TY - JOUR
T1 - Mini-mental state exam performance of older african americans
T2 - Effect of age, gender, education, hypertension, diabetes, and the inclusion of serial 7s subtraction versus "world" backward on score
AU - Hawkins, Keith A.
AU - Cromer, Jennifer R.
AU - Piotrowski, Andrea S.
AU - Pearlson, Godfrey D.
N1 - Funding Information:
This research was funded by an Alzheimer’s Association Investigator Initiated Award, IIRG-05-14532, to Dr. Hawkins.
PY - 2011/11
Y1 - 2011/11
N2 - The Mini-Mental State Exam (MMSE) is a clinically ubiquitous yet incompletely standardized instrument. Though the test offers considerable examiner leeway, little data exist on the normative consequences of common administration variations. We sought to: (a) determine the effects of education, age, gender, health status, and a common administration variation (serial 7s subtraction vs. "world" spelled backward) on MMSE score within a minority sample, (b) provide normative data stratified on the most empirically relevant bases, and (c) briefly address item failure rates. African American citizens (N = 298) aged 55-87 living independently in the community were recruited by advertisement, community recruitment, and word of mouth. Total score with "world" spelled backward exceeded total score with serial 7s subtraction across all levels of education, replicating findings in Caucasian samples. Education is the primary source of variance on MMSE score, followed by age. In this cohort, women out-performed men when "world" spelled backward was included, but there was no gender effect when serial 7s subtraction was included in MMSE total score. To ensure an appropriate interpretation of MMSE scores, reports, whether clinical or in publications of research findings, should be explicit regarding the administration method. Stratified normative data are provided.
AB - The Mini-Mental State Exam (MMSE) is a clinically ubiquitous yet incompletely standardized instrument. Though the test offers considerable examiner leeway, little data exist on the normative consequences of common administration variations. We sought to: (a) determine the effects of education, age, gender, health status, and a common administration variation (serial 7s subtraction vs. "world" spelled backward) on MMSE score within a minority sample, (b) provide normative data stratified on the most empirically relevant bases, and (c) briefly address item failure rates. African American citizens (N = 298) aged 55-87 living independently in the community were recruited by advertisement, community recruitment, and word of mouth. Total score with "world" spelled backward exceeded total score with serial 7s subtraction across all levels of education, replicating findings in Caucasian samples. Education is the primary source of variance on MMSE score, followed by age. In this cohort, women out-performed men when "world" spelled backward was included, but there was no gender effect when serial 7s subtraction was included in MMSE total score. To ensure an appropriate interpretation of MMSE scores, reports, whether clinical or in publications of research findings, should be explicit regarding the administration method. Stratified normative data are provided.
KW - African American
KW - MMSE
KW - Mini-Mental State Exam
KW - Norms
KW - Test administration method
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U2 - 10.1093/arclin/acr054
DO - 10.1093/arclin/acr054
M3 - Article
C2 - 21813555
AN - SCOPUS:80855138197
SN - 0887-6177
VL - 26
SP - 645
EP - 652
JO - Archives of Clinical Neuropsychology
JF - Archives of Clinical Neuropsychology
IS - 7
ER -