Halstead-Reitan battery - Revision history

BPEASE at 20:21, 24 April 2008

BPEASE — Thu, 24 Apr 2008 20:21:10 GMT

←Older revision		Revision as of 20:21, 24 April 2008
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	== Reitan-Klove Sensory-Perceptual Examination ==		== Reitan-Klove Sensory-Perceptual Examination ==
		+	Detects if an individual is unable to perceive stimulation on one side of the body when both sides are stimulated simultaneously

		+	Includes tactile, auditory, and visual components
		+
		+	Involves the subjects ability to specify whether touch, sound, or visible movement is occurring on the right, left, or both sides of the body
		+
		+	Also investigates a subjects ability to recall numbers assigned to particular fingers
		+
		+	Examines the subjects capacity to identify numbers written on their fingertips while their eyes are closed
		+
		+	Furthermore, the test looks at the subject’s ability to identify the shape of a wooden block placed in one hand by pointing to its shape on a board with the opposite hand

	== Ancillary Test ==		== Ancillary Test ==
		+	Tests that may be chosen to be included by an examiner based on the difficulties an individual is experiencing

		+	Common tests include the Grip Strength Test, the Reitan-Klove Lateral Dominance Examination, the California Verbal Learning Test, the Grooved Pegboard Test, the Wechsler Memory Scale, the Bushke Selective Reminding Test, the Rey Complex Figure Test, the Wide Range Achievement Test, The Wechsler Adult Intelligence Scaleor Wechsler Intelligence Scales for Children, the Rey Auditory Verbal Memory Test, the Test of Memory and Learning, and the Minnesota Multiphasic Personality Inventory

	== Results ==		== Results ==
		+	When interpreting the results of the battery, an examiner must look at the overall performance on the battery, performance on individual tests, and indications of lateralization and localization
		+
		+	After analyzing the results, a psychologist can diagnose the type of condition present, predict whether the patient will stay the same, get better, or get worse, and make recommendations regarding treatment, care, or rehabilitation
		+
		+	== Validity ==
		+	The battery has been shown to discriminate normal controls from patients with brain damage with considerable accuracy (84-98%)
		+
		+	The battery has been shown to differentiate between organic neurological from normal populations, organic neurological from functional psychiatric populations, focal from diffuse neurological disease, regional focal cerebral dysfunction by major zones, and the etiological conditions associated with individual differences in outcome pattern

	== Works Cited==		== Works Cited==

BPEASE at 20:19, 24 April 2008

BPEASE — Thu, 24 Apr 2008 20:19:05 GMT

←Older revision		Revision as of 20:19, 24 April 2008
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	The children’s version of this battery does not include this test		The children’s version of this battery does not include this test
-

	== Speech Sounds Perception Test ==		== Speech Sounds Perception Test ==
		+	60 tape-recorded nonsense syllables containing the sound “ee” are presented

		+	After each syllable the subjects must underline the spelling that represents the syllable they heard from a list of 4 written syllables
		+
		+	The test evaluates auditory attention and concentration
		+
		+	The test also tests the subject’s ability to discriminate between verbal sounds
		+
		+	The results of the test provides information about the specific areas of brain damage a subject may have
		+
		+	The test can also indicate attention deficits or hearing loss
		+
		+	Scoring and interpretation are similar to the Rhythm Test
		+
		+	The Children’s version contains fewer syllable choices

	== Reitan-Indiana Aphasia Screening Test ==		== Reitan-Indiana Aphasia Screening Test ==
		+	Subjects are present with a variety of questions and tasks that are considered easy for someone without aphasia (the loss of ability to understand or use written or spoken language due to brain damage or deterioration)
		+
		+	The test includes verbally naming pictures, writing the name of a picture without saying the name aloud, reading printed material of increasing length, repeating words stated by the examiner, simple arithmetic problems, drawing shapes without lifting the pencil, and placing one hand to an area on the opposite side of the body
		+
		+	The test evaluates language-related difficulties, right/left confusion, and non-verbal tasks
		+
		+	This is a screening test aimed to detect possible signs of aphasia that may require further evaluation

		+	As a result, a standardized scoring is not used

	== Reitan-Klove Sensory-Perceptual Examination ==		== Reitan-Klove Sensory-Perceptual Examination ==

BPEASE at 20:17, 24 April 2008

BPEASE — Thu, 24 Apr 2008 20:17:46 GMT

←Older revision		Revision as of 20:17, 24 April 2008
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	== Rhythm Test ==		== Rhythm Test ==
		+	30 pairs of tape-recorded, non-verbal sounds are presented
		+
		+	For each pair, a subject must decide if the 2 sounds are the same or different
		+
		+	The pairs of sounds are grouped into 3 subtests
		+
		+	Evaluates auditory attention and concentration
		+
		+	Also evaluates the ability to discriminate between non-verbal sounds
		+
		+	Helps detect brain damage, but not the location of the damage
		+
		+	A subject must have adequate hearing abilities to complete this test
		+
		+	Scoring is based on the number of correct item
		+
		+	The higher the score the less brain damage a subject has
		+
		+	Scores must be interpreted with the scores from other tests
		+
		+	The children’s version of this battery does not include this test

BPEASE at 20:16, 24 April 2008

BPEASE — Thu, 24 Apr 2008 20:16:36 GMT

←Older revision		Revision as of 20:16, 24 April 2008
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	== Finger Tapping Test ==		== Finger Tapping Test ==
		+	Subjects place their dominant hand palm down, fingers extended, with the index finger resting on a lever that is attached to a counting device

		+	They are then instructed to tap their index finger as quickly as possible for 10 seconds while keeping the hand and arm stationary
		+
		+	The trial is repeated 5-10 times until the examiner collects counts for 5 consecutive trials that are within 5 taps of each other
		+
		+	A practice session is given before the test
		+
		+	A brief rest is given between each trial and a 1-2 minute rest is given every third trial
		+
		+	The procedure is repeated with the non-dominant hand
		+
		+	Takes approximately 10 minutes to complete the test
		+
		+	The children’s version uses an electronic tapper instead of a manual one
		+
		+	The test measures motor speed and helps to determine particular areas of the brain that may be damaged
		+
		+	To score the examiner calculates an average number of taps per trial for each of the 5 accepted trials
		+
		+	The dominant hand should be 10% better than the non-dominant hand, which doesn’t always occur in left-handed individuals
		+
		+	Males and younger individuals perform better than females and older people
		+
		+	Education level, intelligence, fatigue, depression, and injuries to the shoulders, arms, or hands should also be considered when scoring
		+
		+	Must be interpreted in combination with other tests in the battery

	== Rhythm Test ==		== Rhythm Test ==

BPEASE at 16:39, 24 April 2008

BPEASE — Thu, 24 Apr 2008 16:39:01 GMT

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BPEASE at 16:33, 24 April 2008

BPEASE — Thu, 24 Apr 2008 16:33:04 GMT

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BPEASE at 16:31, 24 April 2008

BPEASE — Thu, 24 Apr 2008 16:31:32 GMT

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BPEASE at 16:30, 24 April 2008

BPEASE — Thu, 24 Apr 2008 16:30:47 GMT

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BPEASE at 15:18, 14 April 2008

BPEASE — Mon, 14 Apr 2008 15:18:22 GMT

←Older revision		Revision as of 15:18, 14 April 2008
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	== Results ==		== Results ==
		+
		+	== Works Cited==

BPEASE at 02:03, 14 April 2008

BPEASE — Mon, 14 Apr 2008 02:03:58 GMT

←Older revision		Revision as of 02:03, 14 April 2008
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	• A Color Trails Test is used for children and individuals of different cultures in which colors are used instead of numbers and letters		• A Color Trails Test is used for children and individuals of different cultures in which colors are used instead of numbers and letters

-	• Scoring is the time o complete each part	+	• Scoring is the time to complete each part

	• Errors increase the total time		• Errors increase the total time