Gebreegziabhere Yohannes, Habatmu Kassahun, Cella Matteo, Alem Atalay
Department of Psychiatry, College of Health Sciences, Addis Ababa University, Addis Ababa, Ethiopia.
Department of Nursing, College of Health Sciences, Debre Berhan University, Debre Berhan, Ethiopia.
Schizophrenia (Heidelb). 2024 Apr 6;10(1):42. doi: 10.1038/s41537-024-00462-4.
Cognitive impairment is common in people with schizophrenia (PWS). To detect the presence and its consequences, cognitive measures with sound psychometric properties are needed. However, these are lacking especially in low-income countries. Hence, we developed the Ethiopian Cognitive Assessment battery in Schizophrenia (ECAS). In this study, we evaluated the psychometric properties of the ECAS in a cross-sectional study involving 350 PWS. Confirmatory factor analysis demonstrated a one-factor solution. ECAS score correlated significantly but weakly with a disability measure (r = -0.13, p = 0.02) and symptom dimensions of PANSS (r between -0.12 and -0.29, p < 0.05), except for positive symptoms (r = -0.10, p > 0.05). Years of education (β = 0.12, 95% CI (0.09, 0.14), p < 0.001), male sex (β = 0.22, 95% CI (0.05, 0.39)), age β = -0.02, 95% CI (-0.03, -0.01), and medication side effects (β = -0.03, 95% CI (-0.06, -0.01), p = 0.021) were significantly associated with the composite score of ECAS. The Item Response Theory analysis showed that the tool best functions among participants with moderate cognitive impairment (difficulty coefficient between -1.12 and 0.27). The Differential Item Functioning analyses showed that education had a positive contribution on Digit Symbol Substitution Test (MH OR = 2.64, 95% CI (1.34, 5.20)). The results showed that ECAS is valid in assessing cognition in PWS in low-resource settings.
认知障碍在精神分裂症患者(PWS)中很常见。为了检测其存在及其后果,需要具有良好心理测量特性的认知测量方法。然而,这些方法尤其在低收入国家缺乏。因此,我们开发了埃塞俄比亚精神分裂症认知评估量表(ECAS)。在本研究中,我们在一项涉及350名PWS的横断面研究中评估了ECAS的心理测量特性。验证性因素分析显示为单因素解决方案。ECAS得分与残疾测量指标显著但微弱相关(r = -0.13,p = 0.02),与阳性和阴性症状量表(PANSS)的症状维度显著相关(r在-0.12至-0.29之间,p < 0.05),但与阳性症状(r = -0.10,p > 0.05)无关。受教育年限(β = 0.12,95%可信区间(0.09,0.14),p < 0.001)、男性(β = 0.22,95%可信区间(0.05,0.39))、年龄(β = -0.02,95%可信区间(-0.03,-0.01))和药物副作用(β = -0.03,95%可信区间(-0.06,-0.01),p = 0.021)与ECAS综合得分显著相关。项目反应理论分析表明,该工具在中度认知障碍参与者(难度系数在-1.12至0.27之间)中功能最佳。差异项目功能分析表明,教育对数字符号替换测验有积极贡献(MH OR = 2.64,95%可信区间(1.34,5.