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Principal Investigator  
Principal Investigator's Name: Justin Barber
Institution: University of Kentucky
Department: Sanders-Brown Center on Aging, ADC
Country:
Proposed Analysis: Neuropsychological tests are widely used to evaluate older adults at risk for memory and thinking problems due to Alzheimer?s disease and related disorders. Neuropsychological test batteries are not utilized frequently in primary care settings due to costs and administration time. The Montreal Cognitive Assessment (MoCA) is widely used by primary care providers (PCP) to quickly assess the cognitive status of older adults who may be at risk for cognitive impairment or dementia. However, many cognitive tests have inadequate test norms for individuals with limited formal education (e.g., Marcopulos et al., 1997). In this context, it is important that PCPs be able to distinguish lower performance due to education from that due to likely underlying neuropathology. We will examine this several ways. This research could improve diagnosis of and treatment for memory and thinking problems in older adults with lower education levels. Aim 1: compare MoCA scores between individuals with low and high autopsy-confirmed AD pathology who have <=12 years of formal education. Aim 2: examine the diagnostic utility of the MoCA threshold for impairment between education levels and autopsy findings. Aim 3: examine the MoCA items most sensitive to lower formal education
Additional Investigators  
Investigator's Name: Renee White
Proposed Analysis: Neuropsychological tests are widely used to evaluate older adults at risk for memory and thinking problems due to Alzheimer?s disease and related disorders. Neuropsychological test batteries are not utilized frequently in primary care settings due to costs and administration time. The Montreal Cognitive Assessment (MoCA) is widely used by primary care providers (PCP) to quickly assess the cognitive status of older adults who may be at risk for cognitive impairment or dementia. However, many cognitive tests have inadequate test norms for individuals with limited formal education (e.g., Marcopulos et al., 1997). In this context, it is important that PCPs be able to distinguish lower performance due to education from that due to likely underlying neuropathology. We will examine this several ways. This research could improve diagnosis of and treatment for memory and thinking problems in older adults with lower education levels. Aim 1: compare MoCA scores between individuals with low and high autopsy-confirmed AD pathology who have <=12 years of formal education. Aim 2: examine the diagnostic utility of the MoCA threshold for impairment between education levels and autopsy findings. Aim 3: examine the MoCA items most sensitive to lower formal education