Objective: This study examines the relationship between education level and Boston Naming Test (BNT) scores in a sample of Alzheimer's patients. Method: Participants diagnosed with Alzheimer's were selected from a de-identified geriatric database. Then, separated into groups: less than high school (5th-8th grade; n = 14), some high school (9th-11th grade; n = 8), high school graduate (12th grade; n = 25), and college (13–20 years; n = 23), based upon their level of education. Participants included 22 males and 48 females, with an average age of 81.04 years (SD = 5.580) and average education of 11.90 (SD = 3.262). Results: An ANOVA was conducted at the .05 level to determine differences between the four groups. A significant difference was discovered F(3, 1420.63) = 3.87, p = .013. Pairwise comparisons yielded significant differences between the less than high school group and the college group; however, no significant differences were found between any other groups. Conclusion: Progressive naming difficulty is a feature of neurodegenerative diseases such as Alzheimer's. Results indicated that, years of education might not serve as a protective factor for visual confrontation capabilities. Although significance was found overall, only at its extremes (less than high school vs. college) does education level evidence the effect of palliating naming difficulties for those with Alzheimer's disease. This study demonstrates the importance of interpreting BNT scores with caution, as well as including other measures in one's battery for cross-referencing, when working with an Alzheimer's population.
NEUROPSYCHOLOGICAL DOMAINS: LANGUAGE AND APHASIA
The Relationship between Educational Level and the Boston Naming Test in Alzheimer's Patients
L Driskell, M Pinjala, J Link, C Golden; NEUROPSYCHOLOGICAL DOMAINS: LANGUAGE AND APHASIA
The Relationship between Educational Level and the Boston Naming Test in Alzheimer's Patients. Arch Clin Neuropsychol 2015; 30 (6): 554-555. doi: 10.1093/arclin/acv047.183
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