Neuropsychological Testing

The Glasgow coma scale is the scoring system that monitors and assesses the level of consciousness of a patient that has had a traumatic injury e.g. brain injury, car accident or sports injury (Braine & cook, 2016). The Glasgow coma scale is a score between 3-15 with 3 being the worst and 15 being the best. This scale is composed of 3 sections which are the best eye response this assessment is important to assess the arousal of the patient which reflexes the integrity of reticular activating system of the brain which assesses by 1. No eye opening 2. Opens to pain 3. Opens to voice 4. Opens spontaneously, the best verbal response this assessment reflects the integrity of higher cognitive and interpretive centres of the brain. The verbal response depends on the language centre in the temporal lobe and in the frontal lobe which assess 1. No verbal response 2. Incomprehensive sounds 3. Inappropriate words 4. Confused 5. Orientated and best motor response this assessment check the function ability of the cerebral cortex, the patient has to understand the commands and perform the movement accordingly, they assess the upper extremities by simple orders because they are more reliable than the lower extremities this is assessed by 1. No motor response 2. Extension to pain 3. Flexion to pain 4. Withdrawals from pain 5. Localising pain 6. Obeys commands, these are the three sections that nurses needs to access (Elliot, Aitken & Chaboyer,

One of the original and most influential neuropsychological test batteries for athletes is the testing program developed for the NFL (Pellman, Lovell, Viano, Casson, & Tucker, 2004). The battery includes six abridged neuropsychological tests and takes approximately 30 minutes to administer. The first of these is the Revised Hopkins Verbal Learning Test (HVLT-R), which assesses verbal learning via three immediate word recall trials, verbal memory via a delayed recall task, and recognition via a yes/no task (Allen & Gfeller, 2011). The next subtest is the Revised Brief Visuospatial Memory Test (BVMT-R) which assesses visual memory via three image recall trials, a delayed recall task and a recognition task (Allen & Gfeller, 2011). The third subtest used in the NFL test battery is the Trail Making Test (TMT), which requires the accurate completion of a number of tasks using spatial scanning, speed and cognitive flexibility skills. Score is determined by the the time taken to complete the test and the number of errors made (Allen & Gfeller, 2011). The fourth subtest is the Controlled Oral Word Association Test (COWAT). The COWAT assesses verbal fluency via three trials of word naming, in which 60 seconds are provided to generate as many words as possible with a given letter of the alphabet. Scores are norm-referenced according to gender, education and age (Allen & Gfeller,

During the study, researchers tested 63 men aging from 18 to 28. The original idea was to compare men who had been diagnosed with a concussion to those who haven’t been diagnosed. After questioning all of the participants about their concussion history and other head related injuries, they discovered that many of them had experienced concussions without being diagnosed. 31 out of the 63 tested had experienced a concussion or the symptoms of the concussions prior to the test. A result from the questions suggests that many people lack knowledge of concussions and the symptoms. To investigate their attention deficits, the researchers used a “MMN” test, which involves showing the individual a flashing letter M on a screen. When the M changes to an N, your brain activity should increase indicating that the person is focusing. The researchers saw spikes in brain activity for those who had never experienced a concussion, but they did not see a spike in the concussion group. Which suggests that concussions affected the individuals’ attention abilities. Concluding, we can all see that concussion affect memory and concentration

In this paper, I will present my findings about the two testing (Cognitive Ability Test

Concussions, classified as a mild traumatic brain injury, are a growing problem in the United States. Research is being done to determine immediate, short-term, and long-term effects as well as the most effective way to treat concussions and the best way to prevent them. The general population is learning more about concussions as more information becomes available. This is especially important because the spread of knowledge of concussions is crucial in preventing and treating concussions. It is important that people

Traumatic brain injuries have become an epidemic, affecting both children and adults. The effects of these brain injuries are severe however; they do differ in severity from youth to adult age in areas such as: cognitive and speech function, physical ability, fatigue, and headaches. America has been recognizing the severity of these injuries and sports and medicine have increased funding to prevent them. In order to properly decide what treatment is best for adults or youth suffering traumatic brain injuries one must conclude the differences between adult and youth symptoms, this proves challenging because the amount of adults suffering traumatic brain injuries is much fewer than adolescents. Another challenge faced when attempting to record and prevent these injuries is the lack of knowledge of symptoms; youth often misinterpret concussion symptoms and believe they have learning disabilities such as ADD and ADHD.

It tests cognitive performance in six domains: reaction time, processing speed, learning, working memory, delayed memory, and spatial memory (Kane, Roebuck-Spencer, Short, Kabat, Wilken, 2007;, Eonta, et al., 2011). It has been shown to be a reliable screening tool for detecting neurocognitive deficits, especially when compared to baseline measures (Kelly, Coldren, Parish, Dretsch, Russell, 2012; Johnson, Vincent, Johnson, Gilliland, & Schlegel, 2008; Roebuck-Spencer, Vincent, Gilliland, Johnson, & Cooper, 2013; Woodhouse, et al., 2013).

The second psychological test that examines BDD is the Body Dysmorphic Disorder Examination (BDDE) created by Rosen & Reiter (1994). This test contains a total of thirty-four items, scored on a Likert-style scale with 0 representing "never (or no)" and 6 corresponding to "everyday (or very important)" (Rosen & Reiter, 1994). It features various domains that include how respondents think others perceive their area of distress (if any), as well as self-consciousness and avoidance due to the area of distress (Rosen & Reiter, 1994). It is not a self-questionnaire format but rather designed as an interview based interaction that is filled out by the clinician (for clinical setting) and/or institution (for certain educational purposes) during an

This paper identifies HRB as the preferred tool to establish John's current level of cognitive function. The HRB shall start by assessing the pre-morbid level of functioning with the Wechsler Adult Intelligence Scale (Wechsler, 1958), Information, Comprehension, Similarities subtest (Reitan & Wolfson, 1986). The battery incorporates several other tests and sub-tests as illustrated in Table 1 for more detailed description and what they aim to measure. Extensive studies support the validity of HRB (Boll, 1981, Franzen, 1989) and as per Dean (1985) this is one of the most often employed battery in the United States. It had been found potent for diagnostic purposes, is able to pinpoint lesion or tumour in many cases at the front, rare, left or right side of the hemisphere (Reitan, 1968). Justification of use includes that it is a notably reliable tool to classify brain damaged patients (Reitan, 1955), which were cross validated by other studies (Vega & Parsons, 1967) and it is suitable for clinical environments. As per Lezak (1995), the biggest advantage of the test is that it prompts the necessity to measure several behavioural and cognitive functions by psychologists when dealing with neuropsychological

Everyone is at risk for a traumatic brain injury (TBI), especially children and older adults. The severity of a TBI case may range from mild, which is a brief change in mental status or consciousness to moderate/severe, which is an extended period of unconsciousness or amnesia after the injury. Mild TBI is the most prevalent TBI and is characterized by unconsciousness and/or confusion and disorientation for less than 30 minutes caused by the forceful motion of the head or impact. While MRI and CAT scans are often normal, the individual may have mental problems such as headache, difficulty thinking, memory problems, attention deficits, mood swings and frustration. All of these injuries are often overlooked but they are extremely important to

Neuropsychological testing is a series of tests and questionnaires for assessment of cognitive functions that cannot be fully administered following the injury since the test takes several days when the injured person requires cognitive rest. In the period of recovery, neurocognitive testing (along with symptom assessment, clinical evaluation, etc.) may help in the diagnosis and management of

Essentially, clinical neuropsychology is the application of this information and knowledge, as well as knowledge from other fields of psychology, to the testing and treatment of humans having showed or performed signs of neurological illnesses or diseases (Barkley, 1983). These

They also found that several neuropsychological functions, such as verbal fluency and visual memorization, improved significantly during the course of the intervention (Dahlgren, C., 2013). However, other functions such as flexibility and planning seemed unchanged. Although there were aspects in this study that can be dependable, there were limitations with this study as well. First of all, there were various studies done previously but with different sample sizes; hence, making comparing the results and studies directly difficult. Second of all, the study contained a small sample size and lacked a control group. This shows that there is a lack of constant results to be compared in future studies with. Third of all, the tests and the testing procedures were different then other CRT tests. This makes it difficult to have direct comparisons. Finally, this study assessed adolescents with AN, rather than previous tests that had adults with AN. Furthermore, future studies should use adolescent samples more in their studying and include control groups to narrow the results even

Based on the completion of UB’s neuropsychological evaluation, specific accommodations and/or modifications will be put in place at the school. UB’s teacher will teacher UB any academic skills that he is not able to remember and provide extensive practice. His parent and teacher will discuss with UB the events that happened in his life that he not able to remember. Due to UB’s severe TBI, he is mainly not responsible for the change in his behavior. UB’s parent is eager to participate in the intervention and has the resources successfully implement the intervention at home. UB’s teacher and parent will receive psychoeducation on TBI and UB’s specific symptoms before starting the intervention. UB will work on two behaviors: compliance and eating.

Woodcock Johnson Tests of Cognitive Abilities Third Edition It’s comprehensive battery is strong and well normed. Client can pick and choose the subtests. Limitations: This is an expensive test to administer and it is cumbersome to get full picture of client in one hour with this tool.