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Validity of the Dynamic Wisconsin Card Sorting Test for Assessing Learning Potential in Brain Injury Rehabilitation

Published online by Cambridge University Press:  10 November 2014

Hileen Boosman ,
Johanna M.A. Visser-Meily ,
Tamara Ownsworth ,
Ieke Winkens  and
Caroline M. Van Heugten
Hileen Boosman
Affiliation:
Brain Center Rudolf Magnus and Center of Excellence for Rehabilitation Medicine, University Medical Center Utrecht and De Hoogstraat Rehabilitation, Utrecht, The Netherlands
Johanna M.A. Visser-Meily
Affiliation:
Brain Center Rudolf Magnus and Center of Excellence for Rehabilitation Medicine, University Medical Center Utrecht and De Hoogstraat Rehabilitation, Utrecht, The Netherlands
Tamara Ownsworth
Affiliation:
School of Applied Psychology and Griffith Health Institute, Griffith University, Australia
Ieke Winkens
Affiliation:
Maastricht University, Department of Psychiatry and Neuropsychology, School for Mental Health and Neuroscience, Maastricht, the Netherlands
Caroline M. Van Heugten*
Affiliation:
Maastricht University, Department of Psychiatry and Neuropsychology, School for Mental Health and Neuroscience, Maastricht, the Netherlands Maastricht University, Department of Neuropsychology and Psychopharmacology, Faculty of Psychology and Neuroscience, Maastricht, the Netherlands
*
Correspondence and reprint requests to: C. M. van Heugten, Maastricht University, School for Mental Health and Neuroscience, Department of Psychiatry and Neuropsychology, P.O. Box 616, 6200 MD Maastricht, The Netherlands. E-mail: c.vanheugten@maastrichtuniversity.nl
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Abstract

The dynamic Wisconsin Card Sorting Test (dWCST) examines the effects of brief training on test performance where pre- to post-test change reflects learning potential. The objective was to examine the validity of the dWCST as a measure of learning potential in patients with acquired brain injury (ABI). A total of 104 patients with ABI completed the dWCST at rehabilitation admission. Performance of a subgroup (n=63) was compared to patients (n=28) who completed a repeated administration of the conventional WCST (rWCST). Furthermore, dWCST performance was compared between patients with ABI (n=63) and healthy controls (n=30) matched on gender, age, and education. Three learning potential indices were used: post-test score, gain score, and a group classification (decliners, poor learners, strong learners, high achievers). The median dWCST administration time was 30 min. The dWCST showed no floor or ceiling effects and the post-test and gain score were significantly intercorrelated. The pre-test score showed no significant associations with other neuropsychological tests. The learning potential indices were significantly associated with language and/or memory. In contrast to the dWCST group, the rWCST group showed no significant pre- to post-test improvement. There were significantly more poor learners in the rWCST group. Compared to controls, patients obtained similar gains, but significantly lower pre- and post-test scores for the dWCST. The ratio of poor learners between-groups was not significantly different. The results support the validity of the dWCST for assessing learning potential in patients with ABI. Further research is needed to investigate the predictive validity of the dWCST. (JINS, 2014, 20, 1–11)

Keywords

NeuropsychologyNeuropsychological testsCognitionAdultPsychometricsBrain injuries
Type
Research Articles
Information
Journal of the International Neuropsychological Society , Volume 20 , Issue 10 , November 2014 , pp. 1034 - 1044
Copyright
Copyright © The International Neuropsychological Society 2014 

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