Comprehensive Aphasia Test

The Comprehensive Aphasia Test (CAT) is a test for use with people who have acquired aphasia, that can be completed over one or two assessment sessions. The test includes a user manual, a cognitive screen and language battery, and a scoring booklet, which are all unchanged since the previous edition, and - new to this release - a concise Aphasia Impact Questionnaire which replaces the 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 is a pictorial Patient Reported Outcome Measure, which produces both qualitative and quantitative information. It was co-produced with people with aphasia. 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. By capturing this information, the CAT helps the therapist track changes over the course of recovery and provides a guide to likely outcomes on the basis of an early assessment. The first two sections of the CAT are 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 assessment, from cognitive neuropsychology to patient reported outcome measures, 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

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 andwritten description subtests 7. Derivation of "frontal" T-scores from the relationship betweenthe scores in word fluency and naming objects

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.