Rehabilitation Information Pack

Transcription

1 Rehabilitation Information Pack A range of products from Pearson Assessment for professionals working in the area of rehabilitation The Functional TFL S UK Administration and Scoring Manual Living Scale UK Edition Examiner s Manual C. Munro Cullum Myron F. Weiner Kathleen C. Saine

2 Welcome... Dear Colleague, Pearson (Assessment) is one of the UK s leading publishers of standardised assessments. Our tests are used by a number of professionals in both health and education settings and we strive to develop and distribute tools that are timely and in line with good practice guidelines. For example, we are mindful of targets set by the Department of Health, for the early recognition of debilitating neurological and cognitive disorders including dementia and the aim for two-thirds of people with dementia [to be] identified and given appropriate support by In this pack you will find a range of products that can aid you in identifying cognitive impairments and assist you in the evaluation of your clients; helping you to plan intervention strategies and enhance your evidencebased practice. Among these assessments is the new Brief Cognitive Status Exam (BCSE) which is designed to assess a client s cognitive ability quickly and reliably, and the RBANS - Update which can be used as a stand-alone core battery for the detection and characterization of dementia in the elderly. Together with early diagnosis, assessment of activities of daily living can be vital in assisting service users maintain independence or return to everyday life. The UK-normed Rivermead Behavioural Memory Test- Third Edition, Rookwood Driving Battery and The Functional Living Scales UK Version all have excellent ecological validity which places assessment in real life context; making the results more meaningful to you as a professional, and your clients. Alongside these measures, we have tools including the internationally respected Becks TM range which can aid in the screening of co-morbid problems such as mood disorders and other mental health issues. This pack contains: An overview of new and useful assessments for rehabilitation settings Individual assessment product bulletins (including case studies) Details of your Area Sales Consultant and how to book a free, no obligation product demo. For order and price enquiries, please contact our Customer Services Team on , visit us at. Alternatively, if you are on Twitter or Facebook over there. Yours faithfully, Introducing our 2013 Rehabilitation Information Pack Simone Gilson Marketing Communications Manager Pearson Assessment (UK) [email protected]

3 Press Release May 2013 Samantha Armitage announced winner of the College of Occupational Therapists (COT) Pearson Award for education, research or continuing professional development Samantha Armitage, a member of the British Association of Occupational Therapists (BAOT), has been named as the winner of the 2013 COT Pearson Award for education, research or continuing professional development. Samantha has been qualified as an occupational therapist for eight years and has worked in paediatrics for six. Samantha currently works for East Cheshire NHS Trust as a community children s occupational therapist. On hearing of her success, Samantha said: I am delighted to be selected as the recipient of the Pearson Award this year which I applied for in order to continue my professional development in the area of Sensory Integration Therapy, enhancing my clinical practice as a paediatric occupational therapist. This Award will enable me to progress along the post graduate training pathway in Sensory Integration, developing knowledge, skills and expertise in the areas of sensory processing, integration and specialist therapy practice. As well as practical skill development, the course will provide opportunity to critique and appraise the evolving research and evidence base for practice using this approach, all of which will be integrated into daily clinical work to improve the quality of care and outcomes of therapy for children experiencing sensory integration dysfunction, directly making a difference to children and families. The Award, now in its second year, was developed as a joint initiative between the College of Occupational Therapists and Pearson Assessment, and invited entrants to submit an application from September The Award aims to provide support for an individual professional or student BAOT member towards an activity that forms part of their education, research or continuing professional development. A sum of 1,000 was awarded to Samantha to enable her to continue her professional development in Sensory Integration Therapy. Naomi Hankinson, Chair of the Awards Panel and Chair of COT Council said of the 2013 outcome: There was an excellent outcome to the 2013 Pearson Award, and the College is grateful to Pearson Assessment for supporting the ongoing education and research interests of its members. A number of strong applications were received this year, and the winner will benefit from support for her postgraduate training interests. Shelley Hughes, Occupational Therapy and Training Manager for Pearson Assessment, commended Samantha on her success: Pearson Assessment would like to congratulate Samantha on the outcome of her application to this year s COT Pearson Award. We wish her every success in her course and are confident it will enhance her clinical practice with children and families. Our aim in working with the College of Occupational Therapists and our ongoing support of this Award is to recognise the fantastic work and commitment that individuals make to the profession of occupational therapy. Pearson Assessment is the leading publisher of assessments for professionals working in health, psychology and educational settings. Their portfolio covers a range of bestselling, standardised assessments and intervention tools in areas including: motor, visuo-perceptual, sensory and functional skills and wellbeing. These include the Movement Assessment Battery for Children - Second Edition (Movement ABC-2), Sensory Profile and the newly published The Functional Living Scale - UK Version (TFLS UK).

4 Notes for editors - Ends - For more information, please contact Simone Gilson, Marketing Communications Manager, on or [email protected] About Pearson Assessment Pearson Assessment is the world s largest commercial developer and distributor of educational assessments and psychological testing materials with a 90 year history of commitment to researching and developing products to a reliable high standard. Pearson Assessment is dedicated to the pursuit of professional excellence, leadership, and growth through acquisition, development, publication, and the maintenance of quality assessment tools in order to anticipate and meet the needs of its customers. Drawing on our knowledge and capabilities, Pearson Assessment is dedicated to creating proven standardised assessments and interventions that transform lives and help professionals in education, health services and other areas to provide the best possible diagnosis and care. For more information, visit or The COT Pearson Award for education, research or continuing professional development was originally launched in About the College of Occupational Therapists The College of Occupational Therapists is the only professional body for occupational therapists in the UK and the voice for the occupational therapy profession. We promote the value of occupational therapy as a means of improving the health and wellbeing of UK citizens and strive for excellence in occupational therapy education, in professional development, in research and in practice. The College has over 29,000 members including researchers, practitioners, students and overseas members. Practitioners work in a range of settings including hospitals, health centres, schools, residential and nursing care, childrens centres, prisons, workplaces, voluntary organizations and independent practice.

5 Pearson Assessment s Guide to Selecting Rehabilitation Assessments Our decision tree can help you establish which of Pearson Assessment s tests will best meet your needs. Take a look at the key to the right to see which tests are limited to CL1 registered users, and which three tests can also be accessed by CL2 users when the Cognitive Assessment Training - Online (CAT-O) - endorsed by the College of Occupational Therapists - is completed. Visit /cato for more details. We ve also highlighted which tests include children s norms or where a children s version is available. General Ability and Screeners Wellbeing and Life Skills Life Skills Vineland Adaptive Behavior Scales, Second Edition (Vineland-II) # Adaptive Behavior Assessment System - Second Edition (ABAS) # Rookwood Driving Battery (RDB) The Functional Living Scales - UK Edition NEW le Evaluation Sca Wellbeing report is a brief, self Scale (WES) older people. g Evaluation well-being in The Well-bein to measure measure designed Wechsler Adult Intelligence Scale - Fourth UK Edition (WAIS-IVUK) # Repeatable Battery for the Assessment of Neuropsychological Status Update (RBANS Update)# NEW Cognitive Linguistic Quick Test (CLQT) Wessex Head Injury Matrix (WHIM) Kaplan Baycrest Neurocognitive Assessment (KBNAUK) Wechsler Abbreviated Scale of Intelligence - Second Edition (WASI-II) NEW Brief Cognitive Status Exam (BCSE) NEW The Functional Living Scales - UK Edition NEW Self Image Profile for Adults (SIP-Adult) # Wellbeing Evaluation Scale (WES) NEW # Key Children s norms / children s version of test available Accessed by CL1 users only Now on Q-interactive Training requirement for CL2 users - CAT-O Pre-Morbid Abilities Test of Premorbid Functioning - UK Version (TOPFUK) NEW Spot the Word (STW 2) NEW Cognitive Assessments Spot the Word 2 Examiners Manu C. Munro Cullum al, Myron F. Weine r and Kathleen C. Saine Social Cognition General Memory Rivermead Behavioural Memory Test - Third Edition (RBMT-3) # Wechsler Memory Scale - Fourth Edition - UK (WMS-IVUK) Executive Function The Awareness of Social Inference Test (TASIT) Attention Delis-Kaplan Executive Function System (D-KEFS ) # Behavioural Assessment of the Dysexecutive Syndrome (BADS) # Hayling and Brixton Tests Older People Middlesex Elderly Assessment of Mental State (MEAMS) Repeatable Battery for the Assessment of Neuropsychological Status Update (RBANS Update) # NEW Test of Everyday Attention (TEA) # Motor and Visual Perception Skills Prospective Memory Cambridge Prospective Memory Test (CAMPROMPT) Working Memory Alloway Working Memory Assessment, 2nd Edition (AWMA-2) # NEW Cogmed Working Memory Traiining (Cogmed) Verbal and Visual Memory Doors and People # California Verbal Learning Test - UK Second Edition (CVLT-IIUK) # Behavioural Inattention Test (BIT) Visual Object and Space Perception Battery (VOSP) Cortical Vision Screening Test (CORVIST) Developmental Test of Visual Perception - Adolescent and Adult (DTVP-A) # Developmental Test of Visual Perception, Third Edition (DTVP-3) NEW Beery-Buktenica Developmental Test of Visual-Motor Integration, Sixth Edition (Beery VMI) # NEW Motor Skills Speech, Language and Communication Cognitive Linguistic Quick Test (CLQT) Communication Checklist - Adult (CC-A) # Communication Checklist - Self Report (CC-SR) # Continuous Professional Development (CPD) Cognitive Assessment Training - Online (CAT Online) - online training package that enables professional therapists to use certain neuropsychological assessments usually restricted to psychologists. Endorsed by the College of Occupational Therapists Psychometrics Training Online NEW Psychometric Assessment, Statistics and Report Writing NEW Bruininks Motor Ability Test (BMAT) NEW Bruininks-Oseretsky Test of Motor Proficiency, Second Edition (BOT-2) and BOT-2 Brief Movement Assessment Battery for Children - Second Edition (Movement ABC-2)

6 Wechsler Adult Intelligence Scale - Fourth UK Edition (WAIS-IV UK ) Overview In recognition of emerging demographic and clinical trends, the Wechsler Adult Intelligence Scale Fourth UK Edition (WAIS-IV UK ) is now available and provides you with the most advanced measure of cognitive ability and results you can trust. Our commitment to excellence led us to focus on four issues to guide the evolution of WAIS-IV UK : changing demographics emerging clinical needs new research increasing caseloads WAIS-IV UK is also now available in the Q-interactive Assessment library. Our revolutionary new digital platform that delivers the world s most advanced assessment tools you can take with you anywhere. Changing demographics Since the publication of WAIS-III UK in 1999 much has changed both culturally and demographically. The population has aged, standards of living have improved, and society has become more diverse. These are just some of the considerations that influenced the normative data collection for the WAIS-IV UK. In response to the increase in cases involving older clients, WAIS-IV UK is designed to be more developmentally appropriate for older adults through the following: reduced administration time additional teaching items to ensure understanding of tasks reduced vocabulary level for additional instructions decreased emphasis on motor demands and time bonus points enlarged visual stimuli Emerging clinical needs Meeting the needs of individuals with clinical issues is one of the most important services that psychologists provide. These needs change over time as research improves and new disorders and groups are defined. The WAIS-IV UK has been developed with special emphasis on these unique groups and provides clinicians with valuable data and insight to better support these special populations. The new special group studies include: Gifted Intellectual Functioning, Borderline Intellectual Functioning, Asperger s Disorder, Autistic Disorder, Major Depressive Disorder and Mild Cognitive Impairment. The WAIS-IV UK has also been co-normed with the new Wechsler Memory Scale -IV UK

7 Wechsler Adult Intelligence Scale - Fourth UK Edition (WAIS-IV UK ) New research The field of Psychology is constantly evolving based on scientific research, new theories, and changes in culture and society. This evolution is represented in improvements to the WAIS-IV UK theoretical foundation and changes in the test structure itself. Increasing caseloads With increasing workloads and the limited time available for administering assessments, it was important to focus our efforts to provide you with the highest quality clinical information, in the most efficient time possible. Some of the changes that contribute to an overall reduction in administration time include: reduction of core battery from 13 subtests to 10 simplified Record Form shortened discontinue rules contributing to an overall average reduction in administration time of nearly 15%! Test structure The WAIS-IV UK structure has been modified to align with the widely popular WISC-IV UK and to reflect current theory regarding cognitive ability. The new structure is also more reflective of current cognitive ability theory and divides scores into four specific domains. The core battery consists of ten total subtests that yield the FSIQ and four Index Scores. There are also five supplemental subtests that may be substituted for core subtests or administered for additional information. Updated structural foundations include: New measure of fluid intelligence Developed new subtest to measure fluid reasoning: Visual Puzzles Contributes to Perceptual Reasoning Composite More reliable measure than Object Assembly Requires no motor skills Figure Weights Contributes to Perceptual Reasoning Composite Measure of quantitative and analogical reasoning Requires no motor skills

8 Wechsler Adult Intelligence Scale - Fourth UK Edition (WAIS-IV UK ) Enhanced measures of working memory Revise arithmetic to emphasize WM Revise digit span to emphasize WM (added Digit Sequencing) Retain auditory WM measures on WAIS, visuo-spatial WM Measures on WMS Improved measure of processing speed Reduce fine motor demands Included an additional supplemental subtest: Cancellation Contributes to Processing Speed Composite Imbedded Stroop Effect Provides scores for omission and commission errors VERBAL DOMAIN Verbal Comprehension Scale Core Subtest Similarities Vocabulary Information Supplemental Subtest Comprehension PERCEPTUAL DOMAIN Perceptual Reasoning Scale Core Subtest Block Design Matrix Reasoning Visual Puzzles NEW Supplemental Subtest Figure Weights (16-69 only) NEW Picture Completion Working Memory Scale Core Subtest Digit Span Arithmetic FSIQ (16:0-90:11) Processing Speed Scale Core Subtest Speech Search Coding Supplemental Subtest Letter-Number Sequencing (16-69 only) Supplemental Subtest Cancellation (16-69 only) NEW WORKING MEMORY DOMAIN PROCESSING SPEED DOMAIN

9 Wechsler Adult Intelligence Scale - Fourth UK Edition (WAIS-IV UK ) Endorsement Dr. Carol A. Ireland, CPsychol, MBA, Forensic Psychologist, Chartered Scientist, University of Central Lancashire and CCATS (Coastal Child and Adolescent Therapy Services), UK I have been involved with administering the WAIS for over fifteen years. I have been involved in regularly training individuals in this tool for many years. Over this time I have seen substantial developments in the tool, and in responses to changes in the literature. I think this undoubtedly continues to be the strength of the WAIS; the willingness to consider developing changes and to waste no time in responding to these accordingly. The earlier WAIS (WAIS-III) was available to purchase in 1997, and so it would appear timely for the revisions presented through the WAIS-IV. The WAIS-IV is a crucial development from the WAIS-III. It offers a more streamlined version without losing any of its quality. Indeed, the quality of the tool is much enhanced by such developments. For example, it removes sub-tests that have more recently been considered unhelpful and which added little to the tool. From the WAIS-III, 12 sub-tests have been retained, four sub-tests have been removed, with three new subtests added. Within the subtests which remain, there have been helpful and timely updates whilst there are some additions to the WAIS-IV, its revised strength is in the fine tuning of its subtests in line with changes to the literature. This not only ensures that the examinee s time on the test is now more focused on what is key to understanding their general cognitive ability, but its norms for the consequent scores have been substantially updated. For example, the discontinue rules within the sub-tests have been helpfully reduced. I have always been impressed with the careful and considered approach of the publishers when developing this tool, and the WAIS-IV is no exception to this. Adequate time, careful training of researchers and ensuring testing is always undertaken under clear ethical guidelines, has continued to develop a robust and much valued tool. Whilst they may be quick to respond to changes in the literature, they are methodical in their approaches to any changes made. As a result, not only the norms of the tool have been carefully updated, but so have the reliabilities and validity, with floor and ceiling effects within the tool further improved. It is clear that the WAIS-IV had a number of goals in its development, all of which are valid and timely. It has aimed, and succeeded, in enhancing the measure of fluid intelligence. Further, it has clearly responded to changes in research on working memory and processing speed, and has much enhanced these elements of the tool. Of great importance is its co-norming with the Wechsler Memory Scale IV, offering great utility and further application which will be invaluable to the clinician and researcher. Further, the publishers have taken careful consideration of users views of the earlier tool. As such, they have worked hard and been successful in making the tool more user-friendly. This is demonstrated through a reduction in the testing time and therefore not using the valuable time of both the examiner and examinee unnecessarily.

10 Wechsler Adult Intelligence Scale - Fourth UK Edition (WAIS-IV UK ) The timing of subtests now has less emphasis, and so is more user-friendly and accurate for some of the clients who require extra time to consider the expectations of the subtest, without having an unnecessary time limit applied. The instructions for the tool have been successfully revised for greater clarity, as well as the development of a clear and helpful record form. For example, instructions for the subtests have been revised to take in to account any comprehension difficulties. A challenge in the older tool was some more impaired individuals not understanding clearly some of the instructions, and which then potentially flawed some of the later results. These considerations have been taken in to account and very successfully removed. Even on a very practical level. The portability of the tool has been much improved. The WAIS-IV continues to have the same applicability as to the earlier WAIS-III. This continues to be a real strength of the WAIS-IV, as you are able to maximise the use of the tool for a variety of purposes. Whilst you always have the option of the full scale IQ, you also have the richness of being able to compute the IQ for each of the index scores, such as working memory and processing speed. This is invaluable to those users who are interested in how best to engage with an individual following the assessment, such as through therapy or simply engaging with them in any one to one or group context. This is a real asset, particularly if the individual presents with any challenges in their cognitive abilities as measured by the WAIS-IV. I think that the WAIS-IV is a timely and crucial development in continuing to examine general cognitive ability. It is a user-friendly, robust and well developed tool. In my opinion it really is top of its class. It is a must for any psychologist who wishes to conduct an assessment of an individual s cognitive abilities, or any researcher interested in this tool as part of their research. It is something which is highly recommended. Scoring The WAIS-IV UK can be scored using the WAIS-IV / WMS-IV UK Scoring Software and Report Writer, simply enter raw scores, and the software does the following: Generates concise score reports and statistical reports with graphs and tables. Raw to scaled score conversions Strength and weakness discrepancies Interprets statistically significant discrepancies between scores. Includes comprehensive user manual. View Sample Reports at /WAIS

11 Wechsler Memory Scale Fourth UK Edition (WMS-IV UK ) Overview Offering significant enhancements the new Wechsler Memory Scale Fourth UK Edition (WMS-IV UK ) has evolved to give you the most comprehensive adult memory measure. WMS-IV UK helps clinicians evaluate memory capabilities as part of a standard adult psychological evaluation. This new edition of the test is brief, easier to administer, and places an increased focus on older adults in response to the increasing average age of clients. Developments WMS-IV UK developments: improved assessment of visual memory with the addition of the NEW Design Memory subtest: Containing four items of increasing difficulty, Design Memory evaluates immediate and delayed recall as well as delayed recognition. It does not include drawing and reduces the opportunity to guess the correct response. You can obtain scores for spatial, details, and correct content in the correct location as well as contrast scores for spatial versus detail, immediate versus delayed, and recognition versus delayed. enhanced working memory is now completely visual with the addition of the NEW Symbol Span and Spatial Addition subtests (WAIS-IV UK is completely auditory so there is no overlap): Spatial Addition - Based on N-Back Paradigm, Spatial Addition requires minimal motor function as the client must: remember location of dots on two separate pages add or subtract locations hold and manipulate visual spatial information Symbol Span A Visual Analogue to Digit Span, clients are asked to remember the design and the left to right sequence of the design. The clients are then asked to select the correct design from foils and choose them in the correct sequence. expanded clinical studies inclusion of a NEW cognitive screener which can be used to quickly evaluate significant cognitive impairment. You can assess: Temporal orientation; Mental control; Clock drawing; Memory; Inhibitory control; Verbal productivity. increased focus on older adults with a brief older adult battery to reduce fatigue, and reduce visual motor demands

12 Wechsler Memory Scale Fourth UK Edition (WMS-IV UK ) Features and benefits Expanded Clinical utility Improved floors across subtests Includes a general cognitive screening tool Enhanced assessment of visual memory Co-normed with the Wechsler Adult Intelligence Scale -IV UK Enhanced User Friendliness Includes a brief older adult battery Reduced subtest administration time Minimised visual motor demands Assesses working memory Modified story content and administration process Improved Psychometric Properties Updated normative data for ages years Improved floors Improved subtest and composite reliability Reduced item bias Endorsement Professor Jane L Ireland, School of Psychology, University of Central Lancashire The first difference that will undoubtedly be noted between the fourth edition of this test and its predecessor is its complete revision. It would be more aptly described as a revolution of this test than an evolution. The timing for such a significant change was perfect with regards to advances in the literature over recent years, and a growing application of such tests to a range of diverse populations, including forensic groups. The only downside, however, is for the avid users of the WMS-III who will have to break from their welldeveloped administration skills and learn what is effectively a new test. Previous knowledge of the WMS-III is simply not required: WMS-IV is more than a simple updating, it is an impressive revision. For example, a range of subtests have been removed from the WMS-III to create the WMS-IV, namely Faces, Family pictures, Word Lists, Letter-Number Sequencing, Digit Span, Spatial Span, Information and Orientation, and Mental Control. This has proven very helpful for administration to forensic populations since what appears to have been

13 Wechsler Memory Scale Fourth UK Edition (WMS-IV UK ) removed are the subtests which can, advertently, cause considerable frustration to forensic clients with impulsivity or affect disorders anyone who has tried to administer Letter-Number Sequencing to an offender with a low tolerance threshold will certainly appreciate the sentiment here. What comes with this revolution in revision, however, is an entirely updated administration manual that now provides an excellent core basis for both clinical and research interpretation and application. The manual includes invaluable detail on the rationale for the changes, and the importance of such a significant revision. In addition to the removal of tests, three of the original tests have also been modified, with four new tests developed, one of which includes a Brief Cognitive Status Exam. This latter test will be particularly helpful to practitioners who are after a quick sketch of initial ability. The WMS-IV has also sought to solve some of the previous difficulties across a range of areas such as the rather limited previous range of normative samples available, to enhance the practical interpretation of the scores, to increase the comparability with broader tests such as the WAIS-III, and to improve content, reliability and, importantly, clinical application. Within forensic practice there is certainly a need to assess more routinely the full extent of memory difficulties that our clients present with. Too often such assessments are either not completed, are rudimentary in nature, or do not respond to the engagement style of such a client group. The value of obtaining a full assessment of immediate memory (auditory and visual), delayed (auditory, visual and auditory recognition), general and working memory is essential both for research and practice purposes, and is aptly provided via the WMS-IV. With regards to the research, there is a need for research exploring memory in depth, with the majority of alternative tests tending to focus on working memory, immediate recall and inattention. For offenders, research application is broad, and we can use tests such as the WMS-IV to explore how memory correlates with substance disorders, information processing (e.g. hostile interpretations; and regulation disorders that result in anger loss and impulsivity etc), offence recall and denial, witness recall, suggestibility and compliance, executive functioning, cognitive interviewing, and a range of clinical disorders, to name but a view. The potential research application of tests such as the WMS-IV are thus significant, and could assist with the development of theories into offence engagement and treatment responsivity. With regards to this area, specifically the area of practice, the value in assessing memory in detail has application to the whole remit of forensic practice, whether this involves completing treatment or assessments with victims, perpetrators and/ or witnesses. Tests such as the WMS-IV can provide practitioners with a detailed individual profile that can assist with an indication of how treatment, assessments or interviews can be best matched to an individual s learning style. Treatment and interviews can sometimes suffer from a lack of information on memory profile which the practitioner can then utilise to ensure that they attend to the responsivity needs of their clients. The WMS-IV now provides one possible solution to this.

14 Wechsler Memory Scale Fourth UK Edition (WMS-IV UK ) As noted earlier, although other memory tests do exist, none provide the depth of memory assessment in such an accessible form for use with forensic clients, as does the WMS-IV. This is an important point, particularly when you are dealing with offenders who present with attention and/or impulsivity difficulties, where being able to focus their attention for long periods of time can be challenging for even the most skilled practitioner. The WMS-IV has such a variety of tests that the management of these challenges are really assisted, with tests presented to clients in an engaging fashion, and importantly, in a way which does not automatically engender failure. The latter is a vital area to be aware of when dealing with clients who may routinely present with a self-depreciating style and/or a proness to feeling punished. Thus, I warmly recommend the WMS-IV to any practitioner or researcher who has a keen interest in understanding the complexities of memory, and in applying the most up-to-date assessments to benefit their clinical and research practice. It should provide an invaluable further tool in the repertoire of clinical and research assessments available. Scoring Scores are now derived for Older Adult Battery (65 90) and Adult Battery (16 69) Ability / Memory Discrepancy Scores (for use with WAIS IV UK) Index Scores Auditory Memory Visual Memory Visual Working Memory Immediate Memory Delayed Memory NEW Contrast Scores Scaled scores contrasting performance across scores Provide information on clinical significance of changes in scores across subtests or indexes The WMS-IV UK can be scored using the WAIS-IV / WMS-IV UK Scoring Software and Report Writer, simply enter raw scores, and the software does the following: Generates concise score reports and statistical reports with graphs and tables. Raw to scaled score conversions Strength and weakness discrepancies Interprets statistically significant discrepancies between scores. Includes comprehensive user manual. View Sample Reports at /WMS

15 WAIS/WMS Online Training WAIS/WMS Online Training To aid your understanding and application of your new Wechsler Adult Intelligence Scale - Fourth UK Edition (WAIS-IV UK) and Wechsler Memory Scale - Fourth UK Edition (WMS-IV UK) we have prepared a free online training course for your use. This online training package equips the psychologist with indepth information on the new test. The tool enables you to learn at your own pace in the convenience of your home or office. Training includes: Administration and scoring guidelines for all subtests in the new WAIS-IV UK Discussion of reversal and discontinue rules applicable to each subtest Video examples to illustrate the use of the test Games and quizzes to enhance learning To access WAIS/WMS Online Training please contact Customer Services on or visit /WAIS for more details. Additional WAIS-IV Courses: WAIS-IV Administration and Interpretation 3 day Training Course Location: Leyland, Lancashire Date: September 25-27, 2013 Fee: 828 incl VAT per delegate WAIS-IV Interpretation 1 day Training Course Location: Leyland, Lancashire Date: November 11, 2013 Fee: 239 inc VAT per delegate For more information, or to book your place, please visit /WAIS or Dr Ireland on [email protected].

16 Brief Cognitive Status Exam (BCSE) NEW UK Adaptation Overview The Brief Cognitive Status Exam (BCSE) helps evaluate global cognitive functioning in patients with suspected memory deficits or who are diagnosed with a wide range of neurological, psychiatric and developmental disorders. Including those with dementia, mild learning difficulties, or suspected Alzheimer s disease. This brief, reliable screening tool is a stand-alone version of the optional Brief Cognitive Status Exam found in the WMS -IV (Wechsler Memory Scale, Fourth Edition). Uses and applications The Brief Cognitive Status Exam can be used with patients aged 16 years and older. It can be used by clinical psychologists, medical professionals, and other mental health professionals in hospitals, mental health facilities and assisted living facilities to obtain an overall picture of cognitive functioning. Features and benefits BCSE covers seven content areas: Orientation, Time Estimation, Mental Control, Organisation - Planning, Incidental Recall, Inhibitory Control and Verbal Production Examinees are asked to perform simple tasks to create an overall picture of cognitive functioning Designed to yield a performance classification focused on impaired rather than normal or superior performance (Average, Low Average, Borderline, Low, Very Low) Provides classifications stratified by age and years of education UK adaptation with notes for scoring and interpretation Can be administered individually in approximately 15 to 20 minutes Brevity makes it useful for repeated evaluations and for individuals unable to tolerate longer examinations Data collected as part of the new WAIS-IV/WMS-IV project Value as a research instrument Can be used for general clinical evaluations and for rehabilitation evaluations.

17 Brief Cognitive Status Exam (BCSE) Content The BCSE is composed of 12 items in seven content areas: Content Area Orientation Time Estimation Mental Control Clock Drawing Incidental Recall Inhibition Verbal Production Description Contains five items that measure orientation to time e.g. current date including day, month, year. A measure of orientation to time of day. Two items measure attention and the ability to manipulate commonly known sequences in memory. Measurement of organisation and planning Measurement of recall for images without a prompt to recall the item at time of presentation. Measure of the patient s ability to inhibit a leaner response in order to provide a novel response. Measure of the patient s ability to produce words within a semantic category within a 30-second period. Record and Score The BCSE is organised into the seven domain sections on the record form, each of which clearly details individual administration, recording and scoring instructions. A conversion table is included that enables you to covert section-specifc scores to weighted raw scores, which in turn contribute to the Total Raw Score. Scores are weighted to increase the sensitivity of the measure of cognitive dysfunction. Measures of processing speed and mental control are frequently impaired in individuals with significant cognitive impairment, and scores are more heavily weighted in measures of these abilities. A BCSE Total Raw Score can be converted to provide a classification level that indicates the patient s level of cognitive functioning. This classification is based on four broad age categories and five education levels. For more information visit /BCSE

18 Brief Cognitive Status Exam (BCSE) Endorsements Dr Chris Hamilton, Consultant Clinical Psychologist, Mental Capacity Specialist As a Clinical Psychologist I face increasing demands from Solicitors requesting capacity assessments for their clients for a range of problems including screening for cognitive decline prior to making a Will or an LPA. The Brief Cognitive Status Exam (BCSE) allows me to evaluate global cognitive functioning in a range of clients/patients who might be exhibiting cognitive problems relating to dementia, mild MR, TBI, or suspected Alzheimer s disease. The BCSE remains unobtrusive and user-friendly and it provides me with the key data that can be displayed in a clear graphical display for easy interpretation. It enables me to produce concise empirical reports for Solicitors and they often comment on both the usefulness of the assessment and the fact that the information is provided in a succinct and easy to understand format. Dr. Carol A. Ireland, CPsychol, MBA, Forensic Psychologist, Chartered Scientist, University of Central Lancashire and CCATS (Coastal Child and Adolescent Therapy Services) This instrument is designed to swiftly determine general cognitive functioning in individuals aged sixteen to ninety years. It has been designed as a quick screen of such cognitive ability, offering an overview as to an individual s profile. It uses their age and educational level to determine their ability across the domains of average to very low cognitive ability. It is intended only as a brief screen for significant cognitive difficulties, and can be a helpful first step in determining this. It can be used to explore a number of clinical and research questions, such as suspected memory deficits, including dementia. It exams areas including a clients orientation to time, mental control and ability to inhibit a learned response. Whilst these are not undertaken in extensive depth, the instrument nonetheless offers a robust, initial and valuable analysis of such areas. The user of this instrument is required to have training and experience in the administration and interpretation of other clinical instruments, with any interpretation being undertaken by those with appropriate graduate or professional training in assessment. A key advantage of this instrument is its speed and ease of use. It takes up to fifteen minutes to administer. Whilst designed only as a quick screen, it can be an effective way of determining if there is a need for further assessment, or if the results gained are sufficient to answer the question posed. For example, if the query is around general cognitive ability and the client is noted to fit in the average ranges, this can be helpful and may mean there is no need for further assessment. Alternatively, it may be helpful for those clients with considerable difficulty in sustaining attention and focus.

19 Brief Cognitive Status Exam (BCSE) Content Importantly this ensures a client s time is used effectively, and not via more time-consuming instruments that may provide a similar result. It is also an easy instrument to score and interpret; although the scoring for subtest Clock Drawing can take a little time to work through. The examiner s manual is clear to follow and neatly presented. It addresses a wide range of queries and considerations that a clinician may have when undertaking assessments of cognitive ability. I especially liked the clarity it offered in ensuring the administration conditions for the instrument remained constant, and how this may be achieved. Outside of the administration and scoring considerations, this is an instrument that has been carefully and skilfully developed, with thorough and considered attention around issues of validity and reliability. As such, it presents as a robust instrument that can withstand appropriate scrutiny, providing it is used for the right clinical questions to which it was designed. This instrument is never going to be a replacement for a detailed and extensive cognitive assessment; and neither does it profess to be. Yet, if your clinical or research question is around a brief assessment of general cognitive ability, then this may be an extremely effective method of answering this question, and ensuring a client or research participants time is used effectively. It allows helpful decision making as to whether there is a need to continue with further assessment or whether its findings suffice. I would definitely recommend this instrument to both clinicians and researchers.

20 UK Edition Examiner s Manual C. Munro Cullum The Functional Living Scale - UK Version (TFLS UK ) NEW The Functional TFL S UK Living Scale Overview Myron F. Weiner Kathleen C. Saine The Functional Living Scale UK version (TFLS UK ) is an ecologically valid, performance based measure of functional abilities with an emphasis on instrumental activities of daily living (IADL) skills. Brief and easy to use, TFLS UK assesses an individual s ability to perform a variety of tasks related to independent living that are thought to be more susceptible to cognitive decline than basic activities of daily living. Additionally, the measure is especially well suited to other clinical populations including learning disability, mental health and traumatic brain injury. Users and Applications TFLS UK can be used in comprehensive assessments, to support placement decisions, aid treatment planning, evaluate treatment outcomes, and monitor disease progression. It can be administered by a variety of professionals including: Clinical Psychologists and Occupational Therapists working with all age ranges, to determine appropriate level of care Health and Social Care Professionals to evaluate changes in level of care for individuals Researchers in pharmaceuticals companies, to help conduct Alzheimer/dementia drug efficacy trials. The TFLS UK covers four functional domains: Time Assesses the ability to use clocks and calendars Money and Calculation Assesses the ability to count money and write cheques Communication Assesses the ability to prepare a snack, use a phone and phone books Memory Assesses the ability to remember simple information and to take medications Subscale cumulative percentages and an overall T-Score can be used to help determine the examinee s ability to function independently. Benefits Assesses functional abilities quickly and easily Screens for dementia with a tool focused on skills likely to be affected by cognitive decline Monitors functional decline and disease progression Monitors treatment/drug efficacy Determines level of care required to adapt treatment plans Linked with key tools including the WAIS-IV UK,TOPF UK, WMS-IV UK, and the BCSE Compliments the new Brief Cognitive Status Exam (BCSE) to provide cognitive and performance based assessment.

21 The Functional Living Scale - UK Version (TFLS UK ) UK Project The anglicisation and validation of the TFLS was carried out in the UK primarily to provide clinicians with a tool that they can be confident to use with the local population. Data were collected on a representative sample of UK individuals. The validation sample consisted of 215 people (114 females, 101 males) ranging in age from 16 to 90 years with a mean age of years (SD = 19.91). The validation study examined the reliability of the scale, its relationship with other measures, and the comparability of the UK and US means and SDs for the TFLS total scores (T scores) and subscales. The validation study provides sufficient evidence that the UK data closely reflects that of the US, thereby allowing TFLS UK to be used with confidence in the UK. Links to other measures Links between the TFLS and other measures have also been examined. These include the Independent Living Scale (ILS), Adaptive Behaviour Assessment System - Second Edition (ABAS-II), Wechsler Memory Scale - Fourth Edition (WMS-IV), California Verbal Learning Test - Second Edition (CVLT-II), Wechsler Adult Intelligence Scale - Fourth Edition (WAIS-IV), Advanced Clinical Solutions for WAIS-IV and WMS-IV Test of Pre-Morbid Functioning (AC TOPF) and the Repeatable Battery for the Assessment of Neuropsychological Status (RBANS). The TFLS standardisation sample was collected with the WAIS-IV and WMS-IV standardisation samples. The standardisation version of the TFLS was included within the WMS-IV standardisation protocol, enabling clinicians to directly compare performance between the instruments. Overall, the studies on cognitive functioning and adaptive functioning demonstrate a complex relationship. Higher correlations are observed in more impaired individuals. Special Group Studies A number of special group studies were conducted concurrently with the scale s standardisation to examine the clinical utility of the TFLS UK. The special groups were selected due to their known or presumed deficits in functional ability, as well as their high incidence in clinical referrals. The TFLS adds pertinent information to an evaluation because the performance of instrumental activities of daily living is important to patients and their families, and is an important predictor for an individual s ability to live and function independently.

22 The Functional Living Scale - UK Version (TFLS UK ) Special Group Studies Continued... Group studies include: Alzheimer s Disease - Mild Severity Mild or Moderate Intellectual Disability Major Depressive Disorder Traumatic Brain Injury (TBI) Schizophrenia Autistic Disorder Living Status Groups Find out more about the TFLS UK at /tfls Research Point and Interval Estimates of Percentile Ranks for scores on the Texas Functional Living Scale, John R. Crawford, C. Munro Cullum, Paul H. Garthwaite, Emma Lycett, and Kate J. Allsopp, in The Clinical Neuropsychologist, Volume 26, Issue 7, 2012.

23 Wellbeing Evaluation Scale (WES) Evaluation Scale The Well-being Evaluation Scale (WES) is a brief, self report measure designed to measure well-being in older people. NEW Overview The Wellbeing Evaluation Scale (WES) is a brief, self report measure designed to measure wellbeing in older people (age 55+). Informed by an evidence-based theoretical framework the WES was developed with a reading age of 12 years, and has both long (47 item) and short (19 item) questionnaires. Respondents rate themselves against statements on a 5-point likert scale The 47 item Long Form provides a measure of subjective, behavioural and contextual dimensions of wellbeing across 6 structural properties of well-being: Integrity of self Integrity of others Belonging Agency Enrichment Security Responses are collated and provide a profile of well-being across all 6 domains in addition to population percentages. The 19 item Short Form provides an average wellbeing score and population percentages. The short form can be completed in 5-10 minutes and the long form in minutes. The WES has been developed on both clinical and non-clinical populations, and can be used as a clinical assessment or care planning tool, as well as providing an overall measure of well-being. It is exceptional in that it is relevant for both individual and population based assessment in all social and health care settings as well as demographic and epidemiological research. Features UK data Short Form ideal for screening Enables large, population based assessment Long form for more detailed assessment Can be used for care planning on an individual or population basis Results presented graphically for easy comparison Can be used in all health and social care settings A useful demographic and research tool Reading age of 12 years on the questionnaires.

24 Wellbeing Evaluation Scale (WES) References Papadopoulos, A. Biggs, S. Tinker, A. (2011) Wellbeing in later life: a proposed ecosystemic framework. British Journal of Wellbeing 2 (6) Kelly, A. Papadopoulos, A. Oyebode, J. Bäckmark Goodwill, H. Halloran, E. The development of the Wellbeing Evaluation Scale. British Journal of Mental Health Nursing, Vol. 1 (3) 21 Sep 2012, Author Interview: Dr Andrew Papadopoulos Dr Andrew Papadopoulos, author of Wellbeing Evaluation Scale (WES), tells us about life as a Consultant Clinical Psychologist and his varying musical tastes - from Handel to club anthems. I am a Consultant Clinical Psychologist employed by Birmingham and Solihull Mental Health NHS Foundation Trust. I currently work with both adults of working age, older adults and families who experience a range of mental health difficulties. My colleagues include nurses, occupational therapists, social workers, doctors, managers, academics, activity co-ordinators and other psychologists. Where did you study and what are your qualifications? I obtained a BSc degree in Behavioural Science from the University of Aston in Birmingham in 1982 and qualified as a Clinical Psychologist in 1985 from Leeds University. I have recently completed a PhD in Gerontology from King s College London which has informed the development of the Wellbeing Evaluation Scale. What inspired you to get into this field? I have always had a strong sense of curiosity and compassion about the world and about people. If you weren t a clinical psychologist, what would you be? I believe that I have been very fortunate in that I was clear about wanting to practise as a clinical psychologist from when I studied psychology at A level back in the 1970 s. Had I not qualified as a clinical psychologist, I most probably would have gone into medicine, nursing or social work. What are your current projects? Since qualifying as a clinical psychologist, I have specialised in the psychological care of older people across physical health, primary care, social care and secondary mental health. I consider that my work is privileged

25 Wellbeing Evaluation Scale (WES) Author Interview Continued... in that I am accepted by and able to help many people who suffer with serious mental health difficulties including those who have experienced abuse and exploitation. I hope to continue to develop the wellbeing agenda and have another book planned for the coming year. Whom do you most admire? Whilst I have the greatest of respect for those like Mr Nelson Mandela who have fought for justice all their lives, my inspiration comes from those hardest hit by adversity and disability and those dedicated volunteers, carers and professionals who give so much of themselves to help. For me, greatness is about what one gives, it is about the power to transform people s lives for the better. Above all, it is about the capacity for unconditional love and acceptance. I can remember being asked by a client who had been suffering on and off with depression for several years, what was the point to life. I replied to be able to experience love, love of family and friends, love of one s work, love of one s environment and the natural world and love of one s self. I am also fortunate in having children and grandchildren all of whom are loving, caring and empathic individuals. What s your favourite album? I don t really have a favourite album or artist. My musical tastes vary from classical through to rock, R and B and dance. However, I do listen to Handel, Queen, Elton John, Il Divo, Leona Lewis and club anthems rather a lot although I suspect that is because my CD changer has got stuck recently! What are your professional interests? My professional interests include well-being, neuroscience, and existential approaches to therapy. What do you do away from work? I enjoy gardening, cooking, DIY and being a grandparent and annoying my children.

26 Rivermead Behavioural Memory Test - Third Edition (RBMT-3) Overview The Rivermead Behavioural Memory Test Third Edition (RBMT-3) is the latest edition of the popular memory test developed by Barbara Wilson and colleagues. This test has continued the tradition of ecologically valid assessment and provides an updated version of the test which includes more contemporary materials, more difficult items than the RBMT-II, a new subtest and new normative data and scoring studies. Features Ecologically valid tool which gives information about everyday memory problems 2 versions of tool allowing retesting New subtest Novel Task which assesses new learning New easel-bound Stimulus Book which contains instructions for ease of administration Rehabilitation chapter to help you think about possible interventions with your client Improved Record Form with a Subtest Scaled Score Profile to help you understand a person s strengths and weaknesses New scoring examples included for subtests to aid scoring Normative data on a demographically representative sample of the UK matched by Age and Education Scoring studies mean that subtest raw scores can be converted to scaled scores with a mean of 10 and a standard deviation of 3. An overall General Memory Index can also be derived which has a mean of 100 and standard deviation of 15 New tests of reliability and validity demonstrate the utility of the tool Description of the test The RBMT-3 includes 14 subtests assessing aspects of visual, verbal, recall, recognition, immediate and delayed everyday memory. Additionally prospective memory skills and the ability to learn new information are measured. It takes approximately 30 minutes to complete and retesting can be completed with Version 2 of the tool. Please see overleaf for descriptions of the subtests

27 Rivermead Behavioural Memory Test - Third Edition (RBMT-3) Subtest First and Second Names - Delayed Recall Belongings - Delayed Recall Appointments - Delayed Recall Story - Immediate Recall Picture Recognition - Delayed Recall Face Recognition - Delayed Recall Route - Immediate Recall Route - Delayed Recall Messages - Immediate Recall Messages - Delayed Recall Orientation Novel Task - Immediate Recall Novel Task - Delayed Recall Task The examinee is shown two photographic portraits and asked to remember the first and second names of both people in the photographs at a later point. Two possessions belonging to the examinee are borrowed and hidden. The examinee is required to remember where these have been hidden at a later point. An alarm is set. The examinee is required to ask some specified questions when the alarm sounds. A story is read to the examinee and they have to recall it immediately The examinee is shown a set of pictures and then is asked to recognise them from a further set of pictures at a later time in the testing session The examinee is shown a set of faces and then is asked to recognise them from a further set of faces at a later time in the testing session The examiner shows the examinee a route to walk around the room and then asks the examinee to demonstrate it The examinee is asked to demonstrate the route the examiner took around the room earlier, this time without it being demonstrated to them The examinee is required to take a message and book with them when they demonstrate the route and put them in the same place that the examiner did The examinee is required to take a message and book with them when they demonstrate the route again and put them in the same place that the examiner did The examinee responds to a number of questions relating to person, time and place The examinee uses different coloured pieces to make a shape as demonstrated by the examiner The examinee uses different coloured pieces to make the same shape at a later time in the testing session, this time without demonstration from the examiner

28 Rivermead Behavioural Memory Test - Third Edition (RBMT-3) Case Study Mrs B: a woman with particular difficulties in visual memory functioning Mrs B was a 60-year-old woman who suffered a right-hemisphere stroke 18 months prior to the assessment. She had been working as a librarian at the time. At the time of the assessment she reported ongoing problems with memory. On Version 1 of the RBMT-3 she showed mild problems with several of the RBMT-3 subtests, but her scores on the Picture Recognition - Delayed Recognition subtest, Face Recognition - Delayed Recognition subtest, Route subtests (Immediate and Delayed Recall), and the Novel Task subtests (Immediate and Delayed Recall) were particularly low. On the Route - Immediate Recall, she only managed to score 2 points and remembered nothing after a delay. She failed to score on the Face Recognition - Delayed Recognition, saying that she had not seen any of the faces before. She was unable to learn the Novel Task (see Figure 1). On a number of verbal and prospective tasks (Story - Immediate and Delayed Recall; Names - Delayed Recall; Belongings - Delayed Recall; Appointments - Delayed Recall), Mrs B s scores were in the low average range (see Figure 1). Her General Memory Index was below the 2nd percentile. Figure 1.1 Given her relative strengths on the verbal subtests, rehabilitation focused on utilizing these strengths, i.e. visual tasks were turned into verbal tasks as far as possible. Compensatory strategies also emphasized verbal rather than visual skills. For learning new tasks errorless learning and spaced retrieval were used. Mrs B s poor visual memory was probably comprised of perceptual difficulties and a degree of unilateral neglect. Strategies for reducing neglect and improving perceptual functioning should be used in conjunction with the memory rehabilitation strategies.

29 Rivermead Behavioural Memory Test - Third Edition (RBMT-3) Technical Information Sample Characteristics The core standardisation sample consisted of 333 people (172 females, 161 males) ranging in age from 16 to 89, with a mean age of 44.3 years (SD = 18.17). The extent to which the standardisation sample matched the general adult population was examined using data from the UK 2001 census. Chi-square goodness-offit tests revealed that the actual sample distribution of age, education, gender and ethnicity did not differ significantly from the expected census figures. In addition to the core standardisation sample, a mixed clinical sample of participants with cerebral pathology was recruited (n=75). All clinical participants completed both versions of the RBMT-3. In order to examine possible score differences on the RBMT-3 for different types of clinical disorder, this sample contained participants from each of the following clinical categories: Traumatic Brain Injury Stroke Encephalitis Progressive conditions such as Alzheimer s Disease Generating norms for the RBMT-3 Raw scores on the 14 RBMT-3 subtests are converted subtest scaled scores with a mean of 10 and a standard deviation of 3. Percentile ranks for scaled scores are also provided. Subtests take into account an individual s age and data is reported for the following age bands: years of age; years of age; years of age; years of age; years of age; years of age; years of age. In addition to providing scaled scores for the RBMT-3 subtests, a General Memory Index (GMI), representing overall memory performance, was also created. This index is standardised to have a mean of 100 and a standard deviation of 15. GMI scores are calculated by summing the scaled scores on the RBMT-3 subtests and then converting this sum to a GMI using the appropriate conversion table. These conversion tables also report the confidence intervals and percentile ranks for each GMI. Alternate form reliability for each subtest was measured for Version 1 and Version 2 of the sample with the normative and clinical sample combined. Reliability coefficients ranged from 0.57 to The reliability coefficient of the GMI was 0.87 for both Versions 1 and 2. With the exception of the Messages Delayed subtest the inter-scorer reliability for the RBMT-3 subtests were 0.9 or higher, indicating a high level of agreement between scorers. The lower level of agreement on the Messages Delayed subtest was attributable to only two of the 18 pairs who completed the inter-scorer study and is thought to be due to two examinees whose results were particularly difficult to score on this subtest.

30 Rivermead Behavioural Memory Test - Third Edition (RBMT-3) Technical Information Continued... The RBMT-3 demonstrated good construct and ecological validity (as supported by performance against the Prospective and Retrospective Memory Questionnaire; Smith et al., 2000). In assessing the clinical validity of the tool the results provided strong evidence of the sensitivity of the RBMT-3 to memory problems. References Cockburn, J.M. (1996). Behavioural assessment of memory in normal old age. European Psychiatry, Volume 11, Supplement 4, Page 205s Efklides, A., Yiultsi, E., Kangellidou, T., Kounti, F., Dina, F., & Tsolaki, M. (2002). Wechsler Memory Scale, Rivermead Behavioral Memory Test, and Everyday Memory Questionnaire in Healthy Adults and Alzheimer Patients. European Journal of Psychological Assessment, Volume 18, Issue 1, Pages Elixhauser, A., Leidy, N.K., Meador, K., Means, E., & Willian, M.K. (1999). The relationship between memory performance, perceived cognitive function, and mood in patients with epilepsy. Epilepsy Research, Volume 37, Issue 1, Pages Jambaqué, I., Dellatolas, G., Fohlen, M, Bulteau, C., Watier, L., Dorfmuller, G., Chiron C., & Delalande,. O (2007). Memory functions following surgery for temporal lobe epilepsy in children. Neuropsychologia, Volume 45, Issue 12, Pages Koso, M., & Hansen, S. (2006). Executive function and memory in posttraumatic stress disorder: a study of Bosnian war veterans. European Psychiatry, Volume 21, Issue 3, Pages O Reilly, S.M., Grubb, N.R., & O Carroll, R.E. (2003). In-hospital cardiac arrest leads to chronic memory impairment. Resuscitation, Volume 58, Issue 1, Pages Smith, G. V., Della Sala, S., Logie, R. H., & Maylor, E. A. M. (2000). Prospective and retrospective memory in normal ageing and dementia: A questionnaire study. Memory, 8, Waber, D.P., Pomeroy, S.L., Chiverton, A.M., Kieran, M.W., Scott, R.M., Goumnerova, L.C., & Rivkin, M.J. (2006). Everyday Cognitive Function After Craniopharyngioma in Childhood. Pediatric Neurology, Volume 34, Issue 1, Pages Yassuda, M.S., Cid, C.G., Flaks, M.K., Regina, A.C.B., Pereira, F., Viola, L., Camargo., C. H & Forlenza., O.V. (2006). P3-050: Preliminary analyses of the psychometric characteristics of the Rivermead Behavioural Memory Test (RBMT) as an early detection instrument for AD in Brazil. Alzheimer s and Dementia, Volume 2, Issue 3, Supplement 1, Page S387 Listed are a sample of references that cite RBMT-3. We take no responsibility for the content therein.

31 Rivermead Behavioural Memory Test - Third Edition (RBMT-3) Meet the author - Barbara Wilson Where did you study/what did you study/what are your qualifications? My bachelor s degree in psychology was awarded by Reading University. I went to university at the age of 30 as a mature student, married and with three school aged children. From Reading I went to the Institute of Psychiatry in London to complete my M.Phil.training in clinical psychology. I also registered for a PH.D at the Institute of Psychiatry and completed this while working full time as a clinical psychologist (it took me six years). Professional experience? I have worked in brain injury rehabilitation for over 32 years. I have won several awards for my work, including an OBE for services to medical rehabilitation in 1998 and two lifetime achievement awards: one from the British Psychological Society and one from the International Neuropsychological Society. In 2011 I will receive the Ramon Y Cahal award from the International Neuropsychiatric Association. I have published 18 books, over 270 journal articles and chapters and 8 neuropsychological tests. I am editor-inchief of the journal Neuropsychological Rehabilitation, which I established in In 1996 I founded the Oliver Zangwill Centre for Neuropsychological Rehabilitation. This is a centre for people with non progressive brain injury. It aims to provide high quality rehabilitation for the individual cognitive, social, emotional and physical needs of people with acquired brain injury. It was named after Oliver Zangwill, the founder of British neuropsychology who carried out important work with brain injured soldiers during World War II. A rehabilitation centre in Quito, Ecuador is named after me. It was opened by Drs Martha De La Torre and Guido Enriquez Bravo. It is called CENTRO DE REHABILITACION NEUROLOGICO INTEGRAL CERENI BARBARA A. WILSON. This centre accepts people with non-progressive brain injury and is staffed by neuropsychologists, physiotherapists, occupational therapists and speech and language therapists. I am currently president of the Encephalitis Society, Vice president of the Academy for Multidisciplinary Neurotrauma and on the management committee of The World Federation of Neuro Rehabilitation. The Division of Neuropsychology has named a prize after me, the Barbara A Wilson prize for distinguished contributions to neuropsychology. I am a Fellow of The British Psychological Society, The Academy of Medical Sciences and The Academy of Social Sciences. What are your current projects? In September 2007 I officially retired. However, I still spend about three days a month at the Oliver Zangwill Centre and another three days a month at The Raphael Medical Centre in Kent. At these two centres I perform a mixture of clinical work, staff training and advising on research projects. I also travel overseas at least once a month to give lectures and workshops on neuropsychological rehabilitation. I am currently writing my memoirs for my grandchildren.

32 Rivermead Behavioural Memory Test - Third Edition (RBMT-3) Meet the author - Barbara Wilson Who have you worked with? When I first qualified as a clinical psychologist I worked with children with severe learning difficulties and three excellent psychologists: Janet Carr, Glynis Murphy and Pat Howlin. In 1979 I moved to Rivermead Rehabilitation Centre in Oxford and began my career in brain injury rehabilitation. Soon after this I started working with Alan Baddeley and continued this collaboration for a number of years. I have also worked with Narinder Kapur, Karalyn Patterson and Jonathan Evans. Jonathan was a trainee of mine who came to work with me after training and we worked together for 14 years. Other students and trainees whom I am proud to have known are Nick Alderman, Jane Powell and Linda Clare. What inspired you to get into this field? During my clinical training, I was taught neuropsychology by Tony Buffery. I also spent four months completing a clinical placement with him. He was a good teacher and a very funny man (he had once been in the Cambridge Footlights ). He made neuropsychology fascinating. I knew I wanted to work in this field but there were no jobs available within commuting distance when I qualified so, instead, I worked in what was then called mental handicap. Two years later, the post in neuropsychological rehabilitation came up in Oxford. I moved there in 1979 and knew from my first day that this was the work I wanted to do for the rest of my career. If you weren t a clinical neuropsychologist, what would you be? For many years I wanted to be a midwife. I think that delivering babies must be a very rewarding job. My pipe dream is to have been musically talented and be a world class cellist. What do you do away from work? Hobbies? Favourite bands/sports teams/holiday destinations? My family is important. My eldest daughter, Sarah, died in a white water accident in Peru in May I have a surviving daughter, Anna, and a son Matthew. I also have four grandchildren. I am involved with The Compassionate Friends, a support group for bereaved parents and siblings. I travel frequently both for work and for pleasure. I have visited 89 independent countries so far and want to get to 100 before I die. I like challenges. In 2008 I completed the London Marathon and in 2010 my husband and I completed a charity trek in the Transylvanian Alps. I go to the gym and the swimming pool nearly every day. What s your favourite album, and why? Times they are a changin by Bob Dylan. This was Dylan s third album. His first came out the year Mick and I were married. This album reminds me of the early years of our marriage, our hippy days, the birth of our first two babies and the optimism we felt about being able to change the world. Barbara founded the Oliver Zangwill Centre in 1996 and is Visiting Scientist at the MRC Cognition and Brain Sciences Unit.

33 Cogmed Working Memory Training Fact Sheet An evidence-based intervention for improved working memory Working memory and Cogmed Working memory is the ability to keep information in your mind for a short time, focus on a task, and remember what to do next. By training your working memory, you will be better able to stay focused, ignore distractions, plan next steps, start and finish tasks, and remember instructions. Working memory is proven to be a strong indicator of academic success. Cogmed Working Memory Training is an evidence-based program for helping children, adolescents, and adults sustainably improve attention by training their working memory. The program is based on strong scientific research, is delivered under the supervision of a Cogmed Coach - trained by Pearson. The complete package includes Cogmed training programs Cogmed Working Memory Training is built around three easy-touse, age-specific applications. Cogmed JM Preschool Younger children use their working memory for a number of things, such as focusing on and following instructions, and remaining seated to complete independent activities. Cogmed Online Online training using a PC at home, school or at a healthcare facility is now available. The training program adjusts the complexity level for each exercise, in real time, for maximized training effect. It requires 25 training sessions of minutes each, done over 5 to 6 weeks weeks. The Cogmed program is highly structured, ensuring successful implementation. The user or family sets the training schedule with the Cogmed Coach - trained by Pearson, ensuring there is plenty of flexibility. The programme is supported by a Cogmed Coach, who leads the training, tracks results, and gives support and motivation. In school settings Cogmed acts as a primer for improved learning, allowing the student to build the fundamental cognitive platform needed to learn and achieve adequate yearly progress. The train at home option is now available to all users - Cogmed is now fully web-based enabling you to train anytime and anywhere. Cogmed RM School Age Working memory is crucial for children and adolescents in school, and socially. Reading, solving maths problems, planning, and following a conversation all rely on working memory. Cogmed QM Adult Working memory in adult and professional life is critical for challenges such as planning, focusing, resisting distraction, and meeting deadlines. Cogmed Training Web The Cogmed Training Web is a tool that allows coaches to monitor training data in detail. The Training Web also provides support material necessary for motivating and guiding individuals through the training. All users have web access to all three Cogmed programs (Cogmed RM, Cogmed QM and Cogmed JM). Sign up for a free webinar Learn more from experienced professionals on how Cogmed works. For dates visit Search for Cogmed on Keep up to date

34 Research Studies consistently show that problems with attention and learning are often caused by poor working memory. That holds true for those with ADHD, a specific learning disability, traumatic brain injury, or milder forms of learning problems. It is also often true for general concentration problems and poor academic performance. Research also shows that deficits in working memory are related to poor academic or professional performance. Conversely, strong working memory capacity is closely correlated with fluid intelligence. Research shows increases in task-related prefrontal and parietal brain activity (blue) following training Olesen et al, (2004) Proven training effects (based on neuropsychological testing) Working memory capacity 100 = average before training Average population after training Klingberg (2005) A substantial body of research shows Cogmed to be effective in improving working memory - leading to improved attention. It began with Klingberg s 2005 study on school age children showing strong results in a placebo-controlled, multi-center trial on children with ADHD. Since then, leading research teams around the world have added to the Cogmed Research case. This includes prominent research from the University of York led by Joni Holmes and Susan Gathercole which demonstrated that Cogmed led to retained improvements in working memory and mathematical problem solving six months after completing Cogmed training. Other published studies have demonstrated statistically and clinically significant treatment effects on non-trained measures of working memory, response inhibition and complex reasoning. Visit for comprehensive research, the latest research references, articles, and ongoing studies. Performance on a working memory task before, after, and three months after training before after follow-up Klingberg (2005) Benefits Working memory is a cognitive function critical for focusing, resisting distractions, and for complex thinking. Improved working memory capacity generalizes to improved attention, impulse control and learning capacity. 8 out of 10 users who complete training show measurable effects; working memory capacity is increased, leading to better ability to focus, follow instructions, and stay on task. Benefits for children: Cogmed training will improve working memory substantially. For students constrained by working memory capacity, this will allow them to absorb the curriculum-based instruction more effectively with the objective of improved academic performance in areas such as maths and reading comprehension. Cogmed acts as a primer for improved learning, allowing the student to build the cognitive platform needed to learn successfully. Cogmed training alone will not improve school results, and cannot replace skilled teaching and instruction. But for students with weak working memory, Cogmed can provide a missing piece of that critical learning foundation. Benefits for adults: By training your working memory, you are better able to stay focused, ignore distractions, plan next steps, remember instructions, and start and finish tasks. The objective is better performance and attentional stamina. Improvements of both verbal and visuospatial working memory working memory pre- post- follow-up (Holmes, 2009) Learn more at About Cogmed Cogmed was founded in 2001 by neuroscientists at the Karolinska Institute in Stockholm, Sweden. Cogmed training has been in successful use in the United States and Canada since The Cogmed system is now applied in more than 20 countries and 10 languages. In 2010, Cogmed joined the Clinical Assessment Group of Pearson. Pearson is the world s leading education company, providing educational materials, technologies, assessments, and related services to teachers and students of all ages. Learn more at Now available from Pearson UK Customers, visit for more information about Cogmed or [email protected] if you have any queries. Overseas Customers, please visit in the first instance. Alternatively call For more information about the research behind Cogmed and research references, please see Copyright 2011 Pearson, Inc. or its affiliate(s). All rights reserved. Cogmed Working Memory Training is not intended to be a substitute for a health care provider s consultation or a substitute for medication that a doctor may have prescribed. Results may vary.

35 Repeatable Battery for the Assessment of Neuropsychological Status Update (RBANS Update) Overview The RBANS is a brief, individually administered test measuring attention, language, visuospatial / constructional abilities, and immediate and delayed memory. There are 12 subtests that can be administered in about minutes. Alternate forms are available and it is compact thus allowing for easy transport for bedside administration. The updated edition now includes a downwards age extension to 12 years, giving the assessment an age range of 12 years to 89 years. Updates RBANS Update provides significant improvements, including: Downward age extension to 12:0 years Subtest scores now available in addition to index scores Manual updates, including new information on adolescents and review of RBANS-specific research conducted since original publication (1998) Parallel Forms Ideal for measuring change over time, RBANS Update offers two parallel forms. Form A offers a single set of norms based on age, gender, race, education, and geographic region with equating studies and adjustments for Form B. RBANS Update can also be used in a variety of ways including: As a stand-alone core battery for the detection and characterization of dementia in the elderly. Most current standardised assessments are excessively difficult for an older population or are extremely lengthy therefore not useful as older individuals are more prone to fatigue. Also existing dementia scales are relatively insensitive to mild dementia (Petersen et al 1994). As a neuropsychological screening battery for use when lengthier assessments are impracticable or inappropriate. There are a number of clinical situations in which a rapid neurocognitive screening test is more preferable to a lengthier battery: screening for deficits in acute care settings tracking recovery during rehabilitation. tracking progression in degenerative diseases neuropsychological screening for non-psychologists

36 Repeatable Battery for the Assessment of Neuropsychological Status Update (RBANS Update) The rapid, easily administered and interpreted nature of RBANS allows fulfilment of these needs. NB It can be used by Psychologists, OTs and SLTs. For repeat evaluations when an alternate form is needed to control for content practice effects In Clinical Trials to identify inclusion/exclusion criteria as well as efficacy and cognitive side effects. Organisation of the scale The score from each subtest contributes to one of the 5 domains. In addition a total score can be computed and is formed by combining the five domain scores:

37 Repeatable Battery for the Assessment of Neuropsychological Status Update (RBANS Update) Description of the subtests and indexes

38 Repeatable Battery for the Assessment of Neuropsychological Status Update (RBANS Update) Description of the subtests and indexes continued...

39 Repeatable Battery for the Assessment of Neuropsychological Status Update (RBANS Update) Scoring Index scores using the general standard score system (mean = 100; standard deviation = 15) can be obtained for the 5 indexes. A total scale score can be obtained by summing the index scores (again mean = 100; standard deviation =15) percentile and confidence intervals are also available. Subtest level scores are now available for all 12 subtests, and normative data down to 12 years of age

40 Repeatable Battery for the Assessment of Neuropsychological Status Update (RBANS Update) Scoring continued... Technical information The standardisation sample consisted of 540 adults in the US divided into 6 age groups: 20-39; 40-49; 50-59; 60-69; and Average reliability for the content indexes is.80s with the total scale having content reliability coefficient of.94. Total scale test re-test reliability was tested in 2 studies yielding correlation coefficients of 0.88 and Correlational studies were conducted with numerous other assessments including WAIS-R, WMS-R, Judgement of Line Orientation test, Rey complex figure test, WRAT 3.

41 Repeatable Battery for the Assessment of Neuropsychological Status Update (RBANS Update) The standardisation sample consisted of 540 adults in the US divided into 6 age groups: 20-39; 40-49; 50-59; 60-69; and Average reliability for the content indexes is.80s with the total scale having content reliability coefficient of.94. Total scale test re-test reliability was tested in 2 studies yielding correlation coefficients of 0.88 and Correlational studies were conducted with numerous other assessments including WAIS-R, WMS-R, Judgement of Line Orientation test, Rey complex figure test, WRAT 3. Special group studies Although RBANS Update was originally developed with a primary focus on assessment of dementia, special group studies are available for Alzheimer s Disease, Vascular Dementia, HIV Dementia, Huntington s Disease, Parkinson s Disease, Depression, Schizophrenia, and Closed Head Injury. With the additional collection of adolescent data, RBANS Update also has utility as a screener for neurocognitive status in younger patients as well. Finally, RBANS Update has been used in a number of Clinical Trials. Case study

42 Repeatable Battery for the Assessment of Neuropsychological Status Update (RBANS Update) Case study continued... References Petersen, R.C., Smith, G.E., Ivnik, R.J., Kokmen, E & Tangalos, E.G. (1994). Memory Function in very early Alzheimer s disease. Neurology, 44,

43 Developmental Test of Visual Perception, Third Edition (DTVP-3) Coming summer 2013 Overview The DTVP-3 is the most recent revision of Marianne Frostig s popular Developmental Test of Visual Perception. Of all the tests of visual perception and visual-motor integration, the DTVP-3 is unique in that its scores are reliable at the.80 level or above for all subtests and.90 or above for the composites for all age groups; its scores are validated by many studies; its norms are based on a large (N = 1,035), representative sample; it yields scores for both visual perception (no motor response) and visual-motor integration ability; and it is shown to be unbiased relative to race, gender, and handedness. New features New normative data were collected in 2010 and 2011 Norms were extended upward to age 12 years, 11 months The composite scores have no floor or ceiling effects Numerous eligibility and validity studies, including studies of the test s sensitivity, specificity, and ROC/AUC, have been provided The study of item bias has been expanded The overall look of the test was updated. Subtests The DTVP-3 has five subtests. Eye-Hand Coordination. Children are required to draw precise straight or curved lines in accordance with visual boundaries. Copying. Children are shown a simple figure and asked to draw it on a piece of paper. The figure serves as a model for the drawing. Subsequent figures are increasingly complex. Figure-Ground. Children are shown stimulus figures and asked to find as many of the figures as they can on a page where the figures are hidden in a complex, confusing background. Visual Closure. Children are shown a stimulus figure and asked to select the exact figure from a series of figures that have been incompletely drawn. In order to complete the match, children have to mentally supply the missing parts of the figures in the series. Form Constancy. Children are shown a stimulus figure and asked to find it in a series of figures. The targeted figure will have a different size, position, and/or shade, and it may be hidden in a distracting background.

44 Developmental Test of Visual Perception, Third Edition (DTVP-3) Composites The results of the five DTVP-3 subtests are combined to form three composites: Motor-reduced Visual Perception, Visual-Motor Integration, and General Visual Perception (combination of motor-reduced and motor-enhanced subtests). Subtests were assigned to a particular composite on the basis of the amount of motor ability required by their formats.

45 Behavioural Assessment of Dysexecutive Syndrome (BADS) Overview The Behavioural Assessment of Dysexecutive Syndrome (BADS) is a test battery aimed at predicting everyday problems arising from the dysexecutive syndrome. The term Dysexecutive Syndrome includes disorders of planning, organisation, problem solving, setting priorities, and attention; and is one of the major areas of cognitive deficit that can impede functional recovery and the ability to respond to rehabilitation programmes. The BADS is an individually administered assessment that is standardised for use for ages (a separate child version is available for 8 to 16 years). BADS specifically assesses the skills and demands involved in everyday life. It is sensitive to the capacities affected by frontal lobe damage, emphasising those usually exercised in everyday situations. These being: Temporal judgement Cognitive flexibility and inhibition of response Practical problem solving Strategy formation Ability to plan Task scheduling. BADS is useful for Clinical Psychologists, Neuropsychologists and other Therapists* working in neuropsychological and psychiatric rehabilitation. It will assist in identifying whether or not a patient has executive deficits likely to interfere with everyday life; and will help determine whether a client has a general impairment of executive functioning or a specific kind of executive disorder. The BADS might also prove to be useful in neuropsychological and psychiatric rehabilitation. Because the BADS provides a tool for picking up subtle difficulties in planning and organisation, particularly in those people who appear to be cognitively well preserved and functioning well in structured situations, it may prove to be particularly useful in assessing and preparing patients for moves from hospital care into more independent living situations. *The test is available to professionals other than Psychologists, in particular Occupational Therapists, Psychiatrists and Neurologists. However, further training will be required. Please contact Customer Services on and ask for more details on Cognitive Assessment Training - Online (CAT- Online).

46 Behavioural Assessment of Dysexecutive Syndrome (BADS) Features BADS consists of 6 subtests and a Dysexectutive Questionnaire (DEX): Subtest 1 - Rule Shift Cards Test - This is a simple measure of ability to shift from one rule to another and to keep track of the colour of the previous card and the current rule. Subtest 2 - Action Program Test. This test was originally devised by Klosowska in 1976 and was designed to provide subjects with a novel, practical task that required the development of a plan of action in order to solve a problem. This test was adapted minimally for inclusion in the BADS, and requires five steps to its solution. All five steps involve simple skills that are in everyone s repertoire; but one has to work backwards, working out what needs to be done before concentrating on how that end is to be achieved. Subtest 3 - Key Search Test - Subjects are presented with an A4 piece of paper with a 100mm square in the middle and a small black dot 50mm below it. The subjects are told to imagine that the square is a large field in which they have lost their keys. They are asked to draw a line, starting at the black dot, to show where they would walk to search the field to make absolutely certain that they would find their keys. This enables us to examine the subject s ability to plan an efficient and effective course of action. Subtest 4 - Temporal Judgement Test. This test comprises of four questions concerning commonplace events which take from a few seconds to several years (e.g. how long does a dog live for). Subjects are assured that they are not expected to know the exact answer to the four questions, they are being asked to make a sensible guess. Subtest 5 - Zoo Map Test - Subjects are required to show how they would visit a series of designated locations on a map of a zoo. However, when planning the route certain rules must be obeyed. There are two trials. While the aim of the task is identical in both trials, the instructions given vary. The first trial is a high demand version of the task in which the planning abilities of the subject are rigorously tested. The second (low demand) trial requires the subject to simply follow the instructions to produce an error free performance. Subtest 6 - Modified Six Elements Test. This involves the subject being given instructions to do three tasks (dictation, arithmetic and picture naming), each of which is divided in to two parts (A and B), giving 6 tasks in total. The subject is required to attempt at least something from each of the 6 tasks within a ten minute period. In addition, there is one rule that must not be broken: they are not allowed to do the two parts of the same task consecutively. This test makes demands on a person s ability to plan, organise and monitor behaviour. It also taps prospective memory i.e. the ability to remember to carry out an intention at a future time.

47 Behavioural Assessment of Dysexecutive Syndrome (BADS) The Dysexecutive Questionnaire - This is a 20 item questionnaire constructed in order to sample a range of problems commonly associated with the Dysexecutive Syndrome. The questions sample four broad areas of likely changes: emotional or personality changes, motivational changes, and cognitive changes. The Dysexecutive Questionnaire supplements information provided by performance on the full assessments, through the provision of additional qualitative information. It is therefore not used in the calculation of the profile score for the full assessment. Performance norms The control sample consists of a stratified sample of 216 neurologically healthy subjects comprising approximately equal numbers of subjects in each of 3 ability bands - below average, average and above average (determined by the National Adult Reading Test (NART) IQ equivalent scores of 89 and below, and 110 and above respectively). The patient sample consists of 92 patients, who presented with a variety of neurological disorders. There was no significant difference between the normal controls and patients on performance on the NART. Reliability Inter-rater reliability across the six tests is high, ranging from 0.88 to Absolute agreement was obtained on 8/18 items. Test - retest reliability - 29 of the normal control subjects were re-tested on the battery 6-12 months after completing it for the first time. The same group of subjects also completed three frequently administered frontal lobe tests on both these occasions so that test-retest phenomena observed on the BADS could be contrasted with performance on these measures. Results showed that there is a general tendency for those normal controls re-tested to perform slightly better on the six BADS tests on the second occasion they were tested. However none of these reached statistical significance. This alongside administration of other frontal lobe tests supports the idea that testretest reliability may not be high on tests measuring executive functioning, as they are not novel when administered for a second time. Validity The overall BADS profile score successfully differentiates the performance of subjects with a brain injury from those who do not. In addition the performance of the brain injured group is significantly poorer on all six of the individual tests of the BADS compared to the controls.

48 Doors and People Overview The Doors and People is a test of long-term memory. It yields a single age-scaled overall score which can be unpacked to give separate measures of visual and verbal memory, recall and recognition, and forgetting. It is designed for use both as a clinical tool and as a research instrument; enabling the clinician to analyse the nature of any underlying deficit with memory and learning. The Doors and People is an individually administered assessment for use with individuals from 5 years 1 month to adult (child norms were added in 2006). This provides the clinician with the flexibility of using the tool across a wide range and different settings. The test will appeal to those working with adults and / or children in neuropsychological, educational, academic and mental health settings. *The test is available to professionals other than Psychologists, in particular Occupational Therapists, Psychiatrists and neurologists. However, further training will be required. Please contact Customer Services on for more details. Features The test comprises four subcomponents: Visual Recognition: The Doors Test: The respondent is presented with coloured photographs of doors from different buildings (e.g. houses, garages, sheds, barns, churches) in a random order. They are then asked to recognise these doors from a page with photographs of 4 different doors; these are presented in a different random order. Doors were chosen for this subtest as they have the advantage of being meaningful, visually rich and yet, provided the distracters are carefully chosen, allow little help from verbal cues. Visual Recall: The Shapes Test: The stimuli for this test are four line drawings of crosses. These vary systematically on three dimensions, overall shape (elongated or square), presence of features at the end of the arms, and the presence of a feature at the intersection of the arms. The shapes chosen were judged to be easy to copy; and although they have obvious significance, this is unhelpful in remembering the detail for adequate performance. A total of 3 learning trials are allowed for this, followed by a delayed recall to measure forgetting. Verbal Recognition: The Names Test: The subject is presented with forename / surname pairs. They are shown one name to read aloud, they then have to select that name from a group of names later. They are presented with twelve names before they are asked to recognise them from a set of four names. Names were chosen as this offered material that is ecologically meaningful, but where coding in terms of meaning or visual imagery seems much less likely than would be the case for unrelated words.

49 Doors and People Features continued... Verbal Recall: The People Test This subtest asks the respondent to recall the forename / surname of 4 different people who have been paired together with an occupation. i.e. Jim Green - is the Doctor, Cuthbert Cattermole is the minister, Tom Webster is the Postman, and Philip Armstrong is the Paperboy. They are then asked to recall the Doctor s name, the Ministers name etc. This offers and ecologically plausible task which can be readily scored. Again, three learning trials are allowed for this, followed by a delayed recall to measure forgetting. Performance norms Scores provided by this assessment are: The overall score Visual-verbal discrepancies Recall-recognition discrepancies Forgetting scores Scoring Data was collected from a stratified sample of 238 subjects comprising equal numbers of subjects from each of the six social class categories as defined in the Office of Population Censuses and Surveys Classification of Occupations 1980, and balanced so as to have equal numbers of men and women in each category. These were divided in to five age groups, 16-31, 32-47, 48-63, 64-79, and a similarly balanced group of Summary Studies indicate that the Doors and People test is a robust and sensitive memory assessment for use across a wide range of abilities, from elderly patients with Alzheimer s disease, stroke, schizophrenia, of low educational level to young graduate students. Christopher Jarrold, Stephen Wood, Faraneh Vargha-Khadem and Alan Baddeley have collected normative data for the Doors and People Test on 148 individuals aged between 5 years and 1 month and 16 years and 1 month.

50 Doors and People Review Dr Carol A Ireland, Vice-Chair of the Division of Forensic Psychology The Doors and People is really what it states: Doors, and People. It is an assessment of long-term memory, specifically episodic memory, taking a broad-based view. It has the benefit of a number of studies that have explored its applicability, and it comprises of four parts. The first is an assessment of an individual s ability to recognise visual stimuli, in this instance coloured photographs of doors that they have seen before, and provided as part of the assessment. The second is the recall of visual stimuli, in this instance the drawing of four patterns, and their ability to do this from memory. The third is an assessment of their ability to recognise verbal information. Here the individual is asked to read a series of names, and to then recognise these names from a list. Finally, it assesses the ability to recall verbal information, and where the individual is asked to recall the names of four people that they are given. I have used this assessment for a number of years, with a range of clients both in the community and closed settings. One of the real strengths of this tool is its accessibility to the client. In my experience of conducting cognitive assessments, this test does not appear overwhelming for the client in regard to presentation and content. As such, its layout appears accessible to the client, and it is one which clients tend to enjoy and engage with. The clinical data provided by the Doors and People is very helpful. For example, with my client group, it can be helpful to know if they are able to recognise information reasonably or extremely well, or if they have a real challenge in recalling information. This ensures I tailor any interventions to meet the client s needs, and in order to maximise success. Furthermore, the test is straightforward to use, and does not appear to disengage the client. It is relatively quick to administer, taking around 40 minutes. This can be a real advantage when working with some clients who benefit from shorter engagement sessions. The scoring of the assessment can at first seem a little tricky, and can be overly complex. As such, there needs to be care when scoring, and any later interpretation. As a recommendation, this assessment should not be used without a reasonable knowledge of memory theory. Yet, such an observation would not be unique to the Doors and People, and any interpreter of a tool is required to know the theories upon which the tool is developed, as well as the limitations of any such approaches. There can also be some occasional instances where the scores achieved can fall outside of the normed sample. Yet, this is not frequent. Ultimately, it can offer a wealth of information for the clinician, and can be a real asset to understanding a client s long-term memory. It can further offer the opportunity to explore any potential patterns in the client s episodic memory, whilst reducing any potential sense of failure in a client who may present with challenges in their ability.

51 Cognitive Assessment Training NOW ONLINE This online training package enables professional therapists to use certain neuropsychological assessments usually restricted to psychologists Training for: Behavioural Assessment of the Dysexecutive Sydnrome (BADS) Doors and People NOW AVAILABLE Test of Everyday Attention (TEA) Training details: The training costs VAT This will give you access to online training for any or all of the three products You will also need to be able to access hard copies of the products you wish to train on. Expected completion time for the whole course is about 5 hours online learning, with a further 3 hours self-directed. Training includes: In-depth background on statistical concepts important for test selection, administration, scoring and interpretation Information on theoretical aspects of the featured tests and practical guidance on administration, scoring and interpretative issues to facilitate the therapist s selection and application of standardised assessments with service users. Multiple choice questions to assess a candidate s understanding of statistical concepts and the tests involved in the training. Certification on completion to use BADS, Doors and People and TEA. Training features: The program enables you to learn at your own pace in the convenience of your home or office Access to online tutor Discussion forums Library of relevant resources. > > See a video demo of the training: /catodemo

52 Title Registration number (if known) (required) Cognitive Assessment Training Online (Please complete in black ink and in block capitals) Name and address of customer registering for course First Name Address Registration Form Surname Position Phone no: NB If you are already registered with Pearson Assessment, please ignore the Registration form. However, if you are unsure if you are registered please complete the registration section. Or, if you aren t registered please fill in the registration form. PLEASE NOTE: In order to use our assessment materials you must be registered with Pearson Assessment. This can be done by completing the form below. Sphere Professional Body/Organisation Interest o Clinical Psychology o Speech and Language Therapy o The British Psychological Society o Child o Research o Other (please state) o Health Professionals Council (HPC) o Adult o Occupational Therapy o Other (Please state) o Both Please give details of all education, training and experience which will have a bearing on the range of tests made available to you. Year Course Establishment Qualification I certify that the details supplied are correct to the best of my knowledge. I agree to protect clients and the integrity of restricted publications by ensuring that they are not used by unauthorised persons. Signature Date DATA PROTECTION ACT: Pearson Assessment retains certain personal information about you in hard copy and on computer. It will be used for the purpose of administering your account and supplying goods and services requested or ordered by you. We will also inform you about other products and services available from Pearson Assessment in which you may be interested. Please tick here if you DO wish to receive this information. (We do not rent out your personal data to other companies). [ ] [ ] Mail [ ] Phone Order form Please send me a copy of: NB You will need hard copies of the tests you wish to train on. Please contact us using the details below if you would like further information about this. ISBN Price (exc VAT) Cognitive Assessment Training Online Qty Total ( ) NB Prices are subject to change without prior notice Total ( ) o Please invoice my institution for the amount: (NB If ordering via the NHS, to enable your order to be processed we require an official purchase order to be attached to this order form) Purchase order number: Name and Address (Where your invoice account is registered) Address o Please send a PROFORMA INVOICE Name of person to be invoiced: Delivery Name and Address: Address Tel Tel o I wish to pay by credit card: Please note if you wish to pay by credit or debit card please call Customer services on Please return to: Pearson Assessment, Halley Court, Jordan Hill, Oxford OX2 8EJ Tel: Fax: [email protected] Web:

53 Rookwood Driving Battery (RDB) Overview Driving a vehicle in traffic requires multiple cognitive, physical and behavioural skills. It also carries an inherent risk so accidents do occur on a regular basis and mostly because of driver error or misjudgement. Beyond the learning phase of driving, most of the skills involved in manoeuvring a car in space and driving in traffic are relegated to automatic processes beyond conscious awareness, many of which rely on intact neuropsychological systems. The Rookwood Driving Battery (RDB) is a simple screen for the core neuropsychological skills needed to drive and was designed specifically to assess fitness to drive in the neurological population. The battery is well suited for use in driving assessment centres. It has also been developed for use as a screening tool in community and hospital settings to decide whether to refer to a specialist driving assessment centre. The battery is particularly suitable for use by psychologists and occupational therapists in older adult and neurological settings. Description of subtests and indices The subtests used in the battery were chosen not only for their suitability in terms of simplicity and the function tested but for their proven clinical effectiveness in everyday assessment and rehabilitation practice. Visual perception Four subtests are designed to assess visual perception. The first three of these were taken from the Visual Object and Spatial Perception battery (VOSP; Warrington & James, 1991): Incomplete Letters: The Incomplete Letters test contains 20 test items and requires examinees to name the letter of the alphabet that is represented by a degraded black and white illustration. Position Discrimination: Examinees are shown two squares with a dot inside each and asked to determine which dot is placed in the exact centre of the square. Cube Analysis: The Cube Analysis task requires examinees to determine how many bricks have been used to create a 3D arrangement, represented by a two-dimensional line drawing. Es and Fs: The Es and Fs test is a simple letter cancellation task and was originally used to screen for visual neglect. Examinees are given 100 seconds to find and mark target items within a larger array of distracter letters.

54 Rookwood Driving Battery (RDB) Description of subtests and indices continued... Praxis Skills Five subtests are included to assess praxis skills. These tests examine two main aspects of motor production: Cultural or Symbolic Movement The first part examines the basic ability to produce cultural or symbolic movement beyond locomotor movement and contains three subtests. Copying Hand Movements: The subject is asked to copy a set of six simple hand movements demonstrated by the examiner. Gestures: Involves the examinee being asked to perform a gesture from a verbal description or name. Use of Objects: A more complex set of actions involving the mimed use of an object in response to a verbal cue is demanded. Rule-bound Action The second part of praxis screening taps the executive level of rule-bound action. This consists of two subtests. Tapping: This test requires the individual to produce a simple movement (one or two taps) in response to the tapping produced by the examiner. Apart from remembering the simple rule, it requires the individual to inhibit the more basic urge to copy the examiner s tap and instead do the opposite to the examiner. Sequencing: Here the individual has to learn a simple sequence of three hand movements, learnt by modeling the movements as carried out by the examiner over several trials. Executive Functioning Five tests are included to assess executive functioning, three of which were chosen from the Behavioural Assessment of the Dysexecutive Syndrome Battery (BADS) Wilson, Alderman et al (1996). Other subtests include a sorting test and divided attention task. Rule Shift Cards Test, Action Programme Test and Key Search Test: Taken from the BADS were the Rule Shift Cards Test which relies on predominantly verbal executive skill, the Action Programme Test which relies on predominantly non-verbal executive skill and the Key Search Test Divided Attention Task: The Divided Attention task combines a retest of the Es and Fs test with an audio presentation of a pre-recorded story. Again, the individual must cancel the letters while also marking on the sheet every time the speaker mentions the word three.

55 Rookwood Driving Battery (RDB) Description of subtests and indices continued... The Sorting Test: The Sorting Test requires the recognition of colour and shape as dimensions for grouping a set of 12 stimuli. Comprehension: The Comprehension Test makes use of the stimuli of the Sorting Test and the individual is asked to move the stimuli according to instructions. Scoring The order of subtest administration is important and was determined during the pilot stage of data collection. Following this order of administration ensures that the tests which were found to be the least threatening are given first, and those that could provoke anxiety given last. Raw scores on each subtest are converted into scaled scores of 0 (pass), 1 (borderline), and 2 (fail) with the exception of the tests of visual attention and divided attention which convert to a score of 0 (pass) or 1 (fail). Thus, the overall battery score on the 12 tests can range from 0 to 22. Any overall score greater than 10 is considered a fail and corresponds to a 90 per cent chance of failing an on-road test; a strong indication that the individual is not safe to drive. Scoring Two standardisation studies and two validation studies were completed. The first standardisation study consisted of 195 volunteers less than 70 years of age (mean age of 42.5, sd.13.8, age range All were regular drivers; 106 were female and 88 were male. The group had a mean IQ of (sd 10.7) measured using the National Adult Reading Test (NART). There was no correlation between age and battery score (Spearman s coefficient rho.130, sign..069) and a weak but significant correlation between IQ and battery score ((Spearman s coefficient -.160, p<.05). In the second standardisation study of 202 older adult volunteers, 161 were deemed to be cognitively intact This sample had an age range (mean age 81.1, sd 5.5) and 123 were female and 37 were male. The mean NART IQ was 105.7, SD 11.9 (N = 157). Two on-road validation studies directly compared performance on the RDB with on-road driving performance. These were conducted on 142 individuals and later on 543 individuals. Of the 543 individuals in the second study, 449 were men and 94 were women. All individuals had a diagnosis which implicated cerebral pathology. In both studies a score >10 proved the best fit positive predictive value and indicates a highly likely fail on the road.

56 Rookwood Driving Battery (RDB) Case Study Maxine Bell, Occupational Therapist at Portland College, UK Portland College is a residential college for young people aged with physical disabilities and associated learning disabilities. Our students are either ambulant, use powered wheelchairs or manual wheelchairs and have shown an interest in learning to drive to increase their independence. We use the Rookwood Driving Battery (RDB) either within our OT office or a meeting room. We decided to buy the assessment after a meeting with our local mobility centre, who heard about the assessment; after researching the RDB we decided it was suitable for our students. At Portland, we are well aware of what adaptive vehicles a student can use, so we are more concerned about the cognitive abilities of our students when they express an interest in driving. This assessment always makes a difference to how we work with our students. When a student highlights the desire to drive a car, we use the RBD alongside the Rivermead Behavioural Memory Test (RBMT) and the Motor Free Visual Perceptual Test (MVPT-3) to inform us of potential deficits in a particular cognitive domain that may impact on their ability to drive a vehicle. Depending on the outcomes of the assessment and intervention, the student will apply for a provisional driving licence. We then put them in touch with suitable driving schools that have access to adapted vehicles. If a standardised assessment illustrates multiple deficits that may impact driving, our students usually accept this and do not pursue driving - it assists with demonstrating potential issues. Conversely, if the assessment shows minor deficits, it provides a focus for intervention. I found that the different types of assessments in the RDB make it a varied experience for the students, i.e. it s not just flip books, but listening to the CD, then writing and drawing, as well as the water experiment. Overall, we rate the RDB as being very good for for reliability, usability and for it s content, its costeffectiveness is excellent. I have recommended this assessment in the past to fellow OT s at other colleges.

57 Rookwood Driving Battery (RDB) References Colarusso RP, Hammill DD (2003) Motor-Free Visual Perception Test Third edition. Novato, CA: Academic Therapy Publications. Coughlan A.K. & Warrington, E.K. (1978). Word comprehension and word retrieval in patients with localised cerebral lesions. Brain, 101, Warrington, E. K., & James, M. (1991). The Visual Object and Space Perception battery (VOSP). London: Pearson Assessment. Wilson, B. A., Alderman, N., Burgess, P. W., Emslie, H., & Evans, J. J. (1996). Behavioural Assessment of the Dysexecutive Syndrome (BADS). London: Pearson Assessment. Related links Author Pat McKenna gives a personal perspective from 20+ years of assessing fitness to drive. McKenna, Pat. When to give up driving? The Psychologist. Volume 25 (9) September Psychology on the road

58 Vineland Adaptive Behaviour Scales - Second Edition (Vineland-II) Overview The Vineland-II is a measure of adaptive behaviour from Birth to Adulthood. The key areas that the Vineland- II assess are: Communication; Daily living skills; Social; Motor Skills; and Maladaptive behaviour. Features The Vineland-II is appropriate for use in many areas. It is especially useful when looking at independent living skills therefore pertinent to rehabilitation settings. The assessment is available to Occupational Therapists and Psychologists. The Vineland-II helps to measure the adaptive behaviour of individuals with brain injuries, developmental delay and mental disability. The flexibility of this tool enables you to use it in many ways, such as: plan rehabilitation and intervention programs monitor and assess progress Provide a perspective on an individual s behaviour from those who interact with the person on a daily basis Determine eligibility for qualification for special services Organisation Table illustrating the Domains and Sub-domains on Vineland-II Survey and Expanded Interview Forms Domains & Index Communication Daily Living Skills Socialisation Motor Skills Maladaptive Behaviour Index (optional) Adaptive Behaviour Composite Sub-domains Receptive, Expressive, Written Personal, Domestic, Community Interpersonal Relationships, Play and Leisure Time, Coping Skills Fine, Gross Internalising, Externalising, Other

59 Vineland Adaptive Behaviour Scales - Second Edition (Vineland-II) Scores and Interpretation Domains and Adaptive Behaviour Composite: Standard scores Percentile ranks Adaptive levels Sub-domains: V-scale scores Adaptive levels Age equivalents On Survey and Expanded Interview Forms: V-scale scores Maladaptive levels for the optional Maladaptive Behaviour Index Enhancements New norms Expanded age ranges encompassing birth to age 90 for the Survey and the Expanded Interview Forms Updated content reflects tasks and daily living skills that are much more useful, relevant and ecologically valid More complete coverage of adult adaptive behaviour to better inform rehabilitation programmes and detect decline in older adults Semi structured interview format now lists items by sub-domain, making test administration easier New Parent/Caregiver Rating Form that provides a simple rating scale for obtaining the basic information derived from the semi structured interview. Technical information The Survey Forms normative sample consists of over 3,500 individuals and the Expanded Interview Forms normative sample consists of over 2,000. Scores are provided for 94 age groups. All samples were stratified by race, mother s education, geographic region, and special education placement and were matched to the U.S. census.

60 Goal-Oriented Assessment of Lifeskills (GOAL) NEW Overview The Goal-Oriented Assessment of Lifeskills (GOAL) is an innovative new evaluation of functional motor abilities needed for daily living. Designed for children 7 to 17, the GOAL consists of seven activities; fun and motivating tasks based on real occupations of a child s daily life. Each Activity is linked to Intervention Targets that help you turn assessment results into a specific, goal-oriented treatment plan. This standardised, psychometrically precise instrument offers an ecologically valid description of a child s competencies and opportunities for growth in both fine and gross motor domains. The GOAL can help determine eligibility for special services and inform planning of occupational and/or physical therapy and adaptive physical education. It s useful in a variety of settings, including schools, clinics, hospitals, and private practice. Although intended primarily for occupational therapists, it can be used by other professionals, including psychologists, physiotherapists, and other childhood intervention specialists. Features In this individually administered assessment, the child performs seven Activities representing a range of functional tasks. Dr. A. Jean Ayres sensory integration theory describes many of the key concepts underlying the GOAL Activities. This theory proposes that processing of sensory inputs provides a foundation for development of cognitive and motor skills. Activities Fine Motor: Utensils: Using a knife, fork, and spoon to cut, spear, and scoop Locks: Opening keyed and combination padlocks Paper Box: Colouring, cutting, folding, and taping a paper construction project Notebook: Organising and filling a three-ring binder Gross Motor: Clothes: Putting on and taking off a T-shirt and shorts Ball Play: Bouncing and kicking a ball Tray Carry: Carrying a loaded tray and avoiding obstacles The innovative Record Form follows the natural workflow of an assessment: from recording the child s performance, through calculating and interpreting scores, to developing a treatment plan. The centre panel of the form, the Progress Chart, allows you to graph the child s overall functional ability and identify

61 Goal-Oriented Assessment of Lifeskills (GOAL) Features continued specific targets for intervention. On the right panel of the form are the Intervention Targets, which allow the examiner to link the child s performance to specific intervention objectives. There are four columns on this panel-sensory, Postural, Praxis, and Motor Proficiency - showing the Intervention Targets associated with each Activity. Each row of the Record Form has a set of Intervention Targets associated with the underlying component skills needed for that specific Functional task. The GOAL scores are based on 54 Steps - small units of easily observable, functional behaviour within the seven activities. These are scored based on three elements of successful functional performance: accuracy, independence, and speed. Using the Record Form, each Step is scored pass or fail; then the Step scores are summed to yield the Fine Motor and Gross Motor Standard Scores, as well as the Progress Score. The Standard Scores enable you to compare the child you are testing to peers of the same age and gender, and can help to determine eligibility for therapeutic services and placement in special education programs. The Progress Score is a single index of the child s overall ability to perform functional tasks, and can be used to track improvement over time. Standardisation and psychometric properties The GOAL Activities were standardized on a sample of 616 children ages 7 to 17, drawn from all four geographic regions of the United States. A clinical sample of 152 children referred to occupational therapy for mild to moderate sensory and/or motor challenges was also collected. Statistical analysis of the GOAL demonstrates good reliability and validity. In addition, it also provides clear evidence that it is a useful tool for distinguishing typically developing children from clinic-referred children, including those with sensory and motor disorders, autism spectrum disorders, ADHD, and learning disabilities. Reliability Analysis of the standardisation sample shows acceptable internal consistency correlations for both the Fine and Gross Motor Standard Scores (all >.75). These are consistently higher in the clinical sample (>.84), which represents the target population for the GOAL Activities. Internal reliability for the Progress Score is.90. Test-retest reliability data for the clinical sample demonstrate acceptable correlations of.76 for the Fine Motor Standard Score and.77 for the Gross Motor Standard Score. Validity Convergent validity data were collected for four assessments: the Sensory Integration and Praxis Tests

62 Goal-Oriented Assessment of Lifeskills (GOAL) (SIPT), the Sensory Processing Measure (SPM), the Bruininks-Oseretsky Test of Motor Proficiency, Second Edition (BOT-2), and the Adaptive Behavior Assessment System, Second Edition (ABAS-II). Scores generally correlate in expected ways with these measures, showing acceptable evidence of construct validity. Reliably Distinguishing Typically Developing Children from Clinic-Referred Children The differences in mean standard scores between the standardisation and clinical samples represent large, clinically significant effect sizes. Analysis from the samples demonstrate good sensitivity and specificity: 74% of the clinical sample had Fine Motor Standard Scores of 85 or less 85% of the standardisation sample had Fine Motor Standard Scores of 86 or more 79% of the clinical sample had Gross Motor Scores at or below 85 87% of the standardisation sample had Gross Motor Scores at or above 85 More information about the psychometric characteristics of the GOAL is included in Chapter 6 of the Manual. Case study Chapter 4 of the GOAL Manual presents five case studies that demonstrate how the Activities form part of an integrated approach to assessment and treatment. The case studies provide a format for written reports that incorporates assessment results. Cases range from a child who is part of a regular-education classroom (see Janine s case example below) to a child with severe disabilities who has never received any kind of therapy. Janine: Progress in Motor Development After Intervention Janine is a 7-year, 8-month-old girl in second grade who has been receiving special services at school since kindergarten. She receives OT at school for fine and gross motor difficulties as well as speech and language therapy for poor articulation, and shares an aide in the classroom with four other children. In addition to school services, she received intensive OT intervention, once a year for 6 weeks, at ages 4, 5, 6, and 7. With the intensive intervention and strong family support, she has remained in a regular-education classroom, and is succeeding academically and socially at school. The GOAL Activities were administered as part of a yearend individualised education program (IEP) review to determine if her special services should be continued. Janine is an outgoing and friendly girl. She has a group of six close friends and a best friend, her cousin Alexandra. Although Janine s mother does not want her daughter to grow up thinking that something is wrong with her, she acknowledges that the special services so far have been a lifesaver. Janine has blossomed from a shy, withdrawn girl who could not keep up with her peers, to an accepted member of her group with a strong sense of belonging.

63 Goal-Oriented Assessment of Lifeskills (GOAL) Features continued Behavioural Observations Janine came willingly with the occupational therapist at school for her evaluation. She was eager to show off her improved skills. She said, I m the boss of my body now. The therapist knew that Janine had been working hard in private OT for the past few years, and wanted to see if Janine s test scores would show improvement from her last evaluation 3 years earlier. The therapist noted that Janine appeared confident and calm, unlike at the previous testing, when she looked worried and asked how she did after every task. She was motivated and focused throughout the session. Her performance appeared to represent her best effort and true abilities. Results: Standard Scores and Progress Score On the GOAL Activities, Janine achieved a Fine Motor Standard Score of 92 and a Gross Motor Standard Score of 80. In the fine motor domain, her performance is at the 30th percentile, which is within the Average (typical development) range. However, in the gross motor domain, her performance is 1¹ ³ standard deviations below the mean (9th percentile), which is in the Mild-to-Moderate Challenge range. The 90% confidence intervals around her Fine Motor and Gross Motor Standard Scores are and 71 89, respectively. The two standard scores differ by 12 points, which is less than the threshold required for a statistically significant difference. Janine s Progress Score is 447, which represents her overall level of functional ability. Subtracting 50 from and adding 50 to the Progress Score defines her Progress Range as 397 to 497. This range enables the identification of unexpected successes and challenges on the GOAL Steps, which can illuminate useful routes for OT intervention. Results: GOAL Steps Unexpected successes. Janine demonstrated unexpected successes on five Steps spread among Utensils, Locks, Paper Box, and Tray Carry. These Steps represent strengths in areas where, given her Progress Score, she was expected to struggle. Janine quickly and accurately scooped water with a spoon, sipped from the spoon, and transferred the water to a second cup (U6, U7). She opened a combination lock similar to those found on a school locker (L2). She was precise and speedy in cutting paper with a pair of scissors (P6). She also performed quickly and accurately in maneuvering through space, sitting, and standing while carrying a clipboard with two cups full of water (T3), which is analogous to moving through a school cafeteria with a loaded tray. Unexpected challenges. Janine was not successful on three Steps that she was expected to complete with relative ease, given her overall functional ability. These unexpected challenges may identify sensory motor components that can serve as targets for treatment. Janine s colouring skills were sloppy (P1, P3); she made many crayon marks outside the boundaries of the

64 Goal-Oriented Assessment of Lifeskills (GOAL) Case study continued umbrella and balloons. In addition, she struggled with the precise hand skills required to open and close the rings of a three-ring binder (N1). Interpretation The Intervention Targets panel reveals the fine motor strengths underlying Janine s unexpected successes. These include postural elements, such as alignment of upper extremities, stability, and feedback, which allowed her to perform efficiently while cutting paper with scissors. Strengths were also noted among the praxis elements of planning and sequencing, which enabled Janine to quickly execute the three-part task of scooping, sipping, and transferring water to another cup. Given these strengths, it is surprising that she struggled with coloring the balloons and umbrella with crayons, which is an easier skill. She did appear to be rushing through this part of the Paper Box Activity. Janine s difficulty with opening and closing a three-ring binder may have reflected issues with bilateral coordination and/or hand strength. Among the gross motor Activities, the components of alignment and stability played a role in Janine s unexpected successes, as did balance, weight shift, and feedback. These strengths were evident in Janine s quick and accurate performance on Tray Carry, which requires the use of feedback from the environment to control balance and weight shift during forward movement. The GOAL assessment revealed no unexpected challenges among the gross motor Activities. Applying GOAL Results to Intervention The analysis of Intervention Targets reveals several areas of strength that apply to both fine and gross motor domains, which makes it curious that Janine s Gross Motor Standard Score was in the Mild-to-Moderate Challenge range. Looking at her unexpected failures, proprioception is an Intervention Target that underlies both the colouring and the three-ring-binder tasks. Proprioceptive deficits, which affect a child s awareness of her body s position in space, can influence both fine and gross motor functioning.more specifically, proprioceptive discrimination may be a useful target for occupational therapy. Activities that focus on arm position will allow Janine to fully integrate her awareness of her position in space. These interventions should involve all parts of the upper extremities (e.g., shoulder, upper arm, elbow, lower arm, wrist, and fingers). By using weighted balls, sticks, and physical cues, the therapist can help Janine use her full arm for fine motor tasks, instead of just moving her fingertips. Janine shows a natural ability to focus intently on the task at hand, which should help the therapy to succeed.

65 Goal-Oriented Assessment of Lifeskills (GOAL) Features continued With improved proprioceptive discrimination, Janine s alignment, stability, and higher-level praxis abilities should also improve. This will in turn enhance her hand precision and endurance on fine motor tasks. Janine s parents should be given the option to continue occupational therapy. Janine s GOAL results show significant improvement, especially in the fine motor domain, since she was last assessed 3 years ago. In the meantime, Janine s occupational therapy appears to have made a difference. One more period of short-term intensive OT, focusing on proprioceptive discrimination, can help make Janine s motor repertoire more automatic. When Janine matures in her discrimination of proprioceptive input, she will find herself less challenged by motor tasks in general. This will allow her to turn her attention to higher-level cognitive tasks, including her schoolwork and relational skills. See the Summary and Recommendations for Janine in Chapter 4 of the GOAL Manual. Related assessments Sensory Processing Measure (SPM) Sensory Processing Measure - Preschool (SPM-P) Miller Function & Participation Scales (MfunPS)

66 Psychometrics Assessment, Statistics and Report Writing Psychometric Assessment, Statistics and Report Writing An introduction for psychologists, teachers and health professionals Dr. Barry Johnson and Dr. Gareth Hagger-Johnson Overview A practical reference book on basic statistical methods to support users of psychometric tests Content - Three sections 1. Statistical terms and equations (14 chapters) Increases understanding and demonstrates efficient application in the assessment process of a range of statistical concepts. 2. Report writing (3 chapters) Introduces excel formulae and table creations. Illustrates data merging and insertion of charts into reports using excel. 3. Future trends (1 chapter) Highlights future trends in assessment. Features and outcomes Uses scenarios and step-by-step worked examples for illustration Aids in diagnostic interpretation of psychometric scores and addresses common misunderstandings Increases confidence that diagnostic conclusions reflect sound principles of statistical interpretation and hypothesis-testing. This title will be of benefit to all professionals involved in assessing young people and adults with special educational needs and specific learning difficulties, including: Teachers training for a practising certificate in special education or specialist teachers who are renewing certificates Assessors who provide reports for Access Arrangements, the Disabled Students Allowance, or for tribunals Health professionals and psychologists as an aid to induction into fieldwork assessment practices Continuing Professional Development (CPD). Download sample pages and chapters at /psychometrics

67 Psychometrics Training Online NEW Overview An Introductory Course for Education and Healthcare Professionals - Alan Macgregor An online training package developed to support those using standardised assessments in both health and education settings. Content is aimed at providing an introduction (or refresher for those who have already completed formal psychometric training), to the statistical concepts that underpin standardised tests. As an introductory course it will signpost the user to further training where appropriate. Features Key features include: Easily navigable online program accessible at your convenience for one year Priced at 120, including a copy of the book: Psychometric Assessment, Statistics and Report Writing Approximately 5 hours of content: a combination of online and self directed learning Introductory step to BPS minimum standards for psychometric testing. NB Your online training course must be completed within a year of purchase.

68 Overview of Assessments for Rehabilitation *All catalogue page references are for the 2013 Health and Psychology Catalogue. For further details visit or call us on Test type/name Age Range Purpose For use by Cat page* Price (exc VAT) General Screening Cognitive Assessment of Minnesota, Adult Measure the cognitive abilities of adults with neurological impairment Allied Health Therapists, Psychologists The Functional Living Scale - UK Version (TFLS UK), years to 90 years 11 months Asses competency in instrumental activities of daily living Allied Health Therapists, Psychologists Repeatable Battery for the Assessment of Neuropsychological Status Update (RBANS Update), Update Form A Kit, Update Form B Kit:, to 89 yrs Detect and characterise cognitive decline Allied Health Therapists, Psychologists See website Cognitive Linguistic Quick Test (CLQT) to 89 yrs Quickly severity ratings for 5 cognitive domains Allied Health Therapists, Psychologists See website Wessex Head Injury Matrix (WHIM) years and older Assess and monitor recovery of cognitive function after severe head injury Allied Health Therapists, Psychologists See website Brief Cognitive Status Exam (BCSE) years and older Assess cognitive abilities quickly and reliably Allied Health Therapists, Psychologists General Ability Wechsler Adult Intelligence Scale - Fourth UK Edition (WAIS-IV UK) years to 90 years 11 months Measure adult intellectual ability Psychologists 74 1,225.00

69 Test type/name Age Range Purpose For use by Cat page* Price (exc VAT) Memory Rivermead Behavioural Memory Test - Third Edition (RBMT-3) Adult Assess everyday memory Allied Health Therapists, Psychologists Doors and People* yrs 1 month to Adult Assess long term memory Psychologists Cambridge Prospective Memory Test (CAMPROMPT) yrs and older Assess prospective memory Allied Health Therapists, Psychologists Spot the Word, Second Edition (STW 2) years to 90 years Rapidly assess premorbid cognitive abilities Allied Health Therapists, Psychologists Wechsler Memory Scale - Fourth UK Edition (WMS-IV UK) years to 90 years 11 months Assess verbal and non-verbal memory abilities in adults Psychologists Cogmed Working Memory Training (Cogmed) Annual Small Subscription, Annual Medium Subscription, Annual Large Subscription, years and older Evidence-based intervention for improved working memory Allied Health Therapists, Psychologists, Specialist Teachers Executive Function Behavioural Assessment of the Dysexecutive Syndrome (BADS)* to 87 yrs Predict everyday problems associated with the dsyexecutive syndrome Psychologists Hayling and Brixton Tests to 80 yrs Clinical assessment of executive functioning Allied Health Therapists, Psychologists Test of Everyday Attention (TEA)* to 80 yrs Measure selective attention, sustained attention and attentional switching Psychologists

70 Test type/name Age Range Purpose For use by Cat page* Price (exc VAT) Motor and Visual-Perception Skills Developmental Test of Visual Perception - Adolescent and Adult (DTVP-A) to 74 yrs 11 mths Measure visual-perceptual and visual-motor abilities Allied Health Therapists, Psychologists Developmental Test of Visual Perception, Third Edition (DTVP-3) Coming summer to 12 years 11 months Assess visual perception and visualmotor integration skills in children Allied Health Therapists, Psychologists, Specialist Teachers See website See website Beery-Buktenica Developmental Test of Visual-Motor Integration, Sixth Edition (Beery VMI) years to 100 years Assess visual-motor skills in children and adults Allied Health Therapists, Psychologists, Specialist Teachers Behavioural Inattention Test (BIT) to 83 yrs Predict everyday problems associated with unilateral neglect Allied Health Therapists, Psychologists Visual Object and Space Perception Battery (VOSP) Adult Assess object and space perception Allied Health Therapists, Psychologists Cortical Vision Screening Test (CORVIST) Adult Screen for cerebral disease affecting vision Allied Health Therapists, Psychologists Goal-Oriented Assessment of Lifeskills (GOAL) years to 17 years Evaluation of functional motor abilities needed for daily living. Allied Health Therapists, Psychologists See website Driving Rookwood Driving Battery (RDB) Adult Assess basic cognitive functions essential for safe driving Allied Health Therapists, Psychologists

71 Test type/name Age Range Purpose For use by Cat page* Price (exc VAT) Functional Needs Vineland Adaptive Behavior Scales, Second Edition (Vineland-II) Survey Forms Birth to 90 yrs Measure adaptive behaviour from birth to adulthood Allied Health Therapists, Psychologists 38 & Adaptive Behaviour Assessment System - Second Edition (ABAS) Birth to 89 yrs Assess the level of adaptive skills in children and adults Allied Health Therapists, Psychologists, Specialist Teachers 39 & Independent Living Scales (ILS) Adult An ecologically valid, performance based measure of functional abilities with an emphasis on IADL skills Allied Health Therapists, Psychologists, Researchers Sensory Adolescent / Adult Sensory Profile years and older Identify sensory processing patterns and effects on functional performance Allied Health Therapists, Psychologists 50 & Elderly Rehabilitation Middlesex Elderly Assessment of Mental State (MEAMS) Adult Screen for gross impairment of cognitive skills in the elderly Allied Health Therapists, Psychologists

72 Test type/name Age Range Purpose For use by Cat page* Price (exc VAT) Severe Impairment Battery (SIB) Kit to 91 yrs Assess severe dementia in the elderly Allied Health Therapists, Psychologists See website Severe Impairment Battery - Short Form (SIB-S) Older Adults Assess people with very severe dementia Allied Health Therapists, Psychologists See website Mental Health Beck Depression Inventory-II (BDI-II) to 80 yrs Asses the severity of depression Allied Health Therapists Psychologists 106/ Beck Anxiety Inventory (BAI) to Adult Evaluate the severity of anxiety in adults Allied Health Therapists Psychologists 106/ Self Image Profile for Adults (SIP-Adult) to 65 yrs Quickly assess self image and self esteem in adults Allied Health Therapists, Psychologists, Specialist Teachers Wellbeing Evaluation Scale (WES) Continusous Professional Development Cognitive Assessment Training - Online (CAT Online) years and older N/A Profile wellbeing in older people Online training that enables professional therapists to use certain neuropsychological assessments usually restricted to psychologists Allied Health Therapists, Psychologists, Specialist Teachers Allied Health Therapists

73 Test type/name Age Range Purpose For use by Cat page* Price (exc VAT) Psychometric Assessment, Statistics and Report Writing n/a A practical reference book on basic statistical methods to support users of psychometric tests Allied Health Therapists, Psychologists, Specialist Teachers Psychometrics Training Online Availbe with a copy of the above book, n/a An online training package developed to support those using standardised assessments in both health and education settings. Allied Health Therapists, Psychologists, Specialist Teachers *Certain CL1 tests are available to professionals other than psychologists, however further training will be required. Visit for details.

74 Order Form Product Adaptive Behaviour Assessment System - Second Edition (ABAS), Complete kit: Includes manual (infant and preschool, school and adult), 5 parent/primary caregiver forms (ages 0-5), 5 teacher/daycare provider forms (ages 2-5), 5 parent forms (ages 5-21), 5 teacher forms (ages 5-21) and 5 adult forms (ages 16 to 89) Adolescent / Adult Sensory Profile, Complete kit: Includes user s manual and 25 self-questionnaire/summary reports Beck Anxiety Inventory (BAI), Complete kit: Includes manual and 25 record forms Beck Depression Inventory-II (BDI-II), Complete kit: Includes manual and 25 record forms Beery-Buktenica Developmental Test of Visual-Motor Integration, Sixth Edition (Beery VMI), Starter Kit: Includes manual, 10 full forms, 10 short forms, 10 visual perception forms and 10 motor co-ordination forms Behavioural Assessment of the Dysexecutive Syndrome (BADS), Complete kit: Includes manual (including new downwards extension), 25 scoring sheets, stimulus cards, three-dimensional plastic materials, timer, 25 DEX-C independent rater questionnaires, beads, nuts, bolts and washers in a bag Behavioural Inattention Test (BIT), Complete kit: Includes manual, pack of 25 scoring sheets, various stimulus, test and playing cards and clock face Brief Cognitive Status Exam (BCSE), Complete kit: Includes 25 UK record forms, notes for UK user, manual and WMS-IV scoring template Bruininks Motor Ability Test (BMAT), Complete kit: Includes Manual, Administration Easel, Comprehensive Record Form (25), Comprehensive Form Examinee Booklet (25), Short Form (25), Short Form Examinee Booklet (25), Scoring Transparency, Blocks with String, Penny Pad, Penny Box, Plastic Pennies (50), Elbow Pad, Tennis Ball, Stopwatch, Red Pen, Black Marker, Adult Scissors, Hand Gripper Blue, Hand Gripper Green, Envelope, Numbered Half Cones (4), Sewing Board with String. Bruininks Motor Ability Test (BMAT) Q-global, Comprehensive Form Report Usage (25) Cambridge Prospective Memory Test (CAMPROMPT), Complete kit: Includes manual, pack of 25 record forms, quiz question cards, puzzle cards, message card, clock and 2 timers in a bag Cogmed Working Memory Training (Cogmed), Annual Cogmed Small Subscription (includes coach training and coach access for two staff and 20 user IDs to be used within one year) Cogmed Working Memory Training (Cogmed), Annual Cogmed Medium Subscription (includes coach training and coach access for four staff and 40 user IDs to be used within one year) Cogmed Working Memory Training (Cogmed), Annual Cogmed Large Subscription (includes coach training and coach access for six staff and 60 user IDs to be used within one year) Price (ex VAT) Qty Total ( )

75 Cognitive Assessment of Minnesota, Complete kit: Includes manual, 8 test cards, 25 score booklets in vinyl case Cognitive Assessment Training - Online (CAT Online), Cognitive Linguistic Quick Test (CLQT), Complete kit: Includes examiner s manual, stimulus manual, 15 response booklets and 15 record forms Cortical Vision Screening Test (CORVIST), Complete kit: Includes manual/stimulus book and pack of 25 scoring sheets Developmental Test of Visual Perception - Adolescent and Adult (DTVP-A), Complete Kit: Includes examiner s manual, picture book, 25 profile/examiner record forms. 25 response booklets in a box Doors and People, Complete Kit: Includes manual, 25 scoring sheets and 3 stimulus books in a bag Goal-Oriented Assessment of Lifeskills (GOAL), Complete kit: Includes 1 Set of Test Materials; 25 Record Forms; Pad of 25 Paper Box Sheets; Stimulus Easel; and Manual; all in a backpack Hayling and Brixton Tests, Complete kit: Includes manual, stimulus book and a pack of 25 scoring sheets in a bag Independent Living Scales (ILS), Complete kit: Includes manual, stimulus booklet, 25 record forms, and facsmile driver s license, credit card, and key in a storage pouch Middlesex Elderly Assessment of Mental State (MEAMS), Complete kit: Includes manual, 2 stimulus books and 25 scoring sheets in a bag Psychometric Assessment, Statistics and Report Writing, pages Psychometrics Training Online, (Available to purchase with the book above) Repeatable Battery for the Assessment of Neuropsychological Status Update (RBANS Update), Update Form A Kit: Includes Manual, Stimulus Book A, 25 Record Forms A, Score Template A Repeatable Battery for the Assessment of Neuropsychological Status Update (RBANS Update), Update Form B Kit: Includes Stimulus Book B, 25 Record Forms B, Score Template B Rivermead Behavioural Memory Test (RBMT-3), Complete Kit: includes manual, 25 record forms, 2 stimulus books, novel task stimulus material, storycard, message envelope, alarm, timer Rookwood Driving Battery, Complete Kit: includes manual, stimulus book, story CD, 25 record forms and set of manipulatives Severe Impairment Battery (SIB), Complete kit: Includes manual, 25 scoring sheets, stimulus cards, plastic shapes, spoon, cup, full distractor pack in a bag Severe Impairment Battery - Short Form (SIB-S), SIB-S Supplemental Kit: includes manual and pack of 25 record forms Self Image Profile for Adults (SIP-Adult), Complete kit: Includes manual and pack of 25 record forms Spot the Word, Second Edition (STW 2), Complete kit: Includes manual, record forms (25), reading card and bag Test of Everyday Attention (TEA), Complete kit: Includes manual, pack of 25 scoring sheets, cue book, stimulus cards and maps, 3 CDs and 1 DVD in a bag

76 The Functional Living Scale - UK Version (TFLS UK), Complete kit: Includes manual, record forms (25), response sheets (25), stimulus cards, phone book (5), bag Vineland Adaptive Behavior Scales, Second Edition (Vineland-II), Survey Forms Starter Kit: Includes manual, 10 survey interview forms, 10 parent/caregiver rating forms, 10 survey interview report to parents and 10 survey forms report to caregivers Visual Object and Space Perception Battery (VOSP), Complete kit: Includes manual, pack of 25 scoring sheets and 3 stimulus books in a bag Wechsler Adult Intelligence Scale - Fourth UK Edition (WAIS-IV UK), Complete kit: Includes admin manual, stimulus books 1 and 2, response books 1 and 2, pack of 25 record forms, symbol search key in envelope, coding search key in envelope, cancel scoring template in envelope, WAIS-IV/WMS-IV online training, WAIS-IV US technical manual and block design set in a backpack. Wechsler Memory Scale - Fourth UK Edition (WMS-IV UK), Complete kit: Includes admin manual, stimulus books 1 and 2, adult battery record forms (25), older adult battery record forms (25), response booklets (25), memory grid, scoring template in envelope, designs and spatial addition cards, WAIS-IV/WMS-IV online training and WMS-IV US technical manual in a backpack Wellbeing Evaluation Scale (WES), Complete kit: Includes manual, 25 long form record forms, 50 short form record forms in a small case Wessex Head Injury Matrix (WHIM), Complete kit: Includes manual and pack of 25 scoring sheets ,

77 REGISTRATION FORM (please also complete the address panel below). PLEASE NOTE: In order to use our assessment materials, you must be registered with Pearson Assessment. This can be done by completing the form below. Qualifications Please indicate below the sphere within which you are working and the organisation or professional body which recognises your training and qualifications, if applicable. Sphere Professional Body/Organisation Interest Educational Psychology Research Royal College of Speech & Language Therapists Paediatric Clinical Psychology Teaching Association of Educational Psychologists Adult Speech and Language Therapy British Psychological Society Both Occupational Therapy Royal College of Paediatrics and Child Health Paediatrics College of Occupational Therapists Other Other Please give details of all education, training and experience which will have a bearing on the range of tests made available to you. Year Course Establishment Qualification I certify that the details supplied are correct to the best of my knowledge. I agree to protect clients and the integrity of restricted publications by ensuring that they are not used by unauthorised persons. Signature Date DATA PROTECTION ACT: Pearson retains certain personal information about you in hard copy and on computer. It will be used for the purpose of administering your account and supplying goods and services requested or ordered by you. We will also inform you about other products and services available from Pearson Assessment in which you may be interested. Please tick the relevant boxes if you DO wish to receive this information. (We do not rent out your personal data to other companies). [ ] By post [ ] By phone [ ] By ADDRESS FORM Title Surname First name Position Address (please tick as appropriate) Home Work Postcode Telephone Fax * I am a registered user Yes No Reg. number (if applicable) ORDER FORM Order Value P&P (UK 3.50, Overseas please contact Customer Services) Total Order Value Payment details: Please INVOICE my school or organisation (Address below) for the amount Please debit my credit card (delete as appropriate) American Express / Visa / MasterCard / Maestro Note: A member of the Customer Services Team will contact you to take your credit card details. Signature (Your signature is essential when paying by credit card) Name and address (where your credit card / invoice is registered) REMEMBER: RECORD FORMS ARE PROTECTED BY COPYRIGHT, PHOTOCOPYING IS ILLEGAL! Please return to: Pearson Assessment, Halley Court, Jordan Hill, Oxford OX2 8EJ Tel: ~ Fax: ~ [email protected] N.B: Prices and introductory offers are only valid in UK. Prices are subject to change without prior notice.

78 Area Sales Consultants Arrange a visit from your Area Sales Consultant Our Area Sales Consultants are available to offer advice on the appropriate assessments for your particular client group. They will provide free, no obligation product presentations or attend team meetings, in-service study days or regional conferences, either as speakers or to exhibit relevant materials. They are available to speak about particular assessments in detail in order to aid your purchasing decisions. Simply contact the relevant Area Sales Consultant, depending on locality and they will be happy to discuss your requirements. North West, North Wales, Northern Ireland and Scotland Alison Winter Tel: [email protected] West Midlands, East of England, Warwickshire and Home Counties Ellie Parkes Tel: [email protected] Southern England, Mid & South Wales Claire Parsons Tel: [email protected] /salesconsultants

79 Rehabilitation Information Pack A range of products from Pearson Assessment for professionals working in the area of rehabilitation For further information Please visit our website Call Customer Services on us via [email protected] Sign up to our enewsletter /enewsletters Any questions? Our sales consultants offer free, no obligation product demonstrations. Find your nearest sales consultant at /salesconsultants You can now also on Twitter and on Facebook Dr Carol A Ireland, School of Psychology, University of Central Lancashire, on Doors and People One of the real strengths of this tool is its accessibility to the client...[it] can offer a wealth of information for the clinician, and be a real asset to understanding a client s long-term memory. Maxine Bell, Occupational Therapist, Portland College on Rookwood Driving Battery This assessment always makes a difference to how we work with our students...i found that the different types of assessments in the RDB make it a varied experience for the students...i have recommended this assessment in the past to fellow OT s at other colleges..