Microsoft Word - OIDAP Report Cover final.doc

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

APPENDIX C

Report of the

Metal-Cognitive Subcommittee

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

This page is left intentionally blank.

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

REPORT OF THE MENTAL COGNITIVE SUBCOMMITTEE OF THE

OCCUPATIONAL INFORMATION DEVELOPMENT ADVISORY PANEL

Subcommittee Chair

David J. Schretlen, Ph.D.

Subcommittee Members

Robert T. Fraser, Ph.D.

Sylvia E. Karman, Project Director

September 1, 2009

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

This page left intentionally blank.

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-i

TABLE OF CONTENTS

Executive Summary ........................................................................................................ 1

Introduction ..................................................................................................................... 3

Methodology, Procedures, and Findings ......................................................................... 5

Mental Cognitive Subcommittee Recommendations..................................................... 19

Core Mental Residual Functional Capacities ............................................................. 21

Suggested Studies ........................................................................................................ 27

References.................................................................................................................... 31

Appendices ................................................................................................................... 45

Appendix A.................................................................................................................... 47

Appendix B.................................................................................................................... 51

Appendix C – 1.............................................................................................................. 57

Appendix C – 2.............................................................................................................. 59

Appendix C – 3.............................................................................................................. 61

Appendix C – 4.............................................................................................................. 65

Appendix C – 5.............................................................................................................. 67

Appendix C – 6.............................................................................................................. 81

Appendix C – 7............................................................................................................ 101

Appendix C – 8............................................................................................................ 111

Appendix D.................................................................................................................. 174

Appendix E.................................................................................................................. 179

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-ii

This page left intentionally blank.

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-1

Executive Summary

The Mental Cognitive Subcommittee was assembled to advise the OIDAP about what

psychological abilities of disability applicants should be included in the Content Model

and Classification Recommendations made to the Social Security Administration.

The Subcommittee reviewed relevant scientific literature, consulted experts in the fields

of psychiatric disability and vocational outcomes research, heard presentations by

academic experts, staff members of the Social Security Administration (SSA), and

Disability Determination Services (DDS), and interviewed medical consultants and

disability claims examiners for the Maryland State DDS office. The Subcommittee

convened a Roundtable Meeting in Chicago in June 2009 that was attended by

participants representing a broad range of expertise. Roundtable participants were

asked to nominate human abilities they regarded as essential for work, and to discuss

their rationale for including each element. The Subcommittee met both in person and

via telephone conference to synthesize the data obtained from these activities and

sources. Finally, other OIDAP members and Roundtable participants were asked to

comment on the provisional synthesis of essential human abilities that the

Subcommittee recommends for inclusion in the Content Model. The essential

recommendations of this Subcommittee are as follows:

1. The conceptual model of psychological abilities required to do work should be

revised. The aims are to redress shortcomings of the current model, base a

revised model on scientific evidence, identify specific abilities that can be reliably

assessed and tested for predictive validity, and retain elements of the current

mental residual functional capacity (MRFC) model that meet these criteria in

order to maintain continuity where possible.

2. Psychological abilities that are deemed essential to do work are conceptualized

as falling into four core categories: (A) neurocognitive functioning, (B) initiative &

persistence, (C) interpersonal functioning, and (D) self-management.

3. The Subcommittee recommends that SSA adopt 15 abilities that represent

specific aspects of the four general categories listed above. These abilities and

the rationale for including each are described in the report.

4. The Subcommittee recommends that it provide ongoing consultation to the OIS

Project’s psychometrician as the SSA develops items for data collection. The

SSA should consider using different methods and scales, depending on the

psychological ability being assessed.

5. The Subcommittee recommends a series of studies to determine the reliability

and predictive validity of any instruments developed to assess residual functional

capacities and occupational demands as part of the OIS Project.

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-2

This page left intentionally blank.

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-3

Introduction

The Mental Cognitive Subcommittee was convened by the OIDAP Chair. The members

initially included David J. Schretlen, PhD (Chair), Robert T. Fraser, PhD, Sylvia E. Karman,

and Mary Barros-Bailey, PhD. However, Dr. Barros-Bailey subsequently withdrew from

membership. A biographical sketch of each member appears in Appendix A of this report.

In a working paper entitled “What is a Content Model?” the SSA concluded that the

Occupational Information System it plans to develop must describe the personal abilities

and characteristics that individuals must possess in order to be able to perform each

occupation. Further, these abilities and characteristics must be defined in ways that are

maximally useful for assessing the residual functional capacity (RFC) of claimants. In

response, the OIDAP Chair appointed a Mental Cognitive Subcommittee to review mental

abilities that can be impaired by illness or injury, and thereby impede a person’s ability to

do work. The aim of this subcommittee was to make recommendations about how to

conceptualize the mental and interpersonal characteristics required to do work. The

characteristics of interest are circled in Figure 1 below, with a primary emphasis on

intermediate levels of abstraction.

Figure 1. Cartoon depicts the person-side and job-side characteristics to be considered for

inclusion in an occupational information system. The Mental Cognitive Subcommittee was asked to

help OIDAP conceptualize the essential psychological abilities at intermediate levels of abstraction

that should be included in such a model.

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-4

This page left intentionally blank.

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-5

Methodology, Procedures, and Findings

Mental Cognitive Subcommittee discussions and activities: The subcommittee’s

approach to data gathering and analysis consisted of multiple activities. These included

break-out meetings at the second quarterly OIDAP meeting in Atlanta, Georgia, and the

third quarterly OIDAP meeting in Chicago, Illinois. In addition, the subcommittee met by

telephone conference calls seven times between March 17, 2009, and August 12, 2009.

In the first telephone conference, subcommittee members agreed to review the MRFC

assessment (SSA-4734-F4-SUP) currently used for disability determination purposes,

and to discuss its elements at the next meeting. Subcommittee members agreed to

consider what psychological variables should be included in the content model for an

ideal OIS, how they should be measured, and what existing sources of empirical data

linking specific aspects of cognitive, emotional, and behavioral functioning to job

performance are available for review. At the second telephone conference, Dr. Fraser

proposed that an ideal behavioral assessment would include measures of processing

speed, divided attention, incidental memory, executive abilities, and verbal fluency. He

noted that depression and anxiety are important to assess because they are known to

impede job maintenance. He also cited research showing that variables that predict

return to work can differ from those that predict job maintenance, and that optimal

predictors vary by medical condition (e.g., traumatic brain injury versus multiple

sclerosis). Dr. Barros-Bailey emphasized the importance of assessing an individual’s

capacity to initiate tasks and inhibit behavioral outbursts, as well as the importance of

determining the validity of any assessment instruments developed. Dr. Schretlen asked

whether the SSA might be willing to consider funding or conducting research designed

to empirically determine the cognitive and other “person-side” abilities and

characteristics required to successfully meet the demands of selected occupations.

As a result of these telephone conferences and a discussion at the second quarterly

meeting of the OIDAP, the subcommittee decided to convene a Roundtable Meeting on

June 8, 2009. The meeting agenda and which experts to invite were discussed via email

correspondence and during telephone conference calls on May 8 and 19, 2009. Results

of the June Roundtable Meeting were discussed by the subcommittee on July 21, 2009

and August 5, 2009. These discussions focused on synthesizing feedback obtained

from participants both during and after the June Roundtable Meeting. Subcommittee

members debated the merits and limitations of various conceptualizations of both the

overarching categories or dimensions of psychological and interpersonal abilities that

are required to perform work, as well as the specific exemplars of these categories.

These discussions informed recommendations made in the subcommittee’s final report

to the OIDAP.

Presentations to the OIDAP and Mental Cognitive Subcommittee

: Information derived

from presentations made to and by the subcommittee also was considered for inclusion

in the subcommittee’s report to the OIDAP. Points of greatest relevance to the

subcommittee’s charge are summarized below.

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-6

First Mental Cognitive Subcommittee Presentation: At the OIDAP quarterly meeting on

April 29, 2009, Dr. Schretlen gave a presentation entitled “Cognitive Assessment for the

Determination of Mental Residual Functional Capacity.” In this presentation, he

explained that individual differences in cognitive performance strongly predict

occupational attainment in healthy adults, and often predict work outcomes

(employment, disability, job placement, work performance) better than symptom or

injury severity in many psychiatric conditions, such as schizophrenia, traumatic brain

injury, and multiple sclerosis. He suggested that this makes cognitive impairment a sort

of “final common pathway” to work disability. However, he pointed out that most

research on the relationship between cognitive functioning and work is based on

performance-based measures, such as individually administered tests of IQ, attention,

and memory. Consequently, if SSA elects to rely on ratings derived from medical

records or other informants to assess cognitive abilities, it will be essential to validate

such ratings against performance-based measures of residual cognitive abilities.

Dr. Schretlen next pointed out that the universe of cognitive processes can be parsed

into smaller “factors” many different ways. He described and contrasted the statistical

methods of exploratory and confirmatory factor analysis. He then reviewed the results of

19 studies that investigated the underlying or latent structure of cognitive functioning

among healthy adults and patients with neuropsychiatric disorders. This showed that

there is scientific evidence for varied factor structures. Dr. Schretlen discussed the

advantages and disadvantages of adopting a parsimonious model of cognitive

functioning (just one or two factors) versus a more complex model (three or more

factors). A single summary measure of residual cognitive capacity (such as “g”) has the

advantages of being easily understood, reliably measured, and strongly predictive of

work outcomes. The main disadvantage is that relying solely on g might mask more

specific cognitive impairments that could preclude the ability to work. Dr. Schretlen then

showed a table from the Wonderlic Personnel Test (WPT) manual depicting the WPT

scores of several thousand adults in 70+ occupations. The WPT reliably measures g in

12 minutes, and the table clearly demonstrates that scores on this test vary by

occupation, likely due to differences in occupational complexity. Further, nearly half of

the 100 most widespread occupational groups overlapped with jobs for which

incumbents’ WPT scores were reported in the test manual, and their scores spanned a

very broad range. Dr. Schretlen then presented the findings of two studies conducted at

Johns Hopkins. One showed that a very brief test that measures two cognitive factors

(the Mental Status Exam −Telephone Version or MSE−TV) distinguished SSI/SSDI

beneficiaries who were found disabled due to a mental disorder from healthy adults with

very large effect sizes. The other study involved a confirmatory factor analysis of

15 cognitive measures in 576 adults. It showed that a six-factor model of cognitive

architecture applied equally well to healthy adults and patients with schizophrenia or

bipolar disorder despite large group differences in overall levels of performance on the

cognitive tests. Dr. Schretlen concluded the presentation by reiterating the point that the

SSA will have to decide whether to use performance-based measures (like IQ tests) or

informant ratings (as currently used for MRFC assessment) to measure psychological

abilities that are essential to work. He emphasized that validating any new instruments

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-7

to assess psychological abilities also will require the SSA to determine what level of

impairment shall define a disability “threshold.” Finally, he urged the SSA to develop

proprietary measures, rather than rely on previously published psychological tests, and

to conduct the necessary research to validate measures that are adopted. Slides and

references for this presentation are shown in Appendix D.

Second Mental Cognitive Subcommittee Presentation: At the OIDAP quarterly meeting

on June 10, 2009, Dr. Schretlen presented a talk entitled “Clinical Inference in the

Assessment of Mental Residual Functional Capacity.” In this presentation, he outlined

three major approaches that the SSA might use to draw inferences about whether an

individual claimant has sufficient residual psychological (or physical) capacities to do

work. The aim of this talk was to discuss the underlying logic and threats to the validity

of each method of inference. The first method involves reliance on pathognomonic

signs, such as a positive Babinski reflex that signifies the presence of an upper motor

neuron lesion. Dr. Schretlen explained that the major limitations of this method are that

the reliability with which such pathognomonic signs can be elicited and the frequency of

their appearance in normal (i.e., non-pathological) populations are rarely assessed. He

presented data showing that many so-called pathognomonic signs occur quite

frequently in healthy adults. The implication of these limitations is that the SSA should

not assume that successful job incumbents are free of such signs. For example, if an

occupation requires frequent lifting of 25 pounds from the ground, it would be prudent to

study a random selection of persons who successfully work in that occupation to

determine how many of them are unable to frequently lift 25 pounds from the ground.

The SSA should not assume that all successful job incumbents in that occupational

category can do so.

The second approach to inference involves pattern analysis, or the identification of a

clinically recognizable gestalt of signs, symptoms, and laboratory findings, to diagnose a

disease or condition. This approach to inference probably mirrors the logical task of

matching an individual claimant’s RFC to specific occupational demands. A great deal

of empirical evidence supports the validity of this approach to inference, but it has two

limitations: First, it works best for individuals whose clinical presentations are typical of a

given disease or condition. It is more difficult to diagnose a disease or condition when

the patient’s presentation is atypical, or when the clinical presentation is obscured by

the presence of co-occurring conditions or treatment side-effects. The second limitation

is that normal intra-individual variability can be misinterpreted as meaningful. For

example, Dr. Schretlen showed that in one study, 197 normal healthy adults showed an

average discrepancy of more than 3 standard deviations (i.e., the equivalent of >50 IQ

points) between their best and worst score on a battery of cognitive tests. Dr. Schretlen

concluded that the logic of this approach closely mirrors the process of matching RFC

with job demands, but he cautioned that empirical study of populations of individuals

with and without disabilities is needed to validate the approach.

The third method of clinical inference involves deficit measurement. Dr. Schretlen

pointed out that this is the most widely used and accepted approach to diagnosing

impairment. An IQ of 70 falls 2 standard deviations below the mean and places one

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-8

among the lowest 2% of the population in overall intelligence. Scores below this are

widely considered abnormal. Likewise, laboratory blood values or measures of physical

strength that place one among the lowest 2% of the population are also usually

interpreted as abnormal. However, some diseases or injuries might cause a decrement

in some ability, even though the person’s residual capacity remains within the normal

range for the population as a whole. For example, an attorney who sustains a severe

traumatic brain injury might lose 25 IQ points as a result. However, if her IQ was 120

before the accident, it would still fall within the average range after the accident. Thus,

impairment can be defined by an ability that is very low compared to the population as a

whole, or by a decline from a person’s own pre-morbid level of functioning.

Dr. Schretlen pointed out that these observations have important implications. One is

that these two scenarios suggest that we need to establish different types of cutoffs to

define “impairment.” He also presented data which show that normal adults frequently

produce one or two abnormal scores using any cutoff when enough tests are

administered. Dr. Schretlen concluded the talk by pointing out that a study of successful

job incumbents would probably show that many, and perhaps even most, people fall

short of meeting one or more of their usual job demands. He noted that whatever cutoff

the SSA uses to define insufficient RFC to meet a job demand will directly affect the

percentage of applicants who will be found disabled. He asked whether a claimant

whose upper extremity strength exceeds that of the weakest 10% of successful

incumbents in a given occupation should be deemed able to do that job. Obviously, the

claimant can meet that job’s strength demands to some degree because 10% of

successful job incumbents are weaker than he. However, maybe the 10% of successful

job incumbents who are weaker were stronger when they were hired, and would not be

hired if they applied for the same job today. The point is that the SSA will have to decide

what cutoff defines insufficient RFC if disability determination is ever based on empirical

evidence. Finally, Dr. Schretlen also discussed the issue of “effort” and how suboptimal

effort can uncouple the linkage between ability and performance on tests of

psychological functioning, strength, etc. Slides and references for this presentation are

shown in Appendix E.

Mental Cognitive Roundtable: On June 8, 2009, the Subcommittee held a Roundtable

meeting in Chicago, Illinois, to solicit opinions from and facilitate discussion by experts

in the field about mental impairments that cause work disability. In a series of

discussions, the Mental Cognitive Subcommittee identified and invited a panel of

experts to participate in a one-day meeting for this purpose. Participants were provided

with background materials ahead of the meeting (see Appendix C). The first document

explained the purpose and scope of the Roundtable. It asked each participant to review

the current MRFC assessment (SSA-4734-SUP), and then write a brief response to

each of four questions before the meeting. The four questions were as follows:

1. If you think the current MRFC Assessment does not need revision, or that

improving it is not feasible, explain why.

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-9

2. If you think the existing MRFC Assessment could be improved, then nominate up

to 10 dimensions of psychological and interpersonal functioning that, when

impaired by disease or injury, impede one’s ability to work.

3. Do you know of any well-designed empirical studies that have identified

psychological or interpersonal deficits that decrease the likelihood an affected

individual will be able to do competitive work?

4. While the goal of this Roundtable is not to devise measures of the person

characteristics you nominate in response to Question 2, please comment on

what you deem to be the best approach (informant-rating, self-rating, direct

observation, testing) to assess the characteristics you enumerated. (These might

vary across functions.)

The Roundtable participants, their affiliations, and areas of expertise are shown in the

table below. Each participant’s biographic sketch appears in Appendix B.

Name Affiliation Expertise

David J. Schretlen,

PhD, ABPP

OIDAP Mental Cognitive Subcommittee

(chair); Johns Hopkins University

Clinical neuropsychology; cognitive &

neuroimaging correlates of disability

Robert T. Fraser,

PhD

OIDAP Mental Cognitive Subcommittee;

University of Washington

Rehabilitation psychology; TBI;

epilepsy; multiple sclerosis

Marry Barros-

Bailey, PhD, CRC

OIDAP (chair); Mental Cognitive

Subcommittee; Private Practice

Rehabilitation counseling; life care

planning; vocational expert

Sylvia E. Karman,

SSA; Director, Occupational Information

Dev. Project; Mental Cognitive Subcom.

SSA disability programs; use of the

DOT for disability adjudication

Mark Wilson, PhD

OIDAP Work Taxonomy Subcommittee

(chair); North Carolina State University

Industrial and organizational

psychology; occupational analysis

Shannon Gwaltney-

Gibson, PhD

OIDAP Work Taxonomy Subcommittee;

East Carolina University

Industrial and organizational

psychology; occupational analysis

E. Sally Rogers,

ScD

Director of Research, Center for Psychiatric

Rehabilitation, Boston University

Psychiatric rehabilitation outcomes

research; vocational recovery

Gary R. Bond, PhD

Professor, Department of Psychiatry,

Dartmouth University School of Medicine

Psychiatric rehabilitation outcomes

research; supported employment

Susanne Bruyère,

PhD

Director, Employment and Disability

Institute, ILR School, Cornell University

Disability policy and discrimination;

rehabilitation outcomes research

Lynda Payne, PhD

Maryland Disability Determination Services,

Consulting Psychologist

Developmental psychology, psychiatric

disability

Pamela A. Warren,

PhD

Departments of Psychology and Psychiatry,

University of Illinois

Occupational and health psychology;

psychological disability management

For purposes of calibrating the level of specificity that we are looking for, a capacity such as “the ability to

reason” is too global and nonspecific. Conversely, a capacity such as “the ability to tolerate occasional brusque

remarks from co-workers without losing one’s temper” might be too specific. Because our aim is to develop a

list of candidate abilities that is comprehensive but parsimonious, we ask that you limit your list to about

10 functional capacities. Based on SSA requirements, these dimensions or factors must be observable and

measurable.

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-10

In addition to the Roundtable participants, 16 representatives of SSA and other

stakeholder associations observed the proceedings and asked questions of the

panelists. These included:

Aliza Gordon, SSA Deborah Harkin, SSA

Debra Tidwell-Peters, SSA Elaina Wise, SSA

Elizabeth A. Kennedy, SSA George D. Harris, SSA

John E. Owen, III, SSA Michele Schaefer, SSA

Nancy Torkas, SSA Paul Kryglik, SSA

Robert J. Harvey, SSA Robert Pfaff, SSA

Shirleen B. Roth, SSA Susan J. Swansiger, SSA

Thomas A. Hardy, OIDAP Tom Johns, SSA

Elizabeth Rasch, NIH

Ms. Karman opened the Roundtable by providing a brief overview of the OIDAP. Then,

following brief remarks by Dr. Fraser, Dr. Schretlen opened the Roundtable discussion

by asking participants to address Question 1 from the Purpose and Scope invitation.

Participants uniformly agreed that the current MRFC assessment could be improved.

Dr. Rogers noted that the form is oriented toward lower level occupations and that some

items assess two abilities, making it difficult to rate an individual who shows no limitation

in one respect but some limitation in the other. Dr. Warren and others noted that the

ratings are cross-sectional but illness-related impairments wax and wane over time.

Dr. Bond noted that impairments are often situation-specific, and Dr. Rogers

emphasized that observer ratings based on situational assessments have generally

been found to be more predictive of work outcomes in mental illness than

pencil-and-paper tests or ratings of an individual’s personal characteristics. Dr. Payne

observed that the current rating scheme is too coarse (not significantly limited;

moderately limited; markedly limited), lacks sensitivity to fluctuations over time, and

does not mirror occupational demands. Drs. Wilson, Gwaltney-Gibson, and others

concurred that the inferential leap between residual abilities and job demands is too

large. Dr. Fraser noted that the items are not evenly distributed across cognitive

domains (e.g., eight concern attention/concentration, whereas only three concern

memory and reasoning). Dr. Payne also noted that the items probably are not weighted

equally in terms of how disabling they are.

Most of the Roundtable discussion focused on Question 2, which asked participants to

nominate dimensions of psychological and interpersonal functioning that, when impaired

by disease or injury, impede one’s ability to work. Responses to the 20 individual items

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-11

that inform the current MRFC assessment (SSA-4734-SUP) included the following

comments:

1. The ability to remember locations and work-like procedures. The locations queried

by this item are unclear. Also, why ask about “work-like” procedures?

2. The ability to understand and remember very short and simple instructions. What

defines very short and simple instructions is unclear. If someone understands

instructions but cannot remember them, how is this rated?

3. The ability to understand and remember detailed instructions. These abilities

could be assessed with a single item that rates information complexity (e.g., the

person can understand and remember simple but not complex instructions).

4. The ability to carry out very short and simple instructions. Since it is highly unlikely

that someone can carry out short and simple instructions without understanding

them, these items are redundant.

5. The ability to carry out detailed instructions. Again, 4 and 5 could be combined in

a single item that rates complexity.

6. The ability to maintain attention and concentration for extended periods. The

qualifier “extended” lacks specificity. Item does not capture differences in kinds or

intensity of attention required by different jobs.

7. The ability to perform activities within a schedule, maintain regular attendance,

and be punctual within customary tolerances. There was widespread agreement

that an item like this should be retained.

8. The ability to sustain an ordinary routine without special supervision. Despite lively

debate, several participants argued that an item rating one’s ability to work in a

reasonably independent fashion is useful. In response to question of whether job

descriptions can reference level of supervision they entail, Dr. Wilson said “yes.”

9. The ability to work in coordination with or proximity to others without being

distracted by them. Equally disabling is whether is person is distracting to others.

It was suggested that we could assess distractibility to and by others in an item

about problems working with other people. Also, it was noted that many people

are more distracted by technology (surfing the Internet, text messaging) than by

other people.

10. The ability to make simple work-related decisions. Several participants felt that

this item is unnecessary as it is too low-level. However, degree of decision making

is a fundamental dimension by which jobs vary, so some assessment of this

should be retained.

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-12

11. The ability to complete a normal workday and workweek without interruptions by

psychological symptoms. Although this item is multi-faceted, it is the only item that

rates functioning over a week and it maps onto actual work demands.

12. The ability to interact appropriately with the general public. While several

participants felt that this is an important ability, it also was noted that there is no

disease or injury that selectively impairs one’s ability to interact with the general

public but not coworkers or supervisors.

13. The ability to ask simple questions or request assistance. Concern about this item

centered on the qualifier “simple.” In general, rating assertiveness was endorsed.

14. The ability to accept instruction and respond appropriately to criticism from

supervisors. Despite differences of opinion about whether to assess reactions to

“criticism,” “feedback,” or “direction,” there was broad agreement that the ability to

deal with authority and supervision at work is important to assess.

15. The ability to get along with coworkers or peers without distracting them or

exhibiting behavioral extremes. Concern was expressed about the complexity of

this item and use of the term “behavioral extremes.”

16. The ability to maintain socially appropriate behavior and to adhere to basic

standards of neatness and cleanliness. Participants favored separating hygiene

and socially appropriate behavior, as these often do not correlate and they have

different implications in terms of meeting the demands of different jobs.

17. The ability to respond appropriately to changes in the work setting. There was

broad agreement that it is important to assess flexibility in response to changing

demands.

18. The ability to be aware of normal hazards and take appropriate precautions. This

item is set so low that it does not discriminate among applicants or the ability to

meet different job demands. Essentially, lacking awareness of normal hazards or

the ability to take needed precautions probably precludes any form of

employment.

19. The ability to travel in unfamiliar places or use public transportation. Several

participants expressed doubt that this item is necessary.

20. The ability to set realistic goals or make plans independently of others. Several

participants suggested that an item assessing executive functioning would be

useful.

In response to Question 3

, all of the Roundtable participants indicated that they were

not aware of any large scale studies or research databases linking MRFC to the

performance of specific work demands in any normal, psychiatric, or neurological

population. Many small studies and some large scale studies that examined

demographic, clinical, and cognitive predictors of work outcomes have been reported,

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-13

but none of these offers the level of specificity required by SSA to link MRFC to work.

Drs. Fraser, Rogers, Bond, and Bruyère all provided references and/or PDF files of

articles of potential interest. These articles have been reviewed by the Mental Cognitive

Subcommittee and cited in the reference section of this report.

This research is chiefly found within the psychiatric vocational rehabilitation literature. A

number of these studies support social or interpersonal skills as consistently related to

job success (Becker et al., 1998; MacDonald-Wilson, Rogers, & Anthony, 2001;

Tsang et al., 2000). A fifteen-year review of the psychiatric rehabilitation literature

indicated mixed results related to psychiatric symptoms or diagnoses, but confirmed

social skills as a consistent predictor of work outcome for people with psychiatric

disabilities. MacDonald-Wilson, Rogers, and Anthony (2001) conclude that although

psychiatric diagnoses and symptoms tend to be related to poorer vocational outcomes,

there is not a high correlation as supported by the research to date.

In terms of cognitive functioning and vocational status, there are some limited studies

that indicate a relationship. Gold et al. (1999), using the Repeatable Battery for the

Assessment of Neuropsychological Status (RBANS), established significant differences

between employed and unemployed participants on the total battery score and four

index scores (immediate memory, delayed memory, attention, and language). In a later

study, Gold et al. (2002), using a full neuropsychological battery, established that

measures of IQ, attention, working memory, and problem solving were related to job

tenure as assessed over 24 months. In summarizing the existing literature, although

there are some established findings, further study is needed in relation to these

domains of interpersonal, emotional, and cognitive functioning and vocational status

(MacDonald-Wilson, Rogers, & Anthony, 2001). This research needs to be extended

outside the bounds of psychiatric rehabilitation and involve larger mainstream samples

with more discrete and standardized measures of functioning as related to successful

job tenure.

Finally, in response to Question 4

, the Roundtable participants briefly discussed their

thoughts about the most useful approaches to measurement of MRFC. Several themes

emerged from this discussion. First, it was universally recognized that any assessment

of MRFC must incorporate a longitudinal component because most mental disorders

involve some degree of functional variability over time, and some disorders, such as

recurrent major depression or bipolar disorder, are usually characterized by episodes of

impairment separated by periods of more intact functioning. One potential approach to

this would be to include ratings of frequency of impairment over time (e.g., interpersonal

conflicts could be rated in terms of frequency over time).

Another criticism was that the current ratings (not significantly limited, moderately

limited, and markedly limited) are too coarse and lack clear definitions. One approach to

improving this would be to use behaviorally anchored rating scales (BARS). Another

would be to specify intensity or complexity in quantitative terms.

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-14

In the context of this discussion, Dr. Elizabeth Rasch asked for a description of

situational assessments. Dr. Rogers explained that they typically involve having a

trained rater observe while a person engages in work-related tasks. The observer then

rates the person’s engagement in work activities using rating scales, often with

behavioral anchors. The examination can take up to six hours, and it enables the

examiner to make very realistic observations of a person’s pace, persistence, self-

direction, rate of on-task behavior, etc. Dr. Bond added that a limitation of work sample

observation is that assigned tasks might bear little resemblance to the kind of work that

a given patient wants or intends to do.

Finally, there was some discussion of the need to consider additive and interaction

effects. This would require an empirical study involving relatively large samples of

workers with and without disabilities in order to test higher-order relationships among

predictors of work outcomes.

Following the Roundtable, participants were asked to revise their pre-meeting

responses to the four questions based on the discussions held in Chicago.

Dr. Schretlen took the post-meeting responses to Question 2 (or pre-meeting responses

of those who did not submit revisions), and created a matrix of psychological abilities

nominated by each participant for inclusion in an MRFC assessment. These are shown

in the table on the next two pages.

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-15

Core Psychological Abilities Nominated by Roundtable Participants as Essential for Work

David Schretlen Bob Fraser Lynda Payne E. Sally Rogers Gary Bond Pamela Warren Susanne Bruyere

Information Processing and Decision Making

General cognitive

ability

Reasoning & problem-

solving (verbal, visual)

Cognitive ability

Capacity to learn to

new skills

Information

processing ability

Communication &

language

Ability to communicate (with

co-workers, supervisors &

public)

Written and oral

expression

Communication

skills

Language abilities

3 Verbal memory ability

Ability to understand &

remember verbal instructions

& work-relevant material

Memory

Memory, short and

long-term

Recall information

4 Visual memory ability

Ability to understand &

remember visual instructions

& work-relevant material

Memory

Visual-spatial

processing

5 Psychomotor speed

Ability to process information

efficiently

Speed of

processing

Motor skills &

dexterity

Speed of

information

processing

Attention &

distractibility

Ability to attend &

concentrate

Attention Attention; focus Avoid distractibility

7 Executive functioning

Ability to initiate, perform,

and regulate task sequences

Flexibility, executive

functioning

planning, emotional

regulation

Organizational

capacity

Adapt to ambiguity

Flexibility in

response to

competing and

changing demands

8 Other candidates

Independent

decision-making

ability

Exercise good

judgment

Judgment; Ability to

follow instructions

Ability to comply

with instructions

Interpret and

execute info;

Sequence tasks

Initiative & Persistence

Attendance &

punctuality

Ability to initiate & persist in

work activities

Leave the house Initiate work tasks

Ability to complete

tasks independently

Ability to complete

tasks independently

Motivation and work

identity

Persistence

(hours/day)

Persistence

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-16

David Schretlen Bob Fraser Lynda Payne E. Sally Rogers Gary Bond Pamela Warren Susanne Bruyere

Persistence

(days/week)

Ability to perform simple

tasks at an acceptable

quality level within

reasonable timelines

Stamina &

persistence to

consistently work 40

hrs/week

Interpersonal Functioning

1 Interpersonal friction

Ability to interact

cooperatively and flexibly (w/

supervisor, coworkers,

public)

Ability to interact

with others (co-

workers,

supervisors &

public)

The ability to work

with others on tasks

2 Response to criticism

Ability to respond to

feedback/criticism (from

supervisor, coworkers,

public)

Ability to accept

supervisory

guidance

The ability to

respond to

supervision

Effort at work

Deal with stressful

interactions

3 Assertiveness

Ability to assert positive and

negative perceptions and

feelings relative to work (w/

supervisor, coworkers,

public)

Ability to express

oneself when

needed

4 Other candidates

Ability to understand

& interpret social

cues

Social cognition

Ability to interpret

social cues

Self-Management & Self-Monitoring

1 Personal hygiene

Ability to maintain level of

personal hygiene appropriate

to workplace

Ability to maintain

acceptable hygiene

2 Disturbing behaviors

Ability to maintain organized

and socially appropriate

thinking, speech, and

behavior over the work week

Ability to control

symptoms

3 Self-monitoring

Ability to maintain an

acceptable level of personal

and social awareness

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-17

David Schretlen Bob Fraser Lynda Payne E. Sally Rogers Gary Bond Pamela Warren Susanne Bruyere

4 Other candidates

Ability to manage mood and

emotions as appropriate on

the job

emotional regulation

Affect regulation;

Stress tolerance

Affective status;

modulate mood

Ability to control

and express

emotional states

Note about method:

Need situational

assessment

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-18

In addition to the activities described above, the Mental Cognitive Subcommittee

Chairman visited the Maryland State Disability Determination Services (Maryland DDS)

office in Timonium, Maryland, on August 7, 2009. There, Dr. Schretlen interviewed

Ms. Sue Page, Director, and two medical consultants, Carla Sarno, MD (chief

psychiatrist) and Kenneth Wessell, EdD (chief psychologist). He also interviewed

Ms. Rachel Watts and Mr. Bash Kamara, both claims examiners who have worked for

Maryland DDS for 6 and 2 years, respectively. Ms. Page explained that the

Maryland DDS expects to receive between 66,000 and 72,000 new applications for

disability benefits during the current year, representing close to a 20% increase in

applications over the previous year. She explained that the Maryland DDS has

3 psychiatrists and 13 psychologists as consultants who evaluate the medical evidence

regarding mental impairments and MRFC.

In interviews, Dr. Sarno, Ms. Watts, and Mr. Kamara all reiterated the inadequate

representation of longitudinal fluctuations in all aspects of psychological functioning

taken into account by the current MRFC assessment. Dr. Sarno indicated that she relies

primarily on the Psychiatric Technique Review Form (PRTF) to capture longitudinal

aspects of psychiatric disability. All three agreed that obtaining more quantitative,

specific, and behaviorally concrete measures of psychological and interpersonal abilities

could greatly facilitate their work, but only if linkages between these abilities and job

demands are more transparent than they are under the current system. Dr. Wessel,

who has worked for 23 years as a consulting psychologist for DDS, said that he finds

the current MRFC assessment adequate to adjudicate claims, and that the larger

problem is obtaining the medical evidence needed to rate items and write a narrative

using the MRFC form.

The Subcommittee also reviewed working papers prepared by the SSA, input from end

users (comments, questions, and suggestions) based on surveys, and input from

several professional organizations. Discussion of the information received from these

sources will be presented in the OIDAP report.

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-19

Mental Cognitive Subcommittee Recommendations

Based on a review of the scientific literature, presentations by staff members from the

SSA, DDS, and various professional organizations to the Subcommittee and OIDAP,

presentations by OIDAP Subcommittee panelists, input from experts who participated in

the Chicago Roundtable, interviews of DDS staff, and internal discussions, the Mental

Cognitive Subcommittee reached several conclusions that it deems relevant to the

development of a new Occupational Information System. These conclusions and the

recommendations to which they lead are outlined below.

Recommendation 1: The conceptual model of psychological abilities required to do

work, as reflected by the current MRFC assessment, should be revised. The revised

model should: (i) redress shortcomings of SSA’s current conceptual model of the

psychological abilities required to do work, (ii) be based on sound scientific evidence

where possible, (iii) lead logically to elements that can be reliably assessed and

empirically tested for predictive validity, and (iv) retain elements of the current MRFC

assessment that are consistent with scientific evidence, reliably measurable, and valid

predictors of the ability to work, as this will provide continuity with the existing system.

As documented in previous sections, it is widely recognized both within and outside of

the SSA that the current MRFC assessment is based on a simplistic conceptual model

of the psychological abilities that are required to do work. Much of the language that

appears in Form SSA-4734-F4-SUP was drawn directly from the Dictionary of

Occupational Titles (DOT) in response to the need for an instrument to complement the

physical RFC assessment. However, the MRFC was never subjected to rigorous study

to verify its reliability and predictive validity of the elements that comprise it.

Recommendation 1a: Any revision of the current MRFC assessment should redress the

following shortcomings: (1) the underrepresentation of neurocognitive abilities, (2) the

reliance on coarse and underspecified categories to rate residual abilities, (3) the failure

to account for longitudinal fluctuations in mental abilities, (4) the inclusion of elements

that combine disparate abilities, (5) the failure to recognize differences in the predictive

power of various abilities, and (6) the large inferential leaps required to match residual

abilities with job demands.

Studies of work outcome among persons with mental disorders typically regress work

outcomes (e.g., employment, work performance, job loss) on multiple predictors, such

as demographic variables, clinical characteristics, and measures of cognitive or social

functioning. While hundreds of such studies have been published, the Subcommittee

found none that examined the accuracy with which a broad set of psychological abilities

predicts whether individuals with mental disorders can work and what occupational

demands they can meet, independent of their demographic background and clinical

symptoms. These are the questions that the SSA must answer to adjudicate disability

claims. However, research has shown that neurocognitive test performance strongly

predicts whether persons with many different mental disorders, neurological conditions,

and medical diseases can work.

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-20

Given evidence that neurocognitive functioning predicts work outcomes among persons

with mental and physical disorders, the Subcommittee reviewed factor analytic studies

that have examined the underlying, latent structure of cognition. The aim was to develop

a parsimonious list of abilities that the SSA might use to link with occupational demands

that will be described by the new OIS. Many different factor structures have been found

by previous studies involving healthy and mentally disordered samples. Consequently,

previous research has not yielded a single, broadly replicated factor structure to guide

the Subcommittee’s recommendations. On the other hand, the same research provides

scientific support for several alternate models of cognitive architecture. This affords the

Subcommittee and the SSA some latitude in deciding how to balance parsimony with

specificity in choosing the conceptual model that will drive instrument development.

Recommendation 1b

: The SSA should include aspects of neurocognitive functioning in

a revised conceptual model of MRFC. This recommendation responds to the perceived

failure of the current MRFC assessment to account for impairments of specific cognitive

abilities. These can result from traumatic brain injury, other acquired brain disorders,

developmental disorders that cause cognitive deficits without mental retardation, and

various psychiatric and medical conditions in which other symptoms are primary but that

also involve cognitive morbidity, such as schizophrenia. Inadequate assessment of

neurocognitive impairments was noted as a shortcoming of the current MRFC

assessment by every group from which the Subcommittee obtained input. Including

neurocognitive abilities in a revised MRFC assessment could greatly improve SSA’s

ability to identify under-recognized impairment-related limitations that preclude the

ability to do work.

The most parsimonious approach would be to assess general cognitive ability (“g”),

which can be reliably measured and expressed with a single number. Numerous studies

show that g predicts the ability to do work. Further, when job incumbents are compared,

they show sizable differences on tests of g corresponding to differences in job

complexity. However, tests of g are less sensitive to the deleterious effects of mental

disorders than tests of some other cognitive abilities whose impairment can also limit a

person’s ability to work. Also, empirical research might show that another aspect of

cognitive functioning predicts the ability to do work better than g. For these reasons, the

Subcommittee recommends that the SSA adopt a multi-dimensional model of cognitive

functioning for a revised MRFC assessment. While the provisional “core mental residual

functional capacities” (see below) incorporate a six-factor model of neurocognitive

functioning, the Subcommittee recognizes that alternate models with fewer or different

factors might provide a more efficient assessment with little loss of predictive validity.

Regardless of the number and specific cognitive abilities that SSA ultimately decides to

include in a revised MRFC assessment, it will be important to empirically study and

eliminate any adverse disparate impact that assessing cognitive functioning could have

on specific subgroups of persons applying for disability benefits, such as women, older

adults, and racial or ethnic minorities.

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-21

Because human behavior is multiply-determined, it is impossible to parse psychological

abilities that are essential for work into completely orthogonal dimensions. For example,

the ability to focus on a task likely reflects not only an underlying trait-like attentional

capacity, but also such state-like influences as wakefulness, medication side-effects,

the nature of ambient distractions, the presence of intrusive thoughts, etc. Nevertheless,

the Subcommittee concluded that it is useful to group abilities that are essential for work

into broad categories that are relatively independent. The SSA’s current assessment of

MRFC organizes abilities into four broad categories: (1) understanding and memory,

(2) sustained concentration and persistence, (3) social interaction, and (4) adaptation.

Various users (e.g., DDS medical consultants) and Roundtable participants agreed that

the existing organization is imperfect but workable. The Subcommittee decided to

recommend revising, rather than discarding, this organization, as described below.

Recommendation 2: The Subcommittee recommends that the SSA reorganize the

elements of its MRFC into the following four categories: (1) neurocognitive functioning,

(2) initiative and persistence, (3) interpersonal functioning, and (4) self-management.

This revised conceptualization of MRFC elements provides greater homogeneity of

within-category elements and clearer between-category distinctions of MRFC content

than the organization implied by Form SSA-4734-F4-SUP.

Recommendation 3: The Subcommittee recommends that SSA adopt the psychological

abilities shown under each category in the outline below entitled “Core Mental Residual

Functional Capacities.” The 15 abilities specified in this outline provide a comprehensive

but parsimonious assessment of the four major categories of psychological functioning

required to do work. However, the Subcommittee recognizes that the SSA might choose

to discard or replace some of these 15 abilities, or add others that are not listed below.

Therefore, a brief explanation of why each element of the proposed MRFC assessment

was included and worded as shown is presented below. We also identify other abilities

that the Subcommittee considered but excluded from the proposed outline, and explain

the reasoning that led to each decision.

Core Mental Residual Functional Capacities

Psychological residual functional capacities are conceptualized under four major

categories of functioning. Following each specific ability outlined below is a statement

intended to elaborate its meaning in greater detail.

(A) Neurocognitive functioning

1. General cognitive/intellectual ability

(how well a person can reason, solve

problems, and meet cognitive demands of varied complexity)

2. Language & communication

(how well a person can understand spoken or

written language, communicate his or her thoughts, and follow directions)

3. Memory acquisition (how well a person can learn and remember new

information, such as a list of words, instructions, or procedures)

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-22

4. Attention & distractibility (how well a person can sustain the focus of

attention in a work environment with ordinary distractions)

5. Processing speed (how quickly a person can respond to questions and

process information)

6. Executive functioning (how well a person can plan, prioritize, organize,

sequence, initiate, and execute multi-step procedures)

(B) Initiative & persistence

7. Attendance/Punctuality (how consistently a person can leave his/her

residence and maintain regular attendance and punctuality)

8. Initiative (whether a person can start and perform tasks once they are

explained without an unusual level of supervision)

9. Pace/Persistence (whether a person can continue performing understood

tasks at an acceptable pace for a normal work week without excessive

breaks)

10. Cooperation (the extent to which a person’s interactions with others are

free of irritability, argumentativeness, sensitivity, or suspiciousness)

11. Response to criticism (how well a person responds to criticism, instruction,

and challenges)

12. Social cognition (whether a person can navigate social interactions well

enough to respond appropriately to social cues, state his or her point of

view, and ask for help when needed)

(D) Self-management

13. Personal hygiene

(how well a person maintains an acceptable level of

personal cleanliness and socially appropriate attire)

14. Symptom control

(how well a person inhibits disturbing behaviors, such as

loud speech, mood swings, or responding to hallucinations)

15. Self-monitoring (how well a person can distinguish between acceptable

and unacceptable work performance)

Under the first category, neurocognitive functioning, the Subcommittee recommends

that the SSA adopt a six-factor model. Each of the constituent abilities has been found

to predict either the ability to work or level of occupational attainment among persons

with various mental disorders and/or healthy adults.

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-23

General cognitive/intellectual ability (g) is the most robust predictor of occupational

attainment, and corresponds more closely to job complexity than any other ability. The

wording underscores the closer association of g with “fluid” (reasoning) than

“crystallized” (knowledge) intellectual abilities.

Language & communication refer to receptive and expressive language abilities to the

extent that these can be impaired by disease or injury (as in post-stroke aphasia,

neurodevelopmental language disorder, etc.). The Subcommittee recognizes that this

construct overlaps language “skills,” such as literacy, fluency in English, and mastery of

the rules of grammar. Complicating this overlap is the fact that individuals who develop

aphasia usually suffer some loss of these skills as manifestations of the underlying

primary language disorder. It also should be noted that language ability differs from

speech production.

Memory acquisition refers to the ability to encode, store, and retrieve new information.

Impairment of this ability is referred to as anterograde amnesia. The Subcommittee

excluded the loss of remote autobiographical memories or over-learned skills (i.e.,

retrograde amnesia) from this ability for two reasons. The first is that it is extremely rare

for a person to develop retrograde amnesia in the absence of anterograde amnesia as a

result of a brain disease or injury. The second is that claimed retrograde amnesia in the

absence of anterograde amnesia is a common presentation of feigned memory

impairment. Consequently, the Subcommittee intended to emphasize anterograde

memory impairment in the definition of this ability.

Attention & distractibility refer primarily to the ability to focus attention and resist

distraction. The Subcommittee recognizes that this partially overlaps the ability to

persist in working at a task, but construed the latter as placing greater demands on the

ability to stay engaged over days to weeks. The description of this ability is intended to

emphasize the capacity to focus attention despite environmental or internal distractions.

Processing speed

refers to how quickly a person can process simple information, such

as judging whether two numbers are the same. Simple processing speed has been

found to account for variability in how well people perform many everyday activities,

including untimed tasks. Individual differences in processing speed can be measured

quickly and reliably with pencil-and-paper or computerized tests, but they generally are

not observable at the behavioral level. Consequently, the Subcommittee notes that it

would be particularly important to determine how reliably this ability can be rated from

medical records, and whether such ratings have predictive validity.

Executive functioning

probably does not represent a unitary ability, as is apparent in its

description. Because of this, it might be impossible to assess executive functioning with

a single measure. The Subcommittee recommends including it because measures of

executive functioning predict work outcomes among persons with mental disorders.

Clinical performance-based tests of executive functioning, such as the Trail Making

Test, Tower of London, and Stroop Color-Word Test, frequently are timed and thereby

conflate the assessment of executive functions with processing speed and attentional

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-24

demands. In addition, it should be noted that behavioral ratings and performance-based

tests of executive functioning rarely show significant statistical correlation in studies that

administer both types of measures to the same participants.

Attendance/Punctuality refers to the ability to leave one’s residence, attend work

regularly, and be punctual within customary tolerances. This corresponds to Item 7 on

Form SSA-4734-F4-SUP. As noted above, there was widespread agreement among the

Roundtable participants that this item be retained.

Initiative refers to the ability to start and perform tasks once they are explained without

an unusual level of supervision. The wording of this item’s description was intended to

emphasize both the ability to initiate tasks once they are understood, and the extent to

which a person is capable for working independently. While the ability to initiate work is

not represented on the existing MRFC assessment, the ability to perform understood

tasks without special supervision corresponds to Item 8 on Form SSA-4734-F4-SUP.

Pace/Persistence involves the ability to perform understood tasks at an acceptable pace

for a week without excessive breaks. This corresponds to Item 11 on Form

SSA-4734-F4-SUP. Again, despite the fact that this ability clearly is multiply-determined

and therefore susceptible to impairment by many different factors, there was

widespread agreement that this ability should remain in a revised MRFC assessment

because it is sensitive to longitudinal fluctuations in everyday functional competence.

Cooperation refers to freedom from interpersonal friction. Impairments of this ability can

take the form of argumentativeness, excessive sensitivity, suspiciousness, hostility, etc.

The current MRFC includes several items (12, 14, & 15) that aim to separately assess

interpersonal difficulties with supervisors, coworkers, and the general public. While the

Subcommittee realizes that occupations differ in the nature, frequency, and closeness

of interpersonal contact they entail, there is little reason to believe that mental disorders

or injuries impair a person’s ability to cooperate with specific classes of people

(e.g., only coworkers).

Response to criticism refers to the ability to accept instruction, directions, and criticism

from others. This corresponds to Item 14 on Form SSA-4734-F4-SUP, which frames the

ability solely in relation to instruction or criticism by supervisors. The Subcommittee

again recommends broadening this item to assess one’s ability to accept instruction and

respond appropriately to criticism, regardless of its source.

Social cognition

refers to abilities that enable people to respond appropriately to others.

Closely aligned with the concept of emotional intelligence, social cognition is thought to

depend on a person’s ability to interpret nonverbal communication, empathize with

others, and recognize when another person’s point of view differs from one’s own. The

current MRFC assessment does not capture social cognition, and the Subcommittee

recommends adding it because several mental disorders and injuries can impair social

cognition, and thereby disrupt normal social and emotional reciprocity.

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-25

Personal hygiene involves the ability to maintain an acceptable level of personal

cleanliness, grooming, and socially appropriate attire. This largely overlaps Item 16 on

Form SSA-4734-F4-SUP, but adds the element of wearing socially appropriate attire.

The rationale for this addition is that occupations vary not only in what level of personal

hygiene is acceptable, but also in the extent to which employees are expected to

recognize and don attire that is acceptable in the work environment.

Symptom control

refers to a person’s ability to inhibit the expression of disturbing

symptomatic behaviors, such as loud or pressured speech, vocal tics, extreme mood

swings, or responding to hallucinations. The Subcommittee recommends adding this

item because of wide variation in how completely and consistently persons with mental

disorders can control the manifestation of symptomatic behaviors. Likewise, it is

recognized that occupations likely differ in how much disturbing behaviors are tolerated.

Self-monitoring

refers to a person’s ability to monitor and evaluate the quality of his own

task performance. The Subcommittee recommends adding this item because mental

disorders and injuries can impair a person’s ability to perceive the accuracy of his or her

own task performance, especially when tasks require precision.

In addition to these 15 core psychological and interpersonal abilities that are

recommended for assessment in a revised MRFC assessment, several others were

nominated but not included. Because the SSA might later consider adding one or more

of these, a brief discussion of the Subcommittee’s rationale for rejecting these items is

offered next.

Several Roundtable participants and end users suggested that the revised MRFC

should assess Judgment. The major reason this does not appear on the list of abilities

recommended for inclusion is that the underlying construct is difficult to define, and the

Subcommittee doubts that it can be reliably assessed. If the SSA decides to continue

relying primarily on informant ratings (as it does now), isolated incidents that appear to

involve poor judgment are likely to be weighted excessively by some adjudicators and

dismissed by others. Wearing insufficient clothing in cold weather, failing to look both

ways before crossing the street, giving money to a swindler, having an extramarital

affair, driving while intoxicated, spending money excessively, smoking cigarettes

despite having emphysema, driving while using a cellular phone, and criticizing one’s

supervisor could all be construed as failures of judgment. However, (1) they are likely to

have very different consequences, (2) their impact on the ability to work are likely to

vary enormously, and (3) they could all be attributed to factors other than judgment, per

se (e.g., cognitive impairment, addiction, etc.). For these reasons the Subcommittee

decided not to recommend that the revised MRFC attempt to assess judgment.

Others suggested that the ability to modulate mood

or regulate emotion be included in a

revised MRFC assessment. In fact, the Subcommittee did add an item (14) that is

intended to assess a person’s ability to inhibit the expression of symptomatic behavior,

which certainly could include severely depressed, elated, or angry mood states.

However, the reason a separate rating of mood state was not included in the list of

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-26

recommended abilities for MRFC assessment is that feeling sad or depressed does not,

in itself, preclude the ability to work. Many people work despite suffering from sadness,

despair, anxiety, or hopelessness. Rather, it is only when depression causes one to

neglect personal hygiene, not get out of bed, lose focus on tasks, slow down one’s

thinking, or stop avoid required interactions with coworkers that difficulty modulating

one’s mood impairs the ability to work. Thus, this item was not thought to convey useful

incremental information above and beyond those recommended in the core list.

A third ability suggested for inclusion is stress tolerance. After beginning a job, persons

with mental disorders often find work increasingly stressful. Over time they might worry

that coworkers dislike them, develop insomnia, or stop taking prescribed medications. If

the person comes to work late and gets reprimanded, he or she might quit rather than

respond adaptively. While the factors leading to such job failures can vary enormously,

persons with mental disorders often are less able to cope effectively with stressors than

psychologically healthy adults. Although only one Roundtable participant nominated

stress tolerance for inclusion in a revised MRFC assessment, the Subcommittee

recommends that the Panel urge SSA to consider the possibility of adding it to the list of

15 items. However, the Subcommittee was not prepared to make this recommendation

for several reasons. First, because poor stress tolerance usually manifests as a series

of maladaptive responses to stressors, reliable assessment of it almost certainly would

require longitudinal data. Second, poor stress tolerance is very difficult to define in

operational terms. Third, stressors that lead to decompensation among persons with

low stress tolerance due to neuropsychiatric impairment probably have very little to do

with job demands, per se. More often, they have to do with problems outside the work

place, such as family conflicts, or than involve illness-related internal conflicts. For this

reason, while illnesses and injuries can impair a person’s stress tolerance, it is precisely

because the can lead to unexpectedly severe reactions to idiosyncratic stressors and

seemingly trivial events that it may be impossible to establish any correspondence

between this ability and the demands of work.

Recommendation 4

: The Subcommittee recommends that the Panel provide ongoing

consultation to the OIS Project’s psychometrician as the SSA develops items for data

collection. More generally, the Subcommittee recommends that the SSA consider the

possibility that MRFC abilities be assessed using different methods (e.g., informant

ratings for some, performance-based measures for others) and different scales (e.g.,

Likert, behaviorally-anchored ratings, percentiles, etc.) for different categories of

psychological and interpersonal abilities.

Recommendation 5

: Finally, the Subcommittee recommends a series of studies to

examine the reliability and predictive validity of any instruments developed to assess

residual functional capacities and occupational demands as part of the OIS Project. The

recommended studies are described in greater detail below.

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-27

Suggested Studies

The Subcommittee recommends that the SSA conduct a series of studies and data

analyses. Before describing these, the Subcommittee notes that the SSA compiled a

document entitled “Data on the top 100 Occupations by Employment for 2008 and

Projected 2016.” One table in this document shows the top 100 occupations by total

persons employed for 2008 based on the Household Data Annual Averages. These

data were drawn from the Current Population Survey, a monthly survey conducted by

the Bureau of Census for the BLS. The top 100 occupations are based on SOC levels.

A few represent occupational titles that encompass more than one detailed occupation.

The occupations are ranked by the total employed (in thousands). Approximately 65%

of persons in the U.S. labor force work in one of these 100 occupations. A reformatted

version of this table appears below.

Occupation

(Standard Occupational Classification)

Total

Employed

(Thousands)

Occupation

(Standard Occupational Classification)

Total

Employed

(Thousands)

Managers, all other (managers not listed

separately)

3,473

Medical assistants and other healthcare

support occupations

831

First-line supervisors/managers of retail

sales workers 3,471 Education administrators 829

Retail sales persons 3,416

Human resources, training, and labor

relations specialists 803

Driver/sales workers and truck drivers 3,388

Hairdressers, hairstylists, and

cosmetologists

773

Secretaries and administrative assistants 3,296 Farmers and ranchers 751

Cashiers 3,031 Other teachers and instructors 751

Elementary and middle school teachers 2,958 Inspectors, testers & sorters 751

Registered nurses 2,778 Management analysts 731

Janitors and building cleaners 2,125 Social workers 729

Waiters and waitresses 2,010 Food preparation workers 724

Cooks 1,997 Miscellaneous agricultural workers 723

Customer service representatives 1,908 Preschool & kindergarten teachers 685

Nursing, psychiatric, and home health

aides

1,889 Counselors 674

Laborers and freight, stock, and material

movers, hand 1,889 Police and sheriff’s patrol officers 674

Accountants and auditors 1,762 Bus drivers 651

Chief executives 1,655 Painters, construction & maint. 647

Construction laborers 1,651

First line supervisors/managers of food

preparation and servers 635

First line supervisors/managers of office

and administrative support workers

1,641

Pipelayers, plumbers, pipefitters, and

steamfitters

606

Carpenters 1,562 Welding, soldering, & brazing workers 598

Stock clerks and order filers 1,481 Insurance sales agents 573

Maids and housekeeping cleaners 1,434 Industrial truck and tractor operators 568

Bookkeeping, accounting & auditing clerks 1,434 Licensed practical/vocational nurses 566

Receptionists and information clerks 1,413 Medical & health services managers 561

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-28

Occupation

(Standard Occupational Classification)

Total

Employed

(Thousands)

Occupation

(Standard Occupational Classification)

Total

Employed

(Thousands)

Sales representatives, wholesale and

manufacturing

1,343

Property, real estate, and community

service managers

558

Child care workers 1,314

Office and administrative support

workers, all other 558

First line supervisors/managers of non-

retails sales workers 1,287 Shipping, receiving, and traffic clerks 543

Grounds maintenance workers 1,262 Computer programmers 534

Construction managers 1,244 Sales representatives & service 521

Postsecondary teachers 1,218

Billing and posting clerks and machine

operators

516

Secondary school teachers 1,210 Computer & info systems managers 475

Office clerks, general 1,176 Tellers 466

Financial managers 1,168 Maintenance & repair workers 461

Miscellaneous assemblers and fabricators 1,050

Health diagnosing and treating

practitioner support technicians 447

Food service managers 1,039 Clergy 441

Computer software engineers 1,034 Industrial machinery mechanics 439

Teacher assistants 1,020 Personal financial advisors 430

Lawyers 1,014 Network systems and data analysts 422

General and operations managers 985 Engineering technicians 416

Real estate brokers and sales agents 962 Data entry keyers 415

Production workers, all other 958 Machinists 409

Marketing and sales managers 922 Bailiffs, correctional officers & jailers 403

Physicians and surgeons 877

Operating engineers and other

construction equipment operators

398

Electricians 874

Heating, air conditioning, and

refrigeration mechanics 397

First line supervisors/managers of

productions and operating workers 874 Loan counselors and officers 392

Personal and home care aids 871 Packers and packagers, hand 391

Security guards & gaming surveillance

officers

867

Securities, commodities, and financial

services agents

388

Automotive service techs & mechanics 852 Special education teachers 387

First line supervisors/managers of

construction trades and extraction workers

844 Computer support specialists 382

Computer scientists and systems analysts 837 Postal service mail carriers 373

Designers 834 Taxi drivers and chauffeurs 373

Although not shown in this report, the manual for the Wonderlic Personnel Test

(WPT; 1992) includes a figure that presents the mean and median scores of persons

employed in 72 occupations. Attorneys, for example, produced the highest mean and

median WPT scores, while packers produced the lowest WPT scores of the

72 occupational groups. Occupations that appear in the top 100 table were cross-

referenced with the WPT figure. This revealed that the most common occupations in the

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-29

United States are filled by individuals who represent a very broad spectrum of general

cognitive ability based their WPT scores. This exercise suggests that occupational

differences in the WPT or some other measure of g among successful job incumbents

might serve as an ideal measure of overall job complexity.

Based on this reasoning, the Subcommittee recommends that the SSA conduct a study

in which all of the revised physical and mental residual functional capacity measures are

administered to a nationally representative sample of persons who have worked for at

least 6 months (i.e., “successful” incumbents) in one of the 150 to 200 most common

occupations in the U.S. economy. If 50 to 75 successful incumbents in each occupation

are assessed, this will require 7,500 to 15,000 study participants.

By characterizing the physical and psychological abilities of a broadly representative

sample of successful job incumbents using the measures developed for the OIS, it will

be possible to arrange all 150−200 occupations hierarchically in terms of each

person-side characteristic. By reflection, each such hierarchy can be interpreted to

reflect the extent to which the underlying ability is required by each job. In this way,

occupational demands for lifting could be arranged from most to least by comparing the

maximum weight incumbents of each occupational group can actually lift when tested.

Likewise, differences in job complexity could be defined by arranging the mean scores

of job incumbents on some measure of g by occupational group. The occupation whose

incumbents earn the highest mean score would be identified as demanding the most

general cognitive ability. The occupation whose incumbents earn the lowest score

would be identified as requiring the least general cognitive ability. By documenting the

distribution of scores on each physical and psychological measure for all 150−200

occupations surveyed in this way, the SSA would be able to specify where any given

disability applicant’s measured abilities fall in the distribution of abilities required by

each occupation. The same principle would apply to every measured person-side

characteristic and every job-side demand.

The results of this study could solve many problems. First, measuring the physical and

psychological abilities of successful job incumbents would provide empirical data about

the actual abilities required to perform each occupation. Second, by studying only the

150−200 most common occupations, residual abilities of claimants will be compared to

the requirements of occupations that are widely available. (Based on the table above, it

is likely that the top 150−200 occupations include at least 65% of all jobs in the U.S.

economy.) Third, by assessing both physical and psychological abilities of successful

job incumbents, the SSA would obtain critical information about the demands of specific

occupations for linking with patterns of residual abilities shown by individual disability

benefits. Fourth, this approach would greatly decrease the “inferential leap” currently

required between residual functional capacities as assessed by the SSA and

occupational demands as described in the DOT. Fifth, comparing the residual physical

and mental abilities of persons who have been adjudicated as unable to work with the

distributions of corresponding abilities among successful job incumbents could provide

crucial scientific data to help the SSA determine what levels of RFC are too low to work

in specific occupations. Finally, recording evidence about medical conditions that

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-30

successful job incumbents have could provide quantitative data about what residual

capacities enable persons with a medical condition to work.

In addition to this normative study, the Subcommittee recommends that a study be

conducted of claimants for disability benefits and SSI/SSDI beneficiaries who have been

adjudicated as unable to work. By administering the revised physical and mental

residual functional capacity instruments along with the current instruments, the SSA will

be able to determine which specific measures best distinguish individuals who are able

to work (with or without medical conditions) and those who file disability claims and/or

are adjudicated as disabled from working under current SSA rules.

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-31

References

Becker, D. R., R. E. Drake, et al. (1998). "Job terminations among persons with severe mental illness

participating in supported employment." Community Mental Health Journal

34(1): 71-82.

Bond, G. R. and R. E. Drake (2008). "Predictors of competitive employment among patients with

schizophrenia." Current Opinion in Psychiatry

21(4): 362-369.

Purpose of review: Recently published studies examining predictors of competitive employment

for patients with schizophrenia are reviewed. Recent findings: Researchers continue to examine

predictors of employment among three types of variables: patient characteristics,

environmental factors, and interventions. Provision of supported employment is the strongest

predictor of competitive employment in this population, while patient predictors continue to

show modest associations with outcomes. Environmental factors, including societal and cultural

influence, local economy, labor laws, disability policies, and governmental regulations, are

presumed to have major influences on employment, but these factors have been little studied.

Summary: Given the strong and consistent evidence base for the effectiveness of supported

employment in helping individuals with schizophrenia achieve competitive employment, mental

health planners should make access to this practice a high priority. Barriers to implementation

of supported employment, including finance, organization, integration, training, and

supervision, need to be systematically addressed. The field currently lacks an adequate

understanding of the role of societal, cultural, and regulatory factors in facilitating and hindering

Bond, G. R. and M. H. Friedmeyer (1987). "Predictive validity of situational assessment at a psychiatric

rehabilitation center." Rehabilitation Psychology

32(2): 99-112.

Used situational assessment to predict employment outcomes for 77 individuals (mean age 24.5

yrs) attending a community psychiatric rehabilitation program. The assessment form was a 22-

item checklist comprised of 4 dimensions: work readiness, work attitudes, interpersonal

relations, and work quality. Ratings were made in 2 work settings: prevocational work crews and

transitional employment. Situational assessment predicted outcome better than did work

history. Staff ratings were significantly higher for Ss working in transitional employment,

although ratings made in both settings were predictive of later employment outcomes. It is

concluded that situational assessment may be a method better suited for screening out

members who have poor work potential than selecting members who will definitely succeed.

Bruyere, S. M. (2005). "Using the International Classification of Functioning, Disability and Health (ICF) to

promote employment and community integration in rehabilitation." Rehabilitation Education

19(2): 105-

117.

The current varied definitions of disability and successful outcomes of rehabilitation service

delivery make comparisons across service systems difficult in most cases. The World Health

Organization's International Classification of Functioning, Disability and Health (ICF) has the

potential to assist vocational rehabilitation administrators, policymakers, and practitioners with

creating a transferable conceptual framework for defining indicators of successful outcomes in

the integration of persons with disabilities into the workforce and community. This article

provides a review of selected literature on applications of the ICF to medical rehabilitation,

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-32

employment, and community participation for persons with disabilities. In addition, the next

steps to make better use of this framework in applications to vocational rehabilitation service

Bruyere, S. M., S. A. Van Looy, et al. (2005). "The International Classification of Functioning, Disability

and Health: Contemporary Literature Overview." Rehabilitation Psychology

50(2): 113-121.

This article reviews the literature from the 3 years since the International Classification of

Functioning, Disability and Health's (ICF's) endorsement, focusing on those articles that discuss

(a) what the ICF means and how it can be used; (b) the general utility of the ICF for specific

fields, such as nursing, occupational therapy, speech-language pathology, and audiology; (c)

examples of applications for classification in particular disorders, such as chronic health

conditions, neuromusculoskeletal conditions, cognitive disorders, mental disorders, sensory

disorders, and primary and secondary conditions in children; (d) uses of the ICF to recode prior

work across multiple surveys and across country coding schemes on disability-related national

survey items; and (e) governmental uses of the ICF in the United States and selected countries

abroad. Future directions needed to effectively implement the ICF across rehabilitation policy,

reserved) (from the journal abstract)

Burkhauser, R. V., J. S. Butler, et al. (2001). "How policy variables influence the timing of applications for

Social Security Disability Insurance." Social Security Bulletin

64(1): 52-83.

This article analyzes the impact of policy variables--employer accommodations, state Social

Security Disability Insurance (DI) allowance rates, and DI benefits--on the timing of an

application for DI benefits by workers with a work-limiting health condition starting when their

health condition first begins to bother them. The analysis uses a rich mixture of personal and

employer characteristics from the Health and Retirement Study linked to Social Security

administrative records. We find that most workers do not apply immediately for DI benefits

when they are first bothered by a health condition. On the contrary, the median working-age

man with a work-limiting condition waits 7 years after that time before applying, and the

median working-age woman waits 8 years. Although the risk of applying for benefits is greatest

in the year following onset, only 16 percent of men and 13 percent of women in our sample

apply within the first year, and the risk of application falls thereafter. That finding suggests that

institutional factors, in addition to health factors, may play a role in the timing of DI applications.

Using kernel density estimates of the distribution of application and nonapplication ordered by

state allowance rates (the rate of acceptance per DI determination in each state), we find that

both men and women who live in states with high allowance rates are disproportionately more

likely to apply for benefits in the first year after their condition begins to bother them than are

those in states with low allowance rates. Using life-table analysis, we also find that men and

women who are accommodated by their employers are significantly less likely to apply for DI

benefits in each of the first few years after their condition begins to bother them than are those

who are not accommodated. On the basis of this evidence, we include these policy variables in a

model of the timing of DI application that controls for other socioeconomic variables as well as

health. Using a hazard model, we find that workers who live in states with higher allowance

rates apply for DI benefits significantly sooner than those living in states with lower allowance

rates following the onset of a work-limiting health condition. Workers who are accommodated

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-33

following the onset of a work-limiting health condition, however, are significantly slower to

apply for DI benefits. Using the mean values of all explanatory variables, we estimate the

relative importance of changes in these policy variables on the speed with which workers apply

for benefits after onset. We find that the mean time until application for men is 10.22 years.

Universal accommodations following onset would delay application by 4.36 years. In contrast, a

20 percent decrease in state allowance rates would delay application by only 0.88 years. For

working-age women, the average expected time until application once a condition begins to

bother them is 10.58 years. Universal accommodations would delay that by 3.76 years, and a 20

percent decrease in allowance rates would delay it by 1.47 years. A complication in this analysis

is that the policy variables are to some degree endogenous. Accommodation is probably offered

more often to workers who want to continue working. Allowance rates are chosen by states on

the basis of federal policy and local choices and probably in part on the health condition of

workers in the state. Therefore, our estimates are upper bounds of these policy effects. Still, we

believe we provide evidence that the social environment faced by workers with work-limiting

health conditions can significantly influence their decision to apply for DI benefits, holding their

specific health conditions constant.

Desmarais, L. B. and P. R. Sackett (1993). "Investigating a cognitive complexity hierarchy of jobs." Journal

of Vocational Behavior 43(3): 279-297.

Investigated the construct validity of the Occupational Aptitude Patterns (OAP) Map, an

occupational classification system based on ability requirements, by placing the positions held

by a large, nationally representative sample of full-time employed, young, civilian adults into the

classification system. Results largely supported the OAP Map structure. The OAP Map captured

differences across jobs in their requirements for general cognitive ability, although the overlap

across job clusters was large. The Map differentiated jobs also on the basis of their

requirements for specific abilities (e.g., scientific/mechanical ability), once the effects for

general cognitive ability requirements were taken into account. (PsycINFO Database Record (c)

Dickinson, D., A. S. Bellack, et al. (2007). "Social/communication skills, cognition, and vocational

functioning in schizophrenia." Schizophrenia Bulletin

33(5): 1213-20.

Deficits in social/communications skills have been documented in schizophrenia, but it is unclear

how these deficits relate to cognitive deficits and to everyday functioning. In the current study,

social/communication skills performance was measured in 29 schizophrenia patients with a

history of good vocational functioning (GVF) and 26 with a history of poor vocational functioning

(PVF) using a role-play-based social skills assessment, the Maryland Assessment of Social

Competence (MASC). A battery of standard cognitive tasks was also administered. MASC-

indexed social skills were significantly impaired in PVF relative to GVF patients (odds ratio = 3.61,

P < .001). Although MASC social skills performance was significantly associated with cognitive

performance in domains of verbal ability, processing speed, and memory, the MASC

nevertheless remained an independent predictor of vocational functioning even after

controlling for cognitive performance. Social/communications skills predict vocational

functioning history independently of cognitive performance, and social skills measures should be

considered for inclusion in test batteries designed to predict everyday functioning in

schizophrenia.

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-34

Fraser, R. T. and D. C. Clemmons (2000). Traumatic brain injury rehabilitation: Practical vocational,

neuropsychological, and psychotherapy interventions. Boca Raton, FL US, CRC Press.

This book presents innovative guidelines for allied health members of the traumatic brain-injury

rehabilitation team with information to help achieve more successful vocational and

psychosocial outcomes. It provides a clear overview of critical components of

neuropsychological information and the use of this information in vocational planning; examples

of functional areas of cognition and neuropsychological assessment; the linkages between

cognitive and behavioral impairments; the different categories of assistive technology;

psychotherapy and behavioral interventions as well as successful vocational interventions; and

models of work access, including methods of supported employment, the development of a

tailored job coaching program, and the specifics of utilizing natural supports. This book is useful

to anyone involved in neurorehabilitation, vocational rehabilitation, rehab psychology,

neuropsychology, and students in counseling programs or studying medical aspects of disability.

Fraser, R. T., E. Johnson, et al. (In press). Using neuropsychological information in vocational planning:

perspective for clinical practice. A practical guide to neuropsychological testing for patients,

practitioners and other professionals. E. Arzubi and E. Mambrino. New York, Springer Publishing

Company.

This chapter provides a practical overview of the benefits of using neuropsychological testing in vocational

rehabilitation planning. A major emphasis of the chapter is on the interplay between neuropsychologists

and vocational rehabilitation staff in optimizing the utility of the neuropsychological report in the work

planning effort.

Fraser, R. T., D. Vandergoot, et al. (2004). "Employment outcomes research in vocational rehabilitation:

Implications for Rehabilitation Counselor (RC) training." Journal of Vocational Rehabilitation

20(2): 135-

142.

This paper reviews salient categories of rehabilitation programs' employment outcomes

research, as recently presented by the authors at the May 2002 "Bridging Gaps" conference,

sponsored by the National Institute of Disability and Rehabilitation Research (NIDRR) and the

Office of Special Education and Rehabilitation Services (OSERS), US Department of Education

and several co-sponsors (e.g., the American Psychological Association/Rehabilitation

Psychology, Division 22, etc.). The purpose of this paper is to review these findings and draw the

most relevant implications for rehabilitation counselor training programs' curricula. The paper

begins with a review of the contextual changes affecting vocational rehabilitation (VR) services

delivery today and then presents employment outcomes research findings as related to the

vocational rehabilitation participant, the rehabilitation counselor in the placement process, and

the actual services provided. Implications for rehabilitation counseling curricula are presented

not only in relation to job placement coursework, but also coursework relating to counseling

strategies, vocational assessment, and medical aspects of disability. Modifications to

coursework in the above areas (and potentially others) should have impact in preparing more of

an "employment outcomes skilled and oriented" RC program graduate. (PsycINFO Database

Frey, W. D., S. T. Azrin, et al. (2008). "The Mental Health Treatment Study." Psychiatric Rehabilitation

Journal 31(4): 306-312.

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-35

Social Security Disability Insurance (SSDl) beneficiaries with primary psychiatric impairments

comprise the largest, fastest growing, and most costly population in the SSDl program. The

Mental Health Treatment Study provides a comprehensive test of the hypothesis that access to

evidence-based employment services and behavioral health treatments, along with insurance

coverage, can enable SSDl beneficiaries with psychiatric impairments to return to competitive

employment It will also examine which beneficiaries choose to enter an employment study

under such conditions. Currently in the field in 22 cities across the U.S., the MHTS aims to recruit

3,000 SSDl beneficiaries with psychiatric impairments into a randomized controlled trial. This

paper describes the MHTS, its background, and its process and outcome assessments. (PsycINFO

Gold, J. M., R. W. Goldberg, et al. (2002). "Cognitive correlates of job tenure among patients with severe

mental illness." American Journal of Psychiatry

159(8): 1395-402.

OBJECTIVE: There is clear evidence that cognitive performance is a correlate of functional

outcome among patients with schizophrenia. However, few studies have specifically examined

the cognitive correlates of competitive employment performance or the longer-term outcomes

of vocational rehabilitation. The objective of the present study was to examine the cognitive

predictors of vocational functioning in the context of a controlled clinical trial by comparing two

approaches to vocational rehabilitation. METHOD: A broad neuropsychological battery was

administered to 150 patients upon entry into the vocational rehabilitation trial. Vocational

performance was assessed over a 24-month follow-up interval. RESULTS: There were no

differences in baseline cognitive performance between the 40 patients who obtained

competitive employment and the 110 patients who remained unemployed over the follow-up

interval. In contrast, multiple cognitive measures were significantly correlated with the total

number of hours that patients were employed. The cognition-job tenure relationship appears to

be fairly general, involving measures of IQ, attention, working memory, and problem solving.

CONCLUSIONS: Cognitive performance was a significant predictor of job tenure but not job

attainment in the context of a clinical trial of two vocational rehabilitation approaches. It

appears that many persistently unemployed patients are capable of obtaining competitive

employment with effective vocational services. Longer-term employment success, however,

may be related to multiple aspects of baseline cognitive performance.

Gold, J. M., C. Queern, et al. (1999). "Repeatable battery for the assessment of neuropsychological

status as a screening test in schizophrenia I: sensitivity, reliability, and validity." American Journal of

Psychiatry 156(12): 1944-50.

OBJECTIVE: Cognitive impairment is an important feature of schizophrenia and is correlated with

functional outcome. However, psychiatry lacks a screening instrument that can reliably assess

the types of cognitive impairment often seen in schizophrenia. The authors assessed the

sensitivity, convergent validity, and reliability of the Repeatable Battery for the Assessment of

Neuropsychological Status (RBANS) as well as the relationship of the RBANS to symptoms and

employment status. This newly published test takes 25 minutes to administer and was

standardized on a U.S.-Census-matched adult population. The test provides a total score and

five index scores, each with a mean value of 100 (SD = 15). METHOD: RBANS data were obtained

from 129 patients with schizophrenia in the outpatient and inpatient programs of the Maryland

Psychiatric Research Center. RBANS data were correlated with WAIS-III and Wechsler Memory

Scale, 3rd ed. performance in 38 patients. Reliability data for alternate forms of the RBANS were

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-36

obtained from 53 patients; symptom ratings were obtained from 48 patients; and employment

status was examined in 77 patients. RESULTS: The patients with schizophrenia demonstrated

marked impairment on the RBANS (their mean total score was 71.4). The patients' index scores

suggested that they had relatively less impairment of language and visual functions than of

memory and attention. The RBANS demonstrated high correlations with full-scale IQ and

memory measures. The total score demonstrated good reliability. RBANS performance

minimally correlated with Brief Psychiatric Rating Scale ratings but was strongly related to

employment outcome. CONCLUSIONS: The RBANS appears to be a useful cognitive screening

instrument in schizophrenia. The instrument may be a useful prognostic indicator and offers a

means of assessing cognitive status.

Gottfredson, L. S. (1986). "Occupational Aptitude Patterns Map: Development and implications for a

theory of job aptitude requirements." Journal of Vocational Behavior

29(2): 254-291.

Used US Employment Service data on the cognitive and noncognitive aptitude requirements of

different occupations to create an occupational classification, ”the Occupational Aptitude

Patterns Map (OAPM),”of 13 job clusters arrayed according to major differences in overall

intellectual difficulty level and in functional focus (field) of work activities. The OAPM was

compared with an alternative, aptitude-based classification; with J. L. Holland's (1985) typology

of work environments; and with ratings for complexity of involvement with data, people, and

things. Those comparisons supported the construct validity of different aspects of the OAPM

and helped clarify uses for which it is most appropriate. It is concluded that when combined

with previous evidence about patterns of job aptitude demands, the OAPM provides the basis

for a theory of job aptitude requirements. The OAPM and accompanying analyses support the

following hypotheses: (1) General intelligence is the major gradient by which aptitude demands

have become organized across jobs in the US economy; (2) within broad levels of work, the

aptitude demands of different fields of work differ primarily in the shape of their cognitive

profiles; and (3) different aptitude demand patterns arise in a large part from broad differences

Gottfredson, L. S. (2002). "Where and why g matters: Not a mystery." Human Performance

15(1): 25-46.

Explains g as being the highly general capability for processing complex information of any type,

explaining its value in predicting job performance. And, as complexity is the major distinction

among jobs, g is more important further up the occupational hierarchy. The author discusses the

generalizability and stability of the g factor, its meaning as a construct, and the complexity

Harding, B., S. Torres-Harding, et al. (2008). "Factors associated with early attrition from psychosocial

rehabilitation programs." Community Mental Health Journal

44(4): 283-288.

This study aimed to identify characteristics associated with early dropout from a vocationally

oriented psychosocial rehabilitation (PSR) program for clients with severe mental illness. The

sample consisted of 194 individuals who participated in a study comparing a supported

employment program to a stepwise vocational program. Study participants who dropped out of

the PSR program within 6 months of study entry were compared to those who continued for at

least 6 months. Dropouts had poorer competitive employment outcomes than those who

continued. Participants with at least a high school diploma, never married, with a schizophrenia-

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-37

spectrum diagnosis, and those assigned to a stepwise model of vocational rehabilitation were

more likely to dropout. The implications of these findings are discussed. (PsycINFO Database

Heitzman, A. M., J. M. Meltzer, et al. (2009). "A call to update the DOT: Findings of the IARP

Occupational Database Committee." The Rehabilitation Professional

17(2): 63-84.

Lerner, D., B. C. Amick, III, et al. (2003). "Relationship of employee-reported work limitations to work

productivity." Medical Care

41(5): 649-659.

Work limitation rates are crucial indicators of the health status of working people. If related to

work productivity, work limitation rates may also supply important information about the

economic burden of illness. Our objective was to assess the productivity impact of on-the-job

work limitations due to employees' physical or mental health problems. Subjects were asked to

complete a self-administered survey on the job during 3 consecutive months. Using robust

regression analysis, we tested the relationship of objectively-measured work productivity to

employee-reported work limitations. Each survey included a validated self-report instrument,

the Work Limitations Questionnaire (WLQ). The firm provided objective, employee-level work

productivity data. In adjusted regression analyses (n=1,827), employee work productivity

(measured as the log of units produced/hour) was significantly associated with 3 dimensions of

work limitations: limitations handling the job's time and scheduling demands, physical job

demands, and output demands. For every 10% increase in on-the-job work limitations reported

on each of the 3 WLQ scales, work productivity declined approximately 4 to 5%. Employee work

Lerner, D., B. C. Amick, III, et al. (2001). "The Work Limitations Questionnaire." Medical Care

39(1): 72-

85.

Developed and assessed psychometric properties of a questionnaire for measuring on-the-job

impact of chronic health problems and/or treatment (work limitations). Three pilot studies

(focus groups, cognitive interviews, and an alternate forms test) generated candidate items,

dimensions, and response scales. Two field trials (Studies 1 and 2) tested test recall error and

construct validity of the questionnaire. Ss were employed individuals (aged 18-64 yrs) from

several chronic condition (e.g., arthritis, headache, epilepsy) groups (48 in Study 1, 121 in Study

2) and 14 healthy controls (Study 1). With 25 items, 4 dimensions (limitations handling time,

physical, mental-interpersonal, and output demands), and a 2-wk reporting period, the Work

Limitations Questionnaire demonstrated high reliability and validity. (PsycINFO Database Record

MacDonald-Wilson, K., E. S. Rogers, et al. (2001). "Unique issues in assessing work function among

individuals with psychiatric disabilities." Journal of Occupational Rehabilitation

11(3): 217-232.

With the admission of people who experience psychiatric disabilities in the state-federal

vocational rehabilitation system and the Social Security disability rolls in the 1960s, assessment

of their capacity to work has been a major concern. Given the rising rates of claims for

psychiatric disability in both the public and the private sectors, and the disappointing

employment outcomes of people with psychiatric disabilities compared to those with other

disabilities, there have been numerous initiatives to accurately assess their employment

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-38

potential. Historically, such assessment within the Social Security Administration has relied upon

evaluation of a person's medical impairment, but numerous studies suggest a weak relationship

between measures of psychiatric diagnosis or symptoms and work outcome. Efforts have been

undertaken to identify valid and reliable methods of assessing the ability of people with

psychiatric disabilities to work. The authors review (a) methods of assessing work function for

this population, and (b) the literature on predictors of work functioning and the nature of

psychiatric disability, and suggest implications for disability determination policies and for future

abstract)

MacDonald-Wilson, K. L., E. S. Rogers, et al. (2003). "Identifying relationships between functional

limitations, job accommodations, and demographic characteristics of persons with psychiatric

disabilities." Journal of Vocational Rehabilitation

18(1): 15-24.

Years after the passage of the Americans with Disabilities Act, little empirical information exists

about the relationship between the functional limitations experienced by individuals with

psychiatric disabilities, and related reasonable accommodations provided on the job. A multi-

site, longitudinal study was conducted with 191 employees in 22 supported employment

programs across 3 states during a 1-year study period. Data were gathered prospectively in a

structured, narrative form designed to describe both the functional limitations and

accommodations of participants. The most frequent functional limitations among this group of

employed persons with psychiatric disabilities were cognitive in nature, followed by social,

physical, and emotional/other. There was a significant relationship between the type of

functional limitation and the number and type of accommodations received. There was a

marginally significant relationship between type of functional limitation and a diagnosis of

schizophrenia. There were no significant relationships between any other clinical or

demographic factors, functional limitations or reasonable accommodations. Cognitive

limitations were the most prevalent in this sample and the best predictor of the number of

MacDonald-Wilson, K. L., E. S. Rogers, et al. (2002). "An investigation of reasonable workplace

accommodations for people with psychiatric disabilities: quantitative findings from a multi-site study."

Community Mental Health Journal

38(1): 35-50.

Despite the requirement of many employers to provide accommodations in the workplace for

individuals with disabilities under Section 504 of the Rehabilitation Act of 1973, the

preponderance of accommodations that have been described in the literature concern physical

rather than psychiatric disabilities. This study was an exploratory, descriptive, longitudinal,

multi-site investigation of reasonable workplace accommodations for individuals with

psychiatric disabilities involved in supported employment programs. We discuss the functional

limitations and reasonable accommodations provided to 191 participants and the characteristics

of 204 employers and 22 service provider organizations participating in the study. Implications

for service providers and administrators in supported employment programs are discussed.

Mak, D. C. S., H. W. H. Tsang, et al. (2006). "Job Termination Among Individuals with Severe Mental

Illness Participating in a Supported Employment Program." Psychiatry: Interpersonal and Biological

Processes 69(3): 239-248.

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-39

This study, which explored job terminations among 60 individuals with severe mental illness

participating in a supported employment program in Hong Kong, used the Chinese Job

Termination Interview that was validated and translated from the Job Termination Interview

(JTI; Becker, Drake, Bond et al., 1988). More than half of the job terminations (53%) were

unsatisfactory which included dissatisfaction with job (44%) and lack of interest (22%).

Modification of work schedules and provision of adequate supervision and coaching at the

workplace were identified as necessary job accommodations. Similarities and differences of

findings were compared with overseas studies. Possible improvement of current supported

reserved) (from the journal abstract)

Massel, H. K., R. P. Liberman, et al. (1990). "Evaluating the capacity to work of the mentally ill."

Psychiatry: Journal for the Study of Interpersonal Processes

53(1): 31-43.

Ss were grouped into categories of psychotic (n = 79) or nonpsychotic (n = 64), and disabled or

nondisabled, in regard to adjudication for mental impairment from the Social Security

Administration (SSA). Ss were evaluated for their work capacity in either a 3- or 15-day

vocational assessment. There were significant relationships between disability status and work

capacity, in the direction of better performance for nondisabled Ss. Ss who were adjudicated

appeared to be more work incapacitated than Ss who were not so adjudicated. Findings

reflected concordance between the evaluation procedure and the SSA's disability determination

Matheson, L. N. (2001). "Disability methodology redesign: considerations for a new approach to

disability determination." J Occup Rehabil

11(3): 135-42.

Disability determination meets important societal needs, involving billions of dollars and millions

of people every year. However, disability determination decisions often are incorrect, and the

high proportion of decision appeals and reversals creates additional administrative expense and

difficulty for the people that the disability determination system is intended to support. Projects

funded by the United States Social Security Administration explored these issues and developed

new conceptual models and tools to improve the accuracy and fairness of disability

determination. This paper provides an introduction to the projects and the papers in this special

issue of the Journal of Occupational Rehabilitation.

Matheson, L. N., M. Kane, et al. (2001). "Development of new methods to determine work disability in

the United States." J Occup Rehabil

11(3): 143-54.

The development of new methods to determine work disability for the United States Social

Security Administration is described, including the fiscal and administrative background to the

current and proposed methods. An introduction to the current disability determination process

and description of its status is followed by a description of the original proposed plan for

redesign of the process. In response to this plan, the authors participated in several research

projects. An overview of some of the key research projects performed to improve the Social

Security Administration disability determination process is provided.

Matheson, L. N., V. Kaskutas, et al. (2001). "Development of a database of Functional Assessment

Measures related to work disability." Journal of Occupational Rehabilitation

11(3): 177-199.

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-40

The development of the Functional Assessment Measures Database is described. The database

provides a method to organize and search for measures that are used to assess the functional

abilities of people with medical impairments to determine work disability. Although there are

several large collections of information about tests, questionnaires, structured interviews, and

other measures used in medicine, psychology, and education, there is no central repository of

information about the functional assessment measures that are used in rehabilitation. A team of

experts in functional assessment, psychology, medicine, occupational therapy, and physical

therapy was composed. The project identified 4,200 different measures that are used in the

functional assessment of persons with disability across the life span, 812 of which are used to

evaluate adults in terms of work disability. The database has 3,033 scales that are found in 633

measures. In the database, each measure is described and is linked to at least one functional

assessment construct. The use of the database in the Social Security Administration Redesign

Project is described. Other possible uses for the database are presented. (PsycINFO Database

McGuire, A. B., G. R. Bond, et al. (2007). "Situational assessment in psychiatric rehabilitation: A

reappraisal." Journal of Vocational Rehabilitation

27(1): 49-55.

Background: One widely-used approach in the vocational rehabilitation field is the situational

work assessment, in which staff rate general worker behaviors relevant to any employment

setting. The Work Behavioral Inventory (WBI) is a standardized situational assessment

developed specifically for individuals with severe mental illness (SMI). Originally developed in a

sheltered workshop environment, its application in community settings has not been studied.

We examined the predictive validity for the WBI in a range of community and agency settings.

Methods: Using a prospective longitudinal study, we assessed 52 clients with schizophrenia

spectrum disorders newly enrolled in a vocational program at a psychiatric rehabilitation

agency. Participants were followed for nine months and assessed every two months on the WBI.

Findings: WBI ratings were unrelated to employment outcomes in the full sample at nine

months. However, among participants who obtained paid employment at some time during

follow-up, WBI ratings were positively associated with total wages earned, weeks worked, and

paid hours worked. Conclusions: Situational assessment is a useful method for predicting

employment outcomes for individuals with schizophrenia who obtain work. However, its utility

in predicting initial job acquisition is uncertain. In addition, the limitations in the use of situation

assessments in community employment settings raise questions about how it would be best

adapted in programs implementing evidence-based supported employment. (PsycINFO

McGurk, S. R. and H. Y. Meltzer (2000). "The role of cognition in vocational functioning in

schizophrenia." Schizophr Res

45(3): 175-84.

Schizophrenia is associated with long-term unemployment. Cognitive dysfunction, rather than

clinical symptoms, may be the most important factor in the ability to work for patients with this

disorder. To evaluate the relationship of clinical symptoms and cognitive functioning to work

status, thirty patients with schizophrenia, who were participants in a vocational rehabilitation

program, were evaluated with a comprehensive neuropsychological battery and assessment of

psychopathology. Subjects were classified as being in stable full-time, part-time or unemployed

work status for at least a year. Univariate analysis indicated that patients who were working full-

time were significantly better educated, more likely to be treatment-resistant, more likely to be

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-41

treated with an atypical antipsychotic medication, had more positive symptoms, and were

engaged in work tasks which were more cognitively complex than the part-time employed and

unemployed work groups. An ANCOVA controlling for education demonstrated that the full-time

employed group performed significantly better than the unemployed group on measures of

executive functioning, working memory and vigilance; and significantly better than the part-time

group on measures of vigilance and executive functioning. Although negative symptoms did not

significantly relate to work status in the univariate analysis, a multiple regression indicated that

negative symptoms, level of education, and executive functioning differentiated the work

groups. These results suggest that poor premorbid function, negative symptoms and cognitive

dysfunction are significantly associated with unemployment in schizophrenia.

McGurk, S. R. and K. i. T. Mueser (2006). "Strategies for coping with cognitive impairments of clients in

supported employment." Psychiatric Services

57(10): 1421-1429.

Objective: This study evaluated the strategies used by employment specialists to help clients in

supported employment programs manage cognitive impairments that interfered with obtaining

and keeping jobs. Methods: Twenty-five supported employment specialists were surveyed to

identify strategies they used to help their clients cope with cognitive problems in the domains of

attention, psychomotor speed, memory, and problem solving. Then, 50 employment specialists

were surveyed to determine whether they used each of the different coping strategies

generated in the first part of the study. For each strategy used, they rated how effective it was.

Results: Employment specialists reported using a total of 76 different strategies for helping their

clients cope with cognitive difficulties. The specialists reported using an average of 48 different

coping strategies, which they rated on average as just below effective. Strategies for dealing

with attention problems were rated as more effective than strategies used in the other three

domains. The number of coping strategies that they reported using was significantly correlated

with the perceived effectiveness of the strategies and the proportion of clients in their caseload

who were working. Conclusions: Supported employment specialists were actively involved in

helping clients cope with their cognitive impairments. Use of more strategies was correlated

with specialists' greater perceived effectiveness of the strategies and with higher rates of

working clients on their caseloads, although the reasons for these associations are unclear.

Further research is needed to evaluate whether employment specialists' use of more strategies

to help clients cope with cognitive problems contributes to better work outcomes. (PsycINFO

McGurk, S. R. and K. T. Mueser (2004). "Cognitive functioning, symptoms, and work in supported

employment: a review and heuristic model." Schizophr Res

70(2-3): 147-73.

OBJECTIVE: Supported employment has been shown to improve the employment outcomes of

clients with severe mental illness (SMI), but many clients who receive this service still fail to

achieve their vocational goals. There is a need to better understand how illness-related

impairments interfere with work, and how supported employment services deal with those

impairments in order to improve the employment outcomes of clients with SMI. METHOD: We

conducted a review of research on the relationship between cognitive functioning, symptoms,

and competitive employment in clients with SMI. Based on this review, we developed a heuristic

model of supported employment that proposes specific interactions between cognitive factors,

symptoms, vocational services, and employment outcomes. RESULTS: The review indicated that

cognitive functioning and symptoms were strongly related to work in studies of general

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-42

psychiatric samples. In studies of clients participating in vocational rehabilitation programs,

associations between cognitive functioning, symptoms, and work were also present, but were

attenuated, suggesting that vocational rehabilitation compensates for the effects of some

cognitive impairments and symptoms on work. We describe a heuristic model of supported

employment that posits specific and testable effects of cognitive domains and symptoms on

vocational services and employment outcomes. CONCLUSIONS: Supported employment appears

to work by compensating for the effects of cognitive impairment and symptoms on work. The

model may serve as a guide for research aimed at understanding how supported employment

works, and for developing supplementary strategies designed to improve the effectiveness and

cost-effectiveness of supported employment services.

McGurk, S. R. and K. T. Mueser (2006). "Cognitive and clinical predictors of work outcomes in clients

with schizophrenia receiving supported employment services: 4-year follow-up." Adm Policy Ment

Health 33(5): 598-606.

In a prior study we showed that cognitive functioning was a modest predictor of work and

supported employment services over 2-years in 30 clients with schizophrenia, whereas

symptoms were not (McGurk et al. (2003). Psychiatric Services, 58, 1129-1135). In order to

evaluate whether the long-term provision of supported employment services reduced the

impact of cognitive functioning on work, we examined the relationships between cognitive

functioning and symptoms assessed after the initial 2 years of the program, and work and

vocational services over the following 2 years (3-4 years after joining the program). Cognitive

functioning was more predictive of work during the latter 2 years of the study than the first 2

years, and a similar but weaker pattern was present for the prediction of employment services.

Symptoms remained weak predictors for both time periods. In addition, learning and memory

and executive functions were strongly correlated with job task complexity during the 3-4 year

follow-up, but not the 1-2 year follow-up, suggesting that employment specialists were able to

improve their ability to match clients to jobs based on their cognitive skills. Furthermore, the

specific associations between cognitive functioning, services, and work outcomes changed from

years 1-2 to years 3-4, suggesting a dynamic interplay between these factors over the long-term,

rather than static and unchanging relationships. The findings indicate that rather than supported

employment services reducing the impact of cognitive functioning on long-term competitive

work, the impact actually increases over time, suggesting that efforts to improve cognitive

functioning (e.g., cognitive rehabilitation) may optimize employment outcomes in

schizophrenia.

Penn, D. L., L. J. Sanna, et al. (2008). "Social cognition in schizophrenia: An overview." Schizophrenia

Bulletin 34(3): 408-411.

The purpose of this column is to provide an overview of social cognition in schizophrenia. The

column begins with a short introduction to social cognition. Then, we describe the application of

social cognition to the study of schizophrenia, with an emphasis on key domains (i.e., emotion

perception, Theory of Mind, and attributional style). We conclude the column by discussing the

relationship of social cognition to neurocognition, negative symptoms, and functioning, with an

eye toward strategies for improving social cognition in schizophrenia. (PsycINFO Database

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-43

Rogers, E. S., K. Sciarappa, et al. (1991). "Development and evaluation of situational assessment

instruments and procedures for persons with psychiatric disability." Vocational Evaluation & Work

Adjustment Bulletin 24(2): 61-67.

Developed 2 instruments, a work adjustment skills scale and an interpersonal skills scale. Staff in

2 psychosocial programs were trained in the situational assessment procedures and in

observation techniques. 50-63 yr old clients (with schizophrenia, schizo-affective, or depressive

disorder) were selected to examine the psychometric properties of the instruments. Interrater

reliability, test-retest reliability, internal consistency, and split-half reliability statistics were

computed from the data collected. Results suggest high levels of reliability for the 2

instruments. Predictive validity and concurrent validity of the instruments were examined by

following the clients for 1 yr postassessment. A discriminant analysis was performed to

determine if the situational assessment predicted vocational outcome. Concurrent validity was

determined by correlating Ss' scores on the 2 scales with the Griffiths' Work Behavior Scale.

Salyers, M. P., A. B. McGuire, et al. (2008). "What makes the difference? Practitioner views of success

and failure in two effective psychiatric rehabilitation approaches." Journal of Vocational Rehabilitation

28(2): 105-114.

The current study examined success in two vocational programs by interviewing practitioners in

two philosophically different employment programs at a psychosocial rehabilitation agency.

Practitioners' views of what constitutes success and factors facilitating success were analyzed

using both qualitative and quantitative means. In general, practitioners viewed success as more

than just obtaining a job, but maintaining employment over time and making life changes.

Success was most often attributed to consumer motivation, and lack of success was attributed

to mental health symptoms. Furthermore, practitioners from each program tended to view

success in a manner consistent with their program's philosophy. (PsycINFO Database Record (c)

Schultheis, A. M. and G. R. Bond (1993). "Situational assessment ratings of work behaviors: Changes

across time and between settings." Psychosocial Rehabilitation Journal

17(2): 107-119.

Evaluated staff ratings of work behaviors for 52 clients with serious mental illness participating

in a community mental health center vocational program. There were 2 sites for job training: in-

house work crews and a "handyman work crew" providing temporary, paid employment in the

community. Contrary to expectations, clients declined significantly in their work performance

over a 3-mo period. Moreover, when observed in the community work crews, clients were rated

significantly higher than when observed in in-house crews. Findings are interpreted as reflecting

a "demoralization effect" among clients working in the in-house setting after previously working

Tsang, H., B. Ng, et al. (2000). "Predictors of post-hospital employment status for psychiatric patients in

Hong Kong: From perceptions of rehabilitation professionals to empirical evidence." International

Journal of Social Psychiatry 46(4): 306-312.

Compared the social vocational competence and psychosocial support of employed and

unemployed psychiatric patients following discharge. 50 mental hospital patients (aged 17-55

yrs) were assessed concerning social vocational competence and psychosocial support. Results

show that 3 mo following discharge employed Ss exhibited better psychosocial support and

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-44

social vocational competence than did unemployed Ss. Employed and unemployed Ss did not

differ in their medical history, work history, or demographic variables. (PsycINFO Database

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-45

Appendices

Appendix A—Biographic Sketches of Subcommittee Members .................................. 47

Appendix B—Biographic Sketches of Mental Cognitive Roundtable

Participants............................................................................................................. 51

Appendix C—Mental Cognitive Roundtable Background Materials............................. 57

Appendix D—First Mental Cognitive Subcommittee Presentation............................. 127

Appendix E—Second Mental Cognitive Subcommittee Presentation........................ 151

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-46

This page left intentionally blank.

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-47

Appendix A

Biographic Sketches of Subcommittee Members

David J. Schretlen, Ph.D., Chair

David J. Schretlen, Ph.D. is as an Associate Professor of Psychiatry and Behavioral

Sciences, as well as an Associate Professor of Radiology at the Johns Hopkins

University School of Medicine. He is board-certified in clinical neuropsychology, and

works at the Johns Hopkins Hospital, where he sees patients, teaches, and conducts

research.

Dr. Schretlen completed his doctorate in clinical psychology at the University of Arizona

in 1986, an internship at McLean Hospital, Harvard Medical School, and a post-doctoral

residency in neuropsychology and rehabilitation at the UCLA Neuropsychiatric Institute.

While at UCLA, Dr. Schretlen was awarded a Mary E. Switzer fellowship by the National

Institute of Disability and Rehabilitation Research.

Dr. Schretlen has served as a grant reviewer for the National Institutes of Health and

the Veterans Administration Medical Center. He serves on the editorial boards of

several scientific journals. A prolific researcher, he has authored over 175 articles,

monographs, book chapters, and abstracts. His research interests include the use of

quantitative brain imaging to investigate cognitive and emotional aspects of human

behavior. He has received federal and private research funding to study determinants of

work disability in traumatic brain injury and bipolar disorder. He currently is analyzing

predictors of functional disability in schizophrenia and bipolar disorder. Related to this is

another program of research in which Dr. Schretlen is investigating strategies to

increase the diagnostic sensitivity and specificity of neurocognitive measures for

persons of diverse socioeconomic background.

In addition to research and teaching, Dr. Schretlen is actively engaged in clinical work

that primarily involves neuropsychological assessment. He consults to physicians about

treatment planning and attorneys about matters involving such matters as vocational

aptitude and work disability resulting from brain injuries.

Mary Barros-Bailey, Ph.D.

Mary Barros-Bailey, PhD, CRC, NCC is a bilingual rehabilitation counselor, vocational

expert, and life care planner in Boise, Idaho. She is the immediate past Chair

(2007-2008) of the Commission on Rehabilitation Counselor Certification (CRCC) and

served as the Ethics Committee Chair from 2005-2007. Mary was one of the founding

members of the Inter-organizational O*NET Task Force (IOTF) that in the early 2000s

collaborated with the US Social Security Administration and the US Department of

Labor on the use of occupational data within the disability context. She is a reviewer or

on the Editorial Boards of several peer-review journals such as the Journal of

Counseling & Development (American Counseling Association), the Journal of Forensic

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-48

Vocational Analysis (American Board of Vocational Experts), and the Journal of Mixed

Methods Research (SAGE Publications). Mary has a doctorate in Counseling with a

cognate in Rehabilitation Counseling from the University of Idaho. Her research and

presentation interests include professional issues in rehabilitation counseling (ethics,

methodological, aging, multicultural, and international). She has presented and

published nationally and internationally.

Robert T. Fraser, Ph.D.

Robert T. Fraser, Ph.D. is a professor in the University of Washington's Department of

Rehabilitation Medicine, jointly with the Departments of Neurological Surgery and

Neurology and consultant with Associates in Rehabilitation and Neuropsychology. He is

an active counseling and rehabilitation psychologist, a certified rehabilitation counselor

and a certified life care planner who directs Neurological Vocational Services within

Rehabilitation Medicine. Within neurological rehabilitation, he has specialized in

epilepsy, brain injury, and multiple sclerosis.

Dr. Fraser is author or co-author of more than one hundred publications and co-editor

on four texts to include Traumatic Brain Injury Rehabilitation (CRC Press,1999), Multiple

Sclerosis Workbook (New Harbinger, 2006), and Comprehensive Care in Epilepsy

(John Libbey, 2001). He has been awarded numerous Federal grants by the

Department of Education (NIDRR and RSA) - four of which have been specific to

traumatic brain injury rehabilitation, and, more recently, in epilepsy self-management by

the Center for Disease Control (CDC). He was awarded two World Rehabilitation Fund

fellowships to review, respectively, the post-acute traumatic brain injury programs in

Israel and epilepsy rehabilitation advances in Scandinavia and Holland. He lectures

nationally on TBI rehabilitation. Research emphases have included evaluation of

innovative psychosocial rehabilitation strategies and prediction of vocational

rehabilitation outcome across different neurological disabilities. He is the recipient of two

American Rehabilitation Counseling Association Research Awards, and an Epilepsy

Foundation of America Career Achievement Award. Dr. Fraser is a past-president of

Rehabilitation Psychology, Div. 22 of the American Psychological Association and a

Fellow in the Division, a former Board member of the Epilepsy Foundation of America

(EFA), a current board member of the Epilepsy Foundation Northwest, and was recently

elected to the Board of Governors for the International Consortium of Multiple Sclerosis

Centers.

Dr. Fraser has received master’s degrees in rehabilitation counseling (University of

Southern California) and public administration (Seattle University). His doctorate is in

rehabilitation psychology from the University of Wisconsin–Madison, with a dissertation

focused on the use of task analysis in the national classification and utilization of state

agency vocational rehabilitation personnel.

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-49

Sylvia E. Karman

As Director for Social Security Administration’s (SSA’s) Occupational Information

Development Project in the Office of Program Development and Research,

Sylvia E. Karman oversees the research and development of occupational information

tailored to SSA’s disability programs. She directs the investigations and developmental

work to replace the Dictionary of Occupational Titles, as well as studies to inform

disability policy development. She also chairs the SSA Occupational Information

System Development Workgroup.

Ms. Karman serves as an expert for SSA executive management and for numerous

private and public sector entities on medical-vocational assessment and occupational

information issues critical to disability evaluation. As the former Chief of the Vocational

Policy Branch in SSA’s Office of Disability Programs and, before that, the lead senior

policy analyst and project manager for occupational information analysis and policy

issues related to SSA’s use of the Dictionary, she has long held a leadership role for the

agency in these subject areas.

Ms. Karman began her career with SSA in 1979 as a college intern. After graduating in

1982 with a bachelors of arts degree from Towson University in Maryland, her work

involved policy and legislative development and program evaluation for the

Supplemental Security Income program under title XVI and for the agency’s disability

programs under both titles II and XVI. Ms. Karman has presented and published papers

in the areas of SSA’s use of the Dictionary of Occupational Titles for disability

adjudication, medical-vocational assessment, and the role of vocational factors and

occupational information in disability evaluation, including transferable skills analysis.

She is a frequent speaker at conferences and seminars throughout the US and Canada.

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-50

This page left intentionally blank.

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-51

Appendix B

Biographic Sketches of Mental Cognitive Roundtable Participants

David J. Schretlen, PhD, ABPP

See Appendix A

Mary Barros-Bailey, PhD, CRC

See Appendix A

Robert T. Fraser, PhD

See Appendix A

Sylvia E. Karman, BA

See Appendix A

Shannon Gwaltney-Gibson, PhD

Education

B.A., Liberal Arts, magna cum laude, Armstrong Atlantic State University

M.S., Industrial and Organizational Psychology, Virginia Polytechnic Institute & State

University

Ph.D., Industrial and Organizational Psychology, Virginia Polytechnic Institute & State

University

Areas of Expertise

Professor Gibson’s expertise is in issues related to human resources management &

organizational behavior in organizations. Her research includes more than 35 published

conference proceedings and 19 peer-reviewed journal articles on topics relevant to

human resources and organizational development including job analysis, technology

acceptance in organizations, and entrepreneurship. Her research can be seen in the

Journal of Small Business Strategy, Business Education Forum, Small Business

Institute Forum, and Management Research News, among others.

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-52

Professional Activities

Professor Gibson is an Associate Professor of Management at East Carolina University,

where she has been a member of the College of Business since 2003. She has

extensive experience teaching issues related to occupational analysis; in addition to

currently teaching graduate level Human Resources, she previously spent two years

teaching Industrial and Organizational Psychology at ECU, as well as courses at

Radford University and Texas A&M Corpus Christi. She was awarded the 2009 Robert

L. Jones University Alumni Award for Outstanding Teaching and the 2009 Max Ray

Joyner Award for Faculty Service Through Continuing Education. In addition to her

university responsibilities, she currently acts as a consultant to State Farm Insurance on

issues related to human resources management and leadership development. She is a

member of The Academy of Management, the Society for the Advancement of

Management, the Society for Industrial & Organizational Psychology, the Southeast

Decision Sciences Institute, and the Southeast Institute for Operations Research and

the Management Sciences.

Mark Wilson, PhD

Dr. Mark A. Wilson, Associate Professor of Psychology, NC State University, joined the

faculty in 1992. He received a B.A. in Psychology from Wartburg College (1975), an

M.A. in Experimental Psychology from the University of Missouri-Kansas City (1978),

and a Ph.D. in Industrial/ Organizational Psychology from Ohio State University (1983).

While completing the Ph.D., he served as Project Coordinator, Technical Director, and

Senior Research Associate for Organizational Research and Development Inc. on a

comprehensive human-resource research project involving human-resource planning,

job analysis, selection (managerial assessment centers), performance appraisal, and

compensation for a market-leading insurance company. The experience drastically

altered his view of the field and his research interests. It was while working on the

project that he developed his interest in the integration of human-resource systems,

comprehensive job analysis, his dedication to the scientist-practitioner model and the

problems of practitioners, and his love for fieldwork.

He has always been interested in work measurement issues, models of human job

performance in organizations, and research methods. He has consulted and conducted

research extensively with numerous large organizations in both the private and public

sectors. He has taught graduate and undergraduate management courses as an

Assistant Professor at both Texas Tech University (1981-1985) and Iowa State

University of Science and Technology (1985-1992). In 1999, he was made an honorary

member of the United States Army Special Forces. In 2006, he was appointed editor of

Ergometrika (The Journal of Work Measurement Research).

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-53

Gary R. Bond, PhD

Education

B.S., Mathematics, Michigan State University

M.A., Psychology, University of Chicago

Ph.D., Psychology, University of Chicago

Areas of Expertise

Professor Bond is an expert in effective rehabilitation approaches for people with severe

mental illness. His research has focused on two particular areas: assertive community

treatment, which is a comprehensive, intensive case management approach for people

with severe mental illness who also have other challenging problems, and supported

employment, which is an individualized approach to helping people attain competitive

employment. He has published 139 peer-reviewed journal articles, 32 book chapters,

and has taken part in 20 international presentations.

Professional Activities

Professor Bond is the Chancellor’s Professor of Psychology at Indiana University

Purdue University, Indianapolis. He served as the Director of the Clinical Rehabilitation

Psychology Program at IUPUI for 14 years and also served as the Director of the Illinois

Psychiatric Rehabilitation Training Institute from 2002-2003. Professor Bond has twice

held the Research Scientist Development Award from the National Institute of Mental

Health (1989-1994, 1996-2001) and has received national awards from the American

Psychological Association, the American Rehabilitation Counseling Association, the

International Association of Psychosocial Rehabilitation Services, and the National

Association of Case Management. He is currently involved as a co-investigator or

consultant on five grants.

Susanne Bruyère, PhD

Education

B.A., Psychology and Special Education, D’Youville College

M.S. Ed., Rehabilitation Counseling, University of Southern California

M.A., Adult Education, Seattle University

M.P.A, Public Administration, Seattle University

Ph.D, Rehabilitation Counseling, University of Wisconsin, Madison

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-54

Areas of Expertise

Professor Bruyère is an expert in the fields of disability, disability and rehabilitation,

disability and law, and diversity and inclusion. She has focused on other relevant topics

including: primary and secondary prevention of workplace disability, disability

management, non-discrimination for persons with disabilities in employment, the

Americans with Disabilities ACT (ADA), and the interplay between the ADA, human

resource practices, and labor relations. She has contributed to 13 publications and her

work can be found in journals such as the Journal of Rehabilitation Psychology and

American Rehabilitation.

Professional Activities

Professor Bruyère is the Associate Dean of Outreach and the Director of the

Employment and Disability Institute at Cornell University in the School of Industrial and

Labor Relations – Extension Division. A fellow in the American Psychological

Association, she has served as the past President of the Division of Rehabilitation

Psychology of the American Psychological Association and the National Council on

Rehabilitation Education. She currently serves on the boards of the National Association

of Rehabilitation Research and Training Centers and of CARF (the Rehabilitation

Accreditation Commission). She is currently the Project Director and Principal

Investigator of numerous research efforts. Three are funded by the U.S. Department of

Education, National Institute on Disability and Rehabilitation Research (NIDRR). One of

the projects she is currently working on is a four-year research and demonstration

project in collaboration with the Society for Human Resource Management, the

Washington Business Group on Health, and the Lewin Group to address ways to

improve the employment practices covered under the Americans with Disabilities Act

(ADA).

Lynda Payne, PhD

Education

A.A., Nursing, Middle Tennessee State University, Murfreesboro, TN

B.S., Psychology, Idaho State University, Pocatello, ID

M.S., Marriage & Family Therapy, University of Maryland, College Park, MD

Ph.D., Applied Developmental Psychology, University of Maryland, Baltimore County,

Personal Activities and Interests

Lynda Payne, PhD, is a Consulting Psychologist for the State of Maryland’s Disability

Determination Services. In addition to her role as a consulting psychologist, she works

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-55

as a Psychometrician for the Kennedy Krieger Institute in Baltimore, Maryland. From

1995-2004, she was involved in a research study for the Department of the Environment

/ HUD in which she investigated the treatment of lead-exposed children through a

multi-site, clinical trial of an oral chelating agent. From 2001-2005, she examined the

target capacity for expansion for adolescent outpatient substance abuse treatment.

She has presented at the International Conference on Infant Studies and has been

published in the American Journal of Mental Retardation and the Encyclopedia of

Human Behavior.

E. Sally Rogers, ScD

Education

B.A., Temple University

M.A., Seton Hall University

ScD, Boston University

Personal Activities and Interests

Professor Rogers is an Associate Professor of Occupational Therapy at the Sargent

College of Health and Rehabilitation Sciences, Boston University. She also serves as

the Director of Research at the Center for Psychiatric Rehabilitations. Her interests

include the evaluating the effectiveness and cost effectiveness of psychiatric

rehabilitations, measuring outcomes, and assisting psychological rehabilitation

programs to evaluate the effectiveness of their services. She has contributed to 24

publications and is currently the principle investigator on three grants, two of which are

funded by the National Institute on Disability and Rehabilitation Research (NIDRR).

Pamela A. Warren, PhD

Education

B.A., Psychology, Southern Illinois University, Carbondale, Illinois

M.A., Behavior Analysis and Therapy, Southern Illinois University, Carbondale, Illinois

Ph.D., Psychology, Southern Illinois University, Carbondale, Illinois

Professional Activities

Dr. Warren is a faculty member in the Department of Counseling as well as the

Department of Psychiatry at the University of Illinois, Urbana, Illinois. She has worked

as a Clinical Psychologist for the Carle Clinic Association in Urbana, Illinois since 1991.

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-56

She continues to be an advisor for the American College of Occupational and

Environmental Medicine’s (ACOEM) Practice Guidelines newsletter, and is a

psychological disability evaluator for the Illinois State Universities Retirement System.

She conducts independent psychological evaluations and complete file & peer reviews

for several national insurance companies and employers, such as Blue Cross Blue

Shield, Claim Care, CountryWide, CompCare, American Airlines, Behavioral Medical

Interventions, and Army Corp of Engineers, and others. She is a psychological

consultant to Health Care Services Corporation and served as a consultant to the Social

Security Administration’s Ticket To Work program. She has served on a number of

expert panels, such as the expert panels for ACOEM’s Chronic Pain Practice Guidelines

and Psychiatric Guidelines revision as well as the Social Security Administration’s

Functional and Vocational Expertise Panel. She has been co-investigator on a number

of studies, including research on the evaluation of psychological concerns that occur in

women with breast cancer and the EUMASS (European Union of Medicine in

Assurance and Social Security) study of the Psychosocial Aspects of Disability and

Healthcare. She has served as a reviewer for the American Medical Association Guide

to the Evaluation of Permanent Impairment, 6th edition as well as for PsyBar, Inc. She

has served on a number of committees and boards, including the Disability Research

Institute Advisory Board Reed Group Medical Disability Advisory (MDA) Board, the

International Board of Directors for the International Association of Rehabilitation

Professionals Case Management Division, the Disability Management Employers

Coalition Conference Selection Committee, and the Health Services Council, American

Psychological Association, Division 38 (Health Psychology). She has conducted over

300 professional seminars on psychological issues related to disability, identification of

psychological issues in the workplace, evidence-based treatments of psychological

concerns in the workplace, chronic pain, illness issues, and appropriate forensic

psychological evaluation to public and professional groups. These presentations have

been conducted both locally and nationally. In addition to these presentations, Dr.

Warren has written five publications.

Professional Associations

Dr. Warren is a member of the American Psychological Association (Clinical, Health,

Occupational Health, and Consulting Psychology Divisions), the American College of

Occupational & Environmental Medicine, the Association for Applied Psychophysiology

and Biofeedback, the Prescribing Psychologists Register, the International Association

for Rehabilitation Professionals, the Disability Management Employers Coalition, and

the Association for the Scientific Advancement of Psychological Injury and Law.

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-57

Appendix C – 1

Mental Cognitive Roundtable – Instructions to Participants

General Meeting Information

The meeting will be held at the Hyatt Regency McCormick Place, 2233 South Martin L.

King Drive, Chicago, Illinois, USA 60616-9985, in Conference Center Room CC22C on

Monday, June 8, 2009, from 8:30 am to 4:30 pm (CDT).

For Roundtable participants, your travel arrangements will be handled by A-S-K

Associates, as you were notified in an email from Debra Tidwell-Peters.

For Panel members, if you have any questions about travel, please contact Elaina Wise

at 410-965-9863.

If you need directions or information from the hotel, please see the hotel website at

http://www.mccormickplace.hyatt.com/hyatt/hotels/index.jsp or contact the hotel at

(312) 567-1234.

Roundtable Discussion Materials and Assignments

The attached document, “Purpose and Scope of Roundtable,” will provide you with

detailed information on the research questions that we are investigating, as well as

background information on Social Security’s disability programs. The latter will provide

the context for this discussion.

Before the Roundtable, we ask that you:

1. Read the “Purpose and Scope” document and any pertinent sections of the

Appendices,

2. Complete the brief (two pages or less) writing assignment described in the

“Purpose and Scope” document, bringing this with you to the Roundtable, and

3. Send a brief (one page or less) biography to Shirleen Roth, SSA staff, at

[email protected]

After the Roundtable, we will ask you to send us your original writing assignment,

described in bullet 2 above. In addition, we will ask you to revise your responses (or

not) in light of the Roundtable discussion and send that to us as well. Your “pre” and

“post” meeting responses will be used to document the outcome of the Roundtable.

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-58

This page left intentionally blank.

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-59

Appendix C – 2

SOCIAL SECURITY ADMINISTRATION

Occupational Information Development Advisory Panel

Mental Cognitive Subcommittee Roundtable

Agenda - Monday, June 8, 2009

8:30 am to 8:45 am OPENING COMMENTS AND INTRODUCTIONS

Sylvia E. Karman

Project Director, Occupational Information System

Project, Social Security Administration

Panel Member, Occupational Information

Development Advisory Panel

8:45 am to 9:00 am OPENING COMMENTS

David J. Schretlen, Ph.D.

Panel Member, Occupational Information

Development Advisory Panel

Chair, Mental Cognitive Subcommittee

9:00 am to 10:00 am DISCUSSION

Discuss the existing categories of psychological and

interpersonal functioning on SSA’s Mental Residual

Functional Capacity (MRFC) Assessment form.

10:00 am to 10:15 am BREAK

10:15 am to 11:30 pm DISCUSSION

Discuss categories of psychological and interpersonal

functioning which, if impaired by disease or injury,

might impede an individual’s ability to work.

11:30 am to 12:45 pm LUNCH ON YOUR OWN

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-60

12:45 pm to 1:45 pm DISCUSSION (continued from morning session)

Discuss categories of psychological and interpersonal

functioning which, if impaired by disease or injury,

might impede an individual’s ability to work.

1:45 pm to 2:00 pm BREAK

2:00 pm to 3:00 pm DISCUSSION

Discuss the empirical studies that identify the

psychological or interpersonal deficits that decrease

the likelihood that an affected individual would be able

to do competitive work.

3:00 pm to 3:15 pm BREAK

3:15 pm to 4:15 pm DISCUSSION

Discuss the best approach(es) for assessing the

categories of psychological and interpersonal

functioning described earlier in the day.

4:15 pm to 4:30 pm REVIEW OF DISCUSSION AND ACTION ITEMS

David J. Schretlen, Ph.D., Chair

4:30 pm ADJOURN

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-61

Appendix C – 3

Mental Cognitive Roundtable – Purpose and Scope of the Roundtable

Occupational Information Development Advisory Panel

Mental/Cognitive Subcommittee

On June 8, 2009, the Mental/Cognitive Subcommittee (the Subcommittee) of the

Occupational Information Development Advisory Panel (the Panel) will be conducting a

Roundtable to obtain the opinions and facilitate a discussion by experts in the field of

mental and cognitive functional limitations resulting from impairments. The information

gathered at this Roundtable will assist the Subcommittee in making recommendations

to the Panel on the mental, cognitive, and psychosocial requirements of work.

The task of this subcommittee is to identify the most important dimensions of

psychological and interpersonal functioning that are impaired by diseases or medical

conditions and, as a result, disable a person from working. The task is not to identify

diseases or injuries that cause the functional deficits, nor is it to determine how best to

assess or remediate the deficits. Rather, the task is to develop a parsimonious list of

essential psychological and interpersonal capacities that, when disrupted by illness or

injury, prevent affected individuals from engaging in substantial gainful activity (i.e.,

competitive work).

We ask each participant to write a brief response to each of the following questions,

after considering SSA’s current Mental Residual Functional Capacity (MRFC)

Assessment, and be prepared to discuss your views of each at the Roundtable. Please

try to limit your response to these questions to two pages or less (total).

5. If you think the current MRFC Assessment does not need revision, or that

improving it is not feasible, explain why.

6. If you think the existing MRFC Assessment could be improved, then nominate up

to 10 dimensions of psychological and interpersonal functioning that, when

impaired by disease or injury, impede one’s ability to work.

7. Do you know of any well-designed empirical studies that have identified

psychological or interpersonal deficits that decrease the likelihood an affected

individual will be able to do competitive work?

8. While the goal of this Roundtable is not to devise measures of the person

characteristics you nominate in response to Question 2, please comment on

For purposes of calibrating the level of specificity that we are looking for, a capacity such as “the ability

to reason” is too global and nonspecific. Conversely, a capacity such as “the ability to tolerate occasional

brusque remarks from co-workers without losing one’s temper” might be too specific. Because our aim is

to develop a list of candidate abilities that is comprehensive but parsimonious, we ask that you limit your

list to about 10 functional capacities. Based on SSA requirements, these dimensions or factors must be

observable and measurable.

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-62

what you deem to be the best approach (informant-rating, self-rating, direct

observation, testing) to assess the characteristics you enumerated. (These might

vary across functions.)

We have attached background materials to assist participants in preparing for the

Roundtable and in becoming familiar with the legal framework within which the Social

Security Administration (SSA) adjudicates disability claims. We do not intend that

participants will become experts on SSA’s disability programs or policy but, rather, that

participants will understand the context in which we ask these questions and the

necessary limitations to the scope of the Roundtable discussion. To some extent, this

scope will also be described in this paper.

While we have provided policy statements as context for the discussion, the discussion

will focus on the four research questions cited above, not SSA policy.

The Social Security Act (the Act) and the Definition of Disability

The Act defines disability as an inability to do substantial gainful work because of a

“medically determinable physical or mental impairment.” A physical or mental

impairment (impairment) is “an impairment that results from anatomical, physiological,

or psychological abnormalities which are demonstrable by medically acceptable clinical

and laboratory diagnostic techniques.” The Act stipulates that “an individual shall not be

considered to be disabled … if alcoholism or drug addiction would … be a contributing

factor material to the … determination that the individual is disabled.” (See Appendix

A.)

Appendix A is provided as a reference and is not required reading.

Use of the Dictionary of Occupational Titles in SSA’s Disability Programs

The background paper by this title, located in Appendix B, provides an overview of the

history of SSA’s disability programs and SSA’s occupational information needs. It

explains, in particular, the three criteria that any occupational reference used by SSA (or

created by SSA) must meet (pages 3 – 4). We ask that all participants read this

background paper.

Listed Impairments

Some impairments are so severe that, based on medical considerations only, SSA will

determine that an individual with one of these listed impairments is unable to work and

therefore disabled, without comparing his or her functioning to the requirements of the

world of work. To adjudicate these claims, SSA does not need occupational

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-63

information. For your information, we have included, in Appendix C, a copy of the listed

impairments for mental disorders.

Appendix C is provided as a reference and is not required reading. However, we

believe that it would be helpful for all participants to have an understanding of the level

of severity reflected in these listed impairments. In the Roundtable discussion, you do

not need to consider requirements of work that reflect mental impairments so severe

that an individual with that impairment would be considered disabled without

considering the world of work.

Residual Functional Capacity

Because of the definition of disability contained in the Act and similar language in the

Regulations, SSA considers only the physically or mentally limiting effects of an

impairment(s) when assessing the functional capacity that the individual retains. That

is, SSA does not consider, for example, the individual’s age, body habitus, level of

conditioning or deconditioning, personality, aptitudes, basic talents and abilities, and so

on, when it assesses an individual’s functional capacity. It considers only the limiting

effects of the impairment(s). (See 20 CFR 404.1545 in Appendix D.)

For your reference, we have attached the form that SSA uses to document its

assessment of a claimant’s “mental residual functional capacity” (the last Appendix) and

SSA instructions to adjudicators on how to complete this form (Appendix E). As you will

see, SSA currently identifies four categories, or domains, of functioning:

 Understanding and Memory,

 Sustained Concentration and Persistence,

 Social Interaction, and

 Adaptation.

Other potential categories of functioning that might be considered include, for example,

Applying Information, Interacting with Others, Maintaining Pace, and Managing Oneself.

These categories of functioning are the focus of this Roundtable. As such, we ask that

all participants read 20 CFR 404.1545 (“Residual Functional Capacity” only) in

Appendix D and the form, “Mental Residual Functional Capacity Assessment” (SSA-

4734-SUP), in the last Appendix. Appendix E is intended to answer any questions you

may have about completion of the form, “Mental Residual Functional Assessment,” for

example, questions about the definition of the term “moderately limited,” so that these

questions do not distract from the Roundtable discussion. Reading of Appendix E is not

otherwise required.

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-64

Evaluation of the Claimant’s Ability to do Past Work or Other Work

When comparing an individual’s functional capacity with the jobs that exist in the

national economy and the demands of those jobs, SSA currently uses the Dictionary of

Occupational Titles as a primary reference of how work is performed in the national

economy. In making this comparison, SSA does not consider whether work exists in

the immediate area in which the claimant lives, whether a specific job vacancy exists for

him or her, or whether the claimant would be hired if he or she applied for work. (See

20 CFR 404.1566(a) in Appendix D). In addition, if an individual is able to do work,

given his or her functional capacity and vocational profile, SSA does not consider if he

or she remains unemployed because of:

 His or her inability to get work;

 Lack of work in his or her local area;

 The hiring practices of employers;

 Technological changes in the industry in which he or she has worked;

 Cyclical economic conditions;

 No job openings for him or her;

 The claimant would not actually be hired to do work he or she could otherwise

do; or

 The claimant does not wish to do a particular type of work.

(See 20 CFR 404.1566(c) in Appendix D.)

Lastly, the Act and Regulations proscribe consideration of any element other than that

mentioned in the citations. As a result, in determining disability, SSA does not consider

elements that vocational rehabilitation specialists might consider in developing an

intervention for a client. For example, SSA does not consider placement and

employability issues, the potential for supported employment, accommodations (other

than those actually provided by a previous employer), and increased vocational

potential through training.

For “Residual Functional Capacity,” we asked that you read 20 CFR 404.1545

(“Residual Functional Capacity” only) in Appendix D. The remaining sections of

Appendix D are provided as a reference and are not required reading.

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-65

Appendix C – 4

EXCERPT FROM THE SOCIAL SECURITY ACT, AS AMENDED,

AND RELATED ENACTMENTS THROUGH JANUARY 1, 2009

Disability Insurance Benefits

Sec. 223. [42 U.S.C. 423]

Definition of Disability

(d)(1) The term “disability” means … inability to engage in any substantial gainful activity by

reason of any medically determinable physical or mental impairment which can be expected to

result in death or which has lasted or can be expected to last for a continuous period of not less

than 12 months …

(2) … (A) An individual shall be determined to be under a disability only if his physical or mental

impairment or impairments are of such severity that he is not only unable to do his previous

work but cannot, considering his age, education, and work experience, engage in any other kind

of substantial gainful work which exists in the national economy, regardless of whether such

work exists in the immediate area in which he lives, or whether a specific job vacancy exists for

him, or whether he would be hired if he applied for work. For purposes of the preceding

sentence (with respect to any individual), “work which exists in the national economy” means

work which exists in significant numbers either in the region where such individual lives or in

several regions of the country.

(B) ***

drug addiction would (but for this subparagraph) be a contributing factor material to the

Commissioner's determination that the individual is disabled.

(3) For purposes of this subsection, a “physical or mental impairment” is an impairment that

results from anatomical, physiological, or psychological abnormalities which are demonstrable

by medically acceptable clinical and laboratory diagnostic techniques.

*****

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-66

This page left intentionally blank.

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-67

Appendix C – 5

Mental Cognitive Roundtable – Background Paper:

Use of the Dictionary of Occupational Titles

in SSA’s Disability Program

Background

How SSA Came to Consider Vocational Factors to Evaluate Disability

When Social Security was established in 1935, the Social Security Board discussed the

prospects of creating a national program designed to protect workers in the event of

disability. Even early discussions among Social Security Board members in the mid-

1930s acknowledged that an assessment of disability would require the consideration of

vocational aspects in addition to medical factors.

Still, when the Social Security

Administration’s (SSA’s) disability insurance program for cash benefits was enacted in

1956, the law did not specifically require consideration of the factors of age, education,

and work experience. The Social Security Act defined disability as the “inability to

engage in any substantial gainful activity by reason of any medically determinable

physical or mental impairment which can be expected to result in death or be of long-

continued and indefinite duration”.

However, it soon became apparent that disability could not always be decided on

medical facts alone. In 1957, Arthur E. Hess, Assistant Director for the Division of

Disability Operations, met with staff to give them guidance about borderline cases, that

is, those cases that could not be decided on medical facts alone. He told them that they

need to view the whole person, medically and vocationally.

At that time, SSA used

vocational factors to rebut or overcome the presumption that the individual is not

disabled. By the late 1950s and early 1960s, SSA encountered numerous judicial and

Congressional challenges involving cases in which SSA was unable to make a disability

decision on medical facts alone and had denied disability on the basis that an individual

was able to work despite his impairment.

Congress investigated the new disability

Hess, Arthur E. (1993). The Disability Program: Its Origin, Our Heritage, Its Future, Our Challenge.

Presented at the Social Security Administration Disability Symposium in Atlanta, GA on January 21.

Baltimore: Social Security Administration.

Social Security Advisory Board (October 2003). The Social Security Definition of Disability, p. 3.

Hess, A.E. (1957) Staff paper: Adjudicative Climate in Evaluation of Borderline Cases. Presented at

Bureau of Old-Age and Survivors Insurance, Division of Disability Operations staff meeting on March 29.

See, for example, Kerner v. Fleming (2

Circuit, 1960) and Rinaldi v. Ribicoff (2

Circuit, 1962).

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-68

insurance program and its medical-vocational decision process in 1959.

A number of

the court cases in the early 1960s cases also focused attention on SSA’s medical-

vocational decisions. These cases involved a concept regarding “substantial evidence,”

in that once the claimant had proven that he was unable to do his previous work

because of his impairment and that he did not have the skills and functioning to do other

work, the burden of proof fell to SSA to show that he was “actually—not theoretically—

capable of doing some type of work.”

SSA addressed these challenges through

statutory changes and routine consultation of government occupational resources. SSA

introduced a legislative proposal to include, among other changes, the consideration of

vocational factors. Congress incorporated SSA’s proposal and passed the 1967

Amendments which added the consideration of vocational factors to SSA’s definition of

disability. Since 1967, SSA and others interpret the definition of disability in section

223(d) of the Social Security Act to require SSA to look to the world of work to

determine if an adult’s impairment(s) is disabling when the individual’s claim cannot be

decided by medical facts alone. The following language was added to the law in 1967

and remains in effect today:

“An individual shall be determined to be under a disability only if his physical or mental

impairment or impairments are of such severity that he is not only unable to do his

previous work but cannot, considering his age, education, and work experience, engage

in any other kind of substantial gainful activity which exists in the national economy,

regardless of whether such work exists in the immediate area in which he lives, or

whether he would be hired if he applied for work. For purposes of the preceding

sentence (with respect to any individual), ‘work which exists in the national economy’

means work which exists in significant numbers either in the region where such

individual lives or in several regions of the country.”

Consequently, SSA has referred to government labor market and occupational data

since the court challenges of the early 1960s. SSA needed the data to arrive at and

support its decisions regarding whether an individual’s impairment is of such severity

that it prevents him/her from doing not only his or her past work, but any other work in

the U.S. economy.

See Harrison Subcommittee Report, Preliminary Report to the Committee on Ways and Means (U.S.

House of Representatives, 1960).

U.S. House of Representatives, Committee on Ways and Means (1974), Subcommittee Staff Report on

the Disability Insurance Program. Washington, D.C.: U.S. Government Printing Office, p. 46.

See Social Security Act, Section 223(d)(2)(A)

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-69

What is the Dictionary of Occupational Titles?

Over the years, SSA has come to rely on the Department of Labor’s (DOL’s) Dictionary

of Occupational Titles (DOT) as its main occupational resource to evaluate disability

claims when the decision cannot be made based on medical facts alone. The DOT is an

occupational classification system of jobs in the U.S. economy. The DOL first developed

the classification in 1939, and it produced several updates throughout the decades.

Following its last major revision in 1977, and minor revisions in 1991, the DOT contains

over 12,000 occupations. Arranged by industry, the DOT occupation descriptions reflect

the main tasks, strength level requirements, and skill level of the occupation. In the

1970s, SSA contracted with DOL to produce a companion volume to the DOT entitled

the Selected Characteristics of Occupations (SCO) that provides measures for

additional physical demands of work for DOT occupations, such as climbing, balancing,

reaching, handling, special senses requirements (visual acuity, hearing, etc.), and

environmental requirements (noise levels, exposure to cold, etc.). The DOL last updated

the SCO in 1993.

The DOT and SCO provide measurable ratings for physical demands of work for each

of the 12,000+ occupations. These ratings have been crucial to SSA’s evaluation of how

much an individual can do despite his impairment (residual functional capacity or RFC)

and whether this level of functioning enables the individual to do his past work or any

other work.

What Compels SSA to Use the Dictionary of Occupational Titles?

Any occupational resource that SSA uses must meet at least three criteria. To date, the

DOT is the only occupational resource produced publicly or privately that accomplishes

this. The three criteria are as follows:

1. Must Reflect Work Requirements

The need for an occupational resource to enable SSA to compare human function with

work requirements is by far the largest hurdle SSA must overcome regarding its reliance

on the DOT. This criterion involves the need to assess an individual’s RFC in terms

of the ability to work. The need for demands of work that can be walked back to an

individual’s medical evidence to assess functioning is crucial because work is the

yardstick used in the statutory definition of disability. Despite active research on the

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-70

subject,

SSA has not been successful in finding an effective alternative that is also

operationally feasible to an RFC assessment and comparison with job demands. The

Social Security Act states…

That disability is defined as the “inability to engage in substantial gainful activity

by reason of a medically determinable physical or mental impairment…” (Section

223(d)(1)(A).

That SSA shall find an individual to be disabled only if his/her impairment(s) is so

severe that he/she “is not only unable to do…previous work, but cannot

considering age, education, and work experience, engage in any other substantial

gainful activity” (Section 223(d)(2)(A)).

It does not matter “whether such work exists in the immediate area in which [the

claimant] lives, whether a specific job vacancy exists…or whether [the claimant]

would be hired if [he/she] applied for work” (Section 223(d)(2)(A)).

Therefore, an occupational resource must enable SSA to evaluate the claimant’s ability

to perform work (residual functional capacity) rather than to obtain work (employability).

As such, the resource must reflect information that is aggregated, described, and rated

in a manner that enables SSA adjudicators to compare an individual’s RFC to work

requirements to determine the individual’s ability to perform work despite a severe

impairment(s).

So far, the DOT is the only resource of occupations existing nationwide that provides

the measures needed to assess function in terms of ability to work.

2. Must Reflect National Existence and Incidence of Work

The Act states…

That SSA must consider the claimant’s age, education, and work experience to

determine if he/she can “engage in any other substantial gainful activity” that “exists

in the national economy.”(Section 223(d)(2)(A)).

Institute of Medicine (1999). Measuring Functional Capacity and Work Requirements: Summary of a

Workshop;

American Institutes for Research (1999). Synthesis, Integration, and Completion of Research into a New

Disability Decision Making Process and Development of Initial Prototype of that Process; Disability

Research Institute (2002). Job Demands Project.

While at least one private sector update of DOT data exists, it only updates DOT data and does not

represent a new or different classification system.

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-71

That “‘work which exists in the national economy’ means work which exists in

significant numbers either in the region where the individual lives or in several other

regions of the country.” (Section 223(d)(2)(A)).

Therefore, any occupational resource that SSA uses must reflect work that actually

exists in “significant numbers” throughout the nation (or throughout at least several

regions of the nation). To meet this requirement of the law, SSA regulations take

administrative notice of the reliable job information from various government sources,

including the DOT.

More information about SSA vocational rules is discussed below.

3. Must Meet the Burden of Proof in a Legally Defensible Way

Section 223(d)(2)(A) was added to the Social Security Act in 1967 to address judicial

and legislative

concerns regarding SSA’s burden of proof and consistency in making

disability determinations or decisions in cases for which both medical and non-medical

factors must be considered. This section of the Act has long been construed to mean

that SSA has a burden of proof regarding its determination or decision that a claimant

has the ability to work despite a severe medical impairment. SSA must show “what the

claimant can do”

and that the claimant is “actually—not theoretically—capable of doing

some kind of work.”

Therefore, any alternative occupational resource SSA uses must be legally defensible

for SSA to meet its burden of proof.

This means that the alternative resource should

be validated by an objective third party for use in SSA’s disability process. While the

DOT is imperfect, SSA’s use of it has been upheld in the Supreme Court.

It has face

validity that has been tested judicially.

20 CFR 404.1566(d) and 416.966(d)

See Kerner v. Fleming (2

Circuit, 1960) and Rinaldi v. Ribicoff (2

Circuit, 1962).

See Harrison Subcommittee Report, Preliminary Report to the Committee on Ways and Means (U.S.

House of Representatives, 1960), pp. 17-20.

SSA’s need to show “what the claimant can do” is one of the main points of the Kerner Doctrine that

formed the basis for SSA’s vocational policy in the early 1960’s and led to the 1967 Amendments’

addition of vocational factors to the Statute. See Kerner v. Fleming (2

Circuit, 1960).

Committee on the Ways and Means, Staff Report on the Disability Insurance Program (U.S. House of

Representatives, 1974), p. 45.

Courts require expert testimony (and the data and methods used) to meet specific standards. Daubert

v. Merrell Dow Pharmaceuticals, Inc., 509 U.S. 579 (1993), and Kuomo Tire Co. v. Carmichael, ___ U.S.

___, No. 97-1709, Slip op. at 11, 67 USLW 4179, 4183 (March 23, 1999).

See Taylor v. Schweiker (SSR 82-47c) and Campbell vs. Heckler (SSR 83-46c).

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-72

Use of the Dictionary of Occupational Titles for SSA Disability Evaluation

As outlined above, the Social Security Act defines disability as follows:

“inability to engage in any substantial gainful activity by reason of a medically

determinable physical or mental impairment which can be expected to result in death or

which has lasted or can be expected to last for a continuous period of not less than 12

months..[a]n individual shall be determined to be under a disability only if his physical or

mental impairment or impairments are of such severity that he is not only unable to do

his previous work but cannot, considering his age, education, and work experience,

engage in any other kind of substantial gainful activity which exists in the national

economy

An important point is that SSA’s definition of disability embodies a medical-vocational

concept. It requires a medical cause (i.e., a “medically determinable physical or mental

impairment”) and a directly related vocational consequence (i.e., the “inability to engage

in any substantial gainful activity”). So, SSA’s disability evaluation process relies,

fundamentally, on a comparison between what a person can do and what jobs require.

Sequential Evaluation Process

To decide whether an individual is disabled under this definition, SSA has established

an evaluation process that all adjudicators at all levels must follow.

We consider the

following questions, sequentially, and stop as soon we reach a decision:

Step 1: Is the individual currently working and performing “substantial gainful

activity” (SGA)? If yes, the person is not disabled. Otherwise, go to step

Step 2: Does the individual have an impairment that is severe and meets duration

requirements? If no, the person is not disabled. Otherwise, go to step 3.

Step 3: Does the individual’s impairment(s) meet (or equal) the criteria in the

Listing of Impairments? If yes, the person is disabled. Otherwise, go to

step 4.

§223(d)(1)(A) and 223(d)(2)(A) of the Social Security Act. The Statute provides a different definition of

disability for children under the age of 18 applying for benefits under Title XVI.

See 20 CFR 404.1520 and 416.920. If an individual already qualifies for benefits and SSA must

determine whether his/her disability continues, SSA uses a different sequential evaluation process that

includes a medical improvement review standard. See §§404.1594 and 416.994 of our regulations.

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-73

Step 4: Is the individual still able to perform past work? If yes, the person is not

disabled. Otherwise, go to step 5.

Step 5: Is the individual able to do other work, given his/her residual functional

capacity, age, education, and work experience? If yes, the person is not

disabled. If no, he/she is disabled.

The First Three Steps

While the first three steps of the five-step sequential evaluation process do not require

adjudicators to consult an occupational reference, each of the three steps has a

connection to the world of work. At step 1, we determine whether the individual is

working (doing “substantial gainful activity”). At step 2, we consider the medical severity

and duration of the individual’s impairment(s). Regarding severity, we determine

whether the impairment(s) prevents the individual from doing basic work activities. SSA

regulations define these activities as “abilities and aptitudes necessary to do most jobs,”

and the regulations provide examples:

Physical functions such as walking, standing, sitting, lifting, carrying, reaching, handling,

etc.

Capacities for seeing, hearing, and speaking.

Understanding, carrying out, and remembering simple instructions.

Use of judgment.

Responding appropriately to supervision, co-workers, etc.

Dealing with changes in a routine work setting.

At step 3, we consider whether the individual’s impairment(s) meets or equals the

criteria cited in the Listing of Impairments.

SSA does not consider the vocational

factors of age, education, and work experience at this step. The Listing of Impairments

describes impairments that SSA considers to be severe enough to prevent an individual

from doing any gainful activity, a stricter standard than “substantial gainful activity” that

is applied at steps 1, 4 and 5.

See §§ 404.1520 and 416.920.

See §§ 404.1520 (d) and 416.920(d). For the purpose of the Listing of Impairments, see §§

404.1525(a) and 416.925(a). Listing of Impairments can be found in Appendix 1, Part 404, Subpart P.

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-74

Assessment of Residual Functional Capacity

If we cannot determine at step 3 whether an individual is disabled, we must proceed to

step 4. But before we go to step 4, we must assess the individual’s RFC. The RFC is

the most an individual can do despite the limitations of his or her impairment(s). We

assess RFC based on all relevant medical and other evidence that is in the individual’s

case record.

Assessment of human function is one side of the disability evaluation equation, and the

assessment of what is required to do work forms the other side of the equation. The

DOT and the SCO classify what is physically required, including ratings and measures,

for over 12,000 occupations nationwide. To be able to make use of the DOT’s

descriptions of work as proxies for the ability to function, SSA’s RFC assessment

process is based on DOT/SCO definitions, ratings, and measures. As such, the form

SSA uses to assess physical RFC (SSA-4734-BK) describes a person’s ability to do

work-related physical activity in terms of the rating categories cited in the DOT and

SCO, e.g., physical demands related to strength (walking, standing, lifting, carrying,

etc.) or other physical functions, including postural and manipulative functions (stooping,

crouching, reaching, handling, etc.).

Connections between the DOT definitions, ratings, and measures of physical demands

of work and SSA’s RFC are evident in how SSA assesses physical function, such as

strength. For example, the DOT classifies work into five strength levels, with

“sedentary” being the lowest and “very heavy” being the highest. SSA’s physical RFC

enables SSA adjudicators and medical consultants to rate the most the individual can

do in terms of strength (e.g., lifting, carrying, standing, walking) and other physical

functions so that the individual’s RFC can be compared to his or her past work or other

work as defined in the DOT. Figure 1 on the next page displays an example of case

information and how the RFC and DOT definitions mesh to enable an adjudicator to

evaluate the individual’s RFC, and ability to do past or other work.

See §§ 404.1545 and 416.945. For individuals with mental disorders, we also rate their ability to meet

other job demands that are not captured in the DOT, such as the ability to understand, remember and

carry out instructions, and the ability to respond appropriately to supervision, co-workers, and work

pressures in a work setting. See §§ 404.1545(c) and 416.945(c).

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-75

Figure 1: Illustration of How DOT Definitions are Reflected in Evaluation of RFC and

Steps 4 and 5.

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-76

Figure 1 shows how evidence from the individual’s (Joe Smith’s) case record is used to

evaluate his RFC. Also, Figure 1 illustrates that the RFC questions are based on

definitions, measures, and ratings from the DOT. Figure 1 indicates that Joe Smith has

an RFC that limits him to work involving the lowest strength level, sedentary work. That

means that Joe cannot do his past work as a Street Light Wirer, either as he did it or as

it is done in the economy generally, because the limitations of his back impairment

prevent him from doing key tasks. Also, we see that the job requires a higher strength

level (light) than his RFC permits. Furthermore, given his age (55), education (11

grade), work experience (semi-skilled and cannot be transferred to other work), and

RFC (sedentary), we would find he is disabled as directed by rule 201.02. Figure 1

features a portion of Table 1 of the Grid, which includes rules for cases in which the

individual in limited to sedentary work, and the relevant rule and vocational factors are

circled.

Step 4

At step 4, we compare the individual’s RFC to the demands of his or her past work. If

the individual cannot do his/her past work as the individual describes it, then we must

determine if he or she has the RFC to do his or her past work as it is done generally in

the economy. When we do this, we often rely on the DOT/SCO for information about the

job demands that are relevant to the individual’s RFC.

Step 5

If the individual cannot do his/her past work, we move on to step 5. At this point, we

use the same RFC assessment to decide whether there are other jobs the individual

can do, considering his/her age, education and work experience. To make this

judgment, we use the DOT and SCO for information about other jobs that may be within

the person’s abilities and to help assess the potential vocational

advantages/disadvantages of the person’s education and work experience (i.e.,

acquired skills). We use the DOT to cite jobs in certain situations when we determine

that an individual can do other work. SSA’s regulations also permit the use of vocational

experts or other specialists,

and these experts frequently rely on occupational

resources that are also tied to the DOT.

Using the Grid at Step 5

SSA’s regulations take administrative notice of “reliable job information available from

various governmental and other publications,” including the DOT.

At step 5, SSA

See 20 CFR 404.1566(e) and 416.966(e)

See 20 CFR 404.1566(d) and 416.966(d)

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-77

adjudicators must consult a set of tables in Appendix 2 of Part 404, Subpart P, known

as the vocational rules or the Grid, to arrive at a decision. The Grid combines certain

medical-vocational fact patterns into “rules” that direct a decisional outcome (i.e., either

“disabled” or “not disabled”). The four basic factors that are combined in the Grid involve

strength level (based on RFC assessment and DOT ratings), age, education, and work

experience (no work, unskilled, semi-skilled, or skilled). The existence of jobs in the

national economy is reflected in the “Decisions” shown in the vocational rules.

Below are excerpts of the Grid displaying a few rules in each of the tables. Note that

each table reflects a distinct strength level: sedentary, light, medium:

Table No. 1—Residual Functional Capacity: Maximum Sustained Work Capability

Limited to Sedentary Work as a Result of Severe Medically Determinable Impairment(s)

Rule Age Education Previous work experience Decision

201.01 Advanced age Limited or less Unskilled or none Disabled

201.02 ......do ......do

Skilled or semiskilled—skills not

transferable

Do.

*Table 1 contains 29 rules: 201.01-201.29

Table No. 2—Residual Functional Capacity: Maximum Sustained Work Capability

Limited to Light Work as a Result of Severe Medically Determinable Impairment(s)

Rule Age Education

Previous work

experience Decision

202.0

Advanced

age

Limited or less Unskilled or none Disabled.

202.0

......do

High school graduate or more—

provides for direct entry into skilled

work

[2]

......do

Not

disabled.

*Table 2 contains 22 rules: 202.01 through 202.22.

See Part 404, Subpart P, Appendix 2, Section 200.00(b).

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-78

Table No. 3—Residual Functional Capacity: Maximum Sustained Work Capability

Limited to Medium Work as a Result of Severe Medically Determinable Impairment(s)

Rule Age Education

Previous work

experience Decision

203.01

Closely approaching

retirement age

Marginal or

none

Unskilled or none Disabled.

203.03 ......do Limited Unskilled

Not

disabled.

203.05 ......do ......do

Skilled or semiskilled—

skills transferable

Do.

*Table 3 contains 31 rules: 203.01 through 203.31

Section 204.00 of Appendix 2, Part 404, Subpart P, represents work that is heavy or

very heavy. There is no table for section 204.00, and it is most often used when the

individual has a severe impairment(s) that affects mental or cognitive functions or other

non-strength physical functions, but there are no strength limitations. Therefore,

adjudicators use this rule when evaluating an impairment that does not preclude heavy

work (or very heavy work), considering also age, education, and skill level of prior work

experience.

All disability decisions made at step 5 are based on the Grid. If the facts of the case

coincide directly with a Grid rule, we use the rule to direct the decision. However, if the

facts of the case do not coincide exactly with the factors of a particular rule, we use the

rule as guidance for decision-making, that is, we use the rule as a “framework.” For

example, if the individual has both strength and non-strength limitations, the adjudicator

must select the Grid rule that comes closest to facts of the case and use this rule as a

framework. This is because the Grid reflects strength-related ratings, and it does not

reflect non-strength physical limitations or mental/cognitive limitations. SSA regulations

and rulings provide adjudicators guidance on how to assess limitations that are not

reflected in the Grid to arrive at “framework” decisions.

The Grid matters for two main reasons:

 It takes “administrative notice” of the total number of unskilled jobs in the nation

at three physical strength levels as classified in the DOT. This enables SSA to

See §§ 404.1545(b) and (c), as well as 416.945(b) and (c). See also Part 404, Subpart P, Appendix 2,

§§ 200.00(a)-(e). See also SSR 83-12, SSR 83-14, SSR 85-15, SSR 96-4p, SSR 96-8p, and SSR 96-9p.

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-79

meet its burden of proof at step 5 when an adjudicator finds that an individual is

capable of doing other work, considering the individual’s RFC, age, education,

and work experience (skill level).

 It provides consistent “rulemaking” or application of case fact patterns regarding

RFC and vocational factors to ensure that SSA’s decisions are uniform, not

arbitrary and capricious.

In summary, the five steps of sequential evaluation described above are derived from

the definition of disability in the Social Security Act. This brief overview describes the

importance of occupational information to SSA’s disability programs. For more than 50

years, SSA has been considering occupational information in disability determinations

after reaching the conclusion that disability eligibility could not always be decided on

medical factors alone. Over the years, SSA has come to rely on the Department of

Labor’s DOT as the main source of this occupational information. Although the DOT

was not designed specifically for SSA’s disability programs, it comes closer to meeting

SSA’s legal and programmatic requirements than any other existing occupational

information resource. Any occupational information system designed for SSA’s

disability programs would need to replace the DOT, and meet three requirements: 1) It

must reflect the requirements of work, 2) It must reflect the national existence and

incidence of work, and 3) It must meet SSA’s “Burden of Proof” in a legally defensible

way.

See SSR 83-46c, Heckler v. Campbell.

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-80

This page left intentionally blank.

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-81

Appendix C – 6

Mental Cognitive Roundtable – Listed Impairments for Mental Disorders

Disability Evaluation under Social Security

(Blue Book- September 2008)

12.00 Mental Disorders

A. Introduction: The evaluation of disability on the basis of mental disorders requires

documentation of a medically determinable impairment(s), consideration of the degree

of limitation such impairment(s) may impose on the individual's ability to work, and

consideration of whether these limitations have lasted or are expected to last for a

continuous period of at least 12 months. The listings for mental disorders are arranged

in nine diagnostic categories: Organic mental disorders (12.02); schizophrenic, paranoid

and other psychotic disorders (12.03); affective disorders (12.04); mental retardation

(12.05); anxiety-related disorders (12.06); somatoform disorders (12.07); personality

disorders (12.08); substance addiction disorders (12.09); and autistic disorder and other

pervasive developmental disorders (12.10). Each listing, except 12.05 and 12.09,

consists of a statement describing the disorder(s) addressed by the listing, paragraph A

criteria (a set of medical findings), and paragraph B criteria (a set of impairment-related

functional limitations). There are additional functional criteria (paragraph C criteria) in

12.02, 12.03, 12.04, and 12.06, discussed herein. We will assess the paragraph B

criteria before we apply the paragraph C criteria. We will assess the paragraph C

criteria only if we find that the paragraph B criteria are not satisfied. We will find that you

have a listed impairment if the diagnostic description in the introductory paragraph and

the criteria of both paragraphs A and B (or A and C, when appropriate) of the listed

impairment are satisfied.

The criteria in paragraph A substantiate medically the presence of a particular mental

disorder. Specific symptoms, signs, and laboratory findings in the paragraph A criteria of

any of the listings in this section cannot be considered in isolation from the description

of the mental disorder contained at the beginning of each listing category. Impairments

should be analyzed or reviewed under the mental category(ies) indicated by the medical

findings. However, we may also consider mental impairments under physical body

system listings, using the concept of medical equivalence, when the mental disorder

results in physical dysfunction. (See, for instance, 12.00D12 regarding the evaluation of

anorexia nervosa and other eating disorders.)

The criteria in paragraphs B and C describe impairment-related functional limitations

that are incompatible with the ability to do any gainful activity. The functional limitations

in paragraphs B and C must be the result of the mental disorder described in the

diagnostic description, that is manifested by the medical findings in paragraph A.

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-82

The structure of the listing for mental retardation (12.05) is different from that of the

other mental disorders listings. Listing 12.05 contains an introductory paragraph with the

diagnostic description for mental retardation. It also contains four sets of criteria

(paragraphs A through D). If your impairment satisfies the diagnostic description in the

introductory paragraph and any one of the four sets of criteria, we will find that your

impairment meets the listing. Paragraphs A and B contain criteria that describe

disorders we consider severe enough to prevent your doing any gainful activity without

any additional assessment of functional limitations. For paragraph C, we will assess the

degree of functional limitation the additional impairment(s) imposes to determine if it

significantly limits your physical or mental ability to do basic work activities, i.e., is a

"severe" impairment(s), as defined in §§ 404.1520(c) and 416.920(c). If the additional

impairment(s) does not cause limitations that are "severe" as defined in §§ 404.1520(c)

and 416.920(c), we will not find that the additional impairment(s) imposes "an additional

and significant work-related limitation of function," even if you are unable to do your past

work because of the unique features of that work. Paragraph D contains the same

functional criteria that are required under paragraph B of the other mental disorders

listings.

The structure of the listing for substance addiction disorders, 12.09, is also different

from that for the other mental disorder listings. Listing 12.09 is structured as a reference

listing; that is, it will only serve to indicate which of the other listed mental or physical

impairments must be used to evaluate the behavioral or physical changes resulting from

regular use of addictive substances.

The listings are so constructed that an individual with an impairment(s) that meets or is

equivalent in severity to the criteria of a listing could not reasonably be expected to do

any gainful activity. These listings are only examples of common mental disorders that

are considered severe enough to prevent an individual from doing any gainful activity.

When you have a medically determinable severe mental impairment that does not

satisfy the diagnostic description or the requirements of the paragraph A criteria of the

relevant listing, the assessment of the paragraph B and C criteria is critical to a

determination of equivalence.

If your impairment(s) does not meet or is not equivalent in severity to the criteria of any

listing, you may or may not have the residual functional capacity (RFC) to do substantial

gainful activity (SGA). The determination of mental RFC is crucial to the evaluation of

your capacity to do SGA when your impairment(s) does not meet or equal the criteria of

the listings, but is nevertheless severe.

RFC is a multidimensional description of the work-related abilities you retain in spite of

your medical impairments. An assessment of your RFC complements the functional

evaluation necessary for paragraphs B and C of the listings by requiring consideration

of an expanded list of work-related capacities that may be affected by mental disorders

when your impairment(s) is severe but neither meets nor is equivalent in severity to a

listed mental disorder.

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-83

B. Need for medical evidence: We must establish the existence of a medically

determinable impairment(s) of the required duration by medical evidence consisting of

symptoms, signs, and laboratory findings (including psychological test findings).

Symptoms are your own description of your physical or mental impairment(s).

Psychiatric signs are medically demonstrable phenomena that indicate specific

psychological abnormalities, e.g., abnormalities of behavior, mood, thought, memory,

orientation, development, or perception, as described by an appropriate medical source.

Symptoms and signs generally cluster together to constitute recognizable mental

disorders described in the listings. The symptoms and signs may be intermittent or

continuous depending on the nature of the disorder.

C. Assessment of severity: We measure severity according to the functional

limitations imposed by your medically determinable mental impairment(s). We assess

functional limitations using the four criteria in paragraph B of the listings: Activities of

daily living; social functioning; concentration, persistence, or pace; and episodes of

decompensation. Where we use "marked" as a standard for measuring the degree of

limitation, it means more than moderate but less than extreme. A marked limitation may

arise when several activities or functions are impaired, or even when only one is

impaired, as long as the degree of limitation is such as to interfere seriously with your

ability to function independently, appropriately, effectively, and on a sustained basis.

See §§ 404.1520a and 416.920a.

1. Activities of daily living include adaptive activities such as cleaning, shopping,

cooking, taking public transportation, paying bills, maintaining a residence, caring

appropriately for your grooming and hygiene, using telephones and directories, and

using a post office. In the context of your overall situation, we assess the quality of

these activities by their independence, appropriateness, effectiveness, and

sustainability. We will determine the extent to which you are capable of initiating and

participating in activities independent of supervision or direction.

We do not define "marked" by a specific number of activities of daily living in which

functioning is impaired, but by the nature and overall degree of interference with

function. For example, if you do a wide range of activities of daily living, we may still find

that you have a marked limitation in your daily activities if you have serious difficulty

performing them without direct supervision, or in a suitable manner, or on a consistent,

useful, routine basis, or without undue interruptions or distractions.

2. Social functioning refers to your capacity to interact independently, appropriately,

effectively, and on a sustained basis with other individuals. Social functioning includes

the ability to get along with others, such as family members, friends, neighbors, grocery

clerks, landlords, or bus drivers. You may demonstrate impaired social functioning by,

for example, a history of altercations, evictions, firings, fear of strangers, avoidance of

interpersonal relationships, or social isolation. You may exhibit strength in social

functioning by such things as your ability to initiate social contacts with others,

communicate clearly with others, or interact and actively participate in group activities.

We also need to consider cooperative behaviors, consideration for others, awareness of

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-84

others' feelings, and social maturity. Social functioning in work situations may involve

interactions with the public, responding appropriately to persons in authority (e.g.,

supervisors), or cooperative behaviors involving coworkers.

We do not define "marked" by a specific number of different behaviors in which social

functioning is impaired, but by the nature and overall degree of interference with

function. For example, if you are highly antagonistic, uncooperative, or hostile but are

tolerated by local storekeepers, we may nevertheless find that you have a marked

limitation in social functioning because that behavior is not acceptable in other social

contexts.

3. Concentration, persistence or pace refers to the ability to sustain focused attention

and concentration sufficiently long to permit the timely and appropriate completion of

tasks commonly found in work settings. Limitations in concentration, persistence, or

pace are best observed in work settings, but may also be reflected by limitations in

other settings. In addition, major limitations in this area can often be assessed through

clinical examination or psychological testing. Wherever possible, however, a mental

status examination or psychological test data should be supplemented by other

available evidence.

On mental status examinations, concentration is assessed by tasks such as having you

subtract serial sevens or serial threes from 100. In psychological tests of intelligence or

memory, concentration is assessed through tasks requiring short-term memory or

through tasks that must be completed within established time limits.

In work evaluations, concentration, persistence, or pace is assessed by testing your

ability to sustain work using appropriate production standards, in either real or simulated

work tasks (e.g., filing index cards, locating telephone numbers, or disassembling and

reassembling objects). Strengths and weaknesses in areas of concentration and

attention can be discussed in terms of your ability to work at a consistent pace for

acceptable periods of time and until a task is completed, and your ability to repeat

sequences of action to achieve a goal or an objective.

We must exercise great care in reaching conclusions about your ability or inability to

complete tasks under the stresses of employment during a normal workday or

workweek based on a time-limited mental status examination or psychological testing by

a clinician, or based on your ability to complete tasks in other settings that are less

demanding, highly structured, or more supportive. We must assess your ability to

complete tasks by evaluating all the evidence, with an emphasis on how independently,

appropriately, and effectively you are able to complete tasks on a sustained basis.

We do not define "marked" by a specific number of tasks that you are unable to

complete, but by the nature and overall degree of interference with function. You may

be able to sustain attention and persist at simple tasks but may still have difficulty with

complicated tasks. Deficiencies that are apparent only in performing complex

procedures or tasks would not satisfy the intent of this paragraph B criterion. However, if

you can complete many simple tasks, we may nevertheless find that you have a marked

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-85

limitation in concentration, persistence, or pace if you cannot complete these tasks

without extra supervision or assistance, or in accordance with quality and accuracy

standards, or at a consistent pace without an unreasonable number and length of rest

periods, or without undue interruptions or distractions.

4. Episodes of decompensation are exacerbations or temporary increases in symptoms

or signs accompanied by a loss of adaptive functioning, as manifested by difficulties in

performing activities of daily living, maintaining social relationships, or maintaining

concentration, persistence, or pace. Episodes of decompensation may be demonstrated

by an exacerbation in symptoms or signs that would ordinarily require increased

treatment or a less stressful situation (or a combination of the two). Episodes of

decompensation may be inferred from medical records showing significant alteration in

medication; or documentation of the need for a more structured psychological support

system (e.g., hospitalizations, placement in a halfway house, or a highly structured and

directing household); or other relevant information in the record about the existence,

severity, and duration of the episode.

The term repeated episodes of decompensation, each of extended duration in these

listings means three episodes within 1 year, or an average of once every 4 months,

each lasting for at least 2 weeks. If you have experienced more frequent episodes of

shorter duration or less frequent episodes of longer duration, we must use judgment to

determine if the duration and functional effects of the episodes are of equal severity and

may be used to substitute for the listed finding in a determination of equivalence.

D. Documentation: The evaluation of disability on the basis of a mental disorder

requires sufficient evidence to (1) establish the presence of a medically determinable

mental impairment(s), (2) assess the degree of functional limitation the impairment(s)

imposes, and (3) project the probable duration of the impairment(s). See §§ 404.1512

and 416.912 for a discussion of what we mean by "evidence" and how we will assist you

in developing your claim. Medical evidence must be sufficiently complete and detailed

as to symptoms, signs, and laboratory findings to permit an independent determination.

In addition, we will consider information from other sources when we determine how the

established impairment(s) affects your ability to function. We will consider all relevant

evidence in your case record.

1. Sources of evidence.

a. Medical evidence. There must be evidence from an acceptable medical source

showing that you have a medically determinable mental impairment. See §§ 404.1508,

404.1513, 416.908, and 416.913. We will make every reasonable effort to obtain all

relevant and available medical evidence about your mental impairment(s), including its

history, and any records of mental status examination, psychological testing, and

hospitalizations and treatment. Whenever possible, and appropriate, medical source

evidence should reflect the medical source's considerations of information from you and

other concerned persons who are aware of your activities of daily living; social

functioning; concentration, persistence, or pace; or episodes of decompensation. Also,

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-86

in accordance with standard clinical practice, any medical source assessment of your

mental functioning should take into account any sensory, motor, or communication

abnormalities, as well as your cultural and ethnic background.

b. Information from the individual. Individuals with mental impairments can often provide

accurate descriptions of their limitations. The presence of a mental impairment does not

automatically rule you out as a reliable source of information about your own functional

limitations. When you have a mental impairment and are willing and able to describe

your limitations, we will try to obtain such information from you. However, you may not

be willing or able to fully or accurately describe the limitations resulting from your

impairment(s). Thus, we will carefully examine the statements you provide to determine

if they are consistent with the information about, or general pattern of, the impairment as

described by the medical and other evidence, and to determine whether additional

information about your functioning is needed from you or other sources.

c. Other information. Other professional health care providers (e.g., psychiatric nurse,

psychiatric social worker) can normally provide valuable functional information, which

should be obtained when available and needed. If necessary, information should also

be obtained from nonmedical sources, such as family members and others who know

you, to supplement the record of your functioning in order to establish the consistency of

the medical evidence and longitudinality of impairment severity, as discussed in

12.00D2. Other sources of information about functioning include, but are not limited to,

records from work evaluations and rehabilitation progress notes.

2. Need for longitudinal evidence. Your level of functioning may vary considerably over

time. The level of your functioning at a specific time may seem relatively adequate or,

conversely, rather poor. Proper evaluation of your impairment(s) must take into account

any variations in the level of your functioning in arriving at a determination of severity

over time. Thus, it is vital to obtain evidence from relevant sources over a sufficiently

long period prior to the date of adjudication to establish your impairment severity.

3. Work attempts. You may have attempted to work or may actually have worked during

the period of time pertinent to the determination of disability. This may have been an

independent attempt at work or it may have been in conjunction with a community

mental health or sheltered program, and it may have been of either short or long

duration. Information concerning your behavior during any attempt to work and the

circumstances surrounding termination of your work effort are particularly useful in

determining your ability or inability to function in a work setting. In addition, we should

also examine the degree to which you require special supports (such as those provided

through supported employment or transitional employment programs) in order to work.

4. Mental status examination. The mental status examination is performed in the course

of a clinical interview and is often partly assessed while the history is being obtained. A

comprehensive mental status examination generally includes a narrative description of

your appearance, behavior, and speech; thought process (e.g., loosening of

associations); thought content (e.g., delusions); perceptual abnormalities (e.g.,

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-87

hallucinations); mood and affect (e.g., depression, mania); sensorium and cognition

(e.g., orientation, recall, memory, concentration, fund of information, and intelligence);

and judgment and insight. The individual case facts determine the specific areas of

mental status that need to be emphasized during the examination.

5. Psychological testing.

a. Reference to a "standardized psychological test" indicates the use of a psychological

test measure that has appropriate validity, reliability, and norms, and is individually

administered by a qualified specialist. By "qualified," we mean the specialist must be

currently licensed or certified in the State to administer, score, and interpret

psychological tests and have the training and experience to perform the test.

b. Psychological tests are best considered as standardized sets of tasks or questions

designed to elicit a range of responses. Psychological testing can also provide other

useful data, such as the specialist's observations regarding your ability to sustain

attention and concentration, relate appropriately to the specialist, and perform tasks

independently (without prompts or reminders). Therefore, a report of test results should

include both the objective data and any clinical observations.

c. The salient characteristics of a good test are: (1) Validity, i.e., the test measures what

it is supposed to measure; (2) reliability, i.e., the consistency of results obtained over

time with the same test and the same individual; (3) appropriate normative data, i.e.,

individual test scores can be compared to test data from other individuals or groups of a

similar nature, representative of that population; and (4) wide scope of measurement,

i.e., the test should measure a broad range of facets/aspects of the domain being

assessed. In considering the validity of a test result, we should note and resolve any

discrepancies between formal test results and the individual's customary behavior and

daily activities.

6. Intelligence tests.

a. The results of standardized intelligence tests may provide data that help verify the

presence of mental retardation or organic mental disorder, as well as the extent of any

compromise in cognitive functioning. However, since the results of intelligence tests are

only part of the overall assessment, the narrative report that accompanies the test

results should comment on whether the IQ scores are considered valid and consistent

with the developmental history and the degree of functional limitation.

b. Standardized intelligence test results are essential to the adjudication of all cases of

mental retardation that are not covered under the provisions of 12.05A. Listing 12.05A

may be the basis for adjudicating cases where the results of standardized intelligence

tests are unavailable, e.g., where your condition precludes formal standardized testing.

c. Due to such factors as differing means and standard deviations, identical IQ scores

obtained from different tests do not always reflect a similar degree of intellectual

functioning. The IQ scores in 12.05 reflect values from tests of general intelligence that

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-88

have a mean of 100 and a standard deviation of 15; e.g., the Wechsler series. IQs

obtained from standardized tests that deviate from a mean of 100 and a standard

deviation of 15 require conversion to a percentile rank so that we can determine the

actual degree of limitation reflected by the IQ scores. In cases where more than one IQ

is customarily derived from the test administered, e.g., where verbal, performance, and

full scale IQs are provided in the Wechsler series, we use the lowest of these in

conjunction with 12.05.

d. Generally, it is preferable to use IQ measures that are wide in scope and include

items that test both verbal and performance abilities. However, in special

circumstances, such as the assessment of individuals with sensory, motor, or

communication abnormalities, or those whose culture and background are not

principally English-speaking, measures such as the Test of Nonverbal Intelligence,

Third Edition (TONI-3), Leiter International Performance Scale-Revised (Leiter-R), or

Peabody Picture Vocabulary Test-Third Edition (PPVT-III) may be used.

e. We may consider exceptions to formal standardized psychological testing when an

individual qualified by training and experience to perform such an evaluation is not

available, or in cases where appropriate standardized measures for your social,

linguistic, and cultural background are not available. In these cases, the best indicator of

severity is often the level of adaptive functioning and how you perform activities of daily

living and social functioning.

7. Personality measures and projective testing techniques. Results from standardized

personality measures, such as the Minnesota Multiphasic Personality Inventory-Revised

(MMPI-II), or from projective types of techniques, such as the Rorschach and the

Thematic Apperception Test (TAT), may provide useful data for evaluating several types

of mental disorders. Such test results may be useful for disability evaluation when

corroborated by other evidence, including results from other psychological tests and

information obtained in the course of the clinical evaluation, from treating and other

medical sources, other professional health care providers, and nonmedical sources.

Any inconsistency between test results and clinical history and observation should be

explained in the narrative description.

8. Neuropsychological assessments. Comprehensive neuropsychological examinations

may be used to establish the existence and extent of compromise of brain function,

particularly in cases involving organic mental disorders. Normally, these examinations

include assessment of cerebral dominance, basic sensation and perception, motor

speed and coordination, attention and concentration, visual-motor function, memory

across verbal and visual modalities, receptive and expressive speech, higher-order

linguistic operations, problem-solving, abstraction ability, and general intelligence. In

addition, there should be a clinical interview geared toward evaluating pathological

features known to occur frequently in neurological disease and trauma; e.g., emotional

lability, abnormality of mood, impaired impulse control, passivity and apathy, or

inappropriate social behavior. The specialist performing the examination may administer

one of the commercially available comprehensive neuropsychological batteries, such as

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-89

the Luria-Nebraska or the Halstead-Reitan, or a battery of tests selected as relevant to

the suspected brain dysfunction. The specialist performing the examination must be

properly trained in this area of neuroscience.

9. Screening tests. In conjunction with clinical examinations, sources may report the

results of screening tests; i.e., tests used for gross determination of level of functioning.

Screening instruments may be useful in uncovering potentially serious impairments, but

often must be supplemented by other data. However, in some cases the results of

screening tests may show such obvious abnormalities that further testing will clearly be

unnecessary.

10. Traumatic brain injury (TBI). In cases involving TBI, follow the documentation and

evaluation guidelines in 11.00F.

11. Anxiety disorders. In cases involving agoraphobia and other phobic disorders, panic

disorders, and posttraumatic stress disorders, documentation of the anxiety reaction is

essential. At least one detailed description of your typical reaction is required. The

description should include the nature, frequency, and duration of any panic attacks or

other reactions, the precipitating and exacerbating factors, and the functional effects. If

the description is provided by a medical source, the reporting physician or psychologist

should indicate the extent to which the description reflects his or her own observations

and the source of any ancillary information. Statements of other persons who have

observed you may be used for this description if professional observation is not

available.

12. Eating disorders. In cases involving anorexia nervosa and other eating disorders,

the primary manifestations may be mental or physical, depending upon the nature and

extent of the disorder. When the primary functional limitation is physical; e.g., when

severe weight loss and associated clinical findings are the chief cause of inability to

work, we may evaluate the impairment under the appropriate physical body system

listing. Of course, we must also consider any mental aspects of the impairment, unless

we can make a fully favorable determination or decision based on the physical

impairment(s) alone.

E. Chronic mental impairments. Particular problems are often involved in evaluating

mental impairments in individuals who have long histories of repeated hospitalizations

or prolonged outpatient care with supportive therapy and medication. For instance, if

you have chronic organic, psychotic, and affective disorders, you may commonly have

your life structured in such a way as to minimize your stress and reduce your symptoms

and signs. In such a case, you may be much more impaired for work than your

symptoms and signs would indicate. The results of a single examination may not

adequately describe your sustained ability to function. It is, therefore, vital that we

review all pertinent information relative to your condition, especially at times of

increased stress. We will attempt to obtain adequate descriptive information from all

sources that have treated you in the time period relevant to the determination or

decision.

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-90

F. Effects of structured settings. Particularly in cases involving chronic mental

disorders, overt symptomatology may be controlled or attenuated by psychosocial

factors such as placement in a hospital, halfway house, board and care facility, or other

environment that provides similar structure. Highly structured and supportive settings

may also be found your home. Such settings may greatly reduce the mental demands

placed on you. With lowered mental demands, overt symptoms and signs of the

underlying mental disorder may be minimized. At the same time, however, your ability to

function outside of such a structured or supportive setting may not have changed. If

your symptomatology is controlled or attenuated by psychosocial factors, we must

consider your ability to function outside of such highly structured settings. For these

reasons, identical paragraph C criteria are included in 12.02, 12.03, and 12.04. The

paragraph C criterion of 12.06 reflects the uniqueness of agoraphobia, an anxiety

disorder manifested by an overwhelming fear of leaving the home.

G. Effects of medication. We must give attention to the effects of medication on your

symptoms, signs, and ability to function. While drugs used to modify psychological

functions and mental states may control certain primary manifestations of a mental

disorder, e.g., hallucinations, impaired attention, restlessness, or hyperactivity, such

treatment may not affect all functional limitations imposed by the mental disorder. In

cases where overt symptomatology is attenuated by the use of such drugs, particular

attention must be focused on the functional limitations that may persist. We will consider

these functional limitations in assessing impairment severity. See the paragraph C

criteria in 12.02, 12.03, 12.04, and 12.06.

Drugs used in the treatment of some mental illnesses may cause drowsiness, blunted

affect, or other side effects involving other body systems. We will consider such side

effects when we evaluate the overall severity of your impairment. Where adverse effects

of medications contribute to the impairment severity and the impairment(s) neither

meets nor is equivalent in severity to any listing but is nonetheless severe, we will

consider such adverse effects in the RFC assessment.

H. Effects of treatment. With adequate treatment some individuals with chronic mental

disorders not only have their symptoms and signs ameliorated, but they also return to a

level of function close to the level of function they had before they developed symptoms

or signs of their mental disorders. Treatment may or may not assist in the achievement

of a level of adaptation adequate to perform sustained SGA. See the paragraph C

criteria in 12.02, 12.03, 12.04, and 12.06.

I. Technique for reviewing evidence in mental disorders claims to determine the

level of impairment severity. We have developed a special technique to ensure that

we obtain, consider, and properly evaluate all the evidence we need to evaluate

impairment severity in claims involving mental impairment(s). We explain this technique

in §§ 404.1520a and 416.920a.

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-91

12.01 Category of Impairments, Mental

12.02 Organic mental disorders: Psychological or behavioral abnormalities associated

with a dysfunction of the brain. History and physical examination or laboratory tests

demonstrate the presence of a specific organic factor judged to be etiologically related

to the abnormal mental state and loss of previously acquired functional abilities.

The required level of severity for these disorders is met when the requirements in both

A and B are satisfied, or when the requirements in C are satisfied.

A. Demonstration of a loss of specific cognitive abilities or affective changes and the

medically documented persistence of at least one of the following:

1. Disorientation to time and place; or

2. Memory impairment, either short-term (inability to learn new information),

intermediate, or long-term (inability to remember information that was known sometime

in the past); or

3. Perceptual or thinking disturbances (e.g., hallucinations, delusions); or

4. Change in personality; or

5. Disturbance in mood; or

6. Emotional lability (e.g., explosive temper outbursts, sudden crying, etc.) and

impairment in impulse control; or

7. Loss of measured intellectual ability of at least 15 I.Q. points from premorbid levels or

overall impairment index clearly within the severely impaired range on

neuropsychological testing, e.g., Luria-Nebraska, Halstead-Reitan, etc;

AND

B. Resulting in at least two of the following:

1. Marked restriction of activities of daily living; or

2. Marked difficulties in maintaining social functioning; or

3. Marked difficulties in maintaining concentration, persistence, or pace; or

4. Repeated episodes of decompensation, each of extended duration;

C. Medically documented history of a chronic organic mental disorder of at least 2 years'

duration that has caused more than a minimal limitation of ability to do basic work

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-92

activities, with symptoms or signs currently attenuated by medication or psychosocial

support, and one of the following:

1. Repeated episodes of decompensation, each of extended duration; or

2. A residual disease process that has resulted in such marginal adjustment that even a

minimal increase in mental demands or change in the environment would be predicted

to cause the individual to decompensate; or

3. Current history of 1 or more years' inability to function outside a highly supportive

living arrangement, with an indication of continued need for such an arrangement.

12.03 Schizophrenic, paranoid and other psychotic disorders: Characterized by the

onset of psychotic features with deterioration from a previous level of functioning.

The required level of severity for these disorders is met when the requirements in both

A and B are satisfied, or when the requirements in C are satisfied.

A. Medically documented persistence, either continuous or intermittent, of one or more

of the following:

1. Delusions or hallucinations; or

2. Catatonic or other grossly disorganized behavior; or

3. Incoherence, loosening of associations, illogical thinking, or poverty of content of

speech if associated with one of the following:

a. Blunt affect; or

b. Flat affect; or

c. Inappropriate affect;

4. Emotional withdrawal and/or isolation;

AND

B. Resulting in at least two of the following:

1. Marked restriction of activities of daily living; or

2. Marked difficulties in maintaining social functioning; or

3. Marked difficulties in maintaining concentration, persistence, or pace; or

4. Repeated episodes of decompensation, each of extended duration;

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-93

C. Medically documented history of a chronic schizophrenic, paranoid, or other

psychotic disorder of at least 2 years' duration that has caused more than a minimal

limitation of ability to do basic work activities, with symptoms or signs currently

attenuated by medication or psychosocial support, and one of the following:

1. Repeated episodes of decompensation, each of extended duration; or

2. A residual disease process that has resulted in such marginal adjustment that even a

minimal increase in mental demands or change in the environment would be predicted

to cause the individual to decompensate; or

3. Current history of 1 or more years' inability to function outside a highly supportive

living arrangement, with an indication of continued need for such an arrangement.

12.04 Affective disorders: Characterized by a disturbance of mood, accompanied by a

full or partial manic or depressive syndrome. Mood refers to a prolonged emotion that

colors the whole psychic life; it generally involves either depression or elation.

The required level of severity for these disorders is met when the requirements in both

A and B are satisfied, or when the requirements in C are satisfied.

A. Medically documented persistence, either continuous or intermittent, of one of the

following:

1. Depressive syndrome characterized by at least four of the following:

a. Anhedonia or pervasive loss of interest in almost all activities; or

b. Appetite disturbance with change in weight; or

c. Sleep disturbance; or

d. Psychomotor agitation or retardation; or

e. Decreased energy; or

f. Feelings of guilt or worthlessness; or

g. Difficulty concentrating or thinking; or

h. Thoughts of suicide; or

i. Hallucinations, delusions, or paranoid thinking; or

2. Manic syndrome characterized by at least three of the following:

a. Hyperactivity; or

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-94

b. Pressure of speech; or

c. Flight of ideas; or

d. Inflated self-esteem; or

e. Decreased need for sleep; or

f. Easy distractibility; or

g. Involvement in activities that have a high probability of painful consequences which

are not recognized; or

h. Hallucinations, delusions or paranoid thinking; or

3. Bipolar syndrome with a history of episodic periods manifested by the full

symptomatic picture of both manic and depressive syndromes (and currently

characterized by either or both syndromes);

AND

B. Resulting in at least two of the following:

1. Marked restriction of activities of daily living; or

2. Marked difficulties in maintaining social functioning; or

3. Marked difficulties in maintaining concentration, persistence, or pace; or

4. Repeated episodes of decompensation, each of extended duration;

C. Medically documented history of a chronic affective disorder of at least 2 years'

duration that has caused more than a minimal limitation of ability to do basic work

activities, with symptoms or signs currently attenuated by medication or psychosocial

support, and one of the following:

1. Repeated episodes of decompensation, each of extended duration; or

2. A residual disease process that has resulted in such marginal adjustment that even a

minimal increase in mental demands or change in the environment would be predicted

to cause the individual to decompensate; or

3. Current history of 1 or more years' inability to function outside a highly supportive

living arrangement, with an indication of continued need for such an arrangement.

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-95

12.05 Mental retardation: Mental retardation refers to significantly subaverage general

intellectual functioning with deficits in adaptive functioning initially manifested during the

developmental period; i.e., the evidence demonstrates or supports onset of the

impairment before age 22.

The required level of severity for this disorder is met when the requirements in A, B, C,

or D are satisfied.

A. Mental incapacity evidenced by dependence upon others for personal needs (e.g.,

toileting, eating, dressing, or bathing) and inability to follow directions, such that the use

of standardized measures of intellectual functioning is precluded;

B. A valid verbal, performance, or full scale IQ of 59 or less;

C. A valid verbal, performance, or full scale IQ of 60 through 70 and a physical or other

mental impairment imposing an additional and significant work-related limitation of

function;

D. A valid verbal, performance, or full scale IQ of 60 through 70, resulting in at least two

of the following:

1. Marked restriction of activities of daily living; or

2. Marked difficulties in maintaining social functioning; or

3. Marked difficulties in maintaining concentration, persistence, or pace; or

4. Repeated episodes of decompensation, each of extended duration.

12.06 Anxiety-related disorders: In these disorders anxiety is either the predominant

disturbance or it is experienced if the individual attempts to master symptoms; for

example, confronting the dreaded object or situation in a phobic disorder or resisting the

obsessions or compulsions in obsessive compulsive disorders.

The required level of severity for these disorders is met when the requirements in both

A and B are satisfied, or when the requirements in both A and C are satisfied.

A. Medically documented findings of at least one of the following:

1. Generalized persistent anxiety accompanied by three out of four of the following

signs or symptoms:

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-96

a. Motor tension; or

b. Autonomic hyperactivity; or

c. Apprehensive expectation; or

d. Vigilance and scanning; or

2. A persistent irrational fear of a specific object, activity, or situation which results in a

compelling desire to avoid the dreaded object, activity, or situation; or

3. Recurrent severe panic attacks manifested by a sudden unpredictable onset of

intense apprehension, fear, terror and sense of impending doom occurring on the

average of at least once a week; or

4. Recurrent obsessions or compulsions which are a source of marked distress; or

5. Recurrent and intrusive recollections of a traumatic experience, which are a source of

marked distress;

AND

B. Resulting in at least two of the following:

1. Marked restriction of activities of daily living; or

2. Marked difficulties in maintaining social functioning; or

3. Marked difficulties in maintaining concentration, persistence, or pace; or

4. Repeated episodes of decompensation, each of extended duration.

C. Resulting in complete inability to function independently outside the area of one's

home.

12.07 Somatoform disorders: Physical symptoms for which there are no demonstrable

organic findings or known physiological mechanisms.

The required level of severity for these disorders is met when the requirements in both

A and B are satisfied.

A. Medically documented by evidence of one of the following:

1. A history of multiple physical symptoms of several years duration, beginning before

age 30, that have caused the individual to take medicine frequently, see a physician

often and alter life patterns significantly; or

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-97

2. Persistent nonorganic disturbance of one of the following:

a. Vision, or

b. Speech; or

c. Hearing; or

d. Use of a limb; or

e. Movement and its control (e.g., coordination disturbance, psychogenic seizures,

akinesia, dyskinesia; or

f. Sensation (e.g., diminished or heightened).

3. Unrealistic interpretation of physical signs or sensations associated with the

preoccupation or belief that one has a serious disease or injury;

AND

B. Resulting in at least two of the following:

1. Marked restriction of activities of daily living; or

2. Marked difficulties in maintaining social functioning; or

3. Marked difficulties in maintaining concentration, persistence, or pace; or

4. Repeated episodes of decompensation, each of extended duration.

12.08 Personality disorders: A personality disorder exists when personality traits are

inflexible and maladaptive and cause either significant impairment in social or

occupational functioning or subjective distress. Characteristic features are typical of the

individual's long-term functioning and are not limited to discrete episodes of illness.

The required level of severity for these disorders is met when the requirements in both

A and B are satisfied.

A. Deeply ingrained, maladaptive patterns of behavior associated with one of the

following:

1. Seclusiveness or autistic thinking; or

2. Pathologically inappropriate suspiciousness or hostility; or

3. Oddities of thought, perception, speech and behavior; or

4. Persistent disturbances of mood or affect; or

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-98

5. Pathological dependence, passivity, or aggressivity; or

6. Intense and unstable interpersonal relationships and impulsive and damaging

behavior;

AND

B. Resulting in at least two of the following:

1. Marked restriction of activities of daily living; or

2. Marked difficulties in maintaining social functioning; or

3. Marked difficulties in maintaining concentration, persistence, or pace; or

4. Repeated episodes of decompensation, each of extended duration.

12.09 Substance addiction disorders: Behavioral changes or physical changes

associated with the regular use of substances that affect the central nervous system.

The required level of severity for these disorders is met when the requirements in any of

the following (A through I) are satisfied.

A. Organic mental disorders. Evaluate under 12.02.

B. Depressive syndrome. Evaluate under 12.04.

C. Anxiety disorders. Evaluate under 12.06.

D. Personality disorders. Evaluate under 12.08.

E. Peripheral neuropathies. Evaluate under 11.14.

F. Liver damage. Evaluate under 5.05.

G. Gastritis. Evaluate under 5.00.

H. Pancreatitis. Evaluate under 5.08.

I. Seizures. Evaluate under 11.02 or 11.03.

12.10 Autistic disorder and other pervasive developmental disorders:

Characterized by qualitative deficits in the development of reciprocal social interaction,

in the development of verbal and nonverbal communication skills, and in imaginative

activity. Often, there is a markedly restricted repertoire of activities and interests, which

frequently are stereotyped and repetitive.

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-99

The required level of severity for these disorders is met when the requirements in both

A and B are satisfied.

A. Medically documented findings of the following:

1. For autistic disorder, all of the following:

a. Qualitative deficits in reciprocal social interaction; and

b. Qualitative deficits in verbal and nonverbal communication and in imaginative activity;

and

c. Markedly restricted repertoire of activities and interests;

2. For other pervasive developmental disorders, both of the following:

a. Qualitative deficits in reciprocal social interaction; and

b. Qualitative deficits in verbal and nonverbal communication and in imaginative activity;

AND

B. Resulting in at least two of the following:

1. Marked restriction of activities of daily living; or

2. Marked difficulties in maintaining social functioning; or

3. Marked difficulties in maintaining concentration, persistence, or pace; or

4. Repeated episodes of decompensation, each of extended duration.

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-100

This page left intentionally blank.

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-101

Appendix C – 7

Mental Cognitive Roundtable –

Excerpts from the Code of Federal Regulations (CFR)

Residual Functional Capacity

§404.1545 [and 416.945] Your residual functional capacity.

(a) General—(1) Residual functional capacity assessment. Your impairment(s), and any

related symptoms, such as pain, may cause physical and mental limitations that affect

what you can do in a work setting. Your residual functional capacity is the most you can

still do despite your limitations. We will assess your residual functional capacity based

on all the relevant evidence in your case record. (See §404.1546.)

(2) If you have more than one impairment. We will consider all of your medically

determinable impairments of which we are aware, including your medically determinable

impairments that are not "severe," as explained in §§404.1520(c), 404.1521, and

404.1523, when we assess your residual functional capacity. (See paragraph (e) of this

section.)

(3) Evidence we use to assess your residual functional capacity. We will assess your

residual functional capacity based on all of the relevant medical and other evidence. In

general, you are responsible for providing the evidence we will use to make a finding

about your residual functional capacity. (See §404.1512(c).) However, before we make

a determination that you are not disabled, we are responsible for developing your

complete medical history, including arranging for a consultative examination(s) if

necessary, and making every reasonable effort to help you get medical reports from

your own medical sources. (See §§404.1512(d) through (f).) We will consider any

statements about what you can still do that have been provided by medical sources,

whether or not they are based on formal medical examinations. (See §404.1513.) We

will also consider descriptions and observations of your limitations from your

impairment(s), including limitations that result from your symptoms, such as pain,

provided by you, your family, neighbors, friends, or other persons. (See paragraph (e) of

this section and §404.1529.)

(4) What we will consider in assessing residual functional capacity. When we assess

your residual functional capacity, we will consider your ability to meet the physical,

mental, sensory, and other requirements of work, as described in paragraphs (b), (c),

and (d) of this section.

(5) How we will use our residual functional capacity assessment. (i) We will first use our

residual functional capacity assessment at step four of the sequential evaluation

process to decide if you can do your past relevant work. (See §§404.1520(f) and

404.1560(b).)

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-102

(ii) If we find that you cannot do your past relevant work (or you do not have any past

relevant work), we will use the same assessment of your residual functional capacity at

step five of the sequential evaluation process to decide if you can make an adjustment

to any other work that exists in the national economy. (See §§404.1520(g) and

404.1566.) At this step, we will not use our assessment of your residual functional

capacity alone to decide if you are disabled. We will use the guidelines in §§404.1560

through 404.1569a, and consider our residual functional capacity assessment together

with the information about your vocational background to make our disability

determination or decision. For our rules on residual functional capacity assessment in

deciding whether your disability continues or ends, see §404.1594.

(b) Physical abilities. When we assess your physical abilities, we first assess the nature

and extent of your physical limitations and then determine your residual functional

capacity for work activity on a regular and continuing basis. A limited ability to perform

certain physical demands of work activity, such as sitting, standing, walking, lifting,

carrying, pushing, pulling, or other physical functions (including manipulative or postural

functions, such as reaching, handling, stooping or crouching), may reduce your ability to

do past work and other work.

and extent of your mental limitations and restrictions and then determine your residual

functional capacity for work activity on a regular and continuing basis. A limited ability to

carry out certain mental activities, such as limitations in understanding, remembering,

and carrying out instructions, and in responding appropriately to supervision, co-

workers, and work pressures in a work setting, may reduce your ability to do past work

and other work.

(d) Other abilities affected by impairment(s). Some medically determinable

impairment(s), such as skin impairment(s), epilepsy, impairment(s) of vision, hearing or

other senses, and impairment(s) which impose environmental restrictions, may cause

limitations and restrictions which affect other work-related abilities. If you have this type

of impairment(s), we consider any resulting limitations and restrictions which may

reduce your ability to do past work and other work in deciding your residual functional

capacity.

(e) Total limiting effects. When you have a severe impairment(s), but your symptoms,

signs, and laboratory findings do not meet or equal those of a listed impairment in

appendix 1 of this subpart, we will consider the limiting effects of all your impairment(s),

even those that are not severe, in determining your residual functional capacity. Pain or

other symptoms may cause a limitation of function beyond that which can be

determined on the basis of the anatomical, physiological or psychological abnormalities

considered alone; e.g., someone with a low back disorder may be fully capable of the

physical demands consistent with those of sustained medium work activity, but another

person with the same disorder, because of pain, may not be capable of more than the

physical demands consistent with those of light work activity on a sustained basis. In

assessing the total limiting effects of your impairment(s) and any related symptoms, we

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-103

will consider all of the medical and nonmedical evidence, including the information

described in §404.1529(c).

Vocational Considerations

§404.1560 When we will consider your vocational background.

(a) General. If you are applying for a period of disability, or disability insurance benefits

as a disabled worker, or child's insurance benefits based on disability which began

before age 22, or widow's or widower's benefits based on disability for months after

December 1990, and we cannot decide whether you are disabled at one of the first

three steps of the sequential evaluation process (see §404.1520), we will consider your

residual functional capacity together with your vocational background, as discussed in

paragraphs (b) and (c) of this section.

(b) Past relevant work. We will first compare our assessment of your residual functional

capacity with the physical and mental demands of your past relevant work.

(1) Definition of past relevant work. Past relevant work is work that you have done within

the past 15 years, that was substantial gainful activity, and that lasted long enough for

you to learn to do it. (See §404.1565(a).)

(2) Determining whether you can do your past relevant work. We will ask you for

information about work you have done in the past. We may also ask other people who

know about your work. (See §404.1565(b).) We may use the services of vocational

experts or vocational specialists, or other resources, such as the "Dictionary of

Occupational Titles" and its companion volumes and supplements, published by the

Department of Labor, to obtain evidence we need to help us determine whether you can

do your past relevant work, given your residual functional capacity. A vocational expert

or specialist may offer relevant evidence within his or her expertise or knowledge

concerning the physical and mental demands of a claimant's past relevant work, either

as the claimant actually performed it or as generally performed in the national economy.

Such evidence may be helpful in supplementing or evaluating the accuracy of the

claimant's description of his past work. In addition, a vocational expert or specialist may

offer expert opinion testimony in response to a hypothetical question about whether a

person with the physical and mental limitations imposed by the claimant's medical

impairment(s) can meet the demands of the claimant's previous work, either as the

claimant actually performed it or as generally performed in the national economy.

(3) If you can do your past relevant work. If we find that you have the residual functional

capacity to do your past relevant work, we will determine that you can still do your past

work and are not disabled. We will not consider your vocational factors of age,

education, and work experience or whether your past relevant work exists in significant

numbers in the national economy.

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-104

enable you to do any of your past relevant work, we will use the same residual

functional capacity assessment we used to decide if you could do your past relevant

work when we decide if you can adjust to any other work. We will look at your ability to

adjust to other work by considering your residual functional capacity and your vocational

factors of age, education, and work experience. Any other work (jobs) that you can

adjust to must exist in significant numbers in the national economy (either in the region

where you live or in several regions in the country).

(2) In order to support a finding that you are not disabled at this fifth step of the

sequential evaluation process, we are responsible for providing evidence that

demonstrates that other work exists in significant numbers in the national economy that

you can do, given your residual functional capacity and vocational factors. We are not

responsible for providing additional evidence about your residual functional capacity

because we will use the same residual functional capacity assessment that we used to

determine if you can do your past relevant work.

§404.1563 Your age as a vocational factor.

(a) General. "Age" means your chronological age. When we decide whether you are

disabled under §404.1520(g)(1), we will consider your chronological age in combination

with your residual functional capacity, education, and work experience. We will not

consider your ability to adjust to other work on the basis of your age alone. In

determining the extent to which age affects a person's ability to adjust to other work, we

consider advancing age to be an increasingly limiting factor in the person's ability to

make such an adjustment, as we explain in paragraphs (c) through (e) of this section. If

you are unemployed but you still have the ability to adjust to other work, we will find that

you are not disabled. In paragraphs (b) through (e) of this section and in appendix 2 to

this subpart, we explain in more detail how we consider your age as a vocational factor.

(b) How we apply the age categories. When we make a finding about your ability to do

other work under §404.1520(f)(1), we will use the age categories in paragraphs (c)

through (e) of this section. We will use each of the age categories that applies to you

during the period for which we must determine if you are disabled. We will not apply the

age categories mechanically in a borderline situation. If you are within a few days to a

few months of reaching an older age category, and using the older age category would

result in a determination or decision that you are disabled, we will consider whether to

use the older age category after evaluating the overall impact of all the factors of your

case.

consider that your age will seriously affect your ability to adjust to other work. However,

in some circumstances, we consider that persons age 45-49 are more limited in their

ability to adjust to other work than persons who have not attained age 45. See Rule

201.17 in appendix 2.

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-105

(d) Person closely approaching advanced age. If you are closely approaching advanced

age (age 50-54), we will consider that your age along with a severe impairment(s) and

limited work experience may seriously affect your ability to adjust to other work.

(e) Person of advanced age. We consider that at advanced age (age 55 or older) age

significantly affects a person's ability to adjust to other work. We have special rules for

persons of advanced age and for persons in this category who are closely approaching

retirement age (age 60-64). See §404.1568(d)(4).

(f) Information about your age. We will usually not ask you to prove your age. However,

if we need to know your exact age to determine whether you get disability benefits or if

the amount of your benefit will be affected, we will ask you for evidence of your age.

§404.1564 Your education as a vocational factor.

(a) General. Education is primarily used to mean formal schooling or other training

which contributes to your ability to meet vocational requirements, for example,

reasoning ability, communication skills, and arithmetical ability. However, if you do not

have formal schooling, this does not necessarily mean that you are uneducated or lack

these abilities. Past work experience and the kinds of responsibilities you had when you

were working may show that you have intellectual abilities, although you may have little

formal education. Your daily activities, hobbies, or the results of testing may also show

that you have significant intellectual ability that can be used to work.

(b) How we evaluate your education. The importance of your educational background

may depend upon how much time has passed between the completion of your formal

education and the beginning of your physical or mental impairment(s) and by what you

have done with your education in a work or other setting. Formal education that you

completed many years before your impairment began, or unused skills and knowledge

that were a part of your formal education, may no longer be useful or meaningful in

terms of your ability to work. Therefore, the numerical grade level that you completed in

school may not represent your actual educational abilities. These may be higher or

lower. However, if there is no other evidence to contradict it, we will use your numerical

grade level to determine your educational abilities. The term education also includes

how well you are able to communicate in English since this ability is often acquired or

improved by education. In evaluating your educational level, we use the following

categories:

(1) Illiteracy. Illiteracy means the inability to read or write. We consider someone

illiterate if the person cannot read or write a simple message such as instructions or

inventory lists even though the person can sign his or her name. Generally, an illiterate

person has had little or no formal schooling.

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-106

(2) Marginal education. Marginal education means ability in reasoning, arithmetic, and

language skills which are needed to do simple, unskilled types of jobs. We generally

consider that formal schooling at a 6th grade level or less is a marginal education.

(3) Limited education. Limited education means ability in reasoning, arithmetic, and

language skills, but not enough to allow a person with these educational qualifications to

do most of the more complex job duties needed in semi-skilled or skilled jobs. We

generally consider that a 7th grade through the 11th grade level of formal education is a

limited education.

(4) High school education and above. High school education and above means abilities

in reasoning, arithmetic, and language skills acquired through formal schooling at a 12th

grade level or above. We generally consider that someone with these educational

abilities can do semi-skilled through skilled work.

(5) Inability to communicate in English. Since the ability to speak, read and understand

English is generally learned or increased at school, we may consider this an educational

factor. Because English is the dominant language of the country, it may be difficult for

someone who doesn't speak and understand English to do a job, regardless of the

amount of education the person may have in another language. Therefore, we consider

a person's ability to communicate in English when we evaluate what work, if any, he or

she can do. It generally doesn't matter what other language a person may be fluent in.

(6) Information about your education. We will ask you how long you attended school

and whether you are able to speak, understand, read and write in English and do at

least simple calculations in arithmetic. We will also consider other information about

how much formal or informal education you may have had through your previous work,

community projects, hobbies, and any other activities which might help you to work.

§404.1565 Your work experience as a vocational factor.

(a) General. Work experience means skills and abilities you have acquired through work

you have done which show the type of work you may be expected to do. Work you have

already been able to do shows the kind of work that you may be expected to do. We

consider that your work experience applies when it was done within the last 15 years,

lasted long enough for you to learn to do it, and was substantial gainful activity. We do

not usually consider that work you did 15 years or more before the time we are deciding

whether you are disabled (or when the disability insured status requirement was last

met, if earlier) applies. A gradual change occurs in most jobs so that after 15 years it is

no longer realistic to expect that skills and abilities acquired in a job done then continue

to apply. The 15-year guide is intended to insure that remote work experience is not

currently applied. If you have no work experience or worked only "off-and-on" or for brief

periods of time during the 15-year period, we generally consider that these do not apply.

If you have acquired skills through your past work, we consider you to have these work

skills unless you cannot use them in other skilled or semi-skilled work that you can now

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-107

do. If you cannot use your skills in other skilled or semi-skilled work, we will consider

your work background the same as unskilled. However, even if you have no work

experience, we may consider that you are able to do unskilled work because it requires

little or no judgment and can be learned in a short period of time.

(b) Information about your work. Under certain circumstances, we will ask you about the

work you have done in the past. If you cannot give us all of the information we need, we

will try, with your permission, to get it from your employer or other person who knows

about your work, such as a member of your family or a co-worker. When we need to

consider your work experience to decide whether you are able to do work that is

different from what you have done in the past, we will ask you to tell us about all of the

jobs you have had in the last 15 years. You must tell us the dates you worked, all of the

duties you did, and any tools, machinery, and equipment you used. We will need to

know about the amount of walking, standing, sitting, lifting and carrying you did during

the work day, as well as any other physical or mental duties of your job. If all of your

work in the past 15 years has been arduous and unskilled, and you have very little

education, we will ask you to tell us about all of your work from the time you first began

working. This information could help you to get disability benefits.

§404.1566 Work which exists in the national economy.

(a) General. We consider that work exists in the national economy when it exists in

significant numbers either in the region where you live or in several other regions of the

country. It does not matter whether—

(1) Work exists in the immediate area in which you live;

(2) A specific job vacancy exists for you; or

(3) You would be hired if you applied for work.

(b) How we determine the existence of work. Work exists in the national economy when

there is a significant number of jobs (in one or more occupations) having requirements

which you are able to meet with your physical or mental abilities and vocational

qualifications. Isolated jobs that exist only in very limited numbers in relatively few

locations outside of the region where you live are not considered "work which exists in

the national economy". We will not deny you disability benefits on the basis of the

existence of these kinds of jobs. If work that you can do does not exist in the national

economy, we will determine that you are disabled. However, if work that you can do

does exist in the national economy, we will determine that you are not disabled.

functional capacity and vocational abilities make it possible for you to do work which

exists in the national economy, but you remain unemployed because of—

(1) Your inability to get work;

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-108

(2) Lack of work in your local area;

(3) The hiring practices of employers;

(4) Technological changes in the industry in which you have worked;

(5) Cyclical economic conditions;

(6) No job openings for you;

(7) You would not actually be hired to do work you could otherwise do; or

(8) You do not wish to do a particular type of work.

(d) Administrative notice of job data. When we determine that unskilled, sedentary, light,

and medium jobs exist in the national economy (in significant numbers either in the

region where you live or in several regions of the country), we will take administrative

notice of reliable job information available from various governmental and other

publications. For example, we will take notice of—

(1) Dictionary of Occupational Titles, published by the Department of Labor;

(2) County Business Patterns, published by the Bureau of the Census;

(3) Census Reports, also published by the Bureau of the Census;

(4) Occupational Analyses, prepared for the Social Security Administration by various

State employment agencies; and

(5) Occupational Outlook Handbook, published by the Bureau of Labor Statistics.

(e) Use of vocational experts and other specialists. If the issue in determining whether

you are disabled is whether your work skills can be used in other work and the specific

occupations in which they can be used, or there is a similarly complex issue, we may

use the services of a vocational expert or other specialist. We will decide whether to use

a vocational expert or other specialist.

§404.1568 Skill requirements.

In order to evaluate your skills and to help determine the existence in the national

economy of work you are able to do, occupations are classified as unskilled, semi-

skilled, and skilled. In classifying these occupations, we use materials published by the

Department of Labor. When we make disability determinations under this subpart, we

use the following definitions:

(a) Unskilled work. Unskilled work is work which needs little or no judgment to do simple

duties that can be learned on the job in a short period of time. The job may or may not

require considerable strength. For example, we consider jobs unskilled if the primary

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-109

work duties are handling, feeding and offbearing (that is, placing or removing materials

from machines which are automatic or operated by others), or machine tending, and a

person can usually learn to do the job in 30 days, and little specific vocational

preparation and judgment are needed. A person does not gain work skills by doing

unskilled jobs.

(b) Semi-skilled work. Semi-skilled work is work which needs some skills but does not

require doing the more complex work duties. Semi-skilled jobs may require alertness

and close attention to watching machine processes; or inspecting, testing or otherwise

looking for irregularities; or tending or guarding equipment, property, materials, or

persons against loss, damage or injury; or other types of activities which are similarly

less complex than skilled work, but more complex than unskilled work. A job may be

classified as semi-skilled where coordination and dexterity are necessary, as when

hands or feet must be moved quickly to do repetitive tasks.

determine the machine and manual operations to be performed in order to obtain the

proper form, quality, or quantity of material to be produced. Skilled work may require

laying out work, estimating quality, determining the suitability and needed quantities of

materials, making precise measurements, reading blueprints or other specifications, or

making necessary computations or mechanical adjustments to control or regulate the

work. Other skilled jobs may require dealing with people, facts, or figures or abstract

ideas at a high level of complexity.

(d) Skills that can be used in other work (transferability)—(1) What we mean by

transferable skills. We consider you to have skills that can be used in other jobs, when

the skilled or semi-skilled work activities you did in past work can be used to meet the

requirements of skilled or semi-skilled work activities of other jobs or kinds of work. This

depends largely on the similarity of occupationally significant work activities among

different jobs.

(2) How we determine skills that can be transferred to other jobs. Transferability is most

probable and meaningful among jobs in which—

(i) The same or a lesser degree of skill is required;

(ii) The same or similar tools and machines are used; and

(iii) The same or similar raw materials, products, processes, or services are involved.

(3) Degrees of transferability. There are degrees of transferability of skills ranging from

very close similarities to remote and incidental similarities among jobs. A complete

similarity of all three factors is not necessary for transferability. However, when skills are

so specialized or have been acquired in such an isolated vocational setting (like many

jobs in mining, agriculture, or fishing) that they are not readily usable in other industries,

jobs, and work settings, we consider that they are not transferable.

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-110

(4) Transferability of skills for individuals of advanced age. If you are of advanced age

(age 55 or older), and you have a severe impairment(s) that limits you to sedentary or

light work, we will find that you cannot make an adjustment to other work unless you

have skills that you can transfer to other skilled or semiskilled work (or you have

recently completed education which provides for direct entry into skilled work) that you

can do despite your impairment(s). We will decide if you have transferable skills as

follows. If you are of advanced age and you have a severe impairment(s) that limits you

to no more than sedentary work, we will find that you have skills that are transferable to

skilled or semiskilled sedentary work only if the sedentary work is so similar to your

previous work that you would need to make very little, if any, vocational adjustment in

terms of tools, work processes, work settings, or the industry. (See §404.1567(a) and

§201.00(f) of appendix 2.) If you are of advanced age but have not attained age 60, and

you have a severe impairment(s) that limits you to no more than light work, we will apply

the rules in paragraphs (d)(1) through (d)(3) of this section to decide if you have skills

that are transferable to skilled or semiskilled light work (see §404.1567(b)). If you are

closely approaching retirement age (age 60-64) and you have a severe impairment(s)

that limits you to no more than light work, we will find that you have skills that are

transferable to skilled or semiskilled light work only if the light work is so similar to your

previous work that you would need to make very little, if any, vocational adjustment in

terms of tools, work processes, work settings, or the industry. (See §404.1567(b) and

Rule 202.00(f) of appendix 2 to this subpart.)

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-111

Appendix C – 8

Mental Cognitive Roundtable – Agency Instructions

for Completing the Mental Residual Functional Capacity Assessment (MRFC)

Relevant Program Operating Manual System (POMS) Instructions for

Completion of the Mental Residual Functional Assessment Form

DI 24510.060 Mental Residual Functional Capacity Assessment

A. Operating Policy

1. SPECIAL FORM

Because of the complexity of mental disorder evaluation, a special Form

SSA-4734-F4-SUP is to be used to document the mental residual functional capacity

(RFC) decision, i.e., what an individual can do despite his /her impairment.

2. MEDICAL CONSULTANT COMPLETION

a. Unfavorable and Partially Favorable Decisions

In decisions that are not fully favorable, only a psychiatrist or psychologist is to perform

the analysis and decide the mental functional capacity.

b. Fully Favorable Decisions

In fully favorable determinations, the medical consultant (MC) who completes the

mental RFC assessment, to the extent possible, should be a psychiatrist or

psychologist.

c. When Physical Impairment Involved

Refer the claim to a physician of the appropriate medical specialty after all mental RFC

considerations have been accomplished.

B. Description of Form SSA-4734-F4-SUP

Form SSA-4734-F4-SUP is divided into four sections:

 Heading,

 Section I, Summary Conclusions,

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-112

 Section II, Remarks,

 Section III, Functional Capacity Assessment and MC signature.

1. HEADING

The Heading provides space to record claimant and claim identification data.

2. SECTION I

Section I—Summary Conclusions is designed to record the MC's analysis of the

evidence and his/her conclusions about:

 The presence and degree of specific functional limitations, and the adequacy

of documentation.

a. Section I is merely a worksheet to aid in deciding the presence and

degree of functional limitations and the adequacy of documentation

and does not constitute the RFC assessment.

b. Twenty mental function items are grouped under four main

categories:

 Understanding and Memory,

 Sustained Concentration and Persistence,

 Social Interaction, and

 Adaptation

c. To the right of each of the items is a series of decision

checkblocks under the headings:

 Not Significantly Limited

 Moderately Limited

 Markedly Limited

 No Evidence of Limitation in This Category, and

 Not Ratable on Available Evidence

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-113

3. SECTION II

Section II – Remarks provides for discussion of evidence needed to rate particular

items in section I.

4. SECTION III

a. Section III—Functional Capacity Assessment is for recording the mental RFC

determination. It is in this section that the actual mental RFC assessment is

recorded, explaining the conclusions indicated in section I, in terms of the extent

to which these mental capacities or functions could or could not be performed in

work settings.

b. The discussion of all mental capacities and limitations in this section must be in

narrative format.

The MC must also include any other information that he/she believes is

necessary to present a complete picture of mental RFC.

c. The Narrative must not present estimates of capacities for mental functions that

could not be rated because of insufficient evidence. Such would represent

speculation.

d. The completed SSA-4734-F4-SUP must be signed by the MC who conducted the

analysis and prepared the mental RFC assessment.

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-114

DI 24510.061 Summary Conclusions and Narrative Statement of Mental RFC

A. Introduction

To assure a comprehensive assessment of mental RFC, the SSA-4734-F4-SUP

requires the MC first to record preliminary conclusions about the effect of the

impairment(s) on each of four general areas of mental function (described in B.1-4

below), then to prepare a narrative statement of mental RFC.

B. Operating Policy

The MC is to analyze each of the mental activities within the following four general

mental functional areas and to indicate on the SSA-4734-F4-SUP:

 Whether the evidence is sufficient to permit assessment or, if not, the evidence

needed.

 The extent to which the individual can still perform and sustain specific mental

activities and mental functions.

1. UNDERSTANDING AND MEMORY

a. Understanding and memory can be evaluated through evidence from the

mental status examination(s) or from elements of standardized psychological

tests (such as IQ tests) that assess the ability to understand and remember, as

well as evidence available from other medical and nonmedical sources, e.g.,

reports of prior work attempts or work evaluations.

b. The ability to understand and remember may be at least partially assessed

through answers to some of the following questions:

o Is the individual able to complete forms, respond to two or three-step

instructions for filling out applications, or follow instructions given by

someone?

o Did the individual have difficulty in the process of filing for disability, going

for examinations, or remembering appointments?

o Is there any history of work or school failures due to inability to

remember and understand?

o Was the individual involved in special education or training programs?

(These might indicate some impairment of the ability to understand and

remember.)

o Is there any evidence that the claimant requires supervision or

assistance to perform activities of daily living because of problems with

understanding or remembering?

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-115

o Did the individual come to appointments without supervision, finding

his/her own way without unusual supervision?

2. SUSTAINED CONCENTRATION AND PERSISTENCE

a. The individual's ability to sustain ongoing mental performance for a full workday

is essential. These may be evaluated through:

o Medical history and reports, and

o Reports of performance at past work, recent work attempts, recreational or

volunteer activities, or vocational evaluations.

b. Limitations in these areas may be demonstrated in typically less demanding

settings, such as sheltered work, vocational training, or school (i.e., in any

situation demanding performance of tasks requiring concentration or task

persistence).

c. Use care in inferring an individual's ability to sustain the mental demands of

work in a competitive setting from his/her performance in a less demanding

setting, such as sheltered work.

NOTE: Discussion with the disability examiner of the performance required in

competitive work environments may clarify this distinction.

3. SOCIAL INTERACTION

The items in this subsection deal with socially acceptable behavior and the individual's

capacity to relate to others in a work setting. To assess these factors, important

considerations are:

 Historical information about interpersonal interactions with others, particularly in

an employment or work-like setting.

 Indications, on mental status examinations or psychological testing, of

withdrawal, bizarre or unusual behavior, emotional lability, paranoid ideas, or

faulty insight and judgment.

 Observed behavior, in terms of how the individual relates to various interviewers

or behaves when exposed to a stressful circumstance or situation.

4. ADAPTATION

Adaptive functions reflect the individual's ability to integrate other areas of functioning.

a. The items in this section pertain to the individual's ability to:

o plan,

o respond to changes,

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-116

o deal appropriately with mental demands (stress),

o avoid hazards and maintain safe behavior,

o follow rules,

o adhere to schedules and to time constraints, and

o travel.

b. The area of mental demands of work(“stress”) is difficult to assess. Some

mentally impaired individuals may be unusually sensitive to changes in their

environment and may become anxious, depressed, confused, or even psychotic

when confronted with seemingly slight mental demands.

“Stress” is a highly individualized phenomenon and can only be assessed

with regard to each individual's experiences and limitations. Even work

activities usually considered to entail low stress may produce adverse responses

in some individuals.

c. Data in the medical file may demonstrate sensitivity to change, e.g.,

resistance to try a new activity, treatment or medication, or exacerbation of

symptoms when a therapist leaves, changes schedule, or goes on vacation.

d. Most health care settings have rules, schedules, and hazards. Limitations in

conforming to acceptable behavior may sometimes emerge in the reports from

hospital, or clinics.

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-117

DI 24510.063 Completion of Section I of SSA-4734-F4-SUP

A. Operating Policy

For each of the items under the four headings, A through D, one of the five boxes to

the right of each item must be checked.

B. Operating Procedure

Complete Section I by checking the appropriate boxes.

1. CHECK BOX 1

“Not Significantly Limited,” when the effects of the mental disorder do not prevent

the individual from consistently and usefully performing the activity.

2. CHECK BOX 2

“Moderately Limited,” when the evidence supports the conclusion that the individual's

capacity to perform the activity is impaired.

NOTE: The degree and extent of the capacity or limitation must be described in

narrative format in Section III.

3. CHECK BOX 3

“Markedly Limited,” when the evidence supports the conclusion that the individual

cannot usefully perform or sustain the activity.

4. CHECK BOX 4

When there is no allegation of limitation of this activity, or the medical evidence

does not indicate limitations in a particular area and no limitation would be expected,

based on the nature of the illness and the rater's clinical experience.

5. CHECK BOX 5

When there is insufficient evidence and either a problem in this aspect of work

function has been alleged, the evidence suggests a problem, or the MC's clinical

judgment suggests the likelihood of a problem.

NOTE: Absence of a rating (i.e., checking blocks 1, 2, or 3) for one or more items in a

subsection in section I does not automatically preclude a narrative RFC statement for

that subsection. Other items in the subsection may be ratable and may indicate such a

level of functional loss that the disability examiner can conclude that the individual's

capacity for work is severely compromised, in spite of the absence of a rating for other

items.

Discussion with the disability examiner will resolve whether additional information about a

subsection is necessary for a useful assessment of mental RFC.

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-118

DI 24510.064 Completion of Section II of SSA-4734-F4-SUP - Remarks

A. Introduction

This section is for the identification of any deficiencies of evidence, the type of

evidence needed, and any recommendations of the source(s) from which the evidence

is to be obtained.

B. Operating Procedure

1. BOX 5 IS CHECKED

a. When box 5 is checked for several items within a subsection, consider the

possibility that the record is inadequate to permit an RFC statement for that

subsection.

b. When this is the case, do not write a functional assessment for that

subsection in section III. Instead, write a rationale in section II , explaining why

the narrative assessment is missing for that subsection.

2. ADDITIONAL MEDICAL DEVELOPMENT

a. Current evidence is insufficient.

When the evidence in file is insufficient to permit the MC to make

assessments of critical mental functional capacities, the MC will record the

medical development to be undertaken in section II of the SSA-4734-F4-SUP.

NOTE: In addition to permitting new judgments on items that were not initially

ratable, the new evidence may cause the MC to reconsider judgments on

other items.

b. Additional evidence Obtained.

o When additional medical evidence is obtained, a new SSA-4734-F4-

SUP must be prepared to replace the preliminary SSA-4734-F4-SUP.

o The new, signed SSA-4734-F4-SUP is to be filed on the left side of the

folder.

o Clearly mark the preliminary SSA-4734-F4-SUP “PRELIMINARY ONLY”

on the first page, then file on the right side of the folder.

o Do not file preliminary SSA-4734-F4-SUP's on the left side of the folder.

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-119

DI 24510.065 Section III of SSA-4734-F4-SUP - Functional Capacity Assessment

A. INTRODUCTION

Section III is for recording the formal narrative mental RFC assessment and provides

for the MC to prepare a narrative statement for each of the subsections (A through D)

in section I.

B. OPERATING PROCEDURE

In preparing the formal narrative statement, the MC is to address each of the four

mental categories (Understanding and Memory, Concentration and Persistence, Social

Interaction, and Adaptation) by:

 Identifying each mental category in turn; and

 Providing a narrative discussion of the individual's capacities and limitations.

1. Writing the Narrative Statement

a. Identify the subsection (e.g., Understanding and Memory), then discuss the

functions that the individual has demonstrated that he/she can do, as well as

any limitations of those functions.

o Describe, in detail, the mental capacities, limitations, and any other

information that is important in the comprehensive expression of mental

RFC.

o Indicate the extent to which the individual could be expected to perform

and sustain the activity.

o Include any additional information or consideration that is necessary to

give a clear description of the individual's mental functional capacity.

Examples:

o The claimant can understand, remember, and carry out a two-step

command involving simple instructions.

o The claimant can understand complex instructions but can only recall at a

span of two-step commands. The claimant, therefore, would be limited to

this span.

o The claimant can understand and remember a four-step command, but

the disruption of executive functions is such that he can carry out only a

single step before confusing the order.

b. Record conclusions of functional capacity provided by examining physicians

that are appropriate and consistent with the documented medical and

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-120

nonmedical evidence, along with the supporting findings. (See DI

24510.030C(III).)

c. Confine discussion to the effects of the impairment(s) on function.

d. Include no severity ratings or nonspecific qualifying terms (e.g., moderate,

moderately severe) to describe limitations. Such terms do not describe function

and do not usefully convey the extent of capacity limitation.

e. Offer no opinion as to whether the individual is disabled or whether the

individual can or might perform or qualify for levels of work (e.g., unskilled) or

specific jobs (e.g., truck driver).

2. Signature and Date

a. After completing the narrative statement in section III, sign and date the SSA-

4734-F4-SUP in the spaces provided.

b. The MC's name is to be typed or stamped below the signature.

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-121

Appendix C – 9

Mental Cognitive Roundtable –

Mental Residual Functional Capacity Assessment Form

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-122

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-123

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-124

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-125

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-126

This page is intentionally blank.

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-127

Appendix D

First Mental Cognitive Subcommittee Presentation

Cognitive Asessment for the

Determination of Mental

Residual Functional Capacity

David J. Schretlen, PhD

OIDAP Meeting

April 29, 2009

Abstract/

Hypothetical

Specific/

Observable/Verifiable

Use Swiss-

hole

micrometer

to adjust

drill press

Use

Swiss-

hole

micrometer

adjust

bottling

machine

Carry heavy

Objects

(51-100lbs.)

by hand for

< 50 feet

Hand-

Held

Tools

Carry

bricks

and mortar

to masons

scaffolding

using hod

Sit for

long

periods

Use tape

measure

lumber

to be

milled

Mechanical

Activities

Things

Carry

Lift

Physical

What is

923 / 27

What is

103 / 12

< 10

lbs

Managing

Emotions

“Turn the

other

cheek”

provoked

at work?

Data People

“Can you…”

“Does the job require you to…”

Use displays,

gauges, meters,

measuring

instruments

Physical and

Mechanical

Activities

Use sight

and visual

information

Getting

Information

Workers directly

involved in

machine

operations

Communicating

With People

Inside the

Organization

Delegate

job activities

to clerical

workers

Mathe-

matical

Reasoning

Dynamic

Strength

Organizing,

Planning,

Prioritizing

Addition

lbs

100

lbs

Division

Perceiving

Emotions

Justify

taking

revenge if

you were

strongly

slighted?

See small

details of

objects

Unload

70 pound

bags of

salt and

empty into

water

treatment

system

Visually

inspect

newly cut

diamonds

for flaws

without

magnifica-

tion aids

Mental/

Cognitive

Interpersonal/

Temperaments

Color

Discrimi-

nation

Written

Compre-

hension

Emotional

Intelli-

gence

Person-Side Job-Side

3 digit

by 2 digit

remainder

2 digit

by 1digit,

remainder

Repeat-

edly

Occasion-

ally

Physical

Demands

Level

Use

Other

Senses

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-128

Abstract/

Hypothetical

Specific/

Observable/Verifiable

Use Swiss-

hole

micrometer

to adjust

drill press

Use

Swiss-

hole

micrometer

adjust

bottling

machine

Carry heavy

Objects

(51-100lbs.)

by hand for

< 50 feet

Hand-

Held

Tools

Carry

bricks

and mortar

to masons

scaffolding

using hod

Sit for

long

periods

Use tape

measure

lumber

to be

milled

Mechanical

Activities

Things

Carry

Lift

Physical

What is

923 / 27

What is

103 / 12

< 10

lbs

Managing

Emotions

“Turn the

other

cheek”

provoked

at work?

Data People

“Can you…”

“Does the job require you to…”

Use displays,

gauges, meters,

measuring

instruments

Physical and

Mechanical

Activities

Use sight

and visual

information

Getting

Information

Workers directly

involved in

machine

operations

Communicating

With People

Inside the

Organization

Delegate

job activities

to clerical

workers

Mathe-

matical

Reasoning

Dynamic

Strength

Organizing,

Planning,

Prioritizing

Addition

lbs

100

lbs

Division

Perceiving

Emotions

Justify

taking

revenge if

you were

strongly

slighted?

See small

details of

objects

Unload

70 pound

bags of

salt and

empty into

water

treatment

system

Visually

inspect

newly cut

diamonds

for flaws

without

magnifica-

tion aids

Mental/

Cognitive

Interpersonal/

Temperaments

Color

Discrimi-

nation

Written

Compre-

hension

Emotional

Intelli-

gence

Person-Side Job-Side

3 digit

by 2 digit

remainder

2 digit

by 1digit,

remainder

Repeat-

edly

Occasion-

ally

Physical

Demands

Level

Use

Other

Senses

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-129

Mental/Cognitive

• Individual differences in cognitive test performance predict

occupational attainment in healthy and clinical populations

• Often predicts work outcome better than primary symptom

severity (eg, TBI, MS, Schizophrenia, etc.)

• This makes cognitive function a “final common pathway” of

work disability in many diseases and conditions

• Thus, it is essential to include cognition in mental RFC

• Two ways to approach this

– Performance-based measures (IQ, memory, attention testing)

– Ratings (self- or informant-repot)

We must first decide what

abilities to assess before we

decide how to assess them

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-130

Clinical approach: A view from the

the perspective of what goes wrong

Domain affected Disease/condition Manifestation

Intelligence Fragile X Intellectual disability

Language Stroke Aphasia

Attention Traumatic brain injury Distractibility/ADD

Learning/memory Korsakoff Amnesia

Processing speed Parkinson Bradyphrenia/bradykinesia

Visual-spatial abilities Lewy body Agnosia

Executive functioning Schizophrenia Dysexecutive & abulia

Arithmetical abilities Developmental Acalculia

Skilled movement Brain tumor Apraxia

Wakefulness Narcolepsy Drowsiness

Psychometric approach: A view from the

perspective of factor analyses

• EFA (exploratory factor analysis) is used to elucidate an

underlying factor structure

• CFA (confirmatory factor analysis) is used to test a priori

hypotheses

– Based on a conceptual model or previous findings

– Evaluate a model and compare it to specific alternatives

– Test how well hypothesized models fit the observed data

• Compare “nested” models (in which some models combine factors from

preceding ones)

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-131

FACTOR ANALYSES

CFA: Confirmatory Factor Analysis, EFA: Exploratory factor analysis, BCPA: block principal component analysis, RCA: Reliable

Components Analysis, PCA: Prin Components Analysis; SCFA: Single Confirmatory Factor Analysis, PAF: Prin Axis Factoring

HEALTHY SAMPLES Sample / Tests in Domain Analysis # Vars # Factors

Gomez et al., 2006

521 Spanish-speaking Normal Control EFA 27 6

1. Attentional-executive category formation test, visual search, semantic verbal fluency, phonological verbal fluency, design fluency

2. Contextual-exec memory LMI, LMD, Verbal paired associates Immediate, & Delayed, motor functions

3. Verbal memory word list encoding, free recall, cued recall, recognition

4. Sustained attention time orientation, digit detection, mental control, faces immediate, faces delayed recall

5. Atten - working memory digit span forward, & backward, spatial span forward, & backward

6. Orientation place orientation, person orientation

Tulsky et al., 2003

1,250 Normal Control (healthy adults aged 16 - 89) CFA 26 6

1. Verbal comprehension Vocabulary, Information, Similarities, Comprehension (Verbal Comp of WAIS-III)

2. Perceptual organization Matrix Reasoning, Block Design, Picture Completion (WAIS-III) Picture Arrangement (WMS-III)

3. Auditory memory Logical Mem I, Logical Mem II, Verbal Paired I, Verbal Paired II, Word List I, Word List II

4. Visual memory Faces I, Faces II, Family Picture I, Family Pictures II, Visual Reproduction I, Visual Reproduction II

5. Working memory Letter Number Sequencing, Digit Span, Arithmetic, Spatial Span

6. Processing speed Symbol Search, Digit Symbol

Rowe et al., 2007

1,316 Normal Controls (mean age = 33, range 6-16) PCA 19 7

1. Info processing & speed Verbal Interference Test Part I, and II, Switching of Attention Test Parts I, and II, Choice Reaction Time test

2. Verbal memory Verbal Learning and Recall Test: delayed, recognition, immediate recall

3. Viligance/sustained atten CPT Reaction Time, CPT Errors

4. Working memory Digit Span forward, Digit Span backward, Span of Visual Memory Test

5. Sensori-motor function average pause between taps on tapping test for dominant and non-dominant hands

6. Verbal processing Letter Fluency, Category Fluency

7. Executive function Maze complettion time, Maze overrun errors, Span of Visual Memory Test

Salthouse, 1998

Three healthy groups: children (age 5-17) n = 3,155 ; college students (age 18-22) n = 735; nonstudents (age 18-94) n = 1580

1. General higher-order factor

concept formation, calculation, app probs, science, social studies, humanities, incomplete words, visual closure, sound blending,

memory for names, Visual-Auditory learning, memory for sentances, memory for words, visual matching, cross out SCFA 16 1

Colom et al., 2009

1. g (General Intelligence) Adv Progressive Matrices (APM), Induct reason (PMA-R), abs reason (DAT-AR), vocab (PMA-V), verbal reason (DAT-VR)

1. Gf (fluid intelligence) Advanced Progressive Matrices (APM), Inductive reasoning subtest (PMA-R), abstract reasoning (DAT-AR)

2. Gc (crystallized intelligence) vocabulary (PMA-V), verbal reasoning (DAT-VR), numerical reasoning (DAT-NR)

3. Gv (verbal intelligence) Solid Figures, mental rotation (PMA-S), spatial relations (DAT-SR)

Visser et al., 2006

200 Normal Controls (age range = 17-66, M = 22.7 (6.1))

1. g (General intelligence) Nec Arith Operations, Diagramming Relationships, Opposites, Paper Folding, Social Translations, Vocab, Map Planning, PAF 15 1

Subtraction and Multiplication, Consistency, Cartoon Predictions, Stork Stand, Mark Making, Tonal Accuracy

MIXED/MULTIPLE GRPS

Dickinson et al., 2004

97 Schizophrenia & 87 Normal Conrols

1. Common Factor Vocab, Sim, Info, PC, BD, MR, LNS, Spatial Span, DSym, Sym Search, LM I, LM II, VP I, VP II, Fac Rec I, II, Famly Pict I, II SCFA 18 1

Dickinson et al., 2006

157 Normal Control CFA 17 6

148 Schizophrenia CFA 17 6

1. Verbal comprehension Vocab (WAIS-R), Visual Naming (MAE)

2. Perceptual organization Block Design (WAIS-R), Line Orientation (Benton)

3. Verbal learning/memory Trials 1-5 & Delayed Free Recall (CVLT), Logical Mem immediate & delayed (WMS-R)

4. Visual learning/memory Figural Memory immediate & delayed (WMS-R)

5. Info processing speed Symbol Cancellation Test, Trls A, Animal Naming (BDAE)

6. Exec/Working memory Digit Span (WAIS-R), Trls B, Categories & Persev. Erros (WCST)

Genderson et al., 2007

125 NC (-5 due to kurtosis) CFA* 21 7

162 probands (-5 due to kurtosis) CFA* 21 7

94 SZ (-5 due to kurtosis) CFA* 21 7

382 full sample (-15 due to kurtosis) CFA* 21 7

1. Speed Trls A, Trls B, Let. Fluency, Cat. Fluency

2. Target detection CPT distraction, CPT viligance, Zero-back

3. N back updating/ exec One Back, Two Back, Three Back

4. Verbal episodic memory CVLT Trails 1-5, WM Log Memory, WM Pair Assoc I, Pair Assoc II

5. Visual processing/memory WM Visual Reprod I, Visual Reprod II, Benton Line,

6. WCST executive function WCST Persev Errors, WCST Categories

7. Digit span WMSR Forward, WMSR Backward

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-132

Gladsjo et al., 2004

209 Psychotic Disorder CFA 21 6

131 Normal Control CFA 21 6

1. Verbal crystalized WAIS-R Vocab, Info, Similarities; Boston Naming

2. Attention/working mem WAIS-R Arith, Digit Span

3. Verbal episodic CVLT Monday Total, Story Learning, CVLT Long-Deay Free Recall

4. Speed of info processing WAIS-R Digit Symbol, Trls A, Trls B, GPB, Digit Viligance, Let. Fluency

5. Visual episodic Figure Learning, Figure Delay

6. Reasoning/problem solving Block Design, Category, WCST

Johnson et al., 2009

191 Normal Controls ( mean age = 75) CFA 12 4

115 autopsy confirmed AD (mean age = 80) CFA 12 4

1. General (all measures) ** all of the tests are included in this factor

2. Verbal memory Information, Paired Associates Learning, BNT, Logical Memory

3. Visuospatial BVRT (Benton Visual Rec. Test), Digit Symbol, Trls A, Block Design

4. Working memory Word Fluency, Mental Control, Digit Span Backward, Digit Span Forward

Schretlen et al., 2009

340 Normal Control CFA 15 6

126 Bipolar Disorder CFA 15 6

110 Schizophrenia CFA 15 6

1. Attention BTA-L, BTA-N, CPT-II

2. Speed TMT-A, TMT-B, GPT

3. Fluency Letter, Category, Design

4. Visual memory BVMT 1-3, BVMT Del

5. Verbal memory HVLT 1-3, HVLT Del

6. Executive function WCST Cat, WCST Err

Siedlecki et al., 2008

322 Normal Control CFA 15 5

878 Questionable Dementia CFA 15 5

639 Alzheimer Disease CFA 15 5

1. Processing speed Shape Time (shapes) and TMX Time (letters) of Cancellation Task

2. Memory SRT (Selective Reminding Task) Total Recall, Delayed Recall, Delayed Recog, BVRT (Benton Visual) Recog

3. Language Naming (BNT), Repitition, Comprehension, Letter Fluency, Category Fluency

4. Reasoning visual/spatial WAIS Similarities, Identities/Oddities (MDRS), Rosen (drawing test), BVRT Matching (Benton Visual)

5. Attention TMX Omits (Letters)& Shape Omits of Cancellation Test,

CLINICAL SAMPLES

Frazier et al., 2004

1,364 mixed patient sample RCA 21 4

1. Memory WMS-III Auditory Immediate, Visual Immediate, Auditory Delayed, Visual Delayed, Auditory Recognition

2. Visual motor Trls A, Trls B, WAIS-III PSI, WAIS-III POI, Finger Tapping Dominant, Finger Tapping Non-Dominant, GBP Dom, GPB Ndom

3. Language WAIS-III VCI, WAIS-III POI, WRAT-3 Reading, BNT, Verbal Fluency

4. Executive WCST Perseverative Errors, WCST Categories

Friis et al., 2002

219 Schizophrenia EFA 17 5

1. Working memory

Controlled Oral Word Association Task (COWA), Digit Span w/distractor, Digit Span w/out distractor (Digit Span

Distractability Test), CPT hits

2. Executive function WCST Categories, WCST Perseverative Responses, WCST # attempts to first category

3. Verbal learning CVLT immediate recall, CVLT delayed free recall, CVLT errors

4. Impulsivity CPT false alarms (comissions), CPT Reation Time

5. Motor speed Finger Tapping

Jaeger et al., 2003

156 Schizophrenia BPCA 44 6

1. Attention Concen Endurance (Letters -Errors), Stroop-Words, Stroop-Colors, Trls A, WMS-R Visual Mem, WAIS-R Digit Symbol

2. Working memory

Concentration Endurance Test (Fluctuation), WAIS-R DS Forward, Letter Number Span # Correct, Longest, WAIS-R Arith,

WAIS-R DS Backward, LMI

3. Ideational fluency + WCST persev. Ruff Fugural Fluency- Unique Designs, COWAT, Animal Naming, WCST Per Errors

4. Learning WMS-R LM I, LM II, WMS-R Verbal Paired I, Verbal Paired II, WMS-R VR I, VR II, WMS-R Visual Paired I, Visual Paired II

5. Verbal knowledge WAIS-R Vocab, Info, Comp, Similarities

6. Non-Verbal function WMS-R VR I, VR II, WAIS-R Block Design, Object Assembly, Pict Comp, Pict Arrangement

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-133

Czobor et al., 2007

185 Schizophrenia, 65 Schizoaffective EFA 29 6

155 Bipolar Disorder EFA, CFA 29 6

1. Attention Concentration Endurance Test (Letters -Errors), Stroop-Words, Stroop-Colors, Trls A, WAIS-R Digit Symbol

2. Working memory Concen Endurance (Fluctuation), WMS-R DS Forward, Letter Number Span , WAIS-R Arith, WAIS-R DS Backward, LMI

3. Ideational fluency + WCST persev. Ruff Fugural Fluency- Unique Designs, COWAT, Animal Naming

4. Learning WMS-R Verbal Paired I, Verbal Paired II, WMS-R Visual Paired I, Visual Paired II

5. Verbal knowledge WAIS-R Vocab, Info, Comp, Similarities

6. Non-Verbal function WAIS-R Block Design, Pict Comp, Pict Arrangement

Keefe et al., 2006

1,493 Schizophrenia (includes medical and substance abuse comorbidities) PCA 24 5

1. Processing speed COWAT, Category instance, GPB, WAIS-R Digit Symbol

2. Reasoning WCST (Perseverative errors & categories)

3. Verbal memory HVLT (total recall)

4. Working memory Computerized test of visuospatial working memory, letter-number sequencing (# correct)

5. Viligance CPT (d-prime)

Williams et al., 2008

*verified factor structure found in Rowe et al. (2007)

56 First Episode Schizophrenia (mean age = 20) PCA 19 7

1. Information processing & speed Verbal Interference Test Part I, and II, Switching of Attention Test Parts I, and II, Choice Reaction Time test

2. Verbal memory Verbal Learning and Recall Test: delayed, recognition, immediate recall

3. Viligance/sustained attention CPT Reaction Time, CPT Errors

4. Working memory capacity Digit Span forward, Digit Span backward, Span of Visual Memory Test

5. Sensori-motor function average pause between taps on tapping test for dominant and non-dominant hands

6. Verbal processing Letter Fluency, Category Fluency

7. Executive function Maze complettion time, Maze overrun errors, Span of Visual Memory Test

General Findings

• Several models of latent cognitive structure have found

empirical support in one or more population

– A few have been replicated in multiple samples

– And a few have been confirmed by CFA

• The measures included in an assessment strongly affect the

nature of the latent cognitive model that is found

• Three “levels” of model complexity deserve particular

attention

– Single factor model: General cognitive ability (g)

– Two-factor models: Crystallized and fluid abilities (Gc & Gf)

– Multiple-factor models: Multiple cognitive domains

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-134

Lumping vs. splitting

• A single summary measure of impairment or cognitive RFC

ability has advantages

– It is easily understood

– More reliably measured than specific cognitive domains

– Separate factors share common variance anyway

– Summary measures correlate best with most outcomes

• Multiple factors have advantages too

– No theoretical cognitive construct maps onto a summary

impairment index

– Summary scores might mask specific impairments or aspects of

RFC that preclude or support employability

– Scores for multiple measures are no harder to understand than a

single summary score

One-Factor Model: g

• Hundreds of studies document the existence of a single

general mental ability, g, on which individuals differ

• g is a construct

– That is not directly observable

– Determined by genetic and environmental factors

• Arises from fact that performances on all cognitive tasks are

positively correlated

– All cognitive tests measure g (to varying degrees)

– Thus, g is not tied to any specific test content such as words,

numbers, or geometric patterns

– Nor is g bound to any sex, age, or cultural group

• The g component of tests accounts for most of their

predictive power

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-135

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-136

Some Implications & Questions

• 25% of workers fall below 1

quartile

• What point in the distribution of

incumbents’ scores defines insufficient

RFC to meet job demands?

– 25

%ile, 2

%ile

• How “well” must a disability applicant be

able to perform a job in order to be not

disabled?

– Poor employees are the first laid off

– Job placement vs. job maintenance

• What is “fair” to non-disabled workers?

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-137

Comment

• The single-factor g model has advantages

– It is parsimonious

– g is well documented and highly defensible

– We can measure it reliably in many languages

– Individual differences in g are robust, easily assessed, and strongly

predictive of occupational attainment, work performance, and

income in normal, healthy persons

– We can obtain a reasonable estimate of g in a few minutes, using

such instruments as the Wonderlic Personnel Test

• It also has limitations

– Lacks sensitivity to many types of brain dysfunction

– Does not capture more circumscribed cognitive deficits

– Thus, might not measure residual functional capacity very well

Two-Factor Model

• Many studies distinguish between highly over-learned skills or

knowledge (Crystallized abilities or Gc) and current, online

information processing (Fluid abilities or Gf)

– Gc: vocabulary, fund of information, mathematical ability

– Gf: novel problem solving, reasoning, speed of processing

– Gc grows rapidly in childhood, and more slowly in adulthood, and

then declines in very late life

– Gf grows rapidly in childhood, peaks around age 20, and then declines

throughout adulthood

– Gc is more affected than Gf by education

– Gf is more sensitive than Gc to brain dysfunction

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-138

Application of a

Two-Factor Model

MSE-TV in SSDI/SSI Beneficiaries

Variable

ABC Full Sample

(n = 234)

ABC Matched

Sample (n = 139)

SSA Sample

(n = 139)

Age (years) 54 + 17 43 + 13 41 + 11

Sex (M:F%) 44:56 42:58 45:55

Race (W:B:O%) 79:18:2 68:29:3 26:64:5

Educ. (years) 14 + 3 14 + 3 N/A

MMSE 28 + 2 28 + 2 24 + 4

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-139

PCA with Varimax Rotation Factor Loadings for

ABC and SSA Samples

Question

Factor 1

General Ability

Factor 2

Learning/Memory

Factor 3

Orientation

ABC SSA ABC SSA ABC SSA

Orientation

.93 .99

Word recall (1)

.75 .84

Word recall (2)

.83 .86

Serial 7’s

.77 .79

Opposites

.68 .80

Arithmetic

.60 .80

Information

.73 .69

Word recall (3)

.82 .78

Correlations of MSE-TV Scores with Other

Cognitive Measures

Variable

MSE-TV

Total

MMSE

Total

Factor 1

General

Ability

Factor 2

Learning &

Memory

Factor 3

Temporal

Orientation

WAIS-R Sum SS

0.63** 0.53** 0.66** 0.42** 0.02

NART IQ

0.58** 0.37** 0.69** 0.32** 0.03

HVLT Learning

0.48** 0.30** 0.27** 0.50** 0.05

HVLT Delay

0.44** 0.27** 0.27** 0.45** 0.13

BVMT Learning

0.44** 0.33** 0.27** 0.40** 0.06

BVMT Delay

0.35** 0.33** 0.21** 0.40** 0.07

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-140

Group Differences in MSE-TV Scores

MSE-TV

Variable

Healthy

Controls

(N = 139)

Affective

Disorder

(N = 59)

Schizophrenia

Spectrum

(N = 36)

Cognitive

Disorder

(N = 18)

Mental

Retardation

(N = 20)

Total

39.0 + 5.5

31.4 + 7.5

29.2 + 5.8

27.1 + 6.6

20.8 + 6.4

Factor 1

14.5 + 3.2

10.9 + 4.4

10.8 + 3.5

8.9 + 4.5

4.7 + 3.0

Factor 2

20.6 + 3.4

16.5 + 3.9

14.5 + 3.8

14.2 + 4.0

12.2 + 4.5

Factor 3

3.9 + 0.3 4.0 + 0.0 3.9 + 0.4 3.9 + 0.2 4.0 + 0.2

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-141

Comment on Two-Factor Models

• Allow for slightly more fine-grained assessment of cognitive

functioning and impairments

• Gc reflects over-learned “premorbid” verbal abilities that are

relatively in

sensitive to aging and brain dysfunction

• Gf reflects current nonverbal problem solving abilities that

are sensitive to age and brain dysfunction

• These two factors can be combined into one

Multiple-Factor Models

• Several multiple-factor models emerged from our (selective)

review of the literature

• The most robust and well-replicated factors include

– General mental ability (g)

– Verbal learning and memory

– Processing speed

• Somewhat less clear (in terms of independence)

– Working memory

– Attention/concentration

– Executive functioning

– Ideational fluency

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-142

Johns Hopkins Confirmatory Factor

Analysis in Three Populations

• Determine whether the same hypothesized latent factors

would characterize cognitive functioning in three groups

• Test hypothesized model against specific alternatives

• Hypothesized model based on previous study (Schretlen et al,

2007)

Participants and Method

(n = 340)

(n=110)

(n=126)

Statistic p

Age (years)

54 ± 19 40 ± 11 42 ± 11

(2,571)

=44.1 <.001

Sex (male, %) 44 70 40

(2)

= 28.2

<.001

Race (w:b:o %) 79:18:3 39:55:6 55:40:5

(4)

= 68.9

<.001

Education (years)

14 ± 3 12 ± 2 14 ± 3

(2,571)

=19.5 <.001

Est. premorbid IQ

105 ± 10 97 ± 11 103 ± 12

(2,,571)

=23.3 <.001

Recruited 576 participants, including 340 reasonably healthy adults

(NC), 110 relatively stable individuals with schizophrenia (SZ), and 126

relatively stable persons with bipolar disorder (BD).

All participants underwent cognitive testing.

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-143

Clinical Characteristics of the Patients

(n=110)

(n=126)

Statistic p

Age at onset , years

23 ± 7 25 ± 9 t

(212)

= −1.8

.064

Illness duration, years

17 ± 11 18 ± 11 t

(212)

= -0.6

.519

# Hospitalizations

5.0 ± 5.6 3.7 ± 5.1 t

(210)

=1.8

.066

SANS (sum)

8.9 ± 5.5 1.8 ± 2.4 t

(193)

=8.6

.001

SAPS (sum)

4.7 ± 3.8 1.0 ± 1.8 t

(191)

= 11.9

.001

Typical antipsychotic (%) 34 5

(1)

= 14.7

.001

Atypical antipsychotic (%) 74 47

(1)

= 13.9

.001

Antidepressant (%) 23 48

(1)

= 12.0

.002

Lithium (%) 4 56

(1)

= 58.6

.001

Anticonvulsant (%) 12 44

(1)

= 23.7

.001

Competing Models

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-144

Six-Factor Model

Factor Measures

Psychomotor Speed TMT-A, TMT-B, and GPT (mean of both hands)

Attention BTA-L, BTA-N, and CPT Hit RTse

Ideational Fluency Letter, Category, and Design Fluency

Verbal Memory HVLT-R Learning and delayed recall

Visual Memory BVMT-R Learning and delayed recall

Executive Function mWCST category sorts and errors

Six-Factor Model with TMT-B on EF

Factors Measures

Psychomotor Speed TMT-A and GPT (mean of both hands)

Attention BTA-L, BTA-N, and CPT Hit RTse

Ideational Fluency Letter, Category, and Design Fluency

Verbal Memory HVLT-R Learning and delayed recall

Visual Memory BVMT-R Learning and delayed recall

Executive Function TMT-B, mWCST categories and errors

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-145

Five-Factor “Speed” Model

Factors Measures

Psychomotor Speed TMT-A, TMT-B, GPT, Letter, Category, and Design

Attention BTA-L, BTA-N and CPT Hit RTse

Verbal Memory HVLT-R Learning and delayed recall

Visual Memory BVMT-R Learning and delayed recall

Executive Function mWCST category sorts and errors

Five-Factor “Memory” Model

Factors Measures

Psychomotor Speed TMT-A, TMT-B and GPT (mean of both hands)

Attention BTA-L, BTA-N and CPT Hit RTse

Ideational Fluency Letter, Category, and Design Fluency

Memory HVLT-R and BVMT-R learning and delayed recall

Executive Function Wcst categories and Wcst errors

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-146

Four-Factor Model

Factors Measures

Psychomotor Speed TMT-A, TMT-B, GPT, Letter, Category, and Design

Attention BTA-L, BTA-N and CPT Hit RTse

Memory HVLT-R and BVMT-R learning and delayed recall

Executive Function mWCST category sorts and errors

One-Factor Model

Factors Measures

General Cognition All measures

Evaluating CFA Results

Statistic Name Recommended Values

/df Chi-square/df < 3 is a good fit

RMSEA

Root mean square error of

approximation

< 0.05 is a very good fit

< 0.08 is a reasonable fit

NNFI Non-normed fit index

> 0.95 is a close fit

> 0.90 is a good fit

CFI Comparative fit index

> 0.95 is a close fit

> 0.90 is a good fit

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-147

CFA Results: Six-Factor Models

Group χ

/df RMSEA NNFI

CFI

Combined 2.50

0.051

0.99 0.99

NC 1.79

0.048

0.98 0.99

BD 1.63

0.071

0.96 0.97

SZ 1.40

0.060

0.98 0.98

Six-Factor Model

Group χ

/df RMSEA NNFI

CFI

Combined

4.92 0.083 0.95 0.96

3.44 0.085 0.93 0.95

1.93 0.087 0.94 0.95

2.03 0.097 0.92 0.94

Six-Factor Model

with TMT-B in EF

CFA Results: Five-Factor Models

Group χ

/df RMSEA NNFI

CFI

Combined

4.75 0.081 0.96 0.97

3.38 0.084 0.95 0.96

1.82 0.081 0.95 0.96

1.54 0.071 0.96 0.97

Five-Factor “Speed”

Model

Group χ

/df RMSEA NNFI

CFI

Combined

10.16 0.126 0.89 0.92

4.41 0.100 0.91 0.93

2.59 0.112 0.87 0.90

2.68 0.124 0.89 0.91

Five-Factor “Memory”

Model

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-148

CFA Results: Remaining Models

Group χ

/df RMSEA NNFI

CFI

Combined

11.01 0.132 0.90 0.92

5.69 0.117 0.89 0.91

2.75 0.118 0.87 0.89

2.76 0.127 0.88 0.91

Four-Factor Model

Group χ

/df RMSEA NNFI

CFI

Combined

18.89 0.176 0.76 0.80

12.15 0.181 0.70 0.74

3.95 0.165 0.78 0.81

4.65 0.171 0.72 0.76

One-Factor (g) Model

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-149

Comment

• In this CFA, the hypothesized six-factor model showed a good

to excellent fit by all evaluative measures

• Other hypothesized models did not fit the data as well

• However, another ensemble of tests almost certainly would

yield a different “optimal” solution

• Therefore, the question of whether to assess mental RFC using

a multi-factor model probably should precede the selection of

which domains to assess

– My personal recommendation is to assess 3–6 domains

Other Big Issues

• Shall we use performance-based measures or informant

rating scales, or both?

– And who should administer them? Change models?

• How shall we validate decision criteria?

– I know of no existing data defining disability “thresholds”

• Shall we use available measures or create a proprietary set

that SSA creates, standardizes, and updates?

– This would be my recommendation for many reasons

– Existing tests become obsolete, raise royalty issues

• There is a theme: The need to design and conduct a couple

studies

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-150

References

Colom R, R.J. H, Alvarez-Linera J, et al.: Gray matter correlates of fluid, crystalized, and spatial

intelligence: Testing the P-FIT model. Intelligence 37:124-135, 2009.

Czobor P, Jaeger J, Berns SM, et al.: Neuropsychological symptom dimensions in bipolar disorder

and schizophrenia. Bipolar Disord 9:71-92, 2007.

Dickinson D, Iannone VN, Wilk CM, et al.: General and specific cognitive deficits in schizophrenia.

Biol Psychiatry 55:826-833, 2004.

Dickinson D, Ragland JD, Calkins ME, et al.: A comparison of cognitive structure in schizophrenia

patients and healthy controls using confirmatory factor analysis. Schizophr Res 85:20-29, 2006.

Frazier TW, Youngstrom EA, Chelune GJ, et al.: Increasing the reliability of ipsative interpretations

in neuropsychology: a comparison of reliable components analysis and other factor analytic

methods. J Int Neuropsychol Soc 10:578-589, 2004.

Friis S, Sundet K, Rund BR, et al.: Neurocognitive dimensions characterising patients with first-

episode psychosis. Br J Psychiatry Suppl 43:s85-90, 2002.

Genderson MR, Dickinson D, Diaz-Asper CM, et al.: Factor analysis of neurocognitive tests in a

large sample of schizophrenic probands, their siblings, and healthy controls. Schizophr Res

94:231-239, 2007.

Gladsjo JA, McAdams LA, Palmer BW, et al.: A six-factor model of cognition in schizophrenia and

related psychotic disorders: relationships with clinical symptoms and functional capacity. Schizophr

Bull 30:739-754, 2004.

Gomez-Perez E, Ostrosky-Solis F: Attention and Memory Evaluation Across the Life Span:

Heterogeneous Effects of Age and Education. Journal of Clinical and Experimental

Neuropsychology 28:477-494, 2006.

Jaeger J, Czobor P, Berns SM: Basic neuropsychological dimensions in schizophrenia.

Schizophr Res 65:105-116, 2003.

Johnson DK, Storandt M, Morris JC, et al.: Cognitive profiles in dementia: Alzheimer disease vs

healthy brain aging. Neurology 71:1783-1789, 2008.

Jones JJS, van Schaik P, Witts P: A factor analysis of the Wechsler Adult Intelligence Scale 3rd

Edition (WAIS-III) in a low IQ sample. British Journal of Clinical Psychology 45:145-152, 2006.

Keefe RS, Bilder RM, Harvey PD, et al.: Baseline neurocognitive deficits in the CATIE

schizophrenia trial. Neuropsychopharmacology 31:2033-2046, 2006.

Rowe DL, Cooper NJ, Liddell BJ, et al.: Brain structure and function correlates of general and

social cognition. J Integr Neurosci 6:35-74, 2007.

Salthouse TA: Independence of age-related influences on cognitive abilities across the life span.

Dev Psychol 34:851-864, 1998.

Siedlecki KL, Honig LS, Stern Y: Exploring the structure of a neuropsychological battery across

healthy elders and those with questionable dementia and Alzheimer's disease. Neuropsychology

22:400-411, 2008.

Tulsky DS, Price LR: The joint WAIS-III and WMS-III factor structure: Development and cross-

validation of a six-factor model of cognitive functioning. Psychological Assessment 15:149-162,

2003.

Visser BA, Ashton MC, Vernon PA: Beyond g: Putting multiple intelligences theory to the test.

Intelligence 34:487-502, 2006.

Williams LM, Whitford TJ, Flynn G, et al.: General and social cognition in first episode

schizophrenia: identification of separable factors and prediction of functional outcome using the

IntegNeuro test battery. Schizophr Res 99:182-191, 2008.

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-151

Appendix E

Second Mental Cognitive Subcommittee Presentation

Clinical Inference in the Assessment of

Mental Residual Functional Capacity

David J Schretlen, PhD, ABPP

OIDAP Panel Meeting

10 June 2009

Methods of Inference

1. Pathognomonic sign approach

2. Pattern analysis

3. Level of performance or deficit measurement

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-152

Pathognomonic Signs

• Characteristic of particular disease or condition

• High specificity

• Present vs. absent

• Often ignored questions

– How frequent are they in healthy individuals?

– How reliable are they?

• 10 physicians (5 neurologists & and 5 others)

• Examined both feet of 10 participants

– 9 w/ upper motor neuron lesions (8 unilateral; 1 bilateral)

– 1 w/ no upper motor neuron lesion

• Babinski present in

– 35 of 100 examinations of foot w/ UMN weakness (sensitivity)

– 23 of 99 examinations of foot w/o UMN weakness (specificity)

Neurology (2005)

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-153

Pathognomonic?

91-year-old Caucasian woman

14 years of educ (AA degree)

Excellent health

Rx: Floxin, vitamins

MMSE = 27/30

WAIS-R MOANS IQ = 109

Benton FRT = 22/27

WMS-R VR Immed. SS = 8

Jan. 2004: 68-year-old retired engineer with

reduced arm swing, bradyphrenia & stooped

posture. Diagnosed with atypical PD.

Apr. 2005: Returns for follow-up testing 2

months after CABG; thinks his memory has

declined slightly but PD is no worse

Jan. 2007: Returns & wife reports

visual hallucinations, thrashing in

sleep, & further memory  but his

PD is no worse and he still drives

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-154

Pathognomonic Signs: Limitations & Implications

• Are there any in clinical neuropsychology?

– Unclear if there are any for a specific disease or condition

• Might be more prevalent in normal population than commonly

thought

• Reliability is rarely assessed

• If we recommend that SSA rely on pathognomonic signs of

impairment, we should not assume that successful job

incumbents are free of such signs

Methods of Inference

1. Pathognomonic sign approach

2. Pattern analysis

3. Level of performance or deficit measurement

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-155

Pattern Analysis

• Recognizable gestalt of signs, symptoms, history,

laboratory findings, and test results

• Most elaborate approach to inference

• Best for patients with typical presentations

Empirical Basis of Pattern Analysis

• Considerable empirical support

– But much of it is pieced together from disparate studies

• Studies often involve discriminant function analyses

– Other designs have been used (eg, comparing AD and HD patients

on MMSE after matching for total score)

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-156



Derived 32 z-transformed test scores for 197 healthy Ss



Subtracted each person’s lowest z-score from his or her own

highest z-score to measure the “Maximum Difference” (MD)



Resulting MD scores ranged from 1.6 - 6.1 (M=3.4)



65% produced MD scores >3.0; 20% had MDs >4.0



Eliminating each persons’ single highest and lowest test scores

decreased their MDs, but 27% still produced MS values of 3.0

or greater

Intra-individual variability shown by 197 healthy adults

Maxmimum Discrepancy in SD Units

Percent of Cases

All Scores Hi/Lo Scores Excluded

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-157

Pattern Analysis: Limitations & Implications

• Applicability varies with typicality of patient

• Normal variation can be mistaken for meaningful patterns

• This approach probably mirrors the task of linking specific

residual functional capacities to job demands more closely

than the others

• It might be useful to think about linking specific RFCs to job

demands using such statistical methods as cluster analysis or

canonical correlation

Methods of Inference

1. Pathognomonic sign approach

2. Pattern analysis

3. Level of performance or deficit measurement

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-158

Level of Performance

• Often used to detect impairments or deficits

• But

, what is an impairment or deficit?

– Deficient ability compared to normal peers?

– Decline for individual (but normal for peers)?

Level of Performance: Deficit Measurement

• We infer ability from performance

– But factors other than disease (eg, effort) can uncouple them

– There is no one-to-one relationship between brain dysfunction and

abnormal test performance at any level

• But even if other factors do not uncouple them, what is an

abnormal level of performance?

• Thought experiment: Suppose we test the IQs of 1,000,000

perfectly healthy adults

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-159

Would the distribution look like this?

Probably not

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-160

More likely, the distribution would be shifted up

Consequently

• If a distribution of one million IQ test scores is shifted up

10 points, but remains Gaussian, then 4800 people will

still score below 70

• How do we understand normal, healthy people with IQs

below 70?

– Chance?

– Healthy but nonspecifically poor specimens?

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-161

Logical Conclusions

• Some of those who perform in the lowest 2% of the

distribution are normal

• Most of those who perform in the lowest 2% of the

distribution are impaired

• The probability of impairment increases with distance

below the population mean

Cutoff Scores

• Help decide whether performance is abnormal

• Often set at 2 sd below mean, but 1.5 and even 1 sd

below mean have been used

• If test scores are normally distributed, these cutoffs will

include 2.3% to 15.9% of normal individuals on any

single measure

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-162

Multiple Measures

• When a test battery includes multiple measures, the number

of normal healthy individuals who produce abnormal scores

increases

• So does the number of abnormal scores they produce

• Using multiple measures complicates the interpretation of

abnormal performance on test batteries

The binomial distribution can be used to predict how many abnormal

scores healthy persons will produce on batteries of various lengths

Number of Tests Administered

Cut-off 10 20 30

--1.0 SD .50 .84 .95

--1.5 SD .14 .40 .61

--2.0 SD .03 .08 .16

Probability of obtaining 2 or more “impaired” scores based

on selected cut-off criteria & number of tests administered

Ingraham & Aiken (1996)

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-163

• Participants

– 327 reasonably healthy adults without current psychiatric illness

or substance abuse/dependence

• Procedure

– Administered 25 cognitive measures; obtained T-scores

– Classified T-scores as normal or “abnormal” based on three

cutoffs: <40, <35, and <30

– Computed Cognitive Impairment Indices (CII) as the number of

abnormal scores each person produced

– Used both unadjusted and demographically adjusted scores

• We estimated how many individuals would produce 2 or more

abnormal scores using three T-score cutoffs

1. Based on binomial distribution (BN)

2. Based on Monte Carlo simulation (MC) using unadjusted T-scores

3. Based on Monte Carlo simulation (MC

adj

) using adjusted T-scores

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-164

Test/Measure

M ±SD

Mini-Mental State Exam

28.1 ±1.7

Grooved Pegboard Test

Dominant hand

Non-dom hand

80.4 ±28.1

90.5 ±34.7

Perceptual Comparison Test

64.5 ±16.4

Trail Making Test

Part A

Part B

34.9 ±17.0

95.0 ±69.4

Brief Test of Attention

15.4 ±3.7

Modified WCST

Category sorts

Perseverative errors

5.3 ±1.3

2.5 ±3.9

Verbal Fluency

Letters cued

Category cued

28.2 ±9.2

44.8 ±11.4

Boston Naming Test

28.2 ±2.6

Benton Facial Recognition

22.4 ±2.3

Test/Measure

M ±SD

Rey Complex Figure

31.3 ±4.3

Clock Drawing

9.5 ±0.8

Design Fluency Test

14.2 ±7.2

Wechsler Memory Scale

Logical Memory I

Logical Memory II

26.3 ±6.9

22.4 ±7.5

Hopkins Verbal Learning Test

Learning

Delayed recall

Delayed recognition

24.6 ±4.8

8.7 ±2.6

10.4 ±1.6

Brief Visuospatial Memory

Test

Learning

Delayed recall

Delayed recognition

22.2 ±7.5

8.7 ±2.7

5.6 ±0.7

Prospective Memory Test

0.6 ±0.7

25 Measure Battery

Predicted and observed percentages of participants who

produced 2 or more abnormal test scores (y axis) as defined by

three different cutoffs (<40, <35, and <30 T-score points)

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-165

Spearman correlations between Cog Imp Index scores based on unadjusted T-

scores and age, sex, race, years of education and estimated premorbid IQ

No. of

tests

T-score

cutoff

Mean (SD) Age Sex Race Educ. NART IQ

25 < 40 3.6 (4.4) .573** -.029 .215** -.327** -.360**

25 < 35 1.6 (2.7) .528** -.039 .186* -.325** -.354**

25 < 30 0.5 (1.3) .409** -.066 .176 -.312** -.318**

* = p < 0.001; ** = p < 0.0001

This study shows that

• Neurologically normal adults produce abnormal test scores

– Rate varies with battery length & cutoff used to define abnormal

• This is not due purely to chance

– Varies with age, education, sex, race and est. premorbid IQ

– Demographically adjusting scores eliminates the relationship between

these characteristics and abnormal performance

• Findings underscore distinction between “abnormal” test

performance and “impaired” functioning

– Test performance can be abnormal for many reasons: impaired functioning

is but one

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-166

Returning to the question of what cut-off we should

use to define abnormal performance…

• Stringent cut-offs decrease test sensitivity

• Liberal cut-offs decrease test specificity

• Adding tests increases the risk of type I errors

• Excluding tests increases the risk of type II error

• As in most endeavors, we must exercise judgment

Decline from Premorbid Ability

• If we know a person’s “premorbid” ability, then it is

relatively simple to determine decline

– Unfortunately, we rarely know this

– Therefore, we have to estimate it

– So how do we do that?

• Research has focused on estimating premorbid IQ

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-167

Estimating Premorbid IQ

• Demographic prediction

– Barona formula SE

est

= 12 points (95% CI = +24 points)

• Word reading tests are more accurate

– Except for persons with very limited education

– And those with aphasia, reading disorders, or severe dementia

– And persons for whom English is a second language

Stability of NART-R IQ Estimates

NART IQ at Baseline

125120115110105100959085

NART IQ at 5-Year Follow-Up

125

120

115

110

105

100

85 Rsq = 0.9479

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-168

Correlation of NART-R and WAIS-R

NART IQ

14513512511510595857565

Current Est. FSIQ

145

125

105

65 Rsq = 0.5776

Administered 26 cognitive measures to 322 healthy adults

Regressed each on age, saved the residuals, and correlated

these with NART-R scores

Compared the correlation of NART-R and IQ with correlations

of the NART-R and other age-adjusted cognitive measures

But how well does the NART-R predict cognitive

abilities other than

IQ?

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-169

NART-R correlation with

FSIQ = .72

NART-R correlations with

other test scores ranged

from -.53 to .48

(Every one of the latter was

significantly smaller than the

correlation with FSIQ)

Estimating Premorbid Abilities

• An essential and unavoidable aspect of every

neuropsychological examination

• If we don’t do explicitly, then we do it implicitly

• Even the best methods yield ballpark estimates

• We’re better at estimating premorbid IQ than other

premorbid abilities

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-170

Examined 28 scores derived from 16 cognitive tests that were

administered to 221 reasonably healthy adults

Grouped participants by WAIS-R Full Scale IQ into three groups:

N = 37 Below average (BA) FSIQ < 90 Mean = 83

N =106 Average (A) FSIQ 90-109 Mean = 101

N = 78 Above average (AA) FSIQ > 109 Mean = 121

100

105

110

115

120

GPT

-D

BTA

TMT A

TMT B

mWCST Cat

mWCST P

PC Spe

-SE

ter VF

ate

BNT

FRT

Rey CFT

T (1-3)

)

M-I

T (1

)

BVMT

(

Disc

VR-I

VR-D

Cognitive Test Variable

Age-Adjusted Scaled Scor

FSIQ < 90 FSIQ = 90-109 FSIQ>110

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-171

Intelligence and Cognitive Functioning

• Correlations between intelligence and other cognitive abilities

are stronger below than above IQ scores of 110

– It is less likely that smart people will do well on other tests than

it is that dull people will do poorly

• A normal person with an IQ of 85 is likely to produce

“impaired” scores on about 10% of other cognitive tests

Deficit Measurement: Limitations & Implications

• No isomorphic relationship between performance and ability

• Adding tests can increase false positive (type 1) errors

• Setting stringent cut-offs can increase misses (type 2) errors

• NART predicts pre-morbid IQ better than other abilities

• Raising “cut-off” scores for patients of above average IQ can

compound the problem of multiple comparisons

Mental Cognitive Subcommittee

Content Model and Classification Recommendations

C-172

Deficit Measurement: Limitations & Implications

• Many – if not most – successful job incumbents likely fall

short of meeting one or more of their job demands

• What cutoff in the distribution of an ability shown by

successful job incumbents should we use to define sufficient RFC

for someone to do that job? This will directly

affect the

percentage of applicants who will be found disabled

• Factors other than impairment, like effort, can uncouple the

linkage between performance and ability

• Work demands, RFC, and “deficit” vs. “impairment”

References

Axelrod, B. N., & Wall, J. R. (2007). Expectancy of impaired neuropsychological test scores in a non-clinical

sample. International Journal of Neuroscience, 117(11), 1591-1602.

Binder, L. M., Iverson, G. L., & Brooks, B. L. (2009). To err is human: "abnormal" neuropsychological scores

and variability are common in healthy adults. Arch Clin Neuropsychol, 24(1), 31-46.

Brandt, J., Folstein, S. E., & Folstein, M. F. (1988). Differential cognitive impairment in Alzheimer's disease

and Huntington's disease. Annals of Neurology, 23(6), 555-561.

Crawford, J. R., Garthwaite, P. H., & Gault, C. B. (2007). Estimating the percentage of the population with

abnormally low scores (or abnormally large score differences) on standardized neuropsychological test

batteries: A generic method with applications. Neuropsychology, 21(4), 419-430.

Damasceno, A., Delicio, A. M., Mazo, D. F., Zullo, J. F., Scherer, P., Ng, R. T., et al. (2005). Primitive

reflexes and cognitive function. Arquivos de Neuro-Psiquiatria, 63(3A), 577-582.

Diaz-Asper, C. M., Schretlen, D. J., & Pearlson, G. D. (2004). How well does IQ predict neuropsychological

test performance in normal adults? Journal of the International Neuropsychological Society, 10(1), 82-90.

Jacobs, L., & Gossman, M. D. (1980). Three primitive reflexes in normal adults. Neurology, 30(2), 184-188.

Miller, T. M., & Johnston, S. C. (2005). Should the Babinski sign be part of the routine neurologic

examination? Neurology, 65(8), 1165-1168.

Schretlen, D. J., Buffington, A. L., Meyer, S. M., & Pearlson, G. D. (2005). The use of word-reading to

estimate "premorbid" ability in cognitive domains other than intelligence. Journal of the International

Neuropsychological Society, 11(6), 784-787.

Schretlen, D. J., Munro, C. A., Anthony, J. C., & Pearlson, G. D. (2003). Examining the range of normal

intraindividual variability in neuropsychological test performance. Journal of the International

Neuropsychological Society, 9(6), 864-870.

Schretlen, D. J., Testa, S. M., Winicki, J. M., Pearlson, G. D., & Gordon, B. (2008). Frequency and bases of

abnormal performance by healthy adults on neuropsychological testing. J Int Neuropsychol Soc, 14, 436-445