Lesson 1Principles of assessment after moderate TBI: timing, baseline data, and collateral historyThis section outlines key principles for timing and designing assessments post-moderate TBI. It includes acute vs chronic evaluations, baseline info, collateral history, 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 section covers standardised measures of attention and processing speed in adult TBI. It highlights test selection, sensitivity to widespread injury, common issues, and how profiles 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 section focuses on everyday and functional outcome measures post-TBI, like independence scales, ADL/IADL checklists, and work assessments. It links test data to participation, safety, and rehab 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 impacted by left temporal lesions in adult TBI. Focus on task demands, error types, reliability, and guiding diagnosis and rehab 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 to use them. Covers common tools, one-sided deficits, widespread injury effects, and links to 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 looks at assessing prospective and daily memory in adult TBI, comparing standard tests to real-life tasks. You'll connect performance to everyday slips and suggest compensation 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 verbal and visual episodic memory tests for adult TBI. Stresses encoding vs retrieval issues, validity checks, recognition methods, and informing rehab and compensation 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 choosing tests for repeat assessments in TBI, tackling practice effects, alternate versions, and reliable change metrics. You'll plan follow-ups and interpret changes evidence-based.
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 for TBI, covering planning, inhibition, shifting, fluency, and working memory. Interpret error patterns, real-life 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 section covers mood, anxiety, and behaviour rating scales post-TBI, including self and informant reports. Focus on choice, cutoffs, TBI symptom overlap, and case formulation/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
