| Test Name |
Purpose of Test |
| Ammons Quick Test |
This test has been used for many years
to help assess premorbid intelligence. It is a passive response picture-vocabulary test. |
| Aphasia Tests (various) |
Several aphasia and language tests examine
level of competency in receptive and expressive language skills. (e.g., Reitan-Indiana Aphasia Screening Test) |
| Beck Depression or Anxiety Scales |
These scales provide quick assessment of
subjective experience of symptoms related to depression or anxiety. |
| Bender Visual Motor Gestalt Test |
This test evaluates visual-perceptual and
visual-motor functioning, yielding possible signs of brain dysfunction, emotional problems, and developmental maturity. |
| Boston Diagnostic Aphasia Examination |
Broad diagnosis of language impairment
in adults. |
| Boston Naming Test |
Assessing the ability to name pictures
of objects through spontaneous responses and need for various types of cueing. Inferences can be drawn regarding language
facility and possible localization of cerebral damage. |
| California Verbal Learning Test |
This procedure examines several aspects
of verbal learning, organization, and memory. Forms for adults and children. |
| Cognitive Symptom Checklists |
Self-evaluation of areas of cognitive impairment
for adolescents and adults. |
| Continuous Performance Test |
Tests that require intense attention to
a visual-motor task are used in assessing sustained attention and freedom from distractibility. (e.g., Vigil; Connors Continuous
Performance Test) |
| Controlled Oral Word Association Test |
Different forms of this procedure exist.
Most frequently used for assessing verbal fluency and the ease with which a person can think of words that begin with a specific
letter. |
| Cognistat (The Neurobehavioral Cognitive
Status Examination) |
This screening test examines language,
memory, arithmetic, attention, judgment, and reasoning. It is typically used in screening individuals who cannot tolerate
more complicated or lengthier neuropsychological tests. |
| d2 Test of Attention |
This procedure measures selective attention
and mental concentration. |
| Delis-Kaplan Executive Function System |
Assesses key areas of executive function
(problem-solving, thinking flexibility, fluency, planning, deductive reasoning) in both spatial and verbal modalities, normed
for ages 8-89. |
| Dementia Rating Scale |
Provides measurement of attention, initiation,
construction, conceptualization, and memory to assess cognitive status in older adults with cortical impairment. |
| Digit Vigilance Test |
A commonly used test of attention, alertness,
and mental processing capacity using a rapid visual tracking task. |
| Figural Fluency Test |
Different forms of this procedure exist,
evaluating nonverbal mental flexibility. Often compared with tests of verbal fluency. |
| Finger Tapping (Oscillation) Test |
This procedure measures motor speed. By
examining performance on both sides of the body, inferences may be drawn regarding possible lateral brain damage. |
| Grooved Pegboard |
This procedure measures performance speed
in a fine motor task. By examining both sides of the body, inferences may be drawn regarding possible lateral brain damage. |
| Halstead Category Test |
This test measures concept learning. It
examines flexibility of thinking and openness to learning. It is considered a good measure of overall brain function. Various
forms of this test exist. |
| Halstead-Reitan Neuropsychological Battery |
A set of tests that examines language,
attention, motor speed, abstract thinking, memory, and spatial reasoning is often used to produce an overall assessment of
brain function. Some neuropsychologists use some or all of the original set of tests in this battery. |
| Hooper Visual Organization Test |
This procedure examines ability to visually
integrate information into whole perceptions. It is a sensitive measure of moderate to severe brain injury. |
| Kaplan Baycrest Neurocognitive Assessment |
Assesses cognitive abilities in adults,
including attention, memory, verbal fluency, spatial processing, and reasoning/conceptual shifting. |
| Kaufman Functional Academic Skills Test |
A brief, individually administered test
designed to determine performance in reading and mathematics as applied to daily life situations. |
| Kaufman Short Neuropsychological Assessment |
Measures broad cognitive functions in adolescents
and adults with mental retardation or dementia. |
| Luria-Nebraska Neuropsychological Battery |
This is a set of several tests designed
to cover a broad range of functional domains and to provide a pattern analyses of strengths and weakness across areas of brain
function. The tests reflect a quantitative model of A. R. Luria's qualitative assessment scheme. |
| MMPI-2 (Minnesota Multiphasic Personality
Inventory) |
This well-known and well-respected personality
assessment is often used to accompany neuropsychological tests to assess personality and emotional status that might lend
understanding to reactions to neurofunctional impairment. |
| Memory Assessment Scales |
This is a comprehensive battery of tests
assessing short-term, verbal, and visual memory. |
| MicroCog |
This computerized assessment measures nine
functional cognitive areas sensitive to brain injury |
| Millon Clinical Multiaxial Inventory |
A self-report assessment of personality
disorders and clinical syndromes. This is sometimes used as an adjunct instrument in comprehensive neuropsychological assessment. |
| Mooney Problem Checklist |
This instrument helps individuals express
their personal problems. It covers health and physical development; home and family; morals and religion; courtship, sex,
and marriage. |
| Multilingual Aphasia Examination |
This set of subtests provides comprehensive
assessment of a wide range of language disorders. |
| North American Reading Test |
This reading test is often used to help
assess premorbid intelligence, for comparison with current intelligence as measured by more comprehensive tests. |
| Quick Neurological Screening Test |
This is a rapid assessment to identify
possible neurological signs, primarily in motor, sensory, and perceptual areas. |
| Paced Auditory Serial Attention Test |
Tests for attention deficits including
concentration, speed of processing, mental calculation, and mental tracking. Sensitive for diagnosing cognitive impairment
in individuals 16 and up. |
| Paulhus Deception Scales |
This instrument measures the tendency to
give socially desirable responses, useful for identifying individuals who distort their responses. |
| Personality Adjective Checklist |
This self-report measure evaluate several
personality patterns, primarily focusing on personality disorders |
| Rey Auditory Verbal Learning Test |
This procedure evaluates the ability to
learn word lists. It is the forerunner of other tests of verbal learning using lists of words. |
| Rey Complex Figure Test |
This drawing and visual memory test examines
ability to construct a complex figure and remember it for later recall. It measures memory as well as visual-motor organization. |
| Rey 15-item Memory Test |
This test is used to evaluate potential
for malingering in memory. |
| Rey-Osterrieth Complex Figure Test |
Analyzes aspects of visuospatial ability
and memory in all ages. |
| Rivermead Behavioural Memory Test |
Evaluates impairments in everyday memory
related to real life situations. |
| Rogers Criminal Responsibility Scale |
This instrument is designed to assess the
impairment of an individual at the time a crime was committed. |
| Rorschach Projective Technique |
This familiar inkblot test is used to evaluate
complex psychological dynamics. Persons with brain injury have been shown to produce certain kinds of responses that can complement
other tests and help to understand personality changes associated with brain injury. |
| Ruff Figural Fluency Test |
This visual procedure complements verbal
fluency tests in assessing ability to think flexibly but using visual stimuli rather than words. |
| Sensory Screening Test |
Various procedures include the assessment
of tactile sensitivity to various objects, the ability to recognize objects by touch, and the ability to detect numbers written
on the hands by touch alone. By examining both sides of the body, inferences may be drawn regarding possible lateral brain
damage. |
| SCL-90 (Symptom Checklist 90) |
This checklist evaluates the individual's
subjective complaints. |
| Shipley Institute of Living Scale |
Comparison of vocabulary knowledge and
ability to figure out abstract sequential patterns has been established as a sensitive measure of general brain functioning. |
| Stroop Test |
This brief procedure examines attention,
mental speed, and mental control. |
| Symbol Digit Modalities Test |
Screening test for children and adults
to detect cognitive impairment. |
| Tactual Performance Test |
Assesses speed of motor performance, tactile
perception, spatial problem-solving, and spatial memory in all ages. |
| Test of Memory Malingering |
This test is used to evaluate potential
for malingering in memory. |
| Test of Memory and Learning (TOMAL) |
This test for children and adolescents
measures numerous aspects of memory, assessing learning, attention, and recall. |
| Test of Memory Malingering |
For ages 16-84, this visual recognition
test helps discriminate malingered from true memory impairments. |
| Thematic Apperception Test |
This projective test is most commonly used
to examine personality characteristics that may aid in understanding psychological or emotional adjustment to brain injury. |
| Tower of London |
A test for all ages, assessing higher-level
problem-solving, valuable for examining executive functions and strategy planning. |
| Trail Making Tests A and B |
These tests measure attention, visual searching,
mental processing speed, and the ability to mentally control simultaneous stimulus patterns. These tests are sensitive to
global brain status but are not too sensitive to minor brain injuries. |
| Verbal (Word) Fluency Tests (various) |
There are a variety of verbal fluency tests
in use. Each is designed to measure the speed and flexibility of verbal thought processes. (e.g., Controlled Oral Word Association
Test; Thurstone Verbal Fluency) |
| Wechsler Adult Intelligence ScaleIII |
This set of 13 separate "subtests" produces
measures of memory, knowledge, problem solving, calculation, abstract thinking, spatial orientation, planning, and speed of
mental processing. In addition to summary measures of intelligence, performance on each subtest yields implications for different
neurofunctional domains. The set of tests takes about an hour or more to administer. The WAIS-III is often the foundation
for a comprehensive neuropsychological assessment. |
| Wechsler Intelligence Scale for ChildrenIII |
Comparable to the Wechsler Adult Intelligence
Scale, this procedure contains subtests that measure similar domains in children. |
| Wechsler Memory ScaleIII |
This set of 18 separate "subtests" yields
information about various kinds of memory and learning processes. Summary memory indices are provided in addition to the individual
scores of the subtests. The whole set of tests takes about an hour to administer. The WMS-III provides a comprehensive assessment
of memory. It is co-normed with the WAIS-III and is usually used in conjunction with it. |
| Wechsler Test of Adult Reading |
Provides estimate of pre-morbid intellectual
functioning in persons 18-89, normed with the WAIS-III and WMS-III. |
| Wide Range Achievement Test |
Provides level of performance in reading,
spelling, and written arithmetic. The reading and spelling tests are often used in estimating premorbid intellectual functioning. |
| Wisconsin Card Sort Test |
Similar in concept to the Category Test,
this procedure also measures the ability to learn concepts. It is considered a good measure of frontal lobe functioning. |
| Wonderlic Personnel Test |
This personnel test is not a neuropsychological
instrument per se, but is used to help evaluate vocational abilities and potential for comparison with other neuropsychological
tests in making practical prognostic decisions. |
