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The Arizona Cognitive Test Battery for Down Syndrome: Test-Retest Reliability and Practice Effects
Jamie O Edgin1, Payal Anand1, Tracie Rosser1
1Jamie O. Edgin and Payal Anand, University of Arizona; Tracie Rosser, Emory University; Elizabeth I. Pierpont, University of Wisconsin-Madison and University of Minnesota; Carlos Figueroa, University of Arizona; Debra Hamilton and Lillie Huddleston, Georgia State University; Gina Mason, Cornell University; Goffredina Spanò, University of Arizona; Lisa Toole, Johns Hopkins University; Mina Nguyen-Driver, Oregon Health Sciences University; George Capone, Johns Hopkins University; Leonard Abbeduto, University of Wisconsin-Madison and University of California, Davis; Cheryl Maslen, Oregon Health Sciences University; Roger H. Reeves, Johns Hopkins University; and Stephanie Sherman, Emory University.
Abstract:
A multisite study investigated the test-retest reliability and practice effects of a battery of assessments to measure neurocognitive function in individuals with Down syndrome (DS). The study aimed to establish the appropriateness of these measures as potential endpoints for clinical trials. Neurocognitive tasks and parent report measures comprising the Arizona Cognitive Test Battery (ACTB) were administered to 54 young participants with DS (7-20 years of age) with mild to moderate levels of intellectual disability in an initial baseline evaluation and a follow-up assessment 3 months later. Although revisions to ACTB measures are indicated, results demonstrate adequate levels of reliability and resistance to practice effects for some measures. The ACTB offers viable options for repeated testing of memory, motor planning, behavioral regulation, and attention. Alternative measures of executive functioning are required.
