Lesson 1Principles of assessment after moderate TBI: timing, baseline data, and collateral historyThis section outlines core principles of timing and design of assessments after moderate TBI. Topics include acute versus chronic evaluations, baseline data, collateral history, and medical factors that shape interpretation and prognosis.
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 section addresses standardized measures of attention and processing speed in adult TBI. It highlights test selection, sensitivity to diffuse injury, common confounds, and how attention profiles inform return‑to‑work and driving recommendations.
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 section focuses on ecological and functional outcome measures after TBI, including independence scales, ADL/IADL checklists, and work assessments. Emphasis is on linking test data to participation, safety, and rehabilitation 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 section reviews language and naming tests commonly affected by left temporal lesions in adult TBI. Emphasis is on task demands, error patterns, psychometrics, and how results guide differential diagnosis and rehabilitation 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 section examines visuospatial and constructional tests in adult TBI, including when they are indicated. Topics include common measures, lateralized deficits, diffuse injury effects, and implications for 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 section examines assessment of prospective and everyday memory in adult TBI, contrasting standardized tests with naturalistic tasks. Learners will link test performance to real‑world failures and derive compensatory strategy recommendations.
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 verbal and visual episodic memory tests used in adult TBI. Emphasis is on encoding versus retrieval deficits, performance validity, recognition formats, and how memory profiles inform rehabilitation 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 section explains how to select tests for repeated assessment in TBI, addressing practice effects, alternate forms, and reliable change indices. Learners will plan follow‑ups and interpret change within evidence‑based frameworks.
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 function tests relevant to TBI, including planning, inhibition, set‑shifting, fluency, and working memory. Learners will interpret error patterns, ecological validity, and implications for safety and independence.
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 section covers mood, anxiety, and behavioral rating scales used after TBI, including self‑report and informant measures. Focus is on selection, cutoffs, symptom overlap with TBI, and integrating findings into case formulations and 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
