Antolin M. Llorente-Principles of Neuropsychological Assessment With Hispanics - 2007

Principles of
Neuropsychological
Assessment with Hispanics
Issues of Diversity in Clinical Neuropsychology
Series Editor: Elaine Fletcher-Janzen, Ed.D., San Angelo, Texas
Principles of Neuropsychological Assessment with Hispanics:

Theoretical Foundations and Clinical Practice
Edited by Antolin M. Llorente
Forthcoming:
Neuropsychological Assessment with Asian Americans

Edited by Tony Wong
Mild Traumatic Brain Injury: Onset, Consequences, and Outcomes

Edited by Barbara P. Uzzell, Nils R. Varney, and Gregory J. O Shanick
The Neuropsychology of Women

Edited by Elaine Fletcher-Janzen
Neuropsychology of Poverty
by Elsa Shapiro
Principles of
Neuropsychological
Assessment with Hispanics
Theoretical Foundations and Clinical Practice
Edited by
Antolin M. Llorente
Department of Pediatrics
University of Maryland School of Medicine
and
Mount Washington Pediatric Hospital
Baltimore, Maryland
Editor
Antolin M. Llorente, Ph.D.
Department of Pediatrics
Baltimore, MD 21201
USA
[email protected]
Series Editor
Elaine Fletcher-Janzen, Ed.D.
San Angelo, TX
USA
ISBN: 978-0-387-71757-9 e-ISBN: 978-0-387-71758-6
Library of Congress Control Number: 2007926245
2008 Springer Science+Business Media, LLC

All rights reserved. This work may not be translated or copied in whole or in part without the written
permission of the publisher (Springer Science+Business Media, LLC, 233 Spring Street, New York,
NY 10013, USA), except for brief excerpts in connection with reviews or scholarly analysis. Use in
connection with any form of information storage and retrieval, electronic adaptation, computer software,
or by similar or dissimilar methodology now known or hereafter developed is forbidden.
The use in this publication of trade names, trademarks, service marks, and similar terms, even if they are
not identified as such, is not to be taken as an expression of opinion as to whether or not they are subject to
proprietary rights.
Printed on acid-free paper.
9 8 7 6 5 4 3 2 1
springer.com
La educacin empieza en la cuna.
Don Jos de la Luz y Caballero
[We] live from birth to death in a world of persons and things which is in large
measure what it is because of what has been done and transmitted from previous
human activities. When this fact is ignored, experience is treated as if it were
something which goes on exclusively inside an individual, body and mind. It ought
not to be necessary to say that experience does not occur in a vacuum. There are
sources outside an individual which give rise to experience.
John Dewey
As long as our brain is a mystery, the universe, the reflection of the structure of
the brain will also be a mystery.
Santiago Ramn y Cajal
I have sworn upon the altar of God, eternal hostility against every form of tyranny
over the mind of man.
Thomas Jefferson
Bestir thyself therefore on this occasion; for though we will always lend thee
proper assistance in difficult places, as we do not, like some others, expect thee to
use the arts of divination to discover our meaning, yet we shall not indulge thy
laziness where nothing but thy own attention is required; for thou art highly
mistaken if thou dost imagine that we intended when we begun this great work to
leave thy sagacity nothing to do, or that without sometimes exercising this talent
thou wilt be able to travel through our pages with any pleasure or profit to
thyself.
Henry Fielding
Dedicado con amor agape, eterno aprecio y sincero respeto
a la
Sra. Armanda R. Fernndez
vii
Preface
The scientific purview of neuropsychology is to understand healthy and dysfunctional

brain-behavior relationships. As our knowledge of such relationships increases
incrementally, our understanding of their broad scope and complexities exponen-
tially increases. Whereas it was once thought that specific disorders, such as
dyslexia, only implicated one of the cerebral hemispheres (Orton, 1937), research
has suggested a more complex interaction between stimuli processing and reading
ability, expanding our conceptions of hemispheric specialization affecting healthy
and impaired brains (cf. Delis, Kiefner, and Fridlund, 1988; Efron, 1990). Over
time, it became clear that intricate brain functions and underlying behaviors,
including reading, required linguistic and visual perceptual functions, and
necessitated the support of both hemispheres, and therefore, disordered brain
functions, including dyslexia, were usually the result of problems affecting both
cerebral hemispheric regions. Programmatic research further indicated that the
right hemisphere is responsible for processing select aspects of a stimulus (e.g.,
nonlinear, novel aspects, overall gestalt such as faces), in conjunction with
components of the stimulus processed by the left hemisphere (e.g., linear,
familiarity of stimulus, details), and the synthesis of these two components subse-
quently yielded an overall representation (cf. Efron, 1990; Robertson, Lamb, and
Knight, 1988). In fact, studies have suggested that information processing in
healthy and dysfunctional brains is most likely the result of contributions from
both hemispheres entering into every activity and emotional state (cf. Lezak,
1995). Therefore, as advances emerged in our understanding of hemispheric
specialization, creating paradigmatic shifts and transformations in our conceptuali-
zations, an evolution occurred, altering our previous, incomplete, and infantile
perceptions about brain functions and their relationships to comportment.
Brain-behavior relationships are not necessarily unidirectional or linear in
nature. Neuroscientific and psychoneuroimmunologic studies have demonstrated
the intricate nature of these bi-directional and nonlinear relationships. For example,
musicians (string players) exhibit thickening and increased cortical representation
in their motor strip region underlying string maneuvering secondary to endless
hours of practice leading to asymptotically exponential performance and expertise
(Elbert et al., 1995). Such cortical structural changes additionally have been noted
ix
x Preface
with learning in general (cf. Kleim et al., 1997). Support for such a bidirectional
and nonlinear view of brain-behavior relationships also has been supported by stud-
ies in language development (Bates, Thal, and Janowski, 1992). A specific behav-
ior is capable of altering brain structure, and such transformation is associated with
enhanced performance, including new acquisition, competence, and expertise.
These examples suggest that the relationship between central nervous system struc-
tural alterations and behavioral competence or expertise appears to be exponential
and nonlinear in select circumstances. Similarly, psychoneuroimmunology most
recently has demonstrated the intimate nature of brain-behavior relationships and
their bidirectional interaction. This branch of neuroscience has shown unequivo-
cally that the level of functioning of individuals suffering from AIDS-related
dementia was enhanced as a result of interpersonal contextual variables (Kemeny
and Gruenewald, 2000). Enhancements in patients adaptation and functional level
was shown to be associated with increments in immune system response, and an
increase in T-cell response led to a reduction in viral load and associated changes
in brain functions leading to neurobehavioral benefits (e.g., affect, cognition). In
this case, the effect of an infectious disease with neurological involvement capable
of infringing upon behavior was diminished by an intervention (e.g., touch) with
significant impact on immune system response and indirectly on neural substrates
and underlying functions.
The relationship between culture and brain also is bidirectional, and in some
instances, nonlinear. With regard to our current understanding of neuropsychiatric
disorders, lest we are willing to admit intellectual bankruptcy, it is a well-known
fact that cultural context is inextricably intertwined with the expression of such
phenomena (cf. Mezzich and Lewis-Fernndez, 1997). In this regard, and despite
its simplistic approach, the Diagnostic and Statistical Manual of Mental Disorders-
Fourth Edition (DSM IV, Appendix) acknowledges the impact of culture and its
modulation on the manifestations of abnormal brain-driven affect, behavior, and
cognition (American Psychiatric Association, 1994, 2000). For example, the
expression of neuropsychopathology in two different Hispanic patients, or in the
same patient at distinct points in time, may vary depending on whether the patient(s)
attribute their problems to nervios a common cultural description of psychologi-
cal problems or to a known medical condition found in his or her family
(Guarnaccia, Lewis-Fernandez, and Marano, 2003). Regardless of the fact that
neuropsychopathology in both patients (or in a patient), may have the same
neurobiological etiology (e.g., endogenous clinical depression consequent to
diminished 5-HT availability in brain), their individual expressions and personal
interpretations may be different as a result of their distinct attributions as a conse-
quence of cultural contextualization. In other words, cultural context provides
patients, metaphorically speaking, a license that permits them to navigate through
the maze of attributions to reach the one that is perceived as most self-preserving,
indirectly impacting neural substrates with less negative effects on functional level.
Such a context also is critical in the rehabilitation of the Hispanic patient and plays
a major role in treatment outcome.
Preface xi
Culture pervades all aspects of an individuals functioning (cf. Luria, 1976,

1979). Culture defines an individual and the individual, beginning early in child-
hood, constructs his self within such a backdrop, much like an artist who paints
with oils a luscious landscape on a canvas. An individual also reactively impacts all
societal institutions that bear and form his or her definition(s) of the self (cf.
Wartofsky, 1983). Most recently, it appears that our brains and culture are
interwoven by biological mechanisms, and humans may actually posses culture
genes that mediate a complex interaction between biology and the environment,
providing an interactive mechanism capable of allowing human brains to assimilate
cultural characteristics (cf. Kohler et al., 2002; Lai et al. 2001). Therefore, culture
is not something to be sprinkled upon our diagnostic considerations, theoretical
formulations, clinical impressions, or neuropsychological inferences as if it were of
secondary importance or an afterthought, as realism might have been to the
impressionist movement. Instead, culture should be an intricate part of all those
components in neuropsychological thought and practice, not because it is, as some
may argue in our intellectually broken zeitgeist, politically correct, but because
culture is in our brains (Ardila, 2003), and culture is to brain what color is to light
on the canvas of the impressionists.
Consequently, neuropsychology, a fledging yet maturing discipline, must
struggle with culture and ethnicity if it is to remain a viable and comprehen-
sive science of brain-behavior relationships. Principles of Neuropsychological
Assessment with Hispanics: Theoretical Foundations and Clinical Practice in the
Neuropsychology and Culture Series (Spring Science + Business Media) provides
a forum in which to examine and explore the influences of cultural factors on brain-
behavior relationships from theoretical and applied viewpoints with Hispanics.
From a theoretical standpoint, this book will attempt to provide research-based evi-
dence for the impact of culture on brain-behavior relationships while exploring key
factors and issues (e.g., assimilation, cultural identity, demographics) partially
responsible for such influences. From an applied perspective, clinical issues such
as competence and minimal standards associated with appropriate assessments of
these populations will be discussed, including ethical approaches to the assessment
of Hispanic patients and the development of neuropsychological procedures
capable of reducing bias, indirectly leading to accurate and valid evaluations,
inferences, and interventions.
Acknowledgments
This book partly emerged out of necessity as a way of educating attorneys, graduate
students, interns, fellows, and some colleagues who over the course of the years
developed a genuine interest in cognitive processes and culture, particularly in
neuropsychology; in some instances, instruction in such issues was required by
their professions, educational curriculum, or other personal circumstances. However,
during the course of such interactions, unbeknownst to most of them, they indi-
rectly contributed to my own education and professional growth as it related to this
topic, and they thus surreptitiously contributed to this volume. Others contributed
much more directly, and even a book as small as this, and of so modest a
contribution to the rapidly evolving scholarly area of cross-cultural neuropsychol-
ogy applied to Hispanics, could not have been produced without the unselfish
assistance and encouragement of several individuals. Dedicated students and col-
leagues unselfishly provided assistance, time, and guidance. I greatly appreciated
the support and contributions of Professor Elaine Fletcher-Janzen, who convinced
me that writing this book, or as she called it, this labor of love, was meritorious
from several standpoints, including scholarly and humanitarian reasons, and who
encouraged me in the first place. Also, I want to acknowledge the contributions of
my early mentor, Professor Vicki Green, for originally introducing me to the field
of cross-cultural psychology as she supervised my first case as a clinician-in-train-
ing while assessing an unaccompanied child from Central America who, fearing for
her life, had immigrated to the U.S., seeking asylum in an American court. I addi-
tionally would like to express my sincere appreciation to Professors Paul Satz,
Louis DElia, and Wilfred van Gorp for supporting my career goals as a neuropsy-
chology fellow while at UCLA, Professors Christianne Cox, Keith Slifer, and Gina
Richman for providing excellent role models of scholar-practitioners when I was
an intern at Kennedy Krieger Institute/Johns Hopkins University School of
Medicine, and Professors Robert S. Schlottman and David Thomas for introducing
me to neuroscience and neuropsychology as a graduate student at Oklahoma State
University. I also would like acknowledge Professor Tony Wong for constructive
criticisms that have been included in this book from our cross cultural
conversations. I am additionally and particularly indebted to Professor Jossette
Harris for allowing me to use portions of our chapter which appear in different
xiii
xiv Acknowledgments
areas throughout this book, because I could not have expounded specific points
without her assistance. I also like to thank my coauthors, all committed young stu-
dents of brain-behavior relationships. I express my humble gratitude to Ms. Sara A.
Lawless (Chapter 1), Mr. Christian von Thomsen and Ms. Lori Gallup (Chapter 4),
Dr. Deborah Weber (Chapter 7), Dr. Brian Potter (Chapter 8), and Dr. Erik Lane
(Chapter 6). I also want to acknowledge the contributions of postdoctoral fellows
whom I have trained and who contributed to this volume, including Dr. Christine
French (Chapter 5) and Dr. Peter Smith (Chapter 6), individuals who carry upon
their shoulders the burden of assisting and educating future neuropsychologists
about Boas, Dewey, Luria, and Vygotsky and the impact of culture on the human
brain and indirectly on neurocognitive mechanisms.
I am also grateful to my colleagues for their assistance and for taking on respon-
sibilities beyond those specified in their job descriptions, which allowed me to have
free time to complete this volume particularly Dr. Julie Ries (Chapters 1 and 8).
My special thanks also are extended to Springer and Kluwer Publishing for their
patience during the period of time it took to produce this work. In particular, my
sincere appreciation is extended to Ms. Janice Stern for her executive editorial
assistance and for her willingness to keep foreboding forces at bay while I com-
pleted the volume. Finally, I want to express my gratitude to Ms. S. Geethalakshmi,
production editor, for her assistance in the timely delivery of this manuscript.
Although significant limitations were placed on manuscript length, precluding a
comprehensive review of the subject matter, I alone take full responsibility for the
content of this book, and my colleagues must be exonerated from literary weak-
nesses or shortcomings in style or substance encountered in the same. Mea culpa.
Finally, I extend my special gratitude to my lovely confidante and North Star,
Tina M. Llorente, a bright Abigail Adams of our times, for her continued support
and patience when I was absent while writing this book, in spite of my physical
presence.
Antolin M. Llorente
Seven Valleys, Pennsylvania
December 2006
Contents
Preface ............................................................................................................... ix
Acknowledgments ............................................................................................. xiii
Chapter 1 Introduction and Theoretical Foundations ................................... 1

Sara A. Lawless, Julie K. Ries, and Antolin M. Llorente
Chapter 2 American Population Estimates, Trends in American

Immigration, and Neuropsychology: Influences on Assessment
and Inferential Processes with Hispanic Populations.................... 29
Antolin M. Llorente
Chapter 3 Hispanic Populations: Special Issues

in Neuropsychology....................................................................... 47
Antolin M. Llorente
Chapter 4 Intellectual Abilities: Theoretical and Applied

Assessment Considerations ........................................................... 57
Christian von Thomsen, Lori Gallup, and Antolin M. Llorente
Chapter 5 Language: Development, Bilingualism, and

Abnormal States ............................................................................ 78
Christine French and Antolin M. Llorente
Chapter 6 The Neuropsychological Assessment

of the Hispanic Client ................................................................... 121
Antolin M. Llorente and Deborah Weber
Chapter 7 Hispanics and Cultural Bias: Test Development

and Applications .......................................................................... 136
Peter Smith, Eric Lane, and Antolin M. Llorente
xv
xvi Contents
Chapter 8 Rehabilitation .............................................................................. 164

Julie K. Ries, Brian Potter, and Antolin M. Llorente
Summary and Concluding Remarks.............................................................. 180
References ......................................................................................................... 185
Appendix ........................................................................................................... 213
Index .................................................................................................................. 229

Contributors List
Christine L. Castillo (French)

University of Texas Southwestern Medical Center
and
Childrens Medical Center of Dallas
Neuropsychology, B3244
Dallas, TX 75235
Lori Gallup
Argosy University
Washington, DC
Baltimore, MD 21237
Eric LaneJ
Loyola College, Maryland
Sparks, MD 21152
Sara A. Lawless
West Springfield, MA 01089
Antolin M. Llorente
and
Baltimore, MD 21209
Brian Potter
Texas Childrens Hospital
Houston, TX 77030
Julie K. Ries
Baltimore, MD 21209
xvii
xviii Contributors List
Peter Smith
Baltimore, MD 21209
Christian von Thomsen
Baltimore, MD 21211
Deborah Weber
Childrens National Medical Center
Department of Neuropsychology
Washington, DC 20010
List of Tables
Table 2.1 U.S. Census Estimate for the Hispanic Population According
to Country of Origin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Table 2.2 Total Number of Immigrants (Absolute Migration) Across Six
Decades (1931-1990): Argentina, Cuba, and Mexico . . . . . . . . . . . 33
Table 2.3 Percentage of Total Legal Immigrants and Reported
Occupational Allegiance at Time of U.S. Entry for 1990 . . . . . . . . 34
Table 2.4 Percentage and Total Number of Legal Immigrants Reporting
Intended Metropolitan Region of Initial Residence for Three
countries for 1990: Five Selected U.S. regions . . . . . . . . . . . . . . . . 35
Table 4.1 Mean WISC-IV Scores of Hispanics and White Non-Hispanic
Children: Data from Standardization Sample . . . . . . . . . . . . . . . . . 68
Table 4.2 Mean WISC-IV Scores of Hispanic and White Non-Hispanic
Children Equated for Age, Gender, Number of Parents Living
in the Household, Parental Education Level, and U.S. Region:
Data from Standardization Sample . . . . . . . . . . . . . . . . . . . . . . . . . 69
Table 4.3 Matched Sample Mean WISC-IV Scores of Spanish versus
English-Speaking Hispanic and White Non-Hispanic English-
Speaking Children (Equated for Age, Gender, and Parental
Education Level) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Table 5.1 Early Language Developmental Expectations . . . . . . . . . . . . . . . . . 82
Table 5.2 Language Disorders and Their Pseudonyms, Related
Pathology, and Neurological Disturbances . . . . . . . . . . . . . . . . . . . 97
Table 5.3 Neurocognitive Skills Impaired by Language Disorders . . . . . . . . 99
Table 5.4 Characteristics of Selected Language Disorders . . . . . . . . . . . . . . . 100
Table 6.1 Assessment Domains, Sample Procedures Utilized
in Evaluations, and Potential Functions Screened . . . . . . . . . . . . . 124
Table 7.1 Contingency Table Used to Describe Base Rate,
Sensitivity and Specificity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
Table 7.2 Contingency Table: Example . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
Table 7.3 Contingency Table Used to Explain Base Rate, Negative
Predictive Value and Positive Predictive Value . . . . . . . . . . . . . . . . 155
Table 7.4 Contingency Table: Example . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
Table 7.5 SENAS Scales . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162
xix
List of Figures
Figure 1.1 Venn diagrams - Culture/ethnicity and total test variance . . . . . . . 24

Figure 2.1 Changes in U.S. immigration (19011990) . . . . . . . . . . . . . . . . . . 30
Figure 2.2 Total legal U.S. immigration (19011990) . . . . . . . . . . . . . . . . . . 31
Figure 2.3 Immigration and occupational allegiance (1970) . . . . . . . . . . . . . 32
Figure 7.1 The U.S. Census (1790) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
Figure 8.1 Premorbid Occupation and rehabilitation outcomes
after brain injury . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167
Figure 8.2 Expected percentage of Hispanic relative to the
Non Hispanic White population across decades . . . . . . . . . . . . . . 170
xx
Chapter 1
Introduction and Theoretical Foundations
Sara A. Lawless, Julie K. Ries, and Antolin M. Llorente
Neuropsychology faces an intimidating and unparalleled challenge in the 21st century.

This specific challenge arises out of the need to develop theoretical frameworks
and applied methods and instrumentation that are capable of explaining and
assessing complex brain-behavior relationships, including cross-cultural constit-
uents and components of such relationships. Considering that many neuropsy-
chological theories and methods emerged out of scientific and applied endeavors
conducted with the majority populations in the United States (U.S.) and abroad,
particularly Western Europe, neuropsychologists should not presume that such
theories, methodologies, or instrumentation are appropriate or valid for popula-
tions that differ in key demographic features. Such theories and applied methods
may not necessarily apply to all individuals, including Hispanics,1 as if such a
science and applied methods were universal despite diverging cultural or ethnic
background (cf. Nell, 2000; Wong, Strickland, Fletcher-Janzen, Ardila, and
Reynolds, 2000) and in spite of significant evidence to the contrary (Anger et al.,
1993; Ardila et al., 1989, 1994; Irvine and Berry, 1988; LaRue et al., 1999;
Len-Carrin, 1989; Luria, 1976; Nell, 2000; Olazaran, Jacobs and Stern, 1996;
Verney et al., 2005; Wong et al., 2000; Yeats et al., 2002; Zindi, 1994). In fact,
variables such as socioeconomic status and extremely complex cultural, ethnic,
and linguistic factors most likely moderate and modulate neuropsychological
functions.
The challenge associated with the inclusion of cross-cultural factors in neu-
ropsychology, at least in the U.S., also arises out of formidable and large-scale
transformations that have taken place in the nations population, leading to the crea-
tion of one of the largest Hispanic societies on the face of the earth. According to
the U.S. Census Bureau (2001, 2004), almost 50% of the population will be com-
prised of ethnic minorities by 2050, of which approximately 24% will be Hispanic.
It is clear that the need to provide neuropsychological assessment services to such
1
See below for a comprehensive explanation of the use of the term Hispanic throughout this
volume.
1
2 S.A. Lawless et al.
diverse and large populations has been growing at an exponential rate as the result
of the aforementioned changes in the composition of American society. The need
to provide services to such populations encompasses all aspects of society but most
critically educational settings, public policy environments, health care, and the civil
and criminal justice systems. Moreover, the nonrandom, ever-shifting immigration
trends of the U.S., and their impact on neuropsychology, further complicate
attempts to respond to a challenge of such scope and magnitude (cf. Llorente, 1997;
Llorente et al., 1999, 2000). Countries of migrational origin, and the reasons for
immigrations, particularly large-scale migrations, have changed globally and
within the U.S. as a result of alterations in sociopolitical and economic climates,
and this shift has significant implications for neuropsychology (Llorente, 1997;
Llorente et al., 1999, 2000). With those changes, varying occupational status, edu-
cational attainment, and patterns of geographical settlement of immigrants in the
U.S., as well as other parts of the globe (e.g., Australia, China, France, Turkey),
have been observed, which likely affect observed brain-behavior relationships
(Llorente et al., 2000).
Efforts have been made to increase cultural competency among educators,
researchers and practitioners, including awareness, language skills, and stand-
ardized training and assessment procedures, methods, and instrumentation to
address the emerging scientific and applied need. For example, the Standards for
Educational and Psychological Testing (1999) established by the American
Psychological Association (APA), the American Educational Research
Association (AERA), and the National Council on Measurement in Education
(NCME) has put greater emphasis on ensuring the fairness in assessments of
individuals with diverse ethnic and racial backgrounds. The American
Psychological Association (APA, 1991, 2001, 2003) has established the
Guidelines for Providers of Psychological Services to Ethnic, Linguistic, and
Culturally Diverse Populations, urging consultations, supervision, and continu-
ing education to increase cultural competency in clinical practice. The Houston
Conference on Specialty Education and Training in Clinical Neuropsychology
(Hannay et al., 1998) included cultural and individual differences and diversity
as a recommended area of study under the Generic Psychology Core, and listed
recognition of multicultural issues under the Assessments and Treatment and
Interventions core skills sections (Hannay et al., 1998; Wong et al., 2000). Wong
et al. (2000) and others (Pontn and Len-Carrin, 2001; van Gorp, Myers and
Drake, 2000) have recommended ways in which educators and practitioners
could be more sensitive in identifying and understanding cultural, linguistic, and
ethnic differences through careful interviews, education, and the clinicians own
awareness of his/her biases.
Despite these efforts, a number of salient issues need to be addressed in
neuropsychological practice, research, and theory, and universals need to be par-
tially discarded. However, before embarking on a course to address such topics,
important fundamental, theoretical, nomenclatural, definitional, and ethical issues
require attention.
1 Introduction and Theoretical Foundations 3
Analysis of the History of Science and Paradigmatic

Shifts in Neuropsychology
At first glance, the response to the challenges posed to neuropsychology to explain

brain-behavior relationships from a more comprehensive context, to include previ-
ously ignored cultural factors, could be perceived by individuals outside and within
the discipline as a simple addition of knowledge. However, such a response by the
discipline may not represent a simple accumulation of facts. To the contrary, such
alterations occur within a broader context of change, as is the case for other scientific
fields, and can be understood in terms of an overarching model of evolution in the
discipline of neuropsychology, or a paradigmatic shift. Although an argument is not
being made here that a paradigm shift has occurred of the magnitude and generaliza-
tion created by the Copernican Revolution, a significant shift, nonetheless, has
occurred in the discipline. To better examine such a paradigmatic shift in the field of
neuropsychology, a framework that permits an examination of the current and ongo-
ing transformation that has taken place addressing cultural factors is required.
The Structure of Scientific Revolutions (Kuhn, 1962, 1970, 1996) provides an
integrative and comprehensive meta-analysis of the history of science. Although
Kuhns (1970) work was originally applied to the natural sciences, his analysis of
the progression of natural science also has been elaborated in the past to explain
changes in the field of psychology in general by a selected number of authors (cf.
Masterman, 1974), and Kuhns exposition can be easily applied to neuropsychology
in its extant and continuing adoption of cultural factors as it evolves as a discipline
dedicated to understanding complex brain-behavior relationships. Using this model
(cf. Kuhn, 1962, 1970, 1996), for example, the changes that occurred in the neuro-
sciences with the emergence of the explication of brain functions as the byproduct
of individual neuronal cells working in consonance by the Spanish histologist
Ramn y Cajal (1889) was not a simple accretion of knowledge but a novel
approach of understanding the brain and its functions as a collection of cells work-
ing in harmony to drive human behavior. The changes in how brain functioning was
subsequently viewed by the neuroscientific community superseded the existing
explanation espoused by reticular theory, preponderant in the late 19th century, or in
Kuhns words, a paradigmatic shift.
Although space is not available to examine in a detailed fashion the paradigmatic
shift that has occurred as a result of the adoption of culture within the discipline
of neuropsychology, an examination is made here of selected aspects of Kuhns
(1962, 1970, 1996) model and its application to neuropsychology. In Kuhns (1970)
work, science, including neuropsychology, undergoes periods in which scientists,
realizing that a crisis is present in the discipline (e.g., existing models and meth-
ods are unable to account for phenomena), begin to explore new ideas and alterna-
tives (e.g., inclusion of culture in models) to traditional and strongly held beliefs
(e.g., universals), which he termed revolutionary science, in opposition to
normal science, or a period of time in a discipline in which solutions to problems
occur using well-established methods and ideas (paradigms). A paradigmatic shift

occurs, over a period of time, when new ideas or paradigms become established and
accepted, replacing old ones (Kuhn, 1962, 1970).
According to Masterman (1974), Kuhn (1970) identifies three chief categories
of paradigms that are critical and, in this review, readily applicable to
neuropsychology. As noted by Masterman (1974), paradigms can be metaphysical,
artifactual, or sociological. Masterman characterized metaphysical paradigms as
new perspectives, or organizing principles of reality of a discipline. This is
clearly a more abstract definition of a paradigm than an artifact paradigm, which
is more palpable such as the methods, instrumentation, and textbooks of a disci-
pline. Finally, a sociological paradigm included the recognized achievements
within a discipline, or social changes or legal aspects that help define a discipline.
Similar to Mastermans sociological paradigm but more restrictive, Kuhns theory
(1996) includes the disciplinary matrix, a broadened definition of theory or set
of theories concerning the collective decisions within a specific scientific profes-
sion or community (Eckberg and Hill, 1979). These collective decisions include
but are not limited to symbolic generalizations, beliefs, and values within the spe-
cialized scientific area (Kuhn, 1996). Within the disciplinary matrix, a more
restrictive use of the word paradigm exists, namely the term exemplar. According
to Kuhn, the term means, initially, the concrete problem-solutions that students
encounter from the start of their scientific education, whether in laboratories, or
examinations, or at the end of chapters in scientific texts and at least some of the
technical problem solving found in periodical literature that scientists encounter
during their post-educational careers and that show them by example how their job
is to be done (Kuhn, 1996). The importance of the exemplar lies within its func-
tion, which is to think about the discipline in a concrete manner in order for prob-
lem solving to occur (Eckberg and Hill, 1979). Thus, the exemplar paradigm is an
important piece within the disciplinary matrix and is crucial to a specializations
problem-solving ability. All these definitions of a paradigm are applicable to neu-
ropsychology, as an explanation of its adoption of cultural factors into its very
essence and fabric.
Although it could be argued that its philosophical and theoretical origin had its early
beginning in radical environmentalism and, in particular, in the work of Vygotsky and
Luria (cf. 1930/1993) and Luria (1976), from a theoretical perspective, a crisis lead-
ing to a paradigmatic shift, particularly in the metaphysical paradigmatic realm,
occurred within neuropsychology with the emergence of findings suggesting the impor-
tance of cultural factors on cognition (Luria, 1976) and its impact on neuropsychologi-
cal processes (cf. Vygotsky and Luria, 1930/1993; Luria, 1976). These new
conceptualizations and notions demonstrated, for example, that culture is able to modify
cognition and neuropsychological performance and, as such, led to the onset of a new
paradigm shift incorporating cultural factors into psychology. In the 20th century, one
of the chief proporients, the Russian psychologist Vygotsky, advocated a perspective
that provided an appreciation for culture in human development and cognitive proc-
esses. According to Vygotsky, culture separates humans from animals, as well as plays
an important role in our history (cf. LeFranois, 1995) stating:
because humans can use tools and symbols; as a result, they create cultures, and cultures
have a vitality, a life of their own. They grow and change and exert a very powerful influ-
ence on their members. They determine the end result of competent development the
sorts of things that its members must learn, the ways they should think, the things they are
most likely to believe. (p. 84)
Vygotsky, however, was clearly not the first person to appreciate the importance of
culture in the understanding of illness, injury, and intervention, but provided a
greater understanding of the impact of ones environment, and indirectly culture,
on development. According to Christensen and Castano (1996), Luria also made
significant contributions to these new conceptual models, which like Vygotskys,
were in essence cultural-historical models (Luria, 1979; cf. Wartofsky, 1983).
Although not related directly to neuropsychology, and unfortunately forgotten,
yet significantly influential from a theoretical standpoint, the German (and later
American) cultural anthropologist Franz Boas was an early and strong proponent
of theories underlying the forces of culture on behavior and indirectly on the brain.
According to Boas (Kuper, 1999), considered the father of modern American
anthropology, based on his studies of the Inuit in the latter part of the 19th century,
it was culture that shapes humans, not their physiology or psychology. In addition,
culture was not a linear or upward mechanism, but an emergent characteristic
acquired from art, rituals, songs, traditions, and customs.
In the U.S., from a philosophical perspective, another view leading to a meta-
physical paradigmatic shift in psychology, and indirectly on neuropsychology, was
provided by the neopragmatist philosopher, psychologist, and educator John
Dewey, the founder of the Chicago School of Pragmatism. According to Dewey,
whose moral epistemology is contextualist (see Boydston, 1981; Dewey, 1938),
contextualism discarded the idea that values and norms were void of external
influences and practices. He rejected any notion of intrinsic value as a property
that has value in itself, regardless of context. As noted in page v of this book, he
stated that:
individuals live from birth to death in a world of persons and things transmitted from
previous human activities. When this fact is ignored, experience is treated as if it were
something which goes on exclusively inside an individuals body and mind. It ought not to
be necessary to say that experience does not occur in a vacuum.2
A Kuhnian crisis was further exacerbated by investigators who began to conduct

empirical studies, revealing that normative data for the general population were not
appropriate for certain groups of individuals, particularly for ethnic minority indivi-
duals (e.g., Padilla et al., 1982). They also discovered that other factors could account
for neuropsychological performance, aside from cognition (cf. Wechsler, 1950),
2
It is poignant to note that the philosophical foundations of radical environmentalism, and to some
extent, contextualism, were affected, or at least perceived in the U.S., to be impacted by the ideas
and writings of Marx and Engels, and coupled with the Cold War such theoretical foundations,
were not part of the core educational expositions in American neuropsychological educational
circles. As noted by Lezak (1995), neuropsychology is a child of its time and place.
indirectly leading to an artifactual paradigmatic shift. Using the definition of artifact

paradigm, this is most likely one of the chief areas that led to a paradigmatic shift in
neuropsychology and to the study and greater understanding of the impact of cul-
tural and ethnic factors in the field. These changes included the emergence of sig-
nificant and unparalleled developments of new instrumentation, such as new tests
and procedures to be used with ethnic minority populations, Hispanics in particular
(e.g., Batera, WISC-RM). They also included the development of new normative
sets for such populations, as well as the emergence of new texts and writings
addressing cross-cultural neuropsychology, particularly in neuropsychological
assessment. Finally, changes in ethical guidelines occurred leading to the paradig-
matic shift (sociological paradigms) in the field of neuropsychology, requiring the
adoption of culturally relevant models in education, research, training, and so on.
In this regard, for example, the Ethical Principles of Psychologists (APA, 1992,
2002) and the Standards of Educational and Psychological Testing (1985, 1999)
clearly noted the importance of considering cultural factors and ethnicity when
interpreting test results of individuals from diverse cultural and ethnic backgrounds.
Position papers and guidelines from major organizations and conferences within
the discipline also emerged that addressed the importance of such factors. For
example, educational and training guidelines require that neuropsychology attempt
to actively involve (enroll, recruit) individuals from diverse backgrounds at all lev-
els of education and training (Hannay et al., 1998). Finally, internationally recog-
nized nosological manuals such as the Diagnostic and Statistical Manual of Mental
Disorders-Fourth Edition (DSM-IV) (APA, 1994) included cross-cultural factors
in the interpretation of psychiatric conditions. Organizations dedicated to support-
ing the efforts of Hispanic neuropsychologists in the U.S. and abroad also emerged
(e.g., Hispanic Neuropsychological Society), further buttressing the view that a
sociological paradigmatic shift had occurred within the discipline.
As a result of the sociological paradigm shift in neuropsychology, attempts to
advance the study and understanding of cultures impact on the brain have not
ceased. The aforementioned accomplishments have made it clear that neuropsy-
chology has evolved its disciplinary matrix to include cultural and ethnic factors.
Now these factors must be developed and researched to better comprehend the
mechanisms involved. With regard to a paradigmatic shift, neuropsychology has
created a new exemplar paradigm, the affirmation and incorporation of cultural
differences, which require further problem solving to take place. With the strides
of new instrumentation, normative sets for minority populations and ethical consid-
erations demonstrating the need for culturally relevant models, scientists within the
field are embracing the exemplar paradigm in an attempt to understand possible
neural organization-associated culture. Although it is obvious that no single indi-
vidual could ever adequately represent an entire culture, efforts have been made to
comprehend cultural influences on brain organization. Kennepohl (1999) has pro-
posed a cultural neuropsychological model. This model attempts to explain a
culturally sensitive brain that simultaneously interacts and reveals its involve-
ment in a multitude of environments while constricted by developmental and evo-
lutionary restrictions through the acquisition of a perceptual filter and schemas
during and throughout neural development (Kennepohl, 1999). Although there has
been limited empirical support, Kennepohls model provides new avenues for
continuing research concentrating on cultural and ethnic factors in neuropsychology.
Kennepohls model is another example that demonstrates neuropsychologys ability
to endure a paradigmatic shift and pursue problem-solving solutions relevant to
such a shift.
Why are these fundamental, theoretical, philosophical, and historical antecedents
important? It is critical to recognize that neuropsychology as a discipline has an
underlying epistemological and natural history and that its evolution, in many
respects, is similar to that of all other scientific disciplines. It is also critical to
understand that as a discipline, neuropsychology is not free of underlying roots and
zeitgeist (cf. Lezak, 1995), which in essence has an architecture and structure of
attitudes, beliefs, methods, practices, skill sets, and values that define it and that
shape its present and future. As a discipline, neuropsychology is not impervious to
a process of alteration, evolution, and metamorphosis, as is evident for all other
sciences, natural or social. Finally, such alterations are the results of shifts in those
characteristics that define neuropsychology, leading to evolutionary phases in the
discipline and the adoption of new ideas and explanatory frameworks and changes
in theory and clinical practice, including the inclusion of cultural factors and ethni-
city, in essence a paradigmatic shift.
Culture and Brain: Bridging the Gap Through Genetics
Although space constraints limit its exposition, this chapter must address the
relationship between the brain and culture through genetics, as such a relationship
supports a hypothesis suggesting that genes (and indirectly brains) and culture are
closely intertwined. This is particularly true from our vantage point at the onset of
the 21st century, when great advances have emerged in genetics, particularly during
the last part of the 20th century as a result of the Human Genome Project and other
investigations.
However, before we address the topic in humans, let us examine for a moment a
very important yet often forgotten experiment, conducted with animals in the 1960s
in Russia by the geneticist Belyaev. Belyaev was interested in taming wild, and
aggressive, foxes which were being used for their coats in his fur business. To do so,
Belyaev began by selecting tamer wild foxes from his breeding stock, those that were
most approachable, less shy, and less likely to flee when in his presence. As he pro-
ceeded with his breeding program, he discovered that he indeed was producing tamer
animals, and in some instances he produced foxes that would actually approach him
and his staff. However, these alterations in behavioral characteristics (tamability)
were accompanied by an unforeseen result, namely that the tamed foxes fur also had
been altered. More important, as far as neuropsychology is concerned, the tamed
foxes had the behavioral and physical characteristics of domesticated dogs, such as
tamed comportment, floppy ears, rolled tails and shorter snouts, and brains that were
smaller than those of wild foxes. In other words, by selecting a specific, desirable
behavior (approachability, tamability), and genetically selecting for it over many
generations (over 20 to be precise), Belyaev not only impacted the physical and
behavioral characteristics of the animals, but also their brain! [Belyaev, 1979]
Unfortunately, an animal study does not support a hypothesis suggesting that
genes, the environment, and culture are inextricably related in brain development in
humans. Therefore, let us examine human studies. One study involves the work of the
neuroscientist Rizzolatti and his colleagues (c.f., Kohler et al., 2002), who researched
brain functions using functional MRI scans of the brain. These researchers have dem-
onstrated that mirror neurons, which have been speculated to be responding to an
action, also respond to the vision of an action, most likely a mechanism of brain
function involved in imitation, a critical aspect of the transmission of cultural varia-
bles. In fact, in another study they have shown that these types of neurons may not
respond to the observation and enactment of a behavior or action, but respond in a
similar fashion to a noise associated with the action (Kohler et al., 2002). Another
recent finding involves language, a domain closely involved with culture and brain
functions. In this study, reported by Lai et al. (2001), investigators discovered a muta-
tion responsible for a severe type of speech and language disorder. This gene, known
as forkhead box P2, is a gene responsible for modulating other genes, and when
abnormal, leads to language and speech disorders, because the gene is necessary for
the normal development of speech and grammar, language closely associated with the
transmission of culture through narrative, songs, and other factors closely associated
with language.
In sum, it is clear from these examples that brains, through genetic mechanisms
and culture, and through a myriad of mechanisms, including imitation and language,
are closely intertwined. As we stated in the Preface, there appears to be a bidirec-
tional relationship between brain and behavior, and because behavior is partially
shaped by the environment, particularly in humans, and because humans are
impacted by their culture, culture affects brain.
Definitions, Terminology, and Ancillary Issues
Although several of these concepts and terminology will be covered in greater

detail in subsequent chapters, an introduction to some definitions and terms is pro-
vided here to familiarize the reader with various topics.
There has been significant confusion in the psychological literature related to
culture, ethnicity, and race. In fact, psychology and neuropsychology have lagged in
the accurate and timely incorporation of such constructs. The field of anthropology
provides better and more comprehensive expositions of such terminology. It is also
interesting, yet unfortunate, to note that the confusion has become part of everyday
linguistic expression and even some dictionaries indicate that race often has been
replaced in the scientific literature with ethnicity or ethnic group (not to mention
governmental agencies; see Chapter 2). Therefore, the confusion in neuropsychology,
though understandable, is neither proper nor acceptable, with significant, and in

some instances, detrimental repercussions (see Chapters 2, 3, and 6). Unlike race,
ethnicity is a complex construct. Within the realm of anthropology, particularly
cultural anthropology, ethnicity and race are very distinct terms, ethnicity referring
to a characteristic that defines an individual based on his or her ancestry, language,
geography, history, religion, rituals, and values (cf. Applebaum, 1987). To a certain
extent, ethnicity is an individual characteristic that develops over time, and may
evolve over time in an individual as a result of many factors, including assimilation
of a new, distinct ethnicity and simultaneous discarding or diminishing adoption of
existing ethnic characteristics. Unlike ethnicity, many writers view race as an
attribute in an individual that is assumed to have a biological origin. Most original
description(s) in readily available dictionaries (e.g., Websters) defined race as one
of the different varieties of mankind. In other words, ethnicity can be perceived as
a demographic based to a certain extent on cultural traditions, while race, whether
or not wholly appropriate, is seen as chiefly a demographic based on biological
traits. While ethnicity develops around similar features as cultures, race is not
derived from beliefs, history, and so on. Whereas a specific ethnicity involves the
constant adoption of an ethnic identity and may require differentiation from other
ethnicities, racial differentiation is determined not by the individual but by his or
her genetic attributes. Finally, Jalali (1988) defined ethnicity as the culture of [a]
people [that] is thus critical for values, attitudes, perceptions, needs, and modes of
expression, behavior, and identity (p. 10). Although race may be easier to discern
in an individual, his or her ethnicity is not, and in some instances, it is even difficult
for some persons to readily identify themselves with a specific ethnicity.
Culture, on the other hand, can be thought of as a set of unifying beliefs, behav-
iors, ideas, and values that connect symbols to form a cultural integration in a group
of individuals. A culture is composed of smaller subcomponents that transmit sym-
bols such as family, groups, and institutions. Cultural characteristics and patterns
of behavior, including beliefs, language, institutions, technology, and values, are
transmitted across generations as culturally learned traits leading to the very cul-
tural definitions of its components (childhood, e.g., cf. Wartofsky, 1983). It is
interesting to note that unlike other animals humans have, to a certain extent,
replaced biological instincts with individually, culturally defined characteristics.
Although biologically based responses and behavior are common in all humans,
such as the ability to learn a language, cultural factors modulate such mechanisms
and functions, leading to significant and individual differentiation and to cultural
factors leading to learned specific functions such as distinct languages, including
Urdu, Spanish, and others. However, the question remains, how are culture and
ethnicity different? Although culture and ethnicity can be considered to be similar
because they are learned and flexible (Smedley, 1993), culture, as noted above, can
be perceived as a complex manifestation or expression or as symbolic elements that
define a group of individuals or society from which individuals may adopt specific
characteristics which over time lead to their own ethnic identity (cf. Smedley, 1993;
Nagel, 1994, Shorris, 1992). Whereas ethnicity is in the individual, there can be
many ethnicities represented within a culture.
It is also critical to note that ethnicity, culture, and race are not related to
nationality. Individuals with the same nationality or region of origin may have dif-
ferent races, ethnicity, and cultural characteristics, and this is particularly true for
Hispanics (cf. Shorris, 1992). It is also critical to understand that Hispanics, as will
be noted later, may have multiple racial and ethnic backgrounds.
Within the context of culture, ethnicity, and race, the concept of Hispanic is bet-
ter defined. The term Hispanic is used throughout this text to refer to all individuals
perceiving themselves to be Latino, Spanish, and Spanish-speaking individuals.
Puente and Ardila (2000) note that some dictionaries, such as the Merriam-
Websters Dictionary, include individuals from Portugal as Hispanics. In that sense,
individuals who speak Portuguese or dialects thereof may be considered Hispanic,
and thus the term would include individuals from Brazil and other regions of the
world. They also note that El Diccionario de la Lengua Real Espaola (Real
Academia Espaola, 1984) is more restrictive, limiting the term Hispanics to indi-
viduals from Spain or Spanish-speaking Latin America. As noted by Puente and
Ardila (2000), such a restrictive definition may be incorrect. Therefore, the term
Hispanic in this text is intended to represent individuals from Latin or Central
America and the Caribbean (i.e., Latino), as well as from Mexico and from other
Spanish-speaking (e.g., Spain) origins and the U.S., and individuals who identify
themselves as such because they perceive themselves as Hispanic. As might be
expected, and as noted by Harris and Llorente (2005), Hispanic individuals living
in the U.S. and other parts of the world share many of their institutional and
societal structures, including values, political, economic, and general educational
systems. However, groups of Hispanic individuals vary greatly with regard to
country of origin, educational attainment, religion, use of language(s), and other
important variables, and the pan-ethnic label Hispanic fails to include these
unique individual attributes.
Although an argument could be made that any ethnic group living within the
U.S. may represent a heterogeneous cohort, this is especially the case for
Hispanics living in this country. Aside from issues related to language differ-
ences to be covered in detail in Chapter 5, significant heterogeneity emerges even
if language is excluded. In order to understand the genesis of such heterogeneity, it
is critical to learn that the pan-ethnic label Hispanic fails to include unique
attributes, and race unfortunately often, but inappropriately, has been used as an
ethnic category, even by governmental entities, which creates significant confusion
and problems, particularly for neuropsychology (see Chapters 2, 3, and 6; cf.
Llorente et al., 1999). Although as noted by Harris and Llorente (2005), the iden-
tification as a separate race stems from the blending of races within the history of
some Hispanic peoples, including the result of intermarriage of the European
Spaniards with the indigenous Indians, producing the mestizo, many a Mexican-
American peoples favor the distinction of the term Chicanos. This preference rep-
resents certain political and ethnic perspectives and emerges because they often
consider themselves to be descendents of this new race that migrated northward
to the U.S. from Mexico. However, others prefer the term Mexican-American. As
noted by Harris and Llorente (2005), even within a specific nationality/ethnic
grouping, such as the largest category in the U.S. (Mexican), there are addi-
tional factors to take into consideration, including the fact that the term Mexican
encompasses both U.S.-born and Mexican immigrants.
Evidently, the term Hispanic is in fact a pan-ethnic term used to identify a
number of cultural or ethnic groupings, and Hispanic individuals can claim one or
more of many racial origin(s) as well as any Spanish-speaking country of origin,
nationality, or ethnicity. Even within an intra-ethnic definition, individuals emigrat-
ing from Mexico may identify themselves with any of many ethnic groups that
reside in that country (Vzquez, 1994). In addition to traditional Spanish, many of
these individuals may use languages which exceed over 200 different indigenous
living languages, including Mayan, Nhuatl, and Tamaulipeco (Harris and Llorente,
2005). Similar considerations, for example, are applicable to Hispanics from
Guatemala and other nations. Therefore, Hispanic individuals within the U.S. may
consequently be of any race, any ethnicity or combination of ethnicities (e.g., par-
ents with Puerto Rican and Colombian nationalities), and may be monolingual
Spanish speakers, monolingual English speakers, bilingual (e.g., Spanish-Mayan),
or multilingual (e.g., Nhuatl-Spanish-English), even if English is not yet a profi-
cient language (Harris and Llorente, 2005). At one end of this continuum
Hispanics may represent recent immigrants, monolingual Spanish-speaking indi-
viduals, and at the other end of the spectrum they may represent children
whose ancestors have been living in the U.S. for multiple generations and whose
parents may not share the same ethnicity (Hispanic or other), and may not even
speak the Spanish language (Harris and Llorente, 2005).
Pontn (2001b) provides an intriguing, although simple, model of the diversity
of the Hispanic population, one that is useful when interpreting assessment
results during the course of neuropsychological evaluation. He proposes to view
the population as a cube with variation along three dimensions, namely (a) years
of exposure to education, (b) country of origin, and (c) language proficiency
(English, Spanish, or bilingual). Although such a model is a good starting point,
clearly it could easily be made more complex and comprehensive by adding more
factor values, such as proficiency in indigenous languages, acculturation (Pontn,
2001b; Roysircar, 2004), region of origin or residence (urban/rural), or migration
history (Llorente et al., 1999).
In the final analysis, it is sincerely hoped that the reader realizes that the terms
culture, ethnicity, and race encompass different constructs that are not interchange-
able. It is also hoped that the reader surmises that the term Hispanic is being used
in this text as a literary term to refer to individuals of a Spanish or Latino back-
ground who identify themselves as Hispanic, yet in no way are these individuals
being characterized as a homogenous group, since heterogeneity is the rule within
this population (cf. Harris and Llorente, 2005; Puente and Ardila, 2000; Shorris,
1992). Hispanics can be of many races and ethnocultural backgrounds, and even
within the same ethnic group, there are interethnic differences. The term Hispanic,
or that of other groups of individuals for that matter, such as Cuban or Mexican,
is being used for ease of expression, not any other reason, and the authors hope that
individuals understand the diversity encompassed by such pan-ethnic terms.
Acculturation occurs when foreign cultural traits and values are adopted by a
society on a large scale or when a minority group or an individual adopts, assimi-
lates, or conforms to and integrates the characteristics, norms, and values of another
culture (cf. Berry, 1997; Portes and Rumbaut, 1990). In the process, the culture of
the receiving society is altered as a result of such acculturation, as in changes in
American society associated with large-scale migrations of Hispanics and other
ethnic minority groups (e.g., Italians), yet the emerging culture is not completely
new, but rather an interrelationship of amalgamations leading to the union of the
existing traditional and foreign traits. Within this context, acculturation and assimi-
lation are being used to described the adoption of values and foreign cultural traits
by an individual, in this case, Hispanic, as result of immigration or residence within
a foreign culture (U.S.). In this context, for example, a Hispanic individual from the
Dominican Republic adopts new values and traits over the years after his arrival in
the U.S., and in this sense a certain degree of assimilation occurs in this individual.
As is the case for many of these variables, acculturation can exist and occur in vary-
ing degrees along a spectrum. For example, some Hispanic individuals, upon
arrival in the U.S., as result of desire or necessity, exhibit little if any acculturation
to American society, whereas others extensively acculturate to American society en
masse. It is critical to note that many variables influence degree of acculturation,
including age of the individual or residential area of preference (Portes and
Rumbaut, 1990). In this regard, it is easy to realize how there is no need for a
Hispanic individual who immigrates to Miami, Florida, to assimilate American
culture unless it is desired or perceived to be beneficial, whereas the opposite may
be required if a Hispanic individual, upon arrival to the U.S., were to reside in
Bismarck, North Dakota. In some instances, some of these individuals partially or
completely may discard their Hispanic identity, or may never become acculturated
as measured by bilingual status along with other acculturation traits.
From an applied standpoint, the issue of acculturation is important for cross-cultural
neuropsychology. As noted by Pontn (2001a), level of acculturation is critical because
it assists the clinician to make important pragmatic determinations related to the assess-
ment process. When necessary, acculturation should be assessed formally during the
course of a neuropsychological examination, if at all possible. Acculturation scales have
been shown to predict generational cohort, degree of acculturation, and other factors
(Marin et al., 1984). These scales depend on test items that tap into preferred language
use, language spoken in the home, language use during leisure time, or friendships.
Aside from the fact that there are scales that permit the objective assessment of accul-
turation for Hispanics (Marin et al., 1984), assessment is helpful because it helps guide
the process in terms of its components, including language use during the assessment,
the selection of assessment procedures, and test performance interpretation to name
a few factors (cf. Pontn, 2001a). If formal assessment is not possible, acculturation
also can be gauged through the use of similar information, including language spoken
in the home, the nature of friendships, and leisure activities. Aside from measuring
language dominance and literacy, readily published formal reading, reading compre-
hension, and phonemic processing tests can also be used to address the degree of accul-
turation of a client.
A number of neuropsychologists (cf. Ardila and Moreno, 2001; Nell, 2000)

appropriately and coherently have argued that literacy plays a major role in the dif-
ferences sometimes observed between Hispanics and members of other ethnic
minority and nonminority groups. Although such a viewpoint is not considered
objectionable in this volume, it is only part of the puzzle, particularly if illiteracy is
not defined in the traditional sense in which it has been described and used in the
clinical neuropsychological literature, such as the inability to read and/or write.
Literacy is in itself an extremely complex area of inquiry. The term literacy has
evolved over time, and currently there are significant controversies as to what
defines literary fluency and competency, namely cognitive processes, inability to
read text, social literacy, technological literacy, and other factors (Kress, 2003;
Tannen, 1980). The term literacy also has to be examined with care because it
describes varying degrees of this construct along a continuum (Tannen, 1980).
Whereas some individuals may be able to simply sign their names and have a rudi-
mentary mastery of reading, their reading fluency and other aspects of this skill
(e.g., reading speed), and any other skills used to define literacy, may be more or
completely limited. To complicate matters further, many individuals who report
certain degrees of literary mastery may not be sufficiently literate to undergo evalu-
ation in a specific language (e.g., Spanish; see example in Chapter 6). What is une-
quivocally documented in the literature is the fact that illiteracy has significant
consequences for neuropsychology and neuropsychological practice. For example,
related to Hispanics, Ardila and colleagues (1989b, 1994) have spent a great deal
of effort attempting to examine the effects of illiteracy on neuropsychological per-
formance. In their work with illiterate clients, using a brief neuropsychological
battery, Ardila et al. (1989b, 1994) examined visuospatial and memory abilities in
extreme educational groups (illiterate and highly educated individuals). The
results revealed statistically significant differences in all visuospatial tasks, and all
but one memory task, between the two groups. Aside from noting differences
between these groups, these investigators concluded that cognitive skills are usu-
ally examined by neuropsychological tests that require highly trained abilities,
such as those provided by a formal educational system.
As noted above, the concept of literacy is actually an evolving construct, and in
its current usage, it is becoming more complex because of advances in information
processing and the emergence of new technologies. Therefore, Kress (2003) and
others (cf. Lankshear and Knobel, 2003) argue that new forms of literacy are
emerging and are constantly required in our society. Technological literacy would
be considered one of those emerging in our society. Although such an issue may be
thought of as irrelevant to neuropsychology, it is critical because many tests and
procedures administered to Hispanic patients, whether adult or pediatric popula-
tions, are technology-dependent (e.g., computerized neuropsychological tests), yet
many Hispanic patients come from backgrounds where technological illiteracy is
commonplace.
Lack of formal education and the interaction between education, literacy, and
culture also are important to consider. Although it is tempting to equate lack of
education with illiteracy, these two variables represent different constructs and
most likely play distinct roles in neuropsychology. For example, not every literate
Hispanic individual has received formal education in excess of a few years of
schooling or any at all. Therefore, although literacy can have significant impact on
neuropsychological assessment, or cognitive development and mechanisms for that
matter, lack of education can have independent effects that are not associated with
illiteracy and that are capable of accounting for problems sometimes observed in
neuropsychological performance. Although Heaton et al. (1986) have made a
strong argument as to the importance of education in neuropsychological test per-
formance, research addressing culture and education merits attention, particularly
for Hispanics. In this regard, Ostrosky-Solis et al. (2004) examined the influence of
education and culture on neuropsychological performance in indigenous and non-
indigenous populations in Mexico. Although sample sizes were small, their results
suggested that culture and education exert independent effects on neuropsychological
performance. Culture reportedly dictates what it is important for survival and
education could be considered as a type of subculture that facilitates the develop-
ment of certain skills.
From an applied standpoint, the issue of education will be explored in more
detail in later chapters. However, it is sufficient here to note that many tests and
procedures, including those considered by many practitioners as gold standards in
instrumentation, have significant deficiencies in this regard, and many do not have
normative data for specific groups of individuals, particularly Hispanics, with lim-
ited or very advanced educational backgrounds (Ardila, 1998; Llorente, 1997;
Llorente et al., 1999, 2000; Puente and Ardila, 2000). Even more perplexing is the
fact that such data may not even be available for individuals from the mainstream
culture, yet clinicians continue to use such norms without questioning the validity
or reliability of the inferences derived from them. For example, the reader is asked
to determine how many 75- to 79-year-old Hispanics who came from educational
backgrounds with 9 to 11 years of education are found in the WAIS-III standardiza-
tion sample, or more relevantly, how many 10-year-old white children who came
from backgrounds whose average parental educational is 8 years are found in the
WISC-IVs standardization sample?3
With regard to test construction, as noted by Harris and Llorente (2005), there
are significant implications for level of education associated with the standardization
of cognitive and neuropsychological procedures when applied to Hispanics. They
note that normative studies comprised of examinees with lower mean education,
or in the case of children, lower parental education, are important to scrutinize
because Test publishers typically stratify socioeconomic status within ethnic
3
Because education plays such a pre-eminent role in neuropsychology and its clinical practice,
and because low levels of educational attainment have been implicated in poor neuropsychological
performance in some instances, it is given special attention in several chapters throughout this
text. However, the reader should not assume that all Hispanics come from impoverished back-
grounds with low levels of educational attainment, as such an assumption is far from actuality in
the U.S., the fifth largest Hispanic population on the face of the globe.
groupings to reflect the characteristics of the countrys population. This is often

accomplished by utilizing parental education as a proxy for socioeconomic sta-
tus because of the strong relationship between these two variables (Prifitera,
Weiss, and Saklofske, 1998, 2005). In the case of intellectual tests, When IQ
scores are compared across ethnic groups, the overall reference group, which is
overwhelmingly represented by the non-minority cases, will tend to have higher
mean SES and parental education than the subgroups that are the focus of the
comparison (Prifitera, Weiss and Saklofske, 1998). The lower performances of
individuals from ethnic minority groups reflect both the correlation between
SES and IQ (Prifitera et al., 2005), as well as the composition of the normative
sample.
Another important variable is worth mentioning, namely, quality of education (Byrd,
Sanchez, and Manly, 2005). Although this variable is not given enough attention in the
literature or in daily clinical practice, it is critical because not all educational systems
are able to provide the same quality of education. Even in the U.S., where specific
guidelines and standards for teacher education and qualifications as well as curriculum
guidelines abound, stark discrepancies in quality of education are sometimes evident, in
some instances, within the same school district and, as noted by a colleague who is a
former teacher, sometimes within the same school. Differences also are sometimes
observed between private and public educational settings, and between suburban edu-
cational settings relative to poor inner city schools in the U. S., the latter with high
enrollment of Hispanic youths. Another frequently encountered problem that impacts
quality of education is the fact that many youth are promoted on the basis of their
chronological age rather than as a result of academic mastery, leading to poor levels of
academic achievement and competency. This factor impacts Hispanics and should be
given due weight. In the U.S. and abroad, quality of education affects large numbers of
Hispanics, be they children or young adults. Chapter 2 will show how, for children,
immigration factors impact residence in the U.S., and how such preferences sometimes
lead to large numbers of children being enrolled in metropolitan inner city schools,
where the problems described above are frequently encountered or exacerbated. In
adults, educational level and quality of education issues are often encountered as a result
of higher school dropout rates for adolescent Hispanics than for other ethnic minority
or majority populations (see Harris and Llorente, 2005). Although not applicable to all
individuals, educational level and quality of education relates to Hispanics from abroad,
particularly those individuals who have immigrated as adults to the U.S. from rural
and/or impoverished backgrounds from underdeveloped countries, who have received
academic training in a poor educational system. For example, their educational levels
sometimes may lead to the same number of years of education as individuals in the U.S.
Yet, despite having attended the same number of years as have individuals living in the
U.S., they may have experienced a significantly lower quality of education. Although at
first glance issues related to quality of education may not be seen as important to
neuropsychologists, they are critical because most neuropsychological tests and proce-
dures, used in daily practice with Hispanics, employ normative data that have been
stratified according to years of education, without attention to quality of education.
Pragmatic test development and application issues also deserve attention.

Chapter 6 provides a more thorough review of procedures and methods that can
mitigate the effects of test bias during the course of test development for Hispanic
populations, particularly monolingual Spanish-speaking individuals. Therefore,
such factors will not be presented here in detail. However, it is appropriate and
important to briefly delineate issues that have been raised in the literature related to
test construction and application for Hispanics and that have led to negative conse-
quences. The topic merits attention because it addresses important issues and weak-
nesses in the neuropsychological literature, including the lack of appropriate tests
for Hispanics and Spanish-speaking populations.
One topic deserving exposition is test development and the use of simple test
translations. As noted above, paradigmatic shifts occur in scientific disciplines that
lead to changes in their theory and practice, particularly artifactual paradigms
closely associated with palpable aspects of a discipline (Kuhn, 1970). Although it
was common and probably appropriate during the early stages of paradigmatic shift
to observe the development of tests in Spanish as simple translations of tests from
other languages, such a practice has become obsolete over time. Modern test devel-
opment efforts for Hispanic populations have increased in complexity, and the use of
forward and back translations were used to develop procedures in Spanish from
other languages. However, a translation of a test is not an adaptation of a test, which
is a more comprehensive methodology of test development, and later tests devel-
oped for use with Hispanics not only included translations or back translations but
a comprehensive adaptation into Spanish. The complexity and arduous task of
appropriately adapting a test included an examination of word usage and frequency
of word appearance (using existing manuals [cf. Carroll, Davies, and Richman,
1971]) in the culture for which the test was being adapted, use of similar popula-
tions for standardizations, and other adaptations.
However, more recent test development strategies and efforts for procedures in
Spanish have seen a diversification and increase in sophistication, rather than a
simple adaptation of a test from English or any other language. For example, as will
be noted in more detail in Chapter 7, modern tests with Spanish versions (e.g.,
BASC- II, SENAS; WISC-IV in Spanish, WJ-III) have adopted more advanced
methodological postures, including the use of advanced statistical procedures to
reduce bias (e.g., item analysis), sampling methods (e.g., over sampling), and test
development procedures that have surpassed older methods of test development
and validation, leading to new exemplars in the creation of modern tests in Spanish
(or any other language for that matter).
Another issue that warrants attention is the development of test norms for
Hispanics. Although recent criticism has emerged related to the creation of separate
norms for minority populations (Brandt, 2005), including Hispanics, such norms
are temporarily necessary, particularly during the early stages of paradigmatic shift.
Such norms are required because they enhance the inferential process by attempting
to reduce the effects of potential confounds, and such a practice is necessary until
unbiased tests are developed that do not discriminate against ethnic minority
groups, including Hispanics. It is also critical to realize that according to Kuhns
(1970) model, this approach is how practice evolves in a discipline, and how
paradigmatic shifts eventually become extant models of thought and practice.
Criticizing such a posture fails to take into account the natural progression of a
discipline, particularly during the infancy of a paradigmatic shift.
Another important factor to consider is the generalization of test data, normative
data in particular, that have been collected in other countries, that were developed for
groups of individuals different from the individual undergoing assessment (see
Llorente et al., 1999), and that are used with such an individual simply because he or
she speaks the common language (i.e., Spanish) or other convenient reasons (cf.
Mitrushina et al., 1999). Many problems are inextricably related to this assessment
posture, including lack of language dominance and ethnic differences (cf. Puente and
Ardila, 2000). It also includes cultural factors. For example, norms developed with
Spanish-speaking individuals in Spain may not be applicable to individuals who
speak Spanish in the U.S., despite the fact that both may be fluent in Spanish. This
issue is encountered with greater frequency as a result of increased globalization. As
tests are produced in specific countries (e.g., Australia, United Kingdom, and Spain)
and applied in other areas of the world, where populations may be inherently different
from an ethnic and cultural standpoint yet not linguistically, and it is likely that such
instances may become more prevalent, yet not always appropriate. As a case in point,
it is not unusual to see a client, pediatric or adult, seem confused with a test stimulus
(e.g., Union Jack) from a test developed in another country, leading to failure by the
patient on that particular test item in the U.S.
An egregious posture that occurs every so often also includes the use of other
professionals acting as health professionals or in a similar capacity without having
training in the health sciences, but acting as an evaluator for purposes of assessment
because he or she may be bilingual. Such unethical and illegal conduct does not
require or deserve further elucidation. Another problem sometimes encountered in
the practice of neuropsychology is the use of a unique and live translation of a
test published in English into Spanish, a test without a published Spanish version
by a bilingual clinician. In this case, a clinician essentially creates a unique, live,
on-site, unpublished Spanish translation of a test that does not have an authorized
or published version, adding to the problem by referring to existing norms for the
English version test. It is clear that such postures should be avoided, and an expla-
nation for such a rationale is not necessary (cf. Artiola i Fortuni et al., 2005).
Another inappropriate approach frequently encountered in practice is the admin-
istration of only one scale of a comprehensive test (e.g., WAIS III, Performance
Scale). This practice involves administering only one scale of a test with many or
multiple scales and subsequently using such narrow information to generalize and
inferentially approximate an individuals overall or omnibus score, such as his or
her overall intellect. This practice is unfounded and marked by several problems,
and it relies on inappropriate assumptions about cognitive processes and psycho-
metric properties of tests. One important misconceived assumption is that cognitive
processes may be discrete phenomena. In other words, when administering a visual
reasoning scale of a test without administering its accompanying verbal reasoning
scale, it is incorrect to assume that visual processes occur independently of verbal
processes or that language and verbal reasoning processes do not enter the
evaluative process during the completion of a task that predominantly may require
visual processing skills (Lezak et al., 2004). Another erroneous assumption is
the belief that administering such a scale provides a more accurate interpretation
and gauge of the individuals overall skill. Although an accurate measurement may
emerge for the scale administered, such a restrictive assessment process fails to
assess other major functional areas, areas that actually may be impaired. Although
such a practice was used inappropriately for years with individuals with severe
sensory (auditory or visual) handicapping conditions, such as deaf and hard-of-
hearing persons or the legally blind, such an approach should not be used with a
Hispanic individual. Finally, the reader should surmise from the above that we are
not arguing against the use of a single test scale (WAIS-III, Performance IQ score)
to examine a specific domain, such as visual (nonverbal) reasoning, but rather we
are arguing against the misuse of such a scale to infer an individuals overall index
(WAIS-III, Full Scale IQ score) from his score on the single scale.
From a psychometric standpoint, an assessment posture whereby only one scale
is administered is not appropriate for multiple reasons. However, due to lack of
space, only major reasons will be addressed here. First, perusal of the correlations
between subscales and overall index for most tests reveals that such subscales are
incapable of accounting for the overall test variance. For some tests (e.g., WAIS-
III), such test scales (e.g., Performance IQ score) account for approximately 79%
to 90% of the total variance in overall intellect (FSIQ), depending on specific
demographics. Second, it should not be assumed that such a variance is the same
for all ages; differences exist in the amount of variance that is accounted for by
specific subscales from the total variance as a function of chronological age. Third,
as noted by Kaufman and Flanagan (2004), as the difference between an individuals
subscale scores increases, the validity of the omnibus index may not be interpretable
or its interpretation may become difficult because the subscales may not be
measuring the construct they were meant to assess, leading to a spurious omnibus
index. Finally, the base rates of such differences are important (cf. McCaffrey et al.,
2003), yet sometimes not available, or worse yet, not considered, thus biasing and
hindering interpretation. In summary, such an approach should be avoided, and an
appropriate, comprehensive measure should be administered.
Although a more comprehensive discourse related to this topic is found in
Chapter 5, a narrow summary of specific issues associated with bilingualism appli-
cable to neuropsychological assessment will be provided here. As noted by Harris
and Llorente (2005), the relationship of language proficiency and bilingualism to
cognitive performance has long been a sensitive topic but one that has direct bear-
ing on the performance discrepancies observed for some ethnic minority (e.g.,
Hispanic) versus non-minority groups. Despite their absurd conclusions, early
studies suggested that bilingualism might represent a cognitive liability, yet later
investigations revealed that such differences were the result of artifact associated
with flawed research methodologies, including failure to control for socioeconomic
and other variables, heterogeneity in the samples defining bilingual, and other
factors (cf. Paradis, 1978).
In addition, past research suggests that second language acquisition, particularly

English proficiency, takes long periods to reach what might be considered a deep
structural level, and that such mastery should not be confused with the simple abil-
ity to use English in conversational (social) situations (Cummins, 1979). Cummins
(1979) differentiated between surface fluency (basic interpersonal communica-
tion skills) and more cognitively and profound levels of processing and language
proficiency. Cummins (1979, 1984) further argued that in face-to-face verbal inter-
action, the meaning of the communication is supported by contextual cues (e.g.,
facial expression), whereas test situations are context reduced, cognitively demand-
ing circumstances, situations which require significant language proficiency in
excess of that utilized in basic communication. In studies Cummins conducted in
the U.S. and Canada, he found that individuals arriving from another country after
the age of six years required an average of five to seven years to approach grade
norm levels of English proficiency (Cummins 1981). As noted by Harris and
Llorente (2005), it seems logical, then, to conclude that Hispanics acquiring
skills in English may not possess sufficient fluency or deep structural mastery to
effectively perform on more demanding, contextually reduced neuropsychological
examinations.
From an applied standpoint, language competency in bilinguals (e.g., English
and Spanish) should not be left to arm chair speculation, but rather, a data-based
approach should be taken at the onset of evaluation to assess the degree of language
proficiency of a client (see Chapters 5, 6). Although it will not be reproduced here,
Pontn (2001b) provides a good starting point, and he developed an assessment
decision tree that may serve as a charter guide in reaching a conclusion as to
whether to test a Hispanic client in English or Spanish. It is also critical not to
depend on the clients verbal report related to their degree of fluency in any lan-
guage, as bilingualism is not a discrete, digital, dichotomous characteristic but
rather an analog variable with varying degrees of fluency in English and/or Spanish
(or any other language), and a clients report may be inaccurate. Yet, as noted by
Mungas (1996), good communication with a client is critical to enhance the validity
and reliability of assessments conducted with Hispanic clients.
Although many factors already have been mentioned that should convince the
reader that linguistic factors should be strongly considered prior to assessment,
another important issue requires consideration because it is inextricably related
to neuropsychological diagnostic categorization. In this regard, it is paramount to
recognize that the phenomenology of a construct, such as schizophrenia, may be
altered in its assessment or interpretation by the examiner due to a lack of lan-
guage proficiency (Perez-Foster, 2001). As noted before, ethical considerations
should prevail in the decision to assess or not to assess a Hispanic client or to seek
consultation or supervision (APA, 2002). It is left to the clinician to determine
whether their degree of professional competency is appropriate to evaluate a
specific Hispanic individual in a specific language (cf. Artiola i Fortuni and
Mullaney, 1998).
Another vital topic that requires attention in this chapter is the use of interpreters.
Aside from ethical considerations (cf. APA, 2002), there are several factors worth
addressing related to the use of interpreters during the course of neuropsychological

evaluations or related components such as interviewing or feedback of assessment
results. Although at first glance the need for such interpreters is required because
large portions of individuals from Hispanic populations are monolingual Spanish
speakers or bilingual with poor English fluency and mastery, there has been an
increase in the number of individuals who are able to conduct neuropsychological
assessments in Spanish during the last decade, and the use of interpreters should be
avoided. In addition, although the use of an interpreter may be appropriate to sched-
ule an appointment or other clerical components, and in some instances such a
posture may be sound in conducting other health-related consultations, it is neither
appropriate or sensible to use interpreters to assess complex cognitive skills, some
of which might require intricate language abilities or, in some instances, sophisti-
cated processes involving verbal reasoning such as verbal abstraction. Although it
is our opinion that interpreters should not be used during the course of clinical
interviewing and neuropsychological assessment with Hispanic populations, and
taking such a course of action opens clinicians to all types of potential problems,
including liability, there may be cases in which the use of an interpreter is unavoid-
able, such as the unavailability of bilingual neuropsychologists in selected areas
within a nation. Therefore, several factors should be considered if interpreters are
necessary. First, the quality of the interpretative services should be closely scruti-
nized and strongly considered. There may be qualified individuals in a community
who may be professional interpreters. If at all possible, unqualified interpreters
should be avoided, and if possible, interpreters familiar with the content of the work
performed by neuropsychologists should be preferred. There are interpreters who
have received specialized training in mental health, and preference should be given
to these individuals.
The use of family members as interpreters is one of the most pernicious errors
during the course of neuropsychological assessments with Hispanics, and this issue
has received some attention in the literature. Aside from the fact that these individuals
are usually not aware of ethical guidelines related to the process of interpretation or
translation (American Translators Association, 1997), as noted by Dodd (1983), the
use of family members is inappropriate because employing such individuals for such
a purpose may lead to bias during the course of interviewing or other assessment
components. Although at first glance the novice clinician may note that there are
inherent and perceived advantages associated with the use of interpreters who may
be very familiar with the client, individuals who may have a genuine interest in the
patient, who are easily accessible, and who serve the client as a buffer related to
anxiety-provoking and other assessment-related effects, such perceived advantages
easily disappear and become potential liabilities when examined more closely. The
reasons that such advantages are misperceived easily become evident when the clini-
cian considers the risks and potential problems that may arise when family members
act as interpreters. Although there are probabilistically a myriad of ways that the
interpreting family member can hinder the interviewing or assessment process (cf.
Blau, 1998; Kayser, 1993), one of the chief factors involved with such a practice is
the risk of harm to the patient as a result of intended or unintended misinterpretation
by a family member. In some instances such a misinterpretation may be for obvious

or not-so-obvious reasons. For example, imagine the assessment of a Hispanic child
who has been the victim of abuse, leading to a traumatic head injury, who is brought
for neuropsychological assessment or rehabilitation by his father, in this case,
responsible for the abuse, or a woman, serving as an interpreter, brings her elderly
husband or father or other loved one for a feedback session and has to provide nega-
tive information that she perceives may be painful to her kin, such as the disclosure
of the presence of a dementia. Will these interpreters serve as unbiased reporters?
Clearly, these individuals may not serve as accurate reporters when discussing the
cause behind the head injury or when providing negative yet in some instances
necessary, prudent, and realistic feedback.
Advents in technology also have decreased the need to use family members as
interpreters, and if the use of such resources becomes absolutely necessary, mod-
ern interpretative services are readily available through telecommunication sys-
tems from local or international telephone companies. Combined with the use of
speaker phones and similar technologies, such a posture reduces the need for fam-
ily participation unless necessary for clinical purposes but not as interpretative
resources. Therefore, the use of family members as interpreters should be avoided
(Dodd, 1983).
For obvious reasons, the use of interpreters truly becomes a critical factor during
the course of civil or criminal legal proceedings. In short, the practice of using
interpreters during forensic neuropsychological evaluations also should be avoided
at all costs (cf. De Jongh, 1991; LaCalle, 1987). In these cases, important legal dis-
positions may have significant impact on the client, his family, his community, and
in some instances, the establishments of critical legal precedents, and therefore the
use of interpreters in such settings is especially inappropriate. From a legal stand-
point, the forensic psychology and cross-cultural literatures indicate that evalua-
tions conducted through an interpreter may be invalid and must be avoided, not to
mention unethical and easily challenged in a court of law (LaCalle, 1987). The lit-
erature suggests that even an accurate translation of test protocols and other com-
ponents of an evaluation may result in the loss of subtleties and connotational
nuances of speech (Cervantes and Acosta, 1992), leading to diminished validity and
reliability (see Psychometric Issues below). In fact, some researchers and clinicians
argue that simply changing the manner in which a test is administered without
restandardizing the tool to meet the ethnic and cultural and linguistic requirements
of the individual undergoing assessment leads to challenges of the validity, and
reliability, of test results, particularly in the case of forensic evaluations (Melendez,
2001). It is important to realize that such a posture should be taken for ethical rea-
sons, the ultimate reason to take a specific course of action during the course of
assessments with Hispanics, but also for pragmatic and legal reasons. In this regard,
it is critical to note that there are ethical aspirations and principles (APA, 2002)
associated with the appropriate conduct of neuropsychologists when acting in the
forensic arena, as well as legal issues to consider concerning admissibility of test
results on the basis of their validity and reliability in such proceedings (cf. Daubert
v. Merrell Dow Pharmaceuticals [92102], 509 US 579 [1993]).
A Brief Examination of Statistical and Psychometric Issues
The majority of factors discussed above are common knowledge and have been
well articulated in the cross-cultural neuropsychological literature by several
authors. One area, however, that is capable of hampering neuropsychological
assessments with Hispanic populations that has not been given proper attention is
psychometric issues associated with reliability and validity.
Reliability (Rx) is a measure of consistency or the degree of stability or accuracy
of test results associated with inferences in neuropsychological assessments. Using
traditional psychometric theory, an individuals score on a test (Xtest score) is com-
prised of a true score (Xtrue), representing the actual characteristic or trait under
investigation, and error (Xerror), assumed to be random in nature. Because random
error enters the measurement process, a persons true score is not observable on any
test (Kirk, 1990). In other words:
Xtest score = Xtrue + Xerror
Reliability then represents the ratio of true score variance over the observed score
variance. Although a more detailed coverage of this area is beyond the scope of this
discussion, and Chapter 6 provides a comprehensive discussion of ways to reduce
such error variance, it is important to realize that the reliability of the inferences
derived from a battery of neuropsychological test is impacted by each one of its
components, and that the use of interpreters, or any other factors, such as an inap-
propriate measurement as a result of language differences, lack of acculturation,
and so on, may lead to increased bias or diminished reliability, thus hindering the
evaluative process, particularly nonrandom error.
It is critical to note that, unfortunately, the overall reliability (Rx) of an assess-
ment battery is the multiplicative product of the reliability of each of its compo-
nents (1, 2, n). In essence:
Rx = reliability1 x reliability2 ... x reliabilityn
where 1, 2, and n represent each test or procedure used in a battery and overall
assessment during the course of neuropsychological evaluation. In other words, the
reliability of a neuropsychological battery (or evaluation) is, at best, as high as the
lowest reliability coefficient of any of the tests or procedures used in such a battery (or
evaluation) (cf. Anastasi and Urbina, 1997). Therefore, pretend that a clinician uses an
interpreter as part of an assessment but only for one measure of verbal reasoning. Lets
pretend that the inference derived from the administration of this test possesses the
lowest reliability in the battery during the assessment. The reliability of the entire
assessment is at best as high as the lowest reliability of any test or procedure adminis-
tered to the Hispanic patient regardless of greater reliability of any other tests. If the
clinician further uses information from the verbal reasoning test in the inferential proc-
ess, and such a test was conducted with the aid of an interpreter, possessing a lower
reliability coefficient than that of any other test procedure used by the examiner during
the course of assessment, then that test will impact the overall test battery reliability
during the assessment and will limit the overall accuracy and consistency not to sur-
pass its reliability. It is evident from this exposition that bias, particularly nonrandom
effects, should be reduced during the course of neuropsychological assessment.
Introducing biased sources of error may exert damaging influences during the course
of assessment, and it is imperative to reduce such influences during the course of neu-
ropsychological evaluations with Hispanic populations.
Now that the concept of reliability has been introduced, it is also critical to note
a concept that has received limited attention in the cross-cultural literature but
deserves scrutiny here. Validity refers to a tests ability to measure a construct that
it was designed to assess or that it purports to measure (Anastasi and Urbina, 1997).
In terms of cross-cultural neuropsychology, one aspect of this issue has been
referred to as cognitive equivalency (see Puente and Ardila, 2000). For example, as
will be noted in Chapter 4, cross-cultural research has demonstrated that specific
ethnic minorities may perform better than others in specific cognitive measures
such as digit span, a test of auditory simple attention (cf. Kwak, 2003). Although it
is possible that specific cognitive strengths and weaknesses in different ethnic
minority groups may account for such findings as a result of cultural factors, it is
critical to first rule out other factors capable of accounting for such differences,
including lack of cognitive equivalency of test measures. For example, using digit
span, it is evident that numbers in various languages do not have the same number
of syllables, capable of differentially impacting memorization and later recall
(Kwak, 2003). Therefore, this factor alone may be capable of accounting for per-
formance differences between ethnic groups, unrelated to actual differences in
cognitive abilities. Although this construct has been termed or relabeled cognitive
equivalence, it is not new, and it is directly tied to the construct validity of a test,
and sound construct validity has to be at the psychometric heart of newly developed
measures for Hispanics.
Within this area of inquiry, ethnicity and test variance represent another critical
topic worth mentioning in neuropsychological assessment. By variance, reference is
being made to the statistical concept associated with the amount of variance accounted
for by any variable (e.g., age, education, ethnicity/culture, injury type, severity of
insult) or combinations of variables on overall test performance during the course of
neuropsychological evaluation. This is an intriguing yet critical issue meriting atten-
tion because bright attorneys, colleagues, lay individuals, and students, whether in a
facetious or heart-felt fashion, often inquire about it. The answer to this question is
complex, yet it has received little detailed scientific scrutiny. Figure 1.1 shows graphs
that attempt to capture the essence of a rational response to such a complex question.
On one hand, the type of trauma or injury and its severity is critical to the formulation
of any coherent response. The type of trauma is important because there are insults
that require significant repeated exposure before they have significant impact on
brain functions with ecological and clinical consequences. Although modern views
of the effects of brain injury have advanced (DeBlesser, 1988), early annals of neu-
roscience noted that severity of an insult is important because the extent of damage
Figure 1.1 Venn diagram-culture/ethnicity and total test variance-diagrams displaying diffferent
factors posited to account for total test performance variance. Figure 1.1 (a) shows total test per-
formance variance (white) accounted for age (slanted lines), culture/ethnicity (grey), education
(horizontal lines), and injury (cross-hatched lines) in the case of an individual who sustained
severe TBI. Figure 1.1 (b) shows the amount of total test performance variance (white) accounted
for by age (slanted lines), culture/ethnicity (grey), and education (horizontal lines) in the case of
noninjured individual. Note differences in the amount of total test performance variance accounted
for by culture/ethinicity in each case, but particularly in the case of the TBI individual
may account for much of the variance in neuropsychological test performance, leav-
ing any other variable(s) little to account for (Lashley, 1938). For example, if a
Hispanic patient sustains a severe brain injury with significant loss of consciousness
and trauma, extensive posttraumatic amnesia, and objective evidence of injury (e.g.,
diffused axonal injury, injured galea, remarkable MRI results), it is most likely that
the severity of such trauma accounts for a large proportion of the overall test perform-
ance variance, and cultural factors, or any other variable(s) for that matter, will
account for a small amount of the total performance variance4 (Figure 1.1a). In con-
trast, if healthy, uninjured Hispanic individuals are chosen for participation in a nor-
mative study, even when controlling for age and education, ethnicity, cultural, and
linguistic factors may account for a large proportion of the variance, particularly if
there are specific variables confounded with the concept of ethnicity in those individ-
uals, such as literary ability or other variables that partially define ethnic and cultural
differences in those individuals (Figure 1.1b). This issue is well exemplified by
research addressed in greater detail later (cf. Rey et al., 1999). However, it is interest-
ing to note that despite the fact that ethnicity and cultural factors may account for a
small portion of the total test performance variance in the case of the severely brain-
injured individual above, his or her rehabilitation, recovery, and attributional factors
related to the injury, and its long-term outcome, nonetheless, may be modulated
extensively by cultural factors (see Chapter 8).
Finally, while discussing psychometric issues, it is important to address one final
issue that is actually applicable to all populations, not just Hispanics. This critical
4
Other variables being held equal such as brain reserve capacity etc.
factor emerges as a result of a lack of understanding of psychometric characteristics

of measurement instruments in general, regardless of discipline, and in particular
neuropsychological and psychological tests. It is related to the reliability coefficients
published in test manuals and their meaning. Here is an example: Consider for a
moment that a somewhat astute neuropsychologist performing his duties in a reha-
bilitation center decides to examine a test manual to determine the test-retest reliabil-
ity of a neuropsychological instrument prior to administering it to a Hispanic patient
who sustained a closed head injury. He wisely decides to look at the psychometric
characteristic of the instrument because he realizes that he will have to administer
the same test to the same patient on two or more occasions. After a review of the
manual, he happily realizes that the test-retest reliability noted indicates that such a
coefficient was obtained from a study in which the test-retest interval was approxi-
mately (average) four weeks, similar to the schedule of administration that he will
require to use with his patient. Although he is not pleased with the fact that such a
coefficient was obtained in a healthy population, not a group of traumatic brain-
injured individuals, and he realizes this to be a problem, he is exalted by the high
test-retest coefficient (.80) noted in the manual. Assuming for a moment that the test-
retest reliability study reported included Hispanics, similar to his client, and that the
lack of data for injured individuals is momentarily ignored, as well as other important
factors, an eminent and salient issue remains that is often, yet sadly, ignored. The
problem is related to the fact that the coefficient reported is for a group of individuals,
comprising the test-retest study, informing the astute clinician nothing about indi-
vidual test scores and their variability. Yet, the clinicians role is not to make a deci-
sion about a group of patients, but to make critical and important decisions about one
individual, his Hispanic client. Unfortunately, test manuals, including those devel-
oped by the senior author and his colleagues (Llorente et al., 2003), usually do not
address the issue of individual scores, and only group data are usually reported, or
the reproducibility of test scores have to be obtained from investigations, sometimes
in obscure sources. This is unfortunate, because a measurement device, be it
neuropsychological or any other type, may exhibit a high reliability at the group
level but not at the individual level. In other words, although the reliability coeffi-
cient reported by the test manual may show a high reliability for a group of partici-
pants in a study, it tells us nothing about the reproducibility of individual scores (see
Llorente et al., 2001a). Yet, clinicians, unless conducting research with groups, are
not making everyday decisions at the group level but at the individual level. It is also
important to be cognizant of the fact that the reproducibility of individual scores
varies as a function of other individual characteristics, including overall intellect,
and the presence of a specific neuropathological condition. Furthermore, it is not as
if such information is difficult to obtain, and there are methodologies capable of
examining such an issue (cf. Bland and Altman, 1986). Finally, it is also critical to
realize that vital assumptions were made above, including the fact that Hispanics
were included in the study and that injured groups were studied. Unfortunately, the
problem noted above is accentuated by the absence of Hispanics in such studies, yet
those data are used everyday to make, in some instances, very important decisions
in their lives, life-and-death decisions in the case of Hispanics undergoing legal pro-
ceedings associated with capital punishment.
Ethical Issues, Hispanics, and Neuropsychology
Important ethical issues addressing cultural factors also must be considered in the
application and practice of cross-cultural neuropsychology when intervening with or
assessing Hispanics. In this regard, the Ethical Principles of Psychologists (APA,
2002) and the Standards for Educational and Psychological Testing (1999) clearly
note the importance of considering cultural factors and ethnicity from several aspects.
Although it is beyond the scope of this chapter to address all these issues in detail, a
few salient aspects of the Ethical Principles of Psychologists as they relate to cultural
issues, and Hispanics in particular, will be mentioned. From the standpoint of the
Ethical Principles of Psychologists (APA, 2002), its Preamble notes:
Psychologists are committed to increasing scientific and professional knowledge of behavior
and peoples understanding of themselves and others and to the use of such knowledge to
improve the condition of individuals, organizations, and society. Psychologists respect and
protect civil and human rights and the central importance of freedom of inquiry and expression
in research, teaching, and publication. They strive to help the public in developing informed
judgments and choices concerning human behavior. In doing so, they perform many roles,
such as researcher, educator, diagnostician, therapist, supervisor, consultant, administrator,
social interventionist, and expert witness. This Ethics Code provides a common set of princi-
ples and standards upon which psychologists build their professional and scientific work.
Clearly, the Preamble, although general and aspirational, addresses the inclusion of
cross-cultural factors in neuropsychology, as it requires a commitment on the part
of clinicians, educators, practitioners, and researchers to improve the condition
of individuals and society. In addition, the Preamble requires the protection of basic
civil and human rights.
Aside from its Preamble, ethical principles and regulations provide more spe-
cific guidance related to these issues that are applicable to ethnic minorities includ-
ing Hispanics. For example, the ethical principle addressing Respect for Peoples
Rights and Dignity (Principle E) notes:
Psychologists are aware of and respect cultural, individual, and role differences, including
those based on age, gender, gender identity, race, ethnicity, culture, national origin, reli-
gion, sexual orientation, disability, language, and socioeconomic status and consider these
factors when working with members of such groups. Psychologists try to eliminate the
effect on their work of biases based on those factors, and they do not knowingly participate
in or condone activities of others based upon such prejudices [italics added].
With regard to specific components of neuropsychological assessment and its

application with Hispanics, the Ethical Principles of Psychologists, specifically
referring to the interpretation of test results indicate:
When interpreting assessment results, including automated interpretations, psychologists take
into account the purpose of the assessment as well as the various test factors, test-taking abilities,
and other characteristics of the person being assessed, such as situational, personal, linguistic,
and cultural differences, that might affect psychologists judgments or reduce the accuracy of
their interpretations. (9.06 Interpreting Assessment Results) [italics added].
In brief, although specific portions of the Ethical Principles of Psychologists

(2002) are aspirational in nature, it is evident that other portions set by standards
for practice have greater specificity, and because of their emphasis and considera-
tion of cultural, ethnic, and race factors are quite applicable to the work that psy-
chologists perform (teaching, research, clinical, and so on) with clients from
diverging backgrounds in general, and more specifically, Hispanics. Although sim-
ilar to the Ethical Principles, the Standards of Educational and Psychological
Testing (1999) provide specific and detailed guidelines that are applicable to those
who work with Hispanic populations. Although a detailed examination of all these
issues will not be covered, it is critical to note specific issues addressing the assessment
of multicultural groups including Hispanic populations. For example, with regard to test
application and construction, according to the Standards for Educational and
Psychological Testing (1999), such tests should be suitable for the background (e.g.,
cultural) of the test taker. The construction of tests should also include information on
validity and reliability of the inferences derived for such populations. In reference to test
interpretation, the Standards indicate that contextual information should be provided in
the interpretation of test scores, and when unavailable, cautions should be raised against
the misinterpretation of test scores.
With regard to ethical issues and their interaction with other factors already dis-
cussed in this chapter (e.g., language), in addition to professional organizations,
several clinicians and researchers have addressed important factors associated with
such considerations. Although their point may be too strong, as they essentially
propose that the assessment of monolingual Hispanics should be conducted by
someone with an advanced degree in Spanish, a practice that does not occur in the
U.S. or abroad during the course of most neuropsychological evaluations with
individuals from their respective mainstream culture, the point made by Artiola i
Fortuni and Mullaney (1998) is important, and if toned down to an ethical and logical
level in its application and interpretation, critical and timely. They essentially note
that an evaluation of a Hispanic individual should not be undertaken by a clinician
who does not have a certain degree of mastery of the language of the individual
undergoing assessment, and doing so is unethical. As noted by Artiola and Mullaney
(1997), although this point should be a logical step in the assessment process and
decision-making process of competency, it is something that sometimes fails to
occur, at a rate much greater than one might suspect, including judicial proceedings.
Because an ethical course of action has not been followed by large number of practi-
tioners, particularly in the U.S., Pedersen and Marsella (1982) have equated the cur-
rent status of the field regarding the lack of an ethical posture during the course of
cross-cultural psychological assessment and treatment as a crisis. This crisis pervades
a large number of settings including educational and legal arenas.
In sum, neuropsychological assessments of monolingual, and in some instances of
bilingual (see Chapter 5), Hispanics should be conducted in Spanish by a Spanish-
speaking expert cognizant of the clients ethnic and cultural background with language
fluency adequate to conduct a competent examination. The complexity of such evalu-
ations requires that they be conducted in the language in which the client can
dispatch his or her responsibilities most fluently. This is particularly true for edu-
cational, legal, or other types of evaluations with significant economic, personal,
and social consequences for the client and his society.
Summary and Conclusion
Neuropsychology faces significant challenges if it is to remain a viable science capa-

ble of explaining complex brain-behavior relationships that take into account power-
ful cultural components. From an applied standpoint, such challenges also face the
practicing clinician having to deal with an ever-increasing population of individuals
from ethnic minority backgrounds living in the U.S., including Hispanics The integra-
tion of culture into theoretical models within neuropsychology should be perceived
not as a corruption of existing models, or an accumulation of knowledge, but as a
drastic paradigmatic shift in the field of neuropsychological inquiry as a result of its
progression from normal science as a developing and evolving field of inquiry.
Although many contributed to the inclusion of culture into neuropsychology, several
individuals within the field, and indirectly outside the field, made significant contri-
butions including Boas, Dewey, Luria, and Vygotsky.
Several definitions and terminology were introduced to allow for an equal foot-
ing when addressing topics throughout this text in the subsequent chapters. One of
the most important is the fact that culture, ethnicity, and race are three distinct terms
that should not be confused with one another, and a similar approach should be
taken with the term Hispanic, a pan-ethnic term incapable of accounting for
significant heterogeneity in individuals from such a background, despite its use in
literary parlance or confusion by governmental bodies, lay people, or the media.
Language in Hispanic populations also was presented as a unique and salient char-
acteristic capable of impacting all aspects of neuropsychology. Other topics such as
literacy, education, and quality of education capable of modulating individual defi-
nitions of Hispanic also were addressed. Several pragmatic factors, including
administrative and statistical issues important during the course of neuropsycho-
logical assessment and rehabilitation, were also discussed because they are capable
of impacting inferences from results obtained with individuals from ethnic minori-
ties, with significant negative repercussions in some instances, and because they are
not consistent with standards of practice or do not meet ethical standards.
At first glance, it would appear difficult to incorporate cultural components into
brain-behavior relationships. However, culture and brain are closely intertwined and are
part of a bidirectional relationship, as noted through studies involving genes and neu-
rons. In other words, brain and culture are not opposites or mutually exclusive but dif-
ferent components of our very definitions of human and at the core of our existence.
Aside from the factors noted above, it is important for the practicing neuropsychologist
to be cognizant of ethical principles and aspirational goals set forth by Ethical Principles
of Psychologists that require the practicing clinician to take into consideration in the
assessment and intervention of ethnic minority individuals, including Hispanics.
Chapter 2
American Population Estimates, Trends
in American Immigration, and Neuropsychology:
Influences on Assessment and Inferential
Processes with Hispanic Populations1
Antolin M. Llorente
A review of the most recent decennial U.S. Census (U.S. Census, 2001) indicates
that Hispanics account for approximately 11% of the total American population.
The conservative 11% estimate represents a total of approximately 32 million legal
individuals of Hispanic origin living in the U.S. Table 2.1 presents a brief descrip-
tion of the most recent census estimates for the U.S. Hispanic population according
to country of origin for selected nations (U.S. Census Bureau, 2001). The data col-
lected by the U.S. Census is to a large extent impacted by patterns of American
immigration, and although a comprehensive review of such patterns is beyond the
scope of this book, a brief examination of American immigration trends for
Hispanics will be reviewed.
It is first proper to examine the biased nature of American migrations as they
relate to Hispanics, in an attempt to understand with greater insight their subse-
quent impact on the acquisition and application of neuropsychological norms and
standards. Close scrutiny of migrational patterns reveals that American migration,
legal immigration to the U.S., is not the product of random mechanisms and
processes (Hamilton and Chinchilla, 1991; U.S. Immigration and Naturalization
Service, 1991; Portes and Rumbaut, 1990; Portes and Borocsz, 1989). The nonran-
dom nature of these migratory patterns is the result of selective factors associated
with both the host and sending nations (Portes and Rumbaut, 1990). With regard to
host country receiving factors, Garcia (1981), and reviews of historical records,
convincingly have noted that the U.S. government has had selective immigration
aims in the past that are arbitrary by their very nature and that significantly affect
current and past immigration patterns. In addition, revisions in American immigra-
tion laws and guidelines during the past decades led to significant alterations in
migrational patterns. The Immigration and Naturalization Service (U.S. Immigration
and Naturalization Service, 1991) notes that the predominant shift occurred due to
the elimination of country specific quotas, replacing them with quotas partially
based on humanitarian concerns and shifting American migrational patterns from
European to Asian and Latin American immigration. This change in immigration
1
This chapter is largely based on previous work by the author, most notably Llorente et al.,
1999, 2000.
29
30 A.M. Llorente
Table 2.1 U.S. Census Estimate for the Hispanic Population According to Country of Origin
Hispanic or latino by type Number Percent
Mexican 20,640,711 58.5
Puerto Rican 3,406,178 9.6
Central American 1,686,937 4.8
South American 1,353,562 3.8
Cuban 1,241,685 3.5
Dominican 764,945 2.2
Spainiard 100,135 0.3
All Other Hispanic or Latino 6,111,665 17.3
(e.g., write in Hispanic or Latino)
Total 35,305,818 100
Adapted from U.S. Census Bureau, 2001.
Note: For the purpose of Census reporting, country of origin is defined by the origin of the head
of household, the individual responsible for completing the Census.
Thousands
16,000
14,000
Italy
12,000
Mexico
Canada
10,000 Austrial Cuba Mexico

Hungary Philippines Philippines
United China
Germany Kingdom Koren
United Other Vietnam
8,000 Kingdom Germany Canada
Ireland Other
Ireland Soviet Germany
Germany Union
Canada Italy
United Germany
United Norway/
Kingdom Kingdom Mexico Canada
6,000 Sweden
United Mexico
France
Other Kingdom
Canada Ireland Canada United
Other Kingdom
Other United
Italy Kingdom Italy
4,000 Other
Austrial
Hungary
Ireland
Germany
2,000 United Other
Kingdom
Other
Other
0
1821- 1841- 1861- 1881- 1901- 1921- 1941- 1961- 1981-
1840 1860 1880 1900 1920 1940 1960 1980 1990
Figure 2.1 Changes in U.S. Immigration (19011990)
2 American Population Estimates, Trends in American Immigration, and Neuropsychology 31
Thousands
1600
1400
1200
1000
800
600
400
200
0
1900 1920 1940 1960 1980
Figure 2.2 Total legal U.S. immigration (19011990)
policy altered the profile that typified U.S. migrations for over 200 years. This
shift in migrational trends is best depicted by Figure 2.1.
The substantial variability observed in the number of immigrants allowed to
enter the U.S. during the past 90 to100 years is another marker capable of
elucidating the nonrandom and rapidly shifting nature of American immigration
patterns. Figure 2.2 clearly shows the toll that various socioeconomic and historical
events (e.g., the Great Depression, World War II) had on the total number of immi-
grants allowed to enter the U.S. between the early 1930s and the mid to late 1940s.
This figure additionally depicts the increasing number of legal immigrants that
have been allowed to enter the U.S. in the last three to five decades and the sudden
shifts in total migration that have taken place across time. Although reliable data
are not yet available, significant alterations will be evidenced shortly after
September 2001, and in particular after the Immigration and Naturalization Service
was absorbed by the Department of Homeland Security, which led to new immigra-
tion guidelines as a result of governmental restructuring and which, most critically,
selectively impacted specific groups of Hispanics.
Although data for level of education are not available, Figure 2.3 shows the
reported occupational allegiance of legal immigrants entering the U.S. from 1976
to 1990. These data indicate that the various occupational categories, closely asso-
ciated with the educational attainment of such legal immigrants, during those two
decades were not proportionally represented. Although great variability in immi-
grants occupational and educational attainment is observed in the literature, dis-
32 A.M. Llorente
Figure 2.3 Immigration and occupational allegiance (1970)
proportionate occupational representations are more pronounced for certain

Hispanic groups relative to others (see Llorente, 1997; Llorente et al., 1999, 2000;
U.S. Census Bureau, 2001.)
Absolute and Relative Migrations
Table 2.2 shows the number of legal immigrants entering the United States from
Argentina, Cuba, and Mexico, by decades, between 1931 and 1990. Perusal of this
table indicates that the total number of immigrants from Mexico surpassed three
million during the past 60 years, while the total number of immigrants from
Argentina during the same period only reached a total of approximately 131,000
immigrants. During the same time span, the total number of immigrants from Cuba
reached an approximate total of 732,000 individuals. A great deal of variability was
observed in timing of maximum immigration and the magnitude of maximum
immigration. Whereas immigration from Mexico peaked at approximately 1.5 mil-
lion between 1981 and 1990, migration from Cuba peaked at approximately
264,000 during the 1970s, while migration from Argentina to the U.S. reached
approximately 50,000 legal immigrants between 1961 and 1970. With regard to
absolute migration, the number of Argentinean immigrants is approximately 24
times less than the number of Mexican immigrants and approximately six times less
than the number of Cubans entering the U.S. during the same period. The total
number of immigrants from Cuba also is four times less relative to the total number
of immigrants from Mexico during the same six decades.
Although analyses could have been conducted to determine whether the
expected number of immigrants from each nation under investigation differed
statistically for these countries across the six decades, such analyses are beyond
Table 2.2 Total Number of Immigrants (Absolute Migration) Across

Six Decades (19311990): Argentina, Cuba, and Mexico
Country and number of legal immigrants
Decade Argentina Cuba Mexico
19311940 1,349 9,575 22,319
19411950 3,338 26,313 60,589
19511960 19,486 78,948 299,811
19611970 49,721 208,536 453,937
19711980 29,897 264,863 640,294
19811990 27,327 144,578 1,655,843
Adapted from INS, 1991.
the scope of this exposition. However, it should be noted that analyses conducted
in the past for Hispanic data easily reached statistical significance (cf. Llorente
et al., 1999, 2000 indicating that the expected distribution of absolute numbers of
immigrants changed significantly over time and for each country). It is also clear
from the data presented above that the interrelationship and intrarelationship for
these nations as they relate to absolute immigration is in all likelihood statistically
significant. These data also underscore the biased nature of American immigra-
tion patterns.
An examination of the absolute number of immigrants was critical in an
attempt to understand American migratory patterns. However, the proportion of
immigrants for three separate decades (1961 to1970, 1971 to 1980, and 1981 to
1990) relative to the total population of each country at the end of those decades
is just as important to our understanding of Hispanic migrations to the U.S. This
analysis was thus conducted for each country. In 1970, Argentina had an
approximate population of 24,300,000 inhabitants and an approximate migration
to the U.S. (1961 to 1970) of 50,000 or 0.2% of its population. In 1970, Cuba and
Mexico had respective populations of 8,500,000 and 48,000,000, and approxi-
mate American immigrations of 208,000 and 454,000, between 1961 and 1970 or
3% and 1% of their respective populations. In 1980, Argentina had a total
estimated population of 27,000,000 and a U.S. immigration of approximately
30,000 or 0.1% of its population, whereas Cuba had a total estimated population
of 10,000,000 inhabitants and a U.S. migration of 265,000 individuals, a total of
2.6% of that countrys population. Mexicos U.S. immigration was 1% of its total
number of inhabitants (total U.S. immigration, 1971 to1980 = 640,294 / total
estimated population, 1980 = 72,000,000). In 1990, the relative population
percentages for Argentina, Cuba, and Mexico were 0.1%, 1.3%, and 1.8%,
respectively.
In summary, in terms of relative immigration, migrations from Argentina have
remained relatively constant and small in magnitude over the last three decades.
Cuban immigration reached its peak during the 1970s and 1980s, with decreasing
American immigration during the 1990s, while Mexicos relative immigration to
the U.S. has been steadily increasing during the same period.
34 A.M. Llorente
Immigration and Occupational Allegiance
Occupational data in Table 2.3 depict the occupational group allegiance

for legal immigrants during the year 1990 for the indicated nations. It is clear
from these data that the occupational and, most likely indirectly, the educational
levels of these groups were substantially different. Whereas Mexican immigrants
reporting occupation were primarily classified under Precision/Craft, Operator/
Fabricator, Farming/Forestry, and Service categories, with few immigrants from
the Professional/Technical, Executive/Managerial, Sales, and Administrative
Support sectors, Argentinean and Cuban immigrants reporting occupational
status showed greater diversity. Specifically, Argentinean and Cuban immigrants
represented the entire occupational spectrum with greater proportionality
including those from the Professional/Technical (not as proportional for Cuba),
Executive/Managerial, Sales, Administrative Support, Precision Craft and all
other occupational ranks. Immigrants from Argentina comprised the most
proportional representation across all occupational categories relative to the other
countries and to the size of their respective migrations.
Previous studies with Hispanics (cf. Llorente et al., 1999) have revealed
statistical significance in reported occupational preferences when a randomly
selected year (1990) was chosen for analysis. In that investigation, Argentinean and
Cuban immigrants reported occupational allegiance from across the entire
occupational spectrum within the range of expectation and with underrepresentation
in the Farming/Forestry category; immigrants from Mexico were underrepresented
for most occupational categories in the same year, except for the Farming/Forestry
category, where they were overrepresented at twice the rate of expectation (cf.
Portes and Rumbaut, 1990).
Altogether, these findings suggest that occupational migratory configurations,
and probably educational attainment, for these nations are indeed different. These
data also suggest that either these nations had been differentially targeted by the U.S.
government to satisfy occupational manpower needs in the U.S., the host country, or
Table 2.3 Percentage of Total Legal Immigrants and Reported

Occupational Allegiance at Time of U.S. Entry for 1990*
Country and percent of total immigration
Occupation Argentina Cuba Mexico
Professional/technical 9.2 4.0 .88
Executive/managerial 7.9 1.7 1.4
Sales 3.6 2.6 1.7
Administrative/support 6.5 4.0 2.7
Precision/craft 8.1 7.7 9.2
Operator/fabricator 6.7 16.2 24.0
Farming/forestry 0.5 0.4 12.0
Service 10.2 10.6 17.4
*Excludes immigrants not reporting occupation (e.g., Children)
the sending nations had undergone major changes, including socio-political

transformations, that required large-scale emigrations. These selective recruitment
and emigration impetuses are partly responsible for each countrys demographic
differences as it relates to occupational status (cf. Portes and Rumbaut [1990] for
specific U.S. government recruitment aims of Mexican nationals relating to occupa-
tional allegiance). Regardless of the cause or causes for the differences in reported
occupational allegiance, it is clear from these data that discrepancies do exist in occu-
pational and possibly educational migratory patterns. It is also interesting to note that
such information is typical for many other nations worldwide, including Australia,
Canada, France, Saudi Arabia, and Turkey, to name a few, as the result of their own
requirements and needs, including occupational requirements.
Immigration and Residential Preference
Table 2.4 shows the number of legal immigrants admitted to this country from
Cuba, Mexico, and Haiti (for purposes of comparison) for the year 1990 and their
intended area of initial residence for five major metropolitan regions. As noted by
Llorente et al. (1999, 2000) these data indicate that immigrants tend to have geo-
graphical predilection for certain areas within the United States. Whereas 11% and
34% of Mexican immigrants reported Los Angeles, California, as their preference
for initial residence during 1990, only 2.5% of immigrants from Cuba reported this
destination as their intended initial residence. In sharp contrast, 72% of Cuban
immigrants reported Miami, Florida, as their initial intended destination or resi-
dence for the year 1990, whereas only 0.2% of immigrants from Mexico reported
this city as their intended initial area of residence (U.S. Immigration and
Naturalization Service, 1991). With regard to New York, New York, only 3.4% and
1% of immigrants from Cuba and Mexico, respectively, selected this metropolitan
region as their intended residence. Chicago, Illinois, and Houston, Texas, had a
relatively low percentage of legal immigrants, although immigrants from Mexico,
due to its large absolute migration, had a large number of its immigrants reporting
Houston as their intended area of initial residence.
Table 2.4 Percentage and Total Number of Legal Immigrants Reporting Intended Metropolitan
Region of Initial Residence for Three Countries for 1990: Five Selected Regions
Country, percent, and (total number) of immigrants
Metropolitan region Cuba Haiti Mexico
Chicago, Illinois 0.8 (84) .98 (199) 6.2 (41,846)
Houston, Texas 0.3 (31) 0.1 (24) 5.2 (34,973)
Los Angeles, California 2.5 (274) 0.27 (55) 34 (231,267)
Miami, Florida 72 (7,7685) 17.9 (3,635) 0.2 (1,273)
New York, New York 3.4 (358) 37.7 (8,066) 0.9 (6,436)
36 A.M. Llorente
Distinct patterns of selective immigration were not only observed for the major
metropolitan cities listed in Table 2.4, they were also evidenced for other groups
of Hispanics from other countries as well. These results suggest that certain
Hispanic immigrants have historically selected specific metropolitan areas of resi-
dence different from those chosen by other Hispanic immigrants (Portes and
Rumbaut, 1990).
The data presented above suggest that the total number of immigrants (absolute
migration) to the U.S. varies substantially among countries and fluctuates over time
for each nation as a result of variables affecting both the host and sending states.
Therefore, migrational patterns must be considered dynamic nonrandom processes
that change over time as a result of selective factors (Llorente et al., 1999, 2000). As
noted by Llorente et al. (1999, 2000), the variability of these patterns of immigration
may be the result of various social, political, and economic trends (pushpull factors;
see Hamilton & Chinchilla, 1991) affecting all countries sharing migrations (i.e., the
host and sending countries). The range of occupational status of foreign immigrants
also varies extensively between nations regardless of the total size of their migration.
This variation may be the result of selective recruitment policies or similar nonran-
dom variables adopted by the host country to satisfy certain of its unmet occupational
classification requirements as well as other factors (cf. Garcia, 1981 and Portes and
Rumbaut, 1990). For this reason, occupational allegiance from immigrants entering
the U.S. cannot be assumed to be random, as a certain degree of selectivity for spe-
cific vocational groups was observed for some nations. Instead, nonrandom shifts in
the occupational choice of immigrants from foreign countries should be expected
longitudinally, including the occupational choice of immigrants from the same
country, and associated with occupation, differential educational levels. Finally, a
great deal of affinity for certain geographical/residential areas was observed for most
immigrant groups across the time span under investigation. In sum, and as previously
argued (cf. Llorente et al., 1999; 2000; Llorente, 1997), a review of the migrational
literature reveals that American immigration is not the result of random mechanisms
or processes (Portes and Rumbaut, 1990; U.S. Immigration and Naturalization
Service, 1991, 1981, 1975) but rather the result of predominantly shifting and chang-
ing biased migrational patterns.
American Migratory Trends and Neuropsychology:

Inferences with Hispanics
With regard to the impact of these migrations upon neuropsychology, demographic

variables (including age, education, and ethnicity) significantly influence the out-
come of neuropsychological assessments, as noted in Chapter 1 of this volume
(Adams, Boake, and Crain, 1982; Badcock and Ross, 1982; Botwinick, 1967;
Heaton et al., 1986; Rosselli, Ardila, and Rosas, 1990). Therefore, as noted by
Llorente et al. (1999, 2000), a phenomenon capable of modulating demographic
characteristics of Hispanics comprising normative samples would be of significant
interest to cross-cultural neuropsychology. A logical candidate would be capable

of impacting the procurement and application of neuropsychological norms, as well
as the overall neuropsychological assessment process. American immigration
patterns indirectly influence demographic characteristics, as noted above, and
indirectly during the acquisition of normative standards for Hispanics within the
U.S. (Llorente et al., 1999; Llorente, 1997). These influences are the indirect
impact of migrational patterns upon demographic characteristics and on the subse-
quent availability of adequate and suitable reference and comparison groups. Aside
from factors associated with the acquisition and application of normative data,
U.S. migrations are inextricably associated with levels of acculturation and assimi-
lation (Montgomery and Orozlo, 1984; Portes and Bach, 1985), differences in
levels of educational attainment capable of impacting test-taking strategies (Rey
et al., 1999; Rosselli et al., 1990), perceptions of the immigrant as an individual and
of the immigration process proper (see Chapter 3; Malzberg and Lee, 1956;
degaard, 1932; Sanua, 1970), and the clinical inferences made about Hispanics.
The normative data acquisition process for Hispanics is not free from potential
biases. A host of possible confounds could result in the distortion of these standards
invalidating inferences made on their basis.
Potential Confounds Associated with Demographic

Characteristics
The effects of demographic variables, including education on test performance, are

well established in the neuropsychological literature (Adams, Boake, and Crain,
1982; Ardila, 1993; Ardila, Rosselli, and Rosas, 1989b; Heaton et al., 1986; Laosa,
1984). A comparison in neuropsychological performance between a Hispanic client
and a normative cohort differing in educational attainment would be inappropriate
under most circumstances. This issue is best exemplified with Hispanics through
research recently conducted by Pontn and his associates (1996). In their sample,
individuals of similar age attained higher levels of performance on measures
assessing neuropsychological functions as a result of greater educational attainment
across all groups. Similarly, Rey and his colleagues (1999), while conducting
research to develop psychological instruments for Hispanics, have shown that
differences in neuropsychological performance existed among Cuban and Mexican
normative samples in Dade County, Florida. Although at first glance the differences
between these two seemingly similar Hispanic groups could have been attributed to
differences in brain functions consequent to ethnic differences (cf. Jensen, 1980),
a closer look at the demographic characteristics of the samples revealed selection
biases associated with lower levels of education in the Mexican cohort available to
researchers in Dade County, Florida, relative to the Cuban cohort. The demographic
differences of these two groups were most probably the result of distinct
immigration patterns, particularly geographical allegiance.
38 A.M. Llorente
These findings suggest that potential confounds associated with certain

demographic characteristics, modulated by migrations in the case of Hispanics,
must be carefully monitored to avoid introducing putative sources of systematic
error, as noted in Chapter 1, from entering the norm acquisition process. Careful
consideration of these factors is also merited to avoid attributing differences in
neuropsychological performance in ethnic groups, including Hispanics, to nonex-
istent abnormal brain-behavior relationships rather than differences in demographic
and other characteristics such as a lack of test equivalency. These potential sources
of error not only apply to age and education but to other demographic factors as
well, as noted in Chapters 1 and 3.
Potential Confounds Associated with Site Selection Bias
Standardization populations differ according to regions (Anastasi and Urbina,

1997; Pontn et al., 1996). Although such is the case for all populations, probably
as a result of effects related to demographic variables and other factors, such
differences are probably accentuated for Hispanics as a result of the tendency of
specific groups of individuals from this background to reside in circumscribed
geographical regions within the United States after immigrating to this country.
As noted above, such a geographical predilection may affect standardization
samples. This issue is best depicted by the intended area of initial residence data
presented earlier. These findings are significant for neuropsychology since they
suggest that differential geographical migrational patterns and predilection for
certain destinations and residential areas may have a substantial impact on the
collection and subsequent application of neuropsychological norms for Hispanics
(cf. Rey et al., 1999).
Neuropsychological data have traditionally been collected in academic and
medical centers in or near metropolitan areas around the U.S. or school districts
where the majority of neuropsychologists reside and conduct research with urban
ethnic minority populations. Although the observed pattern of geographical set-
tlement of Cuban immigrants has been historically typical of that pattern, the fig-
ures in Table 2.4 suggest that neuropsychological data collected in Houston,
Texas, will most likely underrepresent individuals from Cuba or of Cuban descent
who live in the U.S. because the availability of these immigrants at this geo-
graphical site is extremely limited. Consequently, unless procedures are estab-
lished (see Chapters 3 and 6) during the collection of normative samples in
Houston to preclude biases from entering into the acquisition process, such pro-
curement could very well result in invalid inferences were the norms to be applied
at a later date with individuals from Cuba or of Cuban origin in Miami, Florida.
In Miami, Florida, individuals from Cuba or of Cuban descent comprise one of
the largest conglomerations of Cuban immigrants, with their distinct ethnic iden-
tities, outside of their native country. Normative data collected in Los Angeles,
where the prevalent Hispanic population is of Mexican background, would

probably not be representative of Cuban populations, and is hardly available to
researchers in Los Angeles.
Site selection bias also has significant implications for making inferences, on the
basis of foreign norms, about Hispanic populations living in the U.S. (see Chapter 1;
see also Chapter 4 for intellectual tests, particularly the comment on the DAS). As
depicted by the migrational data, most populations in the U.S. from foreign coun-
tries, or foreign nationals, with their unique ethnic identities, are not represented
cross-sectionally in the U.S. Therefore, when foreign norms do not represent
minority individuals born in the U.S., or individuals from foreing country living in
the U.S., with their specific ethnic backgrounds, the accuracy of the inferences
made on the basis of such norms and standardization samples may be compromised
due to their lack of inferential validity.
In summary, it should be recognized that ethnic minority groups, including
Hispanics, tend to exhibit geographical predilection for certain areas within the
U.S. and such geographical affinity or selection bias may impact the acquisition
and application of neuropsychological norms. Such a geographical preference may
also impact the acquisition process as a result of the effects that specific migratory
patterns may have upon the assimilation of American culture by specific ethnic
minority groups.
Potential Confounds Associated with Interactions

Among Demographic Variables
So far, specific demographic factors such as education and geographical region

have been used to show how they are capable of infringing on normative data
collection, standardization samples, and inferential processes. However, some
demographic variables most probably interact with other demographic characteris-
tics, all modulated by migrations, to create specific patterns of neuropsychological
performance capable of encroaching upon subsequent inferences. For example,
although Cuban populations may be available to researchers in New York City,
different levels of acculturation may lead, as a result of poor sampling or other
factors, to an inadequate representation of this ethnic group regardless of the
number of participants comprising the normative cohort. The same could be said of
Cuban populations living in Miami, in spite of the fact that this metropolitan region
is host to a large number of individuals from this ethnic group. Other potential con-
founds, such as level of acculturation as noted in Chapter 1 (Marin and Marin,
1991), interacting with demographic characteristics known to impact
neuropsychological performance (cf. Heaton et al., 1986) and modulated by the
immigration process, may play a moderating role in the acquisition and inferential
process (see Chapter 3).
40 A.M. Llorente
Immigration, Acculturation, and Assimilation
The process of immigration is inextricably intertwined with acculturation

(cf. Portes and Rumbaut, 1990) and with the acquisition and application of
neuropsychological procedures with Hispanics. Llorente et al. (1999, 2000) and
Harris and Llorente (2005) have argued that depending on the level of
acculturation and assimilation, norms acquired in the United States for certain
minority groups may not be representative of individuals from their respective
country of origin, or specific ethnic group, if the standardization group differs
from the recent immigrant in levels of acculturation. All other variables held
constant, norms ascertained from individuals living in the U.S. whose countries
of origin are cross-sectionally represented in the U.S. with greater levels of accul-
turation would probably make for a more valid inferential tool (cf. Harris and
Llorente, 2005). In contrast, normative data for minority groups of foreign
nationals, or individuals born in the U.S. of foreign ancestry, may be representa-
tive of such populations.
Level of acculturation and assimilation is also closely associated with language,
particularly for ethnic minority groups, including Hispanics, who reside in the
U.S. and whose language of origin is not English. It is clear that immigrants with
greater levels of assimilation and acculturation would in all likelihood have
adopted greater levels of English proficiency. Although such an assessment
posture is not being advocated here, greater levels of language proficiency, in turn,
allow for a more valid neuropsychological comparison with existing norms from
mainstream populations.
It is also vital to note that bilingualism is capable of impacting neuropsycho-
logical test performance (cf. Paradis, 1978), and thus (as noted in Chapter 1
and in subsequent chapters within this volume) the level of acculturation and
language proficiency should not be left to armchair speculation. Instead, a data-
based assessment approach should be used in establishing level of language
proficiency and acculturation for each patient. Several investigators have also
developed instruments capable of providing an index of acculturation for spe-
cific minority groups (adults and children; cf. Franco, 1983, or Marin, Sabogal,
Marin, and Otero-Sabogal, 1984; Suinn, Richard-Figueroa, Lew, and Vigil,
1987). These instruments take into consideration variables known to significantly
impact acculturation and assimilation, such as timing of immigration, genera-
tional differences in migration, ethnic identification, and length of U.S.
residence.
In sum, neuropsychologists serving Hispanic populations should be cognizant of
the effects of acculturation on neuropsychological evaluations. They should be
aware of the methods available to them to determine the level of acculturation and
language proficiency of a specific patient prior to beginning such an examination.
It is also critical to recognize that individual variables, such as level of education,
are capable of infringing on the assessment process, but that the interaction of
multiple variables also should be given due weight.
Special Populations Unaccompanied, Hispanic

Immigrant Children2
Despite the fact that adolescents and children account for approximately half of the
worlds immigrant population (Cole, 1998), there is a dearth of information in the
literature addressing the specific mental health needs of immigrant youth (Hicks,
Lalonde, and Pepler, 1993), particularly unaccompanied children, including
Hispanics. In spite of this limitation, there is convergence in the literature suggest-
ing greater prevalence of neuropsychopathology, particularly posttraumatic stress
disorder and depression, in unaccompanied immigrant children. In addition,
unaccompanied children may exhibit greater psychological vulnerability and risk
factors as a result of trauma than other children or adults, in conjunction with
underdeveloped adaptive, cognitive, and neuropsychological resources secondary
to their early developmental stage. Risk, resiliency, and personality characteristics
also appear to serve as moderating variables. Finally, immigration context, includ-
ing community assimilation and integration, have been shown to play a major role
(Portes and Rumbaut, 1990).
Adding to the complexity of the problem, any dialogue addressing neuropsycho-
logical problems faced by unaccompanied immigrant children and adolescents also
should take into consideration serious health problems observed with greater preva-
lence among this population. Malnutrition, developmental disabilities, medical
illnesses, injuries, and central nervous system involvement are often encountered
with greater prevalence in these children (Westermeyer, 1991). Given the psycho-
logical and physical trauma that some unaccompanied Hispanic or other children
experience prior to entering the U.S., many of them migrate with a history of
traumatic stress (Almqvist and Brandell-Forsberg, 1997; Portes and Rumbaut,
1990). More important, as it has direct bearing on this chapter, it is vital to note that
unaccompanied Hispanic immigrant children represent one of the largest groups of
youth entering the U.S.
Posttraumatic Stress Disorder
Research focusing on the impact of trauma on neuropsychological functioning in

immigrant children and adolescents has predominantly concentrated on the preva-
lence and expression of posttraumatic stress disorder (PTSD) (DSM-IV-TR, APA,
2000). For example, studies with school-aged children have shown a correlation
between quantity of traumatic exposure and PTSD prevalence (Almqvist and
Brandell-Forsberg, 1997; Pynoos, Steinberg and Wraith, 1995). The relationship
2
This portion of the chapter substantively appeared in Llorente (2004).
42 A.M. Llorente
between severity of exposure (amount and proximity) of experienced trauma and

the presence of PTSD in children and adolescents may be a cross-cultural phenom-
enon and has been observed in different ethnic groups, including Cambodian
(Mollica et al., 1997), Middle Eastern (Montgomery, 1998), and most directly
relevant to this chapter, Hispanic children from Central America (Espino, 1991). In
addition, the chronic impact of such experiences on psychological functioning post
trauma has been documented in the literature (Kinzie et al., 1989). It is interesting
to note that the severity of PTSD and its persistence over time in the aforemen-
tioned studies is consistent with studies investigating PTSD in children following
exposure to other types of trauma, such as natural disasters (cf. Hodes, 2000).
Finally, students of immigration have noted the emergence of PTSD in different
centuries in European and Hispanic (Latin American) migrations despite the
divergent nature of the cause for such immigrations, historical context, or the period
of time during the ensuing immigration (cf. Llorente et al., 2000, 2004). Thus,
reports exist of immigrant Irish children having experienced PTSD during their
large-scale migrations to the U.S. as a result of famine during the last century,
similar to that experienced by large-scale migrations to the U.S. by Mexican and
Central American children seeking better economic opportunities or escaping
physical or sexual abuse and/or oppression during the last century.
Consistent with the research literature (cf. Thabet and Vostanis, 2000), during the
course of clinical neuropsychological and psychological assessment, unaccompa-
nied immigrant children and adolescents, including Hispanics, who present with
PTSD sometimes exhibit symptoms of this disorder, including altered mental status,
confusion, alterations in verbal and visual memory systems, and dampened intellect.
As a result of past traumatic events, these youth may exhibit alterations in their
psychological status, personality changes, and in some instances may imitate
violence similar to what they experienced in the past (cf. Hicks et al., 1993; Llorente,
2004). Although symptoms vary across age groups, they may be manifested as
aggression, conduct problems, delinquency, exaggerated startle responses, flashbacks,
heightened anxiety, irritability, nightmares, physical ailments and psychosomatic
problems, poor concentration and focus, sleep disturbances, and interpersonal
withdrawal (DSM-IV, APA, 2000; Hicks et al., 1993).
Depression
Aside from PTSD, a high prevalence of clinical depression and depressive

symptomatology also has emerged in the literature as a frequent and significant
neuropsychopathology affecting unaccompanied immigrant children (McCallin,
1992; Mghir et al., 1995), including Hispanics. Although much of the current
literature concentrates on the comorbidity of PTSD and depression, and some stud-
ies suggest a higher prevalence of PTSD than depression, the proportion of
individuals with depressive symptoms has a high probability of meeting the
diagnosis for clinical depression (Heptinstall et al., 2004). Common overlapping
symptoms of the two disorders in immigrant children additionally include reports

of sleep disturbance, somatic complaints, constricted affect, impulse control, and
difficulties concentrating (Thabet et al., 2004). However, findings from better-
controlled investigations indicate that PTSD symptoms are distinct from symptoms
of depression, and the latter appear to be unique manifestations of trauma, contrary
to previous beliefs perceiving depression as a corollary of PTSD (cf. Sack et al.,
1995). A study supporting such a hypothesis was reported by Laurel and
Zimmerman (2001), indicating that while PTSD and depression are frequently
comorbid, the two disorders often follow different paths. It is believed that while
both disorders are initially linked to traumatic experiences, depression is more
related to the current living situation than past experiences (Sack et al., 1996).
Depression has been found to be more prevalent in youth that had experienced
parental separation than in youth that remained in contact with their parents or
caretakers. In a study conducted in Hong Kong, McCallin (1992) observed depres-
sion in a majority of immigrant children in his investigation. However, aside from
reporting symptoms of depression, which constitute clinical depression in many
instances, unaccompanied children reported greater severity of symptoms than
accompanied children.
Other Issues (Risk and Resiliency)
Other variables have been shown to moderate psychological outcomes of unaccom-

panied Hispanic immigrant children. A number of these variables are associated
with the process of immigration prior to and after arrival in the host country. With
regard to risk, resiliency, and protective factors prior to or after immigration that are
capable of affecting unaccompanied Hispanic children and adolescents, their
unaccompanied status alone has been found to be a risk factor. Unaccompanied
children and adolescents have been shown to be at greater risk for neuropsychiatric
problems than their accompanied peers (Ajdukovic and Ajdukovic, 1993; Hicks
et al., 1993; Rumbaut, 1991). In fact, children and adolescents accompanied by
their families during the process of immigration were less likely to receive a psy-
chiatric diagnosis at a later date than those who immigrated alone, including
Hispanics (Arroyo and Eth, 1996). In the same vein, greater positive psychological
outcomes following migration have been reported in children who immigrated with
family members than in those children who immigrated unaccompanied (Melville
and Lykes, 1992).
Parental and familial psychological stability and health prior to immigration of
the unaccompanied child may be an important factor (Sack et al., 1994). Because
psychological problems in the family of origin are related to childhood neuropsy-
chopathology, the role of these variables, particularly maternal mental health prior
to immigration, may be an important moderating factor of psychological outcome
in immigrant children (Ajdukovic and Ajdukovic, 1993). Studies have shown that
mothers emotional health is the best predictor of mental health and emotional
44 A.M. Llorente
stability outcomes of immigrant children. Aside from maternal psychological well-

being, Almqvist and Broberg (1999) and Rumbaut (1991) have suggested that fam-
ily climate and cohesion before and after migration may represent some of the best
predictors of mental health outcome and psychological adjustment in immigrant
children. Familial psychological dysfunction and quality of family life prior to
immigration also have been shown to be critical and influential aspects modulating
posttraumatic stress and resiliency in young immigrant children, including
Hispanics.
Another important factor that has been identified as a significant risk factor
capable of affecting the psychological well-being of unaccompanied Hispanic
immigrant children is exposure to trauma in the child or members of his family
(Berman, 2001; Hicks et al., 1993). Along with the absence or presence of child and
parental psychopathology, trauma itself has received a great deal of attention.
Other major risk and resiliency factors include child personality characteristics.
A childs unique adaptation strategies to trauma and stress, as well as psychological
makeup and resources (e.g., intellectual level) are important variables capable of
moderating overall mental health factors of unaccompanied immigrant children.
For example, good temperament has been shown to limit and reduce vulnerability
to psychological disturbances (Almqvist and Broberg, 1999).
The immigration context and reception environment also have been shown to
impact the psychological adaptation of immigrant children and adolescents, and
difficulties in this area have been known to be associated with poor psychological
outcomes in different ethnic groups including Hispanics (Portes & Borocsz, 1989,
1990). For example, greater risk of poor psychological adaptation has been noted
in the childhood immigration literature in youth that perceive rejection from the
assimilating society. Immigrant children who experienced conflict and similar neg-
ative events in shelters and communal housing after immigration have exhibited
poor mental health outcomes. Negative experiences associated with government
interactions during the process of immigration, such as detention, incarceration,
and trauma within the receiving country, also have been known to represent further
risk to poor psychological outcomes.
As noted above, and as hinted in Chapter 1, assimilation and acculturation are
directly associated with the immigration context. In this regard, problems associated
with acculturation as immigrant children adapt to stress in their host society place
unaccompanied children at greater risk for psychological morbidity. For example,
academic difficulties, and from a neuropsychological standpoint, problems in
language acquisition have been shown to predict poor adaptation (Rousseau, 1995).
Conflict in the development of identity among immigrant adolescents also has been
noted to be related to poor psychological adjustment (Rousseau, 1995).
Accessibility and availability of community support systems have been known
to facilitate adaptation with less psychological distress even in immigrant children
and adolescents who had survived significant trauma prior to their migration (Fox,
Cowell, and Montgomery, 1994). The maintenance of close cultural and ethnic
community bonds also has been noted to be a psychological protective factor in
children and adolescents, along with involvement in cultural and religious traditions
(cf. Rousseau, 1995; Sack et al., 1995). Other factors known to have a negative
influence on mental health outcomes of unaccompanied youth include poverty and
low SES (Howard and Hodes, 2000), school problems, and discrimination (Hyman
et al, 2000).
Summary and Concluding Remarks
In conclusion, although the effects of certain demographic variables have been known to
significantly affect neuropsychological performance (cf. Adams et al., 1982; Laosa, 1984;
Heaton et al., 1986), the etiology behind differences in demographic characteristics have
not been well researched, especially among ethnic minority groups including Hispanics.
The present chapter examined a plausible candidate capable of modulating demographic
variables, namely, American immigration trends.
With regard to migrations, examination of this process revealed nonrandom,
shifting, selective, and dynamic mechanisms affecting patterns of U.S. immigra-
tion. Regardless of the causes for the nonrandom nature of immigration (e.g., eco-
nomic, immigration laws of the host country), absolute and relative migration to
this country were observed to vary drastically. Fluctuations in such migratory
patterns over time within the same country of origin were also evidenced. Similarly,
the occupational affiliation of immigrants from foreign nations to the U.S. varied
extensively. More important, occupational status, and most probably, educational
attainment differed significantly for immigrants from various nations over time
independent of absolute migration. Parenthetically, such factors can even vary for
immigrants from the same country, and therefore represent an intracountry variation
over time. Such migrations can be observed when subgroups of individuals arrive
from the same host country at distinct periods of time, and who thus have distinct
demographic characteristics. Finally, selective patterns of geographical settlement
within the U.S. were observed for most immigrant groups across time.
These results have significant implications for neuropsychology. They suggest
that migrational trends are capable of modulating demographic characteristics,
partly infringing upon inferential processes for Hispanic groups. This infringement
could possibly bias normative data and their application, including assessment or
rehabilitation. Such plausible biases could potentially invalidate or place into ques-
tion studies comparing intellectual functioning or other neuropsychological
domains in research participants or patients between sites. Similarly, such selective
factors could potentially render invalid norms or research comparing Hispanic
groups at the same or different geographical sites.
The present findings also suggest that differences in demographic characteris-
tics, modulated by immigration patterns, are capable of mimicking abnormal brain-
behavior relationships (cf. Rey et al., 1999). Therefore, care should be exercised not
to attribute neuropsychological differences to nonexistent brain-behavior relation-
ships when those differences can be accounted for by more objective variables,
such as demographic characteristics from inappropriate standardization samples
46 A.M. Llorente
modulated by U.S. immigration trends for specific ethnic minority groups,

including Hispanics. In addition, it is clear that unaccompanied Hispanic immigrant
children represent a high-risk group deserving special attention, but particularly
related to specific factors associated with neuropsychological functioning and
mental health.
Finally, these problems underscore the limitations of assumptions neuropsy-
chologists may be able to make when using standardization samples for Hispanics.
Under most circumstances, it would be inappropriate for neuropsychologists to
assume that norms ascertained in one geographical region of the U.S., or in a for-
eign country, would be applicable to individuals and interchangeable with norms
from other geographical areas in the U.S. solely because the normative cohort was
predominantly similar (e.g., Hispanics) to that of the patient undergoing assessment.
A decision to use the most appropriate norms and tests remains the responsibility
of the practicing clinician (cf. Mitrushina et al., 1999).
Chapter 3
Hispanic Populations: Special Issues
in Neuropsychology
Antolin M. Llorente
For many members of ethnic minority and non-minority groups living in the U.S.,
Hispanics included, the interrelationship between neuropsychological test perform-
ance and education, socioeconomic factors, and other specific variables, such as
nutrition, access to health care, and stress, is particularly complex, with significant
implications for a science of brain-behavior relationships and its practice. While
educational attainment to a large degree dictates, and certainly facilitates, income
potential, it is also the case that socioeconomic advancement facilitates educational
attainment and other specific advantages, and both of these variables have been
shown to impact neuropsychological performance. These are important factors
meriting attention, and many investigators have noted that it is these factors, rather
than cultural or ethnic factors, that require attention.
Socioeconomic Factors
Socioeconomic status (SES), sometimes proxied by neuropsychologists through

education, occupation, economic opportunities, daily living conditions, poverty,
and so forth (cf. Hollingshead, 1957), plays a paramount role. With regard to pov-
erty, Hispanic children represent approximately 18% of all children living in the
U.S., yet they constituted 30% of all children living below the poverty level in 2002
according to the U.S. Census Bureau (2003). With regard to adults, Hispanic adults
represent approximately 13% of the total U.S. population, yet 24% of Hispanic
adults were living below the poverty level in 2002 almost three times as many as
the 7.8% of white, non-Hispanic population living below the poverty level accord-
ing to the U.S. Census Bureau (2003). However, this is not an American phenom-
enon. It is critical to note, particularly for clinicians whose practice includes the
assessment of foreign born patients, that Hispanics living outside the U.S., particu-
larly those living in developing countries who may eventually immigrate to the
U.S., also may come from impoverished backgrounds, and global estimates note
that Hispanics are one of the largest populations living in poverty worldwide
(World Health Organization, 1998). These data, aside from providing testimony to
the economic disparity and challenges facing Hispanics in the U.S and globally, are
47
48 A.M. Llorente
critical to note, because they are factors that impact quality of life and brain devel-
opment that have significant impact on current and later neuropsychological func-
tioning (see below).
Harris and Llorente (2005) note that parental income of Hispanic children is
often constrained by the lack of legal residency, further limiting employment and
educational opportunities. Data on the number of illegal residents who gradu-
ate from high school each year and are unable to enroll in college are not readily
available, but it is estimated that there are approximately 1.6 million children living
without legal residency status in the U.S. (Passel, Capps & Fix, 2004). Only 7.3%
of Hispanics of all ages who entered the U.S. between 1990 and 2002 had become
citizens by 2002, compared with 73.3% of those entering before 1970 (U.S. Census
Bureau, 2003). Certainly, this circumstance partially contributes to the low percent-
age of Hispanics graduating from college in the U.S. and indirectly affects their
socioeconomic status. Harris and Llorente further note that These realities con-
spire to depress the SES for Hispanic groups as a whole. As a given minority
group gains an economic foothold, educational and other opportunities tend to
increase (Harris and Llorente, 2005; cf. Portes and Rumbaut, 1990).
The interaction between SES and other factors also is important to examine
because it has significant and critical repercussions for neuropsychology. Variables
such as nutrition, access to medical care, educational attainment, and the presence
of CNS or other physiological diseases are vital, as they have a pivotal impact on
neuropsychological functioning.
Nutrition
Nutrition in Hispanic populations living in the U.S. and abroad, aside from humani-
tarian concerns, represents an important topic for neuropsychology. In this regard,
before addressing data from the scientific literature, we would like to present three
scenarios from experiences that the senior author has had that underscore the impor-
tance of nutrition and neuropsychological assessment with these populations.
The first is based on an experience encountered both in the U.S. and abroad, as
the senior author conducted seminars to train graduate students and professionals.
During such seminars, the information presented to participants from all walks of
life (medical and neuropsychology students, neurologists, pediatricians, psychia-
trists, psychologists, social workers, and others) was welcomed. However, on
several occasions, the attendees, although happy to be exposed to recent advances
in the neurosciences and neuropsychology, indicated that the greatest problem
encountered in their practice was related to a lack of appropriate nutrition in
patients undergoing medical, neuropsychological, or psychological assessment.
When asked to expound on this point, conference participants unequivocally indi-
cated that they consistently discovered a history of nutritional deprivation or
malnutrition, in many instances with childhood onset and covering a large portion
of their patients lives.
3 Hispanic Populations: Special Issues in Neuropsychology 49
The next example is more painful to describe because it affects individuals,

particularly children, in large scale. During the senior authors research
collaborations with colleagues investigating the effects of specific nutraceuticals
(i.e., essential fatty acids) on cognition and disease, he came across a seasoned
and distinguished colleague with a significant history of consulting experiences
for the nutritional industry in the U.S. and abroad. On one of those trips, he con-
sulted for a company that produced and sold nutritional products that was about
to introduce a product in a country abroad with an extensive Hispanic population.
When the senior author queried his colleague why such consultation was neces-
sary, particularly when the company produced the same product in the U.S., his
response made it clear to the senior author that the company included different
levels of the minerals, vitamins, and other nutritional contents in the product sold
abroad than it did for the same product sold in the U.S. In fact, the levels of
minerals, vitamins, and other nutrients for the product sold in the U.S. were
higher than those of the same product sold overseas. Remaining incredulous,
the senior author compared the actual products only to learn that differences in
the composition of the two formulas indeed existed. More important, the contents
for the product sold overseas would not meet USDA minimum daily requirements
for some of the contents.1
The final example also is difficult and disturbing to describe, partly because it is
one that is recurrent in the U.S., unquestionably one of the wealthiest nations on the
planet. It is also more personal, affecting daily clinical practice. Prior to the start of
each assessment, the senior author always queries his clients whether they enjoyed
a good night sleep prior to the beginning of a potentially fatiguing and extensive
day of assessment. In addition, eating habits are often assessed. During such preas-
sessment periods and interviews, it is not uncommon to find large numbers of
Hispanics who have experienced a protracted history of nutritional deprivation,
including recent episodes in some instances, the night before the day of neuropsy-
chological assessment. This finding has prompted breakfast sessions (providing
breakfast for the client prior to the start of the assessment). Such experiences unfor-
tunately have included children and adults. However, the information presented
above is based on personal experiences without scientific scrutiny.
From an evidenced-based approach, it is clear that appropriate nutrition plays a
preeminent role in brain development (DeLong, 1993) and, indirectly, on chemical
brain functions underlying neuropsychological skills. The importance of nutrition,
particularly appropriate intake of essential fatty acids, metals, minerals, and
vitamins, is critical for healthy brain development and functioning. In fact, an
analysis of the brains composition and metabolism reveals that a large proportion
of the brain is made up of essential fatty acids and other nutrients (Sastry, 1985).
One of the reasons why such nutrients are considered essential, aside from the
1
Many factors impact costs and their subsequent affordability. This information is not included
as a criticism but as an educational fact which neuropsychologists should recognize, since many
factors conspire to create such a set of unique circumstances.
50 A.M. Llorente
obvious reason, is because they can only be obtained from daily diet, yet poor diets
are the catch of the day in the U.S. and abroad in many settings (e.g., schools,
homes). In addition, lack of appropriate nutrition, including metals and other nutri-
ents, in a diet has been associated with brain dysfunction in humans and animals, a
fact with a long historical record of support (cf. Winick and Noble, 1966; Winick
and Rosso, 1969). Because Hispanics, as noted above, have a greater probability of
coming from impoverished backgrounds where lower SES affects their ability to
rise above the poverty level, with potentially significant nutritional implications
and indirect implications for brain functions and neuropsychological skills, this is
an issue that deserves special attention when working with such populations.
Access to Health Care
Specific and unique cultural expectations and experiences also play a major role
that impacts factors such as access to health care and, indirectly, neuropsychology
and its application with Hispanic populations. For example, although a two-tier
medical system encompassing private and public providers (quality of care aside)
may exist in their native countries, the majority of Hispanics come from countries
such as Mexico or countries in the Caribbean, Central America, and South
America, where a socialized medical system is available to the majority of the
population using relatively simple access mechanisms and low out-of-pocket
costs. Therefore, many Hispanic individuals have difficulties accessing and
traveling through the complex maze associated with the third-party insurance sys-
tems encountered in the U.S. This difficulty limits their access to health care,
particularly mental health services and advanced specialty services such as neu-
ropsychology. Others, including those who are U.S. citizens or born in the U.S.,
including children, the elderly, and specific Hispanic populations such as veterans
of foreign wars, do not have any health care insurance, which clearly places con-
straints on accessibility and services. The lack of regular and scheduled medical
care has led indirectly to problems and to the overwhelming use of emergency
medical services (with devastating consequences for emergency services in
selected hospitals) in selected communities throughout the U.S. This occurs partly
because limited access to regular and preventive care often have led to the need
for emergency medical and mental health care (Baker et al., 1996). This can be
surmised from the increasing rates of emergency room admissions and utilization
by Hispanics in the U.S. in the last two decades.
Socioeconomic status, sociopolitical climates, and sheer societal economic
realities and constraints also have significant impact on access to health care and
medical services by all U.S. citizens. Unfortunately, either as a result of the issues
mentioned thus far, including poverty, or language barriers, or a combination of
both, it is well known that Hispanics, including those born in the U.S. or foreign-
born U.S. citizens, have less access or seek less dental, medical, and mental health
services (cf. Weinick, Zuvekas and Cohen, 2000). Data from the U.S. Department
of Health and Human Services (USDHHS) makes clear that significant health
disparities exist in the U.S. between Hispanics and individuals from mainstream
culture, and this has significant impact on American neuropsychology. From a
data-based standpoint, the USDHHS published a report noting the presence of such
disparities (U.S. Department of Health and Human Services, 2004).
Education
As briefly noted in Chapter 1 and above, education is a critical factor. Aside from
the fact that education has been shown to impact neuropsychological functioning
(cf. Heaton et al., 1986; Ostrosky-Solis et al., 2004), it is crucial to examine this
variable as a special factor because large numbers of Hispanics living in the U.S.
have achieved low levels of education. For example, Harris and Llorente (2005)
note that in the Caucasian non-Hispanic population, 88.7% graduate from high
school, 29.4% achieve a minimum of a Bachelors degree, and 4.0% have attained
less than 9 years of education. By contrast, in individuals from Mexico 25 years
or older, 48.6% have not received a high school diploma, 26.6% have graduated
from high school, and only 5.2% achieve a minimum of a Bachelors degree. Aside
from specific cognitive protective factors related to education in neuropsychology
as postulated by Satz (Satz, 1993), limited or lack of education also interacts with
other factors, in some instances leading to increased risk factors in Hispanic popu-
lations such as limited economic opportunity, limited knowledge of the impact of
preventive medical care or good nutrition, and so on. Therefore, education is an
important variable to keep in mind when interpreting neuropsychological test
performance and working with Hispanic populations.
Disease and Illness
For specific health problems, illnesses, and diseases, Hispanics living in the U.S. and
abroad are most likely associated with impoverished environments, as noted by the
World Health Organization (1998), and unfortunately bear a disproportionate burden
of disease, injury, morbidity, and mortality when compared with non-Hispanic
whites. In addition, the leading causes of death among Hispanics vary from those for
non-Hispanic whites in the U.S., information supported by statistical resources kept
by the United States Department of Health and Human Services (USDHHS, 2004).
For example, the report from the USDHHS indicates that Hispanics of all ethnic
backgrounds experienced more age-adjusted years of potential life lost before age
75 years per 100,000 population than non-Hispanic whites for mortality associated
with stroke (18% more), chronic liver disease and cirrhosis (62%), diabetes (41%),
and human immunodeficiency virus disease (168%), all with significant implications
for neuropsychology and its applied endeavors (cf. Llorente et al., 2000a, 2001).
52 A.M. Llorente
Occupational Risk Factors
As noted in Chapter 2, the occupational allegiance of Hispanics is not distrib-

uted evenly across all occupational categories. In fact, it was noted that large
numbers of Hispanics are overrepresented in the farming/forestry industries at
rates that sometimes exceed twice the rate of expectation based on U.S.
population demographics (cf. Llorente et al., 1999, 2000; Portes and Rumbaut,
1990). Selective recruitment policies and occupational allegiances, particularly in
high-risk occupations, have significant implications because such industries may
impact large numbers of Hispanics, placing this group of individuals at increased
risk for disease or exposure to occupational risk factors and hazards, including but
not limited to neurotoxic substances. As a result of this exposure and given the
potential impact of these substances on brain functions, individuals may require
neuropsychological assessment (see Llorente, 2000). For example, Hispanic popu-
lations employed in the farming industries may experience increased risk factors
associated with chronic, low-level pesticide exposure (cf. Llorente, 2000), includ-
ing organophosphates and other pesticides, which impact neurological substrates
and neuropsychological functioning (Eskenazi and Maizlish, 1988). Because such
exposures impact neuropsychological performance, in some instances they are the
reason children and adults are referred for assessment (see Eskenazi and Maizlish,
1988; Llorente, 2000).
Housing and Housing Quality
Although Hispanics have made significant gains in the last few years related to
ownership of real estate in the U.S., significant disparities still remain between
them and majority groups (Toms Rivera Policy Institute, 2003). Similarly,
quality of housing is often taken for granted by clinicians and researchers alike,
despite its health significance, including potentially harmful environmental con-
taminants that significantly impact brain function (e.g., lead, mercury, organo-
phosphates, and sulfur dioxide) and that are often found in neighborhoods with
large Hispanic populations throughout the U.S. Why is it essential and necessary
to examine such variables during the course of assessment with Hispanic popula-
tions? From a neuropsychological standpoint, it is critical to note that quality of
housing may also be associated with other health-related and non-health-related
variables, such as environmental deprivation, overcrowding, and added stress, all
of which affect neuropsychological functioning.
It is also interesting to note that some of the factors mentioned in Chapter 2, such
as geographical affinity of specific Hispanic groups, is not just supported by census
or other data examined by Llorente et al. (1999), but they are additionally supported
by housing data (Toms Rivera Policy Institute, 2003).
Religion
Religion, especially organized religion, plays a major role in the life of many
Hispanics living in the U.S., and it represents a strong component of their cultural
heritage and identity. According to Espinosa, Elizondo, and Miranda (2005),
approximately 71% of Hispanics identify themselves as Catholic (Milwaukee
Archdiocese, 2005), and about 23% of the 41.3 million Hispanics in the U.S. in 2004
identified themselves as Protestants or other Christians. Complicating this issue, and
their cultural identity as well, is the fact that many Hispanics, in addition to practic-
ing Catholicism or other organized religion, additionally may adopt other, less
formal religious practices such as Santera. The emphasis placed by Hispanics on
religious beliefs and practices dates back to their ancestors and the colonization of
the Americas by Spaniards and other western European societies (cf. Dussell, 1992),
as well as the introduction of African religious practices into Hispanic cultures,
impacting all Hispanics, but particularly those from nations near countries where
such practices are highly prevalent (e.g., Dominican Republic and Haiti).
Although some clinicians may argue that these issues are irrelevant to neuropsy-
chological practice, they are important to evaluate because they may significantly
impact the conclusions reached about a specific Hispanic patient. For example,
from a diagnostic standpoint, a clinician may reach an erroneous diagnostic
conclusion because he or she perceives that a client is experiencing hallucinations
or other symptoms associated with a psychotic process based on the clients
answers to questions during a clinical interview or on a rating scale. In fact, the
client may practice Santera and may truly believe that he or she hear voices, but
this belief is not subsequent to neuropsychopathology.
Multicultural Diagnostic Considerations
The ever-increasing racial and ethnic diversity of the U.S. population, as noted in
Chapter 2, emphasizes the need to account for the role of culture on diagnosis.
Groce and Zola (1993) noted, An individuals culture is not a diagnostic category;
no cultural heritage will wholly explain how any given individual will think and
act, but it can help health care professionals anticipate and understand how and why
families make certain decisions (p. 1049). Groce and Zola have also emphasized
the importance of cultural awareness and its impact on expectations of a clients
physical, mental, and psychological development, given the potential for variability
in these expectations and a clients experiences within his or her own cultural envi-
ronment. Cultural awareness and understanding clearly need to be considered an
integral part of a clinicians knowledge base when they are called upon to diagnose
and provide consultation (Reeve, Groce, Persing, and Magge, 2004). Additionally,
Groce and Zola caution that cultural belief systems may be approached in an
54 A.M. Llorente
oversimplified manner, or misinterpreted, which may lead to mislabeling this

unique way of responding to the condition or intervention. They further suggest that
when faced with a question of whether a behavior is a cultural norm for all patients
or unique to that patient with a disability, the practitioner should compare the treat-
ment of the disabled patient with that of nondisabled patient who is matched based
on age, gender, socioeconomic, and sociocultural backgrounds. Gannotti and
Handwerker (2002) call to adapt and validate standardized measures of health for
cross-cultural validation. They examined the Pediatric Evaluation of Disability
Inventory (PEDI) and found that without restandardized normative values for use
with Puerto Rican children, results would have made this population appear more
disabled than expected for their level of impairment or making minimal functional
improvements. Results of the study found that cultural, environmental, and acces-
sibility factors needed to be taken into account in order to provide a proper
representation of this population.
The Diagnostic and Statistical Manual of Mental Disorders-Third Edition-
Revised (DSM-III-R, APA, 1987) was the first version of the DSM to acknowledge,
albeit simplisticly, the impact of an individuals culture on diagnosis. Subsequent
versions of this text (DSM-IV, 1994; DSM-IV-TR, 2000) provide a framework
(Appendix) for clinicians to account for the impact of an individuals culture when
assessing each of the DSM-IVs axes. This manual also provides a glossary of 25
culture-bound syndromes. According to the DSM-IV, a cultural formulation should
supplement the axes and include such factors as the cultural identity of the
individual, cultural explanation of the individuals illness, cultural factors related to
psychosocial environment and levels of functioning, cultural elements of the rela-
tionship between the individual and the clinician, and overall cultural assessment
for diagnosis and care (DSM-IV; APA, 2000). Appendix of the DSM-IV provides
a glossary of culture-bound syndromes, which are defined as recurrent, locality-
specific patterns of aberrant behavior and troubling experiences that may or may
not be linked to a particular DSM-IV diagnostic category (p. 898).
An example of a culture-bound syndrome found in the Hispanic community, as
noted in the Preface, ataque de nervios. Guarnaccia, Lewis-Fernandez, and Marano
(2003) studied the prevalence of this culture-bound syndrome with a slightly modi-
fied Diagnostic Interview Schedule (DIS) in Puerto Rico. They interviewed 912
people, of whom16% reported having experienced an episode of ataque de nervios
in their lifetime. Ataque de nervios was highly correlated with a range of internal-
izing disorders. Research on culture-bound syndromes helps close the gap between
cultural and clinical knowledge and provides insights into issues of diagnostic
universality and cultural specificity (Guarnaccia and Rogler, 1999).
Groce and Zolas (1993) review of the multicultural literature suggests that three
recurrent themes emerge: (1) The culturally perceived cause of a chronic illness or
disability will play a significant role in determining family and community atti-
tudes toward the individual; (2) the expectations for survival of the individual a
chronic illness or disability will affect both the immediate care and future allocation
of resources; and (3) the social role(s) deemed appropriate for disabled or chroni-
cally ill children and adults will help determine the amount of resources a family
and community invest in an individual. In some cultures, even now, illness and
disability may be viewed as a form of punishment or retribution much as they
were viewed hundreds of years ago (Groce and Nola, 1993; Reeve, Groce, Persing,
and Magge, 2004). For example, the beliefs of witchcraft found in some Caribbean
societies (e.g., Dominican Republic) hold that illness or disability may be transmit-
ted through ones associations. Or, if a child has an illness with a rapid onset, some
people in Latin American societies believe that the condition is due to the evil eye
(Groce and Zola, 1993; see also Simpson, Mohr and Redman, 2000). In Manaus,
Brazil, an individual may consider cleft lip or cleft palate to result from contagion
(e.g.., contracted by sharing eating utensils), personal conduct (e.g.., a pregnant
mother looked at an animal with a split mouth or the father cut open the mouth of
a fish to remove a hook during his childs pregnancy), or Gods will (Reeve, Groce,
Persing, and Magge, 2004). In contrast, chronic illness and disability may be seen
by some cultures as a unique gift. For example, some Mexican immigrants believe
that their child has been singled out by God for the role because of their past
kindnesses to a relative or neighbor who was disabled. (Ries et al., 2007)
Consideration should be given to the acculturation of a patient and his or her
family as it may have important implications for diagnosis. Groce and Zola (1993)
advocate for the assessment of acculturation on an individual basis, particularly an
individual or a familys belief system and social structure. The authors note:
No one can simply assume on the basis of a persons cultural heritage, dress, or language
what his or her individual ideas or understandings may be. Nonetheless, it is important to
remember that traditional attitudes about disability may hang on long after other cultural
beliefs are gone, although more acculturated individuals may be sophisticated enough to
know that publicly expressing beliefs, such as the presence of witchcraft, is unacceptable.
(p. 1055).
An individuals subjective experience and worldview can play an important role in

the assessment and treatment of their presenting problems.
General Perceptions of Ethnic Minority Groups

and Immigrants
As mentioned briefly in Chapter 2, the presence of large numbers of immigrant

Hispanics in the U.S. makes the issue of immigrant perception and its relation to
neuropsychology and neuropsychological assessment deserving of attention.
Llorente et al. (2000) noted that data documenting examiner and patient character-
istics capable of biasing an evaluation abounds in the psychological literature.
Examiners expectancy effects (e.g., halo effects) are important to recognize, and if
not kept in check, may infringe upon the validity of the inferences derived from
neuropsychological assessment of Hispanics (cf. Donahue and Sattler, 1971;
Grossman, 1978; Sattler and Winget, 1970). The patients history also can signifi-
cantly impact the manner in which an examiner conducts, scores, and interprets the
results of a psychological evaluation (cf. Auffrey and Robertson, 1972). These issues
56 A.M. Llorente
take on greater significance with immigrants since they may possess more pronounced
characteristics capable of enhancing the expectancy effects of the examiner, particu-
larly those characteristics that are observable (e.g., anxiety associated with no prior
psychological contact [cf. Egeland, 1967]; pronounced accent in speech).
In addition it is critical to note that many negative stereotypes about immigrants
and ethnic minorities, including Hispanics, have permeated American society and
culture, including television, radio, and other mass media, and these affect lay as
well as professional individuals. As noted by Llorente et al. (2000), these stereo-
types are capable of having deleterious impact upon a neuropsychological evalua-
tion, despite their unsubstantiated nature and the fact that they have insufficient
weight to withstand the rigor of scientific scrutiny. This issue is best exemplified
within American society through mainstream perceptions of the immigrant.
Such perceptions historically have been negative, even within the mental health
professions (degaard, 1932; Sanua, 1970). As a case in point, during earlier large-
scale migrations to the U.S. at the beginning of the last century, a correlation was
initially noted between immigrants and innate marginality or psychopathology
associated with the process of immigration. Although incorrect, such perceptions
were the result of early, inaccurate, and methodologically flawed epidemiological
studies indicating the presence of higher incidence of mental illness among immi-
grants on the basis of hospital admissions (Jarvis, 1866; Rothman, 1971; Sanua,
1970); higher suicide rates among immigrants living in the U.S.; European versus
U.S. differential suicide rates in groups of individuals of the same nationality
(cf. Faris and Dunham, 1939); and differential patterns and rates of mental disorders
in metropolitan areas relative to suburban areas with large immigrant density (Faris
and Dunham, 1939). On the basis of these findings, researchers concluded that
immigration was associated with mental disorders (degaard, 1932). Unfortunately,
these investigations suffered from poor methodology marked by biased samples and
similar confounds, and sound research later demonstrated that the effects of objec-
tive variables such as age, poverty, and area of residence (Kohn, 1973; Hollingshead
and Redlich, 1958; Kessler and Cleary, 1980 ; Srole, Langner, and Mitchell, 1962)
accounted for the majority of the differences observed. Despite the significant
shortcomings of the earlier investigations, these findings found their way into main-
stream culture and became part of the perception of the immigrant, not just held by
lay people but also by mental health providers, regarding the mental abilities and
psychological make-up of the immigrant (Llorente et al., 2000). These stereotypes
are capable of biasing the outcome of a neuropsychological examination.
Llorente et al. (2000) noted that there is no reason to believe, despite our
present level of knowledge with regard to which factors affect immigrants and
large-scale migrations (e.g., context of immigration, SES of the immigrant, reasons
for immigration; cf. Portes and Rumbaut, 1990), that new generations of neuropsy-
chologists will behave differently towards these populations, including Hispanics,
relative to past generations of clinicians, unless the former become cognizant of the
biases against these populations and the factors capable of encroaching upon their
assessments. Although immigration can be one of the greatest stressors that any
individual may experience in life, immigration per se is not necessarily responsible
for mental illness or the etiology behind abnormal brain-behavior relationships.
Chapter 4
Intellectual Abilities: Theoretical
and Applied Assessment Considerations1
Christian von Thomsen, Lori Gallup, and Antolin M. Llorente
The assessment of intellectual abilities has held a special place in the history of
psychology. Starting with the establishment of the civil service program in China
approximately 4,200 years ago, to the Spanish physician Juan Huartes Examen de
Ingenios in 1575, the assessment of aptitude, whether valid or invalid throughout
the centuries, has attempted to capture the broad range of intellectual abilities noted
by Sir Francis Galton in 1869 when he stated that There is continuity of natural
ability reaching from one knows not what height, and descending to one can hardly
say what depth (Galton, 1869).
Although the latter part of the statement made by Galton clearly exemplifies his
profound understanding of individual differences in intellectual gifts, other state-
ments he made have been associated with controversy, as they were adopted by
the eugenics movement, and the measurement of intellectual abilities has been far
more scrutinized than the measurement of other neuropsychological constructs, in
some instances disregarding the importance of the latter. Like no other function of
the mind, intellectual skills seem to include judgment of character and potential
in life; intercultural differences in this construct were controversial from early peri-
ods (cf. Nell, 2000), most recently in the vernacular literature and in the general
publics awareness after publication of Herrnsteins book The Bell Curve
(Herrnstein and Murray, 1994; Nell, 2000).
It is interesting to note that Spearman chose g for general intelligence when
he partially laid the groundwork for his theories regarding intellectual abilities
impacting current assessment. The question whether or not research should and can
work with truly general constructs has been addressed in the emic-etic paradigm
originally defined by Pike (1967, as quoted in Berry, 1999). Pike suggested
the term etic for an approach that views behavior from an outside perspective,
while he proposed the term emic for an approach that views behavior from a
perspective inside the system in question (Berry, 1999). In cross-cultural psychology,
these labels may be used to indicate whether the emphasis of a given study is placed
on understanding meaning by utilizing concepts from within the culture in question
1
Portions of this chapter originally appeared in Harris and Llorente (2005).
57
58 C. von Thomsen et al.
(emic), or whether neutral or objective constructs are used to compare and

evaluate one culture with another one (etic) (Alegria, Vila, Woo, Canino, Takeuchi,
et al., 2004). Spearmans identification of a general factor of intelligence thus
implied an etic approach to cognitive assessment. Critique of supposedly the gen-
eralist approach reportedly led to development of culture-free and then culture-
fair tests (Jones, 1996). Still, in the interest of external validity (generalization),
the use of a limited number of cognitive tests for assessment of intelligence is con-
tinued in the U.S. (Echemendia and Harris, 2004). Unfortunately, the construct of
general intelligence appears to be measured by tests that are strongly correlated
with content taught in American schools (Rosselli and Ardila, 2001), particularly
those schools with a European heritage, and as noted in Chapters 1 and 3, selected
numbers of Hispanics tend to exhibit higher rates of school dropout, lower levels
of overall education, and in some instances, an education of poor quality.
In the case of Hispanic populations, experts in the field continue to criticize the
etic approach taken by many U.S. practitioners (Artiola i Fortuny, 1998; Artiola
i Fortuni et al., 2005). These authors have noted that many neuropsychologists
might feel that neurobehavioral principles are general or universal and that
culture, therefore, requires little consideration (Echemendia and Harris, 2004; Nell,
2000). However, emic measures are few and are difficult to use considering
intragroup variance. As LaRue and colleagues (1999) point out, it may be an
impossible task to attempt to match a specific client with a suitable norm sample,
precisely because Hispanic culture encompasses such a wide range of diverse
cultural and demographic variables (cf. Pontn, 2001b). Alegria and colleagues
(Alegria et al., 2004) demonstrated that the use of both emic and etic concepts can
be integrated to develop new assessment instruments for minority individuals.
However, the assessment of intellectual abilities in Hispanics, from an appro-
priate cross-cultural standpoint, is far more complicated than that suggested by
simple arguments for an emic or etic assessment or theoretical approach. The
intellectual assessment of Hispanics is not only complicated by a selected number
of issues associated with the concept of Hispanic or Latino as noted above and
in Chapters 1 and 2 of this volume, nor by simple issues related to psychometrics,
but it is, rather, complicated by several other complex issues. Such complexity
includes not just aspects related to tests, including adaptations, test construction,
language, standardization samples, and other variables, but also includes factors that
could be subsumed under David Wechslers concept of connative factors
(Wechsler, 1950). For example, aside from motivation and other variables that
could very well be underscored by Wechslers concept as connative characteris-
tics, in lieu of cognitive factors, factors such as the prevailing attitudes toward
intellectual assessments by Hispanics, cultural interpretations of the concept of IQ
or intellectual skills in general, their prevailing cultural perceptions of those who
administer the test(s), their prevailing perceptions of tests in general, and the
society where they reside, and their perceptions of those who are associated with
decision-making processes which they perceive to be outside of their control may
also fall under the rubric of connative factors when addressing cross-cultural
assessment of intellectual skills with Hispanics. To complicate matters further,
4 Intellectual Abilities: Theoretical and Applied Assessment Considerations 59
other conceptual issues also should play an important role. To understand cross-
cultural factors and their implication during the course of intellectual assessment
with Hispanics, fields and concepts from sociology, genetics, and anthropology
also play important roles. When such factors are included in theoretical frame-
works, they lead to comprehensive models of cognitive processes such as the
ecocultural framework developed by Berry (2001), which is capable of account-
ing for cross-cultural mechanisms that are applicable to intellectual variables in
Hispanic populations. This perspective includes universalist views of cognition
and intellectual abilities related to specific cognitive mechanisms, as espoused by
many in the field today (cf. Echemendia and Harris, 2004), as well as the effects
of cultural factors on individuals, including Hispanics. Berry (2001) devised a
framework in which individual differences, including intellectual skills, emerge
within the greater contextual space of universalist factors as a function of sets of
variables, including ecological (Eco) and sociopolitical factors, together with
other arrays of variables, including culture, genetics, and acculturation, that lead
to the emergence of such individual differences. In essence, the model explains
individual differences in intellectual abilities as the emergence of general univer-
sal psychological mechanisms that are found in all humans (species) that are then
infinitely modified through maturation by cultural and other variables as a collec-
tion of adaptations to context or ecology. This model clearly adopts concepts
from evolutionary theory (Darwin, 1967). It is also consistent with the view noted
in Chapter 1 related to the fact that an individual constructs his society and soci-
ety constructs the individual (cf. Wartofsky, 1983).
Although borrowing from Hebb (1949) regarding what appear to be simple yet
important distinctions between intellectual abilities, intelligent behavior and
assessed intellect, Sternberg (1984, 1997) also developed a comprehensive theory
of intelligence that is capable of incorporating cultural influences in cognition.
According to Sternbergs triarchic theory of intelligence, there are three main com-
ponents that describe mental functioning and, ultimately, how people process infor-
mation (Sternberg, 1997). The first component includes a contextual piece that
considers the unique environment in which individuals reside with regard to intelli-
gence. Within this component, intelligence consists of the individuals ability to
adapt, select, and shape his or her environment and make it meaningful to the self.
Secondly, the componential subtheory addresses the individuals internal ability to
complete mental processes, which consists of encoding, transforming, and
comparing information, as well as higher level executive functions consisting of
planning, organizing, and monitoring the information (Sternberg). This second
part of the triarchic theory is primarily related to information processing. Finally,
the third component is referred to as two-facet and describes an individuals
intelligence as their ability to work with novel stimuli and their level of automatic-
ity of various cognitive processes (Sternberg).
From a theoretical standpoint, Cattell (1963), Horn (1967; 1979), and Carroll
(2005) independently devised theories of intelligence. These theories were then
combined and used as the underlying theoretical basis for the development of
the Woodcock-Johnson Tests of Cognitive Abilities - Third Edition (WJ-III).
Cattell and Horns theory of cognitive abilities distinguishes between two types
of intelligence: fluid intelligence and crystallized intelligence. Fluid intelli-
gence consists of cognitive abilities that are typically thought of as free of cul-
tural influence (even though Berrys [2001] and Sternbergs [1997] models
point in a different direction) and includes procedures such as word list recall.
According to this theory, fluid intelligence is related to level of maturity and
continues to expand until adolescence and young adulthood. Crystallized intel-
ligence is considered to be skills that an individual acquires as a result of resid-
ing in a specific culture. Crystallized intelligence is thought to continue to
expand and develop throughout ones life as an individual continues to interact
with his or her culture and learn over time, and it is therefore much affected by
education and other contextual opportunities. Cattell-Horns theory of intelli-
gence is a hierarchical model that includes all major aspects of intelligence
(McGrew and Woodcock, 2001).
John Carrolls three-stratum theory of intelligence is also hierarchical. His the-
ory identifies 69 specific abilities that are narrow in nature and compose Stratum I.
Stratum II consists of broader categories of intelligence that group the 69 narrow
abilities. Finally, Stratum III incorporates a general intelligence which Carroll
refers to as g. The WJ-III was developed utilizing the theory of cognitive abilities
established by Cattell, Horn, and Carroll (CHC theory) as its theoretical foundation
(McGrew and Woodcock, 2001). This theory incorporates aspects from two major
sources, including Cattell and Horns work with fluid (Gf) and crystallized (Gc)
intellectual abilities and Carrolls hierarchical conceptualization of cognitive abili-
ties that stem from narrow abilities, to broader abilities, and finally to general intel-
ligence, or g (McGrew and Woodcock). The application of such a comprehensive
framework of intelligence has led to the development of an excellent measure of
cognitive abilities.
Although a strong argument has been made for the importance of cultural fac-
tors, alternative views should not be excluded. Genetic factors are frequently
considered to exert a powerful influence on intelligence (Laosa, 1996), and prob-
ably account for a portion of the inter- and intracultural variations (cf. Kwak,
2003). For example, there appears to be evidence for differential onset of certain
brain-related conditions in Hispanics (Clark et al., 2005), as well as possible dif-
ferential cognitive strengths and weaknesses associated with specific cultural and
ethnic backgrounds (e.g., Korean versus Hispanic). However, research in
the field of molecular genetics makes it seem likely that a complex combination
of different genes contributes to variations in cognitive ability and other neu-
ropsychological domains, and that environmental factors may play a crucial role
in determining which and when those genes are expressed (cf. Lai et al., 2001;
Laosa, 1996).
In summary, one chief problem related to this topic and the process of assess-
ment is that intragroup variance continues to be neglected by clinicians when plan-
ning assessments with diverse clients generally (APA, 2001) and Hispanic clients
specifically (Artiola i Fortuni et al., 2005; Pontn & Len-Corren, 2001).
General Issues Related to Cognitive and Intellectual Assessment
While a number of available cognitive tests seems capable of producing results that
are unbiased in select applications for members of ethnic minorities, including
Hispanics, a recent review reported that about a third of such measures have been
identified in empirical studies of cultural bias to yield biased or mixed results
(Valencia, Suzuki, and Salinas, 2001).
In 2004, Echemendia and Harris published data from a 1994 survey of U.S.
neuropsychologists regarding the use of tests with Hispanic populations
(Echemendia and Harris, 2004). Even though the data were 10 years old at the
time of publication, the authors expressed confidence that not much had changed
in this time, given a lack of published Spanish tests, as well as their own per-
sonal experience. Their sample of 475 responses indicated great variability in the
use of tests and norms with Hispanics. In terms of what tests are used with what
population, both Hispanic and non-Hispanic clients are most often administered
the WAIS for assessment of cognitive capabilities (Echemendia and Harris,
2004). This finding was stable even across different levels of self-perceived
competence to work with Hispanic clients, as well as self-perceived language
competence (in Spanish).
Regarding test translation, most clinicians (58%) indicated that they used the
English WAIS with bilingual clients and the Spanish version with monolingual
Spanish speakers, respectively (52%). However, a considerable percentage (20% for
the bilingual group and 29% for the monolingual Spanish group) utilized a verbatim
translation of the English test items (Echemendia and Harris, 2004). The authors
remark that this behavior is highly problematic and can interfere with validity of the
measures used (see Chapter 1). When asked what norms are typically employed to
compare WAIS test results from bilinguals with the general population, 68% of clini-
cians stated they used English norms, 4% Spanish norms, and 28% relied on clinical
judgment. With monolingual Spanish speakers, 6% of WAIS scores are compared
with English norms, 64% with Spanish norms, and 29% by using clinical judgment.
The frequent use of clinical judgment rather than norms can be viewed as an appropri-
ate response to lack of suitable norms (Echemendia and Harris, 2004) or as clinicians
tendency to revert to intuitive decision-making processes.
Another important result from this study is data regarding the use of translators.
While more frequently reported by neuropsychologists who also endorse lower
competence in Spanish fluency and proficiency, reliance on translators is contro-
versial because standardized assessments depend on standardized instructions and
interactions (Echemendia and Harris, 2004; Ardila, 2005).
In conclusion, Echemendia and Harris (2004) stated that U.S. neuropsycholo-
gists are not prepared adequately to provide services to Latinos (Echemendia and
Harris, 2004, p. 11). According to them, this is partly due to the fact that bilingual
clients are usually administered U.S. normed version of tests, while monolingual
Spanish-speaking individuals most often receive a translated version of the same
test (Echemendia and Harris, 2004).
As mentioned before, local norms may be required in order to adequately

derive scaled scores from assessments (Echemendia and Harris, 2004), at least
for a period of time until unbiased intellectual and neuropsychological measures
are devised. For example, LaRue and colleagues (1999) report that significant
differences have been found between education-matched samples from different
South American countries. Furthermore, availability of norms for Hispanics
may actually keep researchers from investigating demographic and cultural
details, since they may feel that they now are in possession of appropriate
norms for all individuals who speak Spanish. Clearly, intragroup variance remains
a considerable problem in this regard.
Recently, cultural fairness of a common instrument has been examined from a
psychophysiological point of view (see also Chapter 1 under cultural equivalency).
Verney, Granholm, Marshall, Malcarne, and Saccuzzo (2005) built upon recent
research showing that pupillary responses can be measured to index mental effort,
and found that both Hispanic and non-Hispanic whites displayed similar pupillary
changes when exerting mental effort. However, only in non-Hispanic whites did
those pupillary responses predict performance on the WAIS-R (Verney et al.,
2005). Physiologically based measures of intellectual ability, such as the visual
backward-masking task detection accuracy, suggested that Hispanics and non-
Hispanic whites did not differ in terms of cognitive capabilities. However, the
WAIS-R scores showed the familiar pattern of lower scores in the Hispanic sample.
On the basis of these findings, these authors concluded that the WAIS-R may con-
tain cultural factors that result in a test bias favoring non-Hispanic whites, while the
more psychophysiological measures used in this study did not share this bias
(Verney et al., 2005).
Consistently lower performance on digit-span memory tasks has been reported,
and the question has been raised whether this could be related to the fact that
Spanish numbers have more syllables than English ones (Olazaran, Jacobs, and
Stern, 1996). After varying language content and linguistic characteristics of the
task, Olazaran and colleagues (1996) concluded that cultural and educational issues
are likely also involved in this performance difference.
Recent research also underscores the profound effects that some of the aforemen-
tioned factors can have on performance during the course of intellectual assessment
in Hispanic populations. In this regard it is critical to examine the effects of language
proficiency on tests of intellectual abilities. With regard to adults, Harris and
Llorente (2005) note that it seems logical to conclude that children acquiring skills
in English may not possess sufficient fluency to effectively perform on the more
demanding, context reduced intellectual test, but they question what about adult
examinees who appear to be fluent and proficient? In this regard, a study con-
ducted by Harris and her colleagues (2003), in which non-native English speaking
adults who participated in the WAIS-III standardization, clearly illustrated the
concerns and challenges of determining when an examinee possesses sufficient pro-
ficiency for English language intellectual assessment. In that study, a group of adult
examinees (n = 151) was selected for participation, all of whom reported being born
outside of the U.S., yet all reported fluency in English, criteria corroborated by the
standardization test examiner based upon observation of the examinees conversa-

tion before and during the testing session. The sample consisted of individuals rep-
resenting 37 countries of origin. Individuals from Mexico and Cuba comprised two
thirds of the sample. Three variables, obtained from a demographic questionnaire
completed by all study participants, served as proxies for acculturation. The varia-
bles included (1) language preference, derived by weighting reported language
preference for speaking, thinking, reading, and writing in English and in the addi-
tional spoken language; (2) U.S. experience, calculated by dividing the number
of years residing in the U.S. by the total age of the examinee; and (3) U.S. educa-
tion, calculated by dividing the number of years educated in the U.S. by the total
number of years of education attained by each participant (cf. Harris, Tulsky and
Schultheis, 2003). The relationship of these three variables to performance on the
WAIS-III and WMS-III factor scores was subsequently analyzed, and all three vari-
ables were significant predictors of performance on the various factor scores, with
language preference essentially predicting performance on the Verbal
Comprehension, Perceptual Organization, Processing Speed, and Visual Memory
(using the Visual Reproduction subtest) indices. With regard to children, the impact
of language fluency was examined by Harris and Llorente (2005). They investigated
the reported differences that usually emerge during the course of assessment of
Hispanics relative to mainstream populations in the U.S. Although limited to only
one test, they investigated such differences using data from the standardization of the
new WISC-IV in 6- to16-year-olds. A cursive examination of initial scores uncon-
trolled for any demographic characteristics revealed a difference of approximately
10 IQ points in FSIQ between the Hispanic and the Non-Hispanic White sam-
ples. Further analyses controlling for different factors, usually subsumed by the dif-
ferent theoretical models presented above related to demographic characteristics,
including age, gender, number of parents living in the household, parental education
level, and U.S. region of selection for participation in the standardization sample,
reduced the differences in overall intellectual skills (FSIQ) by approximately five
points. Subsequent to this finding, the authors questioned whether to assume that the
remaining five-point difference represented actual difference found in the standardi-
zation sample. After further analyses, it was discovered that a variable could easily
account for the remaining five-point difference in overall intellect.
What variable could account for a third of a standard deviation in overall intel-
lect? To investigate this remaining difference and examine the possible influence
of English language acquisition and language proficiency on performance, the
WISC-IV standardization participants were again matched on age, gender, and
parental education level. However, the examinees selected for this analysis also
included an important variable, obtained from a comprehensive Family Survey
administered to WISC-IV examinees related to language spoken in the home. This
variable led to the categorization of the WISC-IV standardization sample into three
subgroups, namely a White non-Hispanic sample comprised of monolingual
English speakers, a Hispanic sample comprised of monolingual English
speakers, and a third Hispanic group of children comprised of those who noted
that they spoke Spanish as their native language in the Family Survey. Subsequent
to this analysis, the reduced performance in overall intellect for Hispanic examinees
only emerged in the group of Hispanic children whose native language was
Spanish. As noted by Harris and Llorente (2005), the typical finding of reduced
performance, particularly in verbal indices, for Hispanic examinees was only evi-
denced in the sample of Hispanic children whose native language was Spanish. In
fact, although the sample is small, the native English speaking Hispanic children
surpass the non-minority examinees in their Processing Speed Index. Such findings
are a powerful illustration of the impact of socioeconomic and linguistic variables
upon performance. As noted by Harris and Llorente (2005), What initially
appeared to be a large gap between Hispanic and non-Hispanic White children,
now appears to be a minimal difference. On the basis of these results Harris and
Llorente (2005) also concluded that native language is an important moderating
variable and these studies demonstrate the challenges test developers and clini-
cians face in determining when a suitable level of language proficiency has been
reached in an individual undergoing assessment (see Table 4.3).
Altogether, these general findings led Harris and Llorente (2005) to address
another vital issue often encountered in intellectual assessment (see also the work
of Ardila et al. 1994). Harris and Llorente (2005) note that the construct equiva-
lency of a test and its underlying theoretical framework are critical issues to take
into account. They more specifically note the importance of conceptual equivalence
in the construct and measurement of intelligence and the significance of intellect
moderator variables. They note that differences exist in the conceptualization of
intelligence by various theoreticians (cf. Carroll, 2005; Cattell, 1963; Ceci, 1996;
Spearman, 1927; Sternberg, 1985, 1997; Thurstone, 1938), as noted above, yet
Each model has implications for a specific culturally-defined context or question.
For example, how is the intelligence necessary that describes successful adapta-
tion by a child in a metropolitan area in the U.S. different than the intelligence that
describes the successful adaptation of a child to his community in Nicaragua or
Zambia? It is certainly not contested that intelligence can be represented differently
within different cultural groups; however, they also note that this is not to say that
intelligence can also be represented similarly when individuals share salient
aspects of their cultural and educational backgrounds. In this regard, they note that
investigations concerning the cultural equivalence of the WISC in cross-national
studies supports the notion of selected universal cognitive processes across cultures
(cf. Georgas et al., 2003a, b). In addition, the construct structure for specific ethnic
or cultural groups that emerges in factor analytic studies within the U.S. is also
generally consistent, although there may be some differences in factor loadings in
the lower age ranges due to developmental differences in the acquisition of specific
cognitive abilities, such as working memory skills (Wechsler, 2003). Similar
score comparisons among ethnic groups within a given country also have emerged,
and socioeconomic factors have been found to partially account for variability in
performance (Georgas, 2003), and there is remarkable consistency in the factor
structure of the WISC, when translated and adapted into other languages in other
countries (Georgas et al., 2003a, b). When mean score differences have been
identified among cross-national samples, these findings have been thought to be
attributable to education-related or economic factors (Georgas et al., 2003a, b)

Variations in IQ scores across countries have, for example, been found to be
related to pupil-teacher ratio for preprimary, primary, and secondary education and
to duration of each education level and other factors as noted in Chapters 1 and 3
(Georgas et al., 2003a, b). These investigators also suggested that affluence-related
factors, such as the physical quality of the childs living environment, may explain
cross-cultural score differences, although education and affluence are also noted
to be highly and positively correlated. Nevertheless, it is clear that construct
equivalency is a critical factor when assessing or measuring cognitive skills, and
this issue is critical regardless of which skills are being measured, particularly for
the development of intellectual tests that attempt to tap into these unique
similarities.
Pediatric Assessment
Gonzalez (2001) identifies a number of tests that are appropriate to use with
Hispanic children. He stresses that language cannot be ignored by the assessing
clinician, especially given that many Hispanic children are exposed to various lev-
els of English and Spanish. Gonzalez (2001) suggests an in-depth review of lan-
guage proficiency of each individual client in more than one domain (e.g., home
and school) and strongly recommends consultation and cooperation with, if not
referral to, a bilingual neuropsychologist.
Bateria III
For cognitive assessment, the Batera III Woodcock-Muoz (Bateria III; Munoz-
Sandoval, Woodcock, McGrew, and Mather, 2005) represents a comprehensive
resource for clinicians. This is the Spanish version of the Woodcock-Johnson III
(WJ-III; Woodcock, McGrew, & Mather, 2001), including cognitive and achieve-
ment batteries. Cognitive ability is measured with the Pruebas de Habilidades
Cognitivas (Bateria-III COG). All tests comprising the Batera have been
adapted from the WJ-III. A special characteristic of the Batera is the Language
Exposure/Use Questionnaire included as a screening in the beginning of the test.
This instrument allows the examiner to verify information about which language
is preferred or spoken more proficiently by the client. For example, questions
about percentage of time each language is spoken are provided. Likewise, the
manual contains a checklist and training exercises for the examiner to ensure
proficiency.
Otero (2006) points out that true Spanish proficiency is essential to correctly
administer and score the Batera III. She notes several instances where the list of
correct answers to given questions does not contain words that are used by residents
of certain countries, so that the burden to recognize the answers as correct lies with
the examiner (Otero, 2006).
The norming sample consisted of 1,413 individuals who were identified as
native Spanish speakers. Of these, 1,134 individuals came from Mexico, Costa
Rica, Panama, Argentina, Colombia, Puerto Rico, and Spain. The remaining 279
participants consisted of U.S. residents from nine states, 89 of whom were born in
the U.S. The rest were ascertained from a variety of Latin American countries.
Spanish language dominance was ensured in the U.S. residents by means of oral
language screening and consultation with bilingual experts. Note that not every
country of origin was represented by an equal number of participants. Mexico, for
example, was overrepresented in relation to Spain, thus impacting comparability of
test results (Otero, 2006). On the other hand, a comparison of Batera III data with
WJ-III is easily achieved because normative data from the Batera were equated
with U.S. norms from the WJ-III. In other words, language proficiency in English
and Spanish may be compared using a single score.
Data from the calibration sample, as provided in the manual, indicate generally
good reliability for individual subtests ranging from .80 for Word Completion to
.93 for Verbal Comprehension. The COG battery offers four clusters with reliabili-
ties ranging from .88 for Auditory Processing to .94 for Verbal Abilities (in the
Extended Battery).
The test authors have conducted a confirmatory factor analysis which indicated
good fit between the organizational structure of the Batera III and the CHC model
of cognitive abilities, and have noted that internal factor structure of the Batera III
and the WJ III appeared very similar. However, these factor analyses are the only
validity data provided in the manual (Otero, 2006).
Despite a norming sample that might at times suffer from small cell sizes and
other weaknesses (e.g., poor sampling for specific groups), the thoughtful and
proven organization of this test, together with its comparability with the widely
used WJ-III, make it a notable and in some instances a useful tool for the Spanish-
speaking clinician who is looking for a well-designed instrument to assess cogni-
tive capabilities. The test also covers many aspects of a neuropsychological battery
in a single test.
Wechsler Intelligence Scale for Children - Fourth Edition
The original Wechsler Intelligence Scale for Children (WISC) was published
in 1949 (Wechsler). The original scale (Wechsler, 1949) has undergone three
revisions since its original publication, resulting in the publication of the
Wechsler Intelligence Scale for Children - Revised (WISC-R; Wechsler, 1974),
the Wechsler Intelligence Scale for Children - Third Edition (WISC- III;
Wechsler, 1991), and the most recent, the Wechsler Intelligence Scale for
Children - Fourth Edition (WISC-IV; Wechsler, 2003). These revisions have
each reflected concomitant advances in theoretical models of intelligence,
cognitive theory, information processing paradigms, test construction, and

professional practice and assessment guidelines. For example, the most recent
WISC-IV manual specifically addresses assessment with diverse populations,
including the hearing impaired, reflecting standards and guidelines developed
by the American Educational Research Association American Psychological
Association, and the National Council on Measurement in Education (APA,
1999). The WISC-IV is an individually administered assessment of intellectual
abilities for examinees between 6 and 17 years of age (Wechsler, 2003). The
current test (WISC-IV) demonstrates significant progress and growth in theo-
ries of cognition, test construction, and more specific guidelines for assess-
ment and use (2003). Through researching the trends of the revisions made to
the WISC, a basic observation is that the revision cycles have become shorter.
This may be due to numerous factors, including the rapidly changing demo-
graphic patterns within the U.S. population as noted in Chapter 2, along with
attempts to maintain up-to-date normative data. Over time, if the norms are not
reestablished, scores may become obsolete and require specific corrections (cf.
Flynn, 1984).
Chief revisions in the WISC-IV involved its standardized scores. The WISC-III
traditionally followed prior versions of the Wechsler tests in that a Verbal IQ,
Performance IQ, and overall Full Scale IQ could be computed based on the subtest
scores. The WISC-IV deviated from this model, in that the primary scores became
derivatives of the four-factor-based index scores rather than the traditional IQ scores
(Wechsler, 2003). The index scores provided by the WISC-IV include Verbal
Comprehension Index (VCI), Perceptual Reasoning Index (PRI), Working Memory
Index (WMI), and the Processing Speed Index (PSI) (2003). The WISC-IV main-
tains some traditional features in that it continues to have a general composite score
for the entire scale, which is the Full Scale IQ (Wechsler, 2003).
Through revisions of the WISC-III, two subtests were not included in the core
battery of WISC-IV, Picture Arrangement and Object Assembly. These subtests
were eliminated from the core battery due to the tasks generally low reliability.
In addition to eliminating these subtests, the WISC-IV added the following sub-
tests: Matrix Reasoning, Picture Concepts, and Word Reasoning (Wechsler, 2003).
These subtests generally assess greater aspects of fluid reasoning, along with the
examinees ability to reason with knowledge and information that is less crystal-
lized and more novel (Wechsler). Letter-Number Sequencing and Cancellation
subtests were also added to the WISC-IV (Wechsler) as measures of Working
Memory. Why is the use of subtests that heavily load on fluid reasoning important?
Neuropsychologists, in particular, differentiate between crystallized abilities (i.e.,
WISC-IV, Vocabulary), which are more influenced by education and opportunity,
and fluid abilities (i.e., Wechsler Abbreviated Scale of Intelligence (WASI), Matrix
Analogies), which are judged to be less dependent on learning. A large number of
the intelligence tests currently in use largely assess crystallized abilities, but do not
fully assess, if at all, problem-solving skills that define fluid intelligence (Kaufman
and Kaufman, 1990). Children and adults from disadvantaged backgrounds typi-
cally score lower on measures of crystallized intelligence, but these differences are
not as apparent on tasks of fluid reasoning (Campbell, Dollaghan, Needleman, and

Janosky, 1997). It is notable that this lack of differences in scores across majority
and minority groups are even apparent when examining the nonverbal reasoning
subscales (e.g., Block Design) of the Wechsler scales (Reynolds, Willson, and
Ramsey, 1999). Yet tests of fluid reasoning (as opposed to subtests of crystalized
reasoning) are less known and, until most recently, less commonly utilized. This
state of affairs partially is the result of decisions regarding test utilization to deter-
mine diagnostic and differential diagnoses as opposed to patterns of a childs indi-
vidual strengths and weaknesses (see Chapter 8). Because of ethnic differences in
measures of crystallized intelligence, some researchers (Das, Naglieri, and Kirby,
1994) have argued for the exclusion of these measures. Others (Hale, Fiorello,
Kavanaugh, Hoeppner, and Gaither, 2001), however, have argued that, from a brain-
based perspective, the left hemisphere specializes in processing verbal information
and crystallized abilities, and therefore instruments that assess these functions
should not be eliminated. They therefore recommend the use of crystallized instru-
ments as well as instruments that assess fluid reasoning and stress the importance
of integration and careful interpretation of results.
Within the U.S., the Wechsler scales are frequently administered to minority pop-
ulations for various reasons, yet the use of tests to assess intellectual ability with
minority populations remains controversial in certain circles due to concerns of test
bias, particularly when the inappropriate assessment postures noted in previous chap-
ters and above are adopted. A consistently stable scientific finding persists throughout
the revisions of the WISC concerning the lower performance of Hispanic children
relative to nonminority children in the standardization sample. On average, African-
American youth score approximately 15 points lower than European-American
youth, and Hispanic youth score somewhere between these two groups (Neisser et al.,
1996). In group comparisons of the WISC-IV performance, the Hispanic group gen-
erally emerged with a reduced performance of 10 points on the Full Scale IQ (FSIQ),
and similar reduced scores appear on the Verbal Comprehension Index (VCI) when
compared to white non-Hispanic children (Table 4.1). Differences can be reduced to
5 and 6 points on the FSIQ and VCI, respectively, when subjects are matched on age,
gender, region of the country, parental education level, and number of parents living
in the household (Table 4.2).

Children Data from Standardization Sample
IQ or index scores Hispanic White non-hispanic
FSIQ 93.1 103.2
VCI 91.5 102.9
PRI 95.7 102.8
WMI 94.2 101.3
PSI 97.7 101.4
N = 2080.
Source: Adapted from the WISC-IV: Clinical Use and Interpretation.
Reprinted by permission.

Children Equated for Age, Gender, Number of Parents Living in the
Household, Parental Education Level, and U.S. Region Data from
Standardization Sample
IQ or index score Hispanic White non-hispanic
FSIQ 95.2 100.0
VCI 93.7 99.7
PRI 97.7 100.3
WMI 95.7 98.7
PSI 97.9 99.6
N = 161.
Source: Adapted from the WISC-IV Clinical Use and Interpretation.
Reprinted by permission.
Table 4.3 Matched Sample Mean WISC-IV Scores of Spanish versus English-Speaking
Hispanic and White Non-Hispanic English Speaking Children (Equated for Age, Gender, and
Parental Education Level) Data from Standardization sample
IQ index score Hispanic-spanish Hispanic-english Non-nispanic white
FSIQ 93.00 (10.95) 96.58 (12.87) 94.12 (15.58)
VCI 92.31 (9.74) 96.19 (13.02) 94.31 (12.06)
PRI 94.50 (12.24) 97.92 (11.54) 96.69 (15.73)
WMI 93.65 (13.07) 96.27 (15.20) 97.42 (15.04)
PSI 98.31 (11.47) 98.27 (13.84) 91.58 (14.23)
N = 26.
Source: Adapted from the WISC-IV Clinical Use and Interpretation. Reprinted by permission.
Through a more thorough evaluation of the standardization sample for those

who agreed to complete the WISC-IV Home Environment Questionnaire, 6% of
the children were identified as speaking a native language other than English.
Of the Hispanic standardization participants who responded to the survey, 34%
indicated that English was not the childs native language and nearly all indicated
Spanish as the native tongue. The typical finding of reduced performance, particu-
larly in the verbal indices, for Hispanic examinees is now evident only in the group
of Hispanic children who speak Spanish as their native language. In fact, although
the sample is small, the native English-speaking Hispanic children surpass the
nonminority examinees on their Processing Speed Index (Table 4.3).
The Differential Ability Scale (DAS; Elliott, 1990) was developed in the United
Kingdom to provide specific information about childrens strengths and weak-
nesses across a range of cognitive domains (Elliott, 1990, p. 1). Until recently,
there has been no research regarding construct validity of the DAS when used with
different ethnicities. Keith, Quirk, Schartzer, and Elliott (1999) conducted a con-
firmatory factor analysis (CFA) in order to determine if the DAS measures the
same construct in White, Black, and Hispanic children of all appropriate ages (DAS
ranges from 2 to 17). The authors concluded that this in fact is the case, and that
the DAS appears to be an appropriate choice when looking for an intelligence
measure that is cross-culturally valid (Keith et al., 1999). However, a word of cau-
tion is necessary. The issue was initially discussed in Chapter 1, and care must be
exercised in interpreting scores from tests that were originally developed in other
cultures than the environment in which the test is being administered, so the find-
ings reported by Keith et al., may not be generalized. Although the DAS was recali-
brated in the U.S., its original and predecessor scales were developed in the United
Kingdom. Therefore, a careful test interpretation approach should prevail when
using this test with American populations, including Hispanics. As a result of this
criticism, it is important to ask whether such an issue really makes a difference (see
Chapters 1 and 6). Such a query is pivotal because if such an issue has no effects
on the psychometric properties of an intellectual test or other procedure used during
the course of neuropsychological assessment or the inferences derived from them,
it has no real bearing on assessment results. Lets examine this issue with the DAS.
A close examination at the correlations coefficients between tests of achievements
and the DAS demonstrates that the correlations between the DAS (originally devel-
oped abroad) and those tests of achievement are far lower, and as noted by Anastasi
and Urbina (1997), are below levels for decision making (<.50) than are those cor-
relations between tests such as the WISC (or other tests originally developed in the
U.S). Why is that the case? In order to understand the differences, one has to exam-
ine two major factors. First, a close examination of each test protocol is required,
which easily demonstrates the significant differences between requirements for
reading in the DAS (e.g., Word Reading) versus tests developed in the U.S.,
showing that reading tests for the DAS are far more difficult than reading achieve-
ment tests developed in the U.S., predominantly for early levels of academic
achievement. The second factor is related to differences in the educational systems
of the two countries, particularly during early periods of instruction, and the reader
is independently invited to examine such issues. Nevertheless, this example under-
scores the importance of paying attention to such factors when foreign tests, includ-
ing tests of intellect developed abroad, are applied with American children, but
particularly Hispanic children living in the U.S.
Escala de Inteligencia Revisada para el Nivel Escolar (WISC-RM)
Another procedure that deserves mention is a version of the Wechsler Intelligence

Scale for Children adapted and published in Mexico (Escala de Inteligencia
Revisada para el Nivel Escolar, WISC-RM; Palacio M., Padilla, and Roll, 1984).
This scale was devised to be used with Mexican children and adolescents 6.5 to
16.5 years of age after researchers in Mexico noted that the normative sample curve
that emerged from the WISC in the Mexican sample was distinct to the curve that
emerged from the American sample (Padilla et al., 1982). The test represents an
adaptation of the WISC rather than a translation, with changes in the scales that are
representative of Mexican society such as changes in the Information subtest.
Overall, the scale parallels the original WISC, including its subtests. The WISC-RM
consists of 10 primary subtests, including Information, Picture Completion, Similarities,

Picture Arrangement, Arithmetic, Block Design, Vocabulary, Object Assembly,
Comprehension, and Coding and two supplementary subtests (Digit Span and
Mazes). The statistical properties of the WISC-RM are acceptable, and it is a pref-
erential test to administer to Mexican children born and raised in Mexico, who have
recently immigrated to the U.S. from Mexico, or who are monolingual Spanish
speakers or most fluent in Spanish. Inferences derived from the test with appropri-
ate populations tend to posses high validity and reliability. Subtest correlations with
the Verbal, Performance, and FSIQ indices varied from .65 to .85 and .58 to .76 at
the group level, respectively. Correlations between the Verbal and Performance
Indices and FSIQ are high (.89 and .88, respectively). Finally, the scale has received
wide application in Mexico, and in that sense local norms are sometimes available.
The scale may sometimes be used with Hispanic children from Central American
regions, particularly those who have resided in Mexico with significant accultura-
tion or whose culture and region is extremely close to Mexican culture. In these
cases, nevertheless, caution should be exercised in test interpretation.
The Naglieri Nonverbal Ability Test (NNAT; Naglieri, 1997) is a general cogni-
tive ability test that was designed to assess children from grade level K to 12. No
reading, writing, or speaking is required by the children; rather, the children
respond by pointing to or selecting from complex matrix items. The NNAT was
evaluated with regard to differences between ethnic groups (Naglieri and Ronning,
2000). The NNAT was administered to 2,306 Black children, 1,176 White, and
1,176 Hispanic children, and only small intergroup differences were found.
Naglieri, Booth, and Winsler (2004) investigated whether significant differences in
performance could be found between Hispanic children with and without limited
English proficiency (LEP). This study analyzed data from a sample of 296 Hispanic
children that consisted of two matched groups with 148 LEP children and 148 pro-
ficient English speakers. The differences between the two groups were small (effect
size d = 0.1), indicating that the NNAT can contribute to assessment of bilingual
children with scores that will be minimally influenced by language similar to the
sample evaluated (Naglieri et al., 2004). Furthermore, good correlations with tests
of achievement emerged in this study (Naglieri et al., 2004). However, as pointed
out earlier in this chapter, other cultural factors such as the ones identified by Berry
(2001) or Sternberg (1997) might still contribute to differential response patterns in
Hispanics or other members of minorities.
Other Pediatric/Adolescent/Adult Assessment Measures
The Wechsler Abbreviated Scale of Intelligence
The Wechsler Abbreviated Scale of Intelligence (WASI) was published in 1999 and
is similar to the traditional Wechsler tests in that it yields a Verbal IQ, Performance
IQ, and Full Scale IQ (The Psychological Corporation). The WASI differs from the
other Wechsler tests in that it consists of four subtests that provide an estimated
assessment of cognitive functioning (The Psychological Corporation, 1999). The
Verbal scale consists of two subtests; the Vocabulary and Similarities subtests;
whereas the Performance scale is comprised of Matrix Reasoning and Block Design
subtests (The Psychological Corporation). Administration of the four subtests usu-
ally takes approximately 30 minutes to complete and the shortened two-subtest
version takes approximately 15 minutes to complete (The Psychological
Corporation). The two-subtest version consists of the Vocabulary and Matrix
Analogies (The Psychological Corporation). The WASI is individually adminis-
tered to examinees from 6 through 89 years of age (The Psychological Corporation).
The WASI manual states that this assessment instruments primary use should be
for screening purposes or to evaluate cognitive functioning (The Psychological
Corporation). In addition in most instances the WASI should not be utilized for
legal or forensic purposes or when a comprehensive assessment of cognitive func-
tioning is required (The Psychological Corporation).
The WASI standardization sample consisted of 2,245 individuals between the
ages of 6 to 89 and was considered to be representative of the U.S. English-speaking
population (The Psychological Corporation, 1999). However, the normative data
appear to be more representative of race than education in the 1997 census data
(Salvia and Ysseldyke, 2001). Similar to the WAIS-III and the WISC-IV, the nor-
mative sample was not standardized for use with modifications, thus if modifica-
tions are utilized they must be noted on the protocol and in the psychological report
(The Psychological Corporation).
Some studies demonstrated that the WASI correlates highly with other Wechsler
tests, including the WAIS-III and the WISC-III; however, in one study, when the
WASI was administered prior to the WAIS-III, the WASI IQs were not predictive
of the WAIS-III IQ scores (Axelrod, 2002). Similar findings were found in a study
that assessed 72 male patients at a Veterans Affairs Medical Center (Ryan et al.,
2003). Finally, the WASI poses difficulties for clinicians, as some subtests
responses are inaccurate for adults but given credit by the test publisher because
young children provided such answers in the standardization sample (e.g., see
responses in Vocabulary [alligator]).
Kaufman Brief Intelligence Test and Kaufman

Adolescent and Adult Intelligence Test
The Kaufman Brief Intelligence Test (K-BIT) is a short cognitive assessment that
takes approximately 20 to 30 minutes to administer (Kaufman and Kaufman,
1990). The K-BIT consists of three subtests, Expressive Vocabulary and Definitions,
which combine to form a Vocabulary standard score and Matrices, which forms a
different standard score (1990). The K-BIT utilizes the same normative sample
as other Kaufman cognitive instruments, including the Kaufman Adolescent and
Adult Intelligence Test (KAIT) (Kaufman and Kaufman, 1993). The K-BIT can be
individually administered to individuals 11 through 85 years of age (Kaufman and

Kaufman, 1990).
The KAIT is considered to be a comprehensive assessment of cognitive func-
tioning for adolescents and adults aged 11 through 85 (Kaufman and Kaufman,
1993). The KAIT consists of 10 subtests, with 6 subtests in the core battery and
four supplemental subtests (Kaufman and Kaufman).
Stanford-Binet Intelligence Scales, Fifth Edition
The Stanford-Binet Intelligence Scales, Fifth Edition (SB5), maintains some

aspects of the prior editions, including the rotating assessment of different
kinds of abilities through difficulty levels (Roid, 2003). The SB5 differs from
its predecessors in that the battery is organized into five factor-related domains
consisting of Fluid Reasoning, Knowledge, Quantitative Reasoning, Visual-
Spatial Processing, and Working Memory (Roid). Each of these domains con-
sists of a verbal and a nonverbal subtest (Roid). The examiner begins with a
verbal subtest Vocabulary and a nonverbal subtest Matrices (Roid). The exami-
nees performance on these two subtests directs the examiner on how to proceed
with the assessment (Roid). The SB5 provides a Full Scale IQ, Verbal IQ, and
Performance IQ scores (Roid). The SB5 is an individually administered assess-
ment of cognitive functioning that can be utilized with examinees between the
ages of 2 through 85+ (Roid). The SB5 normative population consisted of 4,800
individuals between the ages of 2 through 85+ (Roid). The normative popula-
tion matched the 2001 United States Census Bureau in terms of age and
demographic region (Roid).
The Wechsler Adult Intelligence Scale - Third Edition
The Wechsler Adult Intelligence - Third Edition (WAIS-III) was published in 1997
by the Psychological Corporation (Wechsler). The current WAIS began in
1939 with the publication of the Wechsler-Bellevue Intelligence Scale
(Wechsler, 1997). After revisions were made to this initial assessment instru-
ment, it was then renamed the Wechsler Adult Intelligence Scale and was
published in 1955 (1997). Revisions to the WAIS in 1981 resulted in the publi-
cation of the WAIS-R. The current WAIS-III is utilized for the assessment of
intellectual ability. The WAIS-III is individually administered to adults aged 16
through 89 years (Wechsler).
Upon administration and scoring of the WAIS-III, the traditional three
composite IQ scores are generated: Verbal, Performance, and Full Scale
(Wechsler, 1997). In addition to these three IQ scores, four index scores can be
calculated: Verbal Comprehension, Perceptual Organization, Working Memory,
and Processing Speed (Wechsler). The four index scores were an enhancement
that was added to the WAIS-III based on revisions of the WAIS-R (Tulskee,
Saklofske, Wilkens, and Weiss, 2001). Throughout the WAIS-III manual, equal
weight was provided to the IQ and the index scores (Tulskee et al., 2001). The
WAIS-III consists of 14 subtests, 11 of which came from the WAIS-R, and three
new subtests: Symbol Search, Matrix Reasoning, and Letter-Number Sequencing
(Wechsler, 1997).
Hispanic individuals whose primary language spoken is not English may be at a
disadvantage on the Verbal subtests of the WAIS-III, thus obtaining deflated intel-
lectual quotients (Wechsler, 1997). This low performance may be an underestimate
of the examinees actual cognitive abilities and may be attributed to differences in
language (Wechsler). According to the WAIS-III manual, some individuals may
require modifications of the test procedures; however, the WAIS-III was not stand-
ardized for use with modifications (Wechsler). When modifications are necessary,
the examiner should be informed of and follow the general principle of test use that
has been established by the Standards for Educational and Psychological Testing
(American Psychological Association, 1985):
When a test user makes a substantial change in test format, mode of administration, instruc-
tions, language, or content the user should revalidate the use of the test for changed condi-
tions or have a rationale supporting the claim that additional validation is not necessary or
possible. (Standard 6.2, p 41).
This standard applies to the assessment of the Hispanic population when their
primary mode of communication is not English or when they are deemed as not
proficient in English. When modifications are utilized, including translation of
tasks to Spanish or modified instructions, they may affect the test scores, which
may then raise questions about the validity of the scores. If modifications are uti-
lized, it is then important to note them on the record form and again in the psycho-
logical report (Wechsler 1997).
The WAIS-III normative data was collected on individuals who speak English
fluently (Wechsler, 1997). The standardization sample for the WAIS-III consisted
of 2,450 adults 16 through 89 years of age (Kaplan and Saccuzzo, 1997). These
individuals were then broken down into 13 different groups based on age: 16 to 17,
18 to 19, 20 to 24, 25 to 29, 30 to 34, 35 to 44, 45 to 54, 55 to 64, 65 to 69, 70 to
74, 75 to 79, 80 to 84, and 85 to 89 (Kaplan and Saccuzzo). All of the specific aged
groups consisted of 200 participants with the exception of two groups aged 80 to
84 and 85 to 89 that were comprised of 150 and 100 subjects, respectively (Kaplan
and Saccuzzo, 1997). The sample was selected to correspond well to the U.S. Census
in terms of gender (Kaplan and Saccuzzo, 1997). If the WAIS-III is translated to
the examinees native language, this may invalidate the normative information
(Wechsler, 1997). The WAIS-III manual states that in situations similar to that
described above use your clinical judgment to evaluate performance in circum-
stances where translation of directions is necessary for completion of a given task
(Wechsler, 1997, p 34).
Geriatric Population
Since persons of Hispanic heritage form the most rapidly growing minority group
in the U.S., the geriatric segment of the overall population is also experiencing a
significant diversification (LaRue, Romero, Ortiz, Liang, and Lindeman, 1999).
One of the main tasks in geriatric neuropsychology is to distinguish normal from
abnormal aging processes (Rosselli and Ardila, 2001), especially for differential
diagnoses or rule-outs of dementias such as Alzheimers disease (AD) with other
conditions such as mood disturbances. Compared with non-Hispanic Whites,
Hispanics who live in the U.S. have been found to show a mean onset of AD symp-
toms more than 6 years earlier, even if matched for education, gender, and location
(Clark et al., 2005). At this point, it is unclear if a similar prevalence or incidence
rate of AD can be expected in the Hispanic population (LaRue et al., 1999).
As Lopez and Taussig (1991) point out, the conflict between emic and etic
approaches to assessment becomes evident in testing of elderly populations. Older
Hispanic clients, foreign or U.S. born, are more often less fluent in English, adhere
more closely to a culturally different worldview, and frequently have not been
exposed to extensive education, which mediates differences in cognitive
development.
Clinicians face the choice of using etic instruments such as the WAIS for assess-
ment, which carries with it the risk of underestimating cognitive performance in
elderly Hispanics, and emic instruments such as the EIWA (Wechsler, 1968).
Lopez and Taussig (1991)s study demonstrated that emic measures tend to over-
estimate performance in elderly Hispanics much as the etic instruments biases
results in the other direction. Additionally, both tests did not cause over- or
underestimation across different samples and tasks but instead exhibited more
pronounced errors in certain subgroups and subtests. Thus, the authors conclude
that assessment must not rely on scores from one test but should draw upon mul-
tiple data sources, including history, behavioral observation, and a variety of
tests. Furthermore, clinicians must be aware of each instruments inherent flaws
regarding certain populations and refrain from simply administering a standard
battery to all clients another example of how aspirational ethics influence neu-
ropsychological assessment with Hispanic clients (cf. Ardila, 2005; APA, 2001;
Artiola i Fortuny and Mullaney, 1998).
Cultural standards influence the definition of what is normal and useful for
assessment of Hispanic clients. While utilization of an etic test might be useful to
gain information about placement options in specific elderly programs or legal
stipulations, classification of what is impaired cognitive functioning may be much
more dependent on emic cultural standards.
Norms for elderly Hispanic populations are still lacking (LaRue et al, 1999;
Rosselli and Ardila, 2001) but are currently being developed (e.g., Mungas
et al., 2005). LaRue and colleagues (1999) provide preliminary norms for a
neuropsychological battery suitable for assessing the cognitive decline typically
observed in AD in Hispanics, including the Digit Forward Task, the Fuld Object
Memory Test (Fuld, 1981), Verbal Fluency, Clock Drawing, and Color Trails 1
and 2. Rosselli and Ardila (2001) offer an overview of tests that have been used
with the elderly Hispanic population.
Cognitive Status
Instruments to determine mental status are among the most frequently used to
screen for dementia. While these instruments tend to be short and typically do not
contain complex items, they usually have been translated into Spanish without
extensive back-translation or more advanced procedures used in test adaptation.
Furthermore, clinicians tend to prefer a version they have used for a while, which
has led to some variability regarding exactly what questions are asked (Mejia,
Gutierrez, Villa, and Ostrosky-Solis, 2004).
A Spanish version of the Minimental Status Exam was examined by this group
of researchers because the original version (Folstein, Folstein, and McHugh, 1975)
is one of the most frequently used instruments for detection of dementia (Mejia
et al., 2004). When administered to a sample of Spanish-speaking elderly that had
previously been categorized as normal, mild cognitive impairment (MCI), or
dementia patients, the MMSE mean of the normal group was 20, which is below
the established impairment cutoff point of 23. Level of education was found to
function as an important moderator in this study (Mejia et al., 2004), so that clini-
cians relying on the MMSE will misdiagnose individuals with low education as
demented. As Rosselli and Ardila point out, low academic achievement is more
likely a result of economic factors when found in Hispanics, and less likely associ-
ated with failure to adapt to the academic environment, than with non-Hispanic
Whites (Rosselli and Ardila, 2001). They also note that one typical item from men-
tal status exams, What season is it?, might be of less relevance for orientation in
Hispanics from tropical or subtropical countries (Rosselli and Ardila, 2001).
One approach to dealing with the many cultural influences on neuropsychologi-
cal measures is to employ functional measures instead (Rosselli and Ardila, 2001).
However, even this is a poor solution, since many functional skills may be viewed
by Hispanic elderly as limited to (for example) one gender, such as cooking or
managing money (Rosselli and Ardila, 2001).
Summary and Conclusions
After providing a brief overview of the historical roots (see Sattler 2001 for a more
comprehensive review) of cognitive assessment, classic theories of intelligence
were reviewed, including those of Carroll, Cattell, Horn, Spearman, and Sternberg.
Special emphasis was placed on the role of cultural factors in these influential
theories. Emic and etic approaches were described, and recent attempts to integrate
these were introduced. The literature relevant to these questions seems to indicate
that complete generality and equivalence of a g factor cannot be assumed across
all cultures. More complex and modern models of intelligence, such as those pro-
posed by Sternberg and Berry, are more comprehensive and better account for cul-
tural factors. Also, specific models of influences on cognitive functioning in
Hispanics have been suggested by researchers, including variables such as accul-
turation, language proficiency, and immigration patterns, as noted in previous
chapters in this volume and as elucidated above.
Recent data regarding the use of tests with Hispanic populations were reported.
Even though research suggests that language proficiency and cultural status
strongly influence performance on cognitive and neuropsychological tests, many
clinicians reportedly continue to utilize tests in a way that may yield biased results.
The use of appropriate norms is an important problem in this regard, but difficult
challenges emerge as a result of the heterogeneity of the Hispanic population.
A broad range of assessment instruments was briefly reviewed, as were their
applicability to Hispanic children, adolescents, and adults and specific instruments
suitable for the elderly Hispanic population. Although significant advances have
been made in instrumentation in the last decade, a great deal of work remains
ahead. In particular, advances in instrumentation with established, appropriate
norms and psychometric properties remain to be constructed that will lead to valid
and reliable inferences with Hispanics.
In conclusion, a review of the extant literature supports a view of intellectual
assessment with Hispanics that is complex, dynamic, and challenging to clinicians
and researchers alike. Despite greater understanding of such factors, the range of
variables that influence performance on tests of cognitive abilities has continued to
grow in recent years, while the development of instruments that take these variables
into account has lagged behind despite best efforts by test developers and publish-
ers. However, it is encouraging to see the recent publications of sophisticated
assessment instruments and up-to-date norms.
Chapter 5
Language: Development, Bilingualism,
and Abnormal States
Christine French and Antolin M. Llorente
Language is a common denominator in all settings, including social relationships,

education, and professional interactions. According to Warner and Nelson
(2000), a language is built through orderly combinations of linguistic symbols
into words, sentences, and discourse. Language is what truly sets humans apart
from other animals in that we have a pattern of vocalizations that produce effects
on the listener and allow individuals to interpret their world through verbal
means. In this regard, the outstanding social sciences philosopher D. C. Dennett
(1978) has brilliantly noted that it is linguistic skills that allow humans to gener-
ate and test hypotheses inside their brains without the need to expose their
organisms to situations that may represent peril, unlike animals without language.
In other words, presupposing the absence of executive dysfunction, language
allows for the formulation of testable hypotheses inside our minds without the
need of exposure to dangerous circumstances, providing for species preservation,
consistent with evolutionary theory (cf. Darwin, 1967). Our experiences are
richer and fuller due to the capacity we have to communicate and understand
language. In some instances, individuals with language difficulties are less able
to effectively share their experiences or do not learn new skills nearly as effi-
ciently as individuals without such difficulties. Whether language develops nor-
mally with intact hearing and speech processes, or with a significant hearing
deficit that induces parents to teach their child sign language, verbal and nonver-
bal language continues to be the means by which experiences are predominantly
shared between individuals. Finally, as we saw in Chapters 1 and 2, language is
a critical issue for Hispanic populations and is at the core of cultural differences
in these individuals.
This chapter will encompass important aspects of language development, includ-
ing general markers and milestones for the various stages of language development.
Information regarding the specific nuances of monolingual and bilingual language
development also will be briefly discussed. A section of this chapter will be devoted
to discussing language disorders, their related impairments, and the underlying brain
structures that may have been affected. This chapter will include a discussion about
the different types of language disorders, with specific content covering the more
common aphasias and less well-known disorders. Lastly, it will examine common
language evaluation practices and diagnostic procedures, including a review of some
78
5 Language: Development, Bilingualism, and Abnormal States 79
of the commonly used and psychometrically sound measures that will be helpful to
clinicians evaluating specific language impairments in Hispanic populations in the
U.S. and abroad.
Language Development
The development of language during maturation is a fascinating time in a young

childs life. Parents might observe their child having an extreme burst of language
development during a short period of time, often around their first birthday. Other
times, their child might appear stagnant in the attainment of language skills, yet
normal language development emerges. Language development is often a yardstick
used by parents, pediatricians, physicians and teachers to decide whether or not an
adult or a child is suffering from a language disturbance or developing language
appropriately. As a result of its overt nature, it is not surprising, then, that a majority
of neuropsychological evaluation referrals of adults and children, regardless of cul-
ture, are due to concerns with language functions or its development.
Although there is a relatively narrow developmental window in which language
acquisition takes place (Comrie, 2000), there is tremendous variability in the lan-
guage development of very young children (Warner and Nelson, 2000), and such vari-
ability may be considered the result of the dynamic interaction between the child and
her environment (Evans, 2001). Although the first birthday is the traditional marker
for single word usage, late development (e.g., 14 months) should in no way be the
diagnostic criterion for the diagnosis of a language delay or impairment.
There are many distinct aspects to any spoken language. Language incorporates
rules of morphology, phonology, syntax, semantics, and pragmatics (Bates, Thal,
Finlay, and Clancy, 2003; Eisenson, 1984; Warner and Nelson, 2000). All of these rules
are combined and overplayed on general language learning. Although children are not
cognizant of the fact that learning to raise their voices at the end of a question is a rule
of morphology, most often they will nevertheless learn to engage in conversation that
fits each of these rules, particularly for their specific language, and in this way are
impacted by their culture. In fact, Warner and Nelson (2000) note that only when each
of these rules is mastered can a person fully appreciate all of the nuances of language.
Language development, to the lay person, is a mysterious and seemingly simple
pattern of a child hearing words and being able to emulate them after some succes-
sive approximations of the words. However, under that crop of unruly hair, there is
tremendous growth and maturation occurring in the childs brain. As most readers
of this chapter will already know, there is a remarkable level of activity occurring in
a childs brain that aids in the development of language (Bates, Thal, Finlay, and
Clancy, 2003). Even before birth, cells are generated and incoming sensory pathways
are developed, although outgoing connections are still undergoing development at
birth and thereafter (Bates, Thal, Finlay, and Clancy, 2003). The brain is engaging
in continuous activity of cell division and migration. Following birth, neuronal
migration, synaptogenesis, proliferation, apoptosis, and synapse elimination are
80 C. French and A.M. Llorente
primary activities. Neuronal axons and dendrites simultaneously extend outward to

connect different areas in the brain. Also, glial cells form a fatty sheath (i.e., myelin)
to insulate these connections (Mushi, 2002), which facilitates efficient processing.
During this flurry of brain development, a child is undergoing significant and
observable development in many areas, including language development, motor
development, and general association to their environment; however, this develop-
ment does not necessarily directly coincide or result from neural events (Bates, Thal,
Finlay, and Clancy, 2003). For language development to progress, there is an
underlying assumption that there must be a functional connection between neurons
in the language centers of the brain (Evans, 2001). In fact, neuronal development and
connectivity may be the underlying factor influencing the differences between indi-
vidual language development, even among monozygotic twins. Furthermore, much
of neuronal development and connectivity is largely influenced by environmental
factors, again accounting for differences in individual language development.
As there are many texts that provide a very inclusive description of the physiological
changes in the brain regarding cell division, migration, myelination, and neuro-
chemical development, this chapter will not attempt to expound in this area. Rather,
the interested reader is directed to peruse these texts (cf. Kolb and Fantie, 1997).
After discussing the processes of neuronal growth and development, it is imperative
to highlight other important broader functions and variables that facilitate language
development. These functions include the development of motor, perceptual, and
symbolic abilities (Kolb and Fantie, 1997). At the same time, language development
is impacted not only by neuronal growth and development, but by general develop-
ment of the temporal and frontal cortices, which house language centers and circuits
in the brain, including the perisylvian language arc (Kaufman, 2001). In reviewing the
important functions that facilitate successful language development, the first process
that should be noted is motor development. The ability to form words by controlling
the facial and oral musculature is a complex process. Being able to move the tongue
to control air volume and have appropriate placement behind the teeth to say da da
is taken for granted by those with appropriate language development.
A second function that clearly affects language development is the maturation
of perceptual skills. Without identifying words and phrases as meaningful combi-
nations of sounds and syllables, it would be impossible to comprehend and express
meaningful language. The development of formulating and understanding sounds
as a means of information communication necessitates a child understanding them
as symbols. To identify and then be able to understand the group of sounds as
meaningful depend significantly on a childs ability to perceive and make sense of
his or her environment. These perceptual skills are just as important as motor develop-
ment in the facilitation of language. In fact, a person may never develop the motor
capacities to have appropriate expression of language via verbal means; neverthe-
less, this person may still have developed the necessary perceptual skills and
abilities to be able to comprehend what others say and to express their thoughts,
although perhaps through alternative means (i.e., sign language, writing).
After reviewing the specific biological functions that must develop in order for
language development to occur, it is necessary to review a vital variable that can
significantly impact a brains capacity for language development, namely environ-

mental factors and their effects on the biological processes previously listed. The
nature versus nurture argument is centuries old and continues today. Many take the
position that all development is determined by the genetic and biological makeup
of the individual. Others take the position that an individuals development is open
to tremendous influence by external factors, such as sensory stimulation and
nutrition, among many others. However, external factors work in combination with
general biological factors and likely have a cumulative effect on an individuals
development. Kolb and Fantie (1997) suggest that environmental stimulation has a
significant effect on the biological substrates of language, including neuronal
development. Poor environmental stimulation might delay myelination or decrease
dendritic connections. These differences will likely cause a delay or impairment in
general development, including that of language.
As can be seen, the processes necessary for a child to begin to attain language
skills are complex regardless of cultural or ethnic background. Beginning very
early on, neurons begin their migration and proliferation to the areas of the brain
for which they are destined. Pruning, apoptosis, and myelination further facilitate
the language development process, while making the necessary connections
between the language centers of the brain. While these microscopic changes are
made, further growth of the cortices occurs, providing the child with the necessary
building blocks on which language skills rely.
Developmental Milestones and Language Acquisition
After perusing many texts that expound on the development of language, one might
perceive language development to be incremental in nature, occurring in discrete
stages. However, this simplification of the language development process does not
take into consideration the fluidity and complex process of expressive and receptive
language development. Nevertheless, a discussion of language development as an
increasingly complex and cumulative process will facilitate a greater understanding
of its course and progression. Readers of this section should be reminded that lan-
guage development is divided into stages based on age only for ease of discussion
and that allowances should be made for individual variability. In fact, individual
variability of language acquisition can range over many months (Bates, Thal,
Finlay, and Clancy, 2003); therefore, the following text should not be construed as
diagnostic criteria, but rather as a simple guideline to understand general language
development. Table 5.1 should be used as a quick reference guide to general devel-
opmental milestone expectations.
Neonates are not known for their conversational proficiency; however, this is not
to say that they do not communicate with their environment. Many students of lan-
guage development agree that infants are born into the world prepared to acquire
language (e.g., Bates, Thal, Finlay, and Clancy, 2003; Chomsky, 1991; Stuart, 2002;
Tager-Flusberg and Sullivan, 1998). In fact, infants are very adept at influencing and
Table 5.1 Early Language Developmental Expectations
Approximate age of onset Language function/behavior
Birth Reflexive vocalizations tied
to diffuse feeling states
Vegetative sounds
Emotional-prosodic in quality
6 weeks Cooing and pleasure noises
Differentiated cries
Responds to voice
2 months Defined babbling with oral-motor exploration
Distinguishes different speech sounds
3 months Orients head to voice
Vocal response to speech
Vocalizes two different vowel sounds
4 months Cries reflect specific feeling states
Increased frequency of imitative babbling
Imitates tone
Varies pitch of vocalizations
6 months Babbling with consonant use
Laughs out loud
Prosodic imitations of speech
8 months Canonical babbling with temporal-sequential
properties imitative of true speech
Production of word-like sounds
Vocalizes three different vowel sounds
Inhibition of nonnative language sounds
Defined pitch, tone, and prosody
Comprehension of simple words and commands
1113 months True production of words
Vocalizes four different vowel-consonant combinations
Gestures accompany word production
Comprehends some gestures
Follows simple one-step commands
Points to objects when asked show me
1820 months Two-word phrases
Naming explosion
Increased use of different type of words
(nouns, verbs, adjectives)
24 months Increased verbal fluency
Use of more complex phrases using
nouns and other word types
Understands and responds to yes/no and wh- questions
28 months Three-word phrases
Increase in grammatically correct utterances
36 months Development of egocentric speech
Production of 3- to 4-word phrases
Uses pronouns
Understands concept of one
Understands two prepositions
Follows two-step commands
Adapted from Bates, Thal, Finlay, and Clancy (2003); Bayley (1993); Eisenson, 1984; Kolb and
Fantie (1997); Sattler (1998); and Warner and Nelson (2003).
being influenced by their surroundings, to which new parents can readily attest
(Taylor, 1999). Nevertheless, much of their communication is reflexive. That is,
vocalizations made by very young infants (birth to approximately three months of
age) are reflexive and occur as a result of diffuse feeling states (Bates, Thal, Finlay,
and Clancy, 2003; Eisenson, 1984). Their physical being is uncomfortable in some
way, whether this lack of comfort is represented by hunger pangs or elevated tem-
perature. They reflexively verbalize their lack of homeostasis by crying or making
another similar verbalization. As stated by Joseph (1996), these random vocaliza-
tions typically are emotional-prosodic in quality and mediated by limbic and
brainstem nuclei (p. 128). Neonates have very little awareness of their surround-
ings unless they somehow infringe on their homeostasis. If a blanket covers the
eyes, a diaper is wet, or if the child is startled, the child reflexively vocalizes in
order to have the uncomfortable stimuli removed. As such, the attitudes of accept-
ing or rejecting are the only feeling states an infant under one month of age experi-
ences and reacts in an attempt to return to homeostasis by removing the
uncomfortable stimuli in favor of pleasing stimuli (Joseph, 1996). Undifferentiated
cries and other vocalizations, commonly referred to as coos (Kolb and Fantie, 1997)
characterize this prespeech period, or prelocutionary stage (Stuart, 2002), and are
precursors to an infants development of more accurate and differentiated speech
sounds (Tager-Flusberg and Sullivan, 1998).
By two to three months of age, infants continue to engage in much random
vocalization in response to their individual needs (Joseph, 1996). However, more
defined babbling begins to emerge, although it is better explained by accidental
motor activity and positively reinforcing activity rather than purposeful approxima-
tions of speech (Joseph, 1996). This early babbling could be construed as a means
of testing the waters as infants experiment with the sounds they can make with
their tongue, lips, and mouth (Bates, Thal, Finlay, and Clayson, 2003). It is an
important developmental precursor to meaningful speech (Oller, 1986), and it is
strongly influenced by biological mechanisms underlying the language-articulatory
system (Oller, Eilers, Steffens, Lynch, and Urbano, 1994). According to Sattler
(1998), infants should be able to vocalize two separate vowel sounds by three
months of age. Again, these vowel sounds, although they may sound like words to
eager parents, are little more than accidental verbalizations produced by the inter-
play between an infants random oral motor activity.
After the first several months of a childs life, a distinct change in the vocaliza-
tions of the infant occurs. Although much of an infants vocalizations continue to
be random and reflexive, they begin to reflect certain feeling states instead of a
general lack of homeostasis (Joseph, 1996). In fact, many parents report that they
can decipher the differences between their childs cries at this stage. Distinct cries
and vocalizations serve different purposes, such as relating causes of discomfort
(i.e., hunger, wetness, tiredness), requesting a goal or desired object, and interacting
with others (Tager-Flusberg and Sullivan, 1998). As these vocalizations are more
tied to specific stimuli, they begin to interact with their world in a qualitatively dif-
ferent manner. In fact, being able to influence and interact with their environment
is a significant motivating factor in language learning (Bates, Thal, Finlay, and
Clancy, 2003; Tager-Flusberg and Sullivan, 1998).
Not only do the vocalizations of a three- to four-month-old infant begin to

represent specific feelings, they also begin to take on a quality of imitation. That is,
their attempts at verbalization are successive approximations of what is said to them
and they imitate the sound patterns of the childs native language (Bates, Thal, Finlay,
and Clancy, 2003; Eisenson, 1984; Dronkers, Pinker, and Damasio, 2000). There is
likely to be a rapid change in the number and type of verbalizations that an infant of
this age expresses (Kolb and Fantie, 1997). As this exploration of oral-motor capabili-
ties continues to increase through about 12 months of age, children become more
aware of how their verbalizations impact the environment and their caregivers
responses to their verbalizations. However, they continue to respond to the emotional
qualities of their caregivers verbalizations rather than the content (Joseph, 1996).
As Bates and colleagues (Bates, Thal, Finlay, and Clancy, 2003) describe it, the
time period from 8 to 10 months of age is a type of watershed. They noted that
this time period is marked by quantitative and qualitative change in phonological
development, canonical babbling, clear and purposeful inhibition of nonnative lan-
guage sounds, and language comprehension. At the same time that an infants
vocalizations increase to more closely approximate the speech sounds they hear,
they are also inhibiting speech sounds that are not in their native language (Bates,
Thal, Finlay, and Clancy, 2003; Dronkers, Pinker, and Damasio, 2000). It becomes
apparent to caregivers that as the quantity of verbalizations continues to increase
during this stage, the quality of an infants vocalizations also changes. The pitch,
tone, and prosody also take on a more definitive quality (Bates, Thal, Finlay, and
Clancy, 2003; Kolb and Fantie, 1997). Some babbling, according to Joseph (1996),
becomes more than simply reflexive and emotional, carrying possible meaning and
changing to temporal-sequential language (p. 130). Stuart (2002) identified this
period as the beginning of the illocutionary stage. These distinct changes in vocali-
zation are related to significant growth and development of the major language
pathways in the left hemisphere. The major language pathways lie in and around
the perisylvian arc; the arcuate fasciculus links the two major language centers,
Brocas area and Wernickes area (Damasio and Damasio, 2000; Dronkers, Pinker,
and Damasio, 2000). These connections are made possible by rapidly developing
dendritic growth and myelination throughout the cortices.
This time period also involves a tremendous increase in word comprehension
(Bates, Thal, Finlay, and Clancy, 2003). It is during this stage that children recog-
nize and respond to their own name, understand when a parent says no, and can
engage in simple actions, such as patty cake and high five, or for Hispanic
children, la viejita, upon command. After the initial comprehension of words, a
childs comprehension of language develops about three months ahead of a childs
expression of language (Warner and Nelson, 2000).
Language learning and imitation assumes that fact that a child is remembering
or recalling what was previously heard. Although memory is not typically thought
of as necessary for language development, Bates and colleagues point out that
language learning is facilitated by memory (Bates, Thal, Finlay, and Clancy,
2003). The process of hearing and then storing, encoding, and recalling verbaliza-
tions in their correct context is very dependent on the memory process. Not only
do a childs verbalizations depend on memory, a childs comprehension of spoken

language also relies on memory processes. In order to truly comprehend what is
said to them, they must be able to adeptly recall the meaning or categorization of
the word or words presented to them.
Somewhere between a childs first birthday and 18 months of age, their vocaliza-
tions and verbalizations begin to mimic what might otherwise be called true speech or
anticipatory language (Bates, Thal, Finlay, and Clancy, 2003; Eisenson, 1984; Kolb
and Fantie, 1997). Words are no longer secondary to gestures, but become primary in
a childs communication repertoire. This is the beginning of the locutionary stage
(Stuart, 2002). At this time, a naming explosion typically occurs in which there is
rapid growth in the quantity of words produced (Tager-Flusberg and Sullivan, 1998;
Warner and Nelson, 2000). According to Bates and colleagues, the naming explosion,
also known as a vocabulary burst, occurs when a child has attained about 50 words
(Bates, Thal, Finlay, and Clancy, 2003). At first, a child is able to name numerous
concrete objects, including their parents, siblings, and common play toys. Their inter-
action with the world becomes more heavily based on language compared to their
previous use of gestures and other vocalizations. As previously noted, about three
months prior to their ability to express their first words, children are typically able to
comprehend simple words (Warner and Nelson, 2000).
Around 18 months of age, a childs utterances become slightly more complex,
typically increasing in length of utterance from single words to two-word utterances
(Tager-Flusberg and Sullivan, 1998). There is also a notable increase of types of
words. When a child utters his or her first word, it is typically a noun, some kind of
concrete object, and such a finding may be cross-cultural. However, at this point,
children increase their vocabulary to include other words, including verbs, adjectives,
and relational terms (Bates, Thal, Finlay, and Clancy, 2003). This qualitative change
incorporates several different facets of language development, including phrase
complexity and fluency. Two-word phrases typically emerge slightly before a childs
second birthday, but some research has shown that children begin to combine words
when their vocabulary exceeds 50 words (Bates, Thal, Finlay, and Clancy, 2003;
Tager-Flusberg and Sullivan, 1998). Rapid advances in word fluency and semantic
development are also noted (Bates, Thal, Finlay, and Clancy, 2003; Stuart, 2002).
This process of quickly acquiring a greater quantity and quality of speech
production and comprehension continues to occur through a childs second birthday
and beyond. According to Warner and Nelson (2000), an 18-month-old child engages
in approximately two communicative acts per minute, adding about five words per
day until age six. This communication frequency quickly increases to approximately
five communicative acts per minute by 24 months of age, and children of this age are
typically able to produce any where from 150 to over 300 words (Bates, Thal, Finlay,
and Clancy, 2003). Interestingly, about three-quarters of what a child says at two
years of age can be understood by caregivers and other adults (Warner and Nelson,
2000). Children at this stage are able to produce correct phonemes and can frequently
engage in conversation, albeit simple, with peers and adults.
More complex speech development typically begins occurring sometime after a
childs second birthday and involves increases in syntax and pragmatics (Eisenson,
1984). Although they continue to make significant gains in the quantity of words
they are able to produce, children in this stage also make significant gains in the
quality of their communication. By two and a half years of age, children typically
have about 500 words in their lexicon from which to draw, many of which are nouns
and concrete objects. An increasing percentage of other words, such as verbs,
prepositions, and the like, are used on a more frequent basis (Bates, Thal, Finlay,
and Clancy, 2003; Fenson et al., 1994; Warner and Nelson, 2000).
After children acquire the foundational skills for language by three years of age,
they begin engaging in what could be termed true language. According to Joseph
(1996), true language incorporates verbal language production of words, including
concrete nouns and more abstract relational terms, adjectives, and prepositions.
True language at this age involves thinking words out loud, which coincides with
the development of egocentric speech. This type of thinking out loud is also
known as egocentric speech and usually involves self-directed self-explanatory
monologue (Joseph, 1996). Many a caregiver has unobtrusively observed a child
playing alone, dictating his actions out loud. As the child matures, this egocentric
speech turns inward and develops into thought (Joseph, 1996).
By entrance into these early childhood years, often signified by enrollment in
preschool, children begin to use their language skills to categorize and control their
environment (Kolb and Fantie, 1997). Now that the young child is exposed to adults
and same-age peers, even further language development occurs. They begin to experi-
ence the importance of knowing and being sensitive to their listener (Bates, Thal,
Finlay, and Clancy, 2003; Tager-Flusberg and Sullivan, 1998). Three-year-old children
learn the rules of communication, which involved turn-taking and pragmatics (Tager-
Flusberg and Sullivan, 1998; Warner and Nelson, 2000). As they are exposed to more
formal educational practices and cultural experiences children of this age typically are
viewed as making rapid strides in grammar, semantics, and syntax (Bates, Thal, Finlay,
and Clancy, 2003; Tager-Flusberg and Sullivan, 1998; Warner and Nelson, 2000).
Beyond the preschool years, children continue to make significant strides in
language development. However, many of the changes made are likely to be much
less apparent to caregivers. By age six, children typically have access to approxi-
mately 14,000 words. However, the way they combine the words and the length of
their utterances may continue to grow quite significantly through the early school
years. Formal training in grammar (morphology and syntax), semantics, and prag-
matics further increase language development and conversational efficiency (Bates,
Thal, Finlay, and Clancy, 2003).
Bilingualism and Variations in Language Acquisition
As some may assume, all developmental markers of language acquisition are not
necessarily exactly the same among different languages and cultures or ethnic
groups. Therefore, Table 5.1, indicating specific language developmental milestones
may not be applicable to all languages and many clinicians and researchers assert
that language milestones vary in nature and timing depending on the language
being acquired (Bates, Thal, Finlay, and Clancy, 2003; Choi, 1999; Crago and
Allen, 1999). However, others have indicated that the language milestones and
developmental trajectories should be considered similar for different languages
(Bedore, 1999; Fortin and Crago, 1999; Shonkoff and Phillips, 2000) and for
achievement of language developmental milestones during simultaneous language
acquisition (Petitto and Holowka, 2002). Prelinguistic language markers may be
similar between languages, especially between English and Spanish (Bedore,
1999). However, general babbling may have wide variations depending on the
childs native language. For instance, children learning Spanish and Italian meet
certain language developmental milestones sooner because the phonological sys-
tem is less complex than the English phonological system (Holm, Dodd, Stow, and
Pert, 1999; Leonard, 1999; Rhodes, Kayser, and Hess, 2000). Different languages
also have other factors that affect language development, including morphology,
inflection, word order, grammar, syntax, honorifics, and tone (Bedore, 1999; Fortin
and Crago, 1999; Leonard, 1999). All of these factors are also influenced by a
childs exposure to a second or third language (Leonard, 1999; Rhodes, Kayser, and
Hess, 2000). (For efficiency and ease of discussion, Spanish is used to denote a
second language.)
Bilingualism is a special case of language development. Multiple languages can
be learned simultaneously or sequentially. Regardless of the inherent benefits of
being bilingual, many individuals, including those that have frequent contact with
limited English-proficient students, have erroneous beliefs and negative perceptions
of limited English-proficient and bilingual individuals. It is clear that there are
many individuals in the nations schools and workplaces who have limited profi-
ciency in English or are bilingual. In fact, in the mid-1990s, 7% of students enrolled
in schools in the United States (Taylor, 1999) and in excess of 18% of individuals
in the workplace had limited English proficiency.
Just as it is assumed that an infant is born into the world prepared for language
development (Comrie, 2000), it also must be understood that the brain is not limited
to the acquisition of only one language. The single space theory contends that
there is not enough room in the brain for more than one language. This argument
leads to further assumptions that learning more than one language will actually
compromise or crowd other abilities at the cost of multiple language acquisition
and development (Mushi, 2002).
Acquisition of a second language does not differ significantly from development
of language in general (Hamayan and Damico, 1991; Krashen, 1982); however,
some distinguish between language acquisition and language learning, indicating
that the latter occurs due to a conscious effort of learning the rules of a second lan-
guage, whether by implicit or explicit means (Krashen, 1982; Rosa and Leow,
2004). As with infants who approximate speech sounds by mimicking others, sec-
ond language learners form habits based on what they hear others say. Students in
high school Spanish classes can often be heard repeating over and over, Como
est? Bien, gracias. Y tu? (How are you? Fine, thank you. And you?). This
automatic habit formation is the foundation for language learning (Hamayan and
Damico, 1991). Second language acquisition also involves conscious rule learning
(Rosa and Leow, 2004), similar to what toddlers and preschool age children learn
in their interactions with peers and adults and through formal instruction.
Individuals learning a second language learn proper grammar and phonology
through active learning (S.H. Ochoa, personal communication, 2000). Through
social interactions with peers, there also is a phase of natural acquisition of mean-
ingful language. As Krashen (1982) noted, children learn a new language by doing.
Therefore, single words will increase to phrases, even though there will be
developmental errors and the interference of verbal habits from the first language
(S.H. Ochoa, personal communication, 2000). The more an individual engages in
any skill, the more proficient he or she will become.
The definition of a bilingual individual has many different facets which are
important to understand, especially when interacting with or teaching bilingual
individuals. A person can be bilingual through sequential (coordinate) or simulta-
neous (compound) means (Mushi, 2002; Quinn, 2001). Simultaneous bilinguals
grow up learning two languages at once. Simultaneous bilinguals could have grown
up in homes where one parent spoke English and the other parent spoke Spanish to
the child (Mushi, 2002). They could have been exposed to both languages by one
parent. Either way, simultaneous language learners develop two languages
simultaneously (Mushi, 2002). Contrary to what many lay individuals might
assume, simultaneous acquisition of two languages does not differ significantly
from single language development and there is little evidence of negative effects
(Krashen, 1982). However, simultaneous bilingual development is typically four to
five months behind monolingual language development, at least until the early
school years when the child is able to catch up to their single-language-learning
peers (Hamayan and Damico, 1991). Simultaneous language learners will tend to
outperform their sequential language-learning peers (Collier, 1995). However, it is
important to note that the individual must reach a certain level of proficiency in
both languages before positive effects can be observed (Cummins, 1979; Cascallar
and Arnold, 2001).
Sequential, or successive, language learners vary greatly in the reasons and
contexts in which they learn a second language. Some second language learners
elect to learn the language for purposes of upward mobility and the need to
belong or to meet academic expectations or educational programming criteria
(cf. Mushi, 2002). Individuals in these categories may decide to enroll in an
English-as-a-second-language class as an adolescent or adult. In contrast, circumstantial
language learners have to learn the second language in order to achieve minimum
expectancies for success in a society (to survive) or to meet purposes other than
those their native language can serve (cf. Mushi, 2002). This is the case for many
groups that have been displaced from their home country for whatever reason, or
groups of immigrants as noted in Chapter 2.
The rate and means at which individuals learn a second language also vary
greatly. Although children might be exposed to English during classroom instruc-
tion, they may continue to use their native language during recess or lunch, thereby
reducing their exposure to the second language. As Quinn (2001) notes, this has a
significant impact on the time it takes a child to become proficient in a second

language. Research also has shown the individuals acquiring a second language in
a sequential manner follow a different grammatical sequence of learning compared
to development of their native language (Quinn, 2001). Although many individuals
may hold a false hypothesis that children quickly learn a new language when
immersed in an environment that requires use of a second language, research has
shown that this is not the case. Collier (1995) discovered that children who had no
formal schooling in their native language prior to enrolling in an English-speaking
school required 7 to 10 years to reach the same level of language competence in
English. Children who had previous education in their native language and then
enrolled in an English immersion setting required 5 to 7 years to attain second lan-
guage proficiency (Collier, 1005; Cummins, 1981).
There are multiple factors that affect proficiency in a second language (Cascallar
and Arnold, 2001; Hamayan and Damico, 1991; Taylor, 1999). At the very basic
level, cognitive ability and learning style will greatly affect an individuals ability
to learn a second language. As can be assumed, an individuals affect and personal-
ity, including their attitude toward the second language and their motivation to learn
it, has significant implications for learning a second language. These attitudes
might also include the perceived social distance between the two linguistic com-
munities (Collier, 1995). In addition, the individuals proficiency in their first lan-
guage will significantly determine the extent to which they can become proficient
in the second language. In fact, McLaughlins (Cascallar and Arnold, 2001) inter-
dependence hypothesis indicates that as proficiency in an individuals first language
increases, it will also increase in a second language. To many, this idea is counter-
intuitive. In fact, many schools have adopted a sink or swim attitude and support
the practices of immersion classrooms. The placement of 93% of nonproficient or
limited English-proficient students in monolingual English classrooms is a false
and extremely detrimental practice (Petitto and Holowka, 2002). There are other
factors that further affect second language acquisition, including level of formal
schooling in the native language prior to immersion in a second language setting,
parental and community attitudes, integration patterns (i.e., assimilation, adapta-
tion, preservation), social identity, and the level of literacy in the home (Cascallar
and Arnold, 2001; Collier, 1995; Hamayan and Damico, 1991).
Centeno and Obler (2001) describe bilingualism as the alternate use of two
languages by the same individual (p. 76). However, there are several different
types and levels of proficiency for bilingual individuals (Paul, 1996). Balanced
bilinguals have an equivalent level of comfort and proficiency in both languages in
all situations, including reading, writing, speaking, and listening (Centeno and
Obler, 2001; Hamayan and Damico, 1991). Very few people attain this level of
proficiency in all aspects of both languages and may find themselves using each
language for different functions (i.e., social relationships or professional interac-
tions). It is far more likely for individuals to have a higher proficiency level in one
language. These individuals are known as nonbalanced bilinguals. Their skills
are better developed in the four areas (reading, writing, speaking, listening) in one
language (Hamayan and Damico, 1991). Another rather common type of bilingualism
is the mixed bilingual individual. In this particular type of bilingualism, the individual
is dominant in a particular skill in one language (i.e., speaking), but has better skills
in other areas in another language (Hamayan and Damico, 1991). A specific type
of mixed bilingualism is receptive bilingualism, in which a person can understand
spoken and written language in the second language, but is unable to write or speak
the second language (Centeno and Obler, 2001).
As previously inferred, placing a non-English-proficient or limited English-
proficient student into a regular English-speaking classroom can have detrimental
effects on many areas of functioning, including cognitive, emotional, social, aca-
demic, and linguistic development (Petitto and Holowka, 2002). In subtractive
bilingualism, the development of a second language has detrimental effects on the
maintenance and further development of the first language (Cummins, 1981;
Hamayan and Damico, 1991). If a child has not yet gained full proficiency in the
first language and is subsequently placed in an environment where they are
expected to learn a second language, the development of the first language will
likely slow down and perhaps even stop altogether (Collier, 1995). This occurs
when early exposure to both languages is provided but with no adequate training,
resulting in semi- or a-lingualism (Hamayan and Damico, 1991; Mushi, 2002;
Petitto and Holowka, 2002; Piper, 1993). A semilinguals language skills in the two
languages are not equivalent to the skills of a monolingual speaker of either lan-
guage (Centeno and Obler, 2001). To overcome semilingualism, Hamayan and
Damico (1991) state that the first language must be valued and developed. As can
be seen, the extent to which a child learns the first language prior to exposure to a
second language is highly correlated to how well a second language can be learned
(Collier, 1995).
Before reviewing the benefits of being bilingual, it is important to review the
negative perceptions and erroneous beliefs held by lay people about bilingual indi-
viduals. First, some contend that individuals who are bilingual have a smaller
vocabulary and are therefore at a disadvantage. In fact, some may believe and pro-
pose that these individuals (with smaller vocabularies) are at risk for developing a
language delay or disorder (Mushi, 2002; Petitto and Holowka, 2002). Another
misconception about bilingual individuals is that they cannot think of the proper
word or get confused when they code switch, or when they use both languages
simultaneously, and that it reflects poor bilingual and cognitive ability (Mushi,
2002; Petitto and Holowka, 2002; Rhodes, Kayser, and Hess, 2000).
Another misperception of bilingual individuals, especially of non-English-
proficient children entering into school in the United States for the first time, is the
appearance of rapid increases in English during the first few weeks or months
(Petitto and Holowka, 2002). Many teachers perceive the child to be picking up the
language very quickly and automatically assume that the child is as fluent in English
as their monolingual counterparts. However, this linguistic faade will lead to
erroneous beliefs by the teacher. This rapid learning of English is only surface
fluency and is described by Cummins (1979, 1984; Paul, 1996; Woodcock and
Muoz-Sandoval, 1993a, 1993b) as Basic Interpersonal Communication Skills
(BICS), or communicative proficiency. This is the type of language necessary to

carry on social conversation and is gained within the first two or three years of expo-
sure to a second language. Although it is the first type of language proficiency a
non-English-proficient individual will gain, it is not the level of proficiency needed
to perform successfully in the classroom or other demanding environments.
Cummins (1984) further described another type of language proficiency:
Cognitive Academic Language Proficiency (CALP). There are five levels of CALP,
and they are listed as follows: Level 5, Advanced Spanish or English; Level 4,
Fluent Spanish or English; Level 3, Limited Spanish or English; Level 2, Very
Limited Spanish or English; and Level 1, Negligible Spanish or English (Woodcock
and Muoz-Sandoval, 1993b). CALP takes approximately five to seven years to
acquire and is an instrumental competency in order to succeed in cognitively
demanding environments such as school. With this in mind, a monolingual child
who is five years old is just beginning to truly acquire the full range of language
proficiency. As we consider sixyear-old non-English-proficient children who are
placed in English-speaking classrooms, they are at a loss because they have not yet
developed CALP in their first language, not to mention they have yet to develop
even the basic requirements for BICS in their second language. This places them at
serious risk for becoming semilingual (Piper 1993).
Research (Cummins, 1979) indicates that the best way to achieve CALP in the
second language is to first acquire CALP in the first language. If the child does not
have a minimum threshold level in the first language, it will be detrimental to
instruct only in the second language. When considering bilingual education pro-
grams, two-way/dual language or maintenance programs would be best suited for
non-English-speaking children who are enrolled in schools in the United States
(Collier, 1995; Mushi, 2002; for a review of bilingual education programs, visit the
National Association for Bilingual Education).
The benefits of being bilingual far outweigh the limitations, assuming that an
individual has attained more than semilingual proficiency. With regard to the issue
of code switching, it is not engaged in because the individual does not know the
word, but because the Spanish word better reflects the meaning that they are trying
to convey. In fact, some believe that code switching is a strength, not a deficit.
Hamayan and Damico (1991) states, the main reason for switching is not inability
to come up with the right word or phrase in one language: rather, code switching is
a skill that evolves through high levels of proficiency in both languages. Switching
takes place so that the speaker may be better able to convey meaning. Code
switching is a sign of adaptability and may be the result of social perception in an
attempt to alter the conversation to better suit the listener (Crystal, 1987; Seymour
and Roeper, 1999).
Many bilingual communities encourage the use of code switching (Rhodes,
Kayser, and Hess, 2000). Because an individual has two languages from which to
pull, their vocabulary is twice as large and they have more words to convey a tre-
mendous depth and breadth of meaning. In fact, Peal and Lambert (1962) argue that
when individuals switch linguistic codes, it gives them flexibility while performing
cognitive tasks that monolinguals do not have available to them. Even very young
bilingual children engage in code switching, although the nature of code switching
in young children is qualitatively different than code switching in older children
and adults (Rhodes, Kayser, and Hess, 2000). For example, young children tend to
insert single words to express meaning (I like perros [dogs]). By the time a child
is about three years old, Rhodes, Kayser, and Hess (2000) state that children of this
age code switch by making a complete statement in both languages, and this is
often observed in Hispanic children living in the U.S. For example, a child would
say, Quiero una manzana. I want an apple. This method is used to resolve ambi-
guities, clarify statements, and attract attention. By eight years of age, a childs
code-switching activities are used for emphasizing statements, making commands,
and elaborating upon previous statements. For example, a child might state, Quiero
un lpiz (I want a pencil). These examples are types of intrasentential code-switch-
ing activities (Hamayan and Damico, 1991). By nine or ten years old, code switch-
ing takes on a different nature, occurring at the phrase and sentence levels, and is
known as intersentential code switching (Hamayan and Damico, 1991). A child
may say one sentence in English, and say the next sentence in Spanish. As can be
seen, the practice of code switching enriches a bilinguals verbal expressions and
increases their cognitive flexibility (Hamayan and Damico, 1991).
There are additional benefits to being bilingual. According to Cummins and
Gultusan (1975) and Mushi (2002), children who are bilingual become more
knowledgeable about language and are therefore able to think about language in an
abstract way. In other words, they are better suited for objectification of language
and metacognition. Furthermore, bilingual speakers are typically more aware of
language, especially as the contexts and situations for each language vary through-
out a typical day. From this assumption arises the verbal mediation hypothesis
(Hakuta, Ferdman, and Diaz, 1987). This hypothesis purports that bilingual
individuals use language more efficiently because they are more aware of language.
Based on this review of the limitations and benefits of bilingual individuals, it is
evident that the benefits of being bilingual clearly outweigh the limitations that are
surreptitiously placed on those that are bilingual.
In summary, it is clear that bilingual individuals, especially those that are simul-
taneous language learners, have an advantage over monolinguals. It is especially
important for teachers and others who have frequent contact with sequential
language learners to understand that they do not develop the level of language pro-
ficiency that would allow them to be successful in academic environments until
many years after their exposure to the second language. Fallacies about bilingual
children being unable to succeed in academic environments are compounded by the
lack of knowledge regarding simultaneous versus sequential language learning. The
importance of understanding the many facets of bilingualism has been clearly
addressed in this section. In addition, new research (Harris and Llorente, 2005)
points to the importance of addressing multiple language issues when considering
differences in performance on measures of cognitive ability (see Chapter 4), and
this is a vital issue because when developing norms for neuropsychological proce-
dures and tests, it is common not to include individuals in the standardization
sample who are not fluent in English, although those who speak English as a second
language are commonly included. However as noted by Harris and Llorente (2005),
Realistically, very little is known about the language abilities of these individu-
als and the degree to which they are [really] bilingual. In addition, Harris and
Llorente note that language preference is not synonymous with language
proficiency, yet it is usually self-reported preferred language that enters as a key
variable for planning assessment strategies and for other decision making, such as
inclusion in normative studies. Furthermore, as previously noted, the degree of
proficiency can vary widely among individuals from ethnic with minority status,
which is not the case for the vast majority of nonminority White examinees.
According to Harris and Llorente (2005), Within various ethnic groups, such as
Hispanic, American Indian, and Alaskan Native, not only does this imply heteroge-
neity of English receptive and expressive abilities, but the very concept of bilingual-
ism signifies more than a simple characterization of two languages for many of
these groups.
Bilingualism and Brain Trauma
Although a detailed examination addressing bilingualism and brain insults is

beyond the scope of this chapter, before discussing various language disorders, it
is proper to introduce the reader to the impact of injury on language in bilinguals,
within the context of ethnicity and cultural factors, particularly given the fact that
many individuals from such minority backgrounds may possess complete or partial
fluency in more than one language. Therefore, a concise exposure will be provided
to obtain a hint of the complexity associated with this issue by briefly examining
the effects of traumatic brain injury in language in bilinguals and polyglots.
Although the literature predominantly presents single case studies and small
samples, it provides cohesive data suggesting that multilinguals may show unique
patterns of language recovery after brain trauma (cf. Paradis, 1995). In this regard,
differential levels of improvement in one language versus the other, even after reha-
bilitation, have been noted in multilingual individuals who have sustained strokes
(Junque, Vendrell, and Vendrell, 1995). In some instances, partial recovery of one
and complete recovery of another language, complete loss of one language but not
the other, and other patterns of recovery after injury and rehabilitation have been
evidenced among populations, including bilingual Hispanics (cf. Paradis, 1995).
Although several modulating and moderating factors have emerged in the literature
as critical in recovery, including the language under investigation (e.g., Spanish),
the first language learned (English versus Spanish), age at the time of language
acquisition, most frequently used language, and other factors including type of
injury (TBI vs. stroke), specific patterns of recovery are complicated and many
unanswered questions remain, including issues associated with language localiza-
tion and representation in multilinguals (cf. Hernandez, Dapretto, Mazziotta, and
Bookheimer, 2001). It should also be noted that languages do not depend on the
same mechanisms of representation. While some languages predominantly depend
on phonemes, others depend on pictorial representations, and this issue also may
impact recovery after injury during rehabilitation in multilinguals from ethnic

minority backgrounds, including Hispanics (Paradis, 1995).
Nevertheless, attending to language factors during the course of neurocognitive reha-
bilitation in bilinguals is important. Not just because it is the ethical posture to adopt, but
because erroneous assumptions and attributions may be used in explaining the impact of
the insult and subsequent recovery of specific language functions in multilingual individu-
als from ethnic minority backgrounds during the course of rehabilitation.
The Relationship Between Language Proficiency, Bilingualism,

and Cognitive Performance
The relationship of language proficiency and bilingualism to cognitive performance has

vital and direct impacts on the performance discrepancies observed for some ethnic
minority (e.g., Hispanic), versus nonminority groups. Early studies concluded that bilin-
gualism was a cognitive and academic learning liability. This conclusion was reached on
the basis of flawed research methodologies, such as failure to control for socioeconomic
and other confounding variables as noted in Chapters 1 and 3, the heterogeneity in the
samples designated as bilingual, and failure to measure abilities in both the stronger and
the weaker language (cf. Hamers and Blanc, 1989; Romaine, 1995). As noted by Harris
and Llorente The social and political context of emerging bilingualism and acceptance
of the acquisition of two languages is also a critical factor in the perceived advantages or
disadvantages of speaking two languages. In other words, social expectations and support
for bilingualism are essential to the acquisition of and development of proficiency in a
second language as much as other factors, such as individual differences in ability to learn
a second language (Ardila, 1998; Ardila, 2003; Centeno & Obler, 2001).
Support may not exist until a language has been officially sanctioned by govern-
mental policies (e.g., Canadas Official Language Act of 1968-1969 and similar
European laws) (cf. Centeno & Obler, 2001) or when the norm for bilingualism
is otherwise ingrained in the societal and educational structure of a nation.
Unfortunately, unlike most countries in Europe, some in South America, and
Canada, in the U.S. preserving the native language has always been viewed as
incompatible with learning the English language and indeed bilingual education
has a controversial and poorly understood history (Harris and Llorente, 2005). The
reader is now referred to Chapter 4 to examine the specific impact of this variable
on a test of intellect (see also Harris and Llorente, 2005).
A Brief Survey of Language Disorders
There are a variety of reasons an individual may experience a language disorder.

Crowley (1992) and Law (1992) described some of the factors associated with
language impairment, including gender, sensory impairments, environment, social/
family issues, behavior, and language dominance. Some of the more common
reasons for acquired language disorders include cerebral vascular accidents,
acquired traumatic brain injury, epilepsy, tumors, and hypoxic or anoxic events that
affect the language centers and circuits of the brain, specifically the perisylvian arc
(Kaufman, 2001). However, some individuals have congenital language disorders
as a result of genetic or other etiology and struggle with language expression and
reception from birth. Whether a language disorder is acquired or congenital, an
individuals functioning is clearly affected. When one thinks about the daily inter-
actions with individuals at school, work, or home, one can begin to realize how
dependent society is on communication. With language delays or disorders, indi-
viduals have greater difficulty facilitating connections with those around them. In
fact, many children with congenital language disorders have a tendency to with-
draw from social interactions because of their reduced or limited ability to compre-
hend information or express their thoughts and needs. It becomes clear that
language is important not only for the exchange of information between individu-
als, but for social connectedness as well. From a clinical standpoint, in Hispanics
as well as other groups, the course of language disorders may also provide impor-
tant diagnostic information because it is related to the natural history of a specific
condition affecting language skills. Therefore, the course observed in children with
autism in which proper, initial language development is followed by rapid declines
in these skills (APA, 2000) may provide important diagnostic information when
working with Hispanic children.
Language disorders are commonly believed to affect the expression of language.
However, language disorders may also impact an individuals capacity to understand.
Language disorders are also different from speech disorders. Speech disorders affect
the oral-motor output of language and do not impact the actual language code that is
being verbalized. Children who stutter or have poor articulation are thought to have a
speech disorder and not a language disorder, unless there are other impairments.
Speech and linguistic disorders, although different, can occur simultaneously. This
section will focus mainly on language disorders with regard to understanding the
differences between the many different forms of aphasia.
Before entering into a discussion of specific linguistic disorders, it is important
to lay the foundation for understanding how a language disorder is defined. According
to the American Speech-Language-Hearing Association (1982) a language disorder is:
the impairment or deviant development of comprehension and/or use of a spoken, written,
and/or other symbol system. The disorder may involve (1) the form of language (phonologic,
morphologic, and syntactic systems), (2) the content of language (semantic system),
and/or (3) the function of language in communication (pragmatic system) in any combina-
tion (p. 949).
The Diagnostic and Statistical Manual of Mental Disorders Fourth Edition

(DSM-IV; APA, 2000) delineates several requirements for determining an
Expressive Language Disorder (315.31) or a Mixed Receptive-Expressive Language
Disorder (315.32). The first requirement indicates that a language disorder cannot
be diagnosed unless scores on standardized individually administered measures of
language development are significantly below scores obtained on standardized
measures of nonverbal intelligence. The second requirement necessitates the

interference of language difficulties with academic achievement, social communi-
cation, or occupational achievement. Other than Expressive Language Disorder and
Mixed Receptive-Expressive Language Disorder, the DSM-IV details several other
Communication Disorders, including Phonological Disorder (315.39), Stuttering
(307.0), and Communication Disorder, Not Otherwise Specified (307.9).
The International Classification of Diseases Ninth Revision Clinical
Modification (ICD-9-CM; Hart and Hopkins, 2002) includes many different
language and speech disorders, including stammering/stuttering (307.0), lisping
(307.9), elective mutism (309.83, 313.23), developmental language disorder/
developmental aphasia/word deafness (315.31), developmental articulation disor-
der/dyslalia (315.39), acquired aphasia (784.3), voice disturbance (784.4), and
dysarthria/dysphasia/slurred speech (784.5). As can be seen, there is much overlap
between the DSM-IV and the ICD-9 classification systems.
Language is the understanding and expression of meaningful information from
one person to another. As mentioned previously, language is also the capacity to
understand and comprehend what another individual says. However, language is
not always verbal. American Sign Language is one example of nonverbal language.
Although words may not be verbalized, hand movements express the thoughts of
one individual to another. Furthermore, language includes being able to read and
write information. These clarifications are necessary to understand prior to discuss-
ing the particularities of each of the language disorders.
There are a large number of language disorders, many of which will be dis-
cussed in detail in this section. The disorders that will be discussed include the
many different types of acquired aphasia (Brocas, Wernickes, anomic, conduction,
expressive, global, sensory, mixed) and several other types of language disorders,
including word blindness, word deafness, other transcortical/extrasylvian aphasias
(motor, supplementary motor, subcortical), and single modality disturbances
(alexia, optic aphasia, aphemia). Although some sources separate acquired aphasia
from other congenital and developmental language disorders, this section will not
attempt to make a notable demarcation between these two general areas.
According to the definition, aphasia is a neurologic disorder associated with the
impairment of language due to brain damage (Bates, Thal, Finlay, and Clancy, 2003;
Benson, 1993; Damasio and Damasio, 2000; Kalat, 1998). Different aspects of lan-
guage can be affected, including fluency, articulation, word finding, repetition,
comprehension, syntax and grammar, reading, and writing. The skills affected are
related to the anatomical structures involved and the language pathways affected by
injury (Goodglass and Kaplan, 1983b). These different aspects include gestural,
prosodic, semantic, syntactic, and pragmatic language skills (Benson, 1993). Benson
(1993) strongly urges that aphasia is an acquired disorder due to injury or damage to
the brain and should not be interchanged with slow language development. Although
this is an important distinction to make, acquired expressive language aphasia does
not differ significantly from a developmental expressive language disorder in its
diagnostic criteria. Furthermore, discussions of language impairments are often
clouded by the numerous terms to describe the same set of symptomatology. A brief
Table 5.2 Language Disorders and Their Pseudonyms, Related Pathology, and Subsequent
Neurologic Disturbances
Neurologic
Pseudonym Related pathology disturbances
Brocas aphasia Nonfluent Left frontal lobe adjacent to Contralateral hemi-
aphasia, primary motor cortex paresis, sensory
Motor aphasia, loss, or visual-
Expressive field cut
aphasia
Conduction Arcuate fasciculus and/or Possible depending
aphasia supramarginal gyrus of the on location and
left hemisphere, disconnec- extent of lesion
tion between Brocas area,
inferior parietal lobule, and
Wernickes area
Expressive Left frontal cortex Contralateral hemi-
aphasia paresis of upper
extremity
Global aphasia Global left hemisphere Contralateral hemi-
involvement of the language paresis, sensory
axis, middle cerebral artery loss, or visual-
field cut
Wernickes Fluent aphasia, Left superior temporal cortex, Contralateral upper
aphasia Receptive extending from the auditory extremity hemi-
aphasia, association cortex toward paresis
Sensory apha- the inferior parietal lobule
sia,
Jargon aphasia,
(Non-pure)
word
deafness
Word blindness Left temporal superior lobe and Ideomotor apraxia in
angular gyrus of parietal buccofacial and
cortex, white matter beneath extremity
the supramarginal gyrus activities
Word deafness Cortical Primary auditory area in the Possible depending
deafness superior temporal lobe on location and
(Heschls gyrus), discon- extent of lesion
nection between Wernickes
area and the pathways
from the medial geniculate
nucleus, bilateral involve-
ment of the superior tempo-
ral gyrus
Anomic aphasia Lesion or abnormality in any Possible depending
part of the language cortex on location and
extent of lesion
(continued)
Table 5.2 (continued)

Neurologic
Pseudonym Related pathology disturbances
Mixed aphasia Anterior and posterior cortical Possible but not
areas, left internal carotid consistent
artery
Motor aphasia Transcortical Frontal/prefrontal regions of the Possible depending
aphasia left hemisphere, on location and
anterior-superior to Brocas extent of lesion
area and disconnected from
the supplementary
motor area
Sensory aphasia Left temporal-parietal regions Possible depending
posterior to perisylvian on location and
region extent of lesion
Subcortical Basal ganglia and thalamus, Possible depending
aphasia occasionally lesion in on location and
language cortex extent of lesion
Supplementary Left hemisphere medial frontal Hemiparesis of
motor aphasia areas, including the contralateral
cingulate cortex and lower extremity
supplementary and shoulder,
motor area possible sensory
impairment
Adapted from Benson (1993); Joseph (1996); Kalat (1998); and Lezak (1995).
perusal of Tables 5.2, 5.3, and 5.4 will help the reader familiarize themselves with
the primary names of the numerous language disorders, their pseudonyms, probable
related anatomical pathology, and associated neurologic deficits.
Brocas Aphasia
Brocas aphasia, also known as nonfluent, expressive, or motor aphasia, is probably

one the most well-known types of acquired language impairment (Kaufman, 2001).
As noted by one of the senior authors lecturers, Professor D. Frank Benson at
UCLA, this is likely a result of Brocas aphasia being one, if not the first, official
language impairment recognized and well documented in the literature (cf. Benson,
1993). The diagnostic usage of Brocas aphasia developed after Paul Broca, a
French surgeon, completed an autopsy on a man he had previously treated for gan-
grene. The man had been mute for the last three decades of his life. When Dr. Broca
reportedly completed the autopsy, he discovered a small lesion in the area now
Table 5.3 Neurocognitive Skills Impaired by Language Disorders
Spoken Written lan- Naming/
language guage compre- Verbal word
comprehension hension fluency Writing Reading Repetition finding Artic. Prosody Grammar
Anomic X X
aphasia
Brocas X X X X X
aphasia
Conduction X* X** X X
aphasia
Expressive X X X** X X X X
aphasia
Global X X X X X X X
aphasia
Mixed X X X X X X
aphasia
Sensory X X X X X
5 Language: Development, Bilingualism, and Abnormal States
aphasia
Wernickes X X X X X X
aphasia
Word X X
blindness
Word X X
deafness
Note: X = major dysfunction; x = minor dysfunction; *write to dictation; **read out loud.
99
100
Table 5.4 Characteristics of Selected Language Disorders

Difficulty Omission
with prepo- of nouns/ Short
Circumlocution Conversation sitions Echolalia Neologisms verbs Paraphasias utterances Substitutions
Anomic X x X
aphasia
Brocas X X
aphasia
Conduction X X X x X
aphasia
Expressive X X X X
aphasia
Global X X X X X X X X
aphasia
Mixed X X
aphasia
Sensory X X
aphasia
Wernickes X X X X X X
aphasia
Note. X = major dysfunction; x = minor dysfunction
C. French and A.M. Llorente
known as Brocas area (cf. Kalat, 1998), which is a small area in the left, lateral
frontal cortex adjacent to the primary motor cortex areas 44, 45, and 46 in
Broadmanns map. After following up on this discovery during autopsy of several
more language-impaired patients, Broca discovered strong similarities in the
presenting problems (i.e., nonfluent verbal output, reduction in grammatical com-
plexity, intact language comprehension) and the affected physiological structure of
the brain (Bates, Thal, Finlay, and Clancy, 2003; Kalat, 1998). Although there
likely was damage to other cortical and subcortical structures to cause such chronic
and severe language impairments with these patients, as damage only to Brocas
area would only cause limited language impairment, Broca had made an important
discovery in finding the anatomical structure related to language functioning
(cf. Benson, 1993; Kalat, 1998).
Limited or impaired language production is the main characteristic of Brocas
aphasia. Even individuals with Brocas aphasia who use American Sign Language
to communicate have impaired expressive language, even though they can use their
upper extremities and hands to perform other non-language-related tasks. Although
impaired expressive language ability appears to be easily described at the outset,
there are many components that make up language production and output. An indi-
viduals language impairment may be so severe that they can only produce noises
instead of words. This significantly limits an individuals ability to communicate.
As previously noted, individuals with Brocas aphasia may also be known as
nonfluent aphasics; that is, the ease with which individuals with Brocas aphasia
produce expressive language is hindered (Benson, 1993). Brocas aphasia also
affects an individuals ability to name objects, although his or her performance can
typically be improved with phonetic or contextual cues (Benson, 1993). Another
difficulty that individuals with Brocas aphasia encounter is the impaired ability to
repeat words and phrases (Benson, 1993). Furthermore, these individuals experience
significant difficulty using words that are not nouns or verbs. They may omit word
endings, prepositional phrases, conjunctions, and modifiers in their expressive lan-
guage. When the meaning of their communication is dependent upon these types of
words, their output is very much impaired.
Individuals with Brocas aphasia have difficulty with the pronunciation and
meaning of language, while their comprehension of language remains fairly intact
(Benson, 1993), and these problems are discernable during bedside visits. It is criti-
cal to note that this is quite applicable to Hispanic patients, and these individuals
are able to comprehend most of what is said or written in Spanish, if monolingual,
and English and Spanish if bilingual. However, they also have difficulty under-
standing the connector words in sentences; that is, they understand nouns and verbs
much better than they comprehend pragmatic language, prepositional phrases, and
conjunctions (Bates, Thal, Finlay, and Clancy, 2003; Kalat, 1998). Basically, the
comprehension of individuals with Brocas aphasia resembles that of normal peo-
ple who are greatly distracted (p. 390). Just as they have difficulty using these
words, they have difficulty comprehending them.
With regard to the identifiable anatomical correlates of Brocas aphasia, the spe-
cific area that is responsible for the fluency expression of language is in the left
frontal cortex directly adjacent to the primary motor area as noted above. According
to Joseph (1996), information from the posterior language axis converges via the
arcuate fasciculus in Brocas area and receives the final sequential (syntactical,
grammatical) imprint so as to become organized and expressed as temporally
ordered motoric linguistic articulations (p. 134). This area also is responsible for
the musculature of the mouth and face and the right hand (Joseph, 1996). Because
of this close relationship with the primary motor cortex, individuals with Brocas
aphasia may also suffer from hemiparesis of their right upper extremities, in
addition to sensory loss or visual-field disturbance (cf. Benson, 1993).
According to Professor Benson (1993), there are two subtypes of Brocas
aphasia: Big Brocas aphasia and Little Brocas aphasia. Big Brocas aphasia
results after injury to the brain, leaving the individual with severe total aphasia and
contralateral hemiparesis. As healing and restorative processes occur in the brain,
the symptoms ameliorate, leaving the individual with some of the aforementioned
characteristics (i.e., nonfluent output, dysnomia, impaired repetition, impaired use
of modifiers and connectors). Reportedly, this pattern of impairment is indicative
of injury to the dominant, typically left, hemispheres frontal opercular region,
with an associated lesion in the basal ganglia. On the other hand, Little Brocas
aphasia begins with the basic aphasic symptoms, which improve to feature hesitant
output and mild agrammatism. This pattern of impairment is indicative of damage
to the left hemispheres frontal opercular region without extending lesions into
subcortical structures.
As can be seen, there are variations in the presentation of Brocas aphasia (Bates,
Thal, Finlay, and Clancy, 2003; Benson, 1993). The characteristic symptoms differ
not only as a result of injury, but also as a result of gender differences. Joseph
(1996) contends that Brocas area is not as well developed in men compared to
women. He indicates that because the anterior regions of the female brain are more
responsible for expressive and emotional speech, women are likely to become more
severely aphasic with left frontal injuries compared to their male counterparts.
Conversely, the left parietal region is argued to house more of a mans expressive
and emotional speech capacity, therefore putting men at risk for Brocas aphasia
with left parietal injuries.
Wernickes Aphasia
Karl Wernicke was a contemporary of Paul Broca and had a career as a German
neurologist and psychiatrist. Through his work, Wernicke discovered an area of the
brain that was responsible for language output in the left superior temporal cortex,
extending from the auditory association area of the first temporal gyrus toward the
inferior parietal lobe (Benson, 1993; Joseph, 1996; Kalat, 1998) posterior area 22
in Broadmanns map. It is closely tied to Brocas area and is connected by the arcu-
ate fasciculus. As a result of this close connection, the distinction between Brocas
aphasia and Wernickes aphasia is often muddy, and the two language impairments
share many of the same deficits. Nevertheless, damage to Wernickes area is known
to affect comprehension of semantics (Bates, Thal, Finlay, and Clancy, 2003).
Joseph (1996) indicated that the area known as Wernickes area is responsible for
decoding and encoding auditory-linguistic information to extract or impart
temporal-sequential order and related linguistic features (p. 139) from language
expressed verbally or via written means. Joseph also related that Wernickes area is
responsible for providing meaning and labels for information expressed by others.
Because of the physiological structures of the brain affected in individuals with
Wernickes aphasia, they might also experienced hemiparesis of their contralateral
upper extremity.
Although it is best known as Wernickes aphasia, this acquired language disorder
has many other pseudonyms. Some of these alternate names include fluent aphasia,
receptive aphasia, sensory aphasia, jargon aphasia, and non-pure-word deafness.
These additional names will become clear when the specific symptoms of
Wernickes aphasia are discussed.
The basic characteristics of Wernickes aphasia or fluent aphasia include difficulty
understanding spoken and written language (Joseph, 1996; Lezak, 1995). Expressive
language (speaking and writing) is typically intact unless there are concomitant inju-
ries in language pathways or other language centers. Also, the motor production and
fluency of speech is typically undamaged (Bates, Thal, Finlay, and Clancy, 2003;
Benson, 1993; Joseph, 1996; Kalat, 1998; Lezak, 1995). Interestingly, Kalat (1998)
indicated that deaf individuals are still able to understand sign language even if they
have Wernickes aphasia. However, those that communicate through verbal means
have difficulty comprehending what is being said to them. Joseph (1996) contended
that individuals suffering from Wernickes aphasia cannot distinguish between the
separate units of speech and their temporal order. They will typically be able to deci-
pher and understand more familiar and commonly used words, such as family mem-
ber names. However, their comprehension of less commonly used words, in addition
to prepositional phrases, possessives, or verb tense changes, is very limited. As a
result, what an individual with Wernickes aphasia likely hears is a blur of verbal out-
put that carries absolutely no meaning. Nevertheless, it has been shown that their
comprehension can be improved if the sounds are separated by long intervals so they
can decipher the individual sounds (Joseph, 1996).
In his lectures, Benson (1993) made a clear differentiation between severity level
of comprehension between the two modalities of receptive language spoken and
written language. Individuals with relatively weaker comprehension of spoken lan-
guage compared to comprehension of written language are known as word deaf. When
this pattern emerges, Benson argues that there is likely pathology deep in the connec-
tions of the first temporal and Heschls gyrus. On the other hand, when individuals
experience more greatly impaired comprehension of written language, they are known
to have word blindness, which is associated with involvement of the angular gyrus.
Besides difficulty in receptive language and comprehension, individuals with
Wernickes aphasia often have some difficulties with expressive language, includ-
ing reading and writing. In fact, Joseph (1996) purports that the writing of an
individual with Wernickes aphasia will likely be unintelligible. Because they have
difficulty initially understanding language, these individuals have select difficulties
repeating words and phrases (Bates, Thal, Finlay, and Clancy, 2003; Joseph, 1996).
Wernickes sufferers also have significant difficulty with anomia and often omit
nouns and verbs in their expressive language (Joseph, 1996; Kalat, 1998). Their
naming ability is not typically aided by cueing (Benson, 1993). Although their
speech is usually fluent, they may experience nonfluency and articulation problems
when they pause to think of the name of something. As a result, these individuals
use circumlocution to express their ideas. Also, speech is often empty because of
the omission of nouns and verbs (Joseph, 1996). Instead, the language of Wernickes
patients often contains paraphasic errors and neologistic distortions (Benson, 1993;
Joseph, 1996) to replace the lack of content. As a result, these individuals may first
appear to a mental health professional as evidencing psychotic thought processes
because of these errors. These individuals also typically omit pauses and sentence
endings, so that their verbal output may sound like a foreign language (Joseph,
1996). This pattern of expressive language difficulties in Wernickes sufferers is a
direct result of damage to the respective language area, in that Wernickes area
also acts to code linguistic stimuli for expression prior to its transmission to Brocas
area (Joseph, 1996, p. 140). Furthermore, these individuals, including Hispanic
patients, may perpetuate others belief that they are indeed psychotic because they
do not have any awareness that what they are saying is meaningless, and anosog-
nosia is quite common in Wernickes aphasia (Joseph, 1996).
Anomic Aphasia
Anomic aphasia is considered one of the several transcortical, or extrasylvian, apha-

sias (Benson, 1993). It is a severe word-finding difficulty and usually involves the
greatly impaired naming of tangible objects or description of pictures, which cannot
be aided by providing categorical or phonetic cues and hints. Anomia affects the abil-
ity to name nouns more commonly than verbs and other words (Joseph, 1996).
Anomia can be caused by damage to any area of the language cortex or pathways
(Benson, 1993; Joseph, 1996; Lezak, 1995). According to Kay and Ellis (1987), ano-
mia can also be caused by a deficit in activating the correct phonological-sound-word
patterns. Interestingly, depending on the interconnectedness between different lan-
guage and other processing centers within the brain, it is possible for anomic individ-
uals to be able to give the proper name for an object if they are allowed to hold it or
if the object is described to them by another person (Joseph, 1996).
Joseph (1996) indicated that children may experience forms of anomia because
the development of their language centers and related pathways and axonal connec-
tions, especially within the inferior parietal lobe, are still not fully developed. However,
because of the development of the interconnections between areas of the
brain, children will most likely outgrow word-finding difficulties. As can be surmised,
because of the many possibilities of damage to the language cortex, neurological

disturbances (i.e., hemiparesis) vary, as they are dependent upon the location and
extent of the lesion.
A concomitant deficit of individuals with anomia is dysfluent and empty speech
(Joseph, 1996; Lezak, 1995). Anomic individuals may pause to try to think of the
word, causing disruptions in the flow of conversation. They also use circumlocution
as an aide to describe the word they are trying to say (Benson, 1993; Joseph, 1996).
As a result, their utterances are typically quite lengthy, simply because they have to
use many words to describe the object they are trying to say (Benson, 1993). As a
result of trying to come up with the proper word, they often experience paraphasias
and substitutions (Joseph, 1996). Even though they could not come up with the
proper word at will (confrontation naming; Lezak, 1995), anomics typically retain
the ability to repeat words (Benson, 1993).
Dysnomia typically refers to a less severe form of word-finding difficulty. It is a
very common occurrence in many individuals who have experienced some type of
brain injury. Even individuals who have dysnomia may have no other language
deficits and typically can demonstrate fluent speech and good comprehension
(Benson, 1993; Joseph, 1996). Because it may be an isolated difficulty, individuals
with dysnomia or others close to them may attribute mild-to-moderate word-finding
difficulties to impaired memory retrieval (Joseph, 1996).
Conduction Aphasia
One of the most difficult types of aphasia to observe at the patients bedside, par-
tially because it may only be observed for a period of time during the acute phase
of rehabilitation, conduction aphasia results from lesions within the arcuate fascicu-
lus and the white matter of the supramarginal gyrus, as well as lesions in the poste-
rior perisylvian region of the dominant hemisphere (Bates, Thal, Finlay, and
Clancy, 2003; Benson, 1993). With such lesions, the three main areas of the lan-
guage center, namely Brocas area, Wernickes area, and the inferior parietal lobe,
become disconnected (Joseph, 1996). Based on the location and extent of the
lesion, neurological disturbances vary; however, Benson argued that individuals
with conduction aphasia commonly experience ideomotor apraxia that involves
buccofacial and limb activities (p. 26).
Individuals with conduction aphasia are similar to those with Wernickes aphasia
in many respects. They typically have good articulation and fluent output, but expe-
rience different levels of anomia circumlocution and are unable to repeat what
others say (Benson, 1993; Kalat, 1998). They also have difficulty maintaining
conversations and make paraphasic errors and word substitutions.
Although individuals with conduction aphasia have several characteristics that
resemble the language deficits of individuals with Wernickes aphasia, they typi-
cally have better comprehension of written and verbal language (Benson, 1993;
Joseph, 1996; Kalat, 1998). Also, individuals with conduction aphasia are not as
likely to experience anosognosia; that is, they are aware of their language deficits
(Joseph, 1996). As a result, they engage in much circumlocutional speech in
attempts to come up with the proper words through successive approximations.
Regardless, Joseph (1996) indicated that these individuals have shorter, unrelated
utterances than those with Wernickes aphasia. Those suffering from conduction
aphasia also have notable difficulty in reading out loud or writing to dictation
(Joseph, 1996).
Expressive Aphasia
Expressive aphasia is another language impairment that results from damage to the
language center of the brain, typically the left frontal convexity (Joseph, 1996).
Because of the localization of pathology in individuals with expressive aphasia,
they may experience hemiparesis of the contralateral upper extremity. Expressive
aphasia typically limits an individuals capacity to speak, which impacts their
ability to repeat what others say, articulate words, or provide more than one- or
two-word utterances. Comprehension of language is usually spared in these
individuals, as is the ability to copy words by writing, silent reading comprehension,
and verbalization of semantically meaningful words or statements (Joseph, 1996).
In many cases, these individuals may be able make emotional statements or sing
words that they are unable to say (Joseph, 1996). Although reading is intact, the
ability to write, even to dictation, is significantly impacted. According to Joseph
(1996), individuals with expressive aphasia have major deficits in grammar, pros-
ody, naming, fluency, and syntax, and often evidence paraphasias, substitutions,
and omissions of relational words.
Global Aphasia
One of the most devastating events in a Hispanic patients life, as the name suggests,
global aphasia results in dysfunction in all the aspects of language (Benson, 1993).
It typically results from damage to the left middle cerebral artery, secondary to cer-
ebrovascular disease and related cerebrovascular accidents (Benson, 1993; Joseph,
1996). As a result, there are typically several neurological disturbances associated
with global aphasia, including contralateral hemiparesis of the upper and lower
extremities, sensory loss, and even visual-field cuts. Not only is comprehension of
language affected in spoken and written modalities, expression of language is also
significantly impacted. Individuals who have suffered from cerebrovascular acci-
dents have language skills that are compromised in areas of speaking, writing, and
repeating (Benson, 1993; Joseph, 1996). In addition, their speech, if present at all,
is severely nonfluent (Benson, 1993; Kaufman, 2001). They may have difficulty
maintaining conversation and have brief utterances.
Sensory Aphasia
Sensory aphasia is one of several types of extrasyvlian transcortical aphasia, in that

the lesions that cause its characteristics lie posterior to the perisylvian region in the
temporal-parietal area (Benson, 1993). Depending on the location and extent of the
injury, neurological disturbances are possible, but may vary widely. Individuals
with sensory aphasia experience impaired comprehension of spoken and written
language. Also, their ability to read, write, and name objects is often affected
(Benson, 1993). Although an individuals ability to repeat is intact, it may become
deleterious in that the individual may begin repeating much of what they hear, evi-
dencing echolalia. They also may not understand the words they are repeating
(Benson, 1993). Furthermore, individuals with sensory aphasia have fluent speech,
although it is often replete with paraphasias and jargon. As a result, Benson (1993)
purported that, like individuals with Wernickes aphasia, mental health professionals
may initially believe that the individual with sensory aphasia is suffering from
impaired psychotic thought processes.
Mixed Aphasia
Pathology in the anterior and posterior cortical areas may result in mixed transcorti-
cal (extrasylvian) aphasia (Benson, 1993). It shares the characteristics of motor and
sensory aphasia, in addition to global aphasia; however, an individuals ability to
repeat words or phrases is typically spared in mixed aphasia. Mixed aphasia can be
caused by several different events, including occlusions within the internal carotid
artery or the residual effects of hypoxic events or edema (Benson, 1993). Although
neurological disturbances are likely, there are no consistent findings, which reflect
the true mixed features of this type of aphasia. Although repletion is intact, indi-
viduals with mixed aphasia experience many other difficulties, including poor
comprehension of spoken and written language, reading, naming, fluency, and use
of paraphasias (Benson, 1993).
Pure Word Blindness and Pure Word Deafness
As previously mentioned in the section discussing Wernickes aphasia, word blind-

ness and word deafness might be considered subtypes of receptive aphasia, espe-
cially if the individuals impaired comprehension is not complete lack of
comprehension. In other words, individuals having difficulty, but not a complete

lack, of comprehension of either spoken or written language would likely be better
described as suffering from Wernickes aphasia. To make this distinction, word
blindness and word deafness are referred to here as pure, denoting their complete
inability to comprehend the respective language modality (Benson, 1993).
At this point, it is worth discussing these two subtypes in slightly more detail
in order to illuminate their specific characteristics. First, pure word blindness
involves damage to the left superior temporal area, the angular gyrus, and the
white matter beneath the supramarginal gyrus (Benson, 1993). The main feature
of pure word blindness is impaired comprehension of written language and is often
associated with neurological disturbances in ideomotor apraxia in buccofacial and
extremity activities.
Pure word deafness, also known as cortical deafness, is associated with the
inability to comprehend spoken language, even in the presence of normal hearing
acuity and reading ability (Benson, 1993; Joseph, 1996; Kalat, 1998). Joseph (1996)
purported that individuals with pure word deafness also have deficits in being able
to discriminate between sound loudness and localization. Pure word deafness is dis-
tinct from receptive aphasia in that individuals suffering from pure word deafness
have the ability to read and write (Joseph, 1996). Pure word deafness occurs when
there is injury to the primary auditory area in the superior temporal lobe, including
Heschls gyrus (Benson, 1993). There also may be bilateral involvement of the supe-
rior temporal gyrus. Often, the connections between Wernickes area and the medial
geniculate nucleus have been disrupted in some way. Based on this information, it is
difficult to provide the exact neurological signs that may accompany pure word deaf-
ness, as they vary depending on the location and depth of the lesion. For the most
part, individuals suffering from pure word deafness have no other aphasic symptoms
besides the inability to repeat what is said to them (Benson, 1993; Joseph, 1996).
Pure word deafness has characteristics of global auditory agnosia, in which these
individuals are unable to perceive and identify linguistic and nonlinguistic sounds
(Joseph, 1996). Based on this hypothesis, it could be argued that the level of com-
prehension may increase if the rate of speech is slowed down (Joseph, 1996). They
are able to understand nonverbal communication and their expressive language is
within normal limits (Joseph, 1996), possibly demonstrating paraphasic errors for a
brief time after the injury (Benson, 1993).
Other Extrasylvian Aphasias
There are several other types of extrasylvian, or transcortical aphasias. Though they
are not as common as the perisylvian aphasias (e.g., Brocas aphasia, Wernickes
aphasia, global aphasia), a brief review of them is in order. The ability to repeat
words and phrases is typically spared in individuals with any of the extrasylvian
aphasias. Besides extrasylvian motor and mixed aphasias, the other three transcorti-
cal aphasias include motor, supplementary motor, and subcortical aphasia.
Extrasylvian motor aphasia occurs when there is injury anterior and superior to
Brocas area, in the frontal area of the language cortex, resulting in a disconnection
between Brocas area and the supplementary motor area (Benson, 1993). Neurological
disturbances vary depending on the injury. For the most part, individuals with
motor aphasia experience nonfluent speech and echolalia, even though their ability
to repeat is intact. Furthermore, these individuals ability to comprehend spoken
and written language remains largely intact.
Individuals with extrasylvian supplementary motor aphasia often present with
mutism immediately following injury. According to Benson (1993), these individuals
experience hypophonic expressive language that improves with practice. To create
this pattern of symptoms, there is likely injury to the cingulated gyrus and supple-
mentary motor area, resulting in neurological impairment of the contralateral side.
These disturnces may include weakness in the lower extremity, in addition to
sensory impairments (Benson, 1993).
Extrasylvian subcortical aphasia may result from injury to the language cortex;
however, most occurrences of subcortical aphasia result from injury to subcortical
structures, namely the basal ganglia and thalamus, although other subcortical
structures may be involved as well (Benson, 1993). Depending on the location and
extent of the injury, there may be neurological disturbances on the ipsalateral or
contralateral side. It is important to note that if the injury involves subcortical struc-
tures as well as the language areas, the level of impairment is likely to be greater
than if the injury were confined to small subcortical structures; otherwise, the
characteristics of subcortical aphasia are likely to quickly ameliorate (Benson,
1993). Similar to supplementary motor aphasia, individuals with subcortical aphasia
initially present with mutism, which develops into a hypophonic, slow, and poorly
articulated outputcontaminated with paraphasias which disappear when asked to
repeat spoken language (Benson, 1993, p. 31).
Single-Modality Disturbances
There are several language impairments in the category of single-modality distur-

bances. The three that will be discussed briefly here are alexia, optic aphasia, and
aphemia. Although they have a low incidence of occurrence, it is important to be
familiar with them in the context of the other language impairments already
described in this section.
Many individuals are familiar with dyslexia, which is a type of reading disability.
Many people associate it with the tendency to switch letters and words around. A
better description of dyslexia is a specific neurological learning deficit that hinders
a persons ability to read and is characterized by difficulties with word recognition,
decoding, spelling, and general phonological awareness (International Dyslexia
Association, 2000). Along the same lines, alexia is a type of reading disability.
However, alexia is described by Kalat (1998) as the complete loss of the ability to
read. Therefore, based on this definition, it cannot be classified as a developmental
learning disability, simply because there has to be a loss of ability, rather than sim-
ply the incomplete or lack of development of reading. Its only characteristic is the
loss of ability to read, even in the presence of normal comprehension of spoken
language. It is similar to pure word blindness as Benson (1993) described it; how-
ever, pure word blindness is the lack of comprehension of written language. Even
though the individual with pure word blindness is not able to comprehend any writ-
ten language, they have the ability to read. Individuals with alexia cannot even read
written language.
Optic aphasia is another type of single-modality disturbance. Like alexia, it
affects the ability to read. However, optic aphasia limits the individuals ability to
read fluently because he or she can only read one letter at a time (Kalat, 1998).
Therefore, the ability to integrate the letters to form a word with meaning will also
be impacted, which in turn impacts comprehension.
Aphemia is the third single-modality disturbance. It is also known as pure
word dumbness, or anarthria (Benson, 1993). Injury directly to or inferior to
Brocas area may result in aphemia. As with subcortical aphasia and supplemen-
tary motor aphasia, individuals with aphemia initially present with mutism,
gradually developing into hypophonic, dsyprosodic, and slow speech. Although
it also shares some similarities with Little Brocas aphasia, aphemia does not
impact grammar in either speech or writing (Benson, 1993). Also, the ability to
understand spoken language and express language in verbal and written modali-
ties remain intact (Benson, 1993).
This section is concluded by addressing aspects of bilingualism affected by
specific pathologies sometimes observed in Hispanic populations. Case studies,
and more recently, neuroimaging and neurosurgical studies, have elucidated
important data regarding bilingualism in individuals who have sustained neu-
rovascular trauma. For example, the research literature suggests that there are
usually different levels of recovery in each language (e.g., Catalan v. Spanish)
after strokes affecting substrates in the brain subserving language functions. In
these cases, is not unusual for an individual to exhibit almost complete recovery
in the language learned first, with greater loss in the language most recently
learned (Junque, Vendrell, and Vendrell, 1995; Paradis, 1977). Although open
to alternate interpretation (Hines, 1996), such findings, coupled with recent
neuroimaging studies, have suggested the presence of a clear neuroanatomical
dissociative representation in the brains of bilinguals for each language (cf.
Gomez-Tortosa et al., 1995).
An Introduction to the Evaluation of Language Functions
There are several different aspects of language that are evaluated during assessment.
A thorough language evaluation involves an assessment of an individuals ability to
understand what is said to them (i.e., receptive language) and their ability to express
their thoughts (i.e., expressive language). Beyond these two main areas of language
evaluation, there is much variability between the language evaluation batteries on

which individual evaluators rely. Professionals completing language evaluations
may include an evaluation of other abilities, including articulation, prosody, naming,
fluency, pragmatics, grammar and syntax, length of utterance, repetition, and rate. This
section will describe methods in which language skills and abilities are measured,
using formal and informal assessment tools. It is important to recognize that care
must be exercised in the use of these measures, partially because of the problems and
shortcoming noted previously. For example, although many of these measures may
have Spanish versions, they do not have normative data for Hispanic populations,
particularly for monolingual Spanish-speaking Hispanics born abroad. Therefore, it
is left to the clinician to exercise careful judgment when using these measures.
Finally, a subsection is provided below describing tests that can be used with mono-
lingual and bilingual Hispanic patients.
Formal Evaluation Measures
There is a vast array of standardized evaluation measures that are used to

evaluation different aspects of language. Although a review of every language
measure is not warranted here, the more commonly used evaluation tools will be
discussed. This summary will give the reader an awareness of some of the more
commonly used tools used by practitioners in the field at the current time.
Please refer to other assessment texts for a more comprehensive review of lan-
guage measures (cf. Baron, 2004; Lezak, 1995; Spreen and Strauss, 1998). In
addition, coverage of tests that could possibly be used with bilingual Spanish-
speakers follows this section.
Vocabulary
Perhaps one of the most well-known measures utilized in a formal language

evaluation battery is the Boston Naming Test (Kaplan, Goodglass, and Weintraub,
1983). The Boston Naming Test was originally created in an attempt to focus on the
naming abilities and general expressive language skills of individuals with aphasia
(Johnstone, Holland, and Larimore, 2000; Spreen and Strauss, 1998). The test con-
sists of 60 black and white drawings of objects, ranging from everyday objects (e.g.,
chair) to less common objects (e.g., xylophone). Individuals are requested to name
the object presented to them. If they are unable to provide the name of the object, a prompt
may be provided, giving the individual information regarding the use or purpose of
the object. If the individual is still unable to name the object, the examiner provides
a phonetic cue, giving them the first phoneme of the word. This method of providing
the individual with category and phonetic cues allows the examiner to differentiate
lack of exposure or knowledge of the object to dysnomia that may possibly be associ-
ated with other concomitant language deficits.
The Peabody Picture Vocabulary Test Third Edition (PPVT-III; Dunn and
Dunn, 1997) is a commonly used measure to assess receptive vocabulary for
individuals aged 2 years, 6 months, through 90 years of age. According to
Anastasi and Urbina (1997), vocabulary measures such as the Peabody Picture
Vocabulary Test Third Edition (PPVT-III; Dunn and Dunn, 1997) are useful
to assess use vocabulary. This test consists of 204 test plates, each consisting
of four numbered pictures. As each test plate is shown to the individual, the
examiner provides the stimulus word orally. According to the test directions
(Dunn and Dunn, 1997), the examinee is required to indicate the correct picture
by pointing to or stating the number of the picture that best represents the
meaning of the word. For each age group, certain blocks of items are adminis-
tered until the individual obtains eight errors in a block, at which time the test is
discontinued.
Other measures of expressive and receptive vocabulary include the Expressive
One-Word Picture Vocabulary Test 2000 Edition (EOWPVT-2000; Gardner,
2000), the Receptive One-Word Picture Vocabulary Test 2000 Edition (ROWPVT-
2000; Gardner, 2000), and the Beery Picture Vocabulary Test (BPVT; Beery and
Taheri, 1992). The Test of Word Finding (TWF; German, 1986) contains a group
of tasks that assess an individuals verbal abilities similar to the Evaluation of
Language Fundamentals Preschool Second Edition (CELF-II Preschool; Wiig,
Secord, and Semel, 2004) both of have which Expressive Vocabulary subtests.
Rapid/Speeded Naming
Rapid or speeded naming techniques can be traced back to Norman Geschwind and
his identification of a disconnection syndrome (Baron, 2004). These tasks draw
upon language and executive functioning, as a person has to quickly call to mind
the verbal labels for visual stimuli. Rapid naming tasks have been created using a
variety of stimuli, including blocks of color, color words, numbers, letters, and
simple objects.
There are several examples of rapid naming measures. The Clinical Evaluation
of Language Fundamentals Fourth Edition Rapid Automatic Naming subtest
(CELF-IV; Semel, Wiig, and Secord, 2003) is a criterion-referenced measure used
to assess an individuals ability to rapidly name shapes, colors, and color-shape
combinations. The NEPSY Developmental Neuropsychological Assessment has
the Speeded Naming subtest (NEPSY; Korkman, Kirk, and Kemp, 1998), which
requires the child to rapidly identify the size, color, and shape of objects presented
to them (e.g., small, blue triangle). The Comprehensive Test of Phonological
Processing Rapid Naming subtests (CTOPP; Wagner, Torgesen, and Rashotte,
1999) incorporate some of the aforementioned tasks, and include the rapid naming
of colors, numbers, letters, and objects. The Delis-Kaplan Tests of Executive
Function (D-KEFS; Delis, Kaplan, and Kramer, 2001) have provided for a new and
unique way to measure speeded naming ability. The Delis-Kaplan Tests of
Executive Function Color-Word Interference Test (D-KEFS; Delis, Kaplan, and

Kramer, 2001) begins with typical color naming and color word reading tasks;
however, the test authors combine the rapid naming tasks with a Stroop-like task,
thereby using the more basic rapid naming measures to rule out basic skills that
may interfere with an individuals performance on higher-order tasks such as the
Inhibition and Inhibition/Switching tasks.
Verbal Fluency
Verbal fluency has long been evaluated by use of the FAS or other means of Controlled
Oral Word Association tasks (Baron, 2004; Johnstone, Holland, and Larimore, 2000).
FAS, as it is commonly known, requires individuals to provide the examiner with as
many words as they can that begin with those letters, and allows 60 seconds for each
letter. The individual is instructed not to use names of people, places, or numbers.
Similar to FAS, category verbal fluency is often used. Common category prompts
include animals, food, fruits, and names (Spreen and Strauss, 1998). Other evaluation
measures also include a verbal fluency subtest within their battery. Examples of these
include the NEPSY Developmental Neuropsychological Assessment Verbal Fluency
subtest (Korkman, Kirk, and Kemp, 1998) and the D-KEFS Verbal Fluency Test
(Delis, Kaplan, and Kramer, 2001). The CELF-IV Word Associations subtest
(CELF-IV; Semel, Wiig, and Secord, 2003) is a criterion-referenced verbal fluency
measure. Pontn and his colleagues (1996) provide normative data on a verbal fluency
task that have been stratified by age and educational levels for Hispanics ascertained
from the Los Angeles, California, metropolitan areas with their specific cultural and
ethnic factors as noted in Chapter 2.
Phonological Processing
Phonological processing is an essential component to oral language; however,

phonological processing also contributes to appropriate reading and writing skills.
The Comprehensive Test of Phonological Processing (CTOPP; Wagner, Torgesen,
and Rashotte, 1999) was created as a tool to measure several different aspects of
phonological processing, including phonological awareness and phonological
memory. Tasks involved in the assessment of phonological awareness and memory
on the Comprehensive Test of Phonological Processing (CTOPP; Wagner,
Torgesen, and Rashotte, 1999) include elision, blending words and nonwords,
sound matching, segmenting nonwords, and reversal of phonemes. Other tasks that
assess phonological awareness are included in larger assessment measures, includ-
ing the Clinical Evaluation of Language Fundamentals Fourth Edition
Phonological Awareness subtest (CELF-IV; Semel, Wiig, and Secord, 2003) and
the Clinical Evaluation of Language Fundamentals Preschool Second Edition
Phonological Awareness subtest (CELF-II Preschool; Wiig, Secord, and Semel,
2004), which are criterion-referenced measures. The NEPSY Developmental

Neuropsychological Assessment (Korkman, Kirk, and Kemp, 1998) also has a
Phonological Processing subtest.
Broad Language Evaluation
There are an increasingly greater number of evaluation tools designed to measure

general language abilities. As noted before, this chapter will not attempt to deline-
ate every language evaluation tool. However, specific measures will be detailed
here in an attempt to allow the reader insight into the more commonly used meas-
ures in pediatric and adult language evaluation.
Among the evaluation measures used with pediatric populations, possibly the
most commonly used is the Clinical Evaluation of Language Fundamental Fourth
Edition (CELF-IV; Semel, Wiig, and Secord, 2003). The CELF-IV is an assessment
tool that covers a range of abilities, including expressive language, receptive
language, language memory, language content, and working memory. It can
be used with children, adolescents, and young adults ranging in age from 5 through
21 years of age.
The Preschool Language Scales Fourth Edition (PLS-4; Zimmerman, Steiner,
and Pond, 2002) and the Clinical Evaluation of Language Fundamentals Preschool
Second Edition (CELF-II Preschool; Wiig, Secord, and Semel, 2004) are two
more pediatric language evaluation tools used for children ranging in age from
birth to six years, seven months of age, and three years to six years of age,
respectively. The Preschool Language Scales Fourth Edition measures the ability
areas of auditory comprehension and expressive communication. It also has two
ratings that the examiner can complete, including a screening of articulation and a
listing of language samples. The Clinical Evaluation of Language Fundamentals
Preschool Second Edition (CELF-II Preschool; Wiig, Secord, and Semel, 2004)
provides broad scores for several key areas, including core (broad) language,
receptive language, expressive language, knowledge of language content, and
knowledge of language structure. It is worthwhile to note that the CELF-II pos-
sesses a version in Spanish, yet care must be exercised in its interpretation because
of its limited norms.
There are many other broad evaluation tools that incorporate language measures
into their batteries. Some of the tools for very young children include the Bayley
Scales of Infant Development Second Edition (BSID-2; Bayley, 1993) and the
Mullen Scales of Early Learning (Mullen, 1995). The BISD-2 can be used with
children from birth through 42 months of age. The Mullen can be used with chil-
dren from birth to 68 months of age. Another pediatric measure that includes an
evaluation of language abilities is the NEPSY Developmental Neuropsychological
Assessment (Korkman, Kirk, and Kemp, 1998).
Like the availability of numerous measures of pediatric language evaluation,
there is a wide array of adult language assessment batteries. Lezak (1995) and
Spreen and Strauss (1998) are excellent resources to review the details of these
batteries. Some of the more common language evaluation measures available

include the Boston Diagnostic Aphasia Examination (BDAE; Goodglass and
Kaplan, 1983a) and the Multilingual Aphasia Examination Third Edition (MAE-3;
Benton, Hamsher, Rey, and Sivian, 1994). The Boston Diagnostic Aphasia
Examination (BDAE; Goodglass and Kaplan, 1983a) covers many areas of
language functioning, including auditory comprehension, oral expression, written
comprehension, and written expression (Goodglass and Kaplan, 1983b). The
Multilingual Aphasia Examination Third Edition (MAE-3; Benton, Hamsher,
Rey, and Sivian, 1994) evaluates a range of language skills, including oral expres-
sion, spelling, oral verbal understanding, and reading; it also has observational
rating scales in which to rate an individuals articulation and praxic features of
writing (Spreen and Strauss, 1998). Another broad language evaluation measure,
and possibly one of the most famous, is the Halstead-Wepman Aphasia Screening
Test (Halstead and Wepman, 1959).
Caregiver Evaluation of Language
In addition to the various language evaluation measures that can be adminis-

tered directly to the individual, there are a variety of rating scales that can be
used with caregivers of individuals who are undergoing evaluation. The
Vineland Adaptive Behavior Scales Interview Edition (Sparrow, Balla, and
Cicchetti, 1984) and the Adaptive Behavior Assessment System Second
Edition (Harrison and Oakland, 2003) are broad measures of an individuals
level of adaptive behavior. Within the scope of the ratings, however, they pro-
vide information related to the individuals functional language abilities,
including expressive and receptive abilities, as perceived by their caregivers.
The Clinical Evaluation of Language Fundamentals Fourth Edition (Semel,
Wiig, and Secord, 2003) and the Clinical Evaluation of Language Fundamentals
Preschool Second Edition (CELF-II Preschool; Wiig, Secord, and Semel,
2004) both provide a brief measure for caregiver ratings on an individuals
pragmatic language. This rating scale covers several areas of pragmatic lan-
guage, including rituals and conversational skills; asking for, giving, and
responding to information; and nonverbal communication skills. Other car-
egiver rating scales that have a language component include the Scale of
Independent Behavior Revised (SIB-R; Bruininks, Woodcock, Weatherman,
and Hill, 1996), the AAMR Adaptive Behavior Scale School Second Edition
(Lambert, Nihira, and Leland, 1993), and the Preschool Language Scales
Fourth Edition (Zimmerman, Steiner, and Pond, 2002).
Informal Evaluation Methods
After a perusal of the previous section regarding formal evaluation measures, it is

clear that practitioners can occupy their time using standardized assessment tools.
However, relying only on these tools may leave out qualitative information about
an individuals language abilities. Simply allowing an individual to tell a story may
allow the practitioner exceptional insight into the individuals ability to maintain
conversation appropriately, express the information in a grammatically correct
fashion, and pronounce words in articulately.
Lezak (1995) noted several aspects of speech that are important to assess during
language evaluations. These aspects include prosody, fluency, and articulation,
which are not always amenable to formal language evaluation. Rhodes and col-
leagues (Rhodes, Kayser, and Hess, 2000) also noted that linguistic complexity is
another important aspect to evaluate, especially in individuals who are
multilingual.
Lezak (1995) and others (Damico, 1985, 1991; Johnston, 1982; Warner and
Nelson, 2000) detail informal techniques used to identify discourse abilities by
means of language sampling techniques. Johnston (1982) and Damico (1985, 1991)
modified this type of descriptive assessment of language abilities for use with
limited English-proficient students; however, the technique also can be used to gain
additional insights into the specific language abilities of an individual. The informal
language assessment is meant to be descriptive and not based on norm-based stand-
ards of evaluation. The informal language assessment consists of two parts: the oral
monologic assessment and the oral dialogic assessment.
The Oral Monologic Assessment is an assessment of language abilities based on
communication that is preplanned based on visual or verbal cues (p. 183, Damico,
1991). Oral Monologic assessment evaluates skills in three main areas: static tasks
(object description, giving directions), dynamic tasks (story reformulation, narrative
analysis), and abstract tasks (opinion-expressing) (Damico, 1991). On the contrary,
the Oral Dialogic Assessment is spontaneous and unplanned communication that is
typically embedded within conversation. The individual must be able to modify his
or her dialogue based on the thoughts and ideas expressed by another person. Based
on an analysis of the information conveyed by the speaker, information is gained
regarding fluency, clarity of expression, and comprehension. Damico (1991) details
four main categories in which language can be analyzed, including quantity, qual-
ity, relation, and manner.
Evaluation of Multilingual Individuals
As can be seen, clinicians may spend much time in formal and information evalua-
tion of individuals with language impairments. However, with the ever-changing
needs of the population of the United States, clinicians will likely encounter indi-
viduals with language impairments that are bilingual, multilingual, or with limited
English proficiency. As a result, it is important to understand the intricacies of
evaluation with this special group of individuals. Even two decades ago, research
was touting the importance of second-language proficiency in school psychologists
in order to effectively evaluate children who were linguistically different (Figueroa,
Sandoval, and Merino, 1984; Kamphaus, 1993). At the same time, psychologists
are encouraged to use instruments appropriate to evaluate a childs language
abilities in their first and second (or third) language (Figueroa, Sandoval, and
Merino, 1984; Ochoa, Rivera, and Ford, 1997). In order to gain an accurate picture
of a multilingual individuals language level of impairment (if any), there must be
a valid assessment of skills in both languages, using information from a variety of
sources, including formal and informal evaluation, as well as observational data.
Centeno and Obler (2001) detail two main concerns when working with multi-
lingual individuals. They indicate that the clinicians initial responsibility is to
evaluate the level of language balance or dominance in order to determine the most
appropriate evaluation measures. Second, Centeno and Obler strongly assert that
neuropsychological and other deficits may be falsely exaggerated by impaired
language proficiency. This pattern of impaired language proficiency, if not fully
examined, may indeed mimic a language impairment. For instance, semilingualism,
when two languages are not equivalent to the skills of a monolingual speaker of
either language (Centeno and Obler, 2001), may be the result of a language impair-
ment or the mode of instruction (S.H. Ochoa, personal communication, 2000). If an
individuals semilingualism is falsely attributed to a language impairment, inappro-
priate goals and intervention strategies may be employed to remediate the
impairment, rather than supplement the lack of proficiency in either language.
Some of the more commonly used measures designed to assess language profi-
ciency in English and Spanish include the Woodcock Language Proficiency Battery
Revised English and Spanish Form (WLPB-R; Woodcock, 1991), the Woodcock
Language Proficiency Battery Revised Spanish Form (WLPB-R; Woodcock and
Muoz-Sandoval, 1995), the Woodcock-Muoz Language Survey English Form
(WMLS; Woodcock and Muoz-Sandoval, 1993a), and the Woodcock-Muoz
Language Survey Spanish Form (WMLS; Woodcock and Muoz-Sandoval, 1993b),
which can be used with individuals ages 2 through 90. The Woodcock Language
Proficiency Battery Revised English and Spanish Form (WLPB-R; Woodcock,
1991) and the Woodcock Language Proficiency Battery Revised Spanish Form
(WLPB-R; Woodcock and Muoz-Sandoval, 1995) provide the following scores:
Oral Language, Broad Reading, Basic Reading Skills, Reading Comprehension,
Broad Written Language, Basic Writing Skills, Written Expression, and Broad
Ability. In addition to these broad ability areas, the Woodcock Language Proficiency
Battery Revised Spanish Form (WLPB-R; Woodcock and Muoz-Sandoval,
1995), the Woodcock-Muoz Language Survey English Form (WMLS; Woodcock
and Muoz-Sandoval, 1993a), and the Woodcock-Muoz Language Survey Spanish
Form (WMLS; Woodcock and Muoz-Sandoval, 1993b) also provide a score
detailing the individuals level of Cognitive Academic Language Proficiency
(CALP; Cummins, 1984).
The Bilingual Verbal Abilities Test (BVAT; Muoz-Sandoval, Cummins,
Alvarado, and Ruef, 1998) is designed to assess the level of language proficiency in
English and another language. It is comprised of three tests from the Woodcock-
Johnson Tests of Cognitive Ability Revised (WJ-R Cognitive; Woodcock
and Johnson, 1989), namely the Picture Vocabulary, Oral Vocabulary, and Verbal
Analogies subtests. The Bilingual Verbal Abilities Test (BVAT; Muoz-Sandoval,

Cummins, Alvarado, and Ruef, 1998) has been adapted into 18 other languages,
including Spanish, Arabic, Chinese, Hmong, and Navaho, and can be used with
individuals aged five years old through adulthood. The benefit of using the Bilingual
Verbal Abilities Test (BVAT; Muoz-Sandoval, Cummins, Alvarado, and Ruef,
1998) is that it provides an estimate of the individuals verbal ability based on the
use of the native and secondary language, thereby yielding what is likely to be a bet-
ter estimate of language skills compared to the assessment in only one language.
There are several other language measures commonly used during evaluation of
Spanish speakers. These include the Test de Vocabulario en Imagenes Peabody
(TVIP; Dunn, Padilla, Lugo, and Dunn, 1986), the Expressive One-Word Picture
Vocabulary Test Revised Spanish Edition (Gardner, 1990b), the IDEA Oral
Language Proficiency Test Pre-IPT Spanish (Ballard, Tighe, and Dalton, 1989),
the IDEA Oral Language Proficiency Test IPT 1 Spanish (Ballard, Tighe, and
Dalton, 1996a), and the IDEA Oral Language Proficiency Test IPT 1 Spanish
(Ballard, Tighe, and Dalton, 1996b) . The Test de Vocabulario en Imagenes
Peabody (TVIP; Dunn, Padilla, Lugo, and Dunn, 1986) is the Spanish-language,
Hispanic-American adaptation of the Peabody Picture Vocabulary Test Revised
(PPVT-R; Dunn and Dunn, 1981), which was described earlier. The Expressive
One-Word Picture Vocabulary Test Revised Spanish Edition (Gardner, 1990b) is
the Spanish version of the Expressive One-Word Picture Vocabulary Test Revised
(Gardner, 1990a). The Expressive One-Word Picture Vocabulary Test Spanish
Bilingual Edition (EOWPVT-SBE; Brownell, 2001) is a relatively new measure
somewhat similar to the Bilingual Verbal Abilities Test (BVAT; Muoz-Sandoval,
Cummins, Alvarado, and Ruef, 1998) in that it allows the individual to respond in
either English or Spanish. Therefore, the score obtained is a measure of the
individuals total acquired vocabulary. The Expressive One-Word Picture
Vocabulary Test Spanish Bilingual Edition (EOWPVT-SBE; Brownell, 2001)
can be used for individuals aged 4 years, 0 months, to 12 years, 11 months of age.
The IDEA Oral Language Proficiency Test Pre-IPT Spanish (Ballard, Tighe, and
Dalton, 1989), the IDEA Oral Language Proficiency Test IPT 1 Spanish (Ballard,
Tighe, and Dalton, 1996a), and the IDEA Oral Language Proficiency Test IPT II
Spanish (Ballard, Tighe, and Dalton, 1996b) were designed to assess the oral
Spanish language proficiency of children whose first language is Spanish. The
Spanish versions of the tests were developed along the same lines as the English
version of the tests, and may be used with children who are 3 to 5 years of age
(Pre-IPT), children in kindergarten through 6th grade (IPT I), and children in
grades 7 through 12 (IPT II). The test covers four basic areas of oral language
proficiency, including vocabulary, comprehension, syntax, and verbal expression.
Pontn and his colleagues (1996) provide normative data for an experimental
measure, a modified Boston Naming Test.
There are two additional and prominent measures that are designed for Spanish
speakers. For individuals who are proficient in Spanish, they allow the clinician to get
an accurate measure of a persons cognitive functioning and level of academic
achievement for individuals aged two to adulthood. Namely, these measures are the
Batera Woodcock-Muoz Pruebas de habilidad cognitiva III (Tests of Cognitive
Ability; Woodcock, Muoz-Sandoval, McGrew, Mather, and Schrank, 2004a) and
the Batera Woodcock-Muoz Pruebas de aprovechamiento III (Tests of Achievement;
Woodcock, Muoz-Sandoval, McGrew, Mather, and Schrank, 2004b).
Summary
Language is a fascinating area of investigation and clinical practice, especially

when consideration is given to the effects of the environment and exposure to other
languages and how they contribute to cognitive outcomes. This chapter has
provided a thorough overview of language development in monolingual and bilin-
gual individuals. At this point, the reader should be well informed of the myths and
fallacies promoted by individuals who are unaware of the research being conducted
on children and adults who sequentially acquire a second language. A lack of
understanding of these very important issues will only promulgate further miscon-
ceptions regarding linguistic minorities, including a select number of individuals in
the Hispanic population, and should be rectified through self-study and the offering
of education to less informed individuals and groups.
Information was also provided regarding specific language disorders and the
physiological correlates that are associated with each disorder through brain-
behavior relationships. It is important to remember that injury and insult to the
brain are often diffuse, thereby resulting in mixed language difficulties, rather
than what ideally might be expected based on a very focal injury, such as a
gunshot wound or other focal head injury. With this in mind, it is important for
the reader to be aware of the variability that is likely in an individuals demon-
stration of their neurocognitive and linguistic skills, particularly individuals
who are bilingual.
Finally, the reader was exposed to a number of assessment methods that are used
in the evaluation of language skills. It is evident that there are many evaluation tools
available to the practitioner, including instruments for Hispanics who are monolin-
gual English-speakers and monolingual Spanish-speakers. Above all, the clinician
should be careful in choosing methods that have demonstrated adequate psychometric
properties. Also, neuropsychologists must rely on sound clinical judgment in ascer-
taining skill level based on qualitative information, in addition to information
obtained via quantitative methods.
In summation, it is evident that language is critical for the survival of the species,
and that this particular function differentiates Homo sapiens from other animals in
the animal kingdom, providing software used by the brain to generate and test
hypotheses without the need for exposure to dangerous conditions. Language
acquisition is not a simple process, regardless of cultural and linguistic context or
background, and this is true for Spanish. Many factors affect the way children
develop their native language or other languages they may be exposed to during
developmental periods. However, these issues are extremely important to understand,

especially when there is concern regarding the possibility of a language disorder.
From an applied and tangible standpoint, if individuals exhibit deficits in their
secondary language, but such deficits are absent in the native or primary language,
it should lead the clinician to take a conservative inferential posture suggesting the
presence of language impediments. It may thus be surmised that there may not be a
true language disorder but rather difficulties in the acquisition of another
language, or other factor, and these possibilities are indeed applicable to Hispanics
living in the U.S. However, if a bilingual Hispanic individual displays deficits in
both languages, it may be surmised that a language disorder is present, which hope-
fully will be classified as such and delineated with a degree of accuracy that leads
to appropriate intervention and treatment.
Chapter 6
The Neuropsychological Assessment
of the Hispanic Client
Antolin M. Llorente and Deborah Weber
The senior author remembers eagerly reading the book The Art of Loving (Fromm,
1956) for the first time as a teenager. In its Foreword, Dr. Fromm notes in its first
sentence that reading of this book would be a disappointing experience for anyone
who expects easy instruction in the art of loving. Unfortunately, the same disap-
pointment is applicable to this chapter, in that the reader will quickly surmise the
complexity involved in the neuropsychological assessment of the Hispanic client.
This chapter, or this entire volume for that matter, is incapable of providing easy
instruction in such an art.
Such complexity is the result of the potential, synergistic impact of all the
factors so far discussed. For example, level of education, specific cultural back-
ground, and other demographic variables (e.g., age and geographical region within
the U.S.), in conjunction with language fluency and proficiency (English, Spanish,
both, neither for valid assessment purposes), coupled with the limited availability
of tests and norms from which valid and reliable inferences can be generated
interact to create the aforementioned complexity.1 Therefore, detailed examples
will be provided below in an attempt to show potential strategies or elucidate plau-
sible courses of action to address such issues. However, before providing applied
examples, there are a few theoretical issues regarding neuropsychological assessment
not covered thus far that should be addressed.
Traditional psychological evaluation approaches often focus on identifying the
diagnosis (e.g., depression, mental deficiency, learning disability) used to determine
1
The authors firmly believe that such complexity is also commonly encountered daily in unique
individuals in American society from other ethnic groups that would be qualified by the U.S.
Census Bureau as part of a majority group if due attention and weight are given to important
demographic characteristics. In this regard, and for ridiculously obvious reasons, the reader is
asked to consider the following patients: A White individual from an Amish background from
Lancaster, Pennsylvania, who received a fifth grade education and predominantly speaks
Pennsylvania Dutch; a White child from a Cajun background from Lafayette, Louisiana,
who only speaks standard English at school; and a highly educated White adult from an
Orthodox Jewish background from inner city New York who predominantly speaks Hebrew.
Clearly, even ethnic minority is a relative term, and more important, race should never be con-
founded with culture or ethnicity.
121
122 A.M. Llorente and D. Weber
placement, rehabilitation, or other appropriate services or treatments (cf. Sheridan

and Gutkin, 2000, in the case of children, and Lezak et al., 2004, in the case of
adults). Such an assessment posture fails to take into account specific individual
strengths and weaknesses and often places Hispanic clients, be they children or
adults, at a distinct disadvantage, leading to inappropriate placement of youths and
to an overrepresentation in special education programs (Committee on Minority
Representation in Special Education, 2002; Losen and Orfield, 2002; Office of
Special Education Programs, 2001) in the case of children and/or misdiagnosis in
the case of adults (cf. Lu, Lim and Mezzich, 1995). This leads in some instances to
negative repercussions in many applied settings, including career, vocational, and
judicial settings. Adopting a neuropsychological assessment perspective with
Hispanics requires not just a comprehensive functional assessment capable of
delineating areas of strengths as well as areas of cognitive weaknesses, but it addi-
tionally requires a different, holistic mind set, particularly regarding perceptions
of the client. A neuropsychological examination with such a perspective permits a
better determination and comprehensive neurocognitive and neurobehavioral
assessment and a greater degree of delineation and tailoring of interventions, reha-
bilitative programs (see Chapter 8), and treatments for the client that includes his
or her cultural and ethnic fabric. Adopting a theoretical perspective based on a sci-
ence of brain-behavior relationships incorporating cultural and ethnic variables
allows a potential shift in focus from the identification or labeling of the Hispanic
client to interventions truly based on the clients unique and idiographic patterns of
cognitive assets and liabilities in information processing. Hence, adopting an inte-
grative and comprehensive neuropsychological approach to assessment significantly
enhances multicultural assessment and treatment of Hispanic adults and children.
A Comprehensive Neuropsychological Perspective of Assessment
Neuropsychology focuses on studying complex relationships between behaviors and

brain functions. From a clinical standpoint, a neuropsychological approach to
assessment involves an understanding of these relationships subsequent to clinical
assessment of specific domains. Using a nomothetic approach, cognitive functions
and behaviors within this framework are evaluated via the use of standardized instru-
ments; test performance is then expressed in the form of a score (Lezak et al., 2004).
Understanding of brain-behavior relationships occurs as a result of interpreting
patterns of performance and models of cultural and neural development through
assessing an individuals assets and limitations in specific domains of functioning.
The ultimate goal of most neuropsychological evaluations is to answer referral
questions while considering cognition, behavior, genetic, medical, psychosocial,
and specific environmental factors (cf. Lezak et al., 2004; Teeter and Semrud-
Clikeman, 1997), including cultural variables (cf. Wong et al., 2000). In addition,
within a developmental framework we would like to add, even in the case of adults
when possible, developing hypotheses related to brain functions responsible for
6 The Neuropsychological Assessment of the Hispanic Client 123
comportment. To achieve such a lofty goal, the astute and ethical neuropsychologist
depends on a variety of collateral sources of information, including the patients
verbal report, past personal and family history, school, vocational and other records
(e.g., military), and cross-informant reports (e.g., caretaker, partner, teacher). In
addition, the neuropsychologist depends on information related to current and past
over-the-counter and prescribed medication use, as well as current and past use of
complementary therapy and controlled substances, cross-diagnostic data including
laboratory reports (e.g., blood work, metabolic block), results from past audiological,
medical, neuropsychological, ophthalmologic, and psychological evaluations and
data from structural and functional neuroimaging, in addition to an armamentarium
of psychometric instruments, clinical interviewing, and behavioral observations.
A comprehensive and integrated neuropsychological approach to the assessment of
the Hispanic client also is concerned with the functional and/or practical
conceptualization of the condition afflicting the individual, if any, at various levels
within different contexts. In the forensic arena, such evaluations also require the use
of assessment techniques to examine response bias and feigned symptoms (cf.
Rogers, 1997). It is also involved with the determination of disruptive mechanisms
and their rehabilitation (cf. Lezak et al., 2004; Rourke, Fisk, and Strong, 1986).
Given the various and numerous issues discussed thus far, in conjunction with
the factors presented in Chapters 15, it is clear that the major obstacle during the
course of assessment of Hispanic patients becomes the ability to obtain reliable
and valid results. Nevertheless, state of the art, comprehensive, and integrated
neuropsychological evaluations examine brain-behavior relationships by assess-
ing more specific domains than general intellect and psychological assessment in
the Hispanic patient. The evaluations are often supplemented by the assessment
of other domains in order to address the specific referral question. Assessment
typically includes multiple domains of functioning (e.g., intelligence, academic
achievement, attention, executive functions, information processing, perception
and perceptual organization, learning and memory, language, motor skills, and
personality factors to name a few), and in some instances, when valid and pru-
dent, includes assessment of premorbid functioning through the use of methods
or tests that permit such estimations. Although only provided as guideline, Table
6.1 shows some of these domains with tests that could potentially be used with
Hispanics.
Theoretical Assessment Approaches
Several theoretical assessment approaches to neuropsychological assessment are

now discussed. One method relies on assessment and conceptualization using a
standardized battery approach (e.g., Halstead-Reitan Neuropsychological Test
Battery for adults or children, Reitan and Davison, 1974; SENAS, Mungas et al.,
2004). A standard battery uses a quantitative approach that infers brain functioning
based on measures of behavior that have been validated on individuals with brain
Table 6.1 Assessment Domains, Sample Procedures Utilized in Evaluations, and Potential Functions Screened**
124
Domains Tests and procedures Function(s)

Developmental Bayley Scales of Infant Development II (BSID-II)* Emerging cognitive and behavioral development
Mullen Scales of Early Learning Multiple Intelligences
Intelligence
Wechsler Intelligence Tests
WAIS-III*
WISC-IV
WISC-IV in Spanish*
WISC-RM*
Woodcock-Johnson-Third Edition (WJ-III) Crystallized and Fluid Intelligence
Kaufman Assessment Battery for Children (K-ABC)-Revised Simultaneous and sequential processing skills
Batera Woodcock-Muoz Pruebas de Habilidades Cognitivas-
Third Edition (Batera-III)*,
Nonverbal Function Test of Nonverbal Intelligence, Second Edition (TONI-2)* Nonverbal Intelligence
Comprehensive Test of Nonverbal Intelligence (C-TONI)
Universal Nonverbal Intelligence Test (UNIT)
Naglieri Nonverbal Intelligence Test
Achievement Woodcock-Johnson, Tests of Achievement (WJ-III ACH) Intracognitive & achievement
Kaufman Test of Educational Achievement (K-TEA) Achievement (ability-achievement discrepancies)
Batera Woodcock-Muoz Pruebas de Aprovechamiento-
Third Edition (Batera-III)*,
Motor Functions
Speed Grooved Pegboard Test Finger dexterity
Strength Hand Dynamometer (Grip Strength Test) Hand strength
Coordination Finger Tapping Test Index finger speed and coordination
Hand Movements (K-ABC)* go-no-go processes
McCarthy Scales of Childrens Abilities (Motor Scale) Gross and fine motor skills
Visual-Motor
Block Design (WAIS; WASI; WISC)* Analysis and synthesis of abstract designs*
A.M. Llorente and D. Weber
Object Assembly (WAIS; WASI; WISC)* Synthesis of concrete parts into meaningful wholes*
Coding (WAIS; WASI; WISC)* Processing speed/Visual motor dexterity*
Developmental Test of Visual-Motor Integration (VMI)* Visual-motor integration
Rey-Osterrieth Complex Figure Test (RCFT),* Copy Complex visual-motor integration*
Language/Communication
Peabody Picture Vocabulary Test-Third Edition Emerging reception/auditory comprehension
Expressive One Word Vocabulary Test Emerging expression/expressive language
Tests of Written Language Written language
Boston Naming Test (BNT) Confrontational naming task
Controlled Oral-Word Association (COWA)* Verbal fluency
Token Test Verbal comprehension
Clinical Evaluation of Language Fundamentals III (CELF-III) Receptive & expressive language
Preschool Language Scale IV (PLS-IV) Receptive & expressive language
Test de Vocabulario en Imagines Peabody
Sensory-Perceptual
Visual Motor-Free Visual Perception Test discrimination Spatial relations, visual closure, & figure- ground
Auditory Wepmans Auditory Discrimination Test
Tactile-Kinesthetic Tactile Perception Test Attention, tactile localization
Fingertip Number-Writing Test Complex tactile perception
6 The Neuropsychological Assessment of the Hispanic Client
Perceptual Organization Hooper Visual Organization Test Perceptual organization

Rey-Osterrieth Complex Figure Test (RCFT),* Copy
Information Processing Clock Drawing Visuo-spatial and executive functions
Learning and Memory Benton Visual Retention Test Revised Memory
Rey-Osterrieth Complex Figure Test (RCFT),* Recall Visual learning and memory
Childrens Auditory Verbal Learning Test-Second edition (CAVLT-2) Auditory rote learning & memory
Test of Memory and Learning (TOMAL) Learning and memory
Children Memory Scale Verbal and visual learning & memory
Wide Range Assessment of Memory and Learning (WRAML) Verbal and visual information
(continued)
125
Table 6.1 (continued)
126
Domains Tests and procedures Function(s)

Attention & Test of Variables of Attention (TOVA) Vigilance, impulsivity, attention, reaction time
Concentration Visual
D2 Test: Concentration Endurance Test Sustained attention, visual scanning
Leiter International Performance Scale Revised Sustained attention
(Attention Sustained Only)
Color Trails 1 & 2 and Children Color Trails 1 & 2* Alternating attention, concentration, Planning,
measure of inhibition
Auditory Digit Span* Immediate simple auditory recall
Test of Variables of Attention (Auditory) Vigilance, attention, reaction time
Executive Function(s) Behavior Rating Inventory of Executive Functioning (BRIEF) Report of emerging executive skills
Design Fluency Test Production of novel designs, planning
Symbol Digit Modalities Test (SDMT) Visual scanning and tracking, inhibition
Color Trails 2 and Childrens Color Trails 2* Inhibition, mental flexibility
Childrens Category Test Abstraction, mental flexibility, learning
Stroop Interference Test Attention, cognitive flexibility, inhibition
Wisconsin Card Sorting Test (WCST) Problem solving, concept formation, shifting and
maintaining set
Psychosocial Behavior Assessment System for Children (BASC)* Adaptive & clinical behaviors, multimethod,
Functioning multidimensional (Validity Scales)
Clinical Interview
Millon (MACI)
Minnesota Multiphasic Personality InventoryAdolescent
Sentence Completion Tests
Adaptive Behavior Assessment System (ABAS) Report of adaptive behavior
* These procedures are available in Spanish. Norms also may be available (e.g., Pontn et al., 1996).
** Some procedures may not assess the domain purported to be under scrutiny as a result of injury to the CNS.

Identifies batteries with good subtests capable of being independently administered to assess specific domains such as language. In those cases, to guard
against circularity, it is recommended that another test be administered to investigate overall cognition. See Chapter 5 for additional procedures.
A.M. Llorente and D. Weber
damage, thus supporting the premise that behavior is controlled by the brain. Based
on the premise that there is an organic basis to behavior, performances on behavio-
ral measures are used to assess brain functioning. This approach is designed to draw
on a broad range of abilities and functions of Hispanic patients, regardless of the
referral question. Obvious limitations include cost-effectiveness, limited flexibility
in assessment, and emphasis on differential diagnosis instead of interventions.
A strength of the method is the large number of normative and standardized bases
of many of these tests, not to mention the ability to develop batteries of tests with
very high internal consistencies and so on.
Similarly, the Luria-Nebraska Neuropsychological Battery (Christensen, 1975;
Golden, 1986) has a strong focus on process and is based on the application of the
theories and procedures developed by A.R. Luria. Lurias theory of higher cortical
function viewed information processing as involving simultaneous and
successive mental processes. This model involved the transitional interaction of
various regions and zones in the brain, which thus produces complex behavior. This
approach matches corresponding neurological strengths with methods of acquiring
and presenting information that capitalize on an individuals strengths.
Another approach, the Boston Process Approach, also involves the integration
of qualitative and quantitative methods to analysis and interpretation of test results.
According to Kaplan (1996), evaluations to assess cognitive function are often
scored as right or wrong en route to a total score designed to identify global
achievement. However, this type of assessment approach does not assess strategies
that may be employed when an individual scores a right or wrong answer. This
achievement-oriented approach fails to take into consideration the multitude of
diverse processes (and systems) that an individual may use or engage to arrive at a
final solution. Employing a process-oriented approach enables analysis of a per-
sons unique problem-solving behavior and compensatory strategies. Final
assessment of clinical limits is possible with alternative formats of various available
traditional tests, and formal assessment of the clinical limits provides relevant
diagnostic information regarding strategies an individual employs to compensate
for cognitive difficulties or subtle cognitive dysfunction. Although the Boston
Process Approach allows great flexibility in addressing specific referral questions,
research addressing the validity of the approach is limited, and it is possible for the
clinician to overdiagnose and overinterpret pathology (cf. Reynolds and
Mayfield, 1999).
Another major approach is the integrative flexible battery approach (combination
of traditional, educational, psychological, and developmental tests). This approach
focuses on the individual and is designed to address specific referral questions. The
flexible battery approach lends itself to the needs of the individual in addition to
being sensitive to a wide range of patient variables, including gender, language,
familial history of handedness, handedness, age, educational background, family
structure, individual and family medical, psychiatric, and neurological history,
etiology of dysfunction, and premorbid functioning. This approach provides an
analysis of an individuals strengths and weaknesses instead of focusing on a
specific localization of impairment. It employs both an ideographic and nomothetic
approach to assessment (cf. Fennell and Bauer, 1989). As with other approaches,
this method suffers from inherent weaknesses, including the fact that the test bat-
tery created has not been validated for the purpose used in most instances.
Despite the emphasis of neuropsychology on brain functioning, and the resulting
interpretation of assessment results within this context, other environmental factors
and their interactions and potential influences on the outcomes of neuropsychologi-
cal assessment should not be ignored. These variables include immigration patterns,
culture, socioeconomic status, educational attainment, acculturation, and a clients
primary language.
Applied Examples and Integration
Although brief, truncated, and limited by space considerations, an example of how

to integrate all these issues follows. Although it is impossible to cover all variables
discussed thus far, an attempt will be made to cover a broad scope of issues pre-
sented throughout this book, with emphasis on specific, important, and intricate
considerations of subtle details.
Regardless of theoretical orientation, or developmental stage of the individual,
the evaluation of the Hispanic patient begins long before the start of the actual
examination. It begins with information gathering and review of existing records
related to past adaptation, birth, employment, military, school, vocational, and other
records; results from past audiological, medical, neurological, neuropsychological,
ophthalmological, psychiatric, and psychological evaluations; and surgical inter-
ventions and data and reports from past structural and/or functional neuroimaging
or any other functional procedures (e.g., EEG), if available. In addition, review of
past laboratory results (e.g., metabolic workup) is essential. It also begins with
gathering of demographic characteristics of the patient by intake personnel, the
specific reason for referral (not a general referral question such as testing), as is
the case for all other patients. However, unlike clients for whom cultural and ethnic
issues are not as important,2 such issues begin to play a preeminent role at this
point for Hispanic patients. For example, in Chapters 1, 2, and 3, and above, we
attempted to note the importance of critical issues to be considered during the
course of neuropsychological assessment of the Hispanic patient. Now, let us
examine how such information and data inform the evaluative process and their
critical relevance to assessment decisions.
Above it was noted that level of education, specific cultural background, and
other demographic variables in conjunction with language fluency and the
availability of specific tests and norms interacted to create a complex evaluative
situation and decision-making process. Therefore, let us examine these factors and
2
It should be clear from the previous footnote that from the authors vantage point, such patients
are few, particularly in the U.S.
some of the decisions regarding how best to evaluate an adult Hispanic client, a
55-year-old, right-handed, married, Hispanic female from Illinois with an under-
graduate degree in accounting from the University of Chicago (she recently
resigned from her position as a result of memory difficulties), who reports to be
bilingual (English- and Spanish-speaker), referred for neuropsychological assess-
ment to rule-out the onset of Alzheimers disease (Alzheimer-type dementia,
AD). In this case, as we refer to the initial discussion in this chapter, the patient
described is a Hispanic woman whose education took place in the U.S. in a quality
institution and is equal to or greater than 16 years (i.e., 16 years). Because the
panethnic term Hispanic is meaningless, upon further scrutiny of her cultural and
ethnic identity, it was determined that her specific cultural background was that of
a second-generation Latina who identified herself as Mexican-American from
a family background whose ancestors immigrated to Mexico from Spain at the turn
of the 19th century. In addition, both of her parents came from similar backgrounds
and spoke only Spanish and were without formal exposure to any aboriginal lan-
guage, although they were exposed informally in social situations while growing up
in Mexico. Her parents had immigrated to Illinois during the late 1920s, both with
advanced educational backgrounds (undergraduate and graduate degrees). The cli-
ent grew up in the Chicago metropolitan area (North Central U.S. region) and
resided there all her life. Concerns related to poor nutrition, probable exposure to
environmental toxins, or similar factors did not emerge, and she has experienced a
benign medical history thus far. When asked by intake staff, she reported she was
bilingual, but she predominantly uses English, except at home when visiting her
parents, where she constantly speaks Spanish. This information was supported
by the intake coordinator, as she sometimes spoke in Spanish during the intake
interview.
How should a comprehensive, integrated, and culturally competent neuropsy-
chological assessment be conducted with this client? How would it assess this
clients skills in an effort to rule out AD? At first glance, an examination of the
information collected and presented above would not appear important, particularly
because the client appears to be fully fluent in English. However, a closer examina-
tion of her demographic characteristics, history, and language fluencies, coupled
with the availability of specific tests available and, more important, normative data,
reveal a more complex picture.
Before getting into details addressing one of neuropsychologists favorite
subjects, namely test selection, let us examine other vital assessment components.
During the course of evaluation, the collection and review of collateral sources of
information, including the patients verbal report, past personal and family history,
and cross-informant reports (e.g., husband, former supervisor, sibling) are critical.
In this particular case, the information emphasizes declines in global or overall
functioning and recent or acute cognitive changes (e.g., memory difficulties
noted); changes or alterations in her psychosocial and recent (as well as immediate
past) vocational histories (with specific emphasis on her recent resignation as a
result of memory problems); significant changes in self-care and emotional func-
tioning, beyond what would be expected from normal aging and her personal and
family cultural phenomenology, including alterations in personality, judgment,

and abstraction particularly given concerns about the early detection of AD. A
thorough evaluation of past family history of dementia, particularly AD, should
also be included. Marital issues, stress, and other factors, including leisure time and
time spent socializing, should be examined. A good example of such a historical
questionnaire can be found in Spreen and Strauss (1998) for adults (cf. Baron,
2004, for children). In addition, current and past histories of over-the-counter and
prescribed medication use, as well as current and past use of complementary ther-
apy and controlled substances and alcohol, are explicitly covered. Neuroimaging
records, if available, also should be examined to determine if they provide
information consistent with the brain-behavior relationships usually observed in
individuals with dementias in general and more specifically with AD, a prototypical
cortical dementia.
With regard to some of the factors discussed in Chapter 3, a large number of
those variables additionally can be examined in detail during the course of the
clinical interview with the client to determine their potential impact. For example,
nutritional history (including on the day of evaluation); current and past medical
care; socioeconomic status (growing up and current); and other important factors
should be examined. The reader is referred to Spreen and Strauss (1998) and Baron
(2004) for examples of information obtained before the assessment in the form of
a questionnaire. At this point it is fundamental to note that such information is again
explored in detail during the course of the clinical interview in children and adults,
and the clinical interview in large part serves as an excellent conduit, not just to
establish good rapport with the Hispanic patient but to obtain critical historical
information leading to a better understanding of their degree of acculturation, cul-
tural and ethnic background, as well as a host of other factors (e.g., mastery and
language fluency). It also is vital to recognize, as for all clients, the importance of
a good clinical interview (cf. Baron, 2004; Lezak et al., 2004). Such information
serves as an interpretative backdrop for all subsequent results from psychometric
instruments.
To further illustrate an integrative, cross-culturally sound, neuropsychological
assessment, consider the 55-year-old Hispanic woman referred to above with con-
cerns related to AD. Specifically, difficulties associated with a dementia include
problems in memory (as reported by the client), yet a dementia could be mimicked
by a host of other conditions, including a severe depressive episode or a medical
condition such as hypothyroidism, to name a few. Such conditions also must be
ruled out through the use of test data, in addition to review of medical, historical,
and laboratory reports. Aside from underscoring the importance of the clinical
interview, behavioral observations and review of medical records (including an
examination of a medical workup and laboratory results such as metabolic assays)
should be used to assist in ruling out a metabolic condition such as hypothyroidism.
The evaluation should also use formal indices of mood, in addition to verbal report
and behavioral observations, to rule out alterations in mood (see below).
Subsequent to the clinical interview, the clients linguistic skills should be investi-
gated. In this regard, it was noted that Pontn and Len-Carren (2001) has provided
a flowchart that can be helpful if this determination if required. Additionally, tests

of academic achievement can be used to ascertain a clients level of reading and
written language arts in the language he or she reports to be most fluent. All this
information is used in conjunction with the linguistic preference reported by the
client to determine which language to use during the course of assessment and test
selection. Although in the example above, such an assessment would have most
probably been easy to accomplish, and test data may have supported such a finding
(see Chapters 1 and 3), care must be taken not to assume a specific level of linguis-
tic fluency from simple conversational interactions or other contextually rich
interactions with the client during the course of the clinical interview. A formal
assessment posture is recommended because clients, for whatever reason (e.g.,
dementia), may not accurately report their level of fluency or linguistic mastery.
This is particularly true regarding issues discussed in Chapter 5 related to deep
linguistic structures in Hispanics who report themselves to be bilingual or who
appear to have achieved a certain level of social linguistic mastery in English
particularly adults and children who immigrated to the U.S. and who have spent
less than five to seven years in residence with significant acculturation, who were
monolingual Spanish speakers, or who are suspected of possessing surface
structure but not deep structure in English (or the language of choice for
assessment). Finally, even though the client is predominantly an English speaker,
the interpretation of her test scores strongly suggests considering the fact that she
spoke Spanish at home as she grew up and as an adult when she lived with and
visited her parents (language spoken in the home; cf. Harris and Llorente, 2005).
The linguistic component of the evaluation is followed or preceded by an
investigation, preferably formal, of level of acculturation if required and/or
necessary. This assessment component can be accomplished through the use of
existing scales as noted before (e.g., Franco, 1983; Marin et al., 1984). If formal
assessment is not possible or necessary, an informal assessment should be con-
ducted addressing the same topics found in formal measures. This component of
the assessment also should examine the role culture currently plays, and has played,
in the clients life, as well as the role of her ethnic self-identification. Within this
context her own perception of her present situation, including having to undergo the
current evaluation (see Chapter 8), should be included. All this information is then
used during the assessment process to make important decisions about linguistic
and test use throughout the process and during the interpretative phase when
making inferences about specific test performance. In the case above, it is possible
that an informal assessment could have addressed such an issue, but acculturation
and its assessment frequently involves a more complex assessment posture during
the course of assessments with Hispanics.
With regard to test selection, it is critical to note that despite the fact that
practitioners are left with some options regarding appropriate test instruments to
use with Hispanic populations, they are often faced with making decisions regard-
ing instrumentation based on other constraints such as nonexistent normative data.
As noted in previous chapters, using an idiographic approach for specific clients
sometimes provides information that can be used by practitioners and can assist in
a better determination of diagnosis and the identification of strengths and

weaknesses and treatment goals. In this regard it is critical to recall that in its purest
form, and in spite of its inherent weaknesses, the idiographic approach does not
include the use of norms but allows the patient to establish his or her own
baseline. This was a proposition in Lurias assessment approach (1966), and the
process approach, particularly when the quality of a clients response, not just quan-
tifiable data, is taken into consideration (cf. Kaplan, 1996). The reader may ask
under which or what circumstances may such a case emerge? Consider a Hispanic
client who recently sustained head trauma and who recently immigrated to the
U.S. from a rural town in Guatemala to work in the agricultural industry. He is
without formal education, predominantly speaks an indigenous language, with
functional (conversational) Spanish but without full literacy in Spanish (this
concept used here in the traditional sense), and of course, has very limited exposure
to English. It is pivotal to note at this point that no amount of test data, behavioral
observations, or other assessment components can supplant clinical judgment,
when it is soundly used, and this factor must be given a great deal of consideration
when assessing Hispanics, regardless of the quality of instrumentation available to
the clinician. In other words, the blind use of instrumentation and dependence on
neuropsychological test data should not replace sound interpretation and clinical
judgment.3
With regard to specific test selection, from an intellectual estimation standpoint
for the Latina referral above, it is vital to note that the WAIS-III standardization
sample did not stratify individuals who meet some of the demographics described
for this client. For example, there are no Hispanics in the WAIS-III standardiza-
tion sample in the 55- to 64-year-old range with 16 years of education or from
the North Central region of the U.S. (covering Chicago, Illinois). Therefore the
administration of the WAIS-III, even though the client speaks English, probably
does not represent the best evaluative course of action for this client. In contrast,
the standardization sample of the WJ-III includes individuals meeting all the afore-
mentioned criteria. Therefore, in this case, an ethical, increasingly valid, and
prudent approach to test selection, inference, and application would result in a deci-
sion to employ the WJ-III (cognitive abilities) over the WAIS-III. However, had the
client been a 54-year-old Hispanic female with the same characteristics from Texas
or California with the same educational level as the referred client, the administration
of either the WAIS-III or WJ-III would have been appropriate and fundamentally
sound, all other factors and assumptions being held equal (e.g., community size,
impact of her bilingual nature on tests). (Incidentally, the fact that there are no
3
Although the senior author is fully fluent in Spanish, and is cognizant of the clients background having
visited, trained students, and collaborated with colleagues in Guatemala, the chief reason behind this
referral to his service, he subsequently referred this client to a colleague with greater competency in
assessing clients from such an indigenous background. In some instances, the senior author has assisted
individuals and families obtain assistance from their respective embassies so that they can receive financial
support to travel to be assessed by a clinician that is versed in the assessment of specific clients from
unique backgrounds or other ethnic minority groups (e.g., Middle Eastern).
Hispanics meeting her demographics in the WAIS-III Standardization sample from

the Midwest was most likely, and indirectly, affected by patterns of American
immigration as noted in Chapter 2.) To underscore the importance of paying atten-
tion to demographic factors, the reader is asked to consider a similar decision where
the patient is an 85-year-old African-American female with a high school education
or, to make the point ridiculously evident, to consider the assessment of memory
systems using the WMS-III to rule out memory difficulties in an individual
suspected of being afflicted by an amnesic episode when the patient is a 24-year-
old White person with 8 years of education or less. As mentioned in previous
chapters, these examples are not provided to criticize, mock, or ridicule an inani-
mate object such as a test, nor to belittle the efforts of individuals who have dedi-
cated a lifetime attempting to create objective neuropsychological instruments (the
senior author would fall in this category). Rather, it is provided to alert neuropsy-
chologists to the complexity of assessing a Hispanic client, and in fact, any client
at all (see footnotes 7, 8, and 9).
The assessment for the Latina client also should include measures capable of
assessing memory functions across various modalities if we are to be able to
address the referral question appropriately. Therefore, procedures such as measures
of visual and verbal memory should be included. However, before getting into
details related to test selection, let us assume for a moment that the Hispanic
woman was fully fluent in Spanish rather than English, from California (Los
Angeles metropolitan area), minimally bilingual (English), or acculturated to
American society, and that actual academic, language, and acculturation instru-
ments suggested that to be the case. Such findings indicate that the assessment and
test use should be in Spanish rather than in English. Therefore, the WHO-UCLA
Auditory Verbal Learning Test (AVLT) (cf. Pontn et al., 1996) or subtests from the
SENAS (Mungas et al., 2004) would provide appropriate indices of rote verbal
memory functioning in most instances, as they are tests with published norms that
provide a better coupling with the patients demographic characteristics. In this
case, we clearly would abstain from administering the WMS-III in English or to
translate, most egregiously through the use of a family member or other interpreter,
the verbal components of the test into Spanish, and then use the tests extant norms
developed for the U.S. population, particularly because the test was only
standardized on individuals who were fluent in English. What if the woman had
been from Spain? In that case, neither the SENAS, the AVLT, nor the WMS-III
would represent appropriate measures, and the reader is left with homework exercise
to perform. A similar approach should be taken to address contextual verbal mem-
ory, and most important, given the referral question, to address visual memory.
Clearly, similar approaches should be taken for language functions (expressive,
receptive) and should include word fluency and confrontational naming, as well as
verbal abstraction, to detect difficulties in these areas (e.g., dysnomia, dysfluency,
problems in verbal abstraction) and other domains, including complex visual con-
structional tasks, in order to address the specific referral question. Table 6.1
provides a list of procedures, along with information found in Chapter 5, which
could be used with the referred patient. For example, the WJ-III and the Batera,
along with other tests (e.g., SENAS), provide appropriate subtests to examine such
issues, whether the patient speaks English or Spanish. Finally, her level of adapta-
tion and behavioral and emotional functioning should also be examined, not simply
to be used for diagnostic purposes or to establish a rule-out, as requested, of AD if
possible, but additionally to determine her relative strengths and weaknesses in
order to establish appropriate interventions and treatments if required, with specific
emphasis on quality of life, safety, social, legal, and career implications, should the
assessment results fail to permit a rule-out of AD.
Although the present examples have been brief and limited by space considera-
tions, it is sincerely hoped that the reader begins to develop a sense of the awesome
responsibilities faced by the ethical and thoughtful clinician when evaluating
Hispanics. A sample report is included in the Appendix to this volume that under-
scores many of the issues addressed here and in previous chapters.
This chapter briefly covered theoretical and pragmatic factors associated with the
practice of neuropsychology with Hispanics. Factors that influence assessment in
this population include acculturation, immigration trends, language, educational
levels, socioeconomic status, and examiner knowledge and characteristics of such
populations. The pressure to decrease the disparities in special education placement
of children, the health status of Americans, judicial outcomes across ethnic groups,
in addition to regulations and mandates addressing fairness in psychological assess-
ment, and in particular in neuropsychology, and the economic incentives of test
publishers, are likely to shape the future of assessments with Hispanic populations
in the U.S. and abroad.
To accommodate the increasing diversity within the context of neuropsychologi-
cal practice and theory, neuropsychologists should develop theoretical models and
instruments that are capable of accounting for the amount of variance in total per-
formance associated with culture. From an applied standpoint, tests that are
developed for Hispanics that emphasize fluid reasoning skills and that are normed
for such populations, should be of paramount importance to cross-cultural neu-
ropsychology. In addition, a global approach should be taken during the course of
assessment of Hispanic populations that emphasize a framework that permits the
examination of unique strengths and weaknesses. Some of the aforementioned test
batteries, including the Woodcock-Johnson Tests of Cognitive Ability, the SENAS,
and others, accomplish some of these goals, but more research and productivity in
test development and standardizations are required. In addition further research that
examines the utility of these tools is necessary. In addition, cross-cultural neuropsy-
chology, applied to Hispanics, needs to consider within-group differences and the
impact of geographical regions and immigration status on assessment outcomes. In
fact, within-group differences can be even more pronounced than differences across
ethnic groups in some instances. Results from cross-cultural studies also emphasize
the importance of conducting longitudinal assessment. It is also critical to note that

neuropsychologists gain a greater understanding of brain-behavior relationships
through their use of improved assessment tools, and some researchers have
advocated revisiting research through the use of single-subject designs that exam-
ines aptitude-treatment interventions (Braden and Kratochwill, 1997). Such an
assessment posture has the potential to broaden our understanding of Hispanic
populations.
When neuropsychologists work with Hispanics, a group that they may not be
familiar with, it is important that they routinely consult with other neuropsycholo-
gists who may be more familiar with such populations. This recommendation is
consistent with the Ethical Principles of Psychologists (APA, 2002). Furthermore,
issues of acculturation and language proficiency must be taken into account when
assessing patients. The tendency to evaluate clients behaviors and performance
within a framework that ignores culture must be discarded.
Chapter 7
Hispanics and Cultural Bias: Test
Development and Applications
Peter Smith, Eric Lane, and Antolin M. Llorente
The cultural and ethnic landscapes of the United States (U.S.) are becoming
increasingly more diverse, as noted in Chapter 2. Although large-scale migrations
historically have exhibited geographical predilection, diversity is no longer mani-
fested only in selected border towns or large metropolitan areas, since small cities
and suburbs across the country are reflecting an increasingly diverse population,
particularly large-scale increases in the Hispanic population. The effects of
multiculturalism are acutely felt in the decision-making processes associated with
educational placement, diagnostic formulation, legal proceedings, and treatment
planning. Clearly, the important role that neuropsychological evaluations play in
the aforementioned decision-making processes will only continue to be effective if
the impact of bias in neuropsychological practice, and in particular, test bias, is
adequately addressed. For decades neuropsychology has grappled with the effects
of such potential biases.
Cultural Bias, Assessment and Instrumentation: Presenting

Problem and Historical Antecedents
Cognitive ability testing (CAT) has made an effort to address the effects of
multiculturalism and test bias. Helms (1992) wrote that while many CAT develop-
ers have attempted to reduce cultural influences on CATs through construction of
culture-fair tests, these devices represent attempts to control the influences of
different cultures rather than to measure them (p. 1091). In fact, the position
adopted here suggests that it has been such inadequate attempts to control for
culture and its various manifestations that have partially led to bias. In particular,
the attempts to define and operationalize culture, race, and ethnicity have proven
difficult even within the multicultural literature. As such, It seems reasonable to
ask whether it is possible to control something that one has not conceptualized
adequately (Helms, 1992, p. 1091).
These poor definitions and inappropriate attempts to control or eradicate such
factors, including the impact of language and ethnicity, led to the early development
of procedures believed to be culture-fair, yet later proven to be just as biased as
136
7 Hispanics and Cultural Bias: Test Development and Applications 137
existing measures (Sattler, 2001). For example, the notion that the development of
the System of Multicultural Pluralistic Assessment (SOMPA; Mercer and Lewis,
1978) was a culture-free procedure was later dispelled (cf. Sattler, 2001), partially
as a result of lack of established validity for minority populations and poor stand-
ardization based on a small sample of children from California. It is our opinion
that part of the problem at this early stage in the development of tests for use with
ethnic minorities, including Hispanics, was due to a poor understanding of brain-
behavior relationships, leading to the development of procedures that allegedly
reduced the effects of cultural factors, for example linguistic skills. This was based
on the assumption that tests assessing a specific set of skills or a specific skill (e.g.,
visual reasoning) would not involve or would be partially devoid of the concurrent
use of other skills (e.g., language). As noted in the Preface and Chapter 1, brain-
behavior relationships are not discrete or culture-free, and therefore the develop-
ment of a measure on the basis of such an erroneous assumption led to the
emergence of procedures that failed to accomplish their intended purpose.
While the impact of cultural variables on neuropsychological measures in relation
to standardized administration, psychometric properties, and other factors will be
addressed later, empirical evidence has not been presented thus far in this chapter to
support an argument buttressing the need to address such variables. However, extant
neuropsychological research has investigated a broad range of cultural factors that
unequivocally impact brain-behavior relationships. Although space limitations prevent
a comprehensive discussion of this research, relatively recent data-based investiga-
tions include the relationship between culture and lateralization (Ardila et al., 1989a;
Mandal, Ida, Harizuka, Upadhaya, 1999); hemispheric specialization and culture
(Best and Avery, 1999; Moss, Davidson, and Saron, 1985); and various investigations
showing that differences in cultural context probably affect performance (Len-
Carrin, 1989). Studies have additionally demonstrated that culture may be related to
self-reports of emotional and behavioral functioning (e.g., DuPaul et. al., 2001;
Carlson, Uppal, and Prosser, 2000). Although the research did not focus on Hispanics,
empirical investigations also have shown the impact of cultural variables on the accu-
racy of self-perception of neurological impairment post head injury (Prigatano,
Ogano, and Amakusa 1997).
Although the relationship of culture to neuropsychology, in particular
neuropsychological assessment, cannot be denied, even when empirical evidence is
taken into consideration, it is difficult to disentangle the specific mechanisms of
how culture, however defined, affects the assessment of people from cultural and
racial minorities. In effect, the absence of clearly articulated, theoretically based
models for examining the influence of race-related cultural factors on cognitive
ability is reflected in the ambiguous language used to discuss racial factors and
CATs (Helms, 1992, p. 1089). Part of the difficulty has been the use of cultural
bias and cultural equivalence without a clear contrast of these terms. As noted in
Chapter 1, any measurement on a test (Xtest score) is comprised of a true score (Xtrue),
representing the actual characteristic or trait under investigation, and error (Xerror).
The error noted in this equation, and assumed to enter the measurement process, is
138 P. Smith et al.
considered to be random in nature, not systematic, and statistical and experimental

design methods can control for such random error (Kirk, 1990). However, such
methods do not control for systematic error or bias. Bias refers to systematic error
that maybe encountered when estimating some value (Anastasi and Urbina, 1997).
This systematic error is believed to be constant and greatly diminishes the accuracy
of inferences made regarding an individual, sample, or population with regard to a
psychological construct, educational performance, or other variable. Therefore, the
incorporation and consideration of bias in test construction and interpretation are
essential. When discrepancies emerge between different groups on a particular
measure, the terms item bias or differential item functioning (DIF) may appropri-
ately describe the observed discrepancies (American Educational Research
Association, 1999), rather than the term brain-based performance differences.
Generally speaking, test developers and psychometricians historically have
examined cultural test bias via mean differences between dominant and nondomi-
nant groups, as well as unequivalent distributions, and have focused on raw and
transformed (indexed, scaled, and standardized) scores (Anastasi, 1997). A patent
example of such work was conducted between majority and minority children exam-
ining intellectual (IQ) scores (e.g., Jensen, 1979). In that study, a significant age
decrement in verbal and non-verbal IQ of minority children, but not in the
children from the majority culture, was noted. Although this and similar studies
were conducted to demonstrate the pernicious impact of a depriving environment on
negative cumulative effects on intellectual scores, and the focus of this study was to
delineate the effects of environmental disadvantages (Jensen, 1979), this investiga-
tion, using mean differences between comparisons, was not appropriate. Jensens
inappropriate conclusions were reached based on the erroneous assumption that the
tests utilized were measuring the same constructs for separate groups of children.
In general, equivalence in measurement has been inferred from studies of
cultural bias, supposedly to determine if psychological constructs share meaning
between or across separate cultural groups. Oftentimes, cultural equivalence has
been thought to be established when cultural bias has been minimized through
statistical analysis of the factor structure, regression lines, or other procedures.
However, none of these statistical strategies necessarily demonstrates the
presence of cultural equivalence in either standardized CATs or the criteria that
the tests are used to predict (Helms, 1992, p. 1089). These procedures do not
incorporate the theoretical impact that cultural factors have on the statistical
procedures themselves. Could there be separate nonmeasured factors that
contribute to cultural equivalent results from statistical procedures? For example,
may a significant correlation between a predictor and criterion across racial
groups reflect the overlap of this other factor?
Reynolds (2000) used the term cultural test bias hypothesis (CTBH) to refer to
the argument that mean differences of performance across ethnic groups (or
between the sexes) are the result of test artifacts and do not represent true
differences in performance across ethnic groups (or between the sexes). In general,
this form of bias renders neuropsychological measures invalid and unreliable for
certain populations due to cross-cultural differences and nuances that are not
reflected in the measured construct. For example, a Eurocentric view of intelligence,

which consists of philosophical dualism, assumption of Eurocentric cognitive strat-
egy superiority, and an emphasis upon logical positivism, may not allow for an
adequate evaluation of intellect for people from minority cultures. Since many of
the tests are constructed by scientists from majority cultures for use with people
from the majority culture, the inherent definition of intelligence and how to
measure it may not be valid for people from minority groups (see Helms, 1992).
These facets of a Eurocentric view may be seen in many of the types of questions
asked or tasks required on tests of cognitive abilities, including neuropsychological
tests. The reliance on right or wrong answers on select subtests reflects an underly-
ing emphasis on a dualistic approach to problem solving. It is the intrinsic
assumption that the tests used measure an underlying trait or general ability, such
as g (Cattell, 1963), in the absence of alternative definitions of intelligence or
other construct that reflects the Eurocentric reliance upon the scientific method. As
such, it is not surprising to find that there are significant correlations between the
test used and the criteria to be measured (cf. Helms, 1992).
Possible sources of test bias include multiple factors that may or may not be
within the complete control of a test developer. Although other investigators
besides Reynolds (2000) have addressed such issues (cf. Scar and Weinberg,
1978), Reynolds has provided a comprehensive set of potential sources of bias,
including inappropriate content, inequitable social consequences, measurement of
different constructs, differential predictive validity, inappropriate standardization
samples, examiners and language bias, as well as qualitatively distinct minority and
majority aptitude and personality.
Inappropriate content refers to the potential bias inherent in a test whose content
is written by members of a majority culture, which does not adequately reflect the
unique cultural differences with regard to language and values of a minority cul-
ture. Thus, it has been argued that minority test takers are at a distinct disadvantage
on certain measures because the content of the test does not reflect the proposed
construct as it applies to other cultures. Their experiences, knowledge, and strengths
are not reflected in the questions or tasks they are asked to complete, likely resulting
in deflated performance when compared to a majority population (Reynolds, 2000).
For example, in many instances Hispanic or Latino children from an inner city
environment may not have been exposed to the educational or social experiences
required to do as well as children from the majority culture from a suburban envi-
ronment on standardized measures. Bond (1987) notes, as the discrepancy between
cultural value systems increase, the discrepancy may be reflected as scoring
inconsistencies. This is best exemplified by the inappropriate administration of a
test whose content would adversely affect the performance of a child who recently
emigrated from Mexico and who has not received formal education in the U.S.
(e.g., Who is Hunpty Dumpty? Or Who is Honest Abe?). His lower score on such
a test, may actually reflect differential cultural exposure and language discrepancies
as a result of inappropriate test content rather than different levels of underlying
cognitive abilities as defined by a majority culture. Yet, it is important to note that
these factors are external to the testing situation as noted by Reynolds (2000).
140 P. Smith et al.
Another hypothesized source of cultural test bias stems from inequitable social
consequences. This argument points out that minority group members have unjustly
suffered from extensive past discrimination, labeling, and inequality of educational
opportunities. Therefore, poor test performance is a reflection of a lack of exposure
to the content being examined, leading to inappropriate inferences being made from
low scores. This process actually continues the cycle of inequitable social conse-
quences. These children are labeled as having cognitive impairments, which then
leads to special education services and decreased academic expectations. When
children graduate or are discharged from the educational system after being pro-
moted as a result of their chronological age, they are ill prepared to break the cycle
of inequitable social consequences by obtaining employment that has lower educa-
tional requirements and less opportunity for advancement. Again, the culmination
of these factors renders the minority test taker at a distinct disadvantage on these
tests (Reynolds, 2000). In summary, the labeling of minority children as
intellectually or academically deficient in early elementary school may result in an
academic trajectory that is lower than the trajectory of a child from the majority
culture. The children from the minority culture are set up, early on, by factors out
of their control, to have restricted or limited future academic experiences, likely
reducing their performance on future standardized measures.
It is also believed that when a test is extended from the majority culture and
given to a minority test taker, attributes such as intelligence, neuropsychological
functions, and personality that are allegedly being assessed may not be tapped
equivalently in the minority test taker (Reynolds, 2000; Sattler, 2001). Thus a meas-
ure of intelligence may measure discrepant constructs of intelligence or other
abilities among children of two different cultures. In essence, such constructs are
partly culturally defined and tests developed by and for the majority culture likely
do not capture the nuances, both subtle and otherwise, of intelligence or other cog-
nitive ability tests as it manifests itself within the minority culture.
Other clinicians and researchers argue that culturally biased measures do not
hold the same predictive validity between cultures. Since issues related to the valid-
ity of the underlying constructs purported to be measured have been raised, it
follows that the predictive value of the purported skills tapped may be lower when
applied to minority test takers. Thus, the utilization of various measures to predict
behavior does not extend across lines of culture, which raises the question as to
what purpose the administration and scoring of the measure with questionable pre-
dictive validity serves. This is especially pertinent because neuropsychology is
being increasingly used to establish treatment planning, to predict behavior, and to
provide consultation with significant economic and social implications. In fact,
many Hispanic researchers and educators question the validity of the inferences
derived from current standardized measures as they apply to Hispanic populations
(Reynolds, 2000).
An additional and significant source of cultural bias likely stems from the
underrepresentation of minorities in the measures standardization sample
(cf. Llorente et al., 1999, 2000; Reynolds, 2000). As noted in Chapter 2, when a
normative sample is stratified according to the U.S. census, a significantly smaller
sample of people from a minority culture is obtained. In fact, many cells in such
stratifications, particularly for Hispanics and other ethnic minorities, remain
empty without individuals stratified into them. This limitation greatly affects
clinical judgment by the inappropriate comparison of a minority patients perform-
ance to an inadequate sample, simply because the proportion of minority test takers
matches the latest census proportions. Although such a comparison is inappropriate
from a psychometric standpoint, from a conceptual standpoint, as noted in Chapter
2, more egregious is the fact that scrutiny of the U.S. Census reveals that Hispanics,
regardless of their actual ethnic background, are classified under the same racial
category as Hispanics, erroneously confusing ethnicity with racial background.
Such a posture is problematic for neuropsychology because it is the cultural and
ethnic background of the individual that influence the factors that are being
assessed by the psychological procedure such as his or her cognitive abilities, not
his racial background. Unfortunately, this practice has both historical and practical
foundations. One need only look at the standardization samples of many early ver-
sions of the neurocognitive tests to see the low sample sizes and reliance upon
White samples.
Reynolds (2000) additionally notes that the majority of psychologists in the
United States are of European ancestry. Thus, lower test scores for minority ethnic
groups may be the result of differences in language content and use between the
neuropsychologist and patient. This discrepancy may also amplify the already pro-
found power differential between the two parties, thus increasing the chances that
decreased performance is not reflective of actual impairment.
Finally, some researchers have hypothesized that different cultures are just that,
different, and require separate measures of psychological and neuropsychological
constructs (Helms. 1992; Reynolds, 2000). Helms (1992) argued that the intelli-
gence quotient for African Americans is distinct from that of Caucasian Americans,
thus requiring the development and implementation of separate measures, and this
issue may be applicable to Hispanics as well. In fact, these differences may likely
extend beyond aptitude into such constructs as personality. This emphasizes the
need for the development of mechanisms to address test bias with different popula-
tions across multiple domains. Wong, Strickland, Fletcher-Janzen, Ardila, and
Reynolds (2000) offer a number of practical suggestions for mediating the effects
of cultural bias on ones clinical practice. The foundation of these suggestions
involves recognizing the need for multicultural competence and seeking out train-
ing regarding cross-cultural diversity and sensitivity. Additionally, clinicians are
advised to consider cultural nuances and the importance of providing a culturally
sensitive environment for interviewing and assessment. As always, the importance
of a sound and through clinical interview is underscored. Sufficient time and
research are essential to a competent clinical interview for a culturally dissimilar
patient. The fourth suggestion involves making a concerted effort to find a
competent neuropsychologist in the region who speaks the patients dominant lan-
guage. Recognize that other cultural factors, especially gender, aside from language
barriers, may require one to refer the patient to a more culturally appropriate
clinician. Every effort to avoid the utilization of interpreters is advised, as noted in
142 P. Smith et al.
Chapter 1. Translated tests should be avoided unless score interpretations have been
validated for that version of the test and for the individual under consideration.
Additionally, the test battery should be the result of a thoughtful process that keeps
culturally salient issues at the forefront. Finally, cross-cultural issues should be
clearly and effectively communicated in the final report (Wong et. al., 2000).
Although these recommendations provide good guidelines, before specific
recommendations are provided in this chapter addressing methods and tactics
to reduce bias in test development to be applied with Hispanic populations, it is
critical to examine in a detailed fashion a factor that has accounted for a great deal
of methodological problems in the development of assessment measures. Such
a factor is at the core of problems related to limited validity and reliability.
The U.S. Census, Test Standardization, Sampling Procedures,

and Neuropsychology
The U.S. Census has a long and distinguished history. Originally mandated by
Article One of the U.S. Constitution in 1787, the charter census was conducted in
1790 and terminated approximately two years later. The census has been conducted
every decade thereafter, with its original goal in mind, governmental applications.
The original Census only consisted of six questions (see Figure 7.1). However,
it is critical to examine those questions. Several of those queries have significant
historical importance as a result of their demographic content, predominantly
addressing race, not ethnicity or culture, which bears significantly on the develop-
ment of subsequent and modern censuses and, indirectly and most unfortunately,
the current standardization of neuropsychological tests. One question in the original
census inquired how many Free White males of 16 years of age or upward
lived in the household, men able to participate in the U.S. military or available for
work. The original census also queried the number of Free White males under the
age of 16 years that lived in the household (e.g., collected to estimate the future
military potential). Two other items inquired about the number of White females
and Slaves of other members in the household.
Unfortunately, although the U.S. census has since its inception served our nation
well, particularly when its intended use is taken into consideration (e.g., appropria-
tion of resources, taxation, military potential), the census was not devised for
U.S. Census (1790)

List the number of:
Name of Head of house hold
Free White males of 16 years and upward
Free White males under 16 years of age
Free White females
Figure 7.1 The U.S. Census All other free persons (by sex and color)
(1790) Slaves
purposes of collecting complex demographic data to be used at a later date by

psychologists to develop norms for tests particularly intricate and complex
neuropsychological procedures impacted by ethnicity, not race, and capable of
assessing brain-behavior relationships with applications using a nomothetic approach.
The U.S. census was originally mandated for purposes of correct apportionment of
representation and taxation according to the respective number of inhabitants
among the States. Its original goals, coupled with its inherent, inappropriate inter-
change of race for culture or ethnicity (it is inappropriate for neuropsychology but
not necessarily for its intended purposes throughout the years), has led to its misap-
plication, creating problems for neuropsychology (as well as other fields), which
will be addressed later.
Although significant changes have been made, close scrutiny of the last two
U. S. Censuses reveals the continued difficulties in utilizing such instruments as
sources of stratification of normative data for psychological procedures for
Hispanics or other ethnic minority populations (We contend that it is even incorrect
for majority groups; see footnote 9). Perusal of questions addressing race and
nationality (not ethnicity) in questions 4 and 7 in the 1990 U.S. Census and ques-
tions 5 and 6 in the 2000 Census (see Figures 7.2 and 7.3) reveals that Hispanics,
regardless of their actual ethnic background, are classified under the same racial
category as Hispanics, albeit with nationality, as a proxy or attempt to get to the
issue of ethnicity. In other words, the U.S. Census, not unlike other governmental
entities and lay individuals, erroneously confuses ethnicity with racial back-
ground or nationality, a common mistake, as noted in Chapter 1. Although the 2000
U.S. Census partially attempts to address this issue through the use of more specific
questions related to demographic criteria and queries (see Figure 7.3) by providing
a better delineation of the nationality and racial background of the respondent(s)
(e.g., Non-Hispanic White), it nevertheless continues to fail to enumerate the
ethnicity of individuals but focuses on their race and nationality as a proxy for eth-
nicity. This is not surprising given the original questions found in the 18th-century
U.S. Census. Although this approach to stratification may be appropriate for the
intended purpose of the U.S. Census (e.g., allocation of economic resources), it is
extremely problematic for neuropsychology on several fronts. It is problematic for
psychology because it is the cultural or ethnic background of the individual that
influences the factors that are being assessed by neuropsychological and psycho-
logical procedures, not his or her racial background or nationality. This issue is
quite evident during the course of evaluation of an individual born in the U.S.
(Miami, Florida) from a family whose ancestors came from the Dominican
Republic, who originally arrived in that nation from Africa at the turn of the 20th
century, who does not speak English but only fluent Spanish, and who (and not
until recently as far as the U.S. Census was concerned) is Black. Despite his
Hispanic origin and heritage, this individual may meet a criterion originally
intended by the U.S. Census to be based on his race. In this regard his classification
may be based on misleading inferences when his race is confounded with his cul-
tural or ethnic identity, particularly if the norms of a neuropsychological procedure
are incapable of capturing such ethnic nuance.
144 P. Smith et al.
Figure 7.2 The U.S. Census (1990) U.S. Census (1990)
4. Race
Fill one circle for the race that person considers
himself/herself to be.
If Indian (Amer.), print the name of the of enrolled
or principal tribe
White
Black or Negro
Indian (Amer.)
Eskimo
Aleut
Asian or Pasific Islander (API)
Chinese Japanese
Filipino Asian Indian
Hawiian Samoan
Korean Guamanian
Vietnamese Other API
Other race
7. Is this person of Spanish/Hispanic Origin?
Fill one circle for each person
No (not Spanish/Hispanic)
Yes, Mexican, Mexican, Am., Chicano
Yes, Puerto Rican
Yes, Other Spanish/Hispanic
(Print one group, for example:
Argentinian, Colombian, Nicaraguan,
Salvadorean, Spaniard, and so on)
What is most unfortunate is the fact that Eurocentric and other test publishers
have depended for decades on the U.S. Census to stratify samples of the U.S.
population, using census data as the standard for identifying individuals of all ethnic
backgrounds, and in particular, Hispanics living in the U.S. Clinicians unfortunately
have subsequently used those tests, with such poor samplings, to generalize to all
Hispanics living in the U.S., and in some instances living abroad, or to those that
have recently immigrated to the U.S. What might be wrong with such a process?
There are so many theoretical and methodological problems with such an
approach that it is difficult to find a good explanatory starting point. For example,
the basic idea behind sampling is that of studying the attributes of a larger group of
people (population) on the basis of studying a smaller group of individuals (sam-
ple). However, not all individuals in the population under investigation are alike,
and samples must then choose people from the population that best reflect all the
different characteristics and attributes of the larger group or population. Because
the first step in sampling is definition of the population, in this case Hispanics,
Figure 7.3 U.S. Census (2000) U.S. Census (2000)

Questions 5 and 6 related to race and
nationality 5. Is this person Spanish/Hispanic/Latino? Mark x
The No box if not Spanish/Hispanic/Latino.
No, Not Spanish/Hispanic
Yes, Mexican, Mexican, Am., Chicano

Yes, Puerto Rican
Yes, Cuban
Yes, Other Spanish/Hispanic/Latino
6. What is this persons race? Mark x one or

More races to indicate what this person considers
Himself/herself to be.
White
Black, African-Am., or Negro
American Indian or Alaska Native Print name
of enrolled or principal tribe
Asian Indian Native Hawaiian

Chinese Guamanian or
Filipino Chamorro
Japanese Samoan
Korean Other Pacific
Vietnamese Islander
Other Asian Print Race
Some other Race Print race
(even though Hispanics have been ill-defined because race was interchanged with
ethnicity), the first major problem encountered is in the definition of the population
itself. Because the population was initially ill defined, the inferences derived from
the sample about the population will have poor validity, and therefore generaliza-
tions will be of equally poor value.
Clearly, the more a sample represents or reflects attributes of a larger population,
the more confidence can be placed on the inferences derived from such a sample
about the larger population, and this is a basic tenet of sampling procedures (Yamane,
1967). In order to attain such a level of confidence, several sampling procedures can
be used, including random, nonprobability, cluster, and stratified random sampling.
Standardization sampling procedures commonly use the last-named procedure to
sample the population of the U.S., as noted earlier, to create a standardization sam-
ple that is representative of the U.S. population. Unfortunately, although such a
procedure is appropriate for age and race, because of the confusion between race
and ethnicity whereby the latter has been inappropriately interchanged for the latter,
the representation of ethnicity is inaccurate, and a sample based on such a definition
146 P. Smith et al.
will not be representative of the U.S.s Hispanic population. Furthermore, let us prepos-
terously assume for a moment that a better definition of Hispanic than the one
used by the U.S. Census was available. It is possible that such a definition, as cap-
tured by the U.S. Census, may only be applicable to selected groups of Hispanics from
the U.S. but not from other parts of the U.S. or other parts of the world, and in that
sense the sample would still not be representative of the universe of Hispanics,
but only of those living in the U.S., who may have varying degrees of accul-
turation to American society, bilingualism, or other characteristics, as noted in
previous chapters.
Another critical issue is sample size. Most test publishers attempt to standardize
tests using stratified random samples that represent the U.S. population, using the
U.S. Census to mimic the population of the U.S., including Hispanics. The sample
size depends on many factors, including the level of confidence, desired precision
and, most important, as far as Hispanic culture and ethnic identity are concerned,
the variation in the population. Therefore,
[(confidence level population variance)/desired precision]2 = sample size (n)
Although the data provided by the U.S. Census are appropriate when they are used
for specific demographic variables such as percentage of individuals living in the
West with 2034 years of age with greater than 8 years of education, they are
not appropriate when used to develop psychological or neuropsychological tests
through the use of a stratified variable such as ethnicity. They are not appropriate
because the variation in the population of these two variables is quite distinct.
Therefore, although such a method is appropriate for U.S. government purposes, it
is not appropriate for neuropsychologists or test publishers to establish sample sizes
for Hispanics on the basis of data published by the U.S. Census.
Another major problem is the fact that although standardization samples might
be randomized stratification samples, they still represent the convenience sampling
method associated with data collection specifics such as data collection centers and
other variables that are not captured by the U.S. Census. For example, for many
childrens tests, standardization data are collected in school districts that are able
and willing to participate in such studies. Similar situations arise with adults, which
in the final analysis lead to a convenience sample. In fact, standardization testing
sites frequently are not available from specific metropolitan or rural areas, and in
some instances data are not available from every state within the U.S. or representa-
tive regions in the U.S. where specific populations with unique ethnicities are
encountered (e.g., Utah, Louisiana). The U.S. Census and, indirectly, standardiza-
tions based on such stratification data may thus be biased. Finally, how about the
racial classification of children and data reported to the U.S. Census by their par-
ents or other caretakers?
Other factors could be addressed related to this topic, namely the misuse of the
U.S. Census and its inability to serve as a tool to establish appropriate representa-
tive samples that appropriately represent the U.S. population, including complex
variables and interactions between other factors described above, such as levels of
acculturation, bilingualism or language proficiency, the definition(s) of Hispanic

in the U.S. Census, and patterns of American immigration as noted in previous
chapters. To add to the problem, sampling and data collection difficulties encountered
by the U.S. Census Bureau during the process of actual census development and
sampling methods, particularly the collection of data from populations with great
mobility and large-scale shifts as is the case for Hispanics, exacerbate the difficul-
ties. Lack of space prohibits an expansion of these topics; however, it is sincerely
hoped that the reader will begin to obtain a rudimentary idea of the inherent
problems of using the U.S. Census to guide stratification of sampling procedures.
In summary, test developers and publishers historically have depended on the
U.S. Census to obtain demographic variables to establish normative data for
psychological and neuropsychological procedures. Although the use of census
data may have reduced economic and time burdens for test developers and pub-
lishers, which to a certain extent justifies their use, it is argued here that the use
of the census as an index of stratification of demographic characteristics led the
field of neuropsychology astray and that such an approach is partially responsi-
ble for the current predicaments in this field (see Llorente et al., 1999, 2000).
Such a historical and methodological posture, with significant consequences for
modern assessment, failed to consider that the census was not intended for such
purposes, not to mention that it permitted an important confound, namely race
in lieu of culture or ethnicity, to enter the standardization process, leading to
norms based on samples that poorly represented their intended populations,
particularly for Hispanics, and indirectly to inappropriate assessments and infer-
ences derived from such procedures with catastrophic and pernicious economic,
personal, and societal consequences as noted in our nations record during the
last 50 or more years.
Cultural Bias, Hispanics, and Neuropsychology: Extant

and Potential Solutions
With regard to test development and utilization, several techniques may lead to
decrements in potential biases, including those identified above. These techniques
and practices vary in complexity, content, method, scope, and their effects on
potential sources of nonrandom error. Such techniques may include alterations in
test content, statistical methods including item analysis and oversampling of non-
dominant groups, and other methods presented below.
Guiding factors behind the development of tests for Hispanics should be under-
girded with respect to cultural differences not out of necessity, mandate, or eco-
nomic gain but out of genuine effort to develop instruments that are cross-cultural
and fair. Tests and procedures should enhance assessment in cross-cultural contexts
in general, as well as neuropsychological procedures and screening batteries
designed to assess the effects of conditions affecting neurological functioning,
including brain injury, demanding instruments that are as sensitive and as culturally
148 P. Smith et al.
relevant as possible. For example, the use of color or other alterations in test content
that may be more universally employed across cultures may reduce bias during the
course of test development and utilization. Although the cognitive neuropsychol-
ogy literature guards against the broad assumption that color perception is a com-
pletely culture-free phenomenon (Bornstein, 1973), hues may be used in some
circumstances as stimulus because they transcend cultural distinctions. The use of
color (e.g., yellow, red) in neuropsychological test procedures has substantially
increased during the last three decades. Although unpublished, a manuscript by
Llorente and colleagues (Llorente et al., unpublished manuscript) noted that the
Wechsler Scales for Children increasingly used color in its content throughout its
different subtests and restandardizations. For example, in 1974 (WISC-R; Wechsler,
1974), all of the plates in Picture Completion were in black and white (0% in color).
By 1991, or 17 years later (WISC-III, Wechsler, 1991), 23/30, or 76% of all the
plates in Picture Completion, were in rich colors. By 2004, or 30 years later (WISC-
IV; Wechsler, 2004), 37/38 plates, or 97% of all the plates in Picture Completion
were produced in color. Similar, increases in color are evident in other subtests.
However, this is not the case for other tests. For example, tests frequently used in
neuropsychological assessment continue to use black and white line work, which
poorly depicts stimuli. This issue is important to note, because it is not only appli-
cable to Hispanics, but to all examinees: Such poor depiction of stimuli leads to
inaccurate test results and poor inferential processes, partially because the test does
not represent accurately the stimuli as it appears in the environment (real world)
or the examinees phenomenological reality. As a good exemplar, the plate for
Asparagus, in one of the most commonly used tests of confrontational naming in
neuropsychology is submitted for the readers consideration. No wonder large
numbers of clients, adults or children, fail such item.
In Chapter 1, we addressed the importance of increased reliability during the
course of assessment with Hispanics. Albeit illegal and unethical, neuropsycho-
logical tests and procedures are sometimes photocopied (Mitrushina et al., 1999).
Such a practice has often resulted in distorted target stimuli, introducing
uncontrolled error variance, particularly when used with Hispanic populations
groups of individuals for which studies addressing validity and reliability may not
be available. Such problems also significantly impact the comparability of
research and clinical findings from studies employing altered procedures.
Therefore the creation of tests that use color not reproducible by readily available
commercial photocopying equipment eliminates these alterations by using profes-
sionally printed color protocols with tints and tones that ensure stable test per-
formance and therefore comparability with normative studies and previous
research investigations.
The development of multiple forms of the same test when possible provides for
repeated administrations of a test, permitting repeated administration of an equiva-
lent test to the same Hispanic patient, thus permitting the comparison of his or her
performance over time with his or her own baseline (cf. Llorente et al., 1999),
without dependence on normative samples. Such a method is especially helpful in
neuropsychological rehabilitation in which the patients performance is tracked
longitudinally subsequent to insult over short periods of time in the acute setting.
Such alternate forms may be developed by using the standard test form as the basis
for the development of other forms through mirror imaging or rotation by 180
degrees of the original form, or similar methods, whenever possible (see Llorente
et al., 2003). Such methods of developing alternate retest forms of the test assure
that stimulus placement and distance traveled between stimuli will remain gener-
ally equivalent for all forms of the protocol.
Although space limitations in this volume preclude an expansive description,
item analysis is another procedure that may be used to control for cultural bias. Item
analysis may constitute either qualitative or quantitative means of addressing cul-
tural test bias. It is an analytical procedure used to evaluate the appropriateness of
individual test items to identified traits (cf. Camilli and Shepard, 1994). When
applied in a general sense, item analysis can be conceptualized as ensuring that
individual items do not differentially discriminate one persons performance or that
of a group from other groups. How individuals or groups are organized is of less
interest than whether an individual or group performs differently on that individual
item. This allows for the development of test items that are appropriate for groups.
This procedure can be carried out in a variety of settings from market research
surveys, classroom evaluation of the fairness of test questions on a final, to develop-
ment of unbiased neuropsychological tests for Hispanics. Qualitative item analysis
is concerned with content and face validity and item construction. In addition,
qualitative item analysis may focus on test content and language use. Experts from
different cultures can be utilized to help reduce and eliminate offensive or overtly
monoculturally relevant items from tests. A quantitative approach to item analysis
is concerned with the statistical properties of the items and the overall test com-
prised by such items. Individual item characteristics such as item difficulty, item
discrimination, guessing, and differential functioning are typically considered
within the realm of this approach. As such, Item Response Theory attempts to inte-
grate the first three aspects (difficulty, discrimination, and guessing) into a mathe-
matical formula that can guide test construction (Camilli and Shepard, 1994; Sattler
2001). Item difficulty is framed in terms of the percentage of people who answered
a specific item correctly. The range for item difficulty varies between 0.0 (everyone
obtains an incorrect answer) to 1.0 (everyone obtains a correct answer). Many tests
and procedures currently in use (e.g., Wechsler scales, Stanford-Binet, Differential
Abilities Scale, and Woodcock-Johnson) arrange test items in terms of increasing
difficulty. As it applies to cross-cultural neuropsychology, item analysis can be
used to ensure that any item on a particular test exhibits the same degree of diffi-
culty for all test takers, including Hispanics. A secondary gain associated with this
approach to item development and item placement within a test is that it allows for
the test taker to have a sense of efficacy as he or she approaches ever increasingly
difficult items.
Item discrimination can be understood as how an item discriminates between
examinees who do well on the test as a whole and those who do poorly (Sattler,
2001, p. 113). Scores range from 1.0 to +1.0. Similar to correlations coefficients,
scores at the ends of the spectrum reflect strong relationships while scores in the
150 P. Smith et al.
middle reflect the absence of a relationship between someones performance on an

individual item and the total test. Clearly, an item on a test that is culturally unbi-
ased should exhibit similar levels of discrimination for all individuals regardless of
cultural background.
The third aspect used in item response theory is the guessing parameter, which
attempts to identify the probability that a correct response will occur by chance
(Sattler 2001, p. 113). From a cross-cultural neuropsychology standpoint, it should
be evident that regardless of cultural background individual test items should reflect
similar guessing parameters.
This information is placed into a mathematical formula that can be graphically
represented as an item characteristic curve (ICC). It is these curves that can be cal-
culated for groups to determine if the individual items are measuring the same
underlying construct. A comparison of the curves can be made, and the items can
be assumed to be measuring the same construct(s) if the curves are similar. If the
curves are different from each other, they may reflect how group membership
according to culture may affect that item.
Another method that can be used to reduce bias associated with cultural back-
ground during the course of test development within an item analysis methodology
is the Differential Item Functioning (Camilli and Shepard, 1994). This procedure
attempts to determine whether groups of items function differently in different
groups. This process assumes that if different groups of examinees have the same
level of proficiency, then they should perform similarly on test items. Their level
of performance should be similar without regard for their group membership. When
there are differing probabilities of successfully answering questions, then an item
is said to have a differential functioning.
In summary, examining how members of different cultural groups respond to
individual items on a test can help to identify those items that are differentially
affected by culture. If a significant number of members from at least two different
groups respond to an item in a different manner, then an inference may be reached
suggesting that cultural factors unduly may have influenced how members
responded to that item, even if a content expert(s) has cleared the test item. Item
analysis (including IRT and DIF) make it possible to shorten a test, yet enhance its
reliability and validity (Anastasi and Urbina, 1997). As discussed earlier, item
analysis may be a useful tool for the reduction of cultural test bias, and several
potential sources of cultural test bias may be reduced through the use of such pro-
cedures (Reynolds, 2000). Item analysis could markedly increase the appropriate-
ness of content within a measure for a particular minority group. It may also allow
for the selection of items that better tap into a particular construct for that minority
group. For example, items that do not reflect the general educational experience of
a minority population may very well be eliminated, thus reducing the chances that
these items lend bias to the validity of the results.
Oversampling can be used to address several of the possible sources of cultural
test bias noted earlier, particularly some of the problems raised related to the use of
the U.S. Census to guide data collection for Hispanics during the course of test
standardization. Most appropriately, this practice may help to reduce the bias
attributed to poorly constructed standardization samples and aid in collecting large

representative samples to allow for effective quantitative item analysis to address
differences in subtle content or other factors that might impact the inferential
process. It may also be applied to instances in which colloquialism, such as
geographically anchored phrasing for everyday items or events, are hypothesized to
have the potential to interfere with item construction and administration.
Oversampling can be conducted according to specified parameters addressing
cultural and ethnic individualities of specific groups of ethnic minorities, not
depending on specific census data that use inaccurate pan-ethnic terminology and
definitions that were not meant to be used in psychology, and in cross-cultural neu-
ropsychology in particular. For example, it was noted in Chapter 2 that Mexican
individuals comprise the largest number of Hispanic immigrants living in the
U.S. In addition, as noted earlier, even if restrictions are placed on the definition of
Mexican to individuals who were born in Mexico who immigrated to the U.S.,
such a pan-ethnic term for Mexican fails to take into account the complexity of
such group of individuals with their rich and significant ethnic and language differ-
ences. Therefore, when sampling this population, an oversampling approach could
be employed to ensure that enough individuals are included to address such ethnic
and language differences. At first glance, this could be perceived as an overwhelm-
ing task, yet it is not as difficult as perceived. For example, information can be col-
lected related to their language(s) of origin to determine any specific subgroup,
particularly when specific subgroups might be overrepresented in the U.S., and that
subgroup then can be oversampled. Doing so may reduce bias during the course of
test development related to this specific group of individuals. Most recently, the use
of oversampling has been adopted by several test publishers to obtain a selected
number of Hispanics and their specific and unique cultural and ethnic characteris-
tics a welcomed approach (cf. McGrew and Woodcock, 2001).
However, oversampling is not applicable to the other sources of cultural test
bias, particularly if conducted using the existing pan-ethnic terms derived from the
U.S. Census (cf. Reynolds, 2000), unlike the approach described above. These
sources of bias are all based on the assumption that minority cultures experiences,
development, and manifestation of such constructs as intelligence and personality
are significantly discrepant from the majority culture. Thus, no degree of sampling
will be able to rectify these fundamental differences and assist with the provision
of more valid results unless the stratification approach is conducted in such a way
as to reduce such effects, and doing so can be extremely prohibitive from an eco-
nomic standpoint.
While item analysis and oversampling are seen as useful tools to reduce cultural
test bias, some sources of bias are likely not mitigated by this practice. These
untouchable sources may include eliminating the effects of inequitable social conse-
quences, all the effects of language differences, and measurement of different con-
structs. In addition, these types of strategies do not aid a clinician once the patient has
entered the office and is ready to begin a neuropsychological evaluation. Increasing
the knowledge of base rates of disorders within certain populations can aid the clini-
cian in understanding discrepant results obtained on standardized measures.
152 P. Smith et al.
Another issue that requires discourse in this volume is the concept of base rates.
Base rates are understood as the frequency of a trait (such as abnormal test finding
or presence of symptom) in a population. Since many signs, symptoms, and test
score discrepancies are not pathonogmonic to a particular mental health disorder,
understanding how often these aforementioned entities are present in a given popu-
lation aids in determining whether or not there is a pathological state or normal
variation within a population, including Hispanics (Lezak et al., 2004; McCaffrey
et al., 2003). This is especially important since a large portion of the nosology and
nomenclature of clinical syndromes and disorders is actually delineated by a
description of the associated cluster of symptoms. Therefore, the examiner should
have an understanding of the base rates of the neurobehavioral symptoms associ-
ated with the patients they are evaluating (Lezak et al., 2004, p. 129).
Understanding how a collection of symptoms is distributed within a certain
population therefore aids in the attempt to make a valid diagnosis. This process can
have direct relevance in obtaining and conducting culturally sensitive assessments.
While many tests use base rates to examine the frequency of discrepancy scores
based on nondemographic variables, such as discrepancies in IQ scores or index
scores, this process could also be applied to rates of score distributions of nonma-
jority populations. If conducted correctly, this would allow clinicians to examine a
patients profile and compare his or her performance to a group defined by their
shared cultural, ethnic, or socioeconomic status to determine clinically relevant dif-
ferences from age-determined norms.
In order to understand how the use of base rates may reduce bias during the course
of neuropsychological assessment, a brief explanation of how base rates of particular
traits or discrepancies affect neuropsychological assessment and clinical decision
making is required. The usefulness of a particular trait in clinical decision making is
directly related to how frequently that entity occurs in the clinical population being
studied. Stated differently, Because the diagnostic utility of a test is relative to the
base rate of the diagnosis in the population of interest, the extensive use of tests in
neuropsychological assessment makes knowledge of the use of base rates in this con-
text highly relevant (McCaffrey, Palav, Bryant, and Labarge, 2003, p. 3).
For these reasons, an examination of the psychometric properties of a tests
sensitivity, specificity, positive and negative predictive value as they are applied to
different cultural groups instead of clinical groups is required. A brief introduction
to the terminology associated with base rates is presented to facilitate this under-
standing. One aspect of test construction that will be examined first is related to a
tests ability to accurately diagnose or differentiate between groups of people with
or without a specified disorder based on the presence or absence of a sign. There
are six terms related to this ability. The initial four terms include True Positive (TP),
False Positive (FP), True Negative (TN), and False Negative (FN) (see Table 7.1).
The table attempts to indicate the appropriate location of each term when the
presence of a condition is known with a group of people and their result on the test
is used to identify that condition.
As can be observed from Table 7.1, a True Positive refers to the ability of an
instrument or test to accurately identify or detect an entity when the entity or
Table 7.1 Contingency Table Used to Describe Base Rate, Sensitivity, and Specificity
Condition
Present Absent
Test (Diagnostic) Positive Result True Positive False Positive
Negative Result False Negative True Negative
condition is actually present. A True Negative refers to the ability of an instrument

to accurately identify the absence of an entity or condition when the entity is not
present. These terms refer to beneficial detection or identifying aspects of an
assessment instrument. A False Positive refers to an instruments inaccurately iden-
tification or detection of an entity or condition when the entity is not actually
present and a False Negative refers to the failure of an instrument to identify a con-
dition when the condition or entity is present. These terms refer to errors or lack of
benefits in a test (McCaffrey et al., 2003).
By combining these four aspects of population labels into ratios, an instruments
overall ability to accurately identify the presence or absence of a condition reflected
by the presence or absence of a trait are referred to as a tests sensitivity or specifi-
city. In particular, sensitivity can be understood as a tests ability to make true
positive identification, or the probability that a sign will be positive when the dis-
order is present (McCaffrey et al., 2003, p. 3). Another way to understand sensitivity
is as a ratio of the number of true positives to the total of true positives summed
with false negatives (or incorrectly identified positives).
For a test to have 80% sensitivity it would have to accurately identify 8 of 10
people who have a condition on the basis of a presence of a trait or sign (see Table
7.2). Specificity can be understood as a tests ability to make a true negative iden-
tification, or the probability that a sign will be negative when the disorder is not
present (McCaffrey et al., 2003, p. 3). Another way to understand specificity is as
a ratio of the number of true negatives to the total of true negatives summed with
false positives (or incorrectly identified negatives). For a test to have 90% specifi-
city, it would have to accurately identify 81 out of 90 people who do not have a
disorder on the basis of the absence of a sign (see Table 7.2).
Sensitivity (SSy) and specificity (SPy) are inversely related or SSy = 1/SPy
As the sensitivity of an instrument or test increases, the specificity of the instrument

or test decreases. Therefore, it becomes necessary to examine the instrument or test
and the purpose and repercussions of specific applications to determine the most
appropriate level of sensitivity and specificity for a test. In other words, there are
applications in which high sensitivity might be required (detection of a dementia)
within a context in which a certain degree of specificity (regardless of type of
dementia such as vascular, etc.) might be appropriately sacrificed.
This explication effectively highlights the importance of designing tests for
Hispanics that are capable of accurately detecting the presence or absence of a
154 P. Smith et al.
Table 7.2 Contingency Table - Example

Condition
N = 100 Present Absent
Test (Diagnostic) Positive Result n=8 True Positive N=9 False Positive
Negative Result n=2 False Negative N = 81 True Negative
80% Sensitivity 90% Specificity
disorder within a cultural context or presence (and or) absence of other conditions
or disorders or signs. It is especially useful when many people identified as
Hispanic that have different levels of English proficiency as it has direct implica-
tions for CATs (cf. Harris and Llorente, 2005). Such is the case because clinicians
who perform neuropsychological evaluations need to understand how environmental
considerations may adversely affect patients performance on demanding, context-
reduced CATs (Harris and Llorente, 2005, p. 394). Their performance on these
types of tests has a direct impact on the types of services and/or what types of
educational programs they may receive. In effect, the validity of the measures
needs to be questioned when the interpretation of the tests is looking for impair-
ments, when they may be more effective at determining the absence of a disorder
through the absence of statistically significant and clinically relevant discrepancies
in their performance.
The previous information allows test developers to examine how well an instru-
ment can differentiate between the groups of people with or without a particular
disorder. However, it does not address how much value the sign has for prediction
when the clinical diagnosis is unknown. The predictive value of a sign is reliant
upon the integration of a tests sensitivity, specificity, and the base rate of the trait
in the specified population. Positive predictive value (PPV) is the likelihood that
an individual from a specific population has a disorder given a positive sign.
Conversely, negative predictive value (NPV) is the likelihood that an individual
does not have a disorder given a negative sign. (McCaffrey et al., 2003, p. 4) (see
Table 7.3).
While many consider PPV and NPV to be synonymous with sensitivity and spe-
cificity, there are distinct differences that require explanation. The primary differ-
ence between these terms is the use of actuarial data or base rates to determine the
probability of the presence or absence of the disorder from a specified sample. PPV
and NPV have been characterized as being inversely impacted by changes in the
base rates. As the base rate increases, so does the PPV, while NPV decreases, with
all other factors being held equal. (McCaffrey et al., 2003)
The effectiveness of using signs to aid in diagnostic accuracy relies upon under-
standing the prevalence of disorders within certain populations, including Hispanics.
For conditions that are common, and for a test to be useful with Hispanic popula-
tions, the use of a sign needs to provide a success rate that must exceed the base
rate of that disorder. This becomes especially difficult for signs as the base rates
decline, which reflects disorders that can be characterized as rare (McCaffre et al.,
2003). An example of this can be observed with Table 7.4.
Table 7.3 Contingency Table Used to Explain Base Rate, Negative Predictive Value
and Positive Predictive Value
Condition
Condition with 10% base rate (TP+FN)/N Present Absent
Test (Diagnostic) Positive Result True Positive False Positive PPV
Negative Result False Negative True Negative NPV
Sensitivity Specificity
Table 7.4 Contingency table - Example

Condition with 10% base rate Condition
(TP+FN)/N Present Absent
Test Positive Result n = 8 True Positive n=9 False Positive 47% PPV
(Diagnostic)
Negative Result n = 2 False Negative n = 81 True Negative 98% NPV
80% Sensitivity 90% Specificity N = 100
Table 7.4 illustrates the necessity to incorporate base rate information into common
practice. Even with a test that has adequate sensitivity and specificity, the PPV has
dropped substantially when the condition being detected occurs in only 10% of the
population. In such a circumstance, the positive result on the test does not
adequately determine the presence of the disorder. However, the negative result on
the test ends up having greater significance for determining the absence of the
identified condition.
Through the use of base rate information, a discrepancy between the perform-
ance of a patient from a minority culture and a normed sample, although statisti-
cally significant, may not be clinically relevant, as the discrepancy may occur with
great frequency, thereby diminishing the impact of the statistical significant differ-
ence and, indirectly, the value of the test. Neuropsychologists can demonstrate cul-
turally sensitive case conceptualization and test interpretation when they can
explain, through the use of base rates, that a minority patients performance does
deviate from the norm (and classified as abnormal), but occurs so frequently in a
given population (minority status) that the result is not clinically relevant.
When it comes to determining the appropriate frequency for determining clinical
relevance there is not one accepted standard. According to Sattler (2001), whether
an occurrence is unusual or rare depends on how one defines unusual. What is
the appropriate delineation between unusual or rare? A difference that occurs in
15% or 20% of the population may be considered unusual by some, whereas others
may consider a difference unusual only if it occurs in 5% or 10% of the popula-
tion. (p. 447). Part of what this dilemma addresses is the confidence that clinicians
can have in their interpretation of the data that they are presented with, their knowl-
edge of cultural factors for a specific patient, and so on. The more infrequent the
156 P. Smith et al.
occurrence, the greater confidence a clinician can have in their interpretation that
an observed difference is meaningful. Sattler (2001) suggests that in order to be
considered unusual or rare, the difference should occur in 15% or less (in one direc-
tion) of the standardization sample (p. 447). As such, these discrepancies can have
a direct impact upon the diagnostic formulations when they are not understood with
the use of base rates. For example, if an intelligence test is utilized as part of an
educational or neuropsychological assessment with a client from a minority culture,
there may be an increased rate of reported borderline intellectual functioning when
this test is utilized as a sole marker of cognitive functioning. This increased rate of
a diagnostic label within a minority population would be an artifact of blind
interpretation of test scores rather than a demonstration of how a different cultural
background may affect test performance, which would be minimized if the examin-
ers had an understanding of how to use base rates to influence interpretation, case
conceptualization, and diagnostic accuracy. Because many assessment measures
are normed using figures based on the U.S. Census to create the normative sample,
there is an underlying assumption that the distributions of scores within the two
groups are equivalent. In fact, different patterns of performance across ethnic groups
or between the sexes may be due to test artifacts and, therefore, may not represent
true differences in performance between these groups (cf. Llorente, 1999; Reynolds,
2000). This assumption may lead to erroneous inferences based on an individual
patients performance when he or she is from a nondominant group. By using base
rates, the clinical relevance of differing patterns of performance on neuropsycho-
logical measures can be addressed in a culturally sensitive manner.
However, what if multiple groups do differ on a particular test and therefore
have different distributions of scores? The creation of independent norms per cul-
ture may be extravagant, but the use of the base rate of discrepancies between
majority and nonmajority cultures may be an appropriate alternative to allow for
the appropriate interpretation of a patients performance. This type of data analysis
could be cultivated from the norms that have already been developed for a large
number of tests. In this manner, updated norm samples would not have to be ascer-
tained. Instead, an analysis of the distribution of scores obtained via different cul-
tures could be analyzed and discrepancy tables developed as the basis of majority
versus nonmajority cultures.
There are additional methods that can be utilized to address the aforementioned
concerns related to neuropsychological assessment and cultural sensitivity, includ-
ing the use of epidemiological research, modified data collection and analysis, and
enhanced future test development. Epidemiological research is primarily concerned
with the description and study of proximal and distal factors that affect public
health. Utilizing primarily descriptive and analytical approaches to the study of
factors affecting public health, data can be collected in ways that are broader in
perspective than many neuropsychological studies allowing for broader generaliza-
tions of societal trends within particular populations. Incorporating this type of
research into neuropsychological practice would provide neurophysiologists with
information about a multitude of risk factors that may be related to health concerns,
such as lower cognitive scores. It may also reveal relationships between different
factors, such as those mentioned by Reynolds (2000), that have not been implicated
in previous research studies across society. Examples of research can include exam-
ining the base rates of different neurological and neuropsychiatric disorders based
on identified culture to see if there are different base rates of certain disorders.
As noted above, the use of Eurocentric constructs in test development may be
seen in many procedures in the types of questions asked or tasks required on tests
of cognitive abilities, including neuropsychological tests that rely on right or wrong
answers reflecting an underlying emphasis on a dualistic approach to problem solv-
ing. However, this approach has diminished with recent revisions and updates of the
many existing tests (e.g., Wechsler Intelligence Tests), whereby a process approach
has been incorporated into the test allowing for reduction in the reliance upon a
dualistic evaluation of responses, as well as qualitative components of such
responses. The increased range and acceptance of alternative responses also reflects
the recognition that there may be different cognitive strategies that are utilized dur-
ing problem solving, partially the result of different cultural backgrounds. This has
direct implications for people from minority groups who may utilize alternative
strategies that differ in process not content, from the majority culture or vice versa.
For example, when a Hispanic male is required to respond in an appropriate form
to a social dilemma, his cultural background may dictate that he incorporate cultur-
ally appropriate responses that focus on family before personal gain. While the
content of his answer may have been regarded as incorrect according to majority
culture standards in prior evaluative settings, the increased focus on the presence of
different strategies allows for more valid assessment of his underlying ability and
cultural factors impacting his response.
In addition, future data collection and research should begin to address the con-
cerns raised in the past related to cultural insensitivity during the course of neu-
ropsychological assessment and test development. Data collection strategies that
include a qualitative approach to describe cohorts of subjects and their related or
shared experiences could begin to address such questions by providing additional
factors that can later be operationalized in studies examining different perform-
ances across neuropsychological tests. This would include examining how certain
diagnostic signs or symptoms may be affected by culture, leading to the develop-
ment of classification systems based on neuropsychological and/or neuropsychiat-
ric functions that are influenced by cultural factors.
The present state of affairs in the discipline also argues in favor of comparing an
ethnic individuals performance with various normative data sets when possible
and available (see Mitrushina et al., 1999), and with the standardization sample
most similar in terms of demographic characteristics of the individual undergoing
evaluation. Although this issue may seem elementary, it is not unusual in clinical
practice to discover that an inappropriate set of norms has been used simply
because that individual belongs to the same minority group (e.g., Hispanics). Of
course, one major problem is the lack of extant samples, a situation that supports
an assessment posture favoring the use of longitudinal examinations for these popu-
lations. As noted by Llorente et al. (2000), the present findings also have impli-
cations for private and governmental bodies responsible for the development of
158 P. Smith et al.
policies funding neuropsychological research and norm development. For example,

the geographical predilection of certain ethnic minority groups for select metropoli-
tan areas suggest that funded attempts to acquire norms for these groups should be
conducted at several centers throughout the U.S., that would allow for proportional
stratification according to the U.S. Census Bureau data with full representation of
specific ethnic groups and subgroups through the use of over sampling as noted
above. In the same vein, racial definitions used by governmental bodies in lieu of
ethnicity, including by the U.S. Census Bureau, should be modified to accurately
reflect the complexity of ethnic differences found in the U.S. confounding ethnicity
with racial characteristics. New categorical definitions should be created by the
U.S. Census Bureau and other governmental agencies, and by the Immigration and
Naturalization Service, to account for these differences since the development of
many psychological procedures used in the U.S. with ethnic minority individuals
rely heavily on these data to create stratified normative samples. The need for the
development of standardized and published guidelines for the appropriate acquisi-
tion of normative data for minority groups also is critical. Future normative studies
with Hispanics should be required to describe in more detail their research cohorts
while alerting potential users of their possible shortcomings and possible
misapplication(s). In addition to information historically critical to normative data
sets in neuropsychology (e.g., age, education [parental education in the case of
children], gender, lateralization, medical criteria, sample size), norms for ethnic
minority populations should minimally report the level of acculturation of the sam-
ple, location of data collection, language fluency, and similar demographic factors
associated with the sample.
Cultural Bias, Hispanics, and Test Standardization:

A Specific Example
The WISC-III (Wechsler, 1991) was for years frequently employed to assess and
evaluate intellectual functions in children, including Hispanics in the U.S. It was
normed employing youths ages 6 to16 years. The normative sample was comprised
of 200 children (100 boys, 100 girls) at each of the aforementioned age levels for a
total sample of 2,200 youths. The normative sample for the WISC-III (Wechsler,
1991) was stratified using updated data from the 1980 U.S. Census according to the
following characteristics: age (6 years, 0 months to 16 years, 11 months), gender
(male, female); Race, not ethnicity (White, Black, Hispanic, and Other); parental
education (average number of years of school completed by the parents or parents
living with the child, or the highest level of education of a single parent, using 8,
911, 12, 1315, and 16 years of education as stratification cutoffs); and geo-
graphical region (North East, North Central, South, West) as well as Community
Size (Metropolitan Statistical Area or MSA, greater than 100,000 inhabitants, etc.).
Tables 2.2 to 2.6 in the tests manual show these data. Table 2.2 in the manual dis-
plays demographic characteristics by Age, Race/Ethnicity and mean years of
Parental Education. Close scrutiny of this table reveals that 200 children at age 6
years comprised the overall 60 to 611 sample, nominally characterized as 6-year-
olds. When the Hispanic group is further examined at this age level, 3.5, 3.0, 3.0,
and 1.5% of the 200 children or 7 ([3.5 200]/100), 6, 6, and 3 youths (a total of
22 children), respectively, comprise the subsample. Immediately, it becomes criti-
cal to note that no Hispanic child with parents with average education equal or
greater than 16 years is found at this age level (see Table 2.2.). Further scrutiny of
this group, using Table 2.4 (percentages by Age, Gender and Race) indicates that
of the 22 6-year-olds, 5.5% are boys and 5.5% are girls of Hispanic origin for a total
of 11 ([5.5 200]/100) boys and 11 girls. Clearly, of these children, none of them
come from parents with 16 or more years of education. Further perusal of Table 2.5
reveals that 0.5% of 6-year-old Hispanic children come from the North Central
region of the U.S. (including Chicago) comprising a total of one child ([200
0.5]/100)! Is this child 1 of the 11 boys or 1 of the 11 girls? Clearly, it is not a child
whose parents averaged 16 or more years of education. Is the child then from the
group of parents who averaged 8 or less, 9 to 11, 12, or 13 to 15 years of education?
With regard to the application of these norms, are there no 6-year-old Hispanic
youths requiring placement in schools or necessitating neuropsychological assess-
ment who come from backgrounds where both parents have a Bachelors degree
residing in Chicago? Most unlikely! What if the child had been a 14-year-old
Hispanic from the Northeast, or a 9-year-old with highly educated parents (>16
years of education)? Again, no Hispanic child is represented in such groups.
Although it may appear that such weaknesses in the test standardization sample
have little relevance, such an assumption would be erroneous. In fact, critical deci-
sions are constantly made about Hispanic patients, including adults, children, and
the elderly in the U.S. and abroad, related to school placement and judicial and
vocational issues on the bases of these norms, in some instances life-and-death
decisions in the case of individuals undergoing criminal proceedings and facing the
possibility of capital punishment!
Unfortunately, it is only when tests are examined with this detailed degree of
scrutiny that a proper examination of the issues so far discussed can be best eluci-
dated, underscoring the importance of all these factors during the course of neu-
ropsychological assessments with Hispanics. It is also critical to note that these
issues are not unique to the Wechsler Scales and that they impact a large number of
tests and procedures. It is not surprising, then, yet interesting, because it displays in
a clear fashion his acumen, that Professor Wechsler himself argued against the use
of normative data for his scales (see Kaufman, 1994; Preface). Again, the issues
discussed above should not be perceived as an attack on the test. As test authors
ourselves, we understand the painstaking intricacies of developing neuropsycho-
logical procedures and acquiring good normative data for tests in the U.S. and
abroad. Rather, the example and criticism are provided to underscore the impor-
tance and potential consequences of the misuse of such data and tests by poorly
trained, biased, or ignorant individuals. It is also provided for readers so they can
understand the limitations of such tests and standardization samples as a result of
problems in their acquisition, with significant negative repercussions if used
inappropriately when using a nomothetic approach with Hispanics.
160 P. Smith et al.
Cultural Bias, Hispanics, and Test Development:

Extant and Future Potential Solutions
In the final section of this chapter, an attempt will be made to describe examples of
modern tests that attempted to address the potential cultural biases discussed.
Examples of cognitive, behavioral-emotional, and neuropsychological procedures
will be presented. Although several issues referenced above related to cultural bias
have not been addressed in these measures, they represent some of the best exam-
ples available to date of instrumentation that has been developed using a concerted
effort to address cultural bias in test development.
Although during the development of the Wechsler Intelligence Scale for
Children - Fourth Edition (WISC-IV, Wechsler, 2004) an effort was made to
address cultural issues by closely following the U.S. Census, including a large
stratification of Hispanics with oversampling in some instances, the use of the U.S.
Census to stratify a tests standardization sample left much to be desired for obvi-
ous reasons, particularly as noted for the Wechsler Intelligence Scale for Children -
Third Edition (WISC-III; Wechsler, 1991). To complicate matters further, the WISC
IV was developed in English, and its application, therefore, was limited to individu-
als who were fluent in English and whose families identified themselves as
Hispanic. In addition, the use of the test was limited for a large number of Hispanic
children who possess different levels of English proficiency. Therefore, the pub-
lisher of the Wechsler Intelligence Scales developed the WISC-IV in Spanish
(Wechsler, 2004). In addition to the stratification described above, additional sam-
ples of Hispanic children were collected whose families had originated from Cuba,
Central America, the Dominican Republic, Puerto Rico, and South America. In
addition, items were designed to minimize the impact of cultural bias as a result of
cultural differences between countries, allowing for a statistical examination of
item bias using IRT methods of analysis (Wechsler et al., 2004, p. 21).
Supplemental demographic data provided in the test manual allows for a compari-
son with subgroups of the Hispanic population comprising the standardization
sample, enhancing the inferential process. It is clear that such a process of test
development is far superior to old translations and simple adaptations of tests, a
significant leap forward in the development of tests that attempt to address cultural
factors, and worthy of commendation, an ethical approach to test development for
Hispanics.
The Behavior Assessment System for Children - Second Edition (BASC-II;
Reynolds and Kamphaus, 2004) provides another good example. For this test, its
developers and publisher created a Spanish version of the BASC-II concurrent with
the English version. This process allows for the scales to be used with Spanish-
speaking individuals residing in the United States (Reynolds and Kamphaus,
2004, p. 247), and the Spanish version includes all of the items in the same order
as the English version.
To accomplish such a goal, a professional group was used to translate test items
from the original BASC. Bilingual psychologists subsequently were used to express
each item in a manner that would be comprehensible across dialects and would be
culturally appropriate for use among with multiple U.S. Spanish-speaking
populations (Reynolds and Kamphaus, 2004, p. 247). The items these individuals
reviewed were then distributed to a separate group of psychologists throughout the
United States with instructions to compare the English and Spanish versions and to
make suggestions to clarify or improve item wording while maintaining the psy-
chological content and appropriateness of the translation (Reynolds and
Kamphaus, 2004, p. 247). The suggestions were submitted to the translation service
through repeated review rounds until final decisions on the items were reached.
Once the Spanish-language forms were created, they were subjected to a
number of statistical comparisons to ensure that both sets of forms could ade-
quately measure their intended constructs prior to completion of the final
Covariance Structure Analysis (CSA), which is also known as a Confirmatory
Factor Analysis, and reliability studies (Reynolds and Kamphaus, 2004, p. 247).
During the standardization process, parents and children were allowed to complete
the appropriate forms in either Spanish or English. Approximately 400 parents and
150 children completed the Spanish versions, allowing for a comparison of the
effects of culture and language. The protocols were divided into three groups
depending on the identified ethnicity of the child and the language of the form that
was used. The groups were non-Hispanic and English form, Hispanic and English
form, and Hispanic and Spanish form.
Separate CSAs were conducted for each group resulting in a standardized factor
loading for each item on its scale. The magnitude and rank order were compared
across groups. Those with an acceptable loading (>.30) in the three groups were
retained. If the results were not similar across groups the item was excluded from
further analysis. The Spanish language forms were used within the norm sample,
as it was more representative of the general population (Reynolds and Kamphaus,
2004, p. 248). However, these forms were not included in the internal-consistency
and scale correlational studies of the norm sample.
An assumption of similar psychometric properties between the Spanish and
English forms was not assumed just because the Spanish forms consist[ed] of
translated versions of items from the English form (Reynolds and Kamphaus,
2004, p. 248). With regard to the Parent Report Scales (PRS) the median reliabili-
ties are lower than those obtained in the English-form samples, and they were
considered adequate. (Reynolds and Kamphaus, 2004, p. 247) A similar pattern
was obtained with regard to the Self Report Scales in that the median reliability
values are slightly lower than those obtained on the English (SRP) forms
(Reynolds and Kamphaus, 2004, p. 249). This is an admirable example of the
development of tests in Spanish that are not separate from the English version, but
include and have an appreciation of how culture affects a tests development and its
psychometric properties.
Similar advances were used in the development of the Spanish and English
Neuropsychological Assessment (SENAS; Mungas, Reed, Haan, and Gonzalez,
2005). They developed an instrument to identify cognitive abilities relevant for the
162 P. Smith et al.
Table 7.5 SENAS Scales (Mungas et al., 2004)

Ability Verbal measure Nonverbal measure
Conceptual thinking Verbal conceptual thinking Nonverbal conceptual thinking
Semantic memory Object naming Picture association
Attention span Verbal attention span Visual attention span
Episodic memory Word list learning I Spatial configuration learning
Word list learning II
Nonverbal/spatial abilities Pattern recognition
Spatial localization
Verbal abilities Verbal comprehension
Verbal expression
neuropsychological evaluation of older people from different ethnic groups. The

authors developed this test using entirely new scales, which are listed in Table 7.5.
Methods based on Item Response Theory (IRT) were used to refine the initial
scales. This approach is based on item characteristic curves describing the probabil-
ity of answering an item in a certain direction. Theoretically, IRT parameters are
thought to be stable across samples, provided enough variability is present in the
population tested; in other words, the distribution of a given trait (e.g., dementia) in
a sample should not impair scale properties of the SENAS. All items were trans-
lated by a team of bilingual English/Spanish speakers (mostly Mexican Americans),
then back-translated and revised if necessary. Differential item functioning was
examined in detail in order to identify differences between English and Spanish
versions on verbal scales. For details of the construction process, see Mungas,
Reed, Crane, Haan, and Gonzalez (2004).
SENAS first underwent pilot testing using a sample of 208 English-speaking and
200 Spanish-speaking individuals 60+ years of age. Scales were then revised based
on IRT and covariance structure analysis (CSA).
The revised scales were then administered to a variety of samples for different
scales. Object Naming, Picture Association, Verbal Attention Span, Verbal
Conceptual Reasoning, and Pattern Recognition were administered to 547 English-
and 582 Spanish-speaking participants. Word List Learning I was administered to
995 English- and 1,094 Spanish speakers. The remaining scales were administered
to 385 English and 327 Spanish speakers. Reliabilities of all subscales averaged .85
for the English, .86 for the English-speaking Hispanics, and .88 for the Spanish
scales, ranging from .79 to .92 (Mungas et al., 2004). This is comparable to relia-
bilities of the WAIS-III and the WMS. As Mungas and colleagues noted, the
extent of psychometric matching between the English and Spanish versions is
exceptional (Mungas et al., 2004, p. 357). In terms of construct validity, dimen-
sional structure was found to be similar in both the English and the Spanish version
of the SENAS, with some group differences in factor loading, most notably for the
conceptual thinking factor (Mungas et al., 2004).
In order to evaluate concurrent validity, a sample of 367 Hispanics and 160 non-
Hispanic Whites were administered the SENAS and two measures of cognitive
status (3MS and IQCODE). All SENAS parameters were associated with cognitive
status independent of demographic variables. Overall, there were no significant
differences in concurrent validity between Hispanics and non-Hispanic Whites

(Mungas et al., 2005).
The study (Mungas et al., 2005) demonstrated robust effects of education and
language use on SENAS variables, whereas gender and age effects were weak to
modest. Spanish language use was associated with lower test scores. Acculturation
effects were limited after controlling for education and language use. Likewise,
ethnicity effects were eliminated by controlling for education and language use.
Mungas and colleagues provide a sound instrument for assessing cognitive func-
tioning in older adults of Hispanic (and non-Hispanic) origin. The authors caution
that education and language exert measurable effects on test scores, but note that
assessment of these confounds seems relatively manageable and should provide
clinicians with enough data to interpret results appropriately.
In conclusion, although the aforementioned tests are not perfect by any means,
they represent meritorious attempts to include cultural factors in test development.
This is a critical issue because clinicians who use neuropsychological assessment
measures assume a large amount of responsibility for providing accurate and valid
information about a Hispanic patients current functional abilities, in some instances
with significant economic, personal, and societal dispositions. Modern tools devel-
oped to be used with Hispanics should reflect comprehensive cultural factors and
specific characteristics, yet appropriate and sound psychometric properties. The use
of base rates and other information, sometimes available, should allow clinicians to
examine a multitude of factors beyond discrepancy scores and differences in
performance among minority groups, including Hispanics.
Chapter 8
Rehabilitation
Julie K. Ries, Brian Potter, and Antolin M. Llorente
It should be patently clear that the historical record provided in most rehabilitation
textbooks is Eurocentric in its perspective. For example, although Eurocentric history
tends to note the emergence of trephination in Egypt, it fails to note that in the
New World, the advanced Chinchoros culture of Northern Chile, precursors to
the complex, eminent, and sophisticated Inca State, perfected artificial mummifica-
tion as a means to protect the body and soul in the afterlife. However, unbeknownst
to large number of students in the field of neuropsychology, psychology, and
rehabilitation, is the fact that the Chinchoros perfected this process in the third
millennium BC, most likely before or temporally concurrent with the Egyptians
(Mosely, 1993). This example is provided because it underscores the importance of
attending to our cultural biases, even when addressing a disciplines history, an
issue that should be taken into consideration when rehabilitating individuals from
ethnic minority backgrounds, including Hispanics.
It is also important to examine the precursory roots and historical foundations of
neuropsychological rehabilitation in detail to foster greater appreciation of the current
state of the field and its future, providing a better context for cross-cultural perspec-
tives and their specific applications to Hispanics. Such a rich history actually spans
across cultures, particularly views and positions addressing rehabilitation.
As note by Len-Carrin (1997), some of the oldest discoveries of treatment and
interventions for brain damage can be dated as early as the Mesolithic Age. Skulls
were discovered with holes on their left side that appear to be a form of surgical
intervention, trephination. Physicians practicing during the Hippocratic period
noted brain-behavior connections such as the brains intellectual capacities, regu-
lating a majority of body functions, allowing it to make judgments. In keeping with
tradition, Hippocratic physicians used trephinations for the treatment of selected
mild brain injuries.
According to Len-Carren (1997), quoted in Ries, Potter, and Llorente (2007),
The first hospitals and convalescence homes for the treatment of physical lesions
were founded in 499 to 429 BC Greece, which indicates an important shift in the
treatment of illness in Western societies. Previously, children born with deformities
were displayed in public places for a period of time or were thrown off of Mount
Taigeto. In Imperial Rome, it was acceptable to take the life of children who were
164
8 Rehabilitation 165
born with any type of physical lesion, abandon them, or release them into the Tiber
River in flower baskets.
In the Second Century B.C., Galen was among the first to require a detailed
clinical examination of all patients, noting all symptoms in order to provide
information for diagnosis and treatment. Through anatomical dissection of monkeys,
he provided detailed findings regarding the anatomy of the nervous system and of
brain trauma (Ries et al., 2007).
The 18th century marked a period of intellectual and scientific advances that led
to new theories and hypotheses about functional anatomy, specifically neuroanat-
omy. The French Revolution (1789) prompted the emergence of equal treatment for
the ill, whereas advances in science and medicine prompted the use of electricity
for rehabilitation of hemiplegias (Len-Carrin, 1997), as well as a greater under-
standing of the nervous system. The 19th century was marked by a scientific
continuation of the discovery of localization of functions as well as systems within
the brain. According to many neuroscientists, most influential were the discoveries
by Paul Broca and Carl Wernicke regarding the language system subsequent to
neuropathological investigations and, as noted in Chapter 1, the proposition by the
Spanish histologist Ramn y Cajal (1889) describing the neuron system and the
discovery of chemical neuronal transmission (cf. Len-Carrin, 1997). Advances
also were possible as a result of the contributions made by the English neurologist
Hughlings Jackson, which addressed the hierarchical nature of the central nervous
system, an often forgotten contribution in the neurosciences.
In the 20th century, the Russian scholar Vygotsky provided a framework noting
the importance of cultural factors in human development (cf. LeFrancois, 1995),
which had significant applications, particularly from a theoretical perspective for
neuropsychology. One of Vygotskys colleagues, Alexander Luria, would use this
framework to make significant theoretical and applied contributions to the field of
rehabilitation. Luria also reportedly had direct impact on the field through the
establishment of rehabilitative centers in the Soviet Union after World War II.
Despite concurrence with previous writings that brain injury was well recognized
and and its rehabilitation perhaps attempted by ancient civilizations as noted above
(cf. Courville, 1967), it is an accepted fact by most serious students in the field of
rehabilitation that the modern, evidence-based history of modern neurorehabilitation
had its humble yet most influential beginnings in association with the emergence of
the Industrial Revolution and World War I, as well as with advances in technology
and Western medicine (cf. Ries et al., 2007). This evolution and renaissance were
partially the result of pragmatic factors impacting rehabilitative medicine, including
low survival rates of victims who had sustained central nervous system (CNS) trauma
before that time and, indirectly, the investigation of rehabilitative methods and their
impact on recovery after injury (cf. Gurdjian, 1973). As noted by Ries et al. (2007),
Technological advances in the treatment of infections additionally led to increased
survival, and advances in technology itself played a major role (e.g., angiography)
leading to the study of previously untreatable injuries or poorly understood CNS
diseases and their treatments (e.g., strokes) (DeJong, 1982).
166 J.K. Ries et al.
Although several programs of rehabilitation for wounded war veterans or indus-

trial accident victims were established in the earlier part of the Twentieth Century
(Harris, 1919), particularly in England and France, modern neurorehabilitation
owns a great deal of debt to early programs established in Germany (Camus,
1917/1918; Harris, 1919). Although most programs established during the early
part of the last century focused on physical and occupational rehabilitation
(cf. Camus, 1917/1918), partially due to significant advances in orthopedic medicine
as a result of the development of the x-ray and limited knowledge in the neuro-
sciences, the charter programs begun in Germany were original interventions that
included the rehabilitation of brain injuries in a comprehensive fashion, including
the social reintegration of brain-injured individuals and an effort to understand the
effects of brain injury on vocational and occupational outcomes (cf. Poser, Kohler,
and Schnle, 1996). Kurt Goldstein (1919; 1942), who was responsible for such
programs in collaboration with his student Frieda Fromm-Reichmann and col-
leagues (Goldstein and Reichmann, 1920), was in charge of the development and
documentation of rehabilitative programs that included the comprehensive assess-
ment of and intervention for patients. Those assessments were comprehensive in
scope and included the assessment of several domains of functioning (e.g., atten-
tion, perception, memory), similar to extant neuropsychological examinations.
According to Ries et al., 2007, Rehabilitative programs also were quite advanced
and included the use of techniques employing relatively preserved cognitive
strengths to address relative weaknesses, specific rehabilitative interventions
including treatments for aphasias and other disorders, and an examination of spe-
cific outcomes of rehabilitation and social reintegration, including return-to-work,
that employed the results of neuropsychological assessments as well as behavioral
observations in the work setting (cf. Goldstein and Reichmann, 1920). Figure 8.1
shows data from one of their investigations reporting the percentage of individuals
returning to work according to their premorbid occupational allegiance grouping
(Prozentzahl innerhalb der Berufsarten) (WWI German veterans). These data sug-
gested to Goldstein and Reichmann that patients who had been employed in the
farming industry (Landwirte) enjoyed the best vocational outcomes often traumatic
brain injury, whereas, patients who had been employed in the mining industry
(Bergleute) exhibited the poorest vocational outcomes. Returning brain injured
veterans in the farming industry had the best overall outcomes as measured by the
percentage of patients who were able to return to their previous occupations (in
alten Beruf). In comparison, patients employed in the mining industry were more
likely to change to new occupations (im neuen Beruf) or remain unemployed
(beschftigungslos) post injury. Interestingly, neither of these two groups had the
smallest number of unemployed, and this poor outcome was mostly associated with
postal service (Post-u. Bahnunterbeamte) and other occupations (Sonstige Berufe).
These programs were the progenitors of modern rehabilitation programs through-
out the world and led to eventual and modern collaborations by the European Union
and eventually to the formation of the European Brain Injury Society in 1986 and
to modern standards in clinical practice on the European continent.
The information presented above underscores the multicultural aspects of the
history and genesis of modern neurorehabilitation. However, prior to engaging in
Figure 8.1 Premorbid Occupation and rehabilitation outcomes after brain injury. Study showing
percentages of return-to-work WWI German veterans (brain-injured patients) as a function of
premorbid occupational allegiance (see text for explanation). From Goldstein and Reichmann
(1920), with permission from the publisher
an examination of the literature investigating the importance of multicultural

aspects of neuropsychological rehabilitation in the U.S., it is critical to examine
why such a need emerges. An examination of culture, ethnicity, and inherent
factors associated with such constructs, including the epidemiology of injuries and
its relation to ethnicity and patterns of American immigration, as noted in Chapter 2,
and their impact on neuropsychology, are proper places to begin.
Epidemiology of Brain Trauma or Acquired Brain Diseases
Is the epidemiology of traumatic brain injury (TBI), or acquired brain injury,

impacted by ethnicity or cultural factors? Although a close examination of epidemio-
logical factors is clearly beyond the scope of this chapter and this volume, a brief
glance at the epidemiology of brain trauma or acquired brain diseases buttresses the
need to attend to cultural factors. Although unfortunately confounding ethnicity with
race, a nevertheless comprehensive investigation, conducted by the Centers for
Disease Control and Prevention (CDC), revealed that deaths in the U.S. attributed to
traumatic brain insults as a result of vehicular accidents, including automobile acci-
dents, was equivalent in Caucasian and African-American populations. In contrast,
the same investigation indicated that African-Americans had a higher rate of TBI than
Caucasians subsequent to firearm injuries (CDC, 1999). Clearly, in selected areas of
the U.S., higher rates of such types of injuries also are applicable to Hispanic popula-
tions, including those in metropolitan counties such as Los Angeles County,
California, and Hudson County, New Jersey, partly the result of patterns of American
immigration as noted in Chapter 2 in this volume particularly the geographical
affinity of selected groups of immigrants. Similarly, a previous report published by
the CDC (CDC, 1998) noted that cerebrovascular disease is twice as high among
African-American men (53.1 per 100,000) as among white men (26.3 per 100,000)
and twice as high among African American women (40.6 per 100,000) as among
white women (22.6 per 100,000). Similar health disparities are applicable to
Hispanics. In addition, although the contrasts between ethnic minority groups, including
Hispanics, and the dominant cultural group have revealed meaningful epidemiologi-
cal differences, modern investigations also have shown the emergence of interethnic
differences in the epidemiology of TBI. For example, in an elucidating study, Kraus
et al. (1986) found differential epidemiology rates of TBI in Hispanics compared
to African-Americans and Asians/Native Americans related to median income in
these groups.
Although many other examples could be provided for other injuries and
disorders, it should be sufficient to note that racial, and more important and
critical, ethnic differences, in conjunction with other variables such as socio-
economic status, health care access, and other variables, have historically led
to differential rates of incidence and prevalence of brain injuries or acquired
diseases of the brain requiring rehabilitation. Therefore, the close relationship
between the epidemiology of acquired brain injury and ethnic minority status,
namely Hispanic, buttresses the importance of attending to such factors capability
to impact neuropsychological interventions and rehabilitation in the U.S.
The Nature of Culture in the United States
Although culture and ethnicity were discussed in detail in previous chapters, they
are briefly addressed here, in some instances from different perspectives, to note
their impact on the rehabilitation process. The term culture has been described by
the American Psychological Association (APA, 2003) as the embodiment of a
worldview through learned and transmitted beliefs, values, and practices, including
religious and spiritual traditions. It also encompasses a way of living informed by
the historical, economic, ecological, and political forces on a group (p. 380). As
noted by Ries et al. (in press), culture embodies and influences all facets of the
individual including cognition and emotions. Differences in cultural background
include not just language differences, but also differences in group identity, beliefs,
and values (Dana, 1993), all of which influence the use of services including reha-
bilitation, the presentation of neuropsychological symptoms, the assessment and
interventional techniques employed by the field, and all or most aspects of treat-
ment including neuropsychological rehabilitation.
Although as noted by Ardila (2003), culture is in the brain, and as noted in
Chapter 1, there may be an intricate interaction between culture and brains
mediated by genetic mechanisms. In addition, race unfortunately has been used
interchangeably with the term ethnicity. As noted by Llorente et al. (2000) and
Harris and Llorente (2005), such a definitional interchange unfortunately has been
a source of significant confusion. This is partially the result of the fact that race and
ethnicity are distinct constructs. In this regard, Jalali (1988) defined ethnicity as
the culture of [a] people [that] is thus critical for values, attitudes, perceptions,
needs, and modes of expression, behavior, and identity (p. 10). Therefore, ones
culture and ethnicity are similar as they are learned and passed down from genera-
tions, whereas race typically refers to cultural groups with permanent attributes that are
not learned nor can be changed because they are biologically-based (cf. Carter and
Qureshi, 1995). The subtle but significant definitional differences noted above
are important.
For example as it relates to Hispanics, the term has been used to describe a
heterogeneous group of individuals, and as stated by Llorente et al. (2000), has
been misused because it has been used as a racial category rather than an ethnic label.
Harris and Llorente also note that this panethnic label fails to capture the unique
attributes of an individual including, oddly enough, his or her racial background in
some instances. Even when referring to a specific Hispanic group, such as Mexican
or Puerto Rican, there are several unique attributes to consider. For example, whether
they are Mexican-American of Mexican descent born and raised in the U.S. or
Mexican immigrants born and raised in Mexico from dozens of possible ancestral
backgrounds, including one or more of 50 aboriginal origins, should be included
when considering ethnicity. Similarly, level of acculturation to American society and
dominant language should be included (cf. Harris and Llorente, 2005). These distinc-
tions are critical if we are to understand specific triggers that lead to variations in rates
of interethnic outcomes during TBI after rehabilitation. Such distinctions are required
because it is possible that specific demographics (e.g., level of education, literacy,
specific occupational predilections or opportunities), interacting with specific ethnic
subgroup, may be associated, or may modulate or moderate, interethnic and intraeth-
nic TBI rates. Most important, as noted by Ries et al. (2007), culture can have signifi-
cant impact on brain injury rehabilitation and prospective outcomes whether
addressing pediatric or adult populations (cf. Yeats et al., 2002; Uomoto and Wong,
2000).
Ries and her colleagues (in press) also note that general treatment adherence in
multicultural clients [is] more likely to end treatment prematurely, due to frustration,
misunderstanding, and role ambiguities of treatment, and the role of such factors in
the rehabilitation process of ethnic minority individuals has found support in the lit-
erature (cf. Sue and Zane, 1987). Sohlberg and Mateer (2001) indicate that identity
and self-concept are influenced and impacted by culturally mediated norms about
assertiveness, aggression, emotional expression, and individual goal attainment ver-
sus sacrificing for the greater good. In fact, as noted in previous chapters, cultural
identity and ethnicity also may underlie beliefs about illness and disability by the
patient and clinician, as well as its meaning and interpretation. Whereas personal
independence is highly valued in Western culture, it is not necessarily a goal in other
cultures, which have different beliefs about (1) persons degree of responsibility and
control over health and (2) the role of family in dealing with illness, according to Ries
et al. (in press; cf. Watanabe et al., 2001; Uomoto and Wong, 2000).
Finally, it is critical to note that population predictions indicate marked
increases in all minority groups; most notably, the Hispanic population grows
US Census Projected Hispanic Orgin Growth

80.0
Hispanic (of any race)
Caucasian (not Hispanic)
70.0
60.0
Percent of Population
50.0
40.0
30.0
20.0
10.0
0.0
2000 2010 2020 2030 2040 2050
Year
Figure 8.2 Expected percent of Hispanic relative to non-Hispanic White population across
decades (U.S. Census, 2004)
at significantly faster rates, nearly doubling their percentage in their share of

the total U.S. population. This trend is predicted to continue and by the end of the
21st century, the number of inhabitants of Hispanic origin is predicted to be
nearly half the number of inhabitants of Caucasian origin living in the U.S. (see
Figure 8.2) (U.S. Census, 2004).
More important, as it relates to neuropsychological intervention, patterns of American
immigration, moderating demographic variables of large numbers of individuals,
including Hispanics, are not the result of mechanisms driven by chance processes
as noted in Chapter 2 with significant repercussions for neuropsychology and
neuropsychological assessment and rehabilitation.
In summary, the predicted changes in the cultural and ethnic diversity in the U.S.
population buttress the increasing importance of understanding the interplay
between such factors and neuropsychological rehabilitation. Finally, it is critical to
recognize that culture may interact with other variables, such as SES, access to medical
care, nutritional variables, beliefs, rituals, and other cultural factors to create spe-
cific brain injury epidemiology.
Multicultural Assessment and Intervention
Neuropsychological assessment continues to be a significant component of empirically

based neurorehabilitation, as was the case for Goldstein and his colleagues during the
early part of the last century in Germany. However, neuropsychologists depend on nor-
mative data during the course of assessment to inform their research or clinical practice,
including the application of specific treatments, unless an idiographic approach is used.
Normative data provide a context or empirical frame of reference for which test scores
can be understood (Mitrushina, Boone, DElia, and DElia, 1999), and normative data
are considered the gold standard by many practitioners as a way of comparing indi-
vidual performance (Mitrushina et al.,1999). In fact, the combination of sound clinical
judgment and the use of appropriate normative comparison groups allow neuropsy-
chologists to better understand individuals (Lezak, 1995). Ideally, the normative refer-
ence groups should be as narrow as possible (representative of the individual being
compared), as long as the norms on which they are based are stable and do not fluctuate
significantly (Rorer and Dawes, 1982).
Unfortunately, the ideal process of comparison sometimes does not take place and
while a normative reference group may reflect overall population statistics, the norms
may not reflect the specific demographic of an individual from a given ethnic group
(Harris and Llorente, 2005), particularly the individual undergoing rehabilitation.
Such issues merit significant attention because they can lead to inaccurate inferences
and interpretations of the data with ethnic minorities, particularly Hispanics, unless
measures are taken to reduce such potential biases. For example, modern versions of
tests (e.g., WISC-IV-Spanish Edition) oversample ethnic minority populations in
order to represent a specific minority group more adequately (Harris and Llorente,
2005; Prifitera, Saklofske and Weiss, 2005). Such overrepresentation also permits
additional and supplemental statistical analyses capable of informing test publishers
of potential limitations of their procedures (see Chapter 7).
Multicultural Aspects of Neuropsychological Intervention
The Rehabilitation of the Hispanic Client

and Multi-Cultural Models
Blonder (1991) examines the concept of culture within the context of neuropsychological
theories and research. Blonder noted that the effects of cultural variations on lin-
guistics impact the cerebral organization of language and reveal both organizing
principles as well as the impact of neuroplasticity on the brain and language
functions. In spite of variation in syntactic markers in languages, aphasic speakers
show similar patterns of problems following lesions to Brocas area. The grammatical
endings are lost or used incorrectly, and words are produced in their uninflected
form as stems or infinitives. Blonder proposes that language is a brain-mediated

cognitive system proceeding from a limit set of structural features that underlie the
world languages, and at this juncture the reader is challenged to examine the sign
language and brain injury literature.
Condeluci (1997) has extensively studied the transition from rehabilitation to
ones community for people with chronic or acquired disabilities. Initially, the goal
is saving a persons life or stabilizing their vital functions. Then the rehabilitation
focus shifts to returning the individual to their community. Condeluci challenges the
deficit-based medical model of rehabilitation in which the physician is empowered to
fix deficits, or if the deficits are unable to be alleviated or mitigated, they must be
accepted. Patients and families following this model may end up in placement in set-
tings that are less than optimal for the individual, particularly settings in which the
patient may be labeled or stereotyped, lack privacy or control, become dependent on
this system, and subsequently lower standards and expectations. In contrast,
Condeluci proposes a community-based, interdependent model that identifies the
individuals capacities and supports, and encourages empowerment of the person
with the disability through choice and participation in decision making (as age appro-
priate), in which the individual and/or family is in charge of the outcome. The inter-
dependence model focuses on the culture and community as the more effective
change agents than the individual. In this context, culture is defined as common ritu-
als, rules, boundaries, and jargon (p. 491). A cultural group is unified by their com-
mon belief system and has either formal or informal leaders. Membership is based on
proving oneself before the individual is invited to join this group. Several types of
cultures may be relevant in rehabilitation, according to Condeluci, including family,
spiritual, work, age, neighborhood, ethnic, gender or sexual orientation, and common
interests. As the supportive systems of the person with a brain injury understand the
diverse cultures and their influences, it will be easier for the patient to then experience
culturation, an informal process by which the patient is appreciated and understood
by the group. This process is critical for the successful reentry of the patient into his
or her environment. As Condeluci notes:
Life is a tight ecological web with links up and down the scale. Our micro worlds our
abilities, personality, and character are uniquely related to our macro world family, friends,
community, and greater society. One cannot be considered without the other. (p. 494)
Based on Condelucis interdependent model, integration of the patient within the

culture and the community and empowerment of individuals to make decisions
regarding their future course is paramount to successful recovery.
The American Psychological Association (APA, 2003) guidelines are focused
on psychotherapeutic intervention: Cross-culturally sensitive practitioners are
encouraged to develop skills and practices that are attuned to the unique world-
views and cultural backgrounds of clients by striving to incorporate understanding
of a clients ethnic, linguistic, racial, and cultural background into therapy
(p. 391). Therefore, the neuropsychologist must extrapolate how to interpret these
guidelines for specific interventions. Empirically validated, culturally sensitive
neuropsychological interventions are rare, and there is a need for increased
research in this area, as noted in the following statement by Christophersen and

Mortweet (2001):
Although numerous discussion articles have highlighted the importance of the issues of
cultural diversity, there are virtually no published research studies that have compared the
outcomes of two or more ethnic groups that were exposed to identical treatments. When
clients in different countries have presented with the same problems, similar treatments
have reportedly produced comparable results. For example, when children with encopresis,
enuresis, or habit disorders have been treated using empirically supported or probably
efficacious procedures, the outcomes have been essentially similar. The lack of empirical
data on cultural diversity makes it impossible to estimate when and where cultural
differences are important. (p.7)
Multiculturally sensitive neuropsychological intervention poses unique challenges

to practitioners, given the limitations in our assessment tools that guide this
intervention, the need for developing a greater understanding of the impact of
culture on ones practice, developing empirically validated culture specific
interventions, and interpreting the results of our findings within a culturally
sensitive context (cf. Gannotti and Handwerker, 2002). Groce and Zola (1993)
propose that this cultural sensitivity begins with self-reflection:
Everyone has a cultural heritage that influences his or her health beliefs and practices. It is
thus not practical to learn in detail the infinite details of specific cultures, but rather to assume
that such variations occur and learn how they might affect ones health practices. Rather than
teaching every health practitioner to be a mini-medical anthropologist, it is more important
for practitioners to be sensitive to the patients heritage, to their own heritage, and to what
happens when different heritages and belief systems come together. (p. 1054)
These are questions that should guide a practitioners interactions with patients
from different cultures.
Fadiman (1997) exemplifies what can occur if there is a lack of understanding of
different cultures in the medical setting, including the rehabilitation milieu. This book
examines the potential cultural conflict between Western beliefs and an individual
culture when a seizure disorder is perceived as a gift within a specific culture, but as
a disorder in Western medicine. The author provides some questions to ask to
promote greater understanding of a patients culture such as What do you call the
problem? What do you think has caused the problem? How severe is the sickness?
What are the most important results you hope to receive from this treatment?
Additional studies have supported the use of similar questions in understanding a
patients perspective of illness, disease, and disability within their culture (Garca
Coll and Magnuson, 2002; Reeve, Groce, Persing, and Magge, 2004).
Li (2003) proposes a unique model that incorporates the dynamic interplay of
culture and biology across the lifespan. This framework highlights how interactive
processes and developmental plasticity at different levels are closely connected to
each other and unfold across different time scales. Consequently, together they
channel reciprocal cultural experiential influences on behavioral, cognitive, and
brain development throughout the life span (p. 173). Li describes the reciprocal
and dynamic process by which genetics and neuronal mechanisms interface with
environment and culture to determine development.
Empirically Validated Rehabilitation Models1
Attempts have been made to incorporate culture into specific models of rehabilita-
tion as a moderating variable rather than as an independent variable. Such a mode-
ling posture has assisted investigators to better understand the role of culture in
rehabilitation. For example, ethnicity has been hypothesized to be intricately
related to SES, accounting for a portion of the findings that implicate ethnicity in
TBI. In this regard, culture interacts, as a moderator variable, with SES to create a
pattern of performance that is unique to a specific individual. Although related to
race, not ethnicity, this is depicted in individuals who come from specific African-
American populations in which the rates of TBI as a result of violence are greater
than those for European-Americans, most likely as a result of lower levels of SES
combined with other factors. In this case, TBI severity related to violence, for
example, could be associated with SES yet moderated by a specific ethnic back-
ground within a race construct (e.g., African-American, Hispanic), or other
variable(s). Such methods of examining culture and other factors, as moderator
variables, have been postulated by various investigators (e.g., Baron and Kenney,
1986; Holmbeck, 1997) and have received limited yet sound empirical validation.
In the case of children, for example, an investigation has shown that African-
Americans compared to Whites (race), independent of SES, were able to moderate
differences in injured groups (TBI v. Orthopedic) in parental and family outcomes
(Yeats et al., 2002). In contrast, Handwerker (2002) proposes methods of analyses
of transposed matrices to take advantage of the unique point of view that ethnogra-
phy offers its focus on similarities and differences among informants rather than
among variables. According to Handwerker:
Without explicit construct validation of the cultures, one cannot know which groups to
compare. If one divides ones data by identity (ethnicity, class, gender, age, etc), counts
the responses for each, and compared the results, one imposes cultural differences by
assumption, not evidence. (p. 2095)
Although limited, in light of the dramatic increase in use of unconventional medical

therapies and complementary treatments over the past 20 years, research has
focused on the development of empirical models. One such model, for example,
incorporates Eastern medicine into traditionally Western medicine delivery systems.
Wu (2004) developed a model for the use of complementary and alternative health
care options to determine factors contributing to health care use among a cohort of
Chinese-American families. The full and partial research models reveal that the
factors contributing the most to their medical preferences were their acculturation
level and health beliefs. Additionally, this culturally specific model showed that
adding acculturation and health beliefs as enabling factors in the model, rather than
predisposing factors, resulted in increased predictive power over predisposing
factors for Chinese-American attitudes toward Western medical practices. Golomb,
1
Portions of this chapter one from Ries et al. (2007)
Hune, MacGregor and deVeber (2003) found that the combination of Eastern and
Western medicine occur frequently without knowledge. They studied the prevalence
of use of Eastern medicine practices in first-generation Chinese-Canadian children
with stroke and cerebrovascular disease. They found that over 53% of the children
received some sort of alternative (Eastern) medicine (e.g. acupuncture, herbal
medications) in addition to the Western medicine they received. Interestingly,
Western doctors were unaware of most of the alternative medicine use until a
Cantonese-speaking nurse practitioner interviewed them. This stresses the impor-
tance of the impact of culture and the role language has in the treatment of pediatric
and adult populations. In contrast, integration of Western and Chinese traditional
medicine has been proposed as the treatment for primary nephrotic syndrome in
China (Zhimin, 2003).
Although strides have been made in this area, a great deal of work remains. For
example, in the Yeats et al. (2002) and other studies (cf. CDC, 1998), it is unclear
who constituted the group labeled as African-American. Is it possible that specific
subgroups of African-American families, from specific backgrounds (e.g., where
violence is explicitly accepted or exhibited) or other demographic variables, are
mostly responsible for such effects? In fact, to date, although we are aware that
African-Americans have a higher rate of TBI as a result of violence, for example,
a limited understanding of the specific variables that moderate this relationship is
known. Clearly, factors such as acculturation-assimilation, education, geographical
areas, climate, and substance abuse may play a role on how violence is exhibited,
and such moderators must be examined within the African-American context, and
other cultures, including Hisporics in such investigations and future studies to deter-
mine whether more precise intraethnic factors can lead to specific prediction. It is
also critical to mention that such distinctions are important because they may
reduce stereotypes that paint all African-American families (or other ethnic
groups) with the same brush. It is also critical to note that sometimes such investi-
gations cannot be conducted as a result of the small number of participants from
different backgrounds within a specific ethnic group, and this issue plagues many
studies, including our own investigations. Nevertheless, it is an issue that merits
significant attention and resources. Acknowledgement of the importance of more
specifically defining the conceptual frameworks results in the call to provide accu-
rate and thorough information about study sample characteristics by various jour-
nals and federal funding agencies (Garca Coll and Magnuson, 2002).
Culturally Sensitive Interventions and Rehabilitation Outcomes
Pontn, Gonzalez, and Mares (1997) describe a culturally based intervention

used in the rehabilitation of a Hispanic population who experienced brain dam-
age. Four well-grounded therapeutic techniques are utilized as intervention:
symptom validation, journaling, structuring, and reframing. Symptom validation
is defined as, to verbalize concretely the subjective experience of vague and
diffuse symptoms and to make the patient feel understood (p. 515). This tech-
nique involves active listening and informing the patient about the symptoms
commonly experienced in brain injury rehabilitation. Journaling involves recording
symptoms and subjective experience (How does the symptom make you feel?)
with reasonable frequency in order to define the symptoms, provide a baseline of
symptoms, foster coping style, and to provide a concrete measure of progress.
Structuring involves establishing or returning an individual to a routine to increase
his or her productivity and adjustment. It is defined as, a predictable, purposeful
set of activities that allows patients to channel their energy productively. It gives
them a sense of control over their immediate environment, provides them with
positive feedback on their progress, and helps them achieve short-term realistic
goals (p. 522).
Finally, the purpose of reframing is defined as, shifting the perspective of the
process from tragedy to challenge, from future to present, from unmanageable
issues to manageable issues (p. 524). This technique involves paradoxical/
cognitive-behavioral interventions (e.g., guided imagery), as well as reframing of
spiritual issues (spiritualizing). Pontn, Gonzalez, and Mares describe three case
studies in which these techniques were used and found to be effective. They also
discuss the limitations to these specific techniques, and readers should aware of the
studys limitations as a result of its small sample size.
Unfortunately, the majority of the empirically validated treatments has been
based on White Americans and does not reflect the cultural diversity of the United
States. Christophersen and Mortweet (2001) note that the lack of empirical data
(e.g., base rates, treatment efficacy) on cultural diversity makes it difficult to estimate
when and where cultural differences are important. Guidelines to improve cultural
awareness and understanding were created by the American Psychological
Association (2003) due to:
the continuing evolution of the study of psychology, changes in society at large, and
emerging data about the different needs of particularly individuals and groups historically
marginalized or disenfranchised within and by psychology based on their ethnic/racial
heritage and social group identity or membership. (p. 377)
These guidelines recognize the importance of influences of the larger environ-

ment (e.g., social, political, historical, and economic) on ones behaviors: (1)
Psychologists are encouraged to recognize that, as cultural beings, they may hold
attitudes and beliefs that can detrimentally influence their perceptions of and
interactions with individuals who are ethnically and racially different from them-
selves; (2) psychologists are encouraged to recognize the importance of multicul-
tural sensitivity/responsiveness to, knowledge of, and understanding about
ethnically and racially different individuals; (3) as educators, psychologists are
encouraged to employ the constructs of multiculturalism and diversity in psycho-
logical education; (4) culturally sensitive psychological researchers are encour-
aged to be cognizant of the importance of conducting culture-centered and ethical
psychological research among persons from ethnic, linguistic, and racial minority
backgrounds, (5) psychologists are encouraged to apply culturally appropriate
skills in clinical and other applied psychological practices, (6) sychologists are
encouraged to use organizational change processes to support culturally informed
organizational development and practices.
With regard to interventional outcomes, the literature supports the fact that
racial-ethnic differences exist in outcomes. For example, in a recent study pub-
lished by Hanks et al. (2003), data supported the fact previously reported that ethnic
and racial minorities showed greater frequency of TBI associated with violence
than Whites. In fact, they showed rates of violent TBI to be approximately twice as
high in ethnic minorities (74%) compared to Whites (46%). Most important, these
results suggested the presence of poorer outcomes in minorities as a result of vio-
lent TBI. It should be noted that this disparity is similar, for example, to that for
strokes in African-Americans populations and other diseases and conditions
impacting Hispanics as well. One of the most comprehensive studies assessing TBI
outcome to date was sponsored by the National Institute for Disability and
Rehabilitation Research (NIDRR), Traumatic Brain Injury Model Systems (cf.
Harrison et al., 1996), established in 1987 to demonstrate the benefits of a coordi-
nated system of neurotrauma and rehabilitation care and conduct innovative
research on all aspects of care for those who sustain traumatic brain injuries and
establish a national TBI database. In this study, a comparison was made again
between the ethnic minority group (e.g., African-American, Asian/Pacific
Islander) and Whites. This investigation revealed the presence of poorer outcome
as measured by the Community Integration Questionnaire assessing role perform-
ance in the community, with the minority group scoring lower than Whites after
significant analyses were made to covariate for various potential demographic and
injury confounders, including age, gender, and trauma cause and severity. While
there may be many moderating variables implicated in outcome studies, recognition
of health and mental health care needs and access to them may negatively impact
minority populations. In this regard, a study by Slomine et al. (2006) examined
White and non-White children and adolescents with moderate to severe TBI
from four trauma centers. Approximately 12 months post injury, non-White youth
were significantly more likely to have unrecognized needs and lack of appropriate
service utilization despite need when compared to the White youth, and according
to the authors these findings may provide an explanation related to poorer outcome
in youth from poorer family functioning. The most common unmet need in their
study was appropriate treatment and targeting of cognitive dysfunction impact-
ing performance in the classroom and neurobehavioral sequelae.
In another study recently published using existing Veterans Administrations
records (Stansbury et al., 2004), they note the importance of appropriately docu-
menting ethnicity, as it has high significance in adult stroke rehabilitation. More
important, they note the pitfalls associated with methodological issues when using
race (ethnicity) as a predictor with dichotomous response variables. Similar find-
ings have been obtained for other outcome measures in other studies for various
types of brain injury and its rehabilitation, but their detailed examinations are
beyond the scope of this chapter (cf. Burnett et al. 2003). Finally, a U.S. volunteer
surgical team performed approximately 100 craniofacial surgeries to repair cleft
lip/palate in the Middle Amazon region of Brazil, which is composed of mixed

Amerindian, European, and African ancestry. The team inquired, through a
Portuguese translator, about the patients and their families expectations after sur-
gery, traditional beliefs, attitudes toward surgical intervention, and outreach efforts.
The study found that growing international clinical exchange programs to provide
services to underserved populations in less developed countries can potentially
make significant contributions; however, authors caution, they must understand the
patients sociocultural matrix in which the meaning of the condition they are treat-
ing and the future they face are determined by a host of factors over and above the
specific procedures they are performing (Reeve, Groce, Pering, Magge, 2004).
Additional support for culturally sensitive approaches to intervention was examined
by Zhimin (2003). This study examined the interplay between Western and Chinese
traditional medicine and education to promote increased adherence through
self-care practices in Chinese school-age children with primary nephrotic syndrome.
Results of the study indicated high levels of self-care (90%) for children ranging in
age from 6 to 12 years of age, the older children were most adherent to their
self-care regimen.
Summary and Concluding Comments
In summary, despite the great advances attained by Goldstein and his colleagues
during the early part of the last century, particularly related to the outcome of
specific vocational groups subsequent to habilitation, neuropsychological rehabili-
tation remains in a state of immature development as it relates to the understanding
of the impact of culture on treatment outcomes, particularly ethnic minority popula-
tions including Hispanics living in the U.S. Nevertheless, it is critical for clinicians
to be cognizant of epidemiological and demographic issues that impact their daily
duties with Hispanic clients, which in the U.S. encompass a large number of indi-
viduals. It is also important for multicultural models to guide empirically validated
rehabilitative methods, and Groce and Zola (1993) offer useful advice to overcome
the challenge of providing culturally sensitive neuropsychological evaluations:
They note that No one individual can anticipate all the problems that might arise
in an attempt to understand chronic illness and disability in a multicultural society,
but we can all have enough sensitivity to realize that there might be significant
difference, and enough respect for others to ask questions and listen carefully to the
replies (p. 1055). This level of sensitivity, or the aspirations of the work under-
scored in this chapter relative to cultural sensitivity, should not be exclusively
applicable to clinical settings but should permeate research studies examining TBI,
an issue that has not received due attention despite governmental efforts to include
Hispanics in national research protocols. It is also important for the reader to recognize
that many of the issues raised here are applicable when providing feedback to
Hispanic families.
The information presented above clearly underscores the importance of considering

cultural factors as an intricate component, not a corollary, of intervention during the
course of neuropsychological rehabilitation with Hispanic populations, because as
noted by Vygotsky: humans create cultures, and cultures have a vitality, a life of
their own. They grow and change and exert a very powerful influence on their
members. In other words, as noted by Ries et al. (in press), individuals are forged
within their cultural context with significant repercussions for a rehabilitative
discipline and clinical outcomes squarely impacted by such interventions.
Antolin M. Llorente
Neuropsychology faces daunting tasks and exciting challenges and opportunities in

the 21st century if it is to remain a viable science and applied discipline. Although
different demands are currently being placed on the field from various sources and
directions, including economic, ethical and practical, the specific challenge referred
to in this volume arises out of its need to be able to develop comprehensive theo-
retical models and applied methods that are capable of incorporating culture into
integrated explanations of complex brain-behavior relationships. Intricacies associ-
ated with the neuropsychological assessment of Hispanic populations is an area that
also demands greater attention, as individuals of Hispanic descent are the fastest
growing minority members in the United States (U.S. Census, 2004). The cultural,
ethnic, and linguistic heterogeneity of Hispanic populations also poses unique chal-
lenges and opportunities for neuropsychology and its applications as it strives to
develop such comprehensive explanatory frameworks not to mention the develop-
ment of assessment procedures capable of accounting for such heterogeneity. It is
also paramount to understand that the changes occurring in this field related to
multiculturalism are not result of a simple addition to knowledge, but may repre-
sent a paradigmatic shift as noted by Thomas Kuhn (1970, 1996), and as it occurs
in the natural sciences. It is also important to recognize, that the inclusion of culture
in models within neuropsychology, and more general, in cognitive mechanisms, is
not the result of recent discoveries or scholarly thought, but rather, that they had
their earlier and nascent formulations within psychology in the theoretical founda-
tions and propositions of the environmentalists including the Russians Lev
Vygotsky and Alexander Luria, and neopragmatics such as the American John
Dewey, and outside psychology in the works of the German-American Franz Boas
among many other giants. Given our recent advances in genetics, it would appear
as if brain and culture are interwoven by biological mechanisms, and humans may
actually posses culture genes that mediate such an interaction between biology
and the environment, providing an interactive mechanism capable of permitting
humans to assimilate complex cultural variables into its biological makeup, particu-
larly the central nervous system.
As indicated in this volume, it is not easy to simply label Hispanics using
pan-ethnic definitions and comprehend the variability and heterogeneity observed
within such populations. In the United States, they are usually defined as people
180
Summary and Concluding Remarks 181
with Spanish as primary language or individuals from Hispanic backgrounds.

According to this definition, Hispanics would include people with origins from
Spain, Mexico, Central and South America, Puerto Rico, Cuba, and others regions
of the world, yet as noted in previous chapters, individuals may identify them-
selves as Hispanic even though they do not meet such criteria, and may include
individuals from Brazil or Portugal or other regions. Obviously, their beliefs, cul-
tural values, practices, rituals, and other factors at the core of their self-identity
fundamentally vary substantially. Furthermore, the distribution of the Hispanic
population in the United States is not uniform, and there are regional idiosyncra-
sies as well as significant geographical affinity for specific groups of Hispanics.
Large variability also can be found in the acculturation levels of U.S.-born versus
foreign-born Hispanics, and among these subgroups, including their linguistic
skills. For these reasons, it is not sufficient, for example, simply to conduct an
assessment in Spanish, to use norms based on a Hispanic sample, or to assume
certain cultural similarities, in order to work competently with heterogenic Hispanic
populations. In addition, race is often confused with culture and ethnicity, as are the
latter two. Race reflects common descent and physical characteristics, while cul-
ture reflects a set of social beliefs and behaviors (Ardila, Rosselli, and Puente,
1994). Although culture and ethnicity can be considered to be similar because they
may be learned and flexible (Smedley, 1993), culture, as noted above, can be per-
ceived as a complex manifestation or expression or symbolic elements that define
a group of individuals or society from which an individual may adopt specific
characteristics which over time are learned and lead to their own, unique ethnic
identity (cf. Smedley, 1993). Whereas an individual adopt several characteristics
capable of leading to his unique ethnic identity, there can be many ethnicities in
a culture.
This book therefore made an attempt to discuss multiple factors that should be
considered in understanding neuropsychological functions within a cultural con-
text, and providing assessment and consultation to this unique population. In addi-
tion, it is hoped that a message was conveyed indicative of the large numbers of
risk factors often encountered in these individuals, as a result of specific demo-
graphic characteristics, including low educational attainment, literacy broadly
defined, high risk occupations, and other factors such as SES, etc. Education, in
particular, is a variable that has been found to have significant impact on neuropsy-
chological performance, in all ethnic groups, including Hispanics (Ardila, Rosselli,
and Rosas, 1989). Low levels of formal education (i.e., fewer than eight years) has
been found commonly among immigrants (Wong et al., 2000), and the levels of
educational achievement are often lower for Hispanics than for other ethnic groups
in the United States (Shorris, 1992). The reasons for such educational differences
may be socioeconomic and sociopolitical, yet present in the population. According
to relatively recent U.S. Census Bureau survey (1999), Hispanics tend to drop out
of school at a rate greater, almost three times more, than Anglo- or European
Americans and African Americans. Hispanics also are starting school later than
average relative to other groups (Shorris, 1992). As noted by Harris and Llorente
(2005), As many neuropsychological test scores are correlated with education
182 A.M. Llorente
level, it is important to be cognizant of differences in educational opportunities,

quality of education, educational experiences, and attitude toward education among
Hispanics. Moreover, in the process of establishing normative data for neuropsy-
chological instruments, people with ten to twelve years of education and below are
usually combined into a homogeneous educational group. However, reliable differ-
ences due to years of educational attainment have been found in the neuropsycho-
logical performance among people who attained less than 10 years of education,
while little differences have found in the upper end (Ardila et al., 1989b). These
factors lead to increased chance of errors in the inferences derived from neuropsy-
chological assessment with Hispanics with low educational levels. Neuropsychological
profiles of Hispanics with limited education, for example, could mimic educated,
brain-damaged persons (Ardila et al.).
Without question, a great portion of group differences observed in neuropsycho-
logical performances can be attributed to cultural differences (e.g., Shepherd and
Leathem, 1999), yet another proportion to other variables such as socioeconomic sta-
tus differences, particularly interacting with culture. Variables that play important
roles in neuropsychological evaluation may include poverty, poor nutrition, health
care as well as other characteristics. Each or various combinations of these factors
could act as causes, mediators, and/or moderators affecting individuals performances
on neuropsychological assessment, and also influence attitude toward, access to, and
quality of health care received (Center for Disease Control and Prevention [CDC];
McKenzie and Crowcroft, 1994). Although an argument is not being made here that
all Hispanics fit categories associated with lower SES, many of them do, and in many
instances it is such individuals who end up across the clinicians assessment desk, or
rehabilitation centers, partly the results of such risk factors.
Aside from the aforementioned factors, many Hispanic cultures, or specific
Hispanics from a unique ethnic background within a specific cultre, hold strong
religious and other beliefs and thereby have different understandings for the causes
of illness, influencing their perceptions about neuropsychological evaluations
(Puente and Ardila, 2000). Such factors also impact their decision to assimilate and
adopt American values and customs and whether or not to learn English or assimi-
late other aspects of American society and culture. To many, their concept and use
of time are different from mainstream individuals, which could put them at a
disadvantage when administered timed tests. The culture also emphasizes the
importance of harmonious human relationships than academic or other competi-
tions, which might influence their motivations during evaluations (Puente and
Ardila, 2000). There may be additional cross-cultural differences in the expression
of symptoms of diseases (cf. Clark et al., 2005; Llorente et al., 2000, 2001). In
addition, different cultures, including Hispanics, have different degrees of role, sta-
tus differentiations between males and females. Therefore, the effects of gender on
neuropsychological performance might be moderated by culture as well, and this
issue should be given due weight.
Another critical issue is strongly related to the application of tests. Because most
neuropsychological tests have been normed using prevailing, majority populations,
the use of such norms is not appropriate when examining selected individuals with
Summary and Concluding Remarks 183
a Hispanic background. Furthermore, it cannot be assumed that norms ascertained

with Hispanics in one geographical region of the U.S., or in a foreign country,
would be applicable to Hispanic individuals from other (or all) geographical areas
in the U.S., solely because the patient undergoing assessment belongs to the same
ethnic group as the standardization sample or because he or she speaks Spanish
(Llorente et al., 2000). Further, the level of acculturation must be taken into consid-
eration (Dana, 1993).
Individual differences in linguistic skills acquisition, fluency and mastery as
well as the differences in the nature of English and Spanish as languages also create
significant challenges. Although a value judgment is not being made, many
Hispanics in the U.S. use both Spanish and English in varied degrees of proficiency
and frequency, and oftentimes combine these two languages to create what many
have termed Spanglish (cf. Cruz and Teck, 1998), in some instances with positive
and/or negative consequences due their inability to truly master either language.
Significant differences also exist in the structure of these two languages further
complicating the assessment process. Oral and written proficiencies, language pref-
erences, and the patterns of use depend on multiple factors, such as the age, lan-
guage learning sequence, reasons behind learning these two or more languages,
method of acquisition, early versus late exposure to the languages, degree of cul-
tural identification, and individual differences in verbal abilities (cf. Ardila, 1998).
Some patients may only speak Spanish, while children may have more exposure to
English through school, friends, media and leisure activities with greater frequency
than adults. Some are more concerned about maintaining their cultural heritage
(therefore speaking primarily Spanish), while others are more concerned about
adapting the mainstream culture (therefore speaking primarily English). These and
other factors influence individuals performance not only on tasks measuring lan-
guage development and functions and abilities, but also on tasks that are intended
to measure other abilities (e.g., attention, memory, processing speed, etc.) but often
requiring verbal mediation and processing. It is clear that language may present a
barrier for neuropsychological test administration. How could neuropsychologists
accurately assess the brain-behavior relationship of bilingual patients? As discussed
above, there are considerable limitations to conducting neuropsychological evalua-
tions with non-English speakers. For example, there is a misunderstanding that only
a translation of the text is needed (Echmendia, Harris, Congett, Diaz, and Puente,
1997). Translating individual test items during evaluation procedures is not
adequate, as it deviates from standardized procedure, and the accuracy and appro-
priateness of the translations would likely to vary significantly among examiners.
Translations must be conducted in a standardized fashion, and appropriate norms
must be established. Brislin (1983) emphasized the use of back translation to ensure
the comparability of the translated instrument. The changes in the nature and cogni-
tive equivalency of the translated-tests must be considered because of the differ-
ences in language and culture. For example, an object that is easy to name in one
language may require significantly more sophisticated proficiency in another lan-
guage, or a word may contain a greater number of syllables in one language than
the other. The International Test Commission has also provided guidelines for the
184 A.M. Llorente
adaptation of tests (Muniz and Hambleton, 1996). The guidelines not only address
issues associated with translations, but also discuss the selection of appropriate
tests, consideration of potential biases, appropriate scoring methods, appropriate
communication of findings, revision of tests, etc. Even when using validated trans-
lated instruments, the test results should be interpreted with caution, and within an
appropriate cultural context. Individuals assessing these patients should be compe-
tent to conduct such evaluations. It is also important to be aware of the unique needs
of Spanish-English bilinguals living in the United States. For many, using either
Spanish or English testing materials and norms can underestimate their cognitive
abilities (Puente and Ardila, 2000). To reduce bilingualism effects in testing, it
would be ideal to have special norms for Spanish-English bilinguals (until test are
developed that are not biased), and a bilingual examiner who can provide instruc-
tions and understand answers in either language or any mixture of both languages.
If this is not feasible, their results could perhaps be interpreted using both norms
(English and Spanish versions).
As noted in Chapter 7, modern neuropsychological procedures have used more
complex methods of tests development using operating-receiver curves or item
analytic procedures creating standards for test development far more advanced and
sophisticated that a simple adaptation, or worst, a translation of a test. If a patients
primary language is unfamiliar, it is best to refer the patient to a neuropsychologist
who can competently perform an evaluation in that language. Only as a last resort
and if necessary, an interpreter should be used for clinical interviews and consulta-
tions. In such cases, clinicians must select interpreters carefully, and rapport should
be established between a neuropsychologist and an interpreter prior to meetings
with patients. It is important that interpreters are familiar with neuropsychological
principles and terms as well as different Hispanic cultures and regional languages.
Still, it is crucial that clinicians are aware of the increased possibility of miscom-
munications and misunderstandings. Having an interpreter in a room may change
the comfort level and dynamics during meetings, and the subtleties in communica-
tions, such as nonverbal cues and complex language responses can be lost easily
through interpretations. It is also pivotal to note the use of interpreters during the
course of neuropsychological assessment was not advocated or recommended in
this volume, and such a practice should be avoided at all costs, particularly in foren-
sic proceedings, and the use of family members as interpreters completely
discarded.
In conclusion, significant attention towards ethical considerations should be
given to scientific models and applied methods in neuropsychology addressing
cross-cultural issues related to Hispanics, using irreproachable standards of practice
in clinical, educative, and research endeavors.
References
Adams, R.L., Boake, C., and Crain, C. (1982). Bias in neuropsychological test classification related
to education, age and ethnicity. Journal of Consulting and Clinical Psychology, 50, 143145.
Adrenal, A. (2002). Spanish-English bilingualism in the United States of America. In F. Fibber
(ed.) Advances in the neurolinguistics of bilingualism. Essays in honor of Michael Paradis.
(pp. 4967). Udine (Italy).
Ahmad, A., Mohamed, T., and Ameen, N.M. (1997). A 26-month follow-up of posttraumatic
stress symptoms in children after the mass-escape tragedy in Iraqi Kurdistan. Nordic Journal
of Psychiatry, 52, 357366.
Ajdukovic, M. (1995). Mothers perception of their relationship with their children during
displacement: A six month follow up. Child Abuse Review, 5, 3439.
Ajdukovic, M., and Ajdukovic, D. (1993). Psychological well being of refugee children. Child
Abuse and Neglect, 17, 843854.
Ajdukovic, M., and Ajdukovic, D. (1998). Impact of displacement on the psychological well being
of refugee children. International Review of Psychiatry, 10, 186195.
Alden, K., Poole, C., Chantavanich, S., Ohmar, K., Aung, N.N., and Mollica, R.F. (1996).
Burmese political dissidents in Thailand: Trauma and survival among young adults in exile.
American Journal of Public Health, 86, 15611569.
Alegria, M., Vila, D., Woo, M., Canino, G., Takeuchi, D., Vera, M., Febo, V., Guarnaccia, P.,
Aguilar-Gaxiola, S., and Shrout, P. (2004). Cultural relevance and equivalence in the NLAAS
instrument: Integrating etic and emic measures in the development of cross-cultural measures
for a psychiatric epidemiology and services study of Latinos. International Journal of Methods
in Psychiatric Research, 13, 270288.
Almqvist, K., and Brandell-Forsberg, M. (1997). Refugee children in Sweden: Post-traumatic
stress disorder in Iranian preschool children exposed to organized violence. Child Abuse and
Neglect, 21, 351366.
Almqvist, K., and Broberg, A.G. (1999). Mental health and social adjustment in young refugee
children 3 1/2 years after their arrival in Sweden. Journal of the American Academy of Child
and Adolescent Psychiatry, 38, 723730.
American Educational Research Association. (1999). Standards for educational and psychologi-
cal Testing. Washington, DC: AERA Publications.
American Educational Research Association, American Psychological Association, and National
Council on Measurement in Education. (1999). The standards for educational and psychologi-
cal testing. Washington, DC: American Psychological Association.
American Psychiatric Association. (1987). Diagnostic and statistical manual of mental disorders
(3rd ed.) revised. Washington, DC: Author.
(4th ed.). Washington, DC: Author.
185
186 References
(4th ed.) text revision. Washington, DC: Author.
American Psychological Association. (1991). Guidelines for providers of services to ethnic, linguistic,
and culturally diverse populations. Washington, DC: American Psychological Association.
American Psychological Association. (1992). Ethical principles of psychologists and code of
conduct. American Psychologist, 47, 15971611.
American Psychological Association. (2002). Ethical principles of psychologists and code of
conduct. Retrieved Jan. 5, 2006, from http://www.apa.org/ethics/code2002.html.
American Psychological Association. (2001). Guidelines on multicultural education, training,
research, practice, and organizational change for psychologists. Retrieved Nov. 3, 2005, from
http://www.apa.org/divisions/div45/resources.html.
American Psychological Association. (2003). Guidelines on multicultural education, training, research,
practice, and organizational change for psychologists. American Psychologist, 58, 377402.
American Psychological Association. (1985, 1999). The Standards for educational and psycho-
logical testing. Washington, DC: Author.
American Speech-Language-Hearing Association. (1982). Committee on language, speech and
hearing services in the schools. Definitions: Communicative disorders and variations.
American Speech-Language-Hearing Association, 24, 949950.
Anastasi, A., and Urbina, S. (1997). Psychological testing (7th ed.). Upper Saddle River,
NJ: Prentice Hall.
Angel, B., Hjern, A., and Ingleby, D. (2001). Effects of war and organized violence on children:
A study of Bosnian refugees in Sweden. American Journal of Orthopsychiatry, 71, 415.
Anger, W.K., Cassitto, M.G., Liang, Y.X. et al. (1993). Comparison of performance from three
continents on the WHO-recommended Neurobehavior Core Test Battery. Environmental
Research, 62, 125147.
Applebaum, H. (1987). Perspectives in cultural anthropology. Albany, NY: State University of
New York Press.
Ardila, A. (1993). Future directions in the research and practice of cross-cultural neuropsychology.
Journal of Clinical and Experimental Neuropsychology, 15, 19 (abstract).
Ardila, A. (1998). A note of caution: Normative neuropsychological test performance: Effects of
age, education, gender and ethnicity: A comment on Saykin et al. (1995). Applied
Neuropsychology, 5, 5153.
Ardila, A. (2003). Culture in Our Brains: Cross-Cultural Differences in the Brain-Behavior
Relationships. In A. Toomela (ed.), Cultural Guidance in the Development of the Human
Mind. London: Greenwood Publishing.
Ardila, A. (2005). Cultural values underlying psychometric cognitive testing. Neuropsychological
Review, 15, 185195.
Ardila, A., and Moreno., S. (2001). Neuropsychological test performance in Aruaco Indians: An
exploratory study. Journal of the International Neuropsychological Society, 7, 510515.
Ardila. A., Ardila. O., Bryden M.P., Ostrosky F, Rosselli. M., and Steenhuis. R. (1989a). Effects
of cultural background and education on handedness. Neuropsychologia, 27, 893897.
Ardila, A., Rosselli, M., and Rosas, P. (1989b). Neuropsychological assessment of illiterates:
Visuo-spatial and memory abilities. Brain and Cognition, 11, 147166.
Ardila, A., Rosselli, M., and Puente, A. (1994). Neuropsychological assessment of the Spanish
speaker. New York: Plenum Press.
Arroyo, W., and Eth, S. (1996). Post-traumatic stress disorder and other stress reactions. In R.J.
Apfel and S. Bennett (eds.), Minefields in their hearts: The mental health of children in war
and communal violence (pp. 5274). New Haven, CT: Yale University Press.
Artioli i Fortuny, L., and Mullaney, H.A. (1998). Assessing patients whose language you do not
know: Can the absurd be ethical? The Clinical Neuropsychologist, 12, 113126.
Artioli i Fortuny, L., Garolera, M., Hermosillo, R.D., Feldman, E., Fernandez Barillas, H., Keefe, R.,
et al. (2005). Research with Spanish-speaking populations in the United States: lost in the
translation. A commentary and a plea. Journal of Clinical and Experimental Neuropsychology,
27, 555564.
References 187
Athey, J.L., and Ahearn, F.L. (1991). The mental health of refugee children: An overview. In F.L.
Ahearn and J.L. Athey (eds.), Refugee children: Theory, research, and services. The Johns
Hopkins series in contemporary medicine and public health (pp. 319). Baltimore, MD: The
Johns Hopkins University Press.
Auffrey, J., and Robertson, M. (1972). Case history information and examiner experience as
determinants of scoring validity on the Wechsler intelligence tests. Proceedings of the 80th
Annual Convention of the American Psychological Association, 7, 553554.
Axelrod, B.N. (2002). Validity of the Wechsler Abbreviated Scale of Intelligence and other very
short forms of estimating intellectual functioning. Assessment, 9, 1723.
Badcock, K.A., and Ross, M.W. (1982). Neuropsychological testing with Australian aborigines.
Australian Psychologist, 17, 297299.
Baker, D., Stevens, C., Brook, R. et al. (1996). Determinants of emergency department use:
Are race and ethnicity important? Annals of Emergency Medicine, 28, 677682.
Ballard, W.S., Tighe, P.L., and Dalton, E.F. (1989). IDEA Oral Language Proficiency Test
Pre- IPT Spanish. Brea, CA: Ballard and Tighe Publishers.
Ballard, W.S., Tighe, P.L., and Dalton, E.F. (1996a). IDEA Oral Language Proficiency Test IPT 1
Spanish. Brea, CA: Ballard and Tighe Publishers.
Ballard, W.S., Tighe, P.L., and Dalton, E.F. (1996b). IDEA Oral Language Proficiency Test IPT II
Spanish. Brea, CA: Ballard and Tighe Publishers.
Baron, I.S. (2004). Neuropsychological evaluation of the child. Oxford: University Press.
Baron, R.M., and Kenny, D.A. (1986). The moderator-mediator variable distinction in socialpsy-
chological research: Conceptual, strategic and statistical considerations. Journal of Personality
and Social Psychology, 51, 11731182.
Bates, E., Dale, P.S., and Thal, D. (1995). Individual differences and their implications for theories
of language development. In P. Fletcher and B. MacWhinney (eds.), Handbook of child
language. Oxford: Basil Blackwell.
Bates, E., Thal, D., and Janowsky, J. (1992). Early language development and its neural correlates.
In S. Segalowitz and I. Rapin (eds.), Handbook of Neuropsychology: Vol. 7. Child
Neuropsychology (pp. 69110). Amsterdam: Elsevier.
Bates, E., Thal, D., Finlay, B., and Clancy, B. (2003). Early language development and its neural
correlates. In I. Rapin and S. Segalowitz (eds.), Handbook of neuropsychology: Child
neuropsychology (Vol. 8, 2nd ed.). Amsterdam: Elsevier.
Bayley, N. (1993). Bayley Scales of Infant Development (2nd ed.). San Antonio, TX: Psych
Corp.
Becker, D.F., Weine, S.M., Vojvoda, D., and McGlashan, T.H. (1999). Case series: PTSD
symptoms in adolescent survivors of ethnic cleansing. Results from a 1-year follow up
study. Journal of the American Academy of Child and Adolescent Psychiatry, 38,
775781.
Bedore, L.M. (1999). The acquisition of Spanish. In O.L. Taylor and L.B. Leonard (eds.),
Language acquisition across North America: Cross-cultural and cross-linguistic perspectives
(pp. 157207). San Diego, CA: Singular Publishing Group, Inc.
Beery, K.E., and Taheri, C.M. (1992). Beery Picture Vocabulary Test. Odessa, FL: Psychological
Assessment Resources, Inc.
Beiser, M., Dion, R., Gotowiec, A., Hyman, I., and Vu, N. (1995). Immigrant and refugee children
in Canada. Canadian Journal of Psychiatry, 40, 6772.
Belyaev, D.K. (1979). Destabalizing selection as a factor in domestication. Journal of Hereditz,
70, 301308.
Bemak, F., and Timm, J. (1994). Case study of an adolescent Cambodian refugee: A clinical,
developmental and cultural perspective. International Journal for the Advancement of
Counselling, 17, 4758.
Benson, D.F. (1993). Aphasia. In K.M. Heilman and E. Valenstein (eds.), Clinical neuropsychology
(3rd ed., pp. 1736). New York: Oxford University Press.
Benton, A.L., Hamsher, K. de S., Rey, G.J., and Sivian, A.B. (1994). Multilingual Aphasia
Examination (3rd ed.). Iowa City, IA: AJA Associates.
188 References
Berman, H. (2001). Children and war: Current understandings and future directions. Public
Health Nursing, 18, 243252.
Berry, J.W. (1997). Immigration, acculturation and adaptation. Applied Psychology, 46, 568.
Berry, J.W. (2001). Contextual studies of cognitive adaptation. In J.M. Collis and S. Messick (eds.),
Intelligence and personality: Bridging the gap in theory and measurement (pp. 319333).
Mahwah, NJ: Lawrence Earlbaum.
Berry, J. W. (1999). Emics and etics: a symbiotic conception. Culture and Psychology, 5, 165171.
Berthold, S.M. (1999). The effects of exposure to community violence on Khmer refugee
adolescents. Journal of Traumatic Stress, 12, 455471.
Best, C.T., and Avery, R.A. (1999). Left-hemisphere advantage for click consonants is determined
by linguistic significance and experience. Psychological Science, 10, 6570.
Bird, H.R. (1996). Epidemiology of childhood disorders in a cross-cultural context. Journal of
Child Psychology and Psychiatry and Allied Disciplines, 37, 3549.
Bland, J.M., and Altman, D.G. (1986). Statistical methods for assessing agreement between two
methods of clinical measurement. Lancet, i, 307310.
Blau, T. (1998). The psychologist as expert witness (2nd ed.). New York: Wiley.
Blonder, L.X. (1991). Human neuropsychology and the concept of culture. Human Nature,
2, 83116.
Bond, L. (1987). The golden rule settlement: A minority perspective. Educational Measurment:
Issues and Practice, 6, 2325.
Bornstein, M.H. (1973). Color vision and color naming: A psychological hypothesis of cultural
difference. Psychological Bulletin, 80, 257285.
Bos, C.S., and VanReusen, A. K. (1991). Academic interventions with learning disabled students:
A cognitive/metacognitive approach. In J.E. Obrzut and G.W. Hynd (eds.), Neuropsychological
foundations of learning disabilities (pp. 659684). San Diego, CA: Academic Press.
Botwinick, J. (1967). Cognitive Processes in Maturity and Old Age. New York: Springer.
Boydston, J.A. (ed.). (1981). Dewey, J. The Later Works, 19251953. Carbondale: Southern
Illinois University Press.
Braden, J.P., and Kratochwill, T.R. (1997). Treatment utility of assessment: Myths and realities.
School Psychology Review, 26, 475485.
Brandt, J. (February, 2005). Neuropsychological Crimes and Misdemeanors, Presidential Address,
33rd Annual Meeting of the International Neuropsychological Society, St. Louis, Missouri.
Brislin, R.W. (1983). Translation and content analysis of oral and written material. In
H.C. Tridndis and J.W. Berry (Eds.), Handbook of Cross-Cultural Methodology. Boston: Allyn
& Bacon.
Broca, P. (1861). Perte de la parole, ramollissement chronique et destruction partielle du lob
anterieur gauche de cerveau. Bulletins de la Societe dAnthropologie, 62, pp. 235238.
Brownell, R. (2001). Expressive One-Word Picture Vocabulary Test Spanish Bilingual Edition.
Novato, CA: Academic Therapy Publications.
Bruininks, R.H., Woodcock, R.W., Weatherman, R.F., and Hill, B.K. (1996). Scale of Independent
Behavior (rev. ed.). Itasca, IL: Riverside Publishing Company.
Burnett, D.M., Kolakowsky-Hayner, S.A., Slater, D., Stringer, A., Bushnik, T., Zafonte, R., and
Cifu, D.X. (2003). Ethnographic analysis of traumatic brain injury patients in the National
Model Systems database. Archives of Physical Medicine and Rehabilitation, 84,263267.
Byrd, D.A., Sanchez, D., & Manly, J.J. (2005). Neuropsychological test performance among
Caribbean-born and U.S.-born African-American elderly: The role of age, education, and
reading level. Journal of Clinical and Experimental Neuropsychology, 27, 10561069.
Camilli, G., & Shepord, L.A. (1994). Methods for identifying biased test items. Thousand Oaks,
CA. Sage.
Campbell, T., Dollaghan, C., Needleman, H., and Janosky, J. (1997). Reducing bias in language
assessment: Processing dependent measures. Journal of Speech and Hearing Research,
40, 519525.
Camus, J. (1917/1918). Physical and occupational re-education of the maimed. London: Bailliere,
Tindal and Cox.
References 189
Canadian Psychological Association. (1991). Canadian Code of Ethics for Psychologists. Ottawa,
Ontario: Canadian Psychological Association.
Carlson, C.I., Uppal, S., and Prosser, E. (2000). Ethnic differences in processes contributing to the
self-esteem of early adolescent girls. Journal of Early Adolescence, 20, 4467.
Carroll, J.B. (2005). The three-stratum theory of cognitive abilities. In D.P. Flanagan and P.L.
Harrison (eds.), Contemporary intellectual assessment: Theories, tests, and issues. New York:
Guilford Press.
Carroll, J.B., Davies, P., and Richman, B. (1971). The American heritage word frequency book.
Boston: Houghton Mifflin.
Carter, R.T., and Qureshi, A. (1995). A typology of philosophical assumptions in multicultural
counseling and training. In J.G. Ponterotto, J.M. Casas, L.A. Suzuki, and C.M. Alexander
(eds.), Handbook of Multicultural Counseling (pp. 239262). Thousand Oaks, CA: SAGE
Publications, Inc.
Cascallar, E.C., and Arnold, J. (2001). Second language acquisition. In M.O. Pontn and J. Len-
Carrin (eds.), Neuropsychology and the Hispanic patient: A clinical handbook (pp. 5974).
Mahwah, NJ: Lawrence Erlbaum Associates.
Cattell, R.B. (1963). Theory of fluid and crystallized intelligence; A critical experiment. Journal
of Educational Psychology, 54, 122.
Ceci, S.J. (1996). On intellegence (expanded ed.). Cambridge, MA: Harvard University Press.
Centeno, J.G., and Obler, L.K. (2001). Principles of bilingualism. In M.O. Pontn and J. Len-
Carrin (eds.), Neuropsychology and the Hispanic patient: A clinical handbook (pp. 7586).
Mahwah, NJ: Lawrence Erlbaum Associates.
Centers for Disease Control and Prevention. (1998). Tobacco use among U.S. racial/ethnic minor-
ity groups - African Americans, American Indians and Alaska Natives, Asian Americans and
Pacific Islanders, and Hispanics: A report of the Surgeon General. Atlanta: Author.
Centers for Disease Control and Prevention. (1999). Traumatic brain injury in the United States:
A report to congress. Atlanta: Author.
Cervantes, R.C., and Acosta, F.X. (1992). Psychological testing for Hispanic-Americans. Applied
and Preventive Psychology, 1, 209219.
Choi, S. (1999). Acquisition of Korean. In O.L. Taylor and L.B. Leonard (eds.), Language acquisition
across North America: Cross-cultural and cross-linguistic perspectives (pp. 281334). San
Diego, CA: Singular Publishing Group, Inc.
Chomsky, N. (1991). Linguistics and cognitive science: Problems and mysteries. In A. Kasher
(ed.), The Chomskyan turn. Cambridge, MA: Blackwell.
Christensen, A.L. (1975). Lurias neuropsychological investigation. New York: Spectrum.
Christensen, A.L., and Castano, C. (1996). Alexander Romanovitch Luria (19021977): Contributions
to neuropsychological rehabilitation. Neuropsychological Rehabilitation, 6, 279303.
Christophersen, E.R., and Mortweet, S.L. (2001). Treatments that work with children: Empirically
supported strategies for managing childhood problems (pp. 310). Washington DC: American
Psychological Association.
Clark, C.M., DeCarli, C., Mungas, D., Chui, H.I., Higdon, R., Nunez, J., et al. (2005). Earlier
onset of Alzheimer disease symptoms in Latino individuals compared with Anglo individuals.
Archives of Neurology, 62, 774778.
Clarke, G.N., Sack, W.H., and Goff, B. (1993). Three forms of stress in Cambodian adolescent
refugees. Journal of Abnormal Child Psychology, 21, 6577.
Cole, E. (1998). Immigrant and refugee children: Challenges and opportunities for education.
Canadian Journal of School Psychology, 14, 3650.
Collier, V.P. (1992). A synthesis of studies examining long-term language minority student data
on academic achievement. Bilingual Education Research Journal, 16, 187221.
Collier, V.P. (1995). Acquiring a second language for school. Directions in Language and
Education, 1, 110.
Committee on Minority Representation in Special Education (2002). Representation of minority
students in special and gifted education. In M.S. Donovan and C.T. Cross (eds.), Minority
students in special and gifted education. (pp. 3590).
190 References
Comrie, B. (2000). From potential to realization: An episode in the origin of language. Linguistics,
38, 9891004.
Condeluci, A. (1997). Community inclusion: The ultimate goal of rehabilitation. In J. Len-
Carrin (ed.), Neuropsychological rehabilitation: Fundamentals, innovations, and directions
(pp. 483495). Delray Beach, FL: GR/St. Lucie Press.
Connelly, J., and Schweiger, M. (2000). The health risks of the UKs new asylum act. British
Medical Journal, 321, 56.
Courville, C.B. (1967). Injuries of the skull and brain as described in the myths, legends and folk-
tales of the various peoples of the world. New York: Vantage Press.
Coutinho, M.J., and Oswald, D.P (2000). Disproportionate representation in special education:
A synthesis and recommendations. Journal of Child and Family Studies, 9, 13156.
Crago, M.B., and Allen, S.E.M. (1999). Acquiring Inuktitut. In O.L. Taylor and L.B. Leonard
(eds.), Language acquisition across North America: Cross-cultural and cross-linguistic
perspectives (pp. 245278). San Diego, CA: Singular Publishing Group, Inc.
Crowley, M. (1992). Behavioural difficulties and their relationship to language impairment. In
J. Law (ed.), The early identification of language impairment in children: Therapy in practice
(pp. 6383). London: Chapman and Hall.
Cruz, B., Teck, B. (1998). The official spanglish dictionary: Un users guide to more than 300
words and phrases that arent exactly Espanol or Ingles. New York: Fireside Books.
Crystal, D. (1987). Cambridge encyclopedia of language. Cambridge: Cambridge University Press.
Cummins, J. (1979). Linguistic interdependence and the educational development of bilingual
children. Review of Educational Research, 49, 222251.
Cummins, J. (1981). The role of primary language development in promoting educational success
for language minority students (pp. 349). In Schooling and language minority students.
Sacramento, CA: California Department of Education.
Cummins, J. (1984). Bilingualism and special education: Issues in assessment and pedagogy. San
Diego, CA: College-Hill Press.
Cummins, J. (1989). Empowering language minority students. Sacramento, CA: California
Association for Bilingual Education.
Cummins, J., and Gulutsan, M. (1975). Set, objectification and second language learning.
International Journal of Psychology, 10, 91100.
Cunningham, M., and Cunningham, J.D. (1997). Patterns of symptomatology and patterns of tor-
ture and trauma experiences in resettled refugees. Australian and New Zealand Journal of
Psychiatry, 31, 555565.
Damasio, A.R., and Damasio, H. (2000). Aphasia and the neural basis of language. In M.M.
Mesulam (Ed.), Principles of behavioral and cognitive neurology (2nd ed., pp. 294315).
Oxford: Oxford University Press.
Damico, J.S. (1985). Clinical Discourse Analysis: A functional language assessment technique. In
C.S. Simon (ed.), Communication skills and classroom success: Assessment of language-
learning disabled students (pp. 165204). Austin, TX: Pro-Ed.
Damico, J.S. (1991). Descriptive assessment of communicative ability in limited English profi-
cient students. In E.V. Hayaman and J.S. Damico (eds.), Limiting bias in the assessment of
bilingual students (pp. 157217). Austin, TX: Pro-Ed.
Dana, R. (1993). Multicultural assessment perspectives for professional psychology. Needham
Heights, MA: Allyn and Bacon.
Darwin, C. (1967). On the origin of species. A facsimile of the first edition. New York, Atheneum.
Das, J.P, Naglieri, J., and Kirby, J.R. (1994). Assessment of cognitive processes: The PASS theory
of intelligence. Needham Heights, MA: Allyn and Bacon.
Davies, M., and Webb, E. (2000). Promoting the psychological well-being of refugee children.
Clinical Child Psychology and Psychiatry, 5, 541554.
DeBlesser, R. (1988). Localisation of aphasia: Science or fiction? In G. Denes, C. Semenza, and
P. Bisiacchi (eds.), Perspectives on cognitive neuropsychology. East Sussex, U K: Lawrence
Earlbaum Associates.
References 191
Dejong, R. (1982). History of American neurology. New York: Raven Press.

De Jongh, E.M. (1991). Foreign language interpreters in the courtroom: The case for linguistic
and cultural proficiency. Modern Language Journal, 75, 285295.
DeLong, G.R. (1993). Effects of nutrition on brain development in humans. American Journal of
clinical Nutrition, 57, 286290 (Supplement).
Delis, O.C., Kaplan, E., & Kramer, J.H. (2001). The Delis-Kaplan Executive Function System
(DKEFS). San Antonio, TX: The Psychological Corporation.
Delis, D.C., Kiefner, M.G., and Fridlund, A.J. (1988). Visuospatial dysfunction following unilat-
eral brain damage: Dissociations in hierarchical and hemispatial analysis. Journal of Clinical
Neuropsychology, 10, 421431.
Dennett, D.C. (1978). Brainstorms: Philosophical essays on mind and psychology. Montgomery,
VT: Bradford Books.
Dewey, J. (1938). Experience and education. New York: Macmillan Press.
Dodd, W. (1983). Do interpreters affect consultation? Family Practice, 1, 4247.
Donahue, D., and Sattler, J.M. (1971). Personality variables affecting WAIS scores. Journal of
Consulting and Clinical Psychology, 36, 441.
Drame, E.R. (2002). Sociocultural context effects on teachers readiness to refer for learning
disabilities. Exceptional Children, 69, 4153.
Dreman, S., and Cohen, E. (1990). Children of victims of terrorism revisited: Integrating individual
and family treatment approaches. American Journal of Orthopsychiatry, 60, 204209.
Dronkers, N.F., Pinker, S., and Damasio, A. (2000). Language and the aphasias. In E.R. Kandel,
J.H., Schwartz, and T.M. Jessell (eds.), Principles of neural science (4th ed., pp. 11691187).
New York: McGraw-Hill.
Dunn, L.M., and Dunn, L.M. (1981). Peabody Picture Vocabulary Test Revised. Cicle Pines,
MN: American Guidance Service.
Dunn, L.M., Padilla, E.R., Lugo, D.E., Dunn, L.M. (1986). Test de Vocabulario en Imagines
Peabody: Adaptacin Hispanoamericana [Peabody Picture Vocabulary Test: Hispanic American
Adaptation]. Circle Pines, MN: American Guidance Service.
Dunn, L.M., and Dunn, L.M. (1997). Peabody Picture Vocabulary Test (3rd ed.). Circle Pines,
DuPaul. G.J., Schaughency, E.A., Weyandt, L.L., Tripp, G., Kiesner, J., Ota, K., and Stanish, H.
(2001). Self-report of ADHD symptoms in university students: Cross-gender and cross-
national prevalence. Journal of Learning Disabilities, 34, 370379.
Dussell, E. (Ed). (1992). The Church in Latin America, 14921992. Maryknoll, NY: Orbis.
Dybdahl, R. (2001). Children and mothers in war: An outcome study of a psychosocial intervention
program. Child Development, 72, 12141230.
Echemenda, R., Harris, J.G., Congett, S., Diaz, and Puente, A. (1997). Neuropsychological training
and practices with Hispanics: A national survey. The Clinical Neuropsychologist, 11, 29243.
Echemendia, R.J., and Harris, J.G. (2004). Neuropsychological test use with Hispanic/Latino popu-
lations in the United States: part II of a national survey. Applied Neuropsychology, 11, 411.
Echevarria, J., and McDonough, R. (1996). An alternative reading approach: Instructional conver-
sations in a bilingual special education setting. Learning Disabilities Research and Practice,
10, 108119.
Eckberg, D., and Hill, L. (1979). The paradigm concept and sociology. American Sociological
Review, 44, 925937.
Efron, R. (1990). The decline and fall of hemispheric specialization. Hillsdale, N.J.: Erlbaum.
Egeland, B. (1967). Influence of examiner and examinee anxiety on WISC performance.
Psychological Reports, 21, 409414.
Eisenson, J. (1984). Aphasia and related disorders in children (2nd ed.). New York: Harper and
Row Publishers.
El Habir, E., Marriage, K., Littlefield, L., and Pratt, K. (1994). Teachers perceptions of
maladaptive behaviour in Lebanese refugee children. Australian and New Zealand Journal of
192 References
Elbedour, S., ten-Bensel., and Bastien, D.T. (1993). Ecological integrated model of children in
war: Individual and social psychology. Child Abuse and Neglect, 17, 805819.
Elbert, T., Pantev, C., Wienbruch, C., Rockstroh, P., and Taub, E. (1995). Increased cortical rep-
resentation of fingers of the left hand in string players. Science, 270, 305307.
Elliot, C.D. (1990). Differential Ability Scales. San Antonio, TX: The Psychological Corporation.
Elliott, S.N. (1990). The nature and structure of the DAS: Questioning the tests organizing model
and use. Journal of Psychoeducational Assessment, 8, 406411.
Espino, C.M. (1991). Trauma and adaptation: The case of Central American children. In F.L.
Ahearn and J.L. Athey (eds.), Refugee children: Theory, research and services. The Johns
Hopkins series in contemporary medicine and public health (pp. 106124). Baltimore, MD,
US: The Johns Hopkins Press.
Espinosa, G., Elizondo, V., and Miranda, J. (eds.). (2005). Latino religions and civic activism in
the United States. New York: Oxford University Press.
Evans, J.L. (2001). An emergent account of language impairments in children with SLI: Implications
for assessment and intervention. Journal of Communication Disorders, 34, 3954.
Ezkenazi, B., and Maizlish, N.A. (1988). Effects of occupational exposure to chemicals on
neurobehavioral functioning. In R.E. Tarter, D.H. van Thiel, and K.L. Edwards (eds.),
Medical neuropsychology: The impact of disease on behavior (pp. 223264). New York:
Plenum.
Fadiman, A. (1997). The spirit catches you and you fall down: A Hmong child, her American
doctors, and a collision of two cultures. New York: Farrar, Straus, and Giroux.
Fantino, A.M., Colak, A. (2001). Refugee children in Canada: Searching for identity. Child
Welfare, 80, 587596.
Farris, R.E.L., and Dunham, H.W. (1939). Mental Disorders in Urban Areas. Chicago: University
of Chicago Press.
Felsman, J.K., Leong, F.T., Johnson, M.C., and Felsman, I.C. (1990). Estimates of psychological
distress among Vietnamese refugees: Adolescents, unaccompanied minors and young adults.
Social Science and Medicine, 31, 12511256.
Fennell, E.B., and Bauer, R.M. (1989). Models of inference in evaluating brain-behavior relation-
ships in children. In C. Reynolds and E. Fletcher-Janzen (eds.), Handbook of Clinical
Neuropsychology (2nd ed., pp. 204215). New York: Plenum Press.
Fenson, L., Dale, P.S., Reznick, S., Bates, E., Thal, D., and Pethick, S. (1994). Variability in early
communicative development. Monographs of the Society for Research in Child Development,
59 (Serial No. 242).
Figueroa, R.A., Sandoval, J., and Merino, B. (1984). School psychology and limited-English
proficient (LEP) children: New competencies. Journal of School Psychology, 22, 131143.
Flynn, J.R. (1984). The mean IQ of Americans: Massive gains 19321978. Psychological Bulletin,
95, 2951.
Folstein, M.F., Folstein, S.E., and McHugh, P.R. (1975). Mini-mental state: a practical method for grading
the cognitive status of patients for the clinician. Journal of Psychiatric Research, 12, 189198.
Fortin, J., and Crago, M.B. (1999). French language acquisition in North America. In O.L. Taylor
and L.B. Leonard (eds.), Language acquisition across North America: Cross-cultural and
cross-linguistic perspectives (pp. 209242). San Diego, CA: Singular Publishing Group, Inc.
Fox, P.G., Cowell, J.M., and Montgomery, A.C. (1994). The effects of violence on health and
adjustment of Southeast Asian refugee children: An integrative review. Public Health Nursing,
11, 195201.
Franco, J.N. (1983). An acculturation scale for Mexican-American children. Journal of General
Psychology, 108, 175181.
Fromm, E. (1956). The Art of Loving. New York: Harper & Raw.
Fuld, P.A. (1981). The Fuld Object Memory Evaluation. Wood Dale, IL: Stoelting Instrument
Company.
Galton, F. (1869/1892/1962). Hereditary genius: An Inquiry into its laws and consequences.
London: Macmillan/Fontana.
References 193
Gannotti, M.E., and Handwerker, W.P. (2002). Puerto Rican understandings of child disability:
Methods for the cultural validation of standardized measures of child health. Social Science
and Medicine, 55, 20932105.
Garbarino, J., and Kostelny, K. (1996). The effects of political violence on Palestinian childrens
behavior problems: A risk accumulation model. Child Development, 67, 3345.
Garbarino, J., and Kostelny, K. (1996). What do we need to know to understand children in war
and community violence? In R.J. Apfel and S. Bennett (eds.), Minefields in their hearts: The
mental health of children in war and communal violence (pp. 3351). New Haven, CT: Yale
University Press.
Garbarino, J., Kostelny, K., and Dubrow, N. (1991). What children can tell us about living in
danger? American Psychologist, 46, 376383.
Garca Coll, C., and Magnuson, K. (2002). Cultural differences as sources of developmental
vulnerabilities and resources. In J.P. Shonkoff and S.J. Meisels (eds.) Handbook of early
childhood intervention (2nd ed.) (pp. 94114). New York: Cambridge University Press.
Garcia, M. (1981). Desert Immigrants: The Mexicans of El Paso, 18801920. New Haven, CT:
Yale University Press.
Gardner, M.F. (1990a). Expressive One-Word Picture Vocabulary Test Revised. Novato, CA:
Academic Therapy Publications.
Gardner, M.F. (1990b). Expressive One-Word Picture Vocabulary Test Revised, Spanish Edition.
Novato, CA: Academic Therapy Publications.
Gardner, M.F. (2000). Receptive One-Word Picture Vocabulary Test (2000 ed.). Novato, CA:
Academic Therapy Publications.
Garmezy, N., and Rutter, M. (eds.) (1983). Stress, Coping, and Development in Children.
Baltimore, MD: The Johns Hopkins University Press.
Geltman, P.L., Augustyn, M., Barnett, E.D., Klass, P.E., and McAlister Groves, B. (2000). War
trauma experience and behavioral screening of Bosnian refugee children resettled in
Massachusetts. Journal of Developmental and Behavioral Pediatrics, 21, 255261.
Georgas, J. (2003). Cross-cultural psychology, intelligence, and cognitive processes. In Georgas,
J., Weiss, L.G., Van de Vijver, F.J.R., and Saklofske, D.H. (eds.). Culture and Childrens
Intelligence: Cross-cultural analysis of the WISC-III. (pp. 2337). San Diego CA: Academic
Press.
Georgas, J., Weiss, L.G., Van de Vijver, F.J.R., and Saklofske, D.H. (2003a). A cross-cultural
analysis of the WISC-III. In Georgas, J., Weiss, L.G., Van de Vijver, F.J.R., and Saklofske,
D.H. (eds.). Culture and Childrens Intelligence: cross-cultural analysis of the WISC-III. (pp.
277 313). San Diego CA: Academic Press.
Georgas, J., Weiss, L.G., Van de Vijver, F.J.R., and Saklofske, D.H. (eds.). (2003b). Culture and
Childrens Intelligence: cross-cultural analysis of the WISC-III. San Diego CA: Academic Press.
German, D.J. (1986). Test of Word Finding. Allen, TX: DLM Teaching Resources.
Golden, C.J. (1981). The Luria-Nebraska Childrens Battery: Theory and formulation. In G.W.
Hynd and J. E. Obrzut (eds.), Neuropsychological assessment and the school-aged child:
Issues and procedures (pp. 277302). Orlando, FL: Grune and Stratton.
Golden, C.J. (1986). Manual for the Luria-Nebraska Neuropsychological Battery: Childrens revi-
sion. Los Angeles: Western Psychological Services.
Goldstein, K. (1919). Die behandlund, frsorge und begutachtung der hirnverletzen. Zugleich ein
beitrag zur verwendung psychologischer methoden in der klinik. Leipzig: F.C.W. Vogel.
Goldstein, K. (1942). After effects of brain injuries in war: Their evaluation and treatment; the
application of psychologic methods in the clinic. New York: Grune and Straton.
Goldstein, K., and Reichmann, F. (1920). ber praktische und theoretische ergebnisse aus
den erfahrungen an hirnschu verletzten. Ergebnisse der inneren Medizin und Kinderheilkunde, 18,
405530.
Golomb, M. R., Hune, S., MacGregor, D.L., and deVeber, G. (2003). Alternative therapy use by
Chinese-Canadian children with stroke and cerebrovascular disease. Journal of Child
Neurology, 18, 714717.
194 References
Gomez-Tortosa, E., Martin, E., Gaviria, M., Charbel, F., and Ausman, J. (1995). Selective deficit
of one language in a bilingual patient following surgery in the left perysylvian area. Brain and
Language, 48, 320325.
Gonzalez, J.J. (2001). Pediatric assessment. In: Pontn, M.O., and Len-Carrin, J. (eds.)
Neuropsychology and the Hispanic patient (pp. 105136). Mahwah, NJ: Lawrence Erlbaum.
Goodglass, H., and Kaplan, E. (1983a). Boston Diagnostic Aphasia Examination. Philadelphia:
Lea & Febiger.
Goodglass, H., and Kaplan, E. (1983b). The assessment of aphasia and related disorders (2nd ed.).
Baltimore, MD: Williams & Wilkins.
Green, B., Korol, M., Grace, M., Vary, M., Leonard, A., Gleser, G., and Smitson-Cohen, S. (1991).
Children and disaster: Age, gender and parental effects on PTSD symptoms. Journal of the
American Academy of Child and Adolescent Psychiatry, 30, 945951.
Greenbaum, C.W., Erlich, C., and Toubiana, Y.H. (1993). Settler children and the Gulf War. In
L.A. Leavitt and N.A. Fox (eds.), The psychological effects of war and violence on children
(pp. 109130). Hillsdale, NJ: Lawrence Erlbaum Associates.
Groce, N.E., and Zola, I.K. (1993). Multiculturalism, Chronic Illness, and Disability. Pediatrics,
91, 10481055.
Grossman, F.D. (1978). The effect of an examinees reported academic achievement and/or
physical condition on examiners scoring and of the WISC-R Verbal IQ. Dissertation Abstracts
International, 38, 4091A. (University Microfilms No. 7728,462).
Guarnaccia, P.J., and Lopez, S. (1998). The mental health adjustment of immigrant and refugee
children. The Child Psychiatrist in the Community, 7, 537553.
Guarnaccia, P.J., and Rogler, L. H. (1999). Research on culture-bound syndromes: New directions.
American Journal of Psychiatry, 156, 13221327.
Guarnaccia, P.J., Lewis-Fernandez, R., and Marano, M.R. (2003). Toward a Puerto Rican popular
nosology: Nervios and Ataque de Nervios. Culture, Medicine and Psychiatry, 27, 339366.
Guilford, J.P. (1967). The nature of human intelligence. New York: McGraw-Hill.
Gurdjian, E.S. (1973). Head injuries from antiquities to the present with special reference to pen-
etrating head wounds. Springfield, IL: Charles C Thomas Publisher.
Hakuta, K., Ferdman, B.M., and Diaz, R.M. (1987). Bilingualism and cognitive development:
Three perspectives. In S. Rosenberg (ed.), Advances in applied psycholinguistics: Vol. 2.
Reading, writing, and language learning (pp. 284319). New York: Cambridge University
Press.
Hale, J. B., and Fiorello, C. (2002). Beyond the academic rhetoric of g: Intelligence testing guide-
lines for practitioners, part I. National Association of School Psychologists.
Retrieved March 25, 2003, from http://www.nasponline.org/ publications/cq312beyondg.html.
Hale, J.B., Fiorello, C.A., Kavanaugh, J.A., Hoeppner, J.B., and Gaither, R.A. (2001). WISC-III
predictors of academic achievement for children with learning disabilities: Are global and
factor scores comparable? School Psychology Quarterly, 16, 3155.
Haley, S., Coster, W., Ludlow, L., Haltiwanger, J. and Andrellos, P. (1992). Pediatric evaluation
of disability inventory (PEDI). Boston: New England Medical Center Hospital and PEDI
Research Group.
Hall, C.C.I. (1997). Cultural malpractice: The growing obsolescence of psychology with the
changing U.S. population. American Psychologist, 52, 642651.
Halstead, W.C., and Wepman, J.M. (1959). The Halstead-Wepman Aphasia Screening Test.
Journal of Speech and Hearing Disorders, 14, 915.
Hamayan, E.V., and Damico, J.S. (1991). Developing and using a second language. In E.V.
Hamayan and J.S. Damico (eds.), Limiting bias in the assessment of bilingual students (pp.
3975). Austin, TX: Pro-Ed.
Hamers, J.F., and Blanc M.H.A. (1989). Bilinguality and Bilingualism. Cambridge, England:
Cambridge University Press.
Hamilton, N., and Chinchilla, N. (1991). Central American migration: A framework for analysis.
Latin American Research Review, 26, 75110.
References 195
Handwerker, W.P. (2002). The construct validity of cultures: Cultural diversity, culture theory, and
a method for ethnography. American Anthropologist, 104, 106122.
Hanks, R., Wood, D., Millis, S., Harrison-Felix, C., Pierce, C., Rosenthal, M., Bushnik, T., High
Jr., W., and Kreutzer, J.S. (2003). Violent traumatic brain injury: Occurrence, patient charac-
teristics, and risk factors from the traumatic brain injury model systems project. Archives of
Physical Medicine and Rehabilitation, 84, 249254.
Hannay, H.J., Bieliauskas, L.A., Crosson, B.A., Hammake, T.A., Hamsher, K. deS, and Koffler,
S.P. (1998). Proceedings of the Houston Conference on Specialty Training in Clinical
Neuropsychology: Policy Statement. Archives of Clinical Neuropsychology, 13, 160166.
Harris, G. (1919). The redemption of the disabled: A study of the programmes of rehabilitation for
the disabled of war and of industry. London: D. Appleton Publisher.
Harris, J.G., and Llorente, A.M. (2005). Cultural considerations in the use of the Wechsler
Intelligence Scale for Children - Fourth Edition (WISC-IV). In A. Prifitera, D.H. Saklofske,
and L.G. Weiss (eds.), WISC-IV Clinical Use and Interpretation Scientist-Practioner
Perspectives (pp. 382413). Burlington, MA: Elsevier Academic Press.
Harris, J.G., Echemenda, R., Ardila, A., and Rosselli, M. (2001). Cross-cultural cognitive and
neuropsychological assessment. In J.W. Andrews, H. Janzen, and D. Saklofske (eds.), Ability,
achievement, and behavioral assessment. San Diego, CA: Academic Press.
Harris, J.G., Tulsky D.S., and Schultheis, M.T. (2003). Assessment of the non-native English
speaker: assimilating history and research findings to guide clinical practice. In D.S. Tusky,
D.H. Saklofske, G.J. Chelune, R.J. Heaton, R.J. Ivnik, R. Bornstein et al. (eds.), Clinical
Interpretation of the WAIS-III and WMS-III. (pp. 343390). San Diego, CA: Academic Press.
Harrison, C., Newton, C.N., Hall, K., & Kreutzer, J.S. (1996). Deseriptive findings from the
Traumatic Injury Model Systems National Data Base. Journal of Head Trauma Rehabilitation,
11, 114.
Harrison, P.L., and Oakland, T. (2003). Adaptive Behavior Assessment System (2nd ed.). San
Antonio, TX: Psychological Corporation.
Hart, A.C. (ed.), and Hopkins, C.A. (2002). International Classification of Diseases Ninth
Revision Clinical Modification (9th ed.). Reston, VA: St. Anthony Publishing.
Heaton, R.K., Grant, I., and Matthews, C. (1986). Differences in neuropsychological test performance
associated with age, education, and sex. In I. Grant and K.M. Adams (eds.), Neuropsychological
assessment of neuropsychiatric disorders (pp.100120). New York: Oxford University Press.
Hebb, D.O. (1949). Organization of behavior. New York: John Wiley and Sons, Inc.
Hehir, T. (2002). Eliminating ableism in education. Harvard Educational Review, 72, 131.
Boston: Harvard Education Publishing Group.
Helms, J.E. (1992). Why is there no study of cultural equivalence in standardized cognitive ability
testing? American Psychologist, 47, 10831101.
Heptinstall, E., Sethna, V., and Taylor, E. (2004). PTSD and depression in refugee children:
Association with pre-immigration trauma and post-migration stress. European Child and
Adolescent Psychiatry, 13, 373380.
Hernandez, A.E., Dapretto, M., Mazziotta, J., and Bookheimer, S. (2001). Language switching
and language representation in Spanish-English bilinguals: An fMRI study. Neuroimage,
14, 510520.
Herrnstein, R.J., and Murray, C. (1996). The bell curve: Intelligence and class structure in
American life. Simon & Schuster Adult Publishing Group.
Hicks, R., Lalonde, R.N., and Pepler, D. (1993). Psychosocial considerations in the mental health of
immigrant and refugee children. Canadian Journal of Community Mental Health, 12, 7187.
Higgs, T.V. (1985). Language acquisition and language learning: A plea for syncretism. Modern
Language Journal, 69, 814.
Hines, T.M. (1996). Failure to demonstrate selective deficit in the native language following sur-
gery in the left perisylvian area. Brain and Language, 54, 168169.
Hjern, A., Angel, B., and Hoejer, B. (1991). Persecution and behavior: A report of refugee chil-
dren from Chile. Child Abuse and Neglect, 15, 239248.
196 References
Hjern, A., Angel, B., and Jeppson, O. (1998). Political violence, family stress and mental health
of refugee children in exile. Scandinavian Journal of Social Medicine, 26, 1825.
Hodes, M. (1998). Refugee children may need a lot of help (Editorial). British Medical Journal,
316, 793725.
Hodes, M. (2000). Psychologically distressed refugee children in the United Kingdom. Child
Psychology and Psychiatry Review, 5, 5768.
Holden, C. (1996). Small refugees suffer the effects of early neglect. Science, 274, 10761077.
Hollingshead, A.B. (1957). Two factor index of social position. Unpublished manuscript,
Department of Sociology, Yale University. New Haven, CT.
Hollingshead, A.B., and Redlich, F.C. (1958). Social class and mental illness: A community study.
New York: John Wiley and Sons, Inc.
Holm, A., Dodd, B., Stow, C., and Pert, S. (1999). Identification and differential diagnosis of
phonological disorder in bilingual children. Language Testing, 16, 271292.
Holmbeck, G.N. (1997). Toward terminological, conceptual, and statistical clarity in the study of
mediators and moderators: Examples from the child-clinical and pediatric psychology litera-
tures. Journal of Consulting and Clinical Psychology, 65, 599610.
Horn, J.L. (1967). Intelligence Why it grows, why it declines. Trans-action, 5, 2331.
Horn, J.L. (1979). Trends in the measurement of intelligence. Intelligence, 3, 229239.
Horn, J.L. (1989). Cognitive diversity: A framework of learning. In P.L. Ackerman, R.J. Sternberg,
and R. Glaser (eds.), Learning and individual differences (pp. 61116). New York: Cambridge
University Press.
Howard, M., and Hodes, M. (2000). Psychopathology, adversity and service utilization of young
refugees. Journal of the American Academy of Child and Adolescent Psychiatry, 39, 368377.
Hubbard, J. Realmuto, G.M., Northwood, A.K., and Masten, A.S. (1995). Comorbidity of psychi-
atric diagnoses with posttraumatic stress disorder in survivors of childhood trauma. Journal of
the American Academy of Child and Adolescent Psychiatry, 34, 11671173.
Human Rights and Equal Opportunity Commission. (2001). Face the facts: Some questions and
answers about immigration, refugees and indigenous affairs. Sydney: Human Rights and
Equal Opportunity Commission, Australia.
Hyman, I., Vu, N., and Beiser, M. (2000). Post-migration stresses among Southeast Asian refugees
youth in Canada: A research note. Journal of Comparative Family Studies, 31, 281293.
International Dyslexia Association (IDA). (May 2000). Dyslexia basics. Fact Sheet #962.
Irvine, S.H., and Berry, J.W. (eds.) (1988). Human Abilities in Cultural Context. New York:
Cambridge University Press.
Jalali, B. (1988). Ethnicity, cultural adjustment, and behavior: Implications for family therapy. In
L. Comas-Diaz and E.E.H. Griffith (eds.), Clinical guidelines in crosscultural mental health
(pp. 932). New York: John Wiley and Sons, Inc.
Jarvis, E. (1866). Influence of distance from and nearness to an insane hospital on its use by the
people. American Journal of Insanity, 22, 361406.
Jensen, A. (1980). Bias in mental testing. New York: Free Press.
Jensen, A.R., (1979). Cumulative deficit in IQ of blacks in the rural south. In L. Willerman,
and R.G. Turner (Eds.), Readings about individual and group differences (pp. 8391).
San Francisco; W.H. Freeman and Company.
Johnston, J.R. (1982). Narratives: A new look at communication problems in older language dis-
ordered children. Language, Speech, and Hearing Services in Schools, 13, 144155.
Johnstone, B., Holland, D., and Larimore, C. (2000). Language and academic abilities. In G.
Groth-Marnat (Ed.), Neuropsychological assessment in clinical practice: A guide to test inter-
pretation and integration (pp. 335354). New York: John Wiley and Sons, Inc.
Jones, R.L. (1996) (ed.). Handbook of Tests and Measurements for Black Populations. Hampton,
VA: Cobb and Henry.
Joseph, R. (1996). Neuropsychiatry, neuropsychology, and clinical neuroscience: Emotion, evolu-
tion, cognition, language, memory, brain damage, and abnormal behavior (2nd ed.).
Baltimore, MD: Williams & Wilkins.
References 197
Joshhi, M.R., Dahlgren, M., and Boulware-Gooden, R. (2002). Teaching reading in an inner city
school through a multisensory teaching approach. Annals of Dyslexia, 55, 229242.
Junque, C., Vendrell, P., and Vendrell, J. (1995). Differential impairments and specific phenomena
in 50 Catalan-Spanish bilingual aphasic patients. In M. Paradis (ed.), Aspects of Bilingual
Aphasia. Oxford: Pergamon Pres.
Jupp, J.J., and Luckey, J. (1990). Educational experiences in Australia of Indo-Chinese adolescent
refugees. International Journal of Mental Health, 18(4), 7891.
Kalat, J.W. (1998). Biological psychology (6th ed.). Pacific Grove, CA: Brooks/Cole Publishing
Company.
Kamphaus, R.W. (1993). Clinical assessment of childrens intelligence: A handbook for profes-
sional practice. Boston: Allyn and Bacon.
Kamphaus, R.W., Petoskey, M.D., and Rowe, E.W. (2000). Current trends in psychological testing
of children. Professional Psychology: Research and Practice, 31, 155164.
Kaplan, E. (1996). A process approach to neuropsychological assessment. In M. Dennis, E.
Kaplan, M. Posner, D. Stein, and R. Thompson (eds.), Clinical Neuropsychology and Brain
Function: Research, Measurement, and Practice. Washington, DC: American Psychological
Association.
Kaplan, E., Fein, D., Kramer, J., Delis, D., and Morris, R. (1999). Wechsler Intelligence Scale for
Children Third Edition, PI. San Antonio, TX: The Psychological Corporation.
Kaplan, E., Goodglass, H., and Weintraub, S. (1983). Boston Naming Test (Revised 60-item
version). Philadelphia: Lea & Febiger.
Kaplan, R.M., and Saccuzzo, D.P. (1997). Psychological testing: Principles, application, and
issues. Pacific Grove, CA: Brooks/Cole Publishing Company.
Kaufman, A.S., and Flanagan, D.P. (2004). Essentials of WISC IV assessment. New York:
Wiley.
Kaufman, A.S., and Kaufman, N.L. (1990). Kaufman Brief Intelligence Test (K-BIT). Circle Pines,
Kaufman, A.S., and Kaufman, N.L. (1993). Kaufman Adolescent and Adult Intelligence Test
(KAIT). Circle Pines, MN: American Guidance Service.
Kaufman, A.S. (1994). Intelligent testing with the WISC-III. New York: John Wiley and Sons.
Kaufman, D.M. (2001). Clinical neurology for psychiatrists (5th ed.).Philadelphia: W.B. Saunders
Company.
Kay, J., and Ellis, A. (1987). A cognitive neuropsychological case study of anomia. Brain,
110, 613629.
Kayser, H. (1993). Hispanic cultures. In D. Battle (ed.), Communication disorders in multicultural
populations (pp. 114157). Boston: Andover Medical Publishers.
Keith, T.Z., Quirk, K.J., Schartzer, C., and Elliott, C.D. (1999). Construct bias in the Differential
Ability Scales? Confirmatory and hierarchical factor structure across three ethnic groups.
Journal of Psychoeducational Assessment, 17, 249268.
Kemeny, M.E., and Gruenewald, T.L. (2000). Affect, cognition, the immune system and health. In
E.A. Mayer and C. Saper, (eds.), The Biological Basis for Mind Body Interactions. Progress
in Brain Research Series (pp. 291308). Amsterdam: Elsevier Science B.V.
Kennepohl, S. (1999). Toward a cultural neuropsychology: An alternative view and a preliminary
model. Brain and Cognition, 41, 365380.
Kessler, R.C., and Cleary, P.D. (1980). Social class and psychological distress. American
Sociological Review, 45, 463478.
Kinzie, J.D. (1988). The psychiatric effects of massive trauma on Cambodian refugees. In: Wilson
J.P., Harel Z., Kahana B., eds. Human adaptation of extreme stress: From the Holocaust to
Vietnam (pp. 305317). New York: Plenum Press.
Kinzie, J.D., and Sack, W. (1991). Severely traumatized Cambodian children: Research findings
and clinical implications. In F.L. Ahearn and J.L. Athey (eds.), Refugee children: Theory,
research and services. The Johns Hopkins series in contemporary medicine and public health
(pp. 92105). Baltimore, MD: The Johns Hopkins University Press.
198 References
Kinzie, J.D., Boehnlein, J.K., Leung, P.K., and Moore, L.J., Riley, C., and Smith, D. (1990). The
prevalence of posttraumatic stress disorder and its clinical significance among Southeast Asian
refugees. American Journal of Psychiatry, 147, 913917.
Kinzie, J.D., Sack, W., Angell, R., and Clarke, G. (1989). A three-year follow-up of Cambodian
young people traumatized as children. Journal of the American Academy of Child and
Kinzie, J.D., Sack, W.H., Angell, R.H., Manson, S.M and Ben, R. (1986). The psychiatric effects
of massive trauma on Cambodian children: I. The children. Journal of the American Academy
of Child Psychiatry, 25, 370376.
Kirk, R.E. (1990). Experimental design: Procedures for the Behavioral Sciences (2nd ed.).
Belmont, CA: Brooks/Cole Publishing.
Kleim, J.A., Swain, R.A., Czerlanis, C.M., Kelly, J.L., Pipitone, M.A., and Greenough, W.T.
(1997). Learning-dependent dendritic hypertrophy of cerebellarstellate neurons: Plasticity of
local circuit neurons. Neurobiology of Learning and Memory, 67, 2933.
Klingman, A. (1994). Childrens response to the Gulf War: Assessment via ordinal and nominal
quantification of compositions. School Psychology International, 15, 235246.
Kocijan-Hercigonja, D., Rijavec, M., and Hercigonja, V. (1998). Mental health condition
and adjustment of refugee and displaced children in a war area. Psychiatria Danubina,
10, 2329.
Kocijan-Hercigonja, D., Rijavec, M., Marusic, A., and Hercigonja, V. (1997). Coping strategies of refu-
gee, displaced, and non displaced children in a war area. Nordic Journal of Psychiatry, 52, 4550.
Kohler, E., Keysers, C., Umilta, M.A., Fogassi, L., Gallese, V., Rizzolatti, G. (2002). Hearing sounds,
understanding actions: Action representation in auditory mirror neurons. Science, 297, 846848.
Kohn, M.L. (1973). Social class and schizophrenia: A critical review and reformulation.
Schizophrenia Bulletin, 7, 6079.
Kolb, B., and Fantie, B. (1997). Development of the childs brain and behavior. In C.R. Reynolds
and E. Fletcher-Janzen (eds.), Handbook of clinical child neuropsychology (pp. 1741).
New York: Plenum Press.
Korkman, M., Kirk, U., and Kemp, S. (1998). NEPSY: A Developmental Neuropsychological
Assessment. San Antonio, TX: The Psychological Corporation.
Krashen, S. (1982). Principles and practice in second language acquisition. New York: Prentice Hall.
Kraus, J.F., Fife, D., Ramstein, K., Conroy, C., and Cox, P. (1986). The relationship of family
income to the incidence, external causes, and outcomes of serious brain injury, San Diego
County, California. American Journal of Public Health, 76, 13451347.
Kress, G. (2003). Literacy in the new media age. London: Routledge.
Krupinski, J., and Burrows, G. (eds.). (1986). The Price of Freedom: Young Indochinese Refugees
in Australia. Sydney: Pergamon Press.
Kuhn, T.S. (1962). The structure of scientific revolutions (1st ed.). Chicago: University of Chicago
Press.
Kuhn, T.S. (1970). The structure of scientific revolutions (2nd. ed.). Chicago: University of
Chicago Press.
Kuhn, T.S. (1996). The structure of scientific revolutions (3rd ed.). Chicago: The University of
Chicago Press.
Kuper, A. (1999). Culture: The anthropologists account. Harvard University Press.
Kwak, K. (2003). South Korea. In J. Georgas, L. Weiss, F.J.R van de Vijver and D.H. Saklofske
(eds.), Culture and childrens intelligence: Cross cultural analysis of the WISC-III (pp. 227
240). London: Academic Press.
LaCalle, J. (1987). Forensic psychological evaluations through an interpreter: Legal and ethical
issues. American Journal of Forensic Psychology, 5, 2943.
Lacelle-Peterson, M.W., and Rivera, C. (1994). Is it for all kids? A framework for equitable
assessment policies for English language learners. Harvard Educational Review, 64, 5575.
Lai, C.S.L. et al. (2001). A forkhead-domain gene is mutated in a severe speech and language dis-
order. Nature, 413, 519523.
References 199
Lambert, N., Nihira, K., and Leland, H. (1993). AAMR Adaptive Behavior Scale School (2nd
ed.). Austin, TX: Pro-Ed.
Lankshear, C., and Knobel, M. (2003). New literacies: Changing knowledge and classroom learn-
ing. Buckingham: Open University Press.
Laor, N., Wolmer, L., Mayes, L.C., and Gershon, A. (1997). Israeli preschool children under
scuds: A 30-month follow-up. Journal of the American Academy of Child and Adolescent
Laor, N., Wolmer, L., Mayes, L.C., and Golomb, A., Silverberg, D.S., Weizman, R., and Cohen,
D.J. (1996). Israeli preschoolers under Scud missile attacks: A developmental perspective on
risk-modifying factors. Archives of General Psychiatry, 53, 416423.
Laosa, L.M. (1984). Ethnic, socioeconomic and home language influences upon early perform-
ance on measures of abilities. Journal of Educational Psychology, 76, 11781198.
Laosa, L.M. (1996). Intelligence testing and social policy. Journal of Applied Developmental
LaRue, A., Romano, L.J., Ortiz, I.E., Liang, H.C., and Lindeman, R.D. (1999). Neuropsychological
performance of Hispanic and non-Hispanic older adults: An epidemiologic survey. Clinical
Neuropsychologist, 13, 474486.
Lashley, K.S. (1938). Factors limiting recovery after central nervous system lesions. Journal of
Nervous and Mental Disease, 88, 733755.
Laurel, F., and Zimmerman, M. (2001). Posttraumatic stress disorder and major depressive disor-
der: Investigating the role of overlapping symptoms in diagnostic comorbidity. Journal of
Nervous and Mental Diseases, 189, 548551.
Law, J. (1992). Factors associated with language impairment. In J. Law (ed.), The early identifica-
tion of language impairment in children: Therapy in practice (pp. 4162). London: Chapman
and Hall.
LeFranois, G.R. (1995). Of children: An introduction to child development (8th ed.). Belmont,
CA: Wadsworth Publishing Company.
Leonard, L.B. (1999). The study of language acquisition across languages. In O.L. Taylor and
L.B. Leonard (eds.), Language acquisition across North America: Cross-cultural and cross-
linguistic perspectives (pp. 318). San Diego, CA: Singular Publishing Group, Inc.
Len-Carrin, J. (1989). Trail Making Test scores for normal children: Normative data from
Spain. Perceptual and Motor Skills, 68, 627630.
Len-Carrin, J. (1997). A historical view of neuropsychological rehabilitation: The search for
human dignity. In J. Len-Carrin (ed.), Neuropsychological rehabilitation: Fundamentals,
innovations, and directions (pp. 339). Delray Beach, FL: GR/St. Lucie Press.
Lezak, M.D. (1995). Neuropsychological assessment (3rd ed.). New York: Oxford University Press.
Lezak, M.D., Howieson, D.B., and Loring, D.W. (2004). Neuorpsychological Assessment
(4th Ed.). New York: Oxford University Press.
Li, S. (2003). Biolcultural orchestration of developmental plasticity across levels: The interplay of
biology and culture shaping the mind and behavior across the life span. Psychology Bulletin,
129 (2), 171194.
Llorente, A.M. (August, 1997). Neuropsychologic assessment of Hispanic populations: The influ-
ence of immigration on assessment. Paper presented at the 105th Annual Convention of the
American Psychological Association, Chicago, IL.
Llorente, A.M. (2000). Evaluation of developmental neurocognitive and neurobehavioral changes
associated with pesticide exposure: Recommendations for the U.S. Environmental Protection
Agency on the assessment of health effects of pesticide exposure in infants and young children.
In D. Otto, R. Calderon, P. Mendola, and E. Hilborn (eds.), Assessment of Health Effects of
Pesticide Exposure in Young Children (pp. 2232). Research Triangle Park, NC: Environmental
Protection Agency (EPA/600/R-99/086).
Llorente, A.M. (June, 2004). Psychological issues affecting unaccompanied immigrant
children. Invited presentation at the 11th National Conference on children and and the law.
Washington, DC.
200 References
Llorente, A.M., Cassatta, A., Perez, L., Sines, M. (unpublished manuscript). Not the same old
thing: Alterations in test stimuli across five decades on the Wechsler Intelligence Scale for
Children and its probable impact on performance with Hispanic children in three case
studies.
Llorente, A.M., LoPresti, C.M., Guzzard. C., Satz, P., and Evans, G. (2000a). HIV-1 infection
spectrum disease: Neuropsychological manifestations and cross-cultural considerations in
adulthood, adolescence, and childhood. In E. Fletcher-Janzen, T. Strickland, and C.R.
Reynolds (eds.), Handbook of Cross-Cultural Neuropsychology (pp. 215246). New York:
Kluwer Academic/Plenum Publishers.
Llorente, A.M., Amado, A., Voigt, R.G., Berretta, M.C., Fraley, K.A., Jensen, C.L., & Heird, W.L.
(2001a). Internal consistency, temporal stability, and reproductivity of individual index scores
of the Test of Variables of Attention (T.O.V.A) in children with attention-deficit, hyperactivity
disorder (AD/HD). Archives of Clinical Neuropsychology, 16, 535546.
Llorente, A.M., LoPresti, C.E., Levy, J.K., and Fernandez, F. (2001). Neuropsychological and
neurobehavioral correlates associated with HIV infection: Assessment considerations with
Hispanic populations. In M. Pontn and J. Len-Carrin (eds.), Neuropsychology and the
Hispanic Patient (pp. 209242). Mahwah, NJ: Lawrence Erlbaum and Associates.
Llorente, A.M., Pontn, M.O., Taussig, I.M., and Satz, P. (1999). Patterns of American immigra-
tion and their influence on the acquisition of neuropsychological norms for Hispanics.
Archives of Clinical Neuropsychology, 14, 603614.
Llorente, A.M., Taussig, I.M., Perez, L., and Satz, P. (2000). Trends in American immigration:
Influences on neuropsychological assessment and inferences with ethnic-minority popula-
tions. In E. Fletcher-Janzen, T. Strickland, and C.R. Reynolds (eds.), Handbook of Cross-
Cultural Neuropsychology (pp. 345359). New York: Kluwer Academic/Plenum Publishers.
Llorente, A.M., Williams, J., DElia, L., Satz, P. (2003). Childrens Color Trails Test 1 and 2
Manual. Odessa, FL: Psychological Assessment Resources, Inc (PAR).
Lopez Cardozo, B., Vergara, A., Agani, F., and Gotway, C.A. (2000). Mental health, social func-
tioning and attitudes of Kosovar Albanians following the war in Kosovo. Journal of the
American Medical Association, 284, 569.
Lopez, S.R., and Taussig, I.M. (1991). Cognitive-intellectual functioning of Spanish-speaking
impaired and nonimpaired Elderly: Implications for culturally sensitive assessment.
Psychological Assessment, 3, 448454.
Losen, D.J., and Orfield, G. (2002). Introduction: Racial inequity in special education. In D. Losen
and G. Orfield (Eds.), Racial inequity in special education (p. 124). Boston: Harvard
Education Publishing.
Loughry, M., and Flouri, E. (2001). The behavioral and emotional problems of former unaccompanied
refugee children 34 years after their return to Vietnam. Child Abuse and Neglect, 25, 249263.
Lu, F.G., Lim, R.F., and Mezzich, J.E. (1995). Issues in the assessment and diagnosis of culturally
diverse individuals. In J. Oldham and M. Riba (eds.), Review of Psychiatry, 14, 477510.
Washington, DC: American Psychiatric Press.
Lukman, B., and Bach-Mortensen, N. (1995). Symptoms in children of torture victims: Post
traumatic stress disorders? World Pediatrics and Child Care, 5, 3242.
Luria, A.R. (1976). Cultural Development: Its Cultural and Social Foundations Cambridge, MA:
Harvard University Press.
Luria, A.R. (1979). The making of mind: A personal account of Soviet Psychology. In M. Cole and
S. Cole (eds.). Cambridge, MA: Harvard University Press.
Luria, A.R. (1966). Higher Cortical Functions in Man. London: Tavistock.
Macksoud, M.S., and Aber, J.L. (1996). The war experiences and psychosocial development of
children in Lebanon. Child Development, 67, 7088.
MacMillan, D.L., and Speece, D.L. (1999). Utility of current diagnostic categories for research
and practice. In R. Galllimore, L.P. Bernheimer, D.L. MacMillan, D.L. Speece, and S. Vaughn
(eds.), Developmental perspectives on children with high incidence disabilities (pp. 111133).
Mahwah, NJ: Lawrence Erlbaum and Associates.
References 201
Malgady, R.G., Rogler, L.H., and Tryon, W.W. (1992). Issues of validity in the Diagnostic
Interview Schedule. Journal of Psychiatric Research, 26, 5967.
Malzberg, B., and Lee, E.S. (1956). Migration and mental disease: A study of first admissions to hos-
pitals for mental disease, New York, 19391941. New York: Social Science Research Council.
Mandal, M.K, Ida, Y., Harizuka, S., and Upadhaya, N. (1999). Cultural difference in hand prefer-
ence: Evidence from India and Japan. International Journal of Psychology, 34, 5966.
Marin G., and Marin, B.V. (1991). Research with Hispanic populations. Newbury Park, CA:
Sage.
Marin, G., Sabogal, F., Marin, B., and Otero-Sabogal, R. (1984). Development of a short accul-
turation scale for Hispanics. Hispanic Journal of Behavioral Sciences, 9, 183205.
Markowitz, F. (1996). Living in limbo: Bosnian Muslim refugees in Israel. Human Organization,
55, 127132.
Marlowe, W.B. (2000). Multicultural perspectives on the neuropsychological assessment of chil-
dren and adolescents. In E. Fletcher-Janzen, T.L. Strickland, and C.R. Reynolds (eds.),
Handbook of cross-cultural neuropsychology (pp. 145165). New York: Kluwer Academic/
Plenum Publishers.
Masser, D.S. (1992). Psychosocial functioning of Central American refugee children. Child
Welfare, 71(5), 439456.
Masterman, M. (1974). The nature of a paradigm. In I. Lakatos and A. Musgrave (eds.), Criticism
and the growth of knowledge (pp. 5889). New York: Cambridge University Press.
Mather, N., and Woodcock, R.W. (2001). Application of the Woodcock-Johnson Tests
of Cognitive Ability-Revised to the diagnosis of learning disabilities. In A.S. Kaufman and
N.L. Kaufman (eds.), Specific learning disabilities and difficulties in children and Adolescents
(pp. 5596). New York: Cambridge University Press.
Matthey, S., Silove, D., Barnett, B., Fitzgerald, M.H., and Mitchell, P. (1999). Correlates of
depression and PTSD in Cambodian women with young children: A pilot study. Stress
Medicine, 15, 103107.
McCaffrey, R.J., Palav, A.A., OBryant, S.E., and Labarge, A.S. (2003). A brief overview of base
rates. In A.E. Puente and C.R. Reynolds (eds.), Critical issues in neuropsychology (pp. 19).
New York: Kluwer Academic/Plenum Publishers.
McCallin, M. (1992). Living in detention: A review of the Psychological wellbeing of Vietnamese
children in the Hong Kong detention centers. Geneva: International Catholic Child Bureau.
McCloskey, L.A., and Southwick, K. (1996). Psychosocial problems in refugee children exposed
to war. Pediatrics, 97, 39439.
McCloskey, L.A., Southwick, K., Fernandez-Esquer, M.E., and Locke, C. (1996). The psychologi-
cal effects of political and domestic violence on Central American and Mexican immigrant
mothers and children. Journal of Community Psychology, 23, 95116.
McGrew, K.S., and Woodcock, R.W. (2001). Technical Manual. Woodcock-Johnson III. Itasca, IL:
Riverside Publishing.
McNamara, K.M., and Hollinger, C.L. (1997). Intervention-based assessment: Rates of evaluation
and eligibility for specific learning disability classification. Psychological Reports, 81, 620622.
McKelvey, R.S., and Webb, J.A. (1997). A prospective study of psychological stress related to
refugee camp experience. Australian and New Zealand Journal of Psychiatry, 31, 549554.
McKenzie, K.J., and Crowcroft, N.S. (1994). Race, ethnicity, culture, and science. British Medical
Journal, 39, 286287.
Mejia, S., Gutierrez, L.M., Villa, A.R., and Ostrosky-Solis (2004). Cognition, functional status,
education, and the diagnosis of dementia and mild cognitive impairment in Spanish-speaking
elderly. Applied Neuropsychology, 11, 194201.
Melendez, F. (2001). Forensic assessment of Hispanics. In M.O. Pontn & J. Len-Carrin (Eds.),
Neuropsychology and the Hispanic Patient: A Clinical Handbook (pp. 321340). Mahwah, NJ:
Lawrence Erlbaum and Associates.
Melville, M.B., and Lykes, M.B. (1992). Guatemalan Indian children and the sociocultural effects
of government-sponsored terrorism. Social Science and Medicine, 34, 533548.
202 References
Mercer, J., and Lewis, J. F. (1978). System of Multi-Pluralistic Assessment (SOMPA). San
Antonio, TX: Psychological Corporation.
Mezzich, J. E., and Lewis-Fernandez, R. (1997). Cultural considerations in psychopathology. In A.
Tasman, J. Kay, and J.A. Lieberman (eds.), Psychiatry (pp. 563571). Philadelphia: W.B. Saunders.
Mghir, R., Freed, W., Raskin, A., and Katon, W. (1995). Depression and posttraumatic stress
disorder among a community sample of adolescent and young adult Afghan refugees. Journal
of Nervous and Mental Disease, 183, 2430.
Miller, K.E. (1996). The effects of state terrorism and exile on indigenous Guatemalan refugee
children: A mental health assessment and an analysis of childrens narratives. Child
Development, 67, 89106.
Minicucci, C., and Olsen, L. (Spring, 1992). Programs for secondary limited English proficient
students: A California study. (Occasinal Papers in Bilingual Education, No. 5). Washington,
DC: National Clearinghouse for Bilingual Education.
Mitrushina, M.N., Boone, K.B., DElia, K.F., and DElia, L. (1999). Handbook of normative data
for neuropsychological assessment. New York: Oxford University Press.
Mollica, R.F., Poole, C., Son, L., Murray, C.C., and Tor, S. (1997). Effects of war trauma on
Cambodian refugee adolescents functional health and mental health status. Journal of the
American Academy of Child and Adolescent-Psychiatry, 36, 10981106.
Montgomery, E. (1998). Refugee children from the Middle East. Scandinavian Journal of Social
Medicine, Supplement 4.
Montgomery, G.T., and Orozlo, S. (1984). Validation of a measure of acculturation for Mexican
Americans. Hispanic Journal of Behavioral Sciences, 6, 5363.
Morrow, R.D. (1994). Immigration, refugee and generation status as related to behavioral disor-
ders. In R.L Peterson and S. Ishii-Jordan (eds.), Multicultural issues in the education of stu-
dents with behavioral disorders (pp. 196207). Cambridge, MA, US: Brookline Books.
Mosely, M.E. (1993). The Incas and their ancestors: The archeology of Peru. New York: Thames
and Hudson.
Moss, E., Davidson, R.J. and Saron, C. (1985). Cross-cultural differences in hemisphericity: EEG
asymmetry discriminates between Japanese and Westerners. Neuropsychologia, 23, 131135.
Mullen, E.M. (1995). Mullen Scales of Early Learning. Circle Pines, MN: American Guidance
Service.
Mungas, D. (1996). The process of development of valid and reliable neuropsychological
assessment measures for English and Spanish-speaking elderly persons. I.G. Yeo and
D. Gallagher-Thompson (eds.), Ethnicity and the dementias (pp. 3346). Washington, DC:
Taylor and Francis.
Mungas, D., Reed, B.R., Crane, P.K., Haan, M.N., and Gonzalez, H. (2004). Spanish and English
neuropsychological assessment scales (SENAS): Further development and psychometric
characteristics. Psychological Assessment, 16, 347359.
Mungas, D., Reed, B.R., Haan, M.N., and Gonzalez, H. (2005) Spanish and English
Neuropsychological Assessment Scales: Relationship to demographics, language, cognition,
and independent functioning. Neuropsychology, 19, 466475.
Muiz, J., and Hambleton, R.K. (1996). Directrices para la tradicin y adapcin de los tests.
Papeles del Psicologo, 66, 6370.
Muoz-Sandoval, A.F., Cummins, J., Alvarado, C.G., and Ruef, M.L. (1998). Bilingual Verbal
Abilities Test. Itasca, IL: Riverside Publishing.
Muoz-Sandoval, A., Woodcock, R.W., McGrew, K.S., and Mather, N. (2005) Bateria III
Woodcock-Munoz. Itasca, IL: Riverside.
Mushi, S.L.P. (2002). Simultaneous and successive second language learning: Integral ingredients
of the human development process. Early Child Development and Care, 172, 349358.
Nagel, J. (1994). Constructing ethnicity: Creating and recreating ethnic identity and culture.
Social Problems, 41, 152176.
Naglieri, J.A. (1997). Naglieri Nonverbal Ability Test. San Antonio, TX: Psychological
Corporation.
References 203
Naglieri, J.A., and Ronning, M.E. (2000). Comparison of White, African American, Hispanic, and
Asian children on the Naglieri Nonverbal Ability Test. Journal of Psychoeducational
Assessment, 18, 230239.
Naglieri, J.A., Booth, A.L., and Winsler, A. (2004). Comparison of Hispanic children with and
without limited English proficiency on the Naglieri nonverbal ability test. Psychological
National Center for Education Statistics (February 2000). Racial and ethnic distribution of ele-
mentary and secondary students [on-line]. Available: http://www.nces.ed.gov/edstats/
Neisser, U., Boodoo, G., Bouchard, T.J., Boykin, A.W., Brody, N., Ceci, S.J., Halpern, D.F.,
Loehlin, J.C., Perloff, R., Sternberg, R.J., and Urbina, S. (1996). Intelligence: Knowns and
unknowns. American Psychologist, 55, 77101.
Nell, V. (2000). Cross-cultural neuropsychological assessment: Theory and Practice. Mahwah,
NJ: Lawrence Erlbaum Associates.
Oakes, J. (1990). Multiplying inequalities: The effects of race social class, and tracking on oppor-
tunities to learn mathematics and science. Santa Monica, CA: RAND.
Obradovic, B., Kanazir, V., Zalisevskij, G., Popadic, K., and Simic, I. (1993). A threat to mental
health of children and young people in exile. Psihijat dan, 25, 9198.
Ochoa, S.H., Rivera, B., and Ford, L. (1997). An investigation of school psychology training per-
taining to bilingual psych-educational assessment of primarily Hispanic students: Twenty-five
years after Diana v. California. Journal of School Psychology, 35, 329349.
degaard, . (1932). Emigration and insanity: A study of mental disease among the Norwegian-
born population of Minnesota. Acta Psychiatrica et Neurologica, 4, 1206, Supplement.
Office of Special Education Programs (2001). Twenty-third annual report to congress on the
implementation of the Individuals with Disabilities Education Act. Section II, Sudent
Characteristics (pp. 2230).
Olazaran, J., Jacobs, D.M., and Stern, Y. (1996). Comparative study of visual and verbal short-
term memory in English and Spanish speakers: testing a linguistic hypothesis. Journal of the
International Neuropsychological Society, 2, 105110.
Oller, D.K. (1986). Metaphonology and infant vocalizations. In B. Lindblom and R. Zetterstrom,
(eds.), Precursors of early speech (pp. 2135). New York: Stockton Press.
Oller, K., Eilers, R., Steffens, M., Lynch, M., and Urbano, R. (1994). Speechlike vocalizations in
infancy: An evaluation of potential risk factors. Journal of Child Language, 21, 3358.
Orton, S.T. (1937). Reading, writing, and speech problems in children. New York: W.W. Norton.
Ostrosky-Solis, F., Ramirez, M., Lozano, A., Velez, A. (2004). Culture or education?
Neuropsychological test performance of a Maya indigenous population. International Journal
of Psychology, 39, 3646
Otero, M. (2006). Bateria III Woodcock-Munoz (Bateria III). School Psychologist, 60, 8689.
Paardekooper, B., de Jong, J.T.V.M., and Hermanns, J.M.A. (1999). The psychological impact of war
and the refugee situation on South Sudanese children in refugee camps in Northern Uganda: An
exploratory study. Journal of Child Psychology, Psychiatry and Allied Disciplines, 40, 529536.
Padilla, E.R., Roll, S., Gomez Palacio, M. (1982). The performance of Mexican children and
adolescents on the WISC-R. Interamerican Journal of Psychology, 16, 122128.
Palacio, M., G., Padilla, E.R., and Roll, S. (1984). Escala de Intelligencia Revisada para el Nivel
Escolar (WISC-RM). Mexico, D.F.: Editorial Manual Moderno.
Papageorgiou, V., Frangou-Garunovic, A., Iordanidou, R., Yule, W., Smith, P., and Vostanis, P.
(2000). War trauma and psychopathology in Bosnian refugee children. European Journal of
Paradis, M. (ed.). (1978). Aspects of bilingualism. Columbia, SC: Hornbeam Press.
Paradis, M. (1977). Bilingualism and aphasia. In H. Whitaker and H.A. Whitaker (eds.), Studies
in Neurolinguistics, Volume 3 (pp. 65121). New York: Academic Press.
Paradis, Michel (ed.). (1995). Aspects of Bilingual Aphasia. London: Pergamon Press.
Passel, J.S., Capps, R., and Fix, M. (2004). Undocumented immigrants: Facts and figures,
http://www.urban.org/uploadedpdf/1000587_undoc_immigrants_facts.pdf
204 References
Paul, P.V. (1996). First- and second-language English literacy. Volta Review, 98, 516.
Peal, E., and Lambert, W.E. (1962). The relation of bilingualism to intelligence. Psychological
Monographs, 76, 23.
Pedersen, P., and Marsella, A.J. (1982). Ethical crisis for cross cultural counseling and therapy.
Professional Psychology, 13, 492496.
Perez-Foster, R.M. (2001). When immigration is trauma: Guidelines for the individual and family
clinician. American Journal of Orthopsychiatry, 71, 153170.
Petitto, L.A., and Holowka, S. (2002). Evaluating attributions of delay and confusion in young
bilinguals: Special insights from infants acquiring a signed and a spoken language. Sign
Language Studies, 3, 433.
Pigatano, G.P., Ogano, M., and Amakusa B. (1997). A cross-cultural study on impaired self-
awareness in Japanese patients with brain dysfunction. Neuropsychiatry, Neuropsychology,
Neuropsychiatry and Behavioral Neurology, 10, 135143.
Piper, T. (1993). And then there were two: Children and second language learning. Ontario:
Pippin Publishing Ltd.
Plank, G.A. (2001). Application of the cross battery approach in the assessment of American
Indian children: A viable alternative. American Indian and Alaskan Native. Mental Health
Research, 10, 2133.
Pontn, M.O., and Len-Carren, J. (Eds.) (2001). Neuropsychology and the Hispanic patient.
Mahwah, NJ: Lawrence Erlbaum and Associates.
Pontn, M.O. (2001a). Hispanic culture in the United States. In: Pontn, M.O., and Len-Carrin,
J. (eds.) Neuropsychology and the Hispanic patient (pp. 1538). Mahwah, NJ: Lawrence
Erlbaum and Associates.
Pontn, M.O. (2001b). Research and assessment issues. In: Pontn, M.O., and Len-Carrin, J.
(eds.) Neuropsychology and the Hispanic patient (pp. 3958). Mahwah, NJ: Lawrence
Erlbaum and Associates.
Pontn, M.O., Gonzalez, J., and Mares, M. (1997). Rehabilitating brain damage in Hispanics. In
J. Len-Carrin (ed.), Neuropsychological rehabilitation: Fundamentals, innovations, and
directions (pp.513529). Delray Beach, FL: GR/St. Lucie Press.
Pontn, M.O., Satz, P., Herrera, L., Ortiz, F., Urrutia, C.P., Young, R., DElia, L.F., and Namerow,
N. (1996). Normative data stratified by age and education for the neuropsychological
Screening Battery for Hispanics (NeSBHIS): Initial report. Journal of the International
Neuropsychological Society, 2, 96104.
Portes, A., and Bach, R.L. (1985). Latin Journey: Cuban and Mexican Immigrants in the United
States. Berkley: University of California Press.
Portes, A., and Borocsz, J. (1989). Contemporary immigration: Theoretical perspectives on deter-
minants and modes of incorporation. International Migration Review, 23, 606630.
Portes, A., and Rumbaut, R.G. (1990). Immigrant America: A portrait. Los Angeles: University
of California Press.
Poser, U., Kohler, J.A., and Schnle, P.W. (1996). A historical review of neuropsychological reha-
bilitation in Germany. Neuropsychological Rehabilitation, 6, 257278.
Potocky, M. (1996). Refugee children: How are they faring economically as adults? Social Work,
41, 364373.
Prifitera, A., Saklofske, D.H., and Weiss, L.G. (2005). WISC-IV clinical use and interpretation.
San Diego: Elsevier Academic.
Prifitera, A., Weiss, L.G., and Saklofske, D.H. (1998). The WISC-III in context. In A. Prifitera,
and D.H. Saklofske (eds.), WISC-III Clinical use and interpretation: Scientist-practitioner
perspectives (pp. 138.) San Diego CA: Academic Press.
Prigratano, G.P., Ogano, M., and Amakusa, B. (1997). A cross-cultural study on impaired self-
awareness in Japanese patients with brain dysfunction. Neuropsychiatry, Neuropsychology,
and Behavioral Neurology, 10, 135143.
Pryor, C.B. (2001). New immigrants and refugees in American schools: Multiple voices.
Childhood Education, 77(5), 275283.
References 205
Puente, A.E., and Ardila, A. (2000). Neuropsychological assessment of Hispanics. In E. Fletcher-

Jonzen, T. Stricklond and C.R. Reynolds (Eds.)., Handbook of Cross-Cultural Neuropsychology
(pp. 87104). New York: Kluwer Academic/Plenum Publishers.
Punamaki, R.L. (1996). Can ideological commitment protect childrens psychological well-being
in situations of political violence? Child Development, 67, 5569.
Punamaki, R.L. (2001). From childhood trauma to adult well-being through psychosocial assist-
ance of Chilean families. Journal of Community Psychology, 29(3), 281303.
Pynoos, R., Steinberg, A., and Wraith, R. (1995). A developmental model of childhood traumatic
stress. In D. Cicchetti and D. Cohen (eds.), Developmental psychopathology, vol 2: Risk,
disorder and adaptation (pp. 7295). New York: John Wiley and Sons.
Quinn, C. (2001). The developmental acquisition of English grammar as an additional language.
International Journal of Language and Communication Disorders, 36, 309314.
Ramrez, J., Yuen, S., Ramey, D., and Billings, D. (1991). Final report: longitudinal study of
structured English immersion strategy, early-exit and late-exit bilingual education programs
for language-minority children. (Vols. I, II) (No. 300-87-0156). San Mateo, CA: Aguirre
International.
Ramn y Cajal, S. (1889). Sobre las fibras nerviosas de la capa granulose del cerebelo.
Internationale Monatschrift fur Antomie und Physiologie, 6, 158174.
Reed, L. and Day, J.A. (1995). Efficacy of a language enrichment program with high school stu-
dents. In C.W. McIntyre and J.S. Pickering (eds.), Clinical Studies of Multisensory Structured
Language Education for Students with Dyslexia and Related Disorders (pp. 3643). Salem,
OR: IMSLEC.
Reeve, M.E., Groce, N.E., Persing, J.A., and Magge, S.N. (2004). An international surgical
exchange program for children with cleft lip/cleft palate in Manaus, Brazil: Patient and family
expectations of outcome. Journal of Craniofacial Surgery, 15, 1704.
Reitan, R.M., and Davison, L.A. (1974). Clinical neuropsychology: Current status and applica-
tions. Washington, DC: Winston.
Rey, G.J., Feldman, E., Rivas-Vasquez, R., Levin, B.E., and Benton, A. (1999). Neuropsychological
test development for Hispanics. Archives of Clinical Neuropsychology, 14, 593601.
Reynolds, C.R., and Kamphaus, R.W. (2004). BASC-2 Behavior assessment system for children
second edition manual. Cricle Pines, MN: American Guidance Service, Inc.
Reynolds, C.R., and Mayfield, J. (1999) Introduction. In S. Goldstein and C.R. Reynolds (eds.),
Handbook of neurodevelopmental and genetic disorders in children. New York: Guilford
Press.
Reynolds, C.R., Kaufman, A.S., and McLean, J.E. (1987). Demographic characteristics and IQ
among adults: Analysis of the WAIS-R standardization sample as a function of stratification
variables. Journal of School Psychology, 25, 323342.
Reynolds, C.R., Wilson, V.L, and Ramsey, M. (1999). Intellectual differences among Mexican
Americans, Papagos, and Whites, independent of g. Personality and Individual Differences,
27, 18811887.
Reynolds, C.R. (2000). Methods for detecting and evaluating cultural bias in neuropsycho-
logical tests. In E. Fletcher-Janzen, T.L. Strickland, and C.R. Reynolds (eds.), Handbook
of cross-cultural neuropsychology. (pp. 249286) New York: Kluwer Academic/Plenum
Publishers.
Rhodes, R.L., Kayser, H., and Hess, R.S. (2000). Neuropsychological differential diagnosis of
Spanish-speaking preschool children. In E. Fletcher-Janzen, T.L. Strickland, and C.R.
Reynolds (eds.), Handbook of cross-cultural neuropsychology (pp. 317333). New York:
Kluwer Academic/Plenum Publishers.
Richman, N. (1993). Children in situations of political violence. Journal of Child Psychology,
Psychiatry and Allied-Disciplines, 34, 12861302.
Ries, J.. Potter, B., & Llorente, A. (2007). Multicultural aspects of pediatric neuropsycho-
logical intervention and rehabilitation. In S.J. Hunter and J. Donbers (Eds.), Pediatric
Neuropsychological Intervention (pp. 4767). New York: Cambridge Univ. Press.
206 References
Robertson, L.C., Lamb, M.R., and Knight, R.T. (1988). Effects of lesions of temporal-parietal
junction on perceptual and attentional processing in humans. Journal of Neuroscience, 8,
37573769.
Rogers, R. (1997). Clinical assessment of malingering and deception (2nd ed.). New York:
Guilford Press.
Rogler, L.H. (1996). Framing research on culture in psychiatric diagnosis: The case of the DSM-
IV, Psychiatry, 59, 145155.
Rogler, L.H. (1994). International migrations: A framework for directing research. American
Psychologist, 49, 701708.
Roid, G.H. (2003). Stanford-Binet Intelligence Scale (5th ed). Itasca, IL: Riverside.
Romaine, S. (1995). Bilingualism. (2nd ed.). Oxford, England: Blackwell.
Rorer, L.G., and Dawes, R.M. (1982). A base-rate bootstrap. Journal of Consulting and Clinical
Rosa, E.M., and Leow, R.P. (2004). Awareness, different learning conditions, and second language
development. Applied Psycholinguistics, 25, 269292.
Rosselli, M., and Ardila, A. (2001). Normal and abnormal aging. In: Pontn, M.O., and Len-
Carrin, J. (eds.) Neuropsychology and the Hispanic patient (pp. 341360). Mahwah, NJ:
Lawrence Erlbaum and Associates.
Rosselli, M., Ardila, A., and Rosas, P. (1990). Neuropsychological assessment of illiterates: II.
Language and praxic abilities. Brain and Cognition, 12, 281296.
Rothman, D.J. (1971). The discovery of the asylum. Boston: Little and Brown.
Rourke, B.P., Fisk, J.L., and Strong, J.D. (1986). Neuropsychological assessment of children:
A treatment oriented approach. New York: Guilford Press.
Rousseau, C., Drapeau, A., and Corin, E. (1996). School performance and emotional problems in
refugee children. American Journal of Orthopsychiatry, 66, 239251.
Rousseau, C., Drapeau, A., and Corin, E. (1997). The influence of culture and context on the pre-
and post-migration experience of school aged refugees from Central America and Southeast
Asia in Canada. Social Science and Medicine, 44, 11151127.
Rousseau, C. (1993). The place of the unexpressed: Ethics and methodology for research with ref-
ugee children. Canadas Mental Health, 41, 1216.
Rousseau, C. (1995). The mental health of refugee children. Transcultural Psychiatric Research
Review, 32, 299331.
Rousseau, C., and Drapeau, A. (1998). Parent-child agreement on refugee childrens psychiatric
symptoms: A transcultural perspective. Journal of the American Academy of Child and
Rousseau, C., Said, T.M., Gagne, M.J., and Bibeau, G. (1998). Resilience in unaccompanied
minors from the north of Somalia. Psychoanalytic Review, 85(4), 615637.
Roysircar, G. (2004). Acculturation and ethnic identity concerns with immigrant and international
student clients. In T.B. Smith (ed.), Practicing multiculturalism: Affirming diversity in coun-
seling and psychology (pp. 256275). New York: Allyn and Bacon.
Rudic, N., Rakic., V., Ispanovic-Radojkovic, V., Bojanin, S., and Lazic, D. (1993). Refugee
children and young people in collective accommodation. In P. Kalicanin and J. Bukelic (eds.),
The stresses of war (pp.8589). Belgrade: Institute for Mental Health.
Rumbaut, R.G. (1991). The agony of exile: A study of the migration and adaptation of Indochinese
refugee adults and children. In F.L. Ahearn and J.L. Athey (eds.), Refugee children: theory,
research and services. The Johns Hopkins series in contemporary medicine and public health
(pp. 5391). Baltimore, MD: The Johns Hopkins University Press.
Russell, W.R., and Witty, C.W.M. (1952). Studies in traumatic epilepsy: Factors influencing
incidence of epilepsy after brain wounds. Journal of Neurology, Neurosurgery, and Psychiatry,
15, 9398.
Ryan, J.J., Carruthers, C.A., Miller, L.J., Souheaver, G.T., Gontkousky, S.T., and Zehr, M.D.
(2003). Exploratory factor analysis of the Wechsler Abbreviated Scale of Intelligence
(WASI) in adult standardization and clinical samples. Applied Neuropsychology,
10, 252256.
References 207
Sack, W.H., Angell, R.H., Kinzie, D., and Rath, B. (1986). The psychiatric effects of massive
trauma on Cambodian children: II. The family, the home, and the school. Journal of the
American Academy of Child and Adolescent Psychiatry, 25, 377383.
Sack, W.H., Clarke, G., Him, C., Dickason, D., Goff, B., Lanham, K., and Kinzie, J.D. (1993).
A 6-year follow up study of Cambodian refuges adolescents traumatized as children. Journal
of the American Academy of Child and Adolescent Psychiatry, 32, 431437.
Sack, W.H., Clarke, G.N., and Seeley, J. (1995). Posttraumatic stress disorder across two genera-
tions of Cambodian refugees. Journal of the American Academy of Child and Adolescent
Sack, W.H., Clarke, G.N., and Seeley, J. (1996). Multiple forms of stress in Cambodian adolescent
refugees. Child Development, 67, 107116.
Sack, W.H., Him, C., and Dickason, D. (1999). Twelve-year follow-up study of Khmer youths
who suffered massive war trauma as children. Journal of the American Academy of Child and
Sack, W.H., McSharry, S., Clarke, G.N., Kinney, R., Seeley, J., and Lewinsohn, P. (1994). The
Khmer Adolescent Project: I. Epidemiologic findings in two generations of Cambodian refu-
gees. Journal of Nervous and Mental Disease, 182, 387395.
Sack, W.H., Seeley, J.R., Clarke, G.N. (1997). Does PTSD transcend cultural barriers? A study
from the Khmer adolescent refugee project. Journal of the American Academy of Child and
Saigh, P.A. (1991). The development of posttraumatic stress disorder following four different
types of traumatization. Behaviour Research and Therapy, 29, 213216.
Salvia, J.M., and Ysseldyke, J.E. (2001). Assessment (8th ed). Boston, MA: Houghton Mifflin
Company.
Sanua, V.D. (1970). Immigration, migration, and mental illness: In E.B. Brody (ed.)., Behavior in
New Environments: Adaptation of Migrant Populations (pp. 291322). Beverly Hills, CA:
Sage Publications.
Sastry, P.S. (1985). Lipids of nervous tissue: Composition and metabolism. Progress in Lipid
Research, 24, 69176.
Sattler, J.M. (2001). Assessment of children. Revised and updated fourth edition. San Diego, CA:
Jeromre M. Sattler, Publisher, Inc.
Sattler, J.M., and Winget, B.M. (1970). Intelligence testing procedures as affected by expectancy
and IQ. Journal of Clinical Psychology, 26, 446448.
Sattler, J.M. (1998). Clinical and forensic interviewing of children and families: Guidelines for the
mental health, education, pediatric, and child maltreatment fields. San Diego. CA: Jerome M.
Sattler, Publisher, Inc.
Satz, P. (1993). Brain reserve capacity on symptom onset after brain injury: A formulation and
review of the evidence for threshold theory. Neuropsychology, 7, 273295.
Savin, D., Sack, W.H., Clarke, G.N., Meas, N., and Richart, I. (1996). The Khmer adolescent
project: III. A study of trauma from Thailands Site II refugee camp. Journal of the American
Academy of Child and Adolescent Psychiatry, 35, 384391.
Scar, S., and Weinberg, R.A. (1978). The influence of family background on intellectual attain-
ment. American Sociological Review, 43, 674692.
Schwarz, E.D., and Kowalski, J.M. (1991). Malignant memories: PTSD in children and adults
after a school shooting. Journal of the American Academy of Child and Adolescent Psychiatry,
30, 936944.
Sellers, A.H., Burns, W.J., and Guyrke, J. (2002). Differences in young childrens IQs on the
Wechsler Preschool and Primary Scale of Intelligence Revised as a function of stratification
variables. Applied Neuropsychology, 9, 6573.
Semel, E., Wiig, E.H., and Secord, W.A. (2003). Clinical Evaluation of Language Fundamentals
(4th ed.). San Antonio, TX: PsychCorp.
Servan-Schreiber, D., Le Lin, B., and Birmaher, B. (1998). Prevalence of posttraumatic stress dis-
order and major depressive disorder in Tibetan refugee children. Journal of the American
Academy of Child and Adolescent Psychiatry, 37, 874879.
208 References
Seymour, H.N., and Roeper, T. (1999). Grammatical acquisition of African American English. In
O.L. Taylor and L.B. Leonard (eds.), Language acquisition across North America: Cross cul-
tural and cross-linguistic perspectives (pp. 109152). San Diego, CA: Singular Publishing
Group, Inc.
Shepherd, M.J. (2001). History lessons. In A.S. Kaufman and N.L. Kaufman (eds.), Specific
learning disabilities and difficulties in children and adolescents. New York: Cambridge
University Press.
Shepherd, I., and Leathem, J. (1999). Factors affecting performance in cross-cultural neuropsy-
chology: From a New Zealand biocultural perspective. Journal of the International
Neuropsychological Society, 5, 8384.
Sheridan, S.M., and Gutkin, T.B. (2000). The ecology of school psychology: Examining
and changing our paradigm for the 21st century. School Psychology Review, 29,
485501.
Shonkoff, J.P., and Phillips, D.A. (eds.). (2000). Communicating and learning. In From neurons
to neighborhoods: The science of early childhood development (pp. 124162). Washington,
DC: National Academy Press.
Shorris, E. (1992). Latinos. New York: Norton.
Silove, D., Sinnerbrink, I., Field., Manicavasagar, V., and Steel, Z. (1997). Anxiety, depression
and PTSD in asylum seekers: Associations with pre-migration trauma and post-migration
stressors. British Journal of Psychiatry, 170, 351357.
Simpson, G., Mohr, R., and Redman, A. (2000). Cultural variations in the understanding of trau-
matic brain injury and brain injury rehabilitation. Brain Injury, 14, 12540.
Sinnerbrink, I., Silvone, D., Field, A., Steel, Z., and Manicavasagar, V. (1997). Compounding of
pre-migration trauma and post-migration stress in asylum seekers. The Journal of Psychology,
131, 463470.
Slomine, B.S., McCarthy, M.L., Ding, R. et al. (2006). Health care utilization and needs after
pediatric traumatic brain injury. Pediatrics, 117, 663674.
Smedley, A. (1993). Race in North America: Origin and evolution of a world view. Boulder, CO:
Westview.
Sohlberg, M.M., and Mateer, C.A. (2001). Variables contributing to neurological and neurobehav-
ioral recovery. In M.M. Sohlberg and C.A. Mateer (eds.). Cognitive rehabilitation: An integra-
tive neuropsychological approach (pp. 5988). New York: Guilford Press.
Sourander, A. (1998). Behavior problems and traumatic events of unaccompanied refugee minors.
Child Abuse and Neglect, 22, 719727.
Sparrow, S.S., Balla, D.A., and Cicchetti, D.V. (1984). Vineland Adaptive Behavior Scales
Interview Edition. Circle Pines, MN: American Guidance Service.
Speorman, C.E. (1927). The abilities of man. New York: McMillan.
Spreen, O., and Strauss, E. (1998). A compendium of neuropsychological tests: Administration,
norms, and commentary (2nd ed.). New York: Oxford University Press.
Srole, L., Langner, T.S., and Mitchell, S.T. (1962). Mental health in the metropolis: The Midtown
Manhattan Study. New York: New York University Press.
Stansbury, J.P., Reid, K.J., Reker, D.M., Duncan, P.W., Marshall, C.R., and Rittman, M. (2004).
Why ethnic designation matters for stroke rehabilitation: Comparing VA administrative data
and clinical records. Journal of Rehabilitation Research and Development, 41, 269278.
Stein, B., Comer, D., Gardner, W., and Kelleher, K. (1999). Prospective study of displaced chil-
drens symptoms in wartime Bosnia. Social Psychiatric Epidemiology, 34, 464469.
Sternberg, R.J. (1984). Toward a triarchic theory of human intelligence. The Behavioral and Brain
Sciences, 7, 269315.
Sternberg, R.J. (1997). A Triarchic view of giftedness: Theory and practice. In N. Coleongelo
and G.A. Danis (Eds.), Handbook of gifted education (pp. 4353). Boston: Allyn and
Bacon.
Stuart, S. (2002). Communication: Speech and language. In M.L. Batshaw (ed.), Children with
disabilities (5th ed.; pp. 229241). Baltimore, MD: Paul H. Books Publishing Co.
References 209
Sue, S., and Zane, N. (1987). The role of culture and cultural techniques in psychotherapy: A cri-
tique and reformulation. American Psychologist, 42, 3745.
Suinn, R.M., Richard-Figueroa, K., Len, S., and Vigil, P. (1987). The Suinn-Law Asian Self-
Identity Acculturation Scale: An initial report. Educational and Psychological Measurement,
6, 103112.
Summerfield, D. (2000). Childhood, war, refugeedom and trauma: Three core questions for men-
tal health professionals. Transcultural Psychiatry, 37, 417433.
Suzuki, L.A., and Kugler, J.F., (1995). Intelligence and personality assessment: Multicultural
perspectives. In J.G. Ponterotto, J.M. Casas, L.A. Suzuki, and C.M. Alexander (eds.),
Handbook of multicultural counseling (pp. 493515). Thousand Oaks, CA; Sage
Publications.
Tager-Flusberg, H., and Sullivan, K. (1998). Early language development in children with mental
retardation. In J.A. Burack, R.M. Hodapp, and E. Zigler (eds.), Handbook of mental retarda-
tion and development (pp. 208239). New York: Cambridge University Press.
Tannen, D. (1980). Spoken/written language and the oral/literate continuum. In Proceedings of the
6th annual meeting, Berkely Linguistic Society (pp. 207218).
Taylor, O.L. (1999). Cultural issues and language acquisition. In O.L. Taylor and L.B. Leonard
(eds.), Language acquisition across North America: Cross-cultural and cross-linguistic per-
spectives (pp. 2137). San Diego, CA: Singular Publishing Group, Inc.
Teeter, P.A., and Semrud-Clikeman, M. (1997). Child Neuropsychology. Assessment and interven-
tions for neurodevelopmental disorders. Boston: Allyn and Bacon.
Thabet, A.A., Abed, Y., and Vostanis, P. (2004). Comorbidity of PTSD and depression among
refugee children during war conflict. Journal of Child Psychology and Psychiatry,
45, 533542.
Thabet, A.A., and Vostanis, P. (2000). Post traumatic stress disorder reactions in children of war:
A longitudinal study. Child Abuse and Neglect, 24, 291298.
Thurstone, L.L. (1938). Primary mental abilities. Chicago: University of Chicago Press.
Toms Rivera Policy Institute. (2003). El sueo de su casa: The home ownership potential of
Mexican-Heritage Families. Los Angeles: Author.
Tousignant, M., Habimana, E., Biron, C., Malo, C., Sidoli-LeBlanc, E., and Bendris, N. (1999).
The Quebec adolescent refugee project: psychopathology and family variables in a sample
from 35 nations. Journal of the American Academy of Child and Adolescent Psychiatry,
38, 14261432.
Tulsky, D.S., Saklofske, D.H., Wilkins, C., and Weiss, L.G. (2001). Development of a general
ability index for the Wechsler Intelligence Scale-Third Edition. Psychological Assessment,
13, 566571.
Unger, J.B., Gallaher, P., Shakib, S., Ritt-Olson, A., Palmer, P.H., and Johnson, A.C. (2002). The
AHIMSA Acculturation Scale: A new measure of acculturation for adolescents in multicul-
tural society. Journal of Early Adolescence, 22, 225251.
United Nations High Commissioner for Refugees. (1992). Handbook on procedures and cri-
teria for determining refugee status under the 1951 convention and the 1967 protocol
relating to the status of refugees. Geneva: United Nations High Commissioner for
Refugees.
United Nations High Commissioner for Refugees. (2001). Refugees by numbers. New York:
United Nations High Commissioner for Refugees.
U. S. Census Bureau. (1998). Statistical Abstract of the United States: 1998. http://www.Census.
gov.
U.S. Census Bureau. (March, 2004). U.S. Interim Projections by Age, Sex, Race and Hispanic
Origin. http://www.census.gov/ipc/www/usinterimproj/ Washington DC: Author.
United States Census Bureau (2003). Poverty status of the population in 1999 by sex, age, Hispanic origin.
and race. March 2000. See http:www.census.gov/populations/socdemo/hispanic/pp1171/Tab141.
pdf.
U.S. Census Bureau. (2001). Census 2000 Brief. Washington, DC: U.S. Bureau of the Census.
210 References
U.S. Department of Health and Human Services. (2004). Health disparities experienced by
Hispanics. Washington, DC: Author.
U.S. Immigration and Naturalization Service. (1975). 1974 statistical yearbook of the Immigration
and Naturalization Service. Washington, DC: U.S. Government Printing Office.
Uomoto, J.M., and Wong, T.M. (2000). Multicultural perspectives on the neuropsychology of
brain injury assessment and rehabilitation. In E. Fletcher-Janzen, T. Strickland, and C.R.
Reynolds (eds.), Handbook of cross-cultural neuropsychology (pp. 169184). New York:
Kluwer Academic/Plenum.
Valencia, R.R., Suzuki, L.A., and Salinas, M.F. (2001). Test bias. In: R.R. Valencia and L.A.
Suzuki (eds.), Intelligence testing and minority students: Foundations, performance factors,
and assessment issues. Thousand Oaks, CA: Sage.
van Gorp, W.G., Myers, H.F., and Drake, E.B. (2000). Neuropsychology training: Ethnocultural
considerations in the context of general competency training. In E. Fletcher-Jaugen, T.L.
Strickland, and C.R. Reynolds (Eds), Handbook of Cross-cultural Neuropsychology (pp. 19
27). New York: Kluwer/Plenum Publishers.
Vzquez, J.Z. (1994). Una historia de Mexico [A history of Mexico]. Mexico City: Editorial
Patria.
Verney, S.P., Granholm, E., Marshall, S.P., Malcarne, V.L., and Saccuzzo, D.P. (2005). Culture-
fair cognitive assessment. Information processing and psychophysiological approaches.
Vygotsky, L., and Luria, A. (1930/1993). Studies on the history of behavior: Ape, primitive, and
child. Ed. and trans. Victor I. Golod and Jane E. Knox. Hillsdale, NJ: Lawrence Erlbaum and
Associates.
Wagner, R.K., Torgesen, J.K., and Rashotte, C.A. (1999). The Comprehensive Test of Phonological
Processing (CTOPP). Austin, TX: Pro-Ed.
Waniganayake, M. (2001). From playing with guns to playing with rice: The challenges of
working with refugee children. An Australian perspective. Childhood Education, 77,
289294.
Warner, C., and Nelson, N.W. (2000). Assessment of communication, language, and speech:
Questions of What to do next? In B.A. Bracken (ed.), The psychoeducational assessment of
preschool children (pp. 145185). Boston: Allyn and Bacon.
Wartofsky, M. (1983). The childs construction of the world and the world construction of the
child: From historical epistemology to historical psychology. In F.S. Kessel and A.W. Sigel
(eds.), The child and other cultural inventions (pp. 188215). New York: Praeger.
Watanabe, Y., Shiel, A., McLellan, D.L., Kurihara, M., and Hayashi, K. (2001). The impact of
traumatic brain injury on family members living with patients: A preliminary study in Japan
and the U. K. Disability and Rehabilitation, 23, 370378.
Wechsler, D. (1949). Manual for the Wechsler Intelligence Scale for Children. New York: The
Psychological Corporation.
Wechsler, D. (1950). Cognitive, Conative, and non-intellective intelligence. American Psychologist,
5, 7883.
Wechsler, D. (1974). Manual for the Wechsler Intelligence Scale for Children-Revised. San
Antonio, TX: The Psychological Corporation.
Wechsler, D. (1991). Manual for the Wechsler Intelligence Scale for Children-Third Edition. San
Wechsler, D. (1968) Escala de Inteligencia Wechsler para Adultos. New York: Psychological
Corporation.
Wechsler, D. (1997). Wechsler Adult Intelligence Scale-Third Edition Administration and Scoring
Manual. San Antonio: The Psychological Corporation.
References 211
Wechsler, D. (1999). Manual for the Wechsler Abbreviated Scale of Intelligence. San Antonio,
TX: Harcourt Assessment.
Wechsler, D. (2003). Manual for the Wechsler Intelligence Scale for Children-Fourth Edition. San
Wechsler, D. (2004). Manual for the WISC-IV Spanish: Wechsler Intelligence Scale for Children
- Fourth Edition - Spanish (2004). San Antonio, Texas: Harcourt Assessment.
Wechsler, D., Kaplan, E., Fein, D., Kramer, J., Morris, R., Delis, D., et al. (2004). WISC-IV
Integrated Wechsler Intelligence Scale for Children Fourth Edition - Integrated Technical and
Interpretative Manual. San Antonio Texas: Harcourth Assessment, Inc.
Weine, S. M., Becker, D.F., McGlashan, T.H., and Laub, D. (1995). Psychiatric consequences of
ethnic cleansing: Clinical assessments and trauma testimonies of newly resettled Bosnian
refugees. American Journal of Psychiatry, 152(4), 536542.
Weine, S., Becker, D.F., McGlashan, T.H., and Vojvoda, D. (1995). Adolescent survivors of eth-
nic cleansing: Observations on the first year in America. Journal of the American Academy
of Child and Adolescent Psychiatry, 34, 11531159.
Weinick, R.M., Zuvekas, S.H., Cohen, J.W. (2000). Racial and ethnic differences in access to and
use of health care services, 1977 to 1996. Medical Care Research and Review, 57, 3654.
Wernicke, C. (1874). Der Aphasische Symptomencomplex. Breslau: Cohn and Weigert.
Westermeyer, J. (1991). Psychiatric services for refugee children: An overview. In F.L. Ahearn
and J.L. Athey (eds.), Refugee children: theory, research and services. The Johns Hopkins
series in contemporary medicine and public health (pp. 127162). Baltimore, MD: The Johns
Hopkins University Press.
Whelan, T.B. (1999). Integrative developmental neuropsychology: A general systems and social-
ecological approach to the neuropsychology of children with neurogenetic disorders. In S.
Goldstein and C.R. Reynolds (eds.), Handbook of neurodevelopmental and genetic disorders
in children (pp. 8498). New York: Guilford Press.
Wiig, E.H., Secord, W.A., and Semel, E. (2004). Clinical Evaluation of Language Fundamentals
Preschool (2nd ed.). San Antonio, TX: PsychCorp.
Winick, M., and Noble, A. Cellular response in rats during malnutrition at various age. Journal of
nutrition, 89, 3003006.
Winick, M., and Rosso, P. (1969). Head circumference and cellular growth of the brain in normal
and marasmic children, Journal of Pediatrics, 74, 774778.
Wolff, P.H., Bereket, T., Egasso, H., and Tesfay, A. (1995). The orphans of Eritrea: A comparison
study. Journal of Child Psychology, Psychiatry and Allied Disciplines, 36, 633644.
Wong, T.M., Strickland, T., Fletcher-Janzen, E., Ardila, A., and Reynolds, C.R. (2000).
Theoretical and practical issues in neuropsychological assessment and treatment of cul-
turally dissimilar patients. In E. Fletcher-Janzen, T. Strickland, and C.R. Reynolds
(eds.), Handbook of cross-cultural neuropsychology (pp. 318). New York: Kluwer
Academic/Plenum Publishers.
Woodcock, R.W. (1981). Bateria Woodcock de Proficiencia en el Idioma. Allen, Texas: DLM
Teaching Resources.
Woodcock, R.W., and Muoz-Sandoval, A.F. (2001). Woodcock-Muoz Language Survey
Normative Update. Itasca, IL: Riverside Publishing.
Woodcock, R., McGrew, K., and Mather, N. (2001). Woodcock-Johnson III. Itasca, IL: Riverside
Publishing.
Woodcock, R.W. (1991). Woodcock Language Proficiency Battery Revised English and Spanish
Form. Itasca, IL: Riverside Publishing.
Woodcock, R.W., and Johnson, M.B. (1989). Woodcock-Johnson Tests of Cognitive Ability
Itasca, IL: Riverside Publishing.
Woodcock, R.W., and Muoz-Sandoval, A.F. (1993a). Woodcock-Muoz Language Survey,
English Form. Itasca, IL: Riverside Publishing.
Woodcock, R.W., and Muoz-Sandoval, A.F. (1993b). Woodcock-Muoz Language Survey,
Spanish Form. Itasca, IL: Riverside Publishing.
212 References
Woodcock, R.W., and Muoz-Sandoval, A.F. (1995). Woodcock Language Proficiency Battery
RevisedSpanish. Itasca, IL: Riverside Publishing.
Woodcock, R.W., Muoz-Sandoval, A.F., McGrew, K., Mather, N., and Schrank, F. (2004a). Batera
Woodcock-Muoz Pruebas de habilidad cognitiva (3rd ed.). Itasca, IL: Riverside Publishing.
Woodcock, R.W., Muoz-Sandoval, A.F., McGrew, K., Mather, N., and Schrank, F. (2004b).
Batera Woodcock-Muoz Pruebas de aprovechamiento (3rd ed.). Itasca, IL: Riverside
Publishing.
World Health Organization. (1998). The World Health Report. Geneva: Author.
Wu, T. (2004). A culturally sensitive health care practice model Theory construction and its
testing. The American Journal of Chinese Medicine, 32 (3), 467485.
Yamane, T. (1967). Elementary sampling theory. Englewood Cliffs, NJ: Prentice-Hall.
Yeates, K.O., Taylor, H.G., Woodrome, S.E., Wade, S.L., Stancin, T., and Drotar, D. (2002). Race
as a moderator of parent and family outcomes following pediatric traumatic brain injury.
Journal of Pediatric Psychology, 27, 393403.
Zhimin, L. (2003). Self-care in Chinese school-age children with nephrotic syndrome. American
Journal of Maternal and Child Nursing, 28, 8185.
Zimmerman, I.L., Steiner, V.G., and Pond, R.E. (2002). Preschool Language Scales (4th ed.).
San Antonio, TX: Psychological Corporation.
Zindi, F. (1994). Differences in psychometric performance. The Psychologist: Bulletin of the
British Psychological Society, 7, 549552.
Appendix
Sample Report
Identifying Information and Reason for Referral
E.P. is a 27-year-old, right-handed, Hispanic (foreign national born in a province in

Southern Mexico1 from a Nahuatl indigenous background), single male. He attended
school in the U.S. (e.g., Good High School in Odessa, Texas), but he did not com-
plete high school (or achieve a GED) after he immigrated (by himself without any
reported assistance) to be reunited with his family approximately 10 years ago. He
appeared to have attended school for approximately 1011 years in rural school
districts, where the quality of education was below national standards in the U.S.
and Mexico. He was employed as an unskilled laborer (e.g., construction aid,
cook) in the U.S. a portion of his life prior to his incarceration.
Mr. P was referred by a Texas State Court (subsequent to a request from the Office
of the Public Defender for No Where County, Texas) for neuropsychological evaluation
in an attempt to assess his present level of cognitive functioning and determine whether
he suffers from encephalopathy and mental retardation. Mr. P has been charged with
multiple counts of murder in the first degree, and the State of Texas is seeking the death
penalty. He is reportedly receiving psychotropic medication at this time (verified
through medical records from his detention center), including Ritalin (15 mg/day) and
Lexapro (10 mg/day).
Relevant History/Background Information

and Review of Records
Mr. P was charged with multiple counts of first-degree murder as a result of

homicides committed during multiple shootings and armed robberies during a
period of 48 hours while under the influence of controlled substances, including
methamphetamine (corroborated from independent laboratory records). During the
course of such shootings he was able to elude capture through the use of facial
1
All demographic and other identifying information have been modified to protect his identity.
213
214 Sample Report
camouflaging. During the clinical interview, he admitted that such events occurred,
but he reportedly was not able to recall details about the incidents. A review
of police reports and records, interviews with news media sources involved in the
case and review of videotapes provided, verbal reports obtained from eyewitnesses,
and verbal reports from defense counsel supported the occurrence of the alleged
events. Furthermore, Mr. P reportedly confessed and was subsequently charged with
the aforementioned capital offenses. He admitted to a history of previous involve-
ment with the law, particularly in 1999, when he was arrested and charged with the
assault of a Texas State Trooper and an Oklahoma Police Officer (verified through
court records). He subsequently served approximately 12 months in jail for those
offenses. Review of records failed to reveal the presence of other criminal behavior,
except petty theft. When asked, he indicated behaving appropriately while incarcer-
ated at the present center, information consistent with data provided by the detention
centers warden and review of records.
Mr. P was able to correctly recall portions of his history, but some informa-
tion had to be obtained from records provided by a detective working for defense
counsel and data obtained from affidavits ascertained during a trip to his native
country by this clinician from individuals familiar with Mr. Ps past. Family
members were interviewed but not his biological mother, as she perished in an
automobile accident 12 years ago. These individuals did not note developmental
delays in early motor functions but did note difficulties in speech development,
although the reports were sketchy. For example, one of his sisters noted that he
exhibited appropriate vocabulary and speech and language development, but that
his articulation was not within normal limits, thus making him difficult to under-
stand by individuals outside his home (dysarthria). No other information was
remarkable or available in this regard. In addition, it appears as if Mr. P exhib-
ited mild adaptive delays in self-help skills as he was growing up, and his sisters
reportedly helped Mr. P to dress and bathe past the age of expectation (report-
edly until about the age of 8 years, delayed even within a cultural context). With
regard to past family medical history, several members of his family noted the
presence of alcoholism and psychiatric disorders, the latter predominantly
associated with severe mood disturbances, including anxiety, recurrent unipolar
depression and possible bipolar disorder, and postpartum depression, all requir-
ing treatment, and in some instances inpatient hospitalization. The interview
with these family members also revealed that Mr. P had an impoverished back-
ground that included physical and sexual abuse, malnutrition, and neglect. He
also experienced poor living conditions in his native country, and quality of
housing was poor and without basic necessities such as running water and other
services as he was growing up in rural southern or suburban northern Mexico.
With regard to the reported past abuse, according to his sisters, Mr. P was report-
edly physically abused as a child (statutory rape) by a woman who had sexual
contact with him at the age of 12 years for an extended period of time (a
neighbor of his family that resided close to them). His siblings additionally
reported that he had been exposed to a significant amount of violence as he grew
Sample Report 215
up in his home, the result of marital violence between his parents (his mother
was regularly beaten and raped by his father while he was intoxicated, and
Mr. P was exposed to these events), and physical violence perpetuated upon him
by his father, including severe and odd punishments (hit with tree branches
and power extension cords, made to kneel on the blades of a saw or corn kernels
until his knees bled, etc.).
During the clinical interview, Mr. P reported selected aspects of his medical
history, most important and relevant to this case, his history of multiple brain
injuries as he fell from a moving vehicle and a severe TBI that occurred in a motor-
cycle-automobile collision in which he lost consciousness for an extended period
of time (GCS = 3 upon arrival at the hospital; 12 unconscious days; extended PTA;
all corroborated by existing hospital records). Mr. Ps family also reported several
incidents during his childhood that might have resulted in neurological involve-
ment, including an incident resulting in a concussion in which he was hit in the
head as a small child by a beast of burden. However, except for the motorcycle
accident, the family did not seek medical care for those incidents due to economic
factors and the nonavailability of formal medical care in Mexico; only a verbal
report from a local healer (curandera) was available. However, a record docu-
menting the car accident was recently located by defense counsel, an event in
which one individual may have perished, supporting the report provided by the cli-
ent and his family related to the severity of the incident. He also reported occasional
headaches, events treated with over-the-counter analgesics. Imaging was conducted
in the past, but reports from those procedures were not available. However, hospital
records (daily medical notes) from his extended hospitalization noted above indi-
cated the presence of a remarkable CT scan indicative of frontal bilateral diffuse
involvement. A repeat scan was not conducted.
With regard to past psychiatric history, Mr. P reported the presence of auditory
hallucinations while incarcerated and prior to incarceration, and it is possible that
he may have received psychiatric and/or psychological care prior to his incarcera-
tion, but records of such treatment(s) are not available. These hallucinations pre-
dated his current psychopharmacological treatment. However, it appears as if he
has experienced bouts of depression which may have gone untreated in the past
bouts of depression with psychotic features, probably exacerbated by his past drug
use. Such events were differentially diagnosed from cultural issues that may
explain such events such as his participation in brujera, which he admitted dur-
ing the clinical interview. He has received psychiatric care while incarcerated and
is currently receiving medication as noted above but has never received protracted
psychotherapy throughout his life.
Review of academic records obtained during a visit by this clinician and his
mitigation specialist to his past school districts in Mexico revealed the presence of
significant variability in school performance. Records provided suggest that Mr. P
attended first through sixth grades at a primary rural school in Mexico (grades and
similar academic information is not available). He attended secondary school
(grades seven through nine) at a secondary suburban school in northern Mexico.
216 Sample Report
According to his report cards, Mr. P received the following grades in his first year
of secondary school, (translating grades from the Mexican educational system to
the U.S. educational system, a posture that may have diminished validity): B in
Spanish, B in math, C in additional Spanish instruction, B in biology, B in philoso-
phy, B in chemistry, B in history, B in geography, A in civics, B in PE, A in Art,
and a B in a metal works course. His grades from his second year of secondary
school indicate that he received the following grades: C in Spanish, C in math, B in
additional Spanish instruction, C in biology, C in physics, C in chemistry, C in his-
tory, B in geography, C in civics, B in PE, B in art, and a C in a technology course.
The next years grades from secondary school indicate that he received the follow-
ing grades: C in Spanish, C in math, C in additional Spanish instruction, C in biol-
ogy, B in physics, C in chemistry, C in history, C in geography, C in civics, B in
PE, A in art, and a B in a technology course. School records appear to indicate that
Mr. Ps GPA from secondary school was B-C (7.6/10). His record from the equiva-
lent of high school in the U.S. (grades 10 through 12) while living in Mexico, indi-
cate that he received the following grades while in the 10th grade: C in reading and
editing, C in languages, C in philosophy, C in sociology, and A in Art History.
However, there are reports that either his family or colleagues may have assisted
him throughout his academic career while in Mexico. Subsequent to arrival in the
U.S., Mr. P attended high school as an ESL. student. He was not placed in special
education; however, according to school officials, there was no Special
Education available for Spanish-speaking students at that time in TX, and psy-
choeducational testing was only conducted upon parental request, a request
never entertained by his family. Therefore, no psychoeducational assessments are
available. At that time he received the following grades for the first semester of
11th grade: C in Reading II, B in ESL, F in American History, B in Algebra I,
and an A (PE). Mr. P received an N for his classes for second semester 11th
grade. The N may indicate that no grade was issued due to his increased
absences (as high as 23 absences in two of his classes). The same records indicate
that he was not in school the next year (12th grade) and that he dropped out at
that time. No efforts were made by his school district or his family to have him
enroll in school again.
The interview with Mr. P failed to reveal any type of military service in the U.S.,
information later confirmed by this clinicians personnel through a contact with the
U.S. Military Clearing House. The interview with Mr. P revealed a history of
employment in unskilled positions. He reportedly was employed in the U.S. in the
construction industry building streets and houses. He essentially was a carpenter,
as described by one of his former supervisors who was willing to assist in the case.
He was also employed as a cook in restaurants. However, he did well in these
positions and rose to cook manager in one position, and his performance in all of
the above was reportedly very good according to his former supervisors, all of
whom missed his performance after he left them. He was unable to remember
any other specific employment experiences, yet noted having worked in other
places. Records were not available.
Sample Report 217
With regard to interpersonal relationships, Mr. P indicated that he was single.

When asked, he indicated that he had two children ages one and seven years. His
girlfriend reportedly left him and is now with another man. He has no contact
with his children or his former partner. He also indicated leaving his first girlfriend
because she fought and drank too much. No other romantic relationships were
reported. Social problems were not reported while in school in the U.S., where his
drug use began as he interacted with his friends, the wrong crowd. He reported
having used several controlled substances (PCP, marijuana, and meta ampheta-
mine) for a protracted period of time and substantial amounts of alcohol but did not
recall frequency or specific magnitude of use. He was able to recall the approxi-
mate onset (age 9 years for alcohol, and age 17 years for all other drugs).
Review of psychological records from evaluations while incarcerated indicated
that Mr. P had undergone a previous psychological evaluation2 in April of 2002
under the care of Dr. Nogood. At that time, Mr. P was administered the WAIS-III
(translated from English into Spanish) in which he obtained a Full Scale IQ score
of 70. At that time, he also obtained respective Verbal and Performance Scale Indices
scores of 73 and 73. Acculturation or language proficiency measures were not
administered at that time.
On June 2004, Dr. Worst, a forensic state psychologist, evaluated Mr. Ps
competency. This evaluation reportedly lasted approximately 15 minutes. Dr. Worst
stated that she was unable to determine if Mr. P met the statutory requirements for
competence, in part due to the clients primitive English communication skills.
Dr. Worst reportedly conducted a second evaluation in July 2002. This evaluation
was conducted through an interpreter (despite the fact that such a course of action
should not be taken in forensic evaluations, not to mention one where capital pun-
ishment is being sought). The evaluation lasted approximately one hour and 30
minutes and was conducted prior to Mr. Ps being medicated. As a result of this
evaluation, Dr. Worst reported that Mr. Ps intellectual functioning (assessed in
English through a translator) was grossly estimated to be in the low range of func-
tioning, but provided no scores or an explanation how she arrived at such a diag-
nostic conclusion. When asked for her opinion, as noted in Mr. Ps report, the
interpreter stated that Mr. P used basic Spanish, poor grammar, and incomplete
sentences. According to records provided, the interpreter (not a health care worker)
estimated Mr. Ps functioning to be low due to drugs. Raw data had been
reportedly lost and were not available.3
2
It should also be noted that none of the aforementioned evaluations, despite their forensic nature,
ever addressed the issue of response bias, a posture inconsistent with current minimum standards
of practice.
3
Just as egregious and unethical, an interpreter was employed and/or the use of English was
employed as a way of communicating with an individual who is predominantly fluent in Spanish,
and this information used as the basis for many of the expert opinions expressed, despite signifi-
cant literature indicating that such a course of action should not be taken, particularly in this case in
which capital punishment was under consideration.
218 Sample Report
Behavioral Observations
Mr. P was evaluated in an attorney-client contact room within the confines of a state
prison. He was evaluated without upper extremity restraints. The entire examination
was conducted in Spanish, as he is predominantly fluent using Spanish (see below).
Although the court had explained the purpose of this examination, similar to the
introduction provided prior to the start of his evaluation by defense counsel, ethical
(consent) and legal (limits of confidentiality) and other information was initially
addressed with the client by this clinicion. During the initial interview and the evalu-
ation, his speech was slow but coherent. The content of his speech was impoverished
for someone his age (e.g., rudimentary vocabulary), and he exhibited moderate dys-
arthria. He was well oriented to person, time, and place.
Although Mr. P initially appeared to be somewhat apprehensive initially, he
slowly acclimated to the assessment situation and appeared to put forth appropriate
effort on all tasks. He initiated conversations about his present condition (incarcera-
tion, where he is reportedly being treated well).
In response to confrontational questions surrounding his present condition, he
exhibited significant remorse but he indicated that he was unable to remember spe-
cifics related to the events that took place. He noted having seen the videos, and
agreed that it was him, but reported not being able to remember being there. A
discussion of his childhood did not elicit blunt affect. Overall, affect appeared to be
within normal limits. Mood appeared to be within normal limits (he is being medi-
cated). The assessment environment was quiet throughout most of the examination,
thus reducing threats to the validity of this evaluation. Mr. P was asked to show the
examiner scars found in his knees from the reported abuse, and he reluctantly
agreed, displaying significant scarring from such incidents. He refused to talk about
his parents marital difficulties and his own sexual abuse as he was growing up but
did not deny them.
Mr. Ps demeanor was observed outside of the one-on-one testing situation when
he took small breaks during the course of the two-day evaluation to use the restroom
(he had lunch in the test room). During these observational periods, he was at all
times appropriate from a behavioral standpoint consistent with his imprisonment
records of unremarkable behavior. Although Mr. P did not wear upper extremity
cuffs, at no time did this examiner feel unsafe in the exam room while assessing
this individual.
Procedures and Tests Administered
Batera Woodcock-Muoz-Pruebas de Aprovechamiento-Revisada (Letter-Word

Identification and Reading Understanding only) (WMPA-R)
Batera Woodcock-Muoz-Pruebas de Habilidad Cognitiva-Revisada (WMPHC-R)
Beck Anxiety Inventory (Spanish version)
Sample Report 219
Beck Depression Inventory (Spanish version)

Clinical Interview with the Patient (Spanish)
Color Trails Test 1 & 2 (CTT) (Spanish Instructions and American Norms)
Draw-A-Person Test (Spanish Instructions)
Grooved Pegboard Test (Spanish Instructions and American Norms)
Judgement of Line Orientation, Form H (Spanish Instructions and North American
Norms)
Multilingual Aphasia Examination (Spanish Token Test) (Spanish Administration,
American Norms)
Pontn-Satz Boston Naming Test (Spanish Instructions and Hispanic Norms)
(BNT)
Reitan-Klve Sensory Perceptual Examination - Except Tactile Form
Recognition Spanish Instructions and North American Norms
Rey 15-Item Memory Test (Spanish Instructions)
Rey 15-Word Memory Test (Modified-Spanish Instructions)
Rey-Osterrieth Complex Figure Test (Copy and 30 Delayed Recall) (Spanish
Instructions and Hispanic Norms)
Stroop Interference Test (Spanish Version, American Norms)
Symptom Validity Test (SVT) (Spanish Instructions)
Test of Nonverbal Intelligence-Second Edition (TONI-2) (North American Norms and
Norms from Studies with Hispanic and Aboriginal Populations)
WHO-UCLA Auditory Verbal Learning Test (WHO-UCLA-AVLT) (Spanish Version)
(Hispanic Norms)
Assessment Results
Assessment Validity
Due to the legal nature of this case, coupled with the fact that Mr. P may have
been motivated to present himself in a good light (or ill) as a result of his
impending legal proceedings, several procedures believed to be sensitive to the
presence of feigned symptom exaggeration and/or response bias were adminis-
tered. The results of these procedures revealed that Mr. P was being straightfor-
ward and honest in his responses to test items. He performed within the range
of expectation on the Rey 15-Item Memory Test (Score = 15/15). Similarly, his
scores on the DCT fell within normal limits (50th to 75th percentile). On a
more complex probabilistic procedure (SVT), his performance fell within
expectation, as he obtained a perfect score on all three trials. Other tests indices
obtained throughout the assessment also supported a hypothesis suggesting the
presence of appropriate effort, including better recognition than recall during
memory tasks, lower levels of performance on increasingly more difficult test
items consistent with expectation, as well as expected performance and other
220 Sample Report
test indices (validity indices). The level of rapport established with this indi-
vidual also was appropriate.
However, it should be noted that limitations are associated with this component of
his examination, as there are no norms for individuals from his ethnic (not racial)
background on the SVT and the DCT.
Current Academic Functioning (Reading, Mathematics, Written

Language) and Acculturation Level
Informal assessment to examine his level of acculturation revealed little assimila-

tion of American customs and values. He uses English only when required by his
environment, and never used this language in his home or daily living activities
prior to or after his incarceration. While attending school, his friends were not
bilingual, and all were monolingual Spanish-speaking pupils. All other informal
indices revealed the presence of little acculturation including his social contacts,
leisure activities, etc.
A more formal approach was taken to address his level of acculturation. This
posture was necessary because despite the fact that Mr. P was Hispanic, and he
only spoke Spanish, his family came from a Nahuatl4 aboriginal background from
Mexico. However, as he noted, his parents never learned that language and were
only exposed to Spanish. He never had contact with his grandparents because his
family moved to a larger city in northern Mexico, and therefore had no exposure to
the indigenous language, except in passing as a child during contacts with other
members of his family. Hence, all his immediate family spoke Spanish in the home
and for all other activities. A formal scale of acculturation (Marin Acculturation
Scale) supported this finding (score = 13).
Because of his academic record, Mr. P was administered subtests from the
WMPA-R (Letter-Word Identification [Identificacin de Letras y Palabras] and
Passage Comprehension [Comprensin de Textos]) in an attempt to assess his read-
ing skills, skills necessary in portions of this evaluation. On this measure, his per-
formance fell at an 11.1 grade-equivalent score in reading decoding and an 9.1
grade-equivalent level in reading comprehension. On a math computation test
[Clculo], he obtained a grade-equivalent score of 12.1. His score on a test of writ-
ten language [Muestras de Redaccin] fell in the 8.1 grade equivalent level
(although Standard Scores are preferable, grade equivalents are only shown as esti-
mates, and were requested by counsel). Finally, an attempt was made to assess his
academic achievement levels in English, but such an assessment was desisted
because he was not able perform the initial decoding test, as his level of English
fluency and proficiency was very low.
4
Consultation was sought by this clinician with a colleague familiar with the clients cultural
background in an attempt to better understand Mr. Ps background, including his familys abo-
riginal background, consistent with APAs Principles of Psychologists.
Sample Report 221
Altogether, these findings, coupled with his lack of English proficiency,

prompted the evaluation to be conducted in Spanish.
Intellectual Functioning (Estimates)
Mr. P was administered the WMPHC-R, an aptitude test (this procedure was
selected as a result of its extensive normative sample, including oversampling of
individuals from Mexican backgrounds, its standardized Spanish version, and the
lack of more appropriate tests available in the U.S. with Hispanic samples from
Mexican backgrounds at the time this assessment was conducted). On this intel-
lectual instrument, he obtained an overall score of 78 (71 to 85), placing his overall
performance (Broad Cognitive Ability) within the 6th percentile and within the
Borderline range of intellectual abilities when compared to his same-age peers.
However, when controlling for his educational level, his overall score fell in the
Dull Normal range (82; 12th percentile). He obtained the following Standard
Scores (SS) (mean = 100; standard deviation = 15):
Subtest Process assessed SS %ile

Memory for Names aud.-visual association 69 2nd
Memory for Sentences attention/memory 68 2nd
Visual Matching processing speed 76 5th
Incomplete Words auditory processing 88 21st
Visual Closure visual processing 108 70th
Picture Vocabulary crystallized intellect 74 4th
Analysis-Synthesis fluid intellect/reasoning 90 25th
His performances on WMPHC-R subtests merits further attention because they

capture the essence of this individuals cognitive profile. Unfortunately, such varia-
bility precludes an accurate gauge of his overall ability because it interferes with the
test capacity to capture a unitary construct measuring intellectual skills. His score on
subtests requiring significant attention and memory skills (Memory for Sentences)
and auditory-visual associative skills (Memory for Names) fell within the impaired
range. His scores on measures assessing visual processing speed (Visual Matching),
crystallized reasoning (Picture Vocabulary), and auditory processing (Incomplete
Words) fell within the borderline to low average range. In contrast, his scores on sub-
tests assessing fluid intellect (Analysis-Synthesis) and visual processing (Visual
Closure) fell within the average range. The discrepancies between select sets of
scores are such that they are statistically and clinically significant as a result of
their level of significance and low base rates.
He was also administered the TONI-2 (this test was administered for several
reasons, including a lower reliance on language skills and the fact that studies
with this measure have been conducted in Mexico and the U.S. with Hispanic
222 Sample Report
populations; the reader is asked to think of other reasons). On this test, a measure
of non-verbal intellect, he obtained a score of 88 3 (95% confidence interval;
Below Average). It should be noted that his WMPHC-III subtest score on a meas-
ure of fluid reasoning (Analysis-Synthesis) is qualitatively and quantitatively
consistent with his TONI-2 score.
Attention and Concentration
Mr. P was administered several measures to investigate attention and concentration

skills. His performance on a measure assessing his ability to visually concentrate
(Color Trails Test 1) fell within the impaired range when compared to 18- to 29-
year-olds with 9 to 11 years of education (198 secs; <1st percentile). His score on
a more difficult procedure requiring visual concentration and sequencing (Color
Trails Test 2) using the same demographics also fell in the impaired range (231 sec;
<1st percentile). His interference score on this measure fell within normal limits
(0.16; >16th percentile).
His performance fell within the low average range (16th percentile) on a meas-
ure of auditory attention (WMPHC-R, Inversin de Nmeros) as he repeated digits
backward when compared to his same age peers. On this measure, he was able to
consistently repeat three digits backward, and inconsistently repeat four digits
backward.
Language/Auditory Processing (Screening)
Although Mr. P spoke fluently, and his speech was coherent and normal in pros-
ody, he exhibited significant dysarthria. His score (22/30) on a task requiring con-
frontational naming (BNT) fell in the range of expectation (35th percentile,
average) when compared to norms for Hispanic individuals with 11 to 15 years of
education. Functional and phonemic cues did not aid his performance on this test.
He scored in the average range (50th percentile) on the Spanish Token Test, a meas-
ure of receptive language.
Visual Spatial Skills and Perceptual Organization
On a complex visuomotor procedure requiring perceptual organization and visual

processing (Copy, Rey-Osterreith Complex Figure), Mr. P obtained a score of
28/36, placing his performance within the low end of the average range (26th
percentile) when compared to individuals with similar educational and cultural
backgrounds. On this task, he exhibited significant organizational difficulties, and
Sample Report 223
he missed or distorted several components of the drawing as he copied it. Mr. P

also was administered a motor-free visuoperceptual measure assessing his ability to
determine angular distances between lines (JLO). On this measure, his score
(20/30) fell within the moderately defective range (4th percentile) when com-
pared to 16- to 49-year-olds.
Learning and Memory Functions
Verbal Memory
Mr. Ps verbal memory was assessed using a rote verbal memory as he performed
a list learning task (WHO-UCLA AVLT-SV). On this measure his score fell
within the impaired range (<1st percentile) on the fifth recall of the original list
(Trial V), a measure of overall learning. Similarly, his score fell in the impaired
range (<1st percentile) on indices assessing short and long free delayed recall. All
these indices were corrected for individuals with his same low educational level
(11 to 15 years to use the most appropriate approach). While learning the word
list, he predominantly used a primacy and recency approach as expected, provid-
ing further support for the validity of this assessment. He exhibited no retroactive
or proactive interference.
Visual Memory
Mr. Ps performance on a visual learning and memory task (Rey-Osterrieth Complex

Figure, 30-minute Delayed Recall) fell within the impaired range (5/36; 1st percentile)
when compared to peers with similar educational and cultural backgrounds.
Motor/Sensory Skills
Informal lateral preference assessment (use of hand to write, throw a ball [pan-
tomimed], etc.) suggests that Mr. P is right-hand dominant. Using this informa-
tion, his motor/sensory functioning was assessed. On the Grooved Pegboard
Test, a test requiring fine motor coordination and dexterity, his scores fell
within the impaired range with his right (dominant) and left (nondominant)
hands (preferred hand 43rd percentile; nondominant hand = 56th percentile)
when compared to 20- to 39-year-old males with less than a high school educa-
tion. There was a nonsignificant raw score lateralizing discrepancy of 10%
favoring his preferred hand. His performance on the Sensory Perceptual Exam
revealed no errors.
224 Sample Report
Executive Skills Functioning
On Color Trails Test 2, a test requiring inhibition and shifting of set, his score
using appropriate demographics (compared to 18- to 29-year-olds with 9 to 11
years of education) fell in the impaired range (231 sec; <1st percentile). His
interference score on this measure fell within normal limits (1.24 >16th percen-
tile), suggesting that many of his difficulties may be due to complex attentional
difficulties. In addition, he exhibited significant difficulty in organization and
planning while performing the copy portion of the Rey-Osterrieth Complex
Figure. He scored in the impaired range when compared to same age peers on
the three components (color naming [1st percentile], word reading [2nd percen-
tile], and color-word reading [<1st percentile]) of another procedure assessing
the ability to inhibit a common response for a more complex response (Stroop
Interference Test). His impaired score on this measure fell in the impaired range
despite the fact that he exhibited reading-decoding at an 11th-grade level.
Behavioral/Emotional/Personality Functioning
During this assessment, Mr. P was asked to complete the Draw-A-Person Test a
measure administered to investigate his cognitive level. His drawing of a person
was unremarkable from a developmental standpoint. Using the Goodehough-Harris
system, his performance is similar to that produced by other adults. He also com-
pleted the Beck Anxiety and Depression Inventories. On these measures, he
obtained scores of 5 and 6, respectively. Although not diagnostic, these scores sug-
gest that he is not experiencing anxious or depressive symptoms while medicated.
Summary and Clinical Impressions
E.P. is a 27-year-old, right-handed, Hispanic male. He attended school, but he did

not complete high school in Mexico or the U.S., and he appears to have attended
school for approximately 11 years between Mexico and the U.S. He immigrated by
himself to the U.S. to be reunited with his family approximately a decade ago but
has exhibited little acculturation and assimilation. He was employed as an unskilled
laborer a portion of his life prior to his incarceration, including employment in the
construction and food service industries. Mr. P experienced significant psychoso-
cial stressors early in life, including possible abuse. Most important, he sustained
several severe head injuries in which he lost consciousness for an extended period
of time. He was referred for a neuropsychological evaluation in an attempt to assess
his present level of cognitive functioning, and rule-out encephalopathy and mental
retardation. Mr. P has been charged with murder in the first degree, and the State
Sample Report 225
is seeking the death penalty. He is presently in a detention center. He is receiving

psychotropic medication.
The present results revealed overall intellect within Borderline range of intel-
lectual abilities. Within this overall level of functioning, his profile exhibited
significant variability. A number of subtests scores fell in the impaired to border-
line range, whereas others fell in the low average to average range. On another
measure of nonverbal intellectual skills his score fell in the average range consist-
ent with a subtest assessing fluid reasoning skills on the comprehensive measure
of intellectual skills. It is important to note that studies conducted in Mexico5 and
Chile6 with Spanish-speaking populations, as well other populations with limited
English proficiency, have revealed scores within the average range in healthy
populations. Therefore, his overall score on the comprehensive intellectual meas-
ure suggests the presence of dampened intellect, even for an individual with his
educational background. It is also important to note, as it provides consistent
information, that his present scores are similar to those obtained on a translated
version of another comprehensive intellectual skills test conducted while impris-
oned. However, his score on that evaluation was probably not as valid as a result
of the use of a translator and use of an unstandardized translation of a test, and his
current assessment most likely reflects a more accurate score related to his overall
aptitude. It is also important to note that his current pharmacological treatment is
unable to account for his below-average intellectual skills, as his medication is
having a positive therapeutic effect.
The patients neuropsychological performance fell within the range of expecta-
tion on selected domains when compared to individuals with similar chronological
age, and where possible, when compared to individuals with similar levels of edu-
cational attainment (these types of comparisons are important to rule-out artificial
dampening effects on performance as a result of educational level), and in some
instances using Hispanic norms with large representation of individuals living in
the U.S. from Mexico. The present results revealed performance within the range
of expectation on selected measures of auditory attention, language (expressive and
receptive), sensory-perceptual abilities and fine motor skills. In contrast, the results
of this examination revealed relative weaknesses or blatant deficits on measures of
complex visual attention and working memory, select aspects of complex visual
processing, verbal and visual memory abilities (severely impaired) and executive
skills (impaired). His impaired scores on measures assessing memory and execu-
tive skills are such that they fell in the first percentile, even when corrected for age
and education, not to mention cultural factors in some instances. In addition, some
of his scores (e.g., Stroop Interference) fell in the impaired range despite the fact
that underlying skills (reading) were at a level inconsistent with his poor perform-
ance. These findings have significant diagnostic implications (see below).
5
See Garcia, A. (1988). Investigacin del test no verbal inteligencia (TONI) en la ciudad de
Chihuahua. Unpublished thesis, UAC, Chihuahua, Mexico.
6
See Siriany, A. (1989). Developing a slide projection group administration procedure for the
TONI. Unpublished manuscript, Universidad Austral de Chile, Valdivia, Chile.
226 Sample Report
Behavioral and emotional indicators obtained during this examination revealed

that Mr. P is probably not experiencing significant psychological distress at this
time. Measures assessing anxious and depressive symptomatology fell within the
normal range. However, he is currently being medicated, and his treatment appears
to be having positive impact on his overall level of functioning. Nevertheless, it is
my clinical opinion that his mood difficulties preceded his incarceration if his his-
tory is taken into consideration., particularly his past family history.
With regard to diagnostic impressions and rule-outs, these issues are difficult to
address. In particular mental retardation7 (MR) is a difficult issue to address in this
individual for several reasons. On the one hand, he exhibited impaired performance
on an intellectual measure while undergoing evaluation by the States forensic psy-
chologist. Similarly, some aspects of his adaptive history also would argue in favor
of MR as specified by the AAMR, including his inability to safely care for himself
and his poor adaptation, not to mention delayed self-care as he was growing up as
described by his sisters, even for an individual from his ethnic background.
Unfortunately, no previous assessments were ever located for this individual, pre-
cluding a determination of the onset of his cognitive difficulties (there is no ques-
tion that selected adaptive delays had an onset in childhood), noting an onset before
the age of 18 years as delineated by the AAMR. Similarly, although the measure
administered by the forensic psychologist revealed impaired intellect, the scores
obtained from that evaluation are in all likelihood invalid as a result of the inappro-
priate assessment posture taken during the course of that examination.8 His current
level of intellectual functioning would argue against the presence of MR, despite
the fact that his overall score is below average (it is not impaired even when several
factors are taken into consideration including the Flynn Effect and AAMR Criteria
allowing scores as high as 75 to meet criteria as a result of measurement error). In
addition, it is difficult to gauge his current level of adaptation because it is provided
by the State Correctional System, and quite frankly, his current environment is one
of the best he has ever enjoyed when his history is taken into consideration.
Because there are no measures to retrospectively assess adaptation, and adaptive
skills are difficult to assess retrospectively (verbal report may be inaccurate and
there are no valid and reliable formal measures to do so for this individual), coupled
with the inability to assess these abilities while an individual is incarcerated, a
question remains whether a hypothesis of adaptive deficits is supported by his his-
tory. With this in mind, many unbiased and independent sources of information
coincide to support a postulate suggesting a lack of adaptive delays in most areas
since childhood with the exception of self-care and possibly safety. Although
7
According to the AAMR and its definition, used herein, mental retardation is considered when
significant and concurrent limitations, both in intellectual functioning and in adaptive skills origi-
nates before the age of 18. By impairments, scores two standard deviations or below are consid-
ered deficient.
8
Aside from cross-cultural issues already mentioned (e.g., translation of a test), it should also be
noted that no mention was made of the possibility that he may have been suffering from a pro-
found depressive episode, or other condition(s), including dementia, PTSD, etc.
Sample Report 227
self-report and reports from family members could be considered biased, review of
records indicated the presence of a lack of delays in adaptation in most areas. His
records revealed an appropriate academic history, and his level of academic attain-
ment is inconsistent with that usually attained by individuals with MR, including
Mild MR. Similarly, although his vocational history is marked by employment in
unskilled jobs, his performance in those jobs was appropriate and such a finding
also supports a postulate indicative of a lack of vocational adaptive delays. In this
regard, he was employed throughout his life prior to being incarcerated with sig-
nificant occupational stability, and he did quite well in some those positions.
Similar conclusions can be reached regarding his history of interpersonal relation-
ships (e.g., friends in school, etc.). Therefore, altogether, although he currently
suffers from below-average intellect, and there is a significant history of adaptive
delays in two reported domains, he does not appear to have suffered from impaired
intellect as a child, clearly before the age of 18 years. Hence, with a reasonable
degree of certainty, Mr. Ps profile does not meet the diagnostic criteria for mental
retardation as set forth by the AAMR because of my inability to concretely note
that his intellectual impediments began before the age of 18 years (the third AAMR
prong) and because his intellectual impediments do not rise to an impaired level
even during the course of his current intellectual assessment, coupled with the fact
that he may only have exhibited adaptive delays in limited areas. Finally, there are
other phenomenological issues to consider that support such a diagnostic posture,
including the fact that Mr. P was able to elude police for a period of approximately
48 hours as a result of camouflaging he used during the two days in which the
reported shootings and robberies took place, as well as the fact that he was able to
immigrate to the U.S. by himself without any assistance.
With regard to the organicity rule-out, the pattern of neuropsychological per-
formance observed during the course of this evaluation suggests that Mr. P suffers
from organic brain damage (encephalopathy). Such a hypothesis is supported by the
preponderance of his scores on several domains and his history, particularly the
protracted and severe use of use of controlled substances and his head injuries.
Therefore, it is impossible to rule-out the presence of static encephalopathy (brain
damage) at this time.9
Although he is said to have participated in an event that led to the tragic deaths
of several individuals, he apparently committed these acts without previous
planning under the influence of controlled substances in the course of two days.
Specific information obtained during the course of this evaluation indicates that
these individuals came in contact with Mr. P at random and that he did not choose
9
Although not requested by the referral source or required and therefore not provided, using
DSM-IV, a dementia could have been considered as a diagnostic alternative to MR, or as a
stand-alone diagnosis. For example, a dementia due to multiple etiologies (e.g., head injuries,
drug use) could have been considered, particularly within the context of his deficits in executive
skills and impaired visual and auditory memory. Diagnostic consideration should also be given
to PTSD and other diagnoses.
228 Sample Report
these victims as a result of any previous acrimonious contact with them. In my

opinion, he does not posses the mental capacity to have planned such incidents. His
executive scores merit additional attention because they have direct bearing on the
present situation. Aside from supporting a hypothesis suggesting the presence of
dampened cognition, his deficits in executive skills are also partially responsible for
the present condition, and individuals with these profiles have been known to be at
greater risk to use poor judgment and impulsivity, particularly when under the
effects of powerful controlled substances such as methamphetamine and a depres-
sive disorder.
In summary, with a reasonable degree of scientific certainty, it is my impression
that Mr. Ps profile does not meet criteria for MR. Although his profile does not
meet criteria for mental retardation, it is not possible to rule out the presence of
encephalopathy at this time (organic brain disorder).
Thank you for referring this individual for evaluation. If I can be of further
assistance, I remain available for further consultation.
Index
A American Educational Research Association

AAMR Adaptive Behavior ScaleSchool (AERA), 2
Second Edition, 115 American Psychological Association (APA),
Ability. See also Language disorders 2, 6, 19, 21, 26
of children, 80, 85 American Sign Language, 96
cognitive, 9, 65, 68, 8990, 92, 94, 136 Aphasia
English proficiency, 19 anomic, 104105
language, 101 Brocas aphasia, 98102
and lower SES, 50 conduction aphasia, 105106
measures of, 62, 65, 69 defined, 96
motor development, 80 expressive aphasia, 106
problem-solving, 4 extrasylvian, or transcortical types, 108109
in Sternbergs triarchic theory, 59 global, 106107
Academic achievement, 15, 70, 76, 96, mixed, 107
123, 131 sensory, 107
Access to health care, to Hispanics, 5051 Wernickes aphasia, 102104
Accidents word blindness and word deafness, 107108
cerebral vascular, 95, 106 Aphemia, 110
vehicular, 167 Argentinean immigration, 3233
Acculturation, 12 and occupational group allegiance, 34
defined, 12 Article One of the U.S. Constitution (1787), 142
to American Society, 12, 146, 169 Artifact paradigm, 4, 6
and assessment, 55, 131 Ataque de nervios episodes, 54
and Hispanics, 12, 77, 130, 131 Auditory Verbal Learning Test (AVLT), 133
Adaptive Behavior Assessment System
Second Edition, 115, 126
Adolescent and adults assessment measures B
Differential Ability Scale (DAS), 6970 Base rates in assessment, 152156
Kaufman Adolescent and Adult Basic Interpersonal Communication Skills
Intelligence Test (KAIT), 7273 (BICS), 9091
Kaufman Brief Intelligence Test (K-BIT), Batera III Woodcock-Muoz, 6566
7273 Batera Woodcock-Muoz Pruebas de
Stanford-Binet Intelligence Scales, Fifth aprovechamiento III, 119
Edition (SB5), 73 Batera Woodcock-Muoz Pruebas de
Wechsler Abbreviated Scale of Intelligence habilidad cognitiva III, 119
(WASI), 7172 Bayley Scales of Infant Development
Wechsler Adult Intelligence - Third Second Edition (BSID-2), 114
Edition (WAIS-III), 7374 Beery Picture Vocabulary Test (BPVT), 112
Alexia, 109110 Behavioral characteristics, 7
229
230 Index
Behavior Assessment System for Children Clinical Evaluation of Language

- Second Edition (BASC-II), 160 Fundamentals Preschool Second
The Bell Curve, 57 Edition (CELF-II Preschool), 112113
Belyaevs breeding program, 7 Clinical Evaluation of Language
Bilingualism Fundamentals Preschool Second
benefits, 92 Edition Phonological Awareness
bilingual individual, definition, 88 subtest (CELF-II Preschool), 113
and brain trauma, 9394 Clock Drawing, 76
deep structure, 131 COG battery, 66
issue of code switching, 9192 Cognitive ability testing (CAT), 136
negative perceptions and erroneous Cognitive Academic Language Proficiency
beliefs about individuals, 9091 (CALP), 91, 117
proficiency in a second language, Cognitive assessment, of geriatric population, 76
8990 Color Trails 1 and 2, 76
second language acquisition, 88 Comprehensive Test of Phonological
Bilingual Verbal Abilities Test (BVAT), Processing (CTOPP), 113
117118 Comprehensive Test of Phonological
Block Design, 68, 7172, 124 Processing Rapid Naming subtests
Boas, Franz, 5 (CTOPP), 112
Boston Diagnostic Aphasia Examination Conduction aphasia, 105106
(BDAE), 115 Contextual associations, 5
Boston Naming Test, 111 Copernican Revolution, 3
Boston Process Approach, 127 Covariance Structure Analysis (CSA), 161
Brain-based performance differences, 138 Cuban immigration, 3233
Brain-behavior relationships, 3, 137 and occupational group allegiance, 34
Brocas aphasia, 98102 Cultural influences, on assessment
modern tests, 160163
problems of bias in test development,
C 136142
Case analysis, of 27-year-old Hispanic techniques and practices countering bias,
assessment results, 219224 147158
background, 213217 test standardization, 158159
behavioral observations, 218 U.S. Census, 142147
clinical impressions, 224228 Culturally defined characteristics, 9
Chicago School of Pragmatism, 5 Cultural test bias hypothesis (CTBH), 138
Chicanos, 10 Culture, defined, 9
Childrens Color Trails Test 1 and 2, 126
Chinese traditional medicine, 175
Clinical depression, in unaccompanied D
immigrant children, 4243 Delis-Kaplan Tests of Executive Function
Clinical Evaluation of Language Color-Word Interference Test
Fundamentals Fourth Edition, 115 (D-KEFS), 113
Clinical Evaluation of Language Delis-Kaplan Tests of Executive Function
Fundamentals Fourth Edition (D-KEFS), 112
Phonological Awareness subtest Demographic variables and
(CELF-IV), 113 neuropsychological performance,
Clinical Evaluation of Language 3739
Fundamentals Fourth Edition Developmental learning disability, 110
Preschool Second Edition (CELF-II Dewey, John, 5
Preschool), 115 Diagnostic and Statistical Manual of Mental
Clinical Evaluation of Language Disorders-Fourth Edition (DSM-IV),
Fundamentals Fourth Edition Rapid 6, 41, 42, 54, 95, 96, 227
Automatic Naming subtest Diagnostic and Statistical Manual of Mental
(CELF-IV), 112 Disorders-Third Edition- Revised, 54
Index 231
Diagnostic Interview Schedule Forkhead box P2 gene, 8

(DIS)-modified, 54 Fuld Object Memory Test, 76
Differential Ability Scale (DAS), 6970 Full Scale IQ (FSIQ), 68, 71
Differential Item Functioning (DIF),
138, 150
Digit Forward Task, 76 G
Disciplinary matrix, 4 Generic Psychology Core, 2
Dyslexia, 109 Genetics and brain functions, 78
Geographical predilection and
neuropsychological performance, 3839
E Geriatric assessment measures, 76
Eastern medicine practices, 175 Global aphasia, 106107
Education level, of Hispanics, 51
Education, quality, 15, 28, 182, 213
Epidemiological research, in assessment, H
156158 Halstead-Wepman Aphasia Screening Test, 115
Errors Health problems, 51
base rates, 152153 Hebb, D.O., 59
in children learning new language, 88 Hispanic neuropsychologists, 6
etic instruments, 75 Hispanics
in neuropsychological assessment with acculturation of, 12
Hispanics, 182 definitions, 1011
random, 138 ethical issues, 2627
systematic, 38, 138 population in U.S., 2930, (see also
test reliabilty, 2223 Migrational patterns)
use of family members as interpreters, 20 pragmatic test development and
in Wernickes patients, 104, 108 application issues, 1621
Escala de Inteligencia Revisada para el Nivel psychometric issues, 2225
Escolar (WISC-RM), 7071 role of literacy, 1314
Ethical Principles of Psychologists, 6, 26 Huarte, J., 57
Ethnicity, defined, 9 Housing and housing quality, 52
Eurocentric view, of intelligence, 139 Houston Conference, on Specialty
Evaluations Education and Training in Clinical
forensic, 21, 217 Neuropsychology, 2
neuropsychological, 11, 2023, 27, 40, 56, Human Genome Project, 7
79, 122, 123, 136, 151, 154, 162, 178,
182, 183, 213, 224
Examiners expectancy effects, 5556 I
Exemplar paradigm, 4, 6 IDEA Oral Language Proficiency Test IPT 1
Expressive aphasia, 106 Spanish, 118
Expressive One-Word Picture Vocabulary Immigrations, 2, 2937, 3946
Test 2000 Edition (EOWPVT-2000), demographic charcteristics, 3739, 45
112 residential preference, 3536
Expressive One-Word Picture Vocabulary occupation, 32, 3435
Test Revised Spanish Edition, 118 total immigration, 34
Extrasylvian subcortical aphasia, 108109 Intellectual abilities, assessment of
Extreme educational groups, 13 adolescents and adults, 7174
Berrys model, 59
Cattell and Horns theory of cognitive
F abilities, 5960
Factor Analysis, 66, 69, 161 under David Wechslers concept of
False Negative (FN), 152155 connative factors, 58
False Positive (FP), 152155 emic-etic, 57
Forensic evaluations, 21, 217 geriatric population, 7576
232 Index
Intellectual abilities, assessment of (Cont.) pseudonyms, pathology, and neurologic

issues with, 6165 disturbances, 9798
John Carrolls three-stratum theory of sensory aphasia, 107
intelligence, 60 single-modality disturbances, 109110
pediatrics, 6571 and speech disorders, 95
Spearmans identification of a general types of extrasylvian, or transcortical
factor of intelligence, 5758 aphasias, 108109
Sternbergs triarchic theory of intelligence, 59 Wernickes aphasia, 102104
International Classification of DiseasesNinth word blindness and word deafness, 107108
Revision Clinical Modification Language evaluation measures
(ICD-9-CM), 96 caregiver report, 115
Item bias, 138 informal evaluation methods, 115116
Item characteristic curve (ICC), 150 language evaluation tool, 114115
Item Response Theory (IRT), 149, 162 of multilinguals, 116119
phonological processing, 113114
rapid or speeded naming techniques,
J 112113
Jensens study of verbal and non-verbal IQ verbal fluency measures, 113
of minority children, 138 vocabulary measures, 111112
Language Exposure/Use Questionnaire, 65
Limited English proficiency (LEP), 71
K Literacy, 13
Kaufman Adolescent and Adult Intelligence Luria, Alexander, 4, 165, 180
Test (KAIT), 7273 Luria-Nebraska Neuropsychological
Kaufman Brief Intelligence Test (K-BIT), 7273 Battery, 127
Kennepohls cultural neuropsychological
model, 67
Korean population or Korea, 60, 144, 145 M
Kuhns Thomas theory, 4 Matrix Reasoning, 67, 72, 74
Metaphysical paradigms, 45
Mexican-American, 10
L Mexican immigration, 3233
Language and occupational group allegiance, 34
acquisition process, 8186 Migrational patterns
bilingualism, 8693 absolute and relative, 3233
development, 7981 changes (19011990), 30
disorders, (see Language disorders) effect on level of acculturation and
evaluation of functions, (see Language assimilation, 40
evaluation measures) impact of laws and guidelines, 2930
impact of injury on language in bilinguals, impact upon neuropsychology, 3645
9394 issue of immigrant perception, 5556
relationship with cognitive performance, 94 legal (19011990), 31
Language disorders and occupational allegiance, 3132, 3435
anomic aphasia, 104105 and residential preference, 3536
aphasia, defined, 96 Minimental Status Exam (MMSE), 76
Brocas aphasia, 98102 Mirror neurons, 8
conduction aphasia, 105106 Mixed aphasia, 107
congenital, 95 Mullen Scales of Early Learning, 114
definitions, 9596 Multicultural diagnostic considerations,
expressive aphasia, 106 5355
factors associated with, 9495 culturally sensitive interventions and
global aphasia, 106107 rehabilitation outcomes, 175178
mixed aphasia, 107 empirically validated rehabilitation
neurocognitive skills impaired, 99 models, 174175
Index 233
rehabilitation of the Hispanic client and Oral Monologic Assessment, 116

multi-cultural models, 171173 Oversampling, in assessment, 150151
Multilingual Aphasia ExaminationThird
Edition (MAE-3), 115
P
Paradigm, (Exemplar, defined), 4
N Paradigmatic shifts, of neuropsychology,
Naglieri Nonverbal Ability Test (NNAT), 71 46
National Council on Measurement in Parent Report Scales (PRS), 161
Education (NCME), 2 Peabody Picture Vocabulary Test Third
Negative stereotyped behavior, 56 Edition (PPVT-III), 112
NEPSY Developmental Neuropsychological Pediatric assessment
Assessment, 112, 114 Batera III Woodcock-Muoz, 6566
Neuropsychological examination. See also Escala de Inteligencia Revisada para el
Cultural influences, on assessment Nivel Escolar (WISC-RM), 7071
common tests and procedures, 124126 Pruebas de Habilidades Cognitivas, 65
process and clinical case studies, 128134 Wechsler Intelligence Scale for Children
theoretical assessment approaches, 123128 - Fourth Edition (WISC-IV), 6670
Neuropsychological rehabilitation Pediatric Evaluation of Disability Inventory
early years, 165 (PEDI), 54
epidemiology of traumatic brain injury Perceptual Reasoning Index (PRI), 67
(TBI)/acquired brain injury, 167168 Posttraumatic stress disorder, in unaccompanied
German studies, 5, 180 immigrant children, 4142
multicultural aspects of, 171178 Pragmatic test development and application
multicultural assessment and intervention, 171 issues, 1621
nature of culture in U.S., 168170 Prelinguistic language markers, 87
twentieth century, 165166 Preschool Language Scales Fourth Edition
Neuropsychology (PLS-4), 114115
challenges in 21st century, 1 Processing Speed Index (PSI), 67
concepts and terminology, 815 Pruebas de Habilidades Cognitivas, 65
and ethical issues, 2627 Psychometric theory, 22
genetics of relationship between the brain
and culture, 78
immigration of Hispanics and its impact R
on. See Migrational patterns Radical environmentalism, 45
and inclusion of cross-cultural factors, 12 Ramn y Cajal, 3, 165
Norms acquisition and application, 3739 Receptive One-Word Picture Vocabulary Test
paradigmatic shifts and history, analysis 2000 Edition (ROWPVT-2000), 112
of, 37 Reliability,
pragmatic test development and application Religiosity, 53
issues, with Hispanics, 1621 Residential preference and immigration,
psychometrics, 2225 3536
theories, 45 Resilience (psychological), unaccompanied
Nomothetic Approach, 122, 143, 159 immigrant children, 4345
Nonbalanced bilinguals, 89 Revolutionary science, 3
Normal science, 3 Risk factors, in unaccompanied immigrant
Nutrition, 4850 children, 4345
O S
Occupational allegiance, 52 Scale of Independent Behavior Revised
Occupational group allegiance, 51 (SIB-R), 115
and immigration, 3132, 3435 Second language acquisition, 88
Optic aphasia, 110 Semilingualism, 117
234 Index
Sensory aphasia, 107 1790 questionnaire, 142

Single space theory, 87 1990 questionnaire, 144
Socioeconomic status (SES) 2000 questionnaire, 145
access to health care, 5051 U.S. Department of Health and Human
children living below the poverty level Services (USDHHS), 5051
in 2002, 47
disease and illness, 51
education, 51 V
nutrition, 4850 Validity, 23
occupational risk factors, 52 Verbal Comprehension Index (VCI), 6768
parental income of, 48 Verbal fluency, 76, 113
Sociological paradigm, 4, 6 Vineland Adaptive Behavior Scales Interview
Spanish and English Neuropsychological Edition, 115
Assessment (SENAS), 133, 161163 Visuospatial tasks, 13
Speech disorders, 95 Vygotsky, Lev, 45, 165
Standardized battery approach, to assessment,
123127
Standards for Educational and Psychological W
Testing, 2, 6, 26 Wechsler Abbreviated Scale of Intelligence
Stanford-Binet Intelligence Scales, Fifth (WASI), 7172
Edition (SB-5), 73 Wechsler Adult Intelligence - Third Edition
The Structure of Scientific Revolutions, 3 (WAIS-III), 7374, 132
System of Multicultural Pluralistic Assessment Wechsler Intelligence Scale for Children -
(SOMPA), 137 Fourth Edition (WISC-IV), 6670, 160
Wechsler Intelligence Scale for Children -
Third Edition (WISC-III), 148,
T 158, 160
Tamability and brain, 7 Wernickes aphasia, 102104
Technological literacy, 13 WISC-IV Home Environment
Test de Vocabulario en Imagenes Peabody Questionnaire, 69
(TVIP), 118 Witchcraft, beliefs of, 55
Test performance variance, 24 Woodcock-Johnson Tests of Cognitive
Test reliability, 22 Abilities - Third Edition, 59
Test translations, 16, 160, 183, 184 Woodcock- Johnson Tests of Cognitive
Test validity, 23 Ability III (WJ-III Cognitive), 132
Traumatic Brain Injury Model Systems, 177 Woodcock- Johnson Tests of Cognitive Ability
True Negative (TN), 152154 Revised (WJ-R Cognitive), 117
True Positive (TP), 152154 Woodcock Language Proficiency Battery
Revised English and Spanish Form
(WLPB-R), 117
U Woodcock Language Proficiency
Unaccompanied immigrant children, Battery Revised Spanish Form
clinical depression, 4243 (WLPB-R), 117
posttraumatic stress disorder, 4142 Woodcock-Muoz Language Survey English
resilience (psychological), 4345 Form (WMLS), 117
risk factors, 4345 Woodcock-Muoz Language Survey Spanish
U.S. Census Bureau statistics, 1, 141 Form (WMLS), 117
of Hispanics, 2930, (see also Migrational Word blindness, 107108
patterns) Word deafness, 107108
issues with sample size, 146 Working Memory Index (WMI), 67
issues with standardization, 146
misuse of, 146147
origin, 142143 Z
problems with stratification, 143146 Zambia, 64

Antolin M. Llorente-Principles of Neuropsychological Assessment With Hispanics - 2007

Uploaded by

Copyright:

Available Formats

Antolin M. Llorente-Principles of Neuropsychological Assessment With Hispanics - 2007

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Antolin M. Llorente-Principles of Neuropsychological Assessment With Hispanics - 2007

Uploaded by

Copyright:

Available Formats

What is the main topic of the document?

What is the main topic of the document?

What assessments are mentioned for evaluating language skills?

What assessments are mentioned for evaluating language skills?

Principles of

Principles of Neuropsychological Assessment with Hispanics:

Neuropsychological Assessment with Asian Americans

Mild Traumatic Brain Injury: Onset, Consequences, and Outcomes

The Neuropsychology of Women

ISBN: 978-0-387-71757-9 e-ISBN: 978-0-387-71758-6

Library of Congress Control Number: 2007926245

2008 Springer Science+Business Media, LLC

Printed on acid-free paper.

Don Jos de la Luz y Caballero

The scientific purview of neuropsychology is to understand healthy and dysfunctional

Culture pervades all aspects of an individuals functioning (cf. Luria, 1976,

Acknowledgments ............................................................................................. xiii

Chapter 1 Introduction and Theoretical Foundations ................................... 1

Chapter 2 American Population Estimates, Trends in American

Chapter 3 Hispanic Populations: Special Issues

Chapter 4 Intellectual Abilities: Theoretical and Applied

Chapter 5 Language: Development, Bilingualism, and

Chapter 6 The Neuropsychological Assessment

Chapter 7 Hispanics and Cultural Bias: Test Development

Chapter 8 Rehabilitation .............................................................................. 164

Summary and Concluding Remarks.............................................................. 180

References ......................................................................................................... 185

Appendix ........................................................................................................... 213

Index .................................................................................................................. 229

Christine L. Castillo (French)

Figure 1.1 Venn diagrams - Culture/ethnicity and total test variance . . . . . . . 24

Sara A. Lawless, Julie K. Ries, and Antolin M. Llorente

Neuropsychology faces an intimidating and unparalleled challenge in the 21st century.

Analysis of the History of Science and Paradigmatic

At first glance, the response to the challenges posed to neuropsychology to explain

occur using well-established methods and ideas (paradigms). A paradigmatic shift

A Kuhnian crisis was further exacerbated by investigators who began to conduct

indirectly leading to an artifactual paradigmatic shift. Using the definition of artifact

Culture and Brain: Bridging the Gap Through Genetics

Definitions, Terminology, and Ancillary Issues

Although several of these concepts and terminology will be covered in greater

though understandable, is neither proper nor acceptable, with significant, and in

A number of neuropsychologists (cf. Ardila and Moreno, 2001; Nell, 2000)

groupings to reflect the characteristics of the countrys population. This is often

Pragmatic test development and application issues also deserve attention.

In addition, past research suggests that second language acquisition, particularly

addressing related to the use of interpreters during the course of neuropsychological

by a family member. In some instances such a misinterpretation may be for obvious

A Brief Examination of Statistical and Psychometric Issues

Xtest score = Xtrue + Xerror

Rx = reliability1 x reliability2 ... x reliabilityn

factor emerges as a result of a lack of understanding of psychometric characteristics

Ethical Issues, Hispanics, and Neuropsychology

With regard to specific components of neuropsychological assessment and its

In brief, although specific portions of the Ethical Principles of Psychologists

Summary and Conclusion

Neuropsychology faces significant challenges if it is to remain a viable science capa-

10,000 Austrial Cuba Mexico

Figure 2.3 Immigration and occupational allegiance (1970)