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Centre for Policy on Ageing | |
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| Formal education as an effect modifier of the relationship between Mini-Mental State Examination score and IADLs disability in the older population | | Author(s) | J J Quesada, L Ferrucci, D Calvani, |
| Journal title | Aging: Clinical and Experimental Research, vol 9, no 3, June 1997 |
| Pages | pp 175-179 |
| Keywords | Educational status [elderly] ; Cognitive processes ; Cognitive impairment ; Self care capacity ; Mobility ; Evaluation ; Italy. |
| Annotation | The objective of this retrospective case series study at the Cognitive Disorders Centre in Prato, Italy, was to examine the relationship between disability in instrumental activities of daily living (IADLs) and cognitive impairment measured by the Mini-Mental State Examination (MMSE), and how this relationship was influenced by different levels of formal education. Independence in IADL was strongly related to MMSE scores. A score of less than 24 at the MMSE was predictive of disability in at least one IADL with 0.82 sensitivity and 0.73 specificity. However, when only people with a very low level of formal education were considered, the best threshold predicting IADL disability was 17 (sensitivity 0.76, specificity 0.75). Thus, scholastic achievement is an effect modifier of the relationship between cognitive status, as measured by the MMSE, and IADL disability. Subjects with low education and poor performance at the MMSE are often independent in activities making demand on cognitive function, such as IADLs. These results suggest that a lower MMSE cut-off score should be considered when screening for cognitive impairment in these people. (RH). |
| Accession Number | CPA-980423220 A |
| Classmark | F:V: DA: E4: CA: C4: 4C: 76V |
Data © Centre for Policy on Ageing |
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| ...from the Ageinfo database published by Centre for Policy on Ageing. |
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