This will only take a minute: Time cutoffs are superior to accuracy cutoffs on the forced choice recognition trial of the Hopkins Verbal Learning Test – Revised

Abstract

Objective

This study was designed to evaluate the classification accuracy of the recently introduced forced-choice recognition trial to the Hopkins Verbal Learning Test – Revised (FCR_HVLT-R) as a performance validity test (PVT) in a clinical sample. Time-to-completion (T2C) for FCR_HVLT-R was also examined.

Method

Forty-three students were assigned to either the control or the experimental malingering (expMAL) condition. Archival data were collected from 52 adults clinically referred for neuropsychological assessment. Invalid performance was defined using expMAL status, two free-standing PVTs and two validity composites.

Results

Among students, FCR_HVLT-R ≤11 or T2C ≥45 seconds was specific (0.86–0.93) to invalid performance. Among patients, an FCR_HVLT-R ≤11 was specific (0.94–1.00), but relatively insensitive (0.38–0.60) to non-credible responding0. T2C ≥35 s produced notably higher sensitivity (0.71–0.89), but variable specificity (0.83–0.96). The T2C achieved superior overall correct classification (81–86%) compared to the accuracy score (68–77%). The FCR_HVLT-R provided incremental utility in performance validity assessment compared to previously introduced validity cutoffs on Recognition Discrimination.

Conclusions

Combined with T2C, the FCR_HVLT-R has the potential to function as a quick, inexpensive and effective embedded PVT. The time-cutoff effectively attenuated the low ceiling of the accuracy scores, increasing sensitivity by 19%. Replication in larger and more geographically and demographically diverse samples is needed before the FCR_HVLT-R can be endorsed for routine clinical application.

Keywords:

• Embedded validity indicators
• forced-choice recognition
• Hopkins Verbal Learning Test
• performance validity

Correction Statement

This article has been corrected with minor changes. These changes do not impact the academic content of the article.

Additional information

Funding

This project received no financial support from outside funding agencies. The study was supported by a Collaborative Research Grant from the Faculty of Arts, Humanities, and Social Sciences at the University of Windsor.