Effects of cultural background on test scores in severe traumatic brain injury

A. J. Walker, J. Batchelor, E. A. Shores, M. P. Jones

Research output: Contribution to journalMeeting abstract

Abstract

The relationship between cultural and linguistic background and neuropsychological test performances was examined in a convenience sample of people sustaining severe to extremely severe traumatic brain injury (TBI). Three groups were compared: (1) monolingual English speaking (N=152), (2) culturally and linguistic diverse background (CALD) educated in Australia (N=35) and (3) CALD and educated in a non-English speaking country (N=37). Those still in posttraumatic amnesia (PTA), more than 2 years post-injury, with prior TBI, or showing insufficient effort were excluded. Groups were not different in years of education, PTA duration or compensation status. On most tests the monolingual English speaking group performed highest and CALD educated in a non-English speaking country lowest, with CALD educated in Australia in between. After adjusting p-value for multiple comparisons, people educated in a non-English speaking country performed at a significantly lower level on WAIS-III indices (PIQ, POI), some WAIS-III subtests and Wisconsin Card Sorting Test (perseverative errors). Effects of cultural background were less prominent on tests of new learning and memory. The results are discussed with respect to the effects of acculturation including context of education on test scores and implications for clinical neuropsychological practice.
Original languageEnglish
Pages (from-to)230
Number of pages1
JournalAustralian Journal of Psychology
Volume59
Issue numberSuppl.
Publication statusPublished - 2007
EventAnnual Conference of APS College of Clinical Neuropsychologists (13th : 2007) - Sunshine Coast, Queensland
Duration: 22 Sep 200724 Sep 2007

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