Cognitive communication battery assessment
(work in progress)
Creating a coherent cognitive-language assessment battery that covers various aspects of cognitive and
language functioning typically involves combining several standardized assessment tools. The specific
combination of assessments will depend on the age group of your patients, their clinical needs, and the
depth of assessment required. Here's a suggestion for a comprehensive cognitive-language assessment
battery:
Mini-Mental State Examination (MMSE): Start with the MMSE as a brief screening tool to assess general
cognitive functioning, including orientation, memory, attention, and language.
Montreal Cognitive Assessment (MoCA): Follow up with the MoCA, which provides a more in-depth
evaluation of cognitive domains such as memory, attention, language, and executive function.
Wechsler Adult Intelligence Scale (WAIS):
Digit Span subtest assesses working memory and attention.
Similarities subtest evaluates abstract reasoning and verbal comprehension.
Vocabulary subtest assesses expressive language abilities and word knowledge.
Wechsler Memory Scale (WMS):
Include specific subtests like Logical Memory and Visual Reproduction to assess different aspects of
memory, including immediate and delayed recall, visual and verbal memory.
Boston Naming Test (BNT): Assess language abilities, specifically naming objects, to evaluate semantic
memory and language production.
Trail Making Test (TMT): Use both Part A and Part B to assess visual attention, processing speed, and
cognitive flexibility.
Rey Auditory Verbal Learning Test (RAVLT): Evaluate verbal memory and learning by having the
patient remember and recall a list of words.
Verbal Fluency Tests: Include both semantic fluency (naming words from a specific category) and
phonemic fluency (naming words starting with a specific letter) to assess language and executive
functioning.
Clock Drawing Test: Assess visuospatial abilities, abstract thinking, and executive function by having the
patient draw a clock showing a specific time.
Functional Communication Assessment: Use a tool like the American Speech-Language-Hearing
Association Functional Assessment of Communication Skills for Adults (ASHA FACS) to assess how
well the patient's cognitive and language abilities translate into functional communication in daily life.
Language Assessment: Depending on the specific language concerns, consider additional language
assessments tailored to your patient's needs. These might include assessments for receptive language,
expressive language, and pragmatics.
Executive Function Assessment: If executive function is a primary concern, consider assessments like the
Wisconsin Card Sorting Test (WCST) or the Stroop Test to further evaluate these abilities.
Visuospatial and Constructional Abilities: Assess these abilities using tools like the Rey-Osterrieth
Complex Figure Test (ROCFT) to evaluate visuospatial memory and constructional skills.
(SCORING TEMPLATE - JUST ADD INSTRUCTIONS)
Language/Cognitive-Communication Evaluation
Name:
ID/Medical record number:
Date of exam:
Referred by:
Reason for referral:
Medical diagnosis:
Date of onset of diagnosis:
Other relevant medical history/diagnoses/surgery Medications:
Allergies:
Pain:
Primary languages spoken: Educational history: Occupation:
Hearing status:
Vision status:
Tracheostomy:
Mechanical ventilation:
Subjective/Patient Report:
Observations/Informal Assessment:
Mental status (check all that apply):
● alert
● responsive
● cooperative
● confused
● lethargic
● impulsive
● uncooperative
● combative
● unresponsive
Spoken Language Comprehension
Tests/subtests administered:
Task Response Cueing
Point to single items
● Objects
● Pictures
Answer Yes/no questions (simple
to abstract)
Follow commands (simple to
complex)
Understand conversation
Findings:
Spoken Language Expression
Tests/subtests administered:
Task Response Cueing
Repetition
Words Phrases
Sentences
Automatic speech tasks (i.e., days of
week, counting)
Imitated Spontaneous
Confrontational Naming
Objects Pictures
Word fluency
Production
Words
Phrases Sentences
Narrative
Story retelling
Picture description
Conversation
Findings:
Reading
Tests/subtests administered:
Task Response Cueing
Understand simple written items
Signs/symbols Letters
Words Print size
Understand written language
Words Phrase
Sentence Paragraph
Functional reading Signs/labels
Directories
Written directions Newspaper
Findings:
Writing
Tests/subtests administered:
Task Response Cueing
Copying
Shapes Letters
Words Phrases
Sentences
Written expression
Letters Words
Name Phrases
Sentences
Functional writing
Signature Checkbook
Shopping list Application
form Telephone message
Other
Written Discourse Story
retelling Picture description
Other
Cognitive-Communication Status
Tests/subtests administered:
Attention (sustained, selective, alternating, divided):
Memory (working, semantic, episodic, procedural, prospective):
Executive function (initiation, organization, problem-solving, sequencing):
Pragmatics
Pragmatic comprehension–body language, facial expression, vocal tone, context:
Pragmatic production– body language, turn-taking, topic management, interaction
management, expression of intents, cohesion:
Cultural communication competence (e.g., awareness of cultural norms, code switching):
Impact of cognitive-communication deficits on speech and language:
Self-awareness of cognitive-communication deficits
No awareness
Limited awareness (minimal appreciation without specificity)
Situational awareness (recognition of problem in context, in real time)
Predictive awareness (able to predict problem; impact of impairments)
Findings for Language and Cognitive Communication (check all that apply):
Findings for Language and Cognitive Communication (check all that apply):
Within Normal Limits
Aphasia (mild, mild-moderate, moderate, moderate-severe, severe)
Characterized by:
Aphasia type
Cognitive-communication impairment
● Mild
● mild-moderate
● moderate
● Moderate-severe
● severe
Characterized by:
Concomitant factors
Visual field cut
Neglect
Diplopia
Hemiplegia/hemiparesis
Hearing loss
Other
Impact on Functioning:
Activity Limitations and Participation Restrictions (rate all that apply):
Mild Moderate Severe
General tasks and demands
Household tasks
Interpersonal interactions
Education
Employment
Community
Other
Safety Risks Mild Moderate Severe
Being left alone at home
__
Reacting to emergency
Managing medication
Traveling alone in community
Other:
Prognosis:
● Good
● fair
● poor
Based on:
_____________________________________________________________________________
_____________________________________________________________________________
___________________________________
Recommendations:
Recommend SLP treatment: yes no
Frequency: Duration:
Other suggested referrals:
Patient/Family/Caregiver Education
Patient/Family/Caregiver Education
● Described results of evaluation
● Patient expressed understanding of evaluation and agreement with goals and tx plan
● Patient expressed understanding of evaluation but refused treatment
● Family/caregivers expressed understanding of evaluation &agreement w/ goals & tx plan.
● Patient demonstrated recommended strategies
● Family/caregivers demonstrated recommended strategies
● Patient requires further education on strategies, risks
● Family/caregivers require further education on strategies, risks.
Treatment Plan
Long-Term Goals:
Short Term Goals:
