Lesson 1Principles of assessment after moderate TBI: timing, baseline data, and collateral historyThis lesson outlines main principles for timing and planning assessments post-moderate head injury. It includes early vs later checks, starting data points, family input, and health factors affecting outlook and understanding.
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 lesson tackles standard tests for focus and speed in adult head injury cases. It covers test choices, sensitivity to widespread damage, common pitfalls, and how focus 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 lesson centres on real-life and functional outcome tools post-head injury, like independence scales, daily activity lists, and job assessments. It links test info to involvement, safety, and rehab goal planning.
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 lesson reviews language and naming tests hit by left temporal damage in adult head injuries. It focuses on task challenges, error types, reliability, and using results for diagnosis and rehab strategies.
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 lesson examines space perception and building tests in adult head injuries, including when to use them. It covers standard tools, one-sided weaknesses, widespread effects, and links to driving, getting around, and daily chores.
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 lesson looks at testing future memory and daily recall in adult head injuries, comparing formal tests to real-life tasks. You'll connect test results to everyday slips and suggest workaround 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 lesson covers spoken and visual event memory tests for adult head injuries. It stresses learning vs recall issues, result validity, recognition methods, and how memory patterns shape rehab 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 lesson explains picking tests for follow-up checks in head injuries, handling practice familiarity, backup versions, and true change measures. You'll plan reviews and interpret shifts using solid evidence.
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 lesson reviews executive tests for head injuries, covering planning, restraint, switching, word flow, and active memory. You'll read error signs, 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 behavioural rating scales (e.g., BDI-II or PHQ-9, GAD-7, Neuropsychiatric Inventory, FrSBe)This lesson covers mood, worry, and behaviour scales post-head injury, from self-reports to family views. It focuses on choices, thresholds, overlap with injury symptoms, and weaving 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
