Anticipated Psychological or Behavioral Reactions to Learning Alzheimer Biomarker Results: Associations With Contextual Factors.

IF 1.8 4区医学 Q3 CLINICAL NEUROLOGY

Alzheimer Disease & Associated Disorders Pub Date : 2023-10-01 Epub Date: 2023-10-12 DOI:10.1097/WAD.0000000000000586

Lindsay R Clark, Claire M Erickson, Nathaniel A Chin, Kristin E Basche, Erin M Jonaitis, Fred B Ketchum, Carey E Gleason

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引用次数: 0

Abstract

Background: As Alzheimer disease (AD) biomarker testing becomes more widely available, adults may opt to learn results. Considering potential reactions to learning biomarker results can guide prebiomarker and postbiomarker testing education and counseling programs.

Methods: Cognitively healthy adults enrolled in observational Alzheimer research responded to a telephone survey about learning AD risk information (n=334; 44% Black or African American; mean age=64.9±7.0). Multiple linear regression models tested if contextual factors predicted anticipated psychological impact (distress, stigma, and cognitive symptoms) or behavior change (planning and risk-reduction). Secondary analyses tested for differences in relationships by racial identity.

Results: Internal health locus of control, concern about AD, self-identified sex, education, family dementia history, and belief in AD modifiability predicted anticipated psychological impact. Concern about AD, age, racial identity, belief in AD modifiability, research attitudes, and exposure to brain health-related social norms predicted anticipated behavior change. For Black respondents, there were no sex differences in anticipated distress, whereas there were stronger relationships between health locus of control, brain health social norms, and education on outcomes compared with White respondents.

Conclusions: Results may inform personalized and culturally tailored biomarker testing education and counseling to minimize psychological impacts and increase behavior change related to learning AD risk information.

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学习阿尔茨海默氏症生物标志物结果的预期心理或行为反应：与情境因素的关联。

背景：随着阿尔茨海默病（AD）生物标志物检测的普及，成年人可能会选择学习结果。考虑对学习生物标志物结果的潜在反应可以指导生物标志物前和生物标志物后的检测教育和咨询计划。方法：参与阿尔茨海默病观察性研究的认知健康成年人接受了一项关于学习阿尔茨海默病风险信息的电话调查（n=334；44%为黑人或非裔美国人；平均年龄=64.9±7.0）。多元线性回归模型测试了情境因素是否预测了预期的心理影响（痛苦、耻辱和认知症状）或行为变化（规划和降低风险）。二次分析测试了种族身份关系的差异。结果：内部健康控制点、对AD的担忧、自我认同的性别、教育、家族痴呆史和对AD可修改性的信念预测了预期的心理影响。对AD的关注、年龄、种族认同、对AD可修改性的信念、研究态度以及对大脑健康相关社会规范的接触预测了预期的行为变化。对于黑人受访者来说，在预期痛苦方面没有性别差异，而与白人受访者相比，健康控制点、大脑健康社会规范和结果教育之间的关系更强。结论：研究结果可以为个性化和文化定制的生物标志物检测教育和咨询提供信息，以最大限度地减少心理影响，增加与学习AD风险信息相关的行为变化。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Alzheimer Disease & Associated Disorders 医学-病理学

CiteScore

3.10

自引率

4.80%

发文量

期刊介绍： Alzheimer Disease & Associated Disorders is a peer-reviewed, multidisciplinary journal directed to an audience of clinicians and researchers, with primary emphasis on Alzheimer disease and associated disorders. The journal publishes original articles emphasizing research in humans including epidemiologic studies, clinical trials and experimental studies, studies of diagnosis and biomarkers, as well as research on the health of persons with dementia and their caregivers. The scientific portion of the journal is augmented by reviews of the current literature, concepts, conjectures, and hypotheses in dementia, brief reports, and letters to the editor.