© Pearson 2017: Instructions For Submitting Forms For Asha Ceus
© Pearson 2017: Instructions For Submitting Forms For Asha Ceus
© Pearson 2017: Instructions For Submitting Forms For Asha Ceus
• Complete the
• Attendance Sheet (only if more than one
• August 8, 2017
person is at your site) • CE forms are sent via fax or email
• ASHA Participant Form
• CE forms are submitted for “partial credit” [not
• Evaluation Form available]
• CE forms are submitted if you view the webinar
Clinical Application • Please mail the forms postmarked no later
than August 8, 2017 to
recording on PearsonClinical.com or
speechandlanguage.com.
Darlene Davis, Pearson
of the Cognitive 19500 Bulverde Road, Ste. 201
Learning Outcomes
Agenda
5 min: Introduction/Background
Participants will learn to:
of CLQT
15 min: Overview of the CLQT+
1. Identify data provided by the CLQT+
15 min: Overview of CLQT+
Interpretation 2. Use referral questions that may prompt
15 min: Clinical Use Cases of the CLQT+ administration
CLQT+
10 min: Questions/Answers
3. Discuss standard administration processes of
the CLQT+
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Question 2 Question 4
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• Psychologists/Neuropsychologists
• Special Applications:
• Other qualified professionals interested in a quick measure of
• Progress monitoring (especially with Clock Drawing task)
cognitive/linguistic status • Driving assessments
• Competency assessments
• Research
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1. “I need a screening tool for rehab in acute care prior Certified Driver Rehab Specialists and
to Psych evals.” (SLP / OT / PT) generalists, use CLQT:
2. “I need a tool that helps detect early cognitive decline
which may present as other conditions.”
3. “I need a tool that I can use for progress monitoring.” 1. As part of assessment process to indicate
need for on-road assessment
4. “I need something that informs intervention planning.” 2. Support dialogue around driving cessation
5. “I need a tool to help supplement driving evaluations.” decisions
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Question 3
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• When administering the CLQT+ to someone 1.This task helps lo assess memory and language abilities.
who has diminished language capability: 2.Examinees with aphasia may respond poorly to the items due to
• Administer the original ten tasks language problems.
• Take note of any modifications indicated in the instruction 1.In such cases, the memory severity rating may not accurately
banner at the beginning of each subtest on the Record recreate memory skills.
Form. 2.Note whether examinees demonstrate better recall of lifelong
• Also… facts (dote and place of birth) vs. newer facts [current age and
address), a pattern seen especially in individuals with
• Complete the examiner-rated items in the Symbol
dementia and dosed head injury.
Cancellation, Symbol Trails and Mazes subtests
3.Delayed and/or self corrected responses may indicate milder
• Administer the Semantic Comprehension task memory problems.
• Calculate the Auditory Comprehension score
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1.Symbol Cancellation is a nonlinguistic task of visual 1.Deficits in confrontation naming are a key symptom of
attention and perception. It also offers information regarding aphasia that can result from various forms of brain
the integrity of the upper and lower quadrants of left and damage (e.g., stroke, head injury, dementia, tumors,
right visual fields. infections).
2.Observe examinees' scanning strategies. 2.Delayed responses suggest mild word-retrieval
1. Are they searching laterally from left to right, down and up, or scanning problems. Note immediate or delayed perseverations,
unsystematically? Notice if examinees Failed to cancel symbols in one or
more of the four quadrants. repeated responses) of all or part of a previous word.
3.Errors of omission (correct symbols not cancelled) and 3.Although no points are deducted, an elaborated
commission (incorrect symbols cancelled) may be response may be symptomatic of verbosity or inability
secondary to: 1. generalized inattention, 2. visual to limit information.
discrimination problems, 3. partial or full hemianopsia, 4.
visual neglect, or 5. inattention to one side or quadrant of 4.Ask the examinee to give a single word response. Use
space. of seldom-used words may be a symptom of word-
finding problems. Request a "common name.” The
4.Observe whether there are similar visual field deficits on types of errors examinees make can guide treatment of
Clock Drawing, Symbol Trails, and Mazes tasks. word-retrieval problems.
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Aphasia Administration of
Symbol Trails (Trial 1) Symbol Trails Item:
Alternating Sizes and Shapes
1.Symbol Trails is a nonlinguistic task used to help
assess planning, self-monitoring, working memory,
and visual attention even in examinees with
compromised language skills.
2.The two trial items introduce the concepts of
graduating size and then alternating shapes.
Examinees are required to manipulate both
concepts in the Scored Item.
3.As you observe examinees perform the task,
check to see whether there is inattention to one
side or quadrant of space and/or impulsivity.
1.Note whether examinees self-monitor and correct errors.
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1.In addition to quantifying word search and retrieval 1.Design Memory is a nonlinguistic task that can
skills by one superordinate semantic category provide information about visual discrimination and
{Animals) and one phonetic category (m Words), analysis, attention, and visual memory even in
the Generative Naming task enables you to examinees with severe aphasia.
qualitatively assess performance. Observe if
examinees subcategorize animals {e.g., farm, zoo, 2.Examinees with brain damage confined to the left
pets) to aid word retrieval. hemisphere may perform normally, whereas those
2.Perseveration Ratio: A ratio of 0.08 or greater with right-hemisphere damage may perform poorly.
indicates notable perseveration, which is indicative 3.This information can guide choice and use of
of brain damage. Example: 3 perseverations treatment stimuli.
divided by: 13 total Animals responses = 0.23
{notable perseveration). Abnormal perseveration 4.In analyzing errors, look for impulsive choices
ratios may have diagnostic value for and/or perseverations (e.g., pointing to designs in
mild/borderline dementia. the same position across trials).
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Task Means and Standard Deviations of the Task Means and Standard Deviations of the
CLQT Aphasia Sample and Nonclinical Research CLQT Aphasia Sample and Nonclinical Research
Sample (18-69) Sample (70-89)
Aphasia Non-clinical
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Non-Linguistic Cognition
Linguistic/Aphasia Index (L/AI)
Index (NLCI)
• Provides an estimate of cognitive functioning that is free of • L/AI includes scores from Personal Facts, Confrontation
language demands when responding to task items. Naming, Story Retelling, Generative Naming, and Semantic
• Intended to provide a more appropriate estimate of cognitive Comprehension.
ability for those individuals with diminished language skills. • The Auditory Comprehension score plays a primary role in
• The severity ratings (i.e., Within Normal Limits, Mild, the L/AI score;
Moderate, Severe) for this domain are based on the same • it contributes up to approximately one-third of the score’s total
representative population used to evaluate the other CLQT raw score points (i.e., up to 19 of 56 total points).
domain scores (i.e., Attention, Memory, Executive • The L/AI includes expressive and receptive language
Functions, Language, Visuospatial Skills). components, both of which are important when working with
• The tasks included in the NLCI are the same as the individuals who have diminished language capacity.
Visuospatial Skills domain score (i.e., Symbol • Severity Rating cut scores for this index score are based on
Cancellation, Symbol Trails, Design Memory, Mazes, a population of individuals with aphasia.
Design Generation).
• Contribution of each task score to the overall NLCI varies
• Lower L/AI scores (i.e., more severe scores) indicate more
somewhat (compared to Visuospatial Skills), and are based on significant problems with language comprehension and
the author’s clinical experience. language expression.
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Question 6
43
Q&A Q&A
45
• Complete the •
Do you have any
August 8, 2017
• Attendance Sheet (only if more than one
person is at your site) • CE forms are sent via fax or email
• ASHA Participant Form
questions? • Evaluation Form
• CE forms are submitted for “partial credit” [not
available]
• CE forms are submitted if you view the webinar
• Please mail the forms postmarked no later recording on PearsonClinical.com or
than August 8, 2017 to speechandlanguage.com.
Darlene Davis, Pearson
19500 Bulverde Road, Ste. 201
San Antonio, TX , 78259
© Pearson 2017 8
CLQT+ 7/26/17
Customers in Canada:
www.PearsonClinical.ca
© Pearson 2017 9