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.
|Number of pages||1|
|Journal||Australian Journal of Psychology|
|Publication status||Published - 2007|
|Event||Annual Conference of APS College of Clinical Neuropsychologists (13th : 2007) - Sunshine Coast, Queensland|
Duration: 22 Sep 2007 → 24 Sep 2007