Features and psychometric properties of the Montreal Cognitive Assessment: Review and proposal of a process-based approach version (MoCA-PA)

Alberto Blanco-Campal, Unai Diaz-Orueta, Ana Belen Navarro-Prados, Teresa Burke, David J. Libon, Melissa Lamar

Research output: Contribution to journalArticlepeer-review

4 Scopus citations

Abstract

The current study presents a rapid review of the psychometric features of the standard Montreal Cognitive Assessment (MoCA), and the proposal for a modified version of the test, informed by the methodology of the Boston Process Approach to neuropsychological assessment. In order to aid the process of identification of the primary underlying neurocognitive mechanism responsible for defective test performance, the MoCA-Process-Based Approach (MoCA-PA) adds complementary or satellite test conditions in some of its subtests, includes “new” qualitative indices to capture the cognitive processes involved in each cognitive task, and incorporates new qualitative classifications of error subtypes. It provides concurrent assessment of multiple cognitive processes within each task, without significantly increasing administration time or placing significant additional burden upon the respondent. We present preliminary results obtained from an initial sample of 45 community-dwelling older adults attending a University program for seniors. Results suggest the usefulness of additional indices in providing additional information on cognitive deterioration that may be overlooked with the only consideration of quantitative scores. Future research will aim to collect normative data for different clinical populations using the newly developed indices in order to determine the validity and clinical utility of the relatively novel qualitative process-based methods used in the MoCA-PA.

Original languageEnglish (US)
JournalApplied Neuropsychology:Adult
DOIs
StateAccepted/In press - Jan 1 2019

All Science Journal Classification (ASJC) codes

  • Neuropsychology and Physiological Psychology
  • Developmental and Educational Psychology

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