Lesson 1Principles of assessment after moderate TBI: timing, baseline data, and collateral historyThis part sets out main principles for timing and planning assessments post-moderate traumatic brain injury. It includes acute vs long-term checks, starting data, supporting history, and health factors shaping understanding and predictions.
Optimal timing across recovery phasesUsing premorbid and baseline informationGathering collateral history from informantsMedical, neurological, and medication factorsCommunicating prognosis and uncertaintyLesson 2Standardized tests for attention and processing speed (e.g., Continuous Performance Test, Trail Making Test A, Digit Symbol)This part deals with standard measures of attention and processing speed in adult traumatic brain injury. It points out test choices, sensitivity to widespread harm, usual confounds, and how attention patterns guide work return 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 part centres on real-world and functional outcome measures post-traumatic brain injury, like independence scales, daily living checklists, and work checks. Stress is on connecting test data to involvement, safety, and recovery 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 part reviews language and naming tests often hit by left temporal damage in adult traumatic brain injury. Stress is on task needs, error types, measurement quality, and how findings direct diagnosis and recovery 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 part looks at visuospatial and constructional tests in adult traumatic brain injury, including when to use them. Topics cover common measures, side-specific weaknesses, widespread harm effects, and impacts on 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 part checks assessment of prospective and daily memory in adult traumatic brain injury, comparing standard tests to natural tasks. Learners link test results to real-life slips and suggest support strategy ideas.
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 part covers verbal and visual episodic memory tests for adult traumatic brain injury. Stress is on learning vs recall weaknesses, result validity, recognition styles, and how memory patterns inform recovery and support 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 part explains picking tests for ongoing assessment in traumatic brain injury, tackling practice effects, backup forms, and reliable change measures. Learners plan follow-ups and read change using solid evidence bases.
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 part reviews executive function tests key to traumatic brain injury, covering planning, inhibition, switching, fluency, and working memory. Learners read error types, real-life fit, and effects on safety and self-reliance.
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 behavioral rating scales (e.g., BDI-II or PHQ-9, GAD-7, Neuropsychiatric Inventory, FrSBe)This part covers mood, anxiety, and behaviour rating scales post-traumatic brain injury, including self and observer reports. Focus is on choices, thresholds, symptom overlaps with injury, and weaving findings into case plans and care.
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
