Porto Cláudia Sellitto, Caramelli Paulo, Nitrini Ricardo
PhD, Behavioral and Cognitive Neurology Unit, Department of Neuroly of University São Paulo School of Medicine and Cognitive Disorders Reference Center (CEREDIC), Hospital das Clínicas of University São Paulo School of Medicine, São Paulo SP, Brazil.
MD, PhD, Behavioral and Cognitive Neurology Unit, Department of Internal Medicine, Faculty of Medicine, Federal University of Minas Gerais, Belo Horizonte MG, Brazil.
Dement Neuropsychol. 2010 Apr-Jun;4(2):126-130. doi: 10.1590/S1980-57642010DN40200009.
Studies have shown the influence of schooling on performance in the Dementia Rating Scale (DRS), suggesting that a single cut-off score is not appropriate for all groups of elderly people.
To verify the influence of schooling on the DRS in a Brazilian elderly population.
The DRS was applied to 118 cognitively healthy controls and to 97 patients with mild probable Alzheimer's disease (AD). In order to analyze the influence of education, patients and controls were divided into four groups of schooling (GRSC): GRSC 1 with 1 to 4 years of schooling, GRSC 2 with 5 to 8 years of schooling, GRSC 3 with 9 to 11 years of schooling, and GRSC 4 with more than 11 years of schooling.
In the intragroup analysis, the performance of controls within each schooling group was compared, revealing a significant difference on total score and the subscales Attention, I/P and Conceptualization. The same procedure was used for the AD patients and a significant difference was observed for total score and the subscales Attention, Construction, Conceptualization and Memory. In the intergroup analysis, the results on total DRS and for the I/P, Conceptualization and Memory subscales showed significant differences in GRSC 1, 2, 3 and 4. The Attention subscale showed differences in GRSC 3 and 4, and on the Construction subscale in GRSC 1 and 4.
The results highlight the importance of norms for the DRS in the Brazilian population that take into account the effects of schooling on the scores of this scale.
研究表明学校教育对痴呆评定量表（DRS）的表现有影响，这表明单一的临界分数并不适用于所有老年人群体。
验证学校教育对巴西老年人群体DRS的影响。
对118名认知健康对照者和97名轻度可能阿尔茨海默病（AD）患者应用DRS。为了分析教育的影响，将患者和对照者分为四个受教育程度组（GRSC）：GRSC 1组接受1至4年教育，GRSC 2组接受5至8年教育，GRSC 3组接受9至11年教育，GRSC 4组接受超过11年教育。
在组内分析中，比较了每个受教育程度组内对照者的表现，结果显示总分以及注意力、信息处理/实践（I/P）和概念化分量表存在显著差异。对AD患者采用相同程序，观察到总分以及注意力、结构、概念化和记忆分量表存在显著差异。在组间分析中，DRS总分以及I/P、概念化和记忆分量表的结果在GRSC 1、2、3和4组中显示出显著差异。注意力分量表在GRSC 3和4组中存在差异，结构分量表在GRSC 1和4组中存在差异。
结果突出了考虑学校教育对该量表分数影响的巴西人群DRS常模的重要性。
