Lesson 1Principles of assessment after moderate TBI: timing, baseline data, and collateral historyThis part sets out main rules for checks after medium head knocks, covering early vs long-term, start data, side stories, and health factors shaping meaning and outlook.
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 covers set measures for focus and speed in grown-up head injury. It points out test picks, feel for spread harm, mix-ups, and how focus shapes work and drive 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 eyes real-life and use outcome tools post-head injury, like freedom scales, daily task lists, and work checks. Stress on tying test data to taking part, safety, and recovery goals.
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 checks speech and naming tests hit by left temporal harm in grown-up head injury. Stress on task needs, error ways, measure strength, and guiding issue-split and recovery plans.
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 sight-space and build tests in grown-up head injury, when to use. Covers common tools, side lacks, spread harm, and drive, path, daily task effects.
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 future and daily memory in grown-up head injury, pitting set tests vs natural ones. You'll tie test doings to real fails and get makeup plan 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 word and sight event memory tests for grown-up head injury. Stress on store vs get lacks, true do strength, know formats, and memory shapes recovery 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 shows test picks for repeat checks in head injury, handling drill effects, other forms, steady change scores. You'll plan follows and read change on proof 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 checks control skill tests for head injury, like plan, hold-back, shift, flow, short memory. You'll read error ways, real use, safety freedom effects.
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, worry, behaviour score tools post-head injury, self and other reports. Focus on picks, cut lines, injury overlap, tying to case plans 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
