Lesson 1Principles of assessment after moderate TBI: timing, baseline data, and collateral historyThis part outlines key rules for timing and planning tests after moderate brain injury. It includes early versus later checks, starting data points, info from family or witnesses, and health factors affecting understanding and predictions.
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 section covers standard tests for focus and speed in adult brain injury. It points out test choices, how they spot widespread damage, usual mix-ups, and how focus results 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 focuses on real-life and practical outcome tests after brain injury, like independence scales, daily living checklists, and job assessments. It stresses linking test info to involvement, 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 section reviews language and naming tests hit by left temporal damage in adult brain injury. Focus is on task challenges, mistake types, test quality, and how results help 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 themThis section looks at visual-space and building tests in adult brain injury, including when to use them. Topics cover usual tests, one-sided weaknesses, widespread damage effects, and meaning for driving, finding ways, and 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)This part studies testing future memory and daily recall in adult brain injury, comparing standard tests to real-life tasks. You will connect test results to daily failures 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 section covers spoken and visual event memory tests for adult brain injury. Focus is on learning versus recall issues, test truthfulness, yes/no formats, and how memory patterns guide recovery and workaround 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 repeat use in brain injury, handling practice effects, backup versions, and true change measures. You will plan follow-ups and read changes using solid evidence 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 section reviews executive tests for brain injury, covering planning, holding back, switching tasks, word flow, and short-term memory. You will read mistake patterns, real-life truth, 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 part covers mood, worry, and behaviour scales after brain injury, including patient and family reports. Focus is on picking them, cut points, overlap with injury symptoms, and blending 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
