Revisiting reliable change with Iverson (2001)

Research output: Contribution to journalArticlepeer-review

Abstract

Objective: Iverson (2001) expanded on reliable change methodology by accounting for the variability in scores at Time 2 in the calculation of change scores. However, due to limitations in available data, an incomplete picture of variables affecting change was presented. The current paper sought to address some of these limitations and clarify the methodology for assessing reliable change. Method: Using one-year test-retest data on the Repeatable Battery for the Assessment of Neuropsychological Status (RBANS) in older adults who were cognitively intact or had mild Alzheimer’s disease (AD), change scores were calculated, and various models, consistent with or divergent from Iverson, were presented. Results: Across the RBANS, individuals with intact cognition tended to show less variable scores, especially at Time 2, which resulted in larger change scores than those with AD. When applied to an independent sample, different patterns of change were observed, with: (1) models that used intact data showed more cognitive change than those using AD data; (2) the model that corrected for practice effects and used intact data showed the most decline; and (3) the model that corrected for practice effects and used AD data showed the most improvement. The models that showed the strongest association in classifying independent cases as decline/stable/improve were those that used intact data and were discordant on the use of practice effects. Conclusions: Overall, findings highlight the complexity of calculating reliable change, and they lend additional caution to Iverson’s original limitations. However, the use of data from individuals classified as cognitively intact and a correction for practice effects seems warranted.

Original languageEnglish (US)
Pages (from-to)412-428
Number of pages17
JournalClinical Neuropsychologist
Volume38
Issue number2
DOIs
StatePublished - 2024

Keywords

  • Reliable change
  • psychometrics
  • statistics

ASJC Scopus subject areas

  • Neuropsychology and Physiological Psychology
  • Developmental and Educational Psychology
  • Arts and Humanities (miscellaneous)
  • Clinical Psychology
  • Psychiatry and Mental health

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