Journal of clinical and experimental neuropsychology · 1986 · 70 citations · 7 references
EducationEducational PsychologyClinical AudiologyDiagnostic AudiologyHearing AssessmentAlternative AssessmentAuditory DiscriminationAlternate Forms ReliabilityClinical Sample ComparisonsVerbal Learning Tests
The study assessed alternate‑form reliability and equivalence of the Rey Auditory Verbal Learning Test in a clinical sample. A counterbalanced test‑retest design with 85 heterogeneous VA Medical Center patients and a mean interval of 140 minutes was used. Reliability coefficients ranged from .60 to .77 (p<.001), with mean differences under 1 point and total recall differences under 3 points; the alternate form was marginally harder when administered second, but overall differences were clinically negligible and the forms were considered equivalent.
Abstract Abstract Assessed alternate form reliability and equivalency for the Rey Auditory Verbal Learning Test (AVLT) in a clinical sample. A test-retest, counterbalanced design was utilized with a diagnostically heterogenous group of 85 VA Medical Center patients. The mean test-retest interval was 140 min. Alternate form reliability coefficients were highly significant, all p<.001, and ranged from .60 to .77. The forms yielded comparable means with differences of less than 1 point on each of the five learning trails and the postinterference (VI) and recognition trials. Total words recalled on trials I through V differed by less than 3 points across forms. From a statistical point of view, when the alternate form was administered second it was slightly more difficult than the original. In the reverse order, the two measures were comparable. Overall, differences between forms lacked clinical significance and the tests were judged to be equivalent measures.
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Neuropsychological Assessment, 2nd Ed
Jerid M. Fisher · The Journal of Nervous and Mental Disease · 1985 · 1.6K citations