Lesson 1Principles of assessment after moderate TBI: timing, baseline data, and collateral historyOutlines main rules for timing and setting up checks after medium head injury. Covers early vs long-term checks, starting points, other people's stories, and health factors for outcomes.
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)Looks at standard tests for focus and speed in head injury adults. Highlights picking tests, spotting spread damage, common mix-ups, and how focus shapes 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 assessmentsFocuses on real-life and function outcome tools after head injury, like independence scales, daily task lists, and work checks. Links test info to joining life, 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)Reviews speaking and naming tests hit by left temporal damage in head injury. Stresses task needs, mistake types, test quality, and guiding diagnosis 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 themChecks space vision and building tests in head injury, when to use them. Covers common tools, one-side weaknesses, spread effects, and links to driving, finding ways, daily jobs.
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)Looks at checking future memory and daily recall in head injury, comparing standard tests to real tasks. Links test doing to life fails and suggests fix 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)Covers word and picture event memory tests for head injury. Stresses learning vs getting back issues, true effort, yes/no formats, and how 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 indicesExplains picking tests for repeat checks in head injury, handling practice, other versions, change scores. Plan follow-ups and read changes with 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)Reviews control tests for head injury, like planning, stopping, switching, word flow, short memory. Read mistake types, life links, safety and alone living 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)Covers mood, worry, behaviour scales after head injury, self and other reports. Pick, cut points, overlap with injury, mix 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
