I believe that this method can make different raters scores really similar. I try to rate with this algorithm and in 95% is very clear.
Article Specific algorithm method of scoring the Clock Drawing Test ...
I'm sending my problems.
These three clocks are looking very good on first sight. The clock is round, hands are on correct positions (11:10 was requiring), nearly 10 points. But on the second sight... R1 missing numbers (all numbers were requiring) R4 clock face is missing (it was requiring) R10 numbers are outside the clock Could you help me with scoring? Maybe someone can recommend me some course?
One needs to consider the usage of the Clock Drawing test and asking a research participant to write a sentence in longhand. We examine cognition across the lifespan and find that many perfectly normal people under 30 cannot draw an analog clock or write in longhand.
We have tested a large number of individuals on various cognitive and neuropsychological tests across the lifespan ( from 5 to 89 years of age and N>7500). Do you have any ideas for a substitute to longhand and the clock tests. Longhand is on the MMSE and the clock item is on the SLUMS test. Print a sentence could substitute for the longhand but not sure what would substitute for the clock test (5 points) on the SLUMS test. I ask because I am part owner of a software company (CogQuiz.com) developing tests. One tests is a questionnaire where these items can be placed into a screening test.
Regards,
Hasker Davis, Ph.D.
Hi Pawel, I think it depends also of the anamnesi and how about during the moment itself when the person is drawing the CDT and intentions; In this case if you mean the importance of visuospatial reperes in the numbers well organised , it's all good. Is the person doesn t matter to do all the numbers but knows them and be able to do it ! (roman numbers are somewhere interesting ! ) or in the case of the circle not done or done : just you have to know if the person is able or not to do it, maybe in clinic experience, need to ask just the person afterwards "could you now just do it with....and of course makes the diference,as like we do for instance in nepsy II when the child recognize his mistake and repeats it well.
Laurence De Raet De Raet thank you for advice. I agree, that if I want to be sure, I can ask more questions. But here, we have a problem: We can't rate CDT in repetible way! We have >20 reads of this question and no one said: Pawel, it's obvious, following the instruction rate R1 as 9, R4 as 4, R10 as 9. It's not good for the method I think
of course gap difference between clinic and research, I m afraid ! I wil ask here with colleagues and comes to you afterwards.
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