In the long-term care system, the Cognitive Performance Scale (CPS), originally developed using data from the Minimum Data Set (MDS) assessment ( 1), is a widely used tool. This enabled continuity in repeated assessment with different tools and improved comparability of cognitive scores generated from different tools from diverse populations and research cohorts.Īssessing cognition in the aging population is necessary to understand the magnitude of loss in cognitive performance. The linking functions revealed the floor and ceiling effects that exist for the different scales, with CPS and CPS2 measuring more-severe cognitive impairment while the MoCA 5-min was better suited to measure mild impairment.Ĭonclusions: We provided score conversions between MoCA 5-min and CPS/CPS2 within a large cohort of Hong Kong older adults with mild physical or cognitive impairment. At the higher end, a CPS score of 3 (moderately impaired) and a CPS2 score of 5 (moderately impaired Level-2) corresponded to MoCA 5-min scores of 0 and 1, respectively. A CPS or CPS2 score of 0 (intact cognition) corresponds to MoCA 5-min scores of 24 and 25, respectively. Results: 3,543 participants had valid data on both scales 66% were female and their average age was 78.9 years (SD = 8.2). We performed equipercentile linking with bivariate log-linear smoothing to establish equivalent scores between the two scales. Each participant's cognitive performance was assessed using CPS, CPS Version 2 (CPS2), and MoCA 5-min. The program used the interRAI-Check Up instrument for needs assessment and service matching between 20. Methods: We included individual-level data from persons who participated in a home- and community-based care program for older people with mild impairment in Hong Kong. This study linked scores from the Montreal Cognitive Assessment-5 min (MoCA 5-min) to the interRAI cognitive Performance Scale (CPS), commonly adopted tools in clinical and long-term care settings, respectively. 2Department of Social Work and Social Administration, The University of Hong Kong, Hong Kong, SAR Chinaīackground: Bridging scores generated from different cognitive assessment tools is necessary to efficiently track changes in cognition across the continuum of care.1Centre for Educational Measurement, University of Oslo, Oslo, Norway. Björn Andersson 1 †, Hao Luo 2 * †, Gloria H.
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