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Clinical Manifestations.

Nicole Sergeyev1,2, Hannah Bodek1,2, Chloe Moffitt1

  • 1Albert Einstein College of Medicine, Bronx, NY, USA.

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Summary
This summary is machine-generated.

Sociodemographic and linguistic factors significantly impact cognitive screening tool performance in older adults. Lower scores on the TICS-m were observed in Hispanic and non-native English speakers, indicating a need for culturally tailored assessments.

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Area of Science:

  • Gerontology
  • Cognitive Science
  • Public Health

Background:

  • The Telephone Interview for Cognitive Status modified (TICS-m) is a validated tool for assessing cognitive impairment in older adults.
  • While education adjustments are common, demographic and linguistic factors may also influence TICS-m performance.
  • Social support, like having an informant, might correlate with cognitive status.

Purpose of the Study:

  • To examine the influence of sociodemographic, linguistic, and social factors on TICS-m performance in a diverse cohort of older adults.
  • To compare education-adjusted TICS-m scores across ethnic groups and informant status.
  • To assess the relationship between self-reported English-speaking ability and TICS-m scores relative to the mild cognitive impairment cutoff.

Main Methods:

  • Utilized data from the Remote Cognitive Aging and Alzheimer's Disease REsearch (R-CARE) study, including 129 participants.
  • Compared education-adjusted TICS-m scores across ethnic groups and informant status using ANCOVA.
  • Analyzed self-reported English-speaking ability in relation to TICS-m scores and the mild cognitive impairment cutoff.

Main Results:

  • Education-adjusted TICS-m scores were significantly lower in Hispanic compared to non-Hispanic participants (p=0.011).
  • Native English speakers scored significantly higher than non-native English speakers (p=0.007).
  • Among non-native speakers, higher English ability correlated with scores above the mild cognitive impairment cutoff (p=0.028).

Conclusions:

  • Sociodemographic and linguistic factors, including ethnicity and English-speaking ability, significantly influence TICS-m performance, even after education adjustment.
  • Lower scores among Hispanic and non-native English speakers highlight the need for culturally sensitive cognitive screening tools.
  • Future research will investigate the predictive value of TICS-m performance on cognitive outcomes.