Lesson 1Principles of assessment after moderate TBI: timing, baseline data, and collateral historyThis section outlines main principles for timing and designing assessments after moderate TBI. It covers acute versus ongoing evaluations, baseline information, collateral histories, and medical factors affecting interpretation and outlook.
Optimal timing across recovery phasesUsing premorbid and baseline informationGathering collateral history from informantsMedical, neurological, and medication factorsCommunicating prognosis and uncertaintyLesson 2Standardised tests for attention and processing speed (e.g., Continuous Performance Test, Trail Making Test A, Digit Symbol)This section covers standardised measures of attention and processing speed in adult TBI. It highlights test choices, sensitivity to widespread injury, common issues, and how attention patterns guide return-to-work and driving advice.
Sustained attention and CPT paradigmsTrail Making Test A and processing speedDigit Symbol and coding tasks in TBIDistinguishing inattention from slowed speedEnvironmental and fatigue confoundsLesson 3Ecological and functional measures: functional independence measures, ADL/IADL checklists, work-related functional assessmentsThis section focuses on real-world and functional outcome measures post-TBI, including independence scales, daily living checklists, and work evaluations. It stresses linking test data to participation, safety, and rehab goal setting.
Functional Independence Measure and variantsADL and IADL checklists in brain injuryWork-related functional capacity evaluationsPerformance-based versus rating measuresIntegrating functional data with test scoresLesson 4Language and naming assessments relevant to left temporal lesions (e.g., Boston Naming Test, Controlled Oral Word Association)This section reviews language and naming tests often impacted by left temporal lesions in adult TBI. It emphasises task requirements, error types, reliability, and how results inform diagnosis and rehab planning.
Core language functions in adult TBIBoston Naming Test: uses and limitationsVerbal fluency and COWAT in TBI assessmentError analysis in naming and word retrievalInterpreting lateralization and lesion correlatesLesson 5Visuospatial and constructional tests (e.g., Rey-Osterrieth copy, Block Design) and when to include themThis section examines visuospatial and constructional tests in adult TBI, including when to use them. Topics include common tools, one-sided deficits, widespread injury impacts, and implications for driving, navigation, and daily tasks.
Core visuospatial abilities and TBIRey-Osterrieth copy and organizational styleBlock Design and spatial reasoningScreening for neglect and visual field issuesFunctional impact on driving and navigationLesson 6Assessment of prospective memory and everyday memory tasks (e.g., Cambridge Prospective Memory Test, naturalistic tasks)This section looks at assessing prospective and everyday memory in adult TBI, comparing standard tests to real-life tasks. Learners will connect test results to daily failures and suggest compensatory strategies.
Prospective memory models and TBI vulnerabilityCambridge Prospective Memory Test in practiceNaturalistic tasks and real‑world generalizationAssessing everyday memory complaints and diariesLinking findings to compensatory strategiesLesson 7Memory assessment: verbal and visual episodic memory tests (e.g., Hopkins Verbal Learning Test-Revised, Rey Auditory Verbal Learning Test, Rey-Osterrieth Complex Figure recall)This section covers verbal and visual episodic memory tests for adult TBI. Focus is on encoding versus retrieval issues, performance validity, recognition methods, and how memory profiles shape rehab and training.
Verbal list-learning tests in TBIStory memory and contextual encodingRey-Osterrieth recall and visual memoryEncoding versus retrieval pattern analysisMemory findings and rehab planningLesson 8Selecting tests for repeated measurement: practice effects, alternate forms, and reliable change indicesThis section explains choosing tests for repeat assessments in TBI, covering practice effects, alternate versions, and reliable change measures. Learners will plan follow-ups and interpret changes using evidence-based methods.
Sources and size of practice effectsUse and limits of alternate test formsCalculating and using reliable change indicesInterval selection for serial assessmentsDocumenting clinically meaningful changeLesson 9Executive function tests: planning, inhibition, set-shifting, fluency, and working memory (e.g., Stroop, Wisconsin Card Sorting Test, Tower of London, Verbal Fluency)This section reviews executive function tests for TBI, covering planning, inhibition, set-shifting, fluency, and working memory. Learners will interpret error patterns, real-world validity, and impacts on safety and independence.
Conceptual models of executive dysfunctionStroop and inhibition measures in TBIWisconsin Card Sorting and set-shiftingTower tasks and planning abilityWorking memory and complex span tasksLesson 10Mood, anxiety, and behavioural rating scales (e.g., BDI-II or PHQ-9, GAD-7, Neuropsychiatric Inventory, FrSBe)This section covers mood, anxiety, and behavioural rating scales post-TBI, including self-reports and informant tools. Focus is on selection, thresholds, symptom overlaps with TBI, and integrating into case plans and treatment.
Depression measures: BDI-II, PHQ-9 in TBIAnxiety assessment with GAD-7 after TBINeuropsychiatric Inventory and behavioral changeFrSBe and frontal behavioral syndromesChoosing self versus informant ratings
