Cross-Cultural Performance Validity Testing: Managing False Positives in Examinees with Limited English Proficiency

Area of Science:

• Neuroscience
• Psychology
• Clinical Psychology

Background:

• Performance validity tests (PVTs) are crucial for assessing response accuracy in neuropsychological evaluations.
• Limited English proficiency (LEP) is a growing concern in diverse university student populations undergoing cognitive assessments.
• Understanding the impact of LEP on PVT performance is essential for accurate diagnostic interpretations.

Purpose of the Study:

• To investigate the base rates of failure (BR) on various PVTs among university students with LEP.
• To determine if LEP influences the performance on free-standing versus embedded PVTs.
• To assess the risk of false positives on PVTs associated with LEP.

Main Methods:

• Calculated BR for multiple free-standing and embedded PVTs in a sample of university students with LEP.
• Analyzed the relationship between LEP and PVT failure rates.
• Examined the influence of verbal mediation levels in embedded PVTs.

Main Results:

• Free-standing PVTs and certain embedded indicators demonstrated robustness to LEP.
• LEP was associated with high BR (20-50%) on embedded PVTs with significant verbal mediation.
• Multivariate models of PVT performance did not fully mitigate the impact of LEP on these specific tests.

Conclusions:

• Failure on free-standing PVTs is unlikely to be attributable to LEP.
• Elevated BR on certain embedded PVTs in students with LEP indicates a substantial risk of false positives.
• Clinical recommendations should consider the potential impact of LEP on specific PVT types to avoid misinterpretations.