. (2011). Electroencephalogram in children undergoing cardiac surgery. Clinical Neurophysiology, 122(9), 1890–1891. Meyers, J. E., & Meyers, K. R. (1995). Rey complex figure test and recognition trial: RCFT: professional manual. Lutz: PAR. Pontón, M. O., & Ardila, A. (1999). The future of neuropsychology with Hispanic populations in the United States. Archives of Clinical Neuropsychology, 14, 565–580. Puente, A. E., & Agranovich, A. (2004). The cultural in cross-cultural neuropsychology. In M. Hersen, G. Goldstein, & S. R. Beers (Eds.), Comprehensive handbook of psychological assessment. Vol. 1: intellectual and neuropsychological assessment (pp. 321–332). Hoboken: Willey. Puente, A. E., & Perez-Garcia, M. (2000). Neuropsychological assessment of ethnic minorities: clinical issues. In I. Cuéllar & F. A. Paniagua (Eds.), Handbook of multicultural mental health (pp. 419–435). San Diego: Academic. Puente, A. E., & Puente, A. N. (2013). Assessment of neuropsychological functioning. In K. F. Geisinger, B. A. Bracken, J. F. Carlson, J. C. Hansen, N. R. Kuncel, S. P. Reise, & M. C. Rodriguez (Eds.), American Psychological Association handbook of testing and assessment in psychology, Vol. 2: testing and assessment in clinical and counseling psychology. American Psychological Association handbooks in psychology (pp. 133–152). Washington, DC: American Psychological Association. Quartermain, M. D., Ittenbach, R. F., Flynn, T. B., Gaynor, J. W., Zhang, X., Licht, D. J., et al. (2010). Neuropsychological status in children after repair of acyanotic congenital heart disease. Pediatrics, 126(2), e351–e359. doi:10.1542/peds.2009-2822. Raven, J. C. (1998). Raven’s progressive matrices. Oxford: Oxford Psychologists Press. Reitan, M. (1984). Aphasia and sensory-perceptual deficits in children. Tucson: Neuropsychology Press. Reitan, R. M., & Wolfson, D. (1993). The Halstead-Reitan neuropsychological test battery. Theory and clinical interpretation (Second ed.). Tucson: Neuropsychology Press. Reuner, G., Kadish, N. E., Doering, J. H., Balke, D., & Schubert-Bast, S. (2016). Attention and executive functions in the early course of pediatric epilepsy. Epilepsy & Behavior, 60, 42–49. Rey, A. (1964). L’examen clinique en psychologie [the clinical examination in psychology]. Paris: Presses Universitaires de France. Reynolds, C. R., & Kamphaus, R. W. (2004). Behavioral assessment system for children (second ed.). Bloomington: Pearson. Rosselli, M., Matute, E., & Ardila, A. (2013). Assessing developmental learning and communication disorders in Hispanic children: a neuropsychological perspective. In: Guide to psychological assessment with hispanics (pp. 309–334). Springer US. Roswell, F. G., Chall, J. S., Curtis, M. E., & Kearns, G. (2005). Diagnostic assessments of reading (DAR). Boston, Ma: Houghton Mifflin Harcourt. Ruff, R. M., Niemann, H., Allen, C. C., Farrow, C. E., & Wylie, T. (1992). The Ruff 2 and 7 selective attention test: a neuropsychological application. Perceptual and Motor Skills, 75(3 suppl), 1311–1319. Salinas, C. M., Bordes-Edgar, V. & Puente, A. E. (2017). Barriers and practical approaches to neuropsychological assessment of Spanish speakers. In F. R. Ferraro (Ed.), Minority and Cross-Cultural Aspects of Neuropsychological Assessment. Swets & Zeitlinger. Seymour, P. H., Aro, M., & Erskine, J. M. (2003). Foundation literacy acquisition in European orthographies. British Journal of Psychology, 94, 143–174. doi:10.1348/000712603321661859. Shipley, W., Gruber, C. P., Martin, T. A., & Klein, A. M. (2009). Shipley-2. Los Angeles: Western Psychological Services. Sivan, A. B. (1992). Benton visual retention test (5th ed.). San Antonio: Psychological Corporation. Sweet, J., Nelson, N. W., & Moberg, P. J. (2006). The TCN/AACN 2005 “salary survey”: professional practices, beliefs, and incomes of U.S. neuropsychologists. The Clinical Neuropsychologist, 20, 325–364. Thames, A. D., Karimian, A., & Steiner, A. J. (2016). Neuropsychological assessment of ethnic minority children. In S. L. Graves, J. J. Blake, S. L. Graves, & J. J. Blake (Eds.), Psychoeducational assessment and intervention for ethnic minority children: evidence-based approaches (pp. 133–161). Washington, DC: American Psychological Association. doi:10.1037/14855-009. U.S. Census Bureau (2015). Detailed languages spoken at home and ability to speak English for the population 5 years and over for United States: 2009–2013 [Data file]. Retrieved from http://www.census.gov/data/tables/2013/demo/2009-2013-lang-tables.html. Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (1999a). Comprehensive test of phonological processes (CTOPP). Austin: Pro-Ed. Wagner, R., Torgesen, J., & Rashotte, C. A. (1999b). Test of word reading efficiency. Austin: Pro-Ed. Wechsler, D. (2005a). Wechsler intelligence scale for children fourth edition—Spanish. San Antonio: PsychCorp. Wechsler, D. (2005b). Wechsler individual achievement test—second edition (WIAT II). London: The Psychological Corp. Wilkinson, G. S., & Robertson, G. J. (2006). Wide range achievement test (fourth ed.). Lutz: Psychological Assessment Resources. Williams, J., Griebel, M. L., & Dykman, R. A. (1998). Neuropsychological patterns in pediatric epilepsy. Seizure, 7(3), 223–228. Woodcock, R. W., Munoz-Sandoval, A. F., McGrew, K. S., & Mather, N. (2007). Bateria III Woodcock-Munoz. Rolling Meadows: Riverside Publishing. Ziegler, R. S. (2016). Principles and practice of a neuropsychological approach to conducting independent educational evaluations. Journal of Pediatric Neuropsychology, 2(1–2), 70–77.