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Clinical Methods III > Test 3 > Flashcards

Test 3 Flashcards

1
Q

Causes of TBI

A

Motor vehicle age (MVA)
Falls
Firearms
Other (sports, domestic violence)

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2
Q

SCATBI name

A

Scales of Cognitive Abilities in Traumatic Brain Injury

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3
Q

SCATBI purpose

A

Assess cognitive-linguistic skills of adults with TBI
Document progress over time
Help determine where to begin in therapy

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4
Q

SCATBI pros and cons

A

Pros
Can opt-out if having difficulty
Lots of cognitive linguistic information
Have to perform the skill not just say it
Can guide treatment
Cons
Long 2 hours to administer
Can be challenging early post onset

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5
Q

SCATBI test design

A

5 Scales/Key areas:
Perception & discrimination (attn)
Orientation
Organization
Recall (verbal & visual)
Reasoning

2 hours long
Testlets within

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6
Q

CLQT+

A

Cognitive Linguistic Quick Test-Plus

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7
Q

CLQT+ purpose

A

Attention, Memory, Language, Executive Functioning, Visuospatial skills

Aphasia: non-linguistic cognition and linguistic/aphasia

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8
Q

CLQT+ test administration

A

15-30 minutes
Must administer in order given (memory/recall)

Adults w/ acquired neurological disorders

18-89 yrs

Aphasia (not diagnostic) or Cog-Linguistic impairment

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9
Q

CLQT+ aphasia administration

A

Administer the original 10 sunstest/tasks plus the new semantic comprenehnsion task

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10
Q

CLQT+ subtests

A

10 core subtests
1.Personal facts
2.Symbol cancellation
3.Confrontation naming
4.Clock drawing
5.Story retell
6.Symbol trails
7.Generative naming
8.Design memory
9.Mazes

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11
Q

CLQT+ pros and cons

A

Pros
Quick to administer
Assesses lots of key eares
Have to actually do something not just verally respond
Qualification/quantification of behaviors throughout test

Con
New addition last subtest a little confusing

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12
Q

RBANS

A

Repeatable Battery for the Assessment of Neuropsychological Status

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13
Q

RBANS purpose

A

Assess areas in subtests: immediate memory, visuo-spatial/constructional, language, attention, delayed memory

For people with dementia originally, now TBI or other cog comm

Considered a screening? Delves deeply into key areas - as valuable as CLQT+ and SCATBI

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14
Q

RBANS test adminstration

A

Time: less than 30 minutes – try to administer in one setting/attempt
Can be readministered to evaluate disease progression or outcome of rehabilitation therapy
Portable – can be administered bedside; easy and compact to transport

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15
Q

RBANS test domains

A

Immediate memory
List learning, story recall
Visuospatial/constructional
Figure copy and line orientation
Language
Picture naming and semantic fluency
Attention
Digit span and coding
Delayed memory
List recall, list recognition, story memory, figure recall

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16
Q

RBANS pros and cons

A

PROS
Quick to administer (~30 mins)
Can be used on kids 12 - 19
Easy to transport
Spanish and English
Types of recall can inform cues for tx
Dementia or TBI
Emphasis on delayed recall
CONS
Scoring severity rating can be lengthy
Debated if it’s comprehensive

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17
Q

BADS assesses

A

Functional Executive Functioning
Higher level deficits for daily life
Novel and familiar problem-solving skills
Patterns of strengths/weakness

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18
Q

BADS

A

Behavioral Assessment of Dysexecutive Syndrom

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19
Q

BADS subtests

A

Rule Shift Cards
Action Program
Key Search
Temporal Judgement
Zoo Map
Modified Six Elements

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20
Q

BADS pros and cons

A

PROS
Sensitive to cognitive deficits (even mild that other assessments don’t pick up)
Qualitative data (impulsivity, flexibility)
Use of strategies (or not)
Strengths/weaknesses
Functional performance piece
May be appropriate for younger adults compared to FAVRES
CONS
Lengthy ~ 40 mins
Lots of materials to organize

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21
Q

FAVRES

A

Functional Assessment of Verbal Reasoning and Executive Strategies

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22
Q

FAVRES purpose

A

Measure higher level complex comprehensions, complex verbal communication, verbal reasoning, executive functioning
Not for severe cases

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23
Q

What FAVRES assesses

A

Complex comprehension
Complex expression
Verbal reasoning and problem-solving
Executive functions

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24
Q

FAVRES subtests

A

4 reasoning tasks
Planning an event
Scheduling
Making a decision
Building a case

25
Q

FAVRES test administration time etc.

A

50 - 60 mins for all 4 tasks
Can pick and choose subtests
Shouldn’t be administered in isolation - not comprehensive

26
Q

FAVRES scoring

A

TIME (efficiency with which examinee completed tasks)
ACCURACY (score for correct answer)
RATIONALE (score for reasons provided for choosing a particular answer)
Strengths and weaknesses checklist (qualitative scoring of behaviors)
Analysis of subskills (how examinee derived answer – process)

27
Q

BADS scoring

A

Each subtest - 0 to 4 (0 = severe EF deficits 4 = no impairment)
Total profile score (max 24)
Standardized score (reference manual)
Age-corrected standardized score (reference manual)
Overall classification
Impaired to very superior

28
Q

SCATBI scoring

A

Four types of composite scores:
Lower functioning composite
Higher functioning composite
Total composite
SCATBI severity score
SCATBI severity score – range of performance from severe to average normal (mean = 10 SD of 3)
Severe 3 - 6
Moderate 7 - 9
Mild 10 - 12
Borderline normal 13 - 15
Average normal 16 and above

29
Q

CLQT+ scoring

A

Severity ratings for each cognitive domain (WNL, mild, mod, severe)
Index scores w/ severity rating - only for aphasia
Scoring table tells you which skills/domains are assessed in each subtest
Descriptive scoring: time delay, self correcting, probe, perseveration, intelligibility

30
Q

RBANS scoring

A

Raw score, total score, Index scores, Percentile
Cumbersome to gather severity scores
Severity ratings:
-130+ very superior
-90-109 Avg
-69 below “extremely low”

31
Q

MMSE

A

Mini-Mental State Exam

32
Q

MMSE assesses

A

Screener for dementia

Orientation to person, place, time
Attention/calculation/working memory
Recall (immediate and delayed)
Naming
Repetition
Comprehension
Reading
Writing

33
Q

MMSE scoring

A

A score of 20 to 24 suggests mild dementia
13 to 20 suggests moderate dementia
Less than 12 indicates severe dementia

34
Q

MoCA assesses

A

Screener assessing

Short-term memory
Orientation
Executive functioning
Language abilities
Abstraction
Attention
Clock-drawing and animal naming

35
Q

MoCA

A

Montreal Cognitive Assessment (test for dementia)

36
Q

MoCA scoring

A

Normal controls had an average score of 27.4
Mild cognitive impairment: average score of 22.1
Dementia: average score or below of 16.2

37
Q

SLUMS

A

Saint Louis University Mental Status Examination

38
Q

SLUMS what it assesses

A

Screener assesses 11 areas

Oreitnation of place, time
Recall of objects/items and story
Calculation/math
Generative naming
Clocl drawing task
Recogntion of geometric figures

39
Q

SLUMS scoring

A

0 - 20 indicates dementia
21 - 26 mild neurocognitive disorder
27 - 30 normal

40
Q

Staging

A

Complete with patient, family, therapy team input
Helps to track progression of disease progress
Helps patient and family know what is to come

41
Q

Staging rating scales

A

Global Deterioration Scales – patient and family interview
Clinical Dementia Rating – patient and family interview w/ physician

42
Q

ABCD-2

A

Arizona Battery for Communication Disorders of Dementia: Second Edition

43
Q

ABCD-2 purpose

A

Comprehensive (can be used as screener)
Establish baseline and measure decline
Ability to complete everyday tasks
5 Domains:
Mental status
Episodic memory
Linguistic expression
Linguistic comprehension
Visuospatial construction

44
Q

ABCD-2 test domains

A

17 subtests
Domains include
Mental status
episodic memory
language expression
language comprehension
visual spatial Construction

45
Q

ABCD-2 test administration options

A
  1. Screen for deficits only (mild AD) – Four subtest
    Story retail - delayed
  2. Administer subtest in isolation as needed
  3. Administer entire test – then must administer subtests in order as outlined in manual
46
Q

ABCD test time

A

Entire test can be administered in 45-90 minutes or in several shorter sessions ( not ideal due to memory tasks)

47
Q

ABCD-2 scoring

A

Describes level of performance, does not describe performance
Grid to determine what each subtest assesses
(Mental status, episodic memory, language expression, language comprehension, visuospatial construction)

48
Q

RICE-3

A

Rehabilitation Institute of Chicago Evaluation of Communication Problems in Right-Hemisphere Dysfunction - 3

49
Q

RICE-3 purpose

A

Comprehensive Eval

ONLY for RHD/suspected RHD

Eval sequelae of RHD

Structured observation of behaviors

Measures and documents progress

50
Q

RICE-3 subtests

A

Behavioral Observational profile
Rating scale of pragmatic communication skills
Narrative discourse - completeness (uses story recall from ABCD-2)
Visual scanning and tracking (accuracy & rate) (symbol elimination task, 4 different ways)

51
Q

RICE-3 pros and cons

A

PROS
Easy to administer
Pick individual subtests
Easy to calculate raw score for each subtest and compare to severity rating
Designed for RHD
Quick to administer
CONS
Subtest 3 needs story from ABCD test
Behavioral observation subjective, premorbid baselines can impact
No overall severity rating - only subtest/skill severities
Metaphorical section bias (language, age)

52
Q

MIRBI-2

A

Mini Inventory of Right Brain Injury - 2nd edition

53
Q

MIRBI-2 purpose

A

Screener: neurocognitive deficits
Determine if they are consistent with RHD
Determine severity
ID strengths/weaknesses, Tx goals

54
Q

MIRBI-2 domains

A

4 Domains:
Visuoperceptual/visuospatial and attention processing
Lexical knowledge processing
Affective processing
General Behavioral Processing

27 items on 10 subsections

55
Q

MIRBI-2 pros and cons

A

PROS
correct, partially correct, incorrect
Percentile rank and stanine score can be compared to severity rating
CONS
Short, can still provide some helpful info
Right left differentiation can be assessed
Specific to RHD

56
Q

RHD tests/screeners

A

MIRBI-2 and RICE-3

57
Q

Dementia screeners

A

MMSE, MoCA, SLUMS

58
Q

Assessments for TBI

A

SCATBI, RBANS, CLQT+
FAVRES, BADS

Clinical Methods III (1 decks)

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