The present study aimed to develop neuropsychological norms for older Asian Americans with English as a primary or secondary language, using data from the National Alzheimer’s Coordinating Center (NACC).

A normative sample of Asian American participants was derived from the NACC database using robust criteria: participants were cognitively unimpaired at baseline (i.e., no MCI or dementia) and remained cognitively unimpaired at 1-year follow-up. Clinical and demographic characteristics were compared between Primary and Secondary English speakers using analyses of variance for continuous measures and chi-square tests for categorical variables. Linear regression models compared neuropsychological performance between the groups, adjusting for demographics (age, sex, and education). Regression models were developed for clinical application to compute demographically adjusted z-scores.

Secondary English speakers were younger than Primary English speakers (p < .001). There were significant differences between the groups on measures of mental status (Mini-Mental State Examination, p = .002), attention (Trail Making Test A, Digit Span Forward Total Score, p <.001), language (Boston Naming Test, Animal Fluency, Vegetable Fluency, p < .001), and executive function (Trail Making Test B, p = .02).

Separate normative data are needed for Primary vs. Secondary English speakers from Asian American backgrounds. We provide normative data on older Asian Americans to enable clinicians to account for English use in the interpretation of neuropsychological assessment scores.

本研究旨在利用国家阿尔茨海默病协调中心 (NACC) 的数据，为以英语为主要或第二语言的老年亚裔美国人制定神经心理学规范。

亚裔美国参与者的规范样本来自 NACC 数据库，使用严格的标准：参与者在基线时认知能力未受损（即没有 MCI 或痴呆），并且在 1 年随访时保持认知能力未受损。使用连续测量的方差分析和分类变量的卡方检验来比较小学和中学英语使用者的临床和人口特征。线性回归模型比较了各组之间的神经心理学表现，并根据人口统计数据（年龄、性别和教育程度）进行了调整。回归模型是为临床应用而开发的，用于计算人口统计调整的z分数。

说中学英语的人比说说小学英语的人年轻 ( p < .001)。各组之间在精神状态（简易精神状态检查，p = .002）、注意力（轨迹制作测试 A、数字跨度向前总分，p <.001）、语言（波士顿命名测试，动物流畅性、蔬菜流畅性，p < .001) 和执行功能（路径制作测试 B，p = .02）。

来自亚裔美国人背景的小学和中学英语使用者需要单独的规范数据。我们提供有关老年亚裔美国人的规范数据，使临床医生能够在解释神经心理学评估分数时考虑英语的使用。