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2nd Edition

Comprehensive Aphasia Test



  • Available for pre-order. Item will ship after February 25, 2022
ISBN 9780367761615
February 25, 2022 Forthcoming by Routledge
200 Pages 13 B/W Illustrations

 
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Book Description

The Comprehensive Aphasia Test (CAT) is a test for people who have acquired aphasia and can be completed over one or two assessment sessions. The test includes a user manual, a ring-bound cognitive screen and language battery a scoring booklet, and - new to this release - a concise Aphasia Impact Questionnaire which replaces the former Disability Questionnaire. The cognitive section assesses people's abilities across a range of task that can affect rehabilitation. Forming the main body of the test, the language battery provides a profile of performance across all modalities of language production and comprehension. The Aphasia Impact Questionnaire was co-produced with people with aphasia. It is a pictorial Patient Reported Outcome Measure, which produces both qualitative and quantitative information. It supports the person with aphasia to give a subjective rating of how language difficulties identified in the Language Battery affect their daily life, enabling first steps towards goal setting.

In addition, the CAT helps the therapist to track changes over the course of recovery and provides a guide to likely outcomes on the basis of an early assessment. It is supported by normative data on people both with and without aphasia, and extensive data on reliability and clinical validity. The CAT allows users to:

  • Identify underlying impairments
  • Find where to focus assessments using PALPA and other batteries
  • Ascertain the practical, psychological, and social impact of aphasia, from the perceptive of the person with aphasia
  • Create a profile of strengths and weaknesses to guide therapy.

Structured around fully up-to-date models of language processing from cognitive neuropsychology this test is an indispensable resource for speech and language therapists and researchers. It provides as much information about people's language ability as possible in a relatively brief test designed to be completed in 90-120 minutes.

Additional scoring booklets can be ordered in packs of 10 at https://www.routledge.com/Comprehensive-Aphasia-Test-Scoring-Book-pack-of-10/Swinburn-Porter-Howard/p/book/ 9781032128177

Table of Contents

Acknowledgements

1. Introduction

Aphasia tests

The need for the CAT

The advantages of the CAT

Structure of the CAT

2. Directions for Administration and Rationale

General introduction to administration of the test battery

Detailed guide to rationale and administration of subtests

THE COGNITIVE SCREEN

1. Line bisection

2. Semantic memory

3. Word fluency

4. Recognition memory

5. Gesture object use

6. Arithmetic

THE LANGUAGE BATTERY

Part 1: Language comprehension

7. Comprehension of spoken words

8. Comprehension of written words

9. Comprehension of spoken sentences

10. Comprehension of written sentences

11. Comprehension of spoken paragraphs

Part 2: Expressive language

Repetition

12. Repetition of words

13. Repetition of complex words

14. Repetition of nonwords

15. Repetition of digit strings

16. Repetition of sentences

Spoken language production

17. Naming objects

18. Naming actions

19. Spoken picture description

Reading aloud

20. Reading words

21. Reading complex words

22. Reading function words

23. Reading nonwords

Writing

24. Writing: Copying

25. Writing picture names

26. Writing to dictation

27. Written picture description

THE APHASIA IMPACT QUESTIONNAIRE

General introduction to the rationale and administration of the AIQ

Detailed guide to rationale and administration of subtests

28. Communication

29. Participation

30. Emotional Well-Being

Modality summary scores

The cognitive screen

The language battery

The aphasia impact questionnaire

T-score transformation

3. Interpretation of Results

THE COGNITIVE SCREEN

1. Line bisection

2. Semantic memory

3. Word fluency

4. Recognition memory

5. Gesture object use

6. Arithmetic

THE LANGUAGE BATTERY

Part 1: Language comprehension

7. Comprehension of spoken words

8. Comprehension of written words

9. Comprehension of spoken sentences

10. Comprehension of written sentences

11. Comprehension of spoken paragraphs

Part 2: Expressive language

Repetition

12. Repetition of words

13. Repetition of complex words

14. Repetition of nonwords

15. Repetition of digit strings

16. Repetition of sentences

Spoken language production

17. Naming objects

18. Naming actions

19. Spoken picture description

Reading aloud

20. Reading words

21. Reading complex words

22. Reading function words

23. Reading nonwords

Writing

24. Writing: Copying

25. Writing picture names

26. Writing to dictation

27. Written picture description

THE APHASIA IMPACT QUESTIONNAIRE

28. Communication

29. Participation

30. Emotional well being

THE T-SCORE PROFILE

Example 1: Patient RP

Example 2: Patient UA

Example 3: Patient AC

4. Reliability and Validity

Standardisation samples

T-score transformation

Reliability

Test–retest reliability

Inter-rater reliability

Comparing modality summary scores

Construct validity

The cognitive screen

The language battery

Predictive validity

Concurrent validity

5. Predicting Aphasia Recovery

Introduction

Study design

Subjects

Assessment

Data management

Results

Patterns of recovery

Predicting performance at 12 months

Discussion

Effects of therapy

Comment

References

Appendices

1. Worked examples (subtest 19)

2. Derivation of T-scores from raw scores for cognitive subtests

3. Derivation of T-scores from raw scores for language comprehension subtests

4. Derivation of T-scores from raw scores for repetition and naming subtests

5. Derivation of T-scores from raw scores for reading and writing subtests

6. Derivation of T-scores from raw scores for spoken and
written description subtests

7. Derivation of "frontal" T-scores from the relationship between
the scores in word fluency and naming objects

...
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Author(s)

Biography

Dr Kate Swinburn is a speech and language therapist and freelance academic. She worked in the NHS and in the charity sector each for 10 years. In the NHS she worked with adults with neurological impairments. At Connect Kate was responsible for training, publications, and national policy. Her academic interests focus on people with acquired communication disability (particularly those with aphasia and dementia), working alongside them during co-produced projects, integrating the social model of disability into the research agenda, especially into outcome measurement. She is a member of the international network Collaboration of Aphasia Trialists supporting the adaptation of both the Comprehensive Aphasia Test and the Aphasia Impact Questionnaire into multiple languages (currently 28). She is an honorary lecturer at University College London and a Fellow of the Royal College of Speech and Language Therapists.

Gillian Porter is a Speech and Language Therapist who has worked solely in the NHS. As well as her clinical work she has been the service lead for Speech & Language Therapy across acute, and community services, and county-wide professional lead for Speech and language Therapy. Her special interest is working with adults with neurological disorders.

Professor David Howard is both a speech and language therapist and cognitive neuropsychologist. His research is on the cognitive neuropsychology of language, including written and spoken word comprehension and production as well as syntactic processing. Drawing data from both data from people with aphasia, and normal participants and brain imaging he wants to develop good computational models of word processing. He is a Fellow of the Royal College of Speech and Language Therapists.

Reviews

"The rationale for the test is excellent and the manual offers very useful and well-resourced guidance about related areas and pointers for clinicians." 

Annette Cameron & Penny Gravill, Aberdeen Royal Infirmary in the British Aphasiology Society Newsletter