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 chronic checks, baseline info, 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 part covers standardised tools for attention and processing speed in adult traumatic brain injury. It notes test choices, sensitivity to widespread injury, usual confounders, 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 part centres on ecological and functional outcome tools post-traumatic brain injury, like independence scales, daily living checklists, and work evaluations. It stresses linking test data to participation, 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 impacted by left temporal lesions in adult traumatic brain injury. Focus is on task requirements, error types, psychometrics, and guiding 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. It covers common tools, side-specific deficits, widespread injury impacts, and effects 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 examines checks for prospective and daily memory in adult traumatic brain injury, comparing standardised tests to real-life tasks. Learners connect test results to everyday lapses and suggest compensatory approaches.
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. Focus is on encoding vs retrieval issues, performance validity, recognition methods, and informing recovery and compensatory 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 choosing tests for ongoing assessment in traumatic brain injury, tackling practice effects, alternate versions, and reliable change measures. Learners plan follow-ups and interpret shifts 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 part reviews executive function tests for traumatic brain injury, covering planning, inhibition, set-shifting, fluency, and working memory. Learners interpret error patterns, real-world validity, and safety/independence implications.
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 part covers mood, anxiety, and behavioural rating scales post-traumatic brain injury, including self-reports and informant tools. Focus is on choices, cutoffs, symptom overlaps with injury, and case formulations/treatment integration.
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
