The Utility of the Montreal Cognitive Assessment as a Mental Capacity Assessment Tool for Patients with a Learning Disability

Autor/inn/en	Edge, Daniel; Oyefeso, Adenekan; Evans, Carys; Evans, Amber
Titel	The Utility of the Montreal Cognitive Assessment as a Mental Capacity Assessment Tool for Patients with a Learning Disability
Quelle	In: British Journal of Learning Disabilities, 44 (2016) 3, S.240-246 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-4187
DOI	10.1111/bld.12157
Schlagwörter	Patients; Learning Disabilities; Psychometrics; Case Studies; Hospitals; Foreign Countries; Comparative Analysis; Intellectual Disability; Questionnaires; Item Analysis; Statistical Analysis; Scores; Correlation; Validity; Statistical Significance; United Kingdom (England) + Suchen Sie Ihr Suchwort? Patient; Learning handicap; Lernbehinderung; Psychometry; Psychometrie; Case study; Fallstudie; Case Study; Krankengymnast; Krankenhaus; Ausland; Intellect; Disability; Disabilities; Verstand; Behinderung; Fragebogen; Itemanalyse; Statistische Analyse; Korrelation; Gültigkeit
Abstract	Objective: To determine the psychometric properties of the Montreal Cognitive Assessment (MoCA) in patients with a learning disability and examine it's utility for conducting mental capacity assessment. Method: This study was a cross-sectional, instrument validation study in an inpatient hospital setting, located in the East of England. The sample consisted of two groups: (i) 31 consecutively admitted hospital patients and (ii) 10 multidisciplinary team members who served as a comparison group. The MoCA, a 12-item screen for mild cognitive impairment and the Dysexecutive Questionnaire (DEX), were used in this study. Item analysis was conducted by comparing item endorsement for all participants that had a learning disability utilising Difficulty and Discrimination Indices for each item on the MoCA. We examined the internal consistency of a revised scale derived from item analysis and used a one-way ANOVA to determine concurrent validity by comparing scores between two patient subgroups and the comparison group. Results: A 7-item scale, "MoCA-LD" (alpha coefficient = 0.82) emerged from item analysis. A statistically significant negative correlation was observed between MoCA-LD and DEX (Pearson correlation = -0.66, P < 0.01). As expected, participants in the borderline category scored higher on MoCA-LD than those with mild learning disability, as did those with no learning disability (P < 0.001). Conclusion: The MoCA-LD has the potential to be a useful tool for mental capacity assessment in patients with a learning disability. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01