Name of Assessment Subtests

Aphasia Assessments

Social Greeting, personally relevant yes/no questions, map

localization, matching spoken words to action pictures, bucco-
facial, limb, sustained ah, oral repetition, singing, object
Boston Assessment of naming, action picture description, famous faces, reading,
Severe Aphasia (BASA) emotional words/phrrases, symbol description, choosing the
correct month from 3 written names, matching number to
fingers, matching action with pitctures, matching words to
objects
 Conversational and Expository Speech
Simple Social Responses, Free Conversation, Picture
Description- The Cookie Theft Picture, Aesop’s Fables
(Extended Testing)
Auditory Comphrension
Word Comprehension (Basic Word Discrimination and
Word Comprehension in Categories (Extended Testing)
and Supplemental Test on semantic probes), Commands,
Complex Ideational Material Test, Syntactic Processing
(Extended Testing)
Oral Expression (includes Boston Naming Test)
Boston Diagnostic Oral Agility, Automatized Sequences, Recitation, Melody,
Aphasia Examination – and Rhythm, Repetition, Naming
3rd Addition (BDAE-3) Reading
Basic Symbol Recognition, Word Identification, Phonics,
Derivational and Inflectional Morphology, Oral Reading,
Oral Reading of Sentences with Comprehension, Reading
Comprehension- Sentences and Paragraphs
Writing
Mechanics of Writing, Basic Encoding Skills- Dictated
Words, Oral Spelling (Extended Testing), Written Picture
Naming, Cognitive/Grammatical Influences (Extended
Testing), Narrative Writing
Praxis
Limb/Hand Praxis and Bucco-Facial/Respiratory Praxis
 The ADP consists of 9 subtests, Personal Information, Writing,
Reading, Fluency, Naming, Auditory Language
Comprehension, Repetition, Elicited Gesures, and Singing,
and a tenth measure called the Behavioral Profile.

Aphasia Diagnostic Profile

(ADP)

Social Greeting, personally relevant yes/no questions, map

localization, matching spoken words to action pictures, bucco-
facial, limb, sustained ah, oral repetition, singing, object
Boston Assessment of naming, action picture description, famous faces, reading,
Severe Aphasia (BASA) emotional words/phrrases, symbol description, choosing the
correct month from 3 written names, matching number to
fingers, matching action with pitctures, matching words to
objects
 Conversational and Expository Speech
Simple Social Responses, Free Conversation, Picture
Description- The Cookie Theft Picture, Aesop’s Fables
(Extended Testing)
Auditory Comphrension
Word Comprehension (Basic Word Discrimination and
Word Comprehension in Categories (Extended Testing)
and Supplemental Test on semantic probes), Commands,
Complex Ideational Material Test, Syntactic Processing
(Extended Testing)
Oral Expression (includes Boston Naming Test)
Boston Diagnostic Oral Agility, Automatized Sequences, Recitation, Melody,
Aphasia Examination – and Rhythm, Repetition, Naming
3rd Addition (BDAE-3) Reading
Basic Symbol Recognition, Word Identification, Phonics,
Derivational and Inflectional Morphology, Oral Reading,
Oral Reading of Sentences with Comprehension, Reading
Comprehension- Sentences and Paragraphs
Writing
Mechanics of Writing, Basic Encoding Skills- Dictated
Words, Oral Spelling (Extended Testing), Written Picture
Naming, Cognitive/Grammatical Influences (Extended
Testing), Narrative Writing
Praxis
Limb/Hand Praxis and Bucco-Facial/Respiratory Praxis

60 Item Drawings

Boston Naming Test

(BNT)
 Single Word Comprehension: Visual Confusion, Single Word
Comprehension: Auditory Confusion, Single Word
Comprehension: Semantic Confusion, Functional Reading,
Synonyms, Sentence Comprehension: Picture, Short
Paragraph Comprehension: Picture, Paragraphs: Factual and
Inferential Comprehension (administered as one subtest but
scored as two), Morpho-Syntactic Reading with Lexical
Controls.

Supplemental Subtests: Letter Discrimination, Letter Naming

and Letter Recognition, Lexical Decision, Semantic
Categorization, Oral Reading: Words, Oral Reading:
Sentences.

Reading Comprehension
Battery for Aphasia

Phyical (Self-care; Mobility; Work; Upper extremities function;

Impact of condition on social life) Communication (Language
Stroke and Aphasia
function; Family) Psychosocial (Thinking; Personality; Mood)
Quality of Life -39 version
(SAQOL-39)
 Record Form Part 1
Spontaneous Speech: Conversational Questions and Picture
Description
Auditory Verbal Comprehension: Yes/No Questions, Auditory
Word Recognition, Sequential Commands
Repetition
Naming and Word Finding: Object Naming, Word Fluency,
Sentence Completion, Responsive Speech

Record Form Part 2

Reading: Comprehension of Sentences, Reading Commands,
Written Word-Object Choice Matching, Written Word-Picture
Choice Matching, Picture-Written Word Choice Matching,
Spoken Word-Written Word Choice Matching, Letter
Discrimination, Spelled Word Recognition, Spelling
Writing: Writing Upon Request, Writing Output, Writing to
Dictation, Writing Dictated Words, Alphabet and Numbers,
Western Aphasia Battery- Dictated Letters and Numbers, Copying a Sentence
Revised (WAB-R) Apraxia
Constructional, Visuospatial, and Calculation: Drawing, Block
Design, Calculation
Raven's Coloured Progressive Matrices
Supplemental Writing and Reading: Writing Irregular Words to
Dictation, Writing Non-Words to Dictation, Reading Irregular
Words, Reading Non-Words

Motor Speech Assessments

6 subtests: Diadochokinetic Rate, Increased Word Length,
Limb Apraxia and Oral Apraxia, Latency Time and Utterance
Time for Polysyllabic Words, Repeated Trials, Inventory of
Articulation Characteristics of Apraxia
Apraxia Battery for Adults
– 2nd edition (ABA-2)
 A checklist assessing: perceptual speech characteristics,
breath support, sustained phonation, alternating motion rates
& sequential motion rates, and evaluation of oral mechanism.

Rehabilitation Institute of
Chicago Dysarthria
Evaluation

Cognition Assessments
 The test contains 14 brief subtests that evaluate five domains:
Mental Status, Episodic Memory, Language Expression,
Language Comprehension, and Visuospatial Construction.
There are 4 additional screeners that are optional to use.

Mental Status Subtest

Story Retelling Immediate Subtest
Following Commands Subtest
Comparative Questions Subtest
Word Learning Subtest
Repetition Subtest
Object Description Subtest
Reading Comprehension Subtest:
Generative Naming Semantic Category Subtest:
Confrontation Naming Subtest
Arizona Battery for Conception Definition Subtest
Communication Disorders Generative Drawing Subtest
of Dementia (ABCD) Figure Copying Subtest
Story Retelling Delayed Subtest
 Immediate Free Recall List A (5 trials), Immediate Free Recall
List B (1 Trial), Short Delay Free Recall Trial, Short Delay
Cued Recall Trial, Long Delay Interval, Long Delay Free
Recall Trial, Long Delay Cued Recall Trial, Long Delay Yes/No
Recognition Trial, Forced Choice Recognition (Optional)

California Verbal Learning

Test -3rd Edition (CVLT-III)
 Left Hemisphere Inventory
Auditory Comprehension (Yes/No Ques., Comprehension of
words and sentences, comprehension of paragraphs)
Verbal Expression (automatic speech, verbal repetition,
naming - confrontation and responsive)
Reading (oral reading, reading comprehension of words and
sentences, reading comprehension of functional paragraphs)
Writing (writing to dictation, functional writing)
Numerical Reasoning (time, money, calculation)
Right Hemisphere Inventory
Scanning and Tracking (functional scanning and tracking,
scanning and tracking of single words)
Visuo-spatial skills (functional spatial distribution of attention,
spatial distribution of attention, recognition of familiar faces,
gestalt perception, visuo-spatial construction - clock, visuo-
spatial organization for writing)
Prosody and Abstract Language (spontaneous depression
BURNS Brief Inventory of prosody, receptive prosody, inferences, metaphorical
Communication and language)
Cognition- all 3 tests Complex Neuropathology Inventory
Orientation and Factual Memory (orientation to person, place,
and time; factual current remote memory)
Auditory Attention and Memory (Auditory attention/vigilance,
immediate auditory recall of digits, immediate auditory recall of
digits with distractions, immediate auditory recall of functional
information)
Visual Perception (color recognition, picture matching, word
matching)
Visual Attention and Memory (functional short-term
recognition, short-term recognition of pictures, short-term
recognition of words, divided visual attention, delayed
recognition of pictures, delayed recognition of words)

Personal Facts, Symbol Cancellation, Confrontation Naming,

Clock Drawing, Story Retelling, Symbol Trails, Generative
Naming, Design Memory, Mazes, Design Generation

Cognitive Linguistic Quick

Test (CLQT)
 Auditory; Visual; Motor function; Oromotor/Verbal function;
Communication scale; Arousal scale

Coma Recovery Scale-

Revised (CRS-2)

Reading, Writing & Numbers; Social Interactions; Contextual

Communication; Nonverbal Communication; Sequential
Relationships; Humor & Metaphor

Communication Activities
of Daily Living – 3rd
Edition (CADL-2)
 Social Knowledge, Taste and Swallowing, Olfactory,
Proprioceptive and Vestibular, Tactile, Auditory, Visual,
Testing Readiness, and Baseline Observations

Disorders of
Consciousness Scale
(DOCS)
 4 Functional verbal reasoning tasks:
1. Planning an event
2. Scheduling
3. Making a decision
4. Building a case

Functional Assessment of
Verbal Reasoning and
Executive Strategies
(FAVRES)
 Eye opening, Best Verbal Response, Best Motor Response

Glasgow Coma Scale

(GCS)

Person orientation(name, DOB, address), Place

orientation (city/town, building), Time Orientation (time,
Galveston Orientation month, date, year, date of admission), Memory of events
Amnesia Test (GOAT) (pre and post)
Mini Inventory of Right
Brain Injury – 2nd edition
(MIRBI-2)

Visuoperceptual/ Visuospatial and Attentional Processing

Visual Scanning
Integrity of Gnosis
Integrity of Body Image
Visuoverbal Processing: Reading
Visuoverbal Processing:Writing
Visuosymbolic Processing:
Integrity of Visuomotor Praxis
Expressing Emotion
Higher-Level Language Skills
General Affect
General Behavior
 No subtests
There are 17 questions assessing memory, orientation, and
attention.

Minnesota Orientation
Amnesia Test (MOAT)

Visuospatial/Executive, Naming, Memory, Attention,

Language, Abstraction, Delayed Recall, Optional: Orientation

Montreal Cognitive Assessment – online (MoCA) https://www.mocatest.org/

12 subtests: List Learning, Story Memory, Figure Copy, Line

Orientation, Picture Naming, Semantic Fluency, Digit Span,
Coding, List Recall, List Recgonition, Story Recall, Figure
Recall

RBANS – new in the DX

room
 Level I - No Response: Total Assistance
Level II - Generalized Response: Total Assistance
Level III - Localized Response: Total Assistance
Level IV - Confused/Agitated: Maximal Assistance
Level V - Confused, Inappropriate Non-Agitated: Maximal
Assistance
Level VI - Confused, Appropriate: Moderate Assistance
Level VII - Automatic, Appropriate: Minimal Assistance for
Daily Living Skills
Level VIII - Purposeful, Appropriate: Stand-By Assistance
Level IX - Purposeful, Appropriate: Stand-By Assistance on
Request
Level X - Purposeful, Appropriate: Modified Independent

Rancho Levels of
Cognitive Functioning-
Revised-Online

Behavioral Observation Profile; Rating Scale of Pragmatic

Communication Skills; Visual Scanning and Tracking;
Assessment and Analysis of Writing; Metaphorical Langauge

Rehabilitation Institute of
Chicago Evaluation of
Communication Problems
in Right Hemisphere
Dysfunction – Revised
(RICE-R)

memory, temporal and spatial orientation, oganization,

Ross Information general knowledge, problem solving and abstract reasoning,
Processing-Geriatric organization, and auditory processing
(RIPA-G)
 Immediate Memory, Temporal Orientation, Spatial Orientation,
General Information, Situtational Knowledge, Categorical
Vocabulary, Listening Comprehension

Ross Information
Processing-Geriatric 2nd
Edition (RIPA-G:2)

Perception/Discrimination; Orientation, Organization, Recall,

Reasoning

Scales of Cognitive Ability

for Traumatic Injury
(SCATBI)

No subtests, but different questions measure different areas:

Q1-Q3: Attention, immediate recall, and orientation
Q4 and Q7: Delayed recall with interference
Q5: Numeric calculation and registration
Q6: Memory: immediate recall with interference (time
constraint)
SLUMS (Saint Louis Q8: Registration and digit span
University Mental Status) Q9: Visual spatial
Q10: Visual spatial and executive function
Q11: Executive function plus extrapolation
 1. Map Search
2. Elevator Counting
3. Elevator Counting with Distraction
4. Visual Elevator
5. Elevator Counting with Reversal
6. Telephone Search
7. TelephoneSearch While Counting
8. Lottery

Test of Everyday Attention

(TEA)
 o First and Second Names – Delayed Recall
o Belongings – Delayed Recall
o Appointments – Delayed Recall
o Story – Immediate Recall
o Story – Delayed Recall
o Picture Recognition – Delayed Recall
o Face Recognition – Delayed Recall
o Route – Immediate Recall
o Route – Delayed Recall
o Messages – Immediate Recall
o Messages – Delayed Recall
o Orientation
o Novel Task – Immediate Recall
o Novel Task - Recall

The Rivermead
Behavioural Memory Test-
3 (RBMT-3)

Dysphasia Assessment
Subtests include reason for admition, prior medical history,
history of dysphagia, imaging, labs, and diet. Includes
evaluating patient's chest xray for pneumoonia, lab values for
Dysphagia Bedside hematocrit/hemaglobin, BUN, neutrrophils to determine risk of
Evaluation infection, oral motor and cranial nerve exam, and assess oral
care/detentation, bolus presentations of thin, puree, solids,
and 3 oz swallow
 Assessment Summary

Description of tests/additional information Normative information

The BASA is designed for identifying and quantifying Normed on 100 people(aged 30-79) with
perserved abilities. that might form at the beginning steps of severe adufitory comprrehension and verbal
rehabilitation prrograms for severely aphasic patients. It is exprerssion impairments. and.
appropriate for patients with severe impairments in bucco-facial/limb apraxia
comprehension and production of language and who may
have bucco-facial limb apraxia. It may also be adapted as a
bedside evaluation.
The BDAE-3 is designed to assess an individual's language Norm-referenced and standardized
in the modalities of Auditory Comprehension, Oral No studies have examined the internal
Expression, Reading Comprehension, and Written consistency of the BDAE in clients with
Expression. The BDAE is offered in short, standard, or stroke.
extended forms of the assessment. No studies have examined the reliability of
the BDAE in clients with stroke.
o Conversational and Expository Speech Content: No studies have examined the
-Simple Social Responses: Intended as an inventory for content validity of the BDAE in clients with
elementary responsive phrases that may be available to stroke.
patients at the most severe levels. Includes “Fine/Okay”, Criterion: Concurrent Validity: No studies
“Yes/No”, “I hope so”, etc. have examined the concurrent validity of the
-Free Conversation: Free conversation samples are BDAE in clients with stroke.
important for characterizing the speech output pattern of the Predictive Validity: No studies have
patient. examined the predictive validity of the BDAE
-Picture Description (The Cookie Theft Picture): Discourse in clients with stroke.
analysis is important in order to obtain a distribution of the
level of syntactic organization within patients’ utterances and
an overall complexity ratio.
• Definitions for various types of utterances considered
for scoring purposes is defined on p. 25 of manual)
-Extended Testing – Aesop’s Fables: Administered in order
to obtain a more extensive sample of free narrative from
patient.
o Auditory Comprehension
-Word Comprehension (one Standard Form subtest, Basic
Word Discrimination; five Extended Testing procedures)
• Basic Word Discrimination: Probes single word auditory
comprehension of patient using a multiple-choice match to
spoken sample format.
• Extended Testing: Word Comprehension in Categories
-Probes for dissociations between Implements (manmade
objects) and naturally occurring objects of Foods, Animals,
Body Parts, and Map.
• Supplemental Test: Probes for the integrity of patient’s
conceptual representation of pictured objects by asking
questions about a number of features or properties of the
objects bearing on its category, on a physical feature, and
The ADP is a quick and systematic assessment of language The standardization sample consisted of
and communication impairments associated with aphasia. 290 neurologically impaired patients
Personal Information: assesses an individual’s verbal (resulting from stroke or other brain
responses, gestural communication, and behaviors through damage) and 40 non-brain-damaged,
8 questions regarding the individual’s personal life. normal subjects from 42 sites in the US and
Writing: elicits the kinds of personal information that might Canada. 222 patients were potentially
be asked on official forms in everyday settings and compare aphasic. Subjects' ages ranged from 27 to
the client’s verbal performance from the previous subtest to 95 with a median age of 70.
their written expression.
Reading: assesses an individual’s reading comprehension
by utilizing the same Personal Information Sheet utilized
during the written subtest.
Fluency: composed of 3 items designed to elicit samples of
informative, connected speech and provide information
regarding the total number of words, number of correct
information units, index of wordiness, number of probes, and
phrase length. These items may also be used to assess
recent memory, remote memory, and word-finding abilities.
Naming: designed to assess an individual’s word-finding
abilities by utilizing 12 pictured objects that range in word
frequency, number of syllables, and phonemic complexity.
Gestural communication should be noted.
Auditory Language Comprehension: assesses an
individual’s ability to follow commands, comprehension of
single words, and understand stories.
Repetition: assesses an individual’s ability to repeat by
utilizing 12 items that vary in word frequency and phonemic
complexity.
Elicited Gestures: assesses oral praxis commands, limb
praxis commands, and representational gestures.
Singing: assesses an individual’s ability to initiate a song,
carrying a tune, and producing some words of familiar
songs.
Behavioral Profile: assesses the presence of
neuropsychiatric behaviors and emotional reactions
commonly seen in individuals with acquired brain damage.
The BASA is designed for identifying and quantifying Normed on 100 people(aged 30-79) with
perserved abilities. that might form at the beginning steps of severe adufitory comprrehension and verbal
rehabilitation prrograms for severely aphasic patients. It is exprerssion impairments. and.
appropriate for patients with severe impairments in bucco-facial/limb apraxia
comprehension and production of language and who may
have bucco-facial limb apraxia. It may also be adapted as a
bedside evaluation.
The BDAE-3 is designed to assess an individual's language Norm-referenced and standardized
in the modalities of Auditory Comprehension, Oral No studies have examined the internal
Expression, Reading Comprehension, and Written consistency of the BDAE in clients with
Expression. The BDAE is offered in short, standard, or stroke.
extended forms of the assessment. No studies have examined the reliability of
the BDAE in clients with stroke.
o Conversational and Expository Speech Content: No studies have examined the
-Simple Social Responses: Intended as an inventory for content validity of the BDAE in clients with
elementary responsive phrases that may be available to stroke.
patients at the most severe levels. Includes “Fine/Okay”, Criterion: Concurrent Validity: No studies
“Yes/No”, “I hope so”, etc. have examined the concurrent validity of the
-Free Conversation: Free conversation samples are BDAE in clients with stroke.
important for characterizing the speech output pattern of the Predictive Validity: No studies have
patient. examined the predictive validity of the BDAE
-Picture Description (The Cookie Theft Picture): Discourse in clients with stroke.
analysis is important in order to obtain a distribution of the
level of syntactic organization within patients’ utterances and
an overall complexity ratio.
• Definitions for various types of utterances considered
for scoring purposes is defined on p. 25 of manual)
-Extended Testing – Aesop’s Fables: Administered in order
to obtain a more extensive sample of free narrative from
patient.
o Auditory Comprehension
-Word Comprehension (one Standard Form subtest, Basic
Word Discrimination; five Extended Testing procedures)
• Basic Word Discrimination: Probes single word auditory
comprehension of patient using a multiple-choice match to
spoken sample format.
• Extended Testing: Word Comprehension in Categories
-Probes for dissociations between Implements (manmade
objects) and naturally occurring objects of Foods, Animals,
Body Parts, and Map.
• Supplemental Test: Probes for the integrity of patient’s
conceptual representation of pictured objects by asking
questions about a number of features or properties of the
objects bearing on its category, on a physical feature, and
The norms available in the test booklet are
limited to small groups of adults ranging in
age between 18 and 79 (N = 178) and of
Short Form: First 15 items children ranging in age between 5–0 years
Standard Form: 60 items following Short Form Items and 12–5 years (N = 356). Information about
Assesses patients' naming abilities. geographical region, ethnicity, or time
When using the standard 60-item test, begin with the first reference for this normative data is not
item (bed) with children undre the age of 10, aphasic provided.
patients, and other patients who may be expceted to have
failures early during the examination. For older children and
non-aphasic adults, begin with item 30 (harmonica) giving
credit to for all preeding items not administered. Continue
assessment unless the subject encounters a failure efore
item 38 (harp). In this case, return to item 29 (beaver).
The RCBA-2 provides information about the type and The RCBA-2 is not norm-referenced.
severity of reading impairments in individuals with aphasia.

Core Subtest
Single Word Comprehension: Visual Confusion - Assess
whether the individual can identify the picture that matches a
spoken word among visually similar items.
Single Word Comprehension: Auditory Confusion -
Assess whether the individual can identify the picture that
matches a spoken word among pictures of words that sound
the same.
Single Word Comprehension: Semantic Confusion -
Assess whether the individual can identify the picture that
matches a spoken word among pictures of words that have
the same use, context, or category.
Functional Reading - Provides a measure of functional
(daily-living) reading comprehension.
Synonyms - Whether the individual can match a spoken
word with a written one that has the same meaning.
Sentence Comprehension: Picture - Measure's an
individual's skills in constructing a mental picture of a written
word.
Short Paragraph Comprehension: Picture - Measure's an
individual's comprehension skills in the context of a short
paragraph by having the individual read the paragraph and
identify the image that best depicts the paragraph.
Paragraphs: Factual and Inferential Comprehension
(administered as one subtest but scored as two) - The
individual must read a short paragraph and answer two
factual questions and two inferential questions based on the
paragraph.
Morpho-Syntactic Reading with Lexical Controls -
Measures syntactic skills, by having the individual read three
sentences that differ in syntactic complexity and select the
sentence that describes the picture.

Supplemental Subtests:
Interviewer-administered self-report measure, describing the Normed on 95 patients, 83 were able to self-
severity of aphsi in patients who have suffered a stroke, and report to answer test items
its effects on ADLs. All test items scored from 1-5 ('unable to
do' - 'no trouble doing').
The WAB-R is designed to evaluate a patient's language Normed on 150 individuals with aphasia and
function following stroke, dementia, or other acquired 59 control patients; appropriate for English-
neurological disorder. The purpose of the WAB-R is to speaking adults or teenage children with
determine the presence, severity, and type of aphasia; to known or suspected acquired neurological
measure the patient's level of performance to provide a disorders
baseline for detecting any change over time; to provide a
comprehensive assessment of the patient's language assets
and deficits in order to guide treatment and management;
and to infer the location and etiology of the lesion causing
aphasia.

Spontaneous Speech: Designed to elicit conversational

speech from a patient to measure functional communication,
information content, speech fluency, lexical access,
paraphasias and grammatical competence.
Auditory Verbal Comprehension: Designed to measure a
patient's auditory verbal comprehension of sentences with
relational prepositions and increasingly complex
grammatical constructions, single nouns in different
categories, and sentences of increasing length.
Repetition: Designed to measure a patient's ability to repeat
single words of increasing length, compound words,
numbers, number-word combinations, high- and low-
probability sentences, and sentences of increasing length
and grammatical complexity.
Naming and Word Finding: Designed to measure a
patient's naming and semantic processing abilities, the
effect of semantic and phonological cueing on the patient's
responses, and word-finding abilities.
Reading: Designed to measure a patient's oral reading
ability and his/her reading comprehension of words and
sentences.
Writing: Designed to measure a patient's ability to write to
dictation and copy.
Apraxia: Designed to measure praxis by testing iconic and
transitive limb, axial, abd buccofacial movements.
Constructional, Visuospatial, and Calculation Tasks:

Writing: designed to elicit the kinds of personal information Standardized on a sample of 40 persons
that might be asked on official forms in everyday settings identified with apraxia (ages from 33 to 93)
and compare the client’s verbal performance from the and 49 persons with normal speech (aged
previous subtest to their written expression. 30 to 90) in 10 states.

Reading: designed to assess an individual’s reading

comprehension by utilizing the same Personal Information
Sheet utilized during the written subtest.
Overall evaluation: N/A
Evaluates a patient's dysarthric characteristics to interpret a
differential diagnosis & severity.
Subtests:
Speech perceptual characteristics: Respiratory, phonatory,
resonatory, prosodic, articulatory characteristics are
observed and checked off (e.g., hoarse voice, hypernasality,
prolongation of phonemes, precision of articulation)
Breath support: The client is observed for his/her form of
breathing (i.e., costal, clavicuar, or abdominal breathing);
breathing rate; and adequacy of breaths (i.e., reduced,
adequate, inadequate)
Sustained Phonation: The client is required to hold /a/ as
long as he/she can. The sustained phonation is observed for
its duration, quality, and any tremors.
Alternating motion rates & sequential motion rates: The
client is evaluated on his/her oral motor
coordination/movement (e.g., /pa pa pa/, /ta ta ta/ rated
based on the rate, rhythm, and accuracy)
Oral mechanism: The client's oral structures are observed
both at rest and during individual movements. The client is
evaluated for any myoclonus, tremor, or motor overflow.
Additional information:
The beginning of the evaluation asks the client his/her
perspective on his/her speech. One will need to gather
materials as needed when rating the speech characteristics.
Some examples include the Rainbow Passage, Grandfather
Passage, Lady Shopping passage, or recitation of a familiar
prayer or the Pledge of Allegiance. There is a section to
check off the differential diagnosis and severity of the
diagnosis.
A comprehensive assessment and screening of patients A new standardization sample, including
suspected of having mild to moderate neurocognitive patients with a variety of neurocognitive
disorders, including mild cognitive impairment, dementia, disorders, was collected. normed on a
and traumatic brain injury sample of 399 adults with mild and
Brief Subtests: significant neurocognitive disorders
Mental Status Subtest: Assesses general knowledge and including mild cognitive impairment and
orientation to person, place, and time dementia.
Story Retelling Immediate Subtest: Evaluate the ability to
recall verbal information in the form of a story
Following Commands Subtest: Evaluate the examinee's
ability to perform one, two, and three-step commands
Comparative Questions Subtest: Assess auditory
comprehension of comparative questions
Word Learning Subtest: Assess the free recall, cued recall,
and recognition of 16 words
Repetition Subtest: Evaluate the ability to repeat
nonmeaningful phrases that are controlled for length
Object Description Subtest: Evaluate the ability to
generate meaningful descriptors of a common object
Reading Comprehension Subtest: Evaluate reading
comprehension at the word level
Generative Naming Semantic Category Subtest:
Evaluate the ability to generate exemplars from a semantic
category
Confrontation Naming Subtest: Evaluate the ability to
name pictures objects
Conception Definition Subtest: Demonstrate knowledge of
a concept by providing a correct definition
Generative Drawing Subtest: Evaluate the ability to
generate an accurate drawing of a nameable object
Figure Copying Subtest: Assess the ability to copy figures
Story Retelling Delayed Subtest: Assess the effect of
delay on the recall of verbal information
4 Optional Screeners- Four optional screening tasks are
available in order to determine whether participants’
limitations with vision, reading, and other difficulties will
impact their ABCD-2 performance:
The CLVT-III measures: memory and learning

Immediate Free Recall List A (5 trials) - A list of words is

read by the clinician. The individual must list as many words
from the list as he or she can. This is repeated 5 times.
Score on the first trial measures auditory attention span,
scores on trials 2-5 measure core verbal learning ability.

Immediate Free Recall List B (1 Trial) - A list of words is

read by the clinician. The individual must list as many words
from the list as he or she can. This list serves as
interference for the delayed recall trials.

Short Delay Free Recall Trial- Without re-reading list A, the

clinician instructs the individual to recall as many words as
he or she can from that list. This measures both the level of
recall (the scaled score, derived from the number of target
words listed ) and the level of retention ( derived from a
formula which compares the Trial 5 and this subtest ).

Short Delay Cued Recall Trial- The clinician asks the

individual to name as many words as he or she can from the
first list that fit into a specific semantic category (vegetables,
furniture, ways of traveling, and animals). This subtest will
elicit confabulation in those individuals who demonstrate
such a tendency

Long Delay Interval- A 15-25 minute delay. During this time

other nonverbal testing may be performed. The individual
should not be told that there is more testing.

Long Delay Free Recall Trial - After the delay, ask the
individual to name as many words as he or she can from the Normative Data was collected through the Q-Interactive Plat
first list.

Long Delay Cued Recall Trial - After the delay, ask the
Repetition: designed to assess an individual’s ability to Normed on 333 individuals (age 18-80) w/
repeat by utilizing 12 items that vary in word frequency and LCVA, RCVA, CHI, and AL/Dementia.
phonemic complexity.

Pen, paper, clock, and test book stimuli required. The Criterion Referenced: patients ages 18-89
10 subtests variably asses 5 modalities in different with suspected acquired neurological
combinations. Personal facts: attention, lanuguage, dysfunction; Good reliability & validity
memory, executive function. Symbol cancellation:
attention, executive function, visuospatial skills.
Confrontation naming: attention, language, exectuive
function, visuospatial. Clock drawing: attention,
visuospatial, language. Story recall: language,
atention, memory, executive function. Symbol trails:
visuospatial, memory, executive function. Generative
naming: language, attention, visuospatial. Design
memory: attention, memory, language,
visuospatial. Design generation: attention, memory,
visuospatial.
All subtests rate the patient's ability to react, respond "The scale was normed on subjects between
to, or recognize stimuli. Auditory: rated from 0 to 4 the ages of 17 to 79"
points; 4 points = consistent responses to auditory
stimuli. Visual: 0 to 5; 5 points = recognition of stimuli
objects. Motor function: 0 to 6; 6 = functional use of
stimuli object. Oromotor/verbal: 0 to 3; i3 = intelligible
verbalizations. Communication scale: 0 to 2; 2 =
functional and accurate responses to stimuli items.
Arousal scale: 0 to 3; 3 = eyes open and consistent
attention attained when aroused.

Reading/Writing/Using Numbers: "175 adults with neurogenic communication

contextual reading, writing and numerical knowledge disorders resulting primarily from left- or
Social Interactions: right-hemisphere stroke or traumatic brain
appropriate pragmatic communicative behaviors in injury"
routine social exchanges
Divergent Communication:
flexibility of logical responses to test items
Contextual Communication:
Use of test items and context in responses
Nonverbal Communication:
use of gestures and symbols in communication
Sequential Relationships:
organization of cause and effect
Humor/Metaphor/ Absurdity:
metalinguistic and pragmatic communication
The DOCS is a bedside test measuring neurobehavioral The DOCS sample was initially obtained
functioning during coma recovery. The DOCS was using 95 young male adults (mean age 36)
developed to detect subtle changes in observable indicators with a closed head injury
of neurobehavioral functioning.
Baseline Observations: patients positioning, spontaneous
movement, general infomration (e.g, heart rate, oxygen
level), respiration (quiet, loud, etc.), swallowing (drooling,
spontaneous swallows, etc.), visual status
Social Knowledge: localized, generalized, or no response to
verbal greeting.
Taste and Swallowing: evaluate the subject’s responses to
pre-swallowing stimulation and the subject’s ability to
swallow within 5-10 seconds of stimulation known to
facilitate swallowing
Olfactory: evaluates the subject’s responses to olfactory
stimulation. Familiar odors may, for example, evoke
memories or may serve as pre-cursors to salivation
Proprioceptive and Vestibular: evaluates the subject’s
response to passive range of motion. The subject may
attempt to inhibit input or may demonstrate decreased or
increased tone in the joint/limb being ranged.
Tactile: distinguish the patient's responsiveness to tactile
stimulation
Auditory: evaluate auditory comprehnesion, startle, and
localization
Visual: evaluate blink response, visual tacking, and ability to
focus
Test: This assessment is made to targets subtle (i.e.,
higher-level) communication deficits that structured
standardized assessments do not detect. It addresses
cognitive, linguistic, social, and emotional influences.
The test creates conditions that will challenge the
patient in these areas.

Subtests (4 functional verbal reasoning tasks):

1. Planning an Event: Individual analyzes a newspaper
and plans an event by choosing the best option admist
several constraints of time, money, and appropriateness
to the participants.
2. Scheduling: Individual analyzes a "things to do" list &
phone messages to organize daily activities according
to priorities and time constraints.
3. Making a Decision: Individual analyzes a
conversation and deducts characteristics about the
speakers to decide on an appropriate gift.
4. Building a Case: Individual analyzes a sequence of
events from a monologue & forms a defense for his/her
solution to the problem.

Post-hoc Analysis of Reasoning Subskills: the clinician

asks the individual a set of questions about how he/she
solved the problem.

Additional information:
-Materials: Stopwatch, 2 pens, Examiner's Scoring
Booklet, Response Booklet, stimulus pages for task 1,
stimulus page for task 3.
-All tasks are timed
-Age group: Made for adults (age 18 +) with aquired
brain injuries
-Examples of candidates: Patients about to be
discharged from hospital, those attending outpatient
rehab, those living in the community.
GCS assesses level of consciousness after an injury. Can Was normed on 36 post-head injuries.
be used as part of an assessment or to monitor changes in
consciousness over time.
Three-item, 15-point scale that objectively
measures/describes the extent (depth & duration) of
impaired consciousness/coma in all types of acute medical
and trauma patients. It measures behaviors associated with
eye opening, best verbal responses and best motor
responses within 24 hours of injury.
Eye opening response: Spontaneous (4-indicates activity
of brainstem arousal mechanisms but not necessarily of
attentiveness), to speech (3-tested by any verbal approach
(spoken or shouted)), to pain (2-tested by a stimulus in the
limbs), absent (1-no response to speech or pain). Assesses
the arousal of the patient (are the awake and reactive?)
Best Verbal Response: Converses/oriented (5-awareness
of the self and the environment (who/where/when),
converses/disoriented (4-responses to questions with
presence of disorientation and confusion), inappropriate (3-
speech in a random way, no conversational exchange),
incomprehensible (2-moaning, groaning), absent (1-no
response). Assesses the patient’s awareness of
environment in terms of best verbal responses (ability to
perceive, feel, etc.).
Best Motor Response: Obeys (6), localizes pain (5),
withdraws (flexion) (4), decorticate rigidity (flexion) (3),
decerebrate rigidity (extension) (2), absent (1). Assesses the
patient’s awareness of environment in terms of best motor
responses (ability to perceive, feel, etc.)
• Best = the absolute best response given at any time,
not an average of trials

The GOAT can be administered bedside or at a table. "GOAT Scores correlated positively with
There are 14 test items, weighted from 2 to 30 points, the Glasgow Coma Scale (GSC) scores
for a total of 100 points. Scores under 66 are (r = 0.456, p < 0.002) as well as with the
considered to indicate significant impairment. admission and discharge Functional
Independence Measure (FIM)"
The MIRBI-2 is used to identify and describe deficits of right The MIRBI-2 was standardized on 128
brain injury in adults aged 20-80. individuals with right brain injury, aged 20-90
years of age, 45 left-brain injured
Visual Scanning - Measures scanning skills. Direct an individuals, and 78 individuals without
individual to a letter at the beginning of one line and instruct neurological disorders. Normative data is
him or her to find all of that same letter in the line. given in stanine's and percentiles.
Integrity of Gnosis - Perform on Left Hand. Have the
individual name a finger on his or her left hand. With their
eyes closed, the individual must name the object that you
place in their left hand. The patient must state whether their
finger is being touched by one or two points (touch each
finger of the left hand 3 times).
Integrity of Body Image - Note whether the individual
demonstrates unilateral left-side neglect.
Visuoverbal Processing: Reading - Patient reads a
paragraph and is asked one factual question by the clinican
after. Provides a severity level based on the number of
errors exhibited.
Visuoverbal Processing:Writing - The patient writes a
short paragraph following a clinician prompt. A severity level
is based on the percentage of the paragraph that is
appropriate or includes errors. The patient is also asked to
copy a sentence that is presented verbally by the clinician.
Errors for both tasks include: mechanical, letter reversals,
syntax, inappropriate capitalization and punctuation,
spelling, and inappropriate semantic content. The individual
must also write a string on connected, cursive m's and w's.
Visuosymbolic Processing - Have the patient subtract 7
from 100 and then subtract 7 three more times.
Integrity of Visuomotor Praxis - The individual must draw
a clock set to 10 minutes after 11 on a blank page.
Expressing Emotion - The clinician provides a sentence
verbally in a neutral tone. The individual must repeat the
sentence using a tone stated by the clinician (happy, sad).
Higher-Level Language Skills - The individual participates
in higher level language activities: stating why a phrase is
funny, identifying what is wrong with a statement, explaining
This assessment was adapted from the Galveston N/A
Orientation and Amnesia Test by the Concussion Care
Centre of Virginia

There are two forms, an open-ended format and a

recognition format.
The first set of questions includes orientation questions,
such as, "what is your name" (The recognition format: "Is
your name x, x, or actual name).
The content of these questions are personal, environmental,
temporal, and situational.

There are a set of paired word memory questions. There are

7 3-word sets. Three questions later is a question
concerning recall of these words. The exact protocol is
unclear from the available document.

Two other questions include having the patient say the

alphabet and count backwards from 20.

Finally, the patient must answer the question, "Why are you
here."

After February 1st, 2020 you must be trained/certified to get The MoCA has been validated for 55-85
access to the MoCA. Most recent version 8.1 also includes a year olds.
Memory Index Score, which is a subscore, and incorporates
patients’ performance when given cues on the Delayed
Recall subtest.

The RBANS is a brief, individually administered test that The RBANS was standardized on 540 adults
measures cognitive decline or improvement in adolescents ranging from 20 to 89 years old throughout
and adults, ages 12 to 89 years. the US. The updated standardiaztion for the
List Learning and Story Memory assess immediate memory RBANS included 150 adolescents ranging
Figure Copy and Line Orientation assess from 12 to 19 years old.
visuospatial/constructional
Picture Naming and Semantic Fluency assess Language
Digit Span and Coding assess attention
List Recall, List Recognition, Story Memory, and Figure
Recall assess delayed memory
The Rancho Levels are designed to assess and describe Normed on patient's emerging from a coma
cognitive functioning in brain injury patients, usually used in
the planning of treatment, tracking recovery, and classifyng
of outcome levels often used with Glasgow Coma Scale
(GCS). This scale can be used troughout a patient's
rercovery to describe their cognitive function.
Level I: No Response: Total
Assistance
No response to external stimuli
Level II: Generalized Response: Total Assistance
Responds inconsistently and non-purposefully to external
stimuli
Responses are often the same regardless of the stimulus
Level III: Localized Response: Total Assistance
Responds inconsistently and specifically to external stimuli
Responses are directly related to the stimulus, for example,
patient withdraws or vocalizes to painful stimuli
Responds more to familiar people (friends and family)
versus strangers
Level IV: Confused/Agitated: Maximal Assistance
The individual is in a hyperactive state with bizarre and non-
purposeful behavior
Demonstrates agitated behavior that originates more from
internal confusion than the external environment
Absent short-term memory
Level V: Confused, Inappropriate Non-Agitated: Maximal
Assistance
Shows increase in consistency with following and
responding to simple commands
Responses are non-purposeful and random to more
complex commands
Behavior and verbalization is often inappropriate, and
individual appears confused and often confabulates
If action or tasks is demonstrated individual can perform but
does not initiate tasks on own
Memory is severely impaired and learning new information is
difficult
Assesses the most common areas of deficits in right 2 phases: phase 1 evaluated 65
hemisphere disorders; visuospatial neglect, consecutively admitted adult patients
pragmatics, memory, attention, and executive with unilateral right hemisphere stroke;
funtioning. Subtests selected based on initial Phase 2 evaluated 40 subjects with
assessment of patient. Behavioral observation: informal unilateral right hemisphere stroke and
conversation about a topic of interest. Pragmatic 36 normal controls. No comparison to a
communication skills: clinician asigns points for statistical norm.
conversation skills including eye contact, initiations,
gestures use, and conversational turn taking. Visual
scanning: assess presence of visual neglect. Writing:
spontaneous writing sample gathered from patient.
Metaphorical language: evaluates patient's understanding
of the meaning and use of metaphorical langauge.

The RIPA-G was designed to assess cognitive- Normed on adults(aged 15-90) with TBI
communiation deficits associated with TBI. It is used to
quantify cogntiive-linguistic deficits and. help deterrmine
severity levels
The RIPA-G:2 was designed to identify, describe, and The RIPA-G:2 was normed on 229
quantify congitive-linguistic deficits in the geriatric population individuals that consisted of 106 normal
(individuals aged 55 years and older). functioning adults and 123 adults with one of
Immediate Memory: assesses working memory the following: mild cognitive impairment, mild
Temporal Orientation: assesses episodic memory, semantic to moderate Alzheimer's Diseases, Right
memory, orientation, and organization Cerebrovascular Accident, and Traumatic
Spatial Orientation: assesses episodic memory, semantic Brain Injury. The assessment has a high
memory, orientation, and organization reliability and validity across measures.
General Information: assesses semantic memory
Situational Knowledge: assesses problem solving and
reasoning
Categorical Vocabulary: assesses semantic memory and
orientation
Listening Comprehenesion: assesses working memory and
auditory comprehension
Additionally, during each subtest, the individual's responses
are scored using 10 diacrtical marks. These diacritics
provide information regarding the individual's ability to
process information and their cognitive-linguistic skills.

Assesses cognitive and linguistic functions and severity of The SCATBI was standardized on a sample
injury of brain-injured adults and adolescents, showing of head-injured patients and a sample of
progress during recovery. It is a time-efficient assessment. matched adults with no history of head
Unlike other tests for this population, the SCATBI injury. Internal consistency coefficients were
progresses in difficulty levels. This permits patients who high (.90 or higher) for all subtests. Test-
functioned at very high levels, prior to injury, to continue to retest coefficients from a patient sample
be assessed with the SCATBI, as they regain use of higher- ranged from a low of .73 (Reasoning) to a
level abilities (such as complex organization and abstract high of .89 (Recall).
reasoning).

The SLUMS is an assessment tool for mild cognitive N/A

impairment and dementia. It is available for free online.
Test: A norm-referenced test to assess selective Normed on 154 participants (18-80 years
attention, sustained attention, and attentional swtiching old) and 74 unilateral stroke patients (2
months post-stroke). 15 participants with
1. Map Search: Selective attention assessed by having closed head injury (about 14.6 months post
the individual search for symbols on a map in 2 injury) were given the TEA. Also, 10
minutes. subjects with hearing impairment and 10
2. Elevator Counting: Sustained attention assessed by control subjects (with similar IQ) were
having the individual pretend to be in an elevator & assessed with no significant differences in
count audio-presented tones and determine which score results for TEA.
"floor" they are on.
3. Elevator Counting with Distraction: Selective
attention and auditory-verbal memory is assessed by
having the individual count the audio-presented low
tones and ignore the high tones.
4. Visual Elevator: Attentional switching (cognitive
flexibility) is assessed by having the individual count up
and down while following a series of images of
elevators and arrows.
5. Elevator Counting with Reversal: Attentional
switching and auditory verbal memory are assessed
using the visual elevator task with arrows replaced with
high/low pitched tones to indicate "up" and "down"
6. Telephone Search: Selective attention is assessed by
having the individual look for key symbols while
searching through pages in a simulated telephone
directory.
7. TelephoneSearch While Counting: Sustained
attention & divided attention assessed by having the
individual search the telephone directory for key
symbols while counting audio-presented tones
8. Lottery: Sustained attention assessed by having the
individual listen to a 10-minute serios of audio-
presented numbers (e.g., 'BC153'), write down the 2
letters preceding all numbers ending in 55.

Additional information: There are 3 versions of the test

The RBMT was developed to detect impairment of everyday Normed on 118 UK controls aged 14-69
memory functioning and to monitor change following years, 119 people aged 70-96 years, and
treatment for memory difficulties for people with acquired, 176 people with brain injury.
non-progressive brain injuries.
Subtests assess aspects of visual, verbal, recall,
recognition, immediate and delayed everyday memory.
Additionally, prospective memory skills and the ability to
learn new information are measured.

First and Second Names – Delayed Recall: Assesses

patient's ability to remember the first and second names of
two people in photographs.
Belongings – Delayed Recall: Assesses patient's ability to
remember hidden items and the location of these belongings
and ask for these items.
Appointments – Delayed Recall: Alarm is set for 25
minutes and examiner asks 2 questions related to the near
future; when alarm sounds, patient is to repeat the 2
questions asked earlier.
Story – Immediate Recall: Patient is asked to listen to a
short passage that is read to them and is then asked to
recall the story.
Story – Delayed Recall: Patient is asked to recall the story
that they heard earlier.
Picture Recognition – Delayed Recall: 15 drawings are
presented to patient; pictures are later presented again with
additional distractors.
Face Recognition – Delayed Recall: Faces that were
previously presented to the patient are presented again with
additional distractors.
Route – Immediate Recall: Examiner traces a short route
composed of 6 sections within the room and patient is
required to retrace the route immediately.
Route – Delayed Recall: Patient is required to trace route
that was previously shown to them.
Messages – Immediate Recall: Record whether patient
picks up the message envelope and the book and leaves

Includes multiple trials of thin liquid, puree, and solids. This pass/fail type of screening to help determine
is used to identify patients needing instrumental assessment if patient needs a comprhensive evaluation
and to help aid in your hypothesis of swallow dysfunction such as MBSS or FEES
What modalities it’s addressing - 20-25 protocols
what do you hope to gain from Time to administer & manipulatives? (Highlight
this test? red if no)

30-40 minutes 12 record forms, 1 manual;

Additional materials: calender
cards, map,numbers card, 3 action
pictures, action word card, 3 money
word cards, hitler caricaturer, W.C.
Fields photogrraph, Marilyn Monroe
photograph, 3 emotional word cards,
2 symbol cards, drawing of a man, 3
abstract design cards (1 missing),
alternate famous photos Missing
materials: clipboard, yes/no knobs,
pointing stick, toy gun, glasses,
missing 3 sticks

auditory comprehension, limb and oral praxis

 90 to 120 minutes 6 protocols (one has been
(standard) highlighted in and written in) and
30 to 45 minutes 1 Standard Stimulus Cards Manual
(shortened) 3 Stimulus Cards Short Form Manual
up to 1 1/2 hours Examining for Aphasia with the
(extended) BDAE VHS tape & DVD
Tape Recorder (needed by examiner)
2 loose sheets of white paper
(optional)
Pencil, watch, deck of cards (needed
for Auditory Comprehension: Subtest
B Commands Item 3

Modalitieis addressed: Auditory/visual comprehension,

oral expression, analysis,
writing, reading, articulation,
manipulation and problem-solving
abilities of patients with aphasia and related disorders.
The ADP assesses language expression 40 - 50 minutes 23 response forms, 3 examiner's
(verbal and written), auditory manuals, 3 sets of stimulus cards, 3
comprehension, alternaive means of letterboards
communication (gestural), and general
psychological state. The ADP also provides
information regarding an individual's extent
or severity of impairment, the nature of that
impairment, the degree to which certain
abilities may be perserved, the extent to
which the impairment matches established
types of aphasia, and the general social-
emotional state of the patient.

30-40 minutes 12 record forms, 1 manual;

Additional materials: calender
cards, map,numbers card, 3 action
pictures, action word card, 3 money
word cards, hitler caricaturer, W.C.
Fields photogrraph, Marilyn Monroe
photograph, 3 emotional word cards,
2 symbol cards, drawing of a man, 3
abstract design cards (1 missing),
alternate famous photos Missing
materials: clipboard, yes/no knobs,
pointing stick, toy gun, glasses,
missing 3 sticks

auditory comprehension, limb and oral praxis

 90 to 120 minutes 6 protocols (one has been
(standard) highlighted in and written in) and
30 to 45 minutes 1 Standard Stimulus Cards Manual
(shortened) 3 Stimulus Cards Short Form Manual
up to 1 1/2 hours Examining for Aphasia with the
(extended) BDAE VHS tape & DVD
Tape Recorder (needed by examiner)
2 loose sheets of white paper
(optional)
Pencil, watch, deck of cards (needed
for Auditory Comprehension: Subtest
B Commands Item 3

Modalitieis addressed: Auditory/visual comprehension,

oral expression, analysis,
writing, reading, articulation,
manipulation and problem-solving
abilities of patients with aphasia and related disorders.
Measures confrontational word retrieval in 30-45 minutes 1 BNT-2 protocol/record booklet
patients with aphasia or other language 4 BNT-2 stimulus books
disorders. Aids in categorizing type of 1 BNT stimulus book
errors that occur in incorrect responses. Information regarding BNT is
provided in the Manual for Revised
Boston Diagnostic Aphasia
Examinion
Reading Comprehension: Characteristics ~ 3-10 minutes per 18 Protocols
and degree of the individual's reading skills. subtest
~ 1 hour for the entire
battery

Language, executive functioning, motor 15-20 mins 2 scoring sheets, 2 test manuals
function, memory. The test aims to
describe how linguistic, physical, and
psychological deficits resulting from stroke
and aphasia haveaffected the patient's life.
Measures both linguistic and non-linguistic Bedside WAB-R 15 6 Part 1 Record Forms
skills. minutes 1 Part 2 Record Forms
Linguistic: speech content, fluency, auditory Oral/Verbal section of 19 Bedside Record Forms
comprehension, repetition, naming, WAB-R: 30-45 minutes 2 WAB-R Examiner's Manuals
reading, and writing Reading, Writing, 2 WAB-R Stimulus Books
Non-linguistic: drawing, calculation, block Apraxia Constructional,
design and apraxia Visuospatial, and Additional materials/manipulatives
Calculation, and needed: stopwatch/timer, unlined
Supplemental Writing writing paper, pen, matches,
and Reading sections: paperback or hardback book,
45-60 minutes telephone/cell phone, cup, pencil,
flower, comb, screwdriver, ball,
hammer, knife, safety pin,
toothbrush, eraser, padlock, key,
paper clip, watch, rubber band,
spoon, cellophane tape

Apraxia of Speech/articulation ~20 min. 20 Record forms (19 usable), 2

Comes with a workbook that may help with manuals, 2 picture books, 2
therapy targets. workbooks
 ~15-30 minutes 11 copies of the evaluation stapled 2
papers back & front.

This is a checklist with these categories

assessed: 1) Respiration, 2) Phonation, 3)
Resonance, 4) Prosody, 5) Articulation, 6)
Breath support, 7) Sustained phonation, 8)
Alternating motion rates & Sequential
motion rates, 9) Oral Mechanism (lips,
tongue, mandible, dentition, face,
velopharyngel function) 10) Voluntary
movement during a) sustained /a/ and b)
short, repeated /a/
The assessment assesses cognition, orientation, 45-90 minutes Manual, 12 Response Record forms,
memory, recall, and functional communication. Stimulus book A, Stimulus book B,
(if participant is easily One page laminated scoring guide,
fatigued, it can be given in Nail and envelope
several short sessions)
Learning and Memory: ~ 45 minutes to 1 hour 1 manual, 25+ Standard Forms, 25
(15-30 minutes of direct Brief forms, and 25 alternate forms
testing, 30 minutes of
"delay" time during which
other testing may be
performed).
Helps determine current abilities in order to 30 min. for each (1.5 4 RH Record forms, 24 LH Record
form treatment plans for individuals with hours for all) forms, 6 Complex neuro forms, 1
neurological impairments manual, 1 CD, 2 sets of plates
-needs lined paper

Attention, Memory, Language, Executive 15-30 minutes 6 record forms, 1 response booklet
Function, Visuo-spatial Skills.
Language, attention, visuo-spatial skill. 15-30 minutes Not found in Hatcher; all administration materials availab
The American Congress of Rehabilitation
Medicine, Brain Injury determined that the
CRS-R was the most appropriate
assessment for evaluating disorders of
consciousness in Vegetative and Minimally
Conscious patients. The CRS-R thoroughly
addresses the sensory-persceptual skills
and communicative abilities of patients with
disorders of consciousness.

Language, executive functioning, visuo- ~30 minutes 30+ patient response forms; 7
spatial skills, attention. Assess the examiner record booklets
patient's ability to meet their daily
communication needs, within multiple
different contexts (work, social, family).
Pragmatic communication test items
and writing items diagnostically useful
for RHD deficits.
The DOCS allows for the differentiation 40 - 60 minutes Online - there is a short and long
between MCS, VS, and Coma by version as well as training videos
evaluating the responsiveness of the Materials Required:
patient to different forms of stimuli and Taste and Swallowing - taste item
tasks: social knowledge, taste/swallowing, (e.g. juice, milk, soda, familiar taste),
olfactory, proprioceptive/vestibular, tactile, gloves, cotton tipped applicators,
auditory, and visual. towels, bite block
localized, generalized, or no response to Olfactory: flavor extract, chewing
presented stimuli tobacco, cotton tip applicator
Tactile: mini vibrator, feather, can of
pressurized air, ice cubes or ice
chips, alcohol swab, kitchen scournig
pad,
Auditory: whistle, bell
Visual: small mirror, eye patch,
penlight, picture of a familiar person
to the individual, two 3D objects
Verbal reasoning, complex comprehension, 50-60 minutes The manual should be bound - it's
complex expression, problem solving, and all in pieces.
executive functioning during performance on a (The tasks can be given Materials: Stopwatch, 2 pens,
set of challenging functional tasks. separately over many Examiner Scoring Booklet (2),
sessions if needed) Examiner Response Booklet (1), one
Strengths & Weaknesses Checklist,
one Stimulus page 1, one Stimulus
page 2, three stimulus pages 3, one
extra copy of Task 2 Scheduling
Sheet.
Addresses motor, verbal and eye-opening 10-15 minutes Not available in Hatcher https://www.glasgowcomascale.
responses.
Total Glasgow Coma Score gives a useful
‘summary’ of the overall severity of
impaired consciousness (Mild Injury (GCS
Score 13-15) <24 hours post-traumatic
amnesia; Moderate Injury (GCS Score 9-
12); Severe (GCS Score 3-8) >24 hours
post-traumatic amnesia).

Memory, attention, language. Scores 10-15 minutes Free online

should indicate a patient's level of
awareness of their circumstances,
injury, and if their memory is impaired to
a degree that will affect their ADls.
Deficits present in Right-Brain injury: 15-30 minutes 18 Response sheets
unilateral left-sided neglect, higher-level 0 Report Forms
language skills, general reading and writing 14 Protocols
ability, visuosymbolic and visuomotor
processes, expressing emotion, visual
scanning
Memory, Orientation, attention No time is provided, but Not found in the clinic. The form is available online. http:/
based on the form , it
would take an estimated
15-30 minutes,
depending on the patient

The MoCA assesses different cognitive ~15 min. 28 normal response forms, 2 for
domains: attention and concentration, those with visual impairments (blind)
executive functions, memory, language,
visuoconstructional skills, conceptual
thinking, calculations, and orientation

measures attention, language, 20 - 30 minutes 8 Record Form A

visuospatial/constructional abilities, 19 Record Form B
immediate memory, and delayed memory 1 Stimulus Book A
1 Stimulus Book B
1 Examiner's Manual
Executive function, arousal, and attention 15-20 minutes not in Hatcher- online
https://www.neuroskills.com/educatio
n-and-resources/rancho-los-amigos-
revised/#:~:text=The%20Rancho
%20Los%20Amigos%20Levels,with
%20brain%20injury%20are
%20recovering.&text=Each%20level
%20describes%20a
%20general,focus%20on
%20cognition%20and%20behavior.

Attention, Memory, Language, 15 to 45 minutes 4 Test forms

Executive Functioning, Visuo-Spatial
skills. Subtests on visual scanning and
metaphorical language address issues
specific to RHD stroke.

memory,orientation, problem solving, 45-60 min examiners manual, 1 record form,

reasoning, organization, auditory stimulus book, no profile forms, stop
processing watch, and optional recording device
Working memory, auditory comprehension, 25 - 35 minutes 1 examer's manual, full box of
verbal expression, pragmatics, semantic response forms and profile forms
memory, episodic memory, orienation,
word-finding abilities, problem solving and
reasoning, and organization

Attention, memory, thought organization, 30-120 min. 7 record forms, 3 manuals, 2 stimulus
thought flexibility books, 2 sets of cards (1 set is
missing cards #60,61), CD, tape

Attention, immediate recall, orientation, ~15 minutes (online) https://www.slu.edu/medicine/internal-medicine/

delayed recall with interference, numeric
calculation
Numeric calculation and registration,
Memory: immediate recall with interference
(time constraint)
Registration and digit span
Visual spatial
executive function
Selective attention, sustained attention, 45 - 60 min 20-25 scoring sheets, 4 DVDs (2
attentional switching, and auditory verbal Version B, 1 Version A, 1 Version C),
memory. The test aims to measure one's 6 Administration scripts (3 Version A,
attention using everyday materials and 3 Version B), 3 stimulus books, 2
functional activities. manuals
It aims to provide analogues of everyday 30 minutes 1 RBMT-3 Manual
memory situations that appear to prove 1 RBMT-3 Stimulus Book Version 1
troublesome for certain patients with 1 RBMT-3 Stimulus Book Version 2
acquired brain-damage. Subtests of the 1 RBMT-3 Novel Task & Version 1
RBMT involve either remembering to carry Novel Task Scoring Card
out some everyday task, or retaining the 2 Version 2 Novel Task Scoring Card
thype of information needed for adequate 1 RBMT American Version Story
everday functioning. Sheet and Scoring Card
2 Procedural Guides and Scoring
Sheets
5 Message Envelopes
4 Portraint Cards (Tests A-D)
1 Supplement Two Book
1 Supplement Three Book (Elderly
People)
8 protocol forms
RBMT Cassette Tape

dysphasia 10-25 minutes 1 protocol; Online:

https://www.asha.org/uploadedFiles/
AATClinicalSwallowing.pdf