Cognition in 4-11 year old children in Turkey

Construct validity and internal consistency reliability of the Loewenstein occupational therapy cognitive assessment (LOTCA)

BACKGROUND

Cognitive abilities are essential for children's development and independence. Various cognitive assessments, standardized in Western cultures, have yet to be investigated for their multicultural suitability.

AIMS

To explore the suitability of the Loewenstein Occupational Therapy Cognitive Assessment (LOTCA) for a Jordanian population.

METHODS

Observed cases of 442 Jordanian children aged 6-12 were used to perform exploratory factor analyses using principal components with Varimax rotation (construct validity evidence) and to compute Cronbach's α coefficient (internal consistency reliability).

RESULTS

High total performance on four subscales and a slightly lower total performance on two subscales were observed. Observed performance increased with age on three subtests, whereas a more modest increase was observed on the other three subscales. The expected one-factorial solution confirming the LOTCA's subscales homogeneity (unidimensionality) structure was found on five of six subscales. Variance explained by the subscales ranged from 39 to 82% and internal consistency reliability measured by Cronbach's alpha ranged from .42 to .78.

CONCLUSIONS

Satisfactory construct validity and internal consistency reliability were demonstrated on two subscales applicable to Jordanian children without adaptation. With adequate cross-cultural adaptation, increasing internal consistency reliability in other subscales could make the LOTCA an effective tool for assessing cognitive abilities in this population.

A Confirmatory Factor Analysis of the Chinese Version of the Loewenstein Occupational Therapy Cognitive Assessment—Second Edition in a Taiwanese Mixed Clinical Sample

The objective of the current study was to determine the factor structure of the Chinese version of the Loewenstein Occupational Therapy Cognitive Assessment—Second Edition (LOTCA-II) in a Taiwanese heterogeneous clinical sample ( n = 128). Translation into Chinese (Mandarin) and back-translation into English were performed by three different individuals and adapted by an expert panel, with the primary objective of creating semantic equivalence. Area-level confirmatory factor analysis was used to analyze two models in the total sample. The results indicated that a model with two first-order factors (perceptual memory/praxis and constructional/conceptual function) presents the best fit (chi-square = 5.66, df = 4, p = .23, GFI = .983, AGFI = .938, TLI = .990, CFI = .996, NFI = .987, RMSEA = .057, IFI = .996, SRMR = .02). When a second-order factor (identified with general cognitive abilities) is added to this model, the fit indices are identical to those of the oblique two-factor model. This hierarchical two-factor model was also consistent across subgroups with neurological and schizophrenic disorders. Recommendations were made regarding clinical interpretation of the LOTCA-II using the cognitive model derived from the factor analysis and further validation of the LOTCA-II in other racial or diagnostic groups.

Validity in assessing time processing ability, test equating of KaTid-Child and KaTid-Youth

BACKGROUND

There is a need for instruments with acceptable psychometric properties for measuring time management/time processing ability. KaTid-Child (Swedish: Kit for assessing Time processing ability) was developed for children aged 5-10 years. To meet needs of assessing older children, KaTid-Youth was created. The aim of this study was to investigate the validity of KaTid-Youth.

METHODS

  This study investigates the validity of KaTid-Youth using Rasch models: partial credit and common item equating.

RESULTS

Results indicate that KaTid-Youth has acceptable psychometric properties and seems to measure the same construct as KaTid-Child.

CONCLUSIONS

Indications of gender differences in the sample call for further research. The results indicate that time processing ability can be seen as one construct in which time perception, orientation and management can be operationalized as different levels of complexity in time processing ability. Expressions of time processing ability differ at different ages. Thus, early intervention in time perception and time orientation may be needed to promote time management in later childhood. Professionals need to take time processing ability into consideration when meeting children who risk delayed development of daily time management.