Semin Speech Lang 2005; 26(4): 215-222
DOI: 10.1055/s-2005-922101
Copyright © 2004 by Thieme Medical Publishers, Inc., 333 Seventh Avenue, New York, NY 10001, USA.

The Use of Standardized Tests for Individuals with Cognitive-Communication Disorders

Lyn S. Turkstra1 , Carl Coelho2 , Mark Ylvisaker3
  • 1Department of Communicative Disorders, University of Wisconsin-Madison, Madison, Wisconsin
  • 2University of Connecticut-Storrs, Storrs, Connecticut
  • 3College of St. Rose, Albany, New York
Further Information

Publication History

Publication Date:
09 November 2005 (online)

ABSTRACT

The assessment of individuals with cognitive-communication disorders after traumatic brain injury can present a major challenge to speech-language pathologists. For this reason, the Academy of Neurologic Communication Disorders and Sciences Practice Guidelines Group dedicated a specific writing committee to this topic. This article summarizes the writing committee's efforts related to the use of standardized, norm-referenced tests. The article begins with the key questions speech-language pathologists might ask in choosing a standardized test. We then provide a summary of the results of the writing committee's data-gathering activities and a brief description of the tests that appeared to meet most established criteria for validity and reliability for use with this clinical population. The article concludes with the identification of areas in which instruments and additional normative data are needed.

REFERENCES

  • 1 Adamovich B, Chapey R, Larkins P et al.. The role of speech-language pathologists in the habilitation and rehabilitation of cognitively impaired individuals. American Speech-Language-Hearing Association Subcommittee on Language and Cognition.  ASHA. 1987;  29 53-55
  • 2 Turkstra L, Coelho C, Ylvisaker M et al.. Practice guidelines for standardized assessment for persons with traumatic brain injury.  J Med Speech Lang Pathol. 2005;  13 ix-xxviii
  • 3 American Educational Research Association .Standards for Educational and Psychological Testing. Washington, DC; American Psychological Association 1985
  • 4 Anastasi A, Urbina S. Psychological Testing. Upper Saddle River, NJ; Prentice-Hall 1997
  • 5 World Health Organization .International Classification of Functioning, Disability and Health-Report. Geneva: Switzerland; World Health Organization 2001
  • 6 Wilson B A, Alderman N, Burgess P W, Elmslie H, Evans J J. Behavioural Assessment of the Dysexecutive Syndrome. Bury St. Edmunds, England; Thames Valley Test 1996
  • 7 Holland A, Frattali C, Fromm D. Communication Activities of Daily Living. 2nd ed. Austin, TX; Pro-Ed 1999
  • 8 Paul D, Frattali C M, Holland A L, Thompson C K, Caperton C J, Slater S. Quality of Communication Life Scale. Rockville, MD; American Speech-Language-Hearing Association 2005
  • 9 Murray L L, Chapey R. Assessment of language disorders in adults. In: Chapey R Language Intervention Strategies in Aphasia and Related Neurogenic Communication Disorders. 4th ed. Philadelphia, PA; Lippincott Williams & Wilkins 2001: 55-118
  • 10 Plante E. Observing and interpreting behaviors: an introduction to the clinical forum.  Lang Speech Hear Serv Sch. 1996;  27 99-101
  • 11 Sabers D L. By their tests we will know them.  Lang Speech Hear Serv Sch. 1996;  27 102-108
  • 12 Lezak M D. Neuropsychological Assessment. 3rd ed. New York; Oxford University Press 1995
  • 13 Spreen O, Strauss E. A Compendium of Neuropsychological Tests. 2nd ed. New York; Oxford University Press 1998
  • 14 Frattali C, Thompson C, Holland A, Wohl C, Ferketic M. American Speech Language Hearing Association Functional Assessment of Communication Skills for Adults. Rockville, MD; American Speech Language Hearing Association 1995
  • 15 Gioia G A, Isquith P K, Guy S C, Kenworthy L. Behavior Rating Inventory of Executive Function. Odessa, FL; Psychological Assessment Resources 2000
  • 16 Functional Independence Measure, Uniform Data Set for Medical Rehabilitation. Buffalo, NY; University at Buffalo 1996
  • 17 Randolph C. Repeatable Battery for the Assessment of Neuropsychological Status. San Antonio, TX; Psychological Corporation 2001
  • 18 Wiig E, Secord W. Test of Language Competence-Expanded Edition. San Antonio, TX; Psychological Corporation 1989
  • 19 Kertesz A. Western Aphasia Battery. San Antonio, TX; Psychological Corporation 1982
  • 20 MacDonald S. Functional Assessment of Verbal Reasoning and Executive Strategies. Guelph, Ontario; CCD Publishing 2005
  • 21 Kennedy M, DeRuyter F. Language and cognitive basis for communication disorders following traumatic brain injury. In: Beukelman D, Yorkston K Communication Disorders following Traumatic Brain Injury: Management of Cognitive, Language, and Motor Impairments. Austin, TX; Pro-Ed 1991: 123-190
  • 22 Hartley L L. Cognitive-Communicative Abilities following Brain Injury: A Functional Approach. San Diego, CA; Singular Publishing 1995
  • 23 Gillis R J, Pierce J N, McHenry M. Traumatic Brain Injury Rehabilitation for Speech-Language Pathologists. Boston, MA; Butterworth-Heinemann 1996
  • 24 Ylvisaker M, Gioia G. Cognitive assessment. In: Ylvisaker M Traumatic Brain Injury Rehabilitation. 2nd ed. Boston, MA; Butterworth-Heinemann 1998: 159-179
  • 25 Sohlberg M M, Mateer C A. Cognitive Rehabilitation: An Integrative Neuropsychological Approach. New York; Guilford Press 2001
  • 26 Blosser J L, DePompei R. Pediatric Traumatic Brain Injury: Proactive Intervention. Clifton Park, NY; Thompson Learning 2003

Lyn S TurkstraPh.D. 

Department of Communicative Disorders, University of Wisconsin-Madison

1975 Willow Drive, Madison, WI 53706

Email: lsturkstra@wisc.edu

    >