BOSTON DIAGNOSTIC APHASIA EXAMINATION

Date:
Name Case number
Address
Age
-
Date of bi rth
Gender
(ci rcl e
one) M F
Bi rt hpl ace
Educati on_ Grade compl eted_
At what age?
Occupat i onal Hi st ory
Language Hi st ory: Engl i sh onl y_ Bi l i ngual Language(s)
Fi rst Language_ Language spoken at home
Handedness (ci rcl e one) Ri ght Left Ambi dextrous
Fami l i al si ni stral i ty i n fi rst degree rel ati ves (speci fy rel ati onshi p and whether
maternal or paternal )
Nature and durati on of present i l l ness
Hemi pl egi a (ci rcl e
one) Ri ght Left Recovered Absent
Hemi anopi a (ci rcl e
one) Ri ght Left Recovered Absent
Local i zi ng l nf ormat i on
Source of Localizing information
Operati ve Informati on
( 1 )
I. CONVERSATIONAL AND EXPOSITORY SPEECH
A. Simpte Social Responses:
(For Short, Standard, and Extended testing)
Conduct an informal exchange, incorporating suggested questions, to elicit as many of
the desired responses as possible. Write responses verbatim. Tape record if possible.
1.
"HOW
ARE YOU TODAY?"
("Okay, "
"Fi ne, "
or ot her appropri at e
response)
2.
"HAVE
YOU EVER BEEN HERE BEFORE?" or
"HAVE
I EVER TESTED YOU
BEFORE?"
("Yes, "
"No, "
or ot her rel evant response)
3.
"DO
YOU THI NK WE CAN HELP (HAVE HELPED) YOU?"
("1
t hi nk so, "
"Maybe, "
or
equi val ent.)
4.
"DO
yOU
THI NK YOU CAN MAKE ANY MORE PROGRESS?"
("1 hope so" or equi va-
l ent . )
5.
"WHEN
ARE YOU GOI NG TO BE LEAVI NG HERE?"
("1 don' t knoW"
"Pret t y
soon, "
etc.)
6.
"WHAT
IS YOUR FULL NAME?"
7.
"WHAT
l S YOUR FULL ADDRESS?"
(Numben street, and ci ty
requi red. Probe for omi tted el ements).
Score: Number of appropri ate soci al responses el i ci ted -17
B. Free Conversation: In order to elicit as much conversation as possible, it is suggested
that the exami ner start wi th a fami l i ar topi c, such as
"WHAT
KIND OF WORK WERE
YOU DOING BEFORE YOU BECAME ILL?" or
"TELL
ME WHAT HAPPENED TO BRING YOU
HERE." Encourage at l east three mi nutes of conversati on, i f possi bl e. Avoi d questi ons
that woul d el i ci t
"Yes"
or
"No"
responses. l f tape recordi ng i s not used, wri te verbati m
as much as possi bl e.
Verbatim transcript:
(2)
C. Picture Description:
(For Short, Standard, and Extended testing)
Present the
'Cookie
Theft' picture on card 1 and say,
"TELL
ME EVERYTHING YOU SEE
GOING ON lN THIS PICTURE." Point to neglected features of the picture and ask for
elaboration if the patient's response is skimpier than his/her apparent
potential. Write verbatim as much as possible. For Standard and Extended
administration, tape recording and transcription are recommended in order to
facilitate scoring.
Verbatim transcript:
PLEASE TURN TO NEXT PAGE
(4) FOR SCORING TNSTRUCTIONS AND DEFINITIONS OF THE
DISCOURSE ELEMENTS TO BE SCORED BELOW.
number I
o/o
of utterances
1. Total number of Utterances
2. Empty Utterances
3. Subclausal Utterances
4. Single Clause Utterances
i
t. Multi-clause Utterances
I S. Aqrammatic Deletions
t -
I
t. Complexity lndex
(Clauses per utterance)
t
l ' o
t
I
I 100o/o
l - %
t _ %
I
-o/o
l - %
I -o/o
SCORING INSTRUCTIONS TO BE APPLIED TO FREE CONVERSATION AND
PICTURE DESCRIPTION AS WELL AS TO NARRATIVE DISCOURSE
(AESOP' s FABLES)
1. Marking off Utterances-Use a slash
(/) to identify the end of each utterance in
ttre transcribed sample. An utterance is defined as a sentence or as any effort
to express a thouqht that is terminated by a pauSq with a falling inflection'
lmmediate reiteraiions of the same content should not be included in the
count of utterances. The definitions below assign coded abbreviations for
types of utterance. Enter the appropriate code directly over each utterance on
the transcript for ease in counting'
2. Empty Utterances-(Coded
as e) lnterjections or comments that do not express
anfJontent of the picture (e.g.,
"Oh
boy! Hard !";
"l
can' t say it")'
3. Subclausal Utterances-This term
(coded as sc) applies to any utterance that
does not include a subject plus verb, but does include contentive words
(nouns, verbs, adjectives, adverbs) bearing on the picture'
4. Single Clause Utterances-(Coded as c/) Complete or incomplete clauses
containing a verb with its subiect and/or object.
5. Multi-clause Utterances-(Coded as mc[) More than one main verb
(e.9.,
"The
f.. seeg
the crow holding a piece of meat").
(Place a mark at each clause of an
mcl, for ease in counting.)
6. Agrammatic Deletions-lndicate omissions of grammatically obligatory words
olinflectional endings with the code agr and carat
(^) at point of omission'
Examples of Agrammatic deletions
a. Articles before concrete singular nouns
"(The)
Boy ' . .
(the) girl .. .
(the) cookieiar"
b. Omissions of iuxiliary verbs, copulas, inflectional endings,
prepositions
"The
boy
(is) giv (ing) cookies
(to the) girl"'
c. Omission of verb in an SVO construction
.,Mother
(is washing) . . . dishes. uh . . . washin"'
(omitted verb
may be added as a parenthetical correction)'
7. Complexity Index-(Mean number of clauses per utterance) Ratio of all clauses
to total number of utterances.
(Count includes each clause of a multi-clause
utterance.) Exclude empty utterances from the count of total utterances in
computing the ComPlexitY Index.
(4)
2. The mouse and the lion'
1. A MOUSE CAME ACROss A SLEEPING LION.
2. THE LiON WOKE
tJP STJDDENLY
GRABBED THE MOUSE AND WAS ABOUT TO EAT
HIM.
3. THE MOUSE BEGGED FOR HIS LIFE AND PROMISED TO REPAY HIM' AND THE LION
LAIJGHED BIJT LET HIM GO.
4. NOT LONG AFTER THAT SOME HUNTERS CAME AND TIED THE LION UP TO ATREE'
5. THE MOUSE HEARD THE LION GROAN AND CAME AND CHEWED AWAY THE ROPE'
6. YoUNEVERKNowWHENAWEAKPERSoNMAYRETURNYoUR
K'NDNEsS.
Verbatim transcriPt:
score: e _sc _cl -mcl _agr -Total
utterances
(sum of e + sc + c/ + mcl) -
3. The fox and the stork'
I . THEFoxMETTHEsToRKt NTHEWooDSAND\ NV\ TEDHI MHoMEFoR
DI NNER.
2. HE SERVED SOUP IN A FLAT BOWL. THE FOX LICKED HIS PLATE CLEAN' BUT THE
STORK COTJLDN'T
GET ANWHING
UP HIS LONG BEAK.
3. THE NEXT T1ME THEY MET THE iTORK \NV\TED THE FOX TO HIS PLACE FOR
DINNER.
4. THIS TIME THE STORK SERVED THEIR MEAL IN BOTTLES WITH LONG NECKS' HE
ENJOYED HIS FOOD BIJT THE FOX WENT HUNGRY.
5. THE STORK SAID,
"NOW
YOIJ AND I ARE EVEN."
Verbatim transcriPt:
score: e _sc _ct -mcl _agr -Total
utterances
(sum of e + sc + c/ + mcl) -
(6)
4. The rabbit and the turtle.
1. THE RABBIT CHALLENGED THE TURTLE TO RACE HIM TO THE FLAG ON A FARAWAY
HILL.
2. THE RABBIT TOOK OFF AT A GALLOE AND SOON LEFT THE TURTLE BEHIND.
3. AFTER AWHILE, THE RABBIT WAS SO SURE OF HIMSELF THAT HE STOPPED FOR A
NAP.
4. WHEN HE WOKE UP AND FINISHED THE RACE, HE FOUND THAT THE TURTLE HAD
BEATEN HIM.
5. SLOW AND STEADY IS THE BEST RULE TO FOLLOW.
Verbatim transcript:
Score.' e
-
sc -cl -mcl -agr -Total
utterances
(Sum of e + sc + cl + mcl)
-
lndexes
(based
on all stories administered)
1. Total number of utterances
2. Complexity lndex: Compute ratio of ALL clauses
(counting each clause of
multi-clause utterances) to total utterances, with exclusion of empty
utterances.
3. Agrammatism lndex: Ratio of grammatical omissions to total utterances,
expressed as a percentage.
o/o
(7)
(BAsEDW| oN' P| cTUREDEscR| PT| oN,ANDAEsoP' sFABLEs)
APHASIA SEVERITY RATING SCALE
0. No usable speech or auditory comprehension
1. All communication is through fragmentary expression;
great need for inference,
questioning, and guessing by the listener. The range of information that can be
exchanged-is limitld, andthe listener carries the burden of communication.
2. Conversation about familiar subjects is possible with help from the listener. There are
frequent failures to convey the idea, but the patient shares the burden of
communication.
3. The patient can discuss almost all everyday
problems with little or no assistance.
Reduction of speech and/or comprehension, howevel makes conversation about
certain material difficult or impossible.
4. Some obvious toss of fluency in speech or facility of comprehension, without
significant limitation on ideas expressed or form of expression.
5. Minimal discernible speech handicap; the patient may have subiective difficulties that
are not obvious to the listener.
RATING SCALE PROFILE OF SPEECH CHARACTERISTICS
1 2 3 4 5
1. ARTICUTATORY AGILITY
facility at phoneme and
syllable level
2. PHRASE LENGTH
longest occasional
uninterrupted word runs
3. GRAMMATICAL FORM
variety of grammatical
constructions; use of
grammatical morPhemes
4. MELODIC LINE
(PROSODY)
grammat i cal morPhemes
l_t_l-l-l-l-l
word-by-word
sentence intonation
normal speech
or aproiodic speech limited to short phrases melody
t-t-l-l-l-l-l
unabl e t o
form speech
sounds
somet i mes cl umsY
and effortful
never
i mpai red
5. PARAPHASIA IN
RUNNI NG SPEECH
(Rate only lf PHRASE
LENGTH is 4 or more)
5. WORD FINDING
RETATIVE TO FLUENCY
7. SENTENCE REPETITION
Percentile Score
8. AUDITORY COMPREHENSION
Mean Percentile of the
3 Standard Subtests
VOLUME
VOICE
RATE
fluent but empty
speech
1-2 instances
per mi nut e of
conversation
i nf ormat i onal words
proportional to fluencY
output pri mari l Y
content words
Normal
Normal
Normal
Loud
Hoarse
Fast
(8)
t_t_t-l-l-l-l
no syntactic
simplified or
normal range
word groupings incomplete forms; of syntax; normal
omi ssi ons of requi red f aci l i t y wi t h
t_t_t-t_l-l-l
1 word
4 words
7 words
grammat i cal
words
present in everY
utterance
t_t_t-l-l-l-l
0-20 30 40 50 60 70-80 90-100
l_t_t_l-l-l-l
o-20 30 40 50 60 70-80 90-100
Hypophoni c
Whi sper
Slow
I I . AUDI TORY COMPREHENSI ON
A. Word Comprehension
1. Basic word discrimination
(Short form items are in boldface type.) Uslng stimulus items
on cards S ttrrouglr 37, instruct the patient to point to the picture (colo1 letter, or num-
ber) correspondiig to the spoken test word. Score 1 point per item if the.response is
coriect within 5 se-conds anid ttZ point if the response is correct in more than 5 seconds.
1. Shouf der
Cheek
Ear
2.
3.
4. Nose
5. Knee
Candl e
Bear
Peanut
9. Shirt
Enter Erroneous ResPonses
For Body Parts, Say:
"Show
me your ...
"
<5" >5" Fai l
(1 point) (1/2 point)
(0)
Short Form
Standard Form
10.
1 1 .
1 6 .
1 7 .
5
) o
Totals:
(e)
t 16
I
I
T
12. Ant
13. Tul i p
(Colors)
14. Bl ue
15. Brown
Pi nk
Green
6.
7.
8.
19.
20.
21.
22.
23.
26.
27.
28.
18. Pur pl e
(Letters)
(Numbers)
24. 4
T
N
G
K
J
29.
30.
3 1 .
32.
25. 13
257
Tel ephone
Deer
Hamburger
33. Wagon
34. Screw
35. Swan
36. Spi der
37. l ri s
t37
1. SPoon
2, Fork
3. Pliers
4. Scissors
5. Knife
6. Corkscrew
7. Hammer
8. Funnel
9. Wrench
10. Thimble
1. Bread Plzza
2. Word comprehension
by categories
check off if correct. lndicate incorrect choices hy
circling item chosen.
a. Tools/tmplements
(supplemental Test-cards
107 through 116)
cup
knife
fork
corkscrew
sqoon
wrench
fork
ctip
wrench
saw
hammer
pliers
glass
rolling pin nail
glass straw
scissors
screwdriver
hammer
scissors
knife
screwdriver
pl i ers
pl ane
bottle opener
saw
bottle
hammer
screwdriver
Score: -110
b. Foods
(supptemental Test-cards
117 through 126)
-
2. Pie
-
3. lce cream
4 . Eg g
5. Cake
6. Muffin
7. Cheese
8. Pizza
9. SouP
1. Horse
-
2. Pig
3. SheeP
-
4. figer
5. Snail
6. Lion
7. Beaver
8. ElePhant
9. Bull
-
10. Squirrel
cheese
pi e
soup
ice cream
pi e
pizza
cupcake Pancakes
cake
cookie
cookie Pancakes
cheese
bread
pizza bread
hamburger Pretzel
hamburger
cake
bread
sPaghetti
egg
sPaghetti
-10.
Pancakes
cake
ice cream
c. Animals
(Supplemental Test-cards
127 through 136)
bear
bull
sheep
rabbit
dog
horse
bear
lion
mouse
bat
tiger
zebra
rabbit
squirrel
rhino
giraffe
gorilla bear
mouse
skunk
hamburger
bread
pizza
Score : -110
cow
deer
cow
bul l
skunk
rhino
cat
hippo
tiger
frog
Score: -110
( 10)
Word comprehension
by categories
(Extended testing)
d. Body Parts
(Extended testing)
fh.- p"tl"rt is asked to poinl on hidher body to the part named by the examiner
1. Elbow
-
2. Thumb
3. Chin
4. Toe
5. HiP
6. Neck
7. Ankle
8. Eyebrow
9. Heel
- 10. Ches t
-
11. Lips
-
12. Wrist
-
13. Hair
_14.
Pal m
-
15. Calf
-
16. Knuckles
-17.
Thigh
_18.
Foot
-
19. Ring finger
_20.
Tongue
Score: ----/20
e. Map Locations
(Extended testing-pages 3H2)
n|irti."t it thown an outline map of the ll.S. and is asked to point ta the star
or"i th" named location. Starting with Map 1 on card 38, turn the card to the next
map for each item.
1. Pacific Ocean
2. New York
3. Dallas
4. California
5. Canada
(Return
to Maps 1 through 5 on cards 38 through 42 for items 6 through 10'r
7. Chicago
8. Miami
9. Atlantic Ocean
10. Maine
_
11. Washington D.C.
-12.
New Orl eans
_13.
Oregon
_
14. Montana
15. Kansas
Score: -J15
( 1 1 )
8. Spider
9. Giove
10. Ambul ance
Scoring:
'Yes'
items
c_ 110
Ph_ 110
F_ 110
Total
"yes"
-130
(C+) ls this an insect?
(Yes)
(Ph-) Does it have wings?
(no)
(Ph+) ts it smaller than a bird?
(yes)
(F-) Does it squeak?
(no)
(C-) ts it a kind of snake?
(no)
(F+) Does it sPin a web?
(Yes)
(Ph+S ls it soft?
(Yes)
(F+) Does it keeP
You
warm?
(Yes)
(C+) ts it an item of clothing?
(Yes)
(Ph-) Does it have sleeves?
(no)
(F-) ts it good to eat?
(no)
(C-) ls it a toy?
(no)
(F-) ts this to carry animals?
(no)
(C-) ls it a dwelling?
(no)
(Ph+) Does it have a window?
(Yes)
(C+) ls it a vehicle?
(Yes)
(Ph-) ts it bigger than a fire engine?
(no)
(F+) Does it sound a siren?
(Yes)
' No' i t ems
c _t 10
Ph_ 110
F_ 110
Total
"no"
130
Named?-
Named?-
Named?-
Overall correct 160
B. Commands
(Short Form items 2, 3, and 5 are in boldface
Upe')
H"* tt " pati ent carry out the fol l owi ng Gommands'
gi vi ng one poi nt of credi t for
each underl i ned el eml nt that he or she carri es out. One repeti ti on i s permi tted on
request, but the whole command must be repeated'
1. Make a f i st .
2. Poi nt to the cei l i ng' then to the fl oor.
(After lining up a pencil, watch, and card, in that order, on the table in front of the
p a t i e n t , s a y . . . )
3. Put the penci l on top of the card, then put i t back'
4. Put the watch on the other si de of the penci l and turn over the card'
5. Tap each shoulder twice with two fingers, keeping your eyes shut.
Score : Short Form -t1O
Standard Form -/15
( 13)
3. Semantic
probe (Extended testing)
St o* tn.- patient the pictures oi cards 137 through 146. Ask probe questioll in the
order listed. The type-of
question is indicated in parentheses: C(ategory), Ph(ysical
feature), F(unctioij. The ptus or minus sign indicates a positive or negative question.
The orier of quesiion types has heen randomized across the ten items' After asking
the six probe-questioni,'ask the patient to name the picture. Enter + or
-
after the
question
"Named?"
1. Turkey
2. Pelican
3. Camel
4. Whale
5. Saw
6. Rake
7. Celery
(F+) Do we eat it? (Yes)
(C-) ts it a
jungle animal?
(no)
(Ph-) Does it have arms?
(no)
(F-) ls it used to plow the field?
(no)
(Ph+) Does it have wings?
(Yes)
(C+) ts it a barnyard fowl?
(Yes)
(C+) ls it a bird?
(yes)
(Ph-) Does it have fur?
(no)
(C-) ls it an insect?
(no)
(F-) Do we eat them?
(no)
(Ph+) Does it have feathers?
(Yes)
(F+) Do they fly?
(Yes)
(F+) ts it good for carrying loads?
(yes)
(C-) ts it a farm animal?
(no)
(F-) Do we get ivory from it?
(no)
(Ph+) ts it covered with hairT
(yes)
(C+) ts it a desert animal?
(Yes)
(Ph-) ts it covered with scales?
(no)
(F-) Does it lay eggs?
(no)
(C-) ts it a
jungle animal?
(no)
(Ph+) ls it bigger than a lion?
(Yes)
(F+) Does it swim?
(yes)
(Ph-) Does it have feathers?
(no)
(C+) Is it a sea animal?
(Yes)
(Ph-) ls it soft?
(no)
(C-) ts it a carpenter's tool?
(Yes)
(Ph+S ls it sharp?
(Yes)
(F-) Do we cut cloth with it?
(no)
(C-) ts it a kitchen toolT
(no)
(F+) Do we use it to cut wood?
(Yes)
(F-) Do you cut wood with it?
(no)
(C+) ts it a garden toolT
(Yes)
(Ph-) ts it made of cardboard?
(no)
(F+) ts it good for gathering leaves?
(yes)
(C-) ts it a kitchen utensil?
(no)
(Ph+) ls it heavier than a
screwdriver?
(yel
(Ph-) l s i t bl ue?
(no)
(C-) l s i t a frui t?
(no)
(F+) Do we eat it? (Yes)
(C+) ts it a vegetable?
(Yes)
(F-) Do we broil it?
(no)
(Ph+) ls it green? (yes)
(12)
Named?-
Named?-
Named?-
Named?-
Named?-
Named?-
Named?-
8. Spider
9. Glove
10. Ambulance
(C+) ls this an insectT
(yes)
(Ph-) Does it have wings?
(no)
(Ph+) ts it smaller than a bird?
(yes)
(F-) Does it squeak?
(no)
(C-) ls it a kind of snake?
(no)
(F+) Does it spin a web?
(yes) Named?-
(Ph+) ls it soft?
(yes)
(F+) Does it keep you warm?
(Yes)
(C+) ts it an item of clothing?
(Yes)
(Ph-) Does it have sleeves?
(no)
(F*) ls it good to eat?
(no)
(C-) ls it a toy?
(no) Named?-
(F-) ls this to carry animals?
(no)
(C-) ls it a dwelling?
(no)
(Ph+) Does it have a window?
(Yes)
(C+) Is it a vehicle?
(yes)
(Ph-) ts it bigger than a fire engine?
(no)
(F+) Does it sound a siren?
(yes) Named?-
Scoring:
' Yes' items ' No'
items
c_110 c
- 110
Ph_ 110 Ph- 110
F_ 110 F_ l l o
Total
"yes"
-130
Total
"no"
130
Overall correct 160
B. Commands
(Short Form items 2, 3, and 5 are in boldface
Ape')
H*" ttt" patient carry out the following commands,
giving one point of credit for
each underl i ned el ement that he or she carri es out. One repeti ti on i s permi tted on
request, but the whole command must be repeated.
1. Make a f i st .
2. Poi nt to the cei l i ng, then to the fl oor.
(After l i ni ng up a penci l , watch, and card, i n that orden on the tabl e i n front of the
p a t i e n t , s a y . . . )
3. Put the penci l on top of the card, then put i t back.
4. Put the watch on the other si de of the penci l and turn over the card.
5. Tap each shoul der twi ce wi th two fi ngers, keepi ng your eyes shut.
Score : Short Form -l 1o
Standard Form
-/15
( 13)
C. Compl ex l deati onal Materi al
(Short Form i tems i n bol dface are 1, 2, 5, 6,9, and 10.)
There are 10 pai rs of questi ons, each pai r consi sti ng of a yes-i tem and a no-i tem. Both
the a anal the b questi ons must be correct to gai n 1 poi nt of credi t for each numbered
pai r. Note that odd and even numbered i tems are i ntermi ngl ed, to avoi d havi ng a
predi ctabl e al ternati on of yes and no responses. Questi ons
5 through 10 are based on
short paragraphs, to be read to the patient.
1a. Wi l l a cork si nk i n water?
2a. Can you use a hammer to pound nai l s?
1b. Wi l l a stone si nk i n water?
2b. l s a hammer good for cutti ng wood?
3a. Do t wo pounds of f l our wei gh more t han one?
4a. Wi l l wat er go t hrough a good pai r of rubber boot s?
3b. l s one pound of f l our heavi er t han t wo?
4b. Wi l l a good pai r of rubber boot s keep wat er out ?
1 a _ b _
2 a- b-
3 a _ b _
4 a- b-
5 a - b -
6 a - b -
7 a_b-
8 a - b -
"I
AM GOING TO READ YOU A SHORT STORY AND THEN I WILL ASK YOU SOME
QUESTIONS
ABOUT.IT. ARE YOU READY?"
(Read at a normal rate).
Mr. Jones had to go to New York. He deci ded to take a trai n. Hi s wi fe drove hi m to the
station, but on the way they had a flat tire. However, they arrived at the station
iust
i n ti me for hi m to catch the trai n.
5a. Di d Mr. Jones mi ss hi s trai n?
6a. Was Mr. Jones goi ng to New York?
5b. Di d he get to the stati on on ti me?
6b. Was he on his way home from New York?
"I
AM GOING TO READ YOU ANOTHER PARAGRAPH. ARE YOU READY?"
A sol di er t ri ed t o cash a check i n a bank near hi s camp. The t el l er; f i rm but sympat het i c,
sai d,
"You
wi l l have t o have i dent i f i cat i on f rom some of your f ri ends f rom t he camp. "
The di scouraged sol di er answered,
"But
I don' t have any f ri ends i n camp-l ' m t he
bugl er.
"
7a. Was t he sol di er' s check cashed at once?
8a. Di d t he sol di er have a f ri end wi t h hi m?
7b. Di d t he t el l er obj ect t o cashi ng t he check?
8b. Di d t he sol di er have t roubl e f i ndi ng f ri ends?
( 14)
"I WI LL
READ YOU ANOTHER ONE. READY?"
A customer walked into a hotel carrying a coil of rope in one hand and a suitcase in
the other. The hotel clerk asked,
"Pardon
me, siL but will you tell me what the rope is
for?"
"Yes,"
replied the man,
"That' s
my fire escape."
"l' m
sorry, sir," said the clerk,
"but
all guests carrying their own fire escapes must pay in advance."
9a. Was the customer carrying a suitcase in each hand?
10a. Was the clerk suspicious of this guest?
9b. Was the customer carrying something unusual in one hand? 9 a- b-
10b. Did the clerk trust this guest? 10 a- b-
"tAM
GOING TO READ ONE MORE PARAGRAPH_LISTEN CAREFULLY."
The l i on cub i s born wi t h a deep-seat ed hunt i ng i nst i nct . One cub wi l l st al k and pounce
on anot her wi t h t he same eagerness and t hri l l exhi bi t ed by a ki t t en. Duri ng t he year
and a hal f of cubhood, t hi s pl ay devel ops i nt o a hunt i ng and ki l l i ng t echni que. Ski l l
comes through long practice, imitation of the old lions, and obedience to warning
growls of the mother.
1' l a. Does t hi s paragraph t el l how l i ons l earn t o hunt ?
' 12a.
Does t hi s paragraph say t hat l i ons are ski l l f ul ki l l ers f rom t he t i me t hey are
born?
11b. Does t he paragraph t el l how t o hunt l i ons? 1 1 a -b-
12b. Does it say lions need practice before they can
ki l l t hei r prey? 12 a-b-
Short Form: -
16
St andard Form: 112
( 15)
D. Syntactic Processing (Extended
testing)
1' Touching A with B
"tN
THESE
ptcrttP,Es
wE HAVE A FIRK, A coMB,scrssoR5,A
PENCIL, A KNIFE' AND A sPoON. (The
examiner points out each of these items on
stimulus cards 43 through s4.) EA1H
ptcruRE
suows rHE HAND oF A
pERsoN
HOLDING OR TOUCHING THESE OBIECTS. SHOW ME IN WHICH PICTURE IS THE PERSON
. ' .
"
(Examiner
note: The sentences are coded as
"and"
items (N = 2),
,with
+,, items
(i.e.'
items that begin by mentioning the agent object first (N = q,
aia uncoded items
in which the agent is mentioned last (N = s1. The iumber in parentheses
denotes fhe
position
of the target picture.
_1. Touching the spoon and the scrssors. (and) (S)
2. Touching the fork and the knife. (and) (2)
3. With the comb, touching the pencil. (with
+) (3)
With the scrssors, touching the knife. (with
+) (2)
_5. Touching the comb with the spoon. (t)
_6. Touching the scissors with the comb. (3)
_7. Touching the knife with the spoon. (4)
_8. With the comb, touching the fork. (with
+) (t)
_9.
Touching the pencil
with the scissors. (2)
10. Touching the comb with the knife. (3)
11. With the scissors, touching the fork. (with +) (t)
| 2. Touching the fork with the spoon. (4)
Score:
"and"
_12
"wi th
+" 14
uncoded
_lG
Total
_ll2
( 16)
2. Reversible
possessives
(Refer to cards 55 through 59)
Say,
"lN
THIS PICTIJRE, WHICH ONE IS . . '
"
Picture Selected
1. The mother's kitten
2. The trainer's dog
3. The ship's captain
4. The child's father
5. The
jockey's horse
6. The kitten's mother
7. The dog's trainer
8. The captain's shiP
9. The father's child
10. The horse's
iockeY
small cat big cat
_dog
man
-caqtain
shiP
man boy
horse
iockeY
big cat small cat
-man
dog
ship caPtain
boy man
-iockey
horse
Score: 110
(Return to the firct 5 pictures on cards 55 through 59 for items 6 through 10)
Embedded sentences
(Refer to cards 60 through 64)
"I
AM GOING TO SHOW YOU SOME PICTURES OF PEOPLE DOING THINGS WITH EACH
OTHER. THERE WILL BE FOUR PICTURES ON EACH CARD AND I WOULD LIKE YOU TO
LISTEN CAREFULLY TO P\CK THE ONE THAT t DESCR/IBE"'
(The number gives the
position of the target on the card)'
1. The boy wearing a hat kicks the girl' (1)
2. The girt is chasing the boy who is wearing boots.
(1)
3. The boy is hitting the girl who is sitting down'
(4)
4. The chitd calting her mother has dark hair.
(3)
5. The man kissing his wife is fat.
(4)
Return to the firct 5 pictures on cards 50 through 64 for items 6 through 1O'
6. The girl kicks the boy who is wearing a hat.
(3)
7. The boy wearing boots is chasing the girl. (2)
8. The girt hitting the boy is sitting down.
(2)
9. The mother is calling her child who has light hair
(4)
10. The woman who is fat is kissing her husband.
(1)
Score.' 110
(17)
B. Automatized sequences
(Short Form: Days and Counting)
Have the patient recite each of the following four series, giving assistance with the
first word if necessary. Provide further assistance as needed, but discontinue any series
when four successive items are failed. Scoring depends on the number of consecutive
items given without assistance from the examiner.
1 poi nt 2 poi nt s
1. Days of the week
Sun. Mon. Tues.
Wed. Thur. Fri. Sat. 4 consecutive all
2. Months of the year
Jan. Feb. Mar. Apri l
May June Jul y Aug.
Sept. Oct. Nov. Dec. 5 consecutive all
3 . Counti ng to 21
1 2 3 4 5 5 7 8 9
1 0 1 1 1 2 1 3 1 4 1 5 1 6
17
' 18
19 20 21 8 consecutive all
4. Al phabet
a b c d e f g h
i j k l m n o p q
r s t u v w x y z 7 consecuti ve al l
Score: Short Form 14
Standard Form /8
C. Recitation. Melody. and Rhythm
(Standard and Extended testing)
1. Reci tati on. Instruct the pati ent to compl ete the l i ne for the fol l owi ng rhymes. Words
i n parent heses may be suppl i ed as an addi t i onal cue.
Jack and Ji l l
(went) Hi ckory di ckory dock
(the mouse). . . . .
Baa, baa, bl ack sheep (have) . . . . There was an ol d woman who l i ved i n
a shoe (she had)
Mycount ry (' t i s) . . . . . .
(5weet)
(Of thee)
2. Mel ody. Have t he pat i ent produce t he mel ody f or
"My
Count ry' Ti s of Thee, " wi t h or
wi thout the words, or mel ody for any other song that he/she knows, such as
"
Happy
Bi rthday.
"
( 1e)
Rat i ngs:
2
(Good)
1
(l mpai red)
0
(Fai l ed)
Response
1. Brown
2. Chai r
3' Rhyt hm. Theexami ner t apseachof t hef o| l owi ngr hyt hmsont het abl e
*i Et"ol y
(5 ti mes), whi l e i nvi ti ng the pati ent to conti nue.
u' w' ( as i n
" al ong,
al ong" )
' uu' uu
(as i n
"Longf el l ow,
Longf el l ow")
w'
'
v
' '
( as i n
" a
l ong t i me, a l ong t i me" )
' uu' ' , ' t
( ^, i n
" Shave
and a hai r cut , t wo bi t s" )
ERROR CODES
The next three standard form oral Expression subtests as well as the Boston
frf"ri"g f"rt provide a column for coding error types. Use the following
abbreviations.
(For more detailed definit'ions see ihapter 4, Manual for the BDAE')
Nonword
phonemically based
paraphasic error
Real word phonemically based
paraphasic error
Verbal paraphasia
(semantically related)
Verbal paraphasia
(unrelated)
Neologism
Multi-word
paraphasic/paragrammatic
error
Other off-target utterances or comments
(not considered
paraphasias)
Circumlocution
(not considered
paraphasias)
Perseveration
D. Repetition
1. Single words
(Boldface items are in the Short Form' )
Have the patieni rep""t "".tt of the following words. A single repetitio.n by the
examiner may be given if requested. For cred'lt, the word must be intelligible' Make
a check markin thl column if there is articulation
impairment'
ph
ph/v
v
vl u
n
mw
otu
cl
p
Reci tati on
Mel odY
Articulation
lmpairment
Rhythm
Error Code
3.
Fi fteen
8. 1775
9. Emphasize
10. Methodist EPiscoPal
Short Form -/5
Standard Form-/10
4. Hammock
5.
6.
7.
Purpl e
W
(20)
2. Repetition of nonsense words
(Extended testing)
a. stemple
b. grite
c. fowshay
d. purjitain
e. altrinkle
Score: -15
3. Repetition of sentences
(Boldface items 2 and 9 are in the Short Form')
The entire sentence is presented for repetition. Discontinue if the patient fails to
produce more than two words on two successive items or appears frustrated' Check
off each correct word, cross out omissions, transcribe erroneous
productions in the
space provided and check if there is articulation impairment. Tally error types in the
error code column using the Error codes provided on page 20. An item is correct if
allwords and no extraneous words are given'
Target Sentence
1. l t ' s si x o' cl ock.
Response
2. Father comes home.
3. He parks the car.
4. lt goes between two others'
5. He fi nds the keYs i n hi s
Pocket.
6. They are where theY shoul d be.
7. He unl ocks the heavY oak door.
8. l t l ooks as i f nobodY i s around.
9. He picks up the
PaPer
from the
coffee table.
10. He opens it to the sports page for
the basketbal l scores.
Articulation
Short Form 12
Standard Form /10
Error Code
lmpairment
Score:
(21)
i
E. Nami ng
1. Responsive
Naming
(Boldface items are in the Short.Form' )
Have the
patient supply the one-word
responses
required by the stimulus
questions'
Make a check mark in the column riio*in'g tlte approximate
time to respond'
check
off if there is articulation
impairment.
Enter the error code abbreviations
from
page 20'
Approximate
time to resPond
i-s"
>5" Fail Articulation
Error
Code
Question
2 points 1
Point
0 lmPairment
1. What do we tell time with?
2. What
You
do with a razor?
3. What do
You
with soaP?
4. What do
You
do with a
Pencil?
5. What do we cut
PaPer
with?
6. What color is grass?
7. What do we l i ght a candl e wi th?
8. How manY thi ngs are i n a dozen?
9. What col or i s coal ?
Where do
You
go to buy
medi ci ne?
10.
Short Form score -
l1O
Standard
Form score -
120
2. Boston Naming
Test
(Transfer the score from the BNT booklet)
Short Form score -
115
Standard Form score -160
l,lally of paraphasia types count-the.number
of the following
paraphasia types from
the Error CoO" .ofrfriliin
the Word Repetition,
se1t9nle
Repetition'
and Responsive
Naming subtests as well as in the
gos#Naming Test' Enterthese
totals here and on
the corresponoinJ
liil-r-Jtrt"
i"r"ptraiia
sectioi of the subtest 'ummary
Profile'
Phonological(sum
of
Ph
and
Ph/v)
Verbal
(sum of v and v/u)
Neologistic
(n)
Multi-word
(mw)
(22)
3. Screening of special categories
(short Form and standard testing; refer to cards 55
through 57)
a. Letters
1 . S
2 . E
Score: /4
b. Numbers
1 . 7
3. 13
2 . 9
4. 200
Score: /4
c. Colors
1. red
3. bl ue
2. green
4. brown
Score:-/4
Totaf Special Categoriest 112
4. Naming in categories
(Extended testing; refer to cards 68 through 77)
c.
(continued) Four additionat colors for Extended testing' Add
qedit
earned in
color naming on Standard Test.
5. gray
7. pi nk
5. purpl e
8. yel l ow
Score: /8
d. Actions
on presenting each action
picture, say,
"WHAT
IS
(ARE) HE
(SHE, IT THEY)
DOING?"
1. eating
2. singing
3. writing
7. sewing
4. digging
10. kneeling
11.
j uggl i ng
5. pouring
6. praying
12. knitting
Score: 112
e. Animals
1. horse
7. beaver
2. pig
8. el ephant
9. bull
3. sheep
4. tiger
10. squirrel
11. zebra
5. snail
6. lion
12. skunk
Score: 112
f. Tooldlmplements
1. spoon
7. hammer
2. fork
8. wrench
3. pliers
9. stapler
4. scissors
10. clip
5. saw
11. compass
6. corkscrew
12. drill
Score: 112
3 . 7
4 . R
I
t
8. sweeping
9. proposing
I
I
I
(23)
IV. READING
A. Basic Symbol Recognition
1. Matching across cases and scripts
(Cards 78 and 79; Short, Standard' and
Extended testing)
- G
h a I
s - b
P g B
P
-F
f T s
P
-Pal Pot
PAL BAT l ap
-
pot Gat TOP pot dot -
ARE and ask ear ARE
-of
AT i f To of -T
t G S g
Short Form Score: 14
Standard Form Score: 18
2. Number matching
a. Fingers to Arabic numbers
ThJexaminer holds up the number of fingers shown and the patient matches
this amount to the coirect Arabic number on card 80. Circle the patient's choice.
Fingers
Choice
_ 5
6 4 5 3 2
_ 4 5 1 7 4 6
_ 6
9 6 4 7 5
- 8
4 8 2 5 1 0
Subscore: -14
b. Arabic numbers matched to dot patterns (Card 81)
Number
Dot Patterns
- 3
3 4 7 5
_ 7
5 4 7 8
_ 5
s 3 6 4
_ 2
1 4 3 2
Subscore: -14
c. Roman numbers matched to Arabic numbers
(Card 82)
Roman
Arabic
- v l
9 6 5 4 7
_ x
5 2 8 1 0 1 2
_ l v
5 6 9 4 1 2
- X l 9 1 1 8 5 1 0 S u b s c o r e : - | 4
Short Form score -14
Total numbers -flZ
(24)
B. Word ldentification
1. Picture-word
match
(cards 83 through 85; short Form items 1,2,6, and 10 in
boldface.)
The examiner
points to the picture without naming it and asks the patient to find
its name among the four words on the right. circle the patient's choice.
Picture
Choice of Words
1. CLOCK
block time watch clock
2. BED
bib bed sleeP nap
3. BOOK
hook
Page
read book
4. HOUSE
room mouse house bui l d
5. GHOST
goat witch dead
ghost
6. WEIGHT
wait weight
pounds weight
7. KNI GHT
ki ng sword kni ght duel
8. TONGUE
t oot h t ong t orque t ongue
9. WREATH
reach bow breath wreath
- 1 0 ' B| No CUL ARt e | e s c o p e o c u t a r b i n o c u | a r b i n n a c | e
Short Form Score: -14
Standard Form Score: -110
2. Lexical Decision
(Standard and Extended testing)
present
the first 15 words on card 85 line by line. Have the patient point to the real
English words in each row. score the number correct minus the number of
nonwords selected
(not less than 0)'
-1.
asPl e
gl oPe t rade
- 2.
equal cr oul
Pi r r on
-
3. lattoon where hin
- 4.
wr i nt r i ngl e cal m
_
5. she whone taugh
Standard Form score: -15
Additionat words for Extended testing
6. asPirin waigh
Phint
7. bewl sugar stuel
8.
Pearl
baugh thraught
9. chass whether fringle
_10.
screll fenal choir
Total score: -110
(25)
C. Phoni cs
1. Homophone Matchi nq
(Standard and Extended testi ng)
ftre patGnt is required to find which of four words on the line below the target on
card 87 has the same sound as the target. For standard administration, do not
pronounce the target word. lf the patient fails, prompt by saying the target word
al oud.
(e. g. ,
"THI S
WORD l S
' MAI L. '
SHOW ME WHI CH OF THESE WORDS SOUNDS
THE SAME.") Make a note of any assi stance
provi ded'
Target
Choices
- 1.
mai l meal mal e mal l
-2.
wei ght wheat weed wai t
-
3. rai n t rai n rei gn rant
-
4. ri ght t hi gh ri ch hei ght
5. where wear wi re whether
nai l
whi te
pai n
wri te
here
Score: 15
2. Advanced Phonic Analysis-Pseudo homophone matching
(Extended testlng)
fn" prti.nt is requiied to show which of the four pseudo-words on the line under
the iarget on caid 88 would have the same sound as the target' For standard
administration, do not say the target word aloud. lf needed, provide assistance in
the following form:
"THIS
WORD SAYS'OCEAN" WHICH OF THESE FOUR WOULD
ALSO BE PRONOUNCED' OCEAN' ?"
Target
Nonword choices
-
1. ocean ausi n oshen otchon osi n
-
2. school skole sholl skule shull
-
3. cough kuff cowse choo kawf
-4.
high hY hiff hee hish
-
5. bright broit braik brYte breat
Score: 15
D. Deri vati onal and Grammati cal Morphol ogy
1. Matchi ng to spoken sampl e
(Standard and Extended testi ng)
nead thJtarget word al oud and ask the pati ent to fi nd i t among the fi ve choi ces on
test card 89.
a. Free grammati cal morPhemes
Target Choices
Target Choices
_
1. f rom wi t h f rom up hi m at 6. di d am whi ch at di d were
_
2. her hi m whi ch her at wi t h -
7. be our t han be t he i n
_
3. what are she who what he 8. so or thei r from so do
_4.
I or by f or your us but 9. had had we i nt o any why
_
5. i s i s when i f he how -
10. on my t hei r out on i s
Score: 110
I
(26)
b. Bound grammatical morphemes
(Extended testing)
Read the target word aloud, from the list below, and have the patient find the
matching word among the five choices on card 90.
walking
broken
falling
going
drank
took
write
knowing
flv
sees
sicker
height
vacation
l i ken
dissolve
sicker
height
vacation
l i ken
dissolve
Target
1. walked
2. broke
j.
falling
4. goes
5. drinks
5. taken
7. written
8. knows
9. flew
/0. sees
Choices
walker walked
break broke
fell falls
goes gone
drink drunk
taken take
written wrote
knew know
flown flying
seei ng seen
Choices
sickly sick
high higher
vacate vacancy
like likeness
soluble solvent
sickly
high
vacate
l i ke
soluble
sick
higher
vacancy
likeness
solvent
walks walk
breaking broker
fallen fall
go went
drinks drinking
takes taking
writing writes
known knows
flew flies
see saw
sicken sickness
highest highly
vacant evacuate
l i kel y l i kabl e
solution solve
sicken sickness
highest highly
vacant evacuate
likely likable
solution solve
Score: -110
Score: -110
Derivational morphemes
(Extended testing)
Read the target word aloud, from the list below, and ask the patient to find it
among the five choices on card 91.
Target
1. sicken
-
2. hei ght
3. vacate
4. liken
5. solve
6. sickly
7. higher
8. vacant
9. likely
10. solvent
(Return to lines 1 through 5 on stimulus card for items 5 through 10.)
(27)
71i--:arctg
@e)
JnoAap
'z
L
-
snouas
' I
I
-
Ito7tlrt
'O
I
-
tanbuot
'6
F/sa.,
g
$a
aP
'/
Itua
'g
-
uotssed
5
-
an6t e' r -
alerqal$
'g
-
arlupe
'z
-
fi1efio1
'I
-
(ue prel)
.q
Zy-:ares
Ftol ,l-
rap :7- tt1 rr !y- t6 :atotg
(tap) tarstou
.Z
I
-
(tep) ueppnu
.g
-
(tt1 tr) ulep
.I
t
-
(il ^) ua>lorq
.9
-
(tb) oqna
.Ot
-
e6)
anna
.?-
(rap) rasot
.6
(tap) nuado
.
-
Qtln)
mayg
Qr!^) tt46nn
.Z-
(t6) go
'7
e6)
aq
.t
-
(rap) sprorn po^Uap pue
,(16)
seuraqdrou
le)lleut
. urel 6aaI l , (l J! n)suopre; ; u! qI oA, re; n6al r1(espl eri f f i . e
(6u4sal papuolxl) .2
0/-
:rurol prepuels
sll-:urJol uor{s
apo)
rorrf
6ur1or-us
6utddr.rp
uMorq
auo-[1uann1-uanas
a; 6uer. r1
uaolfll
e;drnd
I)ouueq
al)rt
Jreq)
pron
lsal
lueurrgedul
0 1u;od 1
s1ulod
7
s1u;od g
uolleln)qJv
llel ,,og{! ' 0!-E ' 9{
@
'97
a6ed uorl suollellolqqe opo) JorJo rolul
'o)uelslsse
qllm pear spJon
'tol pa/u\olle s!
llpal) o-u
lnq
'pataJ{io
aq {eu a)ue}srssv
.6u;puodsar
u1 {e;ep lol,r^olle
ol'u/r^or.ls se
'pa1sn[pe
st oJo)s or{r
.26
pte)
}sa} uor+ aull e
}e
auo
,spron
ag} pear
1uepedaql a^eH( . [ ul oJuoqsaq} u| aJesua11ar e1p1og1f f i ' 1
bUlpea-EIEIO
.f
F. Oral Readi ng of Sentences wi th Comprehensi on
The pati ent i s tol d to read al oud the sentences from card 95 and that questi ons
will be asked about them later. Record verbatim on the record form. The whole
sentence must be read without error for credit.
(Five Short Form items are in
boldface type.)
1. Summer t i me.
2. A good beach day.
3. Ji m and Mary pack a pi cni c l unch.
4. They l oad the car wi th beach chai rs and towel s.
5. Of f t hey go wi t h al l t hei r equi pment .
6. After driving for forty-five minutes they arrive at the seashore.
7. They deci de to go i n swi mmi ng because the water i s warm and cal m.
-
8. When they emerge from the water they are fami shed.
9. That i s when t hey real i ze t hey f orgot t o l oad t hei r pi cni c l unch.
10. Luckily, they discover a refreshment stand with a variety of snacks to
choose from.
Readi ng score: Short Form
-/5
Standard Form
-/10
Comprehensi on The pati ent i s i nstructed to read each of the comprehensi on
statements aloud on card 95 and then select the correct completion.
(The three
comprehensi on i tems for the Short Form are i n bol dface.) The exami ner may
point to each of the four words for the first item and ask the patient to select
the best completion for that item. Do not read any of the statements or choices
al oud for the pati ent. The pati ent may poi nt to hi s sel ecti on, say i t al oud, or
both. Credit is given only for the selection of the correct item.
1 . T h e we a t h e r wa s . . . . .
cool sunny cri sp rai ny
2 . Ma r y a n d J i m r o d e i n a . . . . .
trai n boat car pl ane
3. The tri p took about
hal f a day fi ve mi nutes 45 mi nutes two hours
4 . T h e wa t e r wa s . . , . .
rough warm chi l l y crowded
5. Theyf or got t o br i ng a. . . . .
t owel umbrel l a l unch swi m sui t
Comprehensi on Score: Short Form
-/3
Standard Form -/5
(2e)
G. Readi ng Comprehensi on-sentences and Paragraphs
The patient is shown the first sample sentence on card 97 and the four choices to
compl ete i t. The exami ner may read the sentence and each of the choi ces al oud and
select the correct completion. The second sample may also be read aloud by the
examiner. The patient is then instructed to read the test sentences on cards 98 through
101 to hi m/hersel f and poi nt to the correct compl eti on wi thout further assi stance from
the examiner.
(The four Short Form items are in boldface type.)
Examples: Water is . . . fly wet dry red Chi l dren pl ay . . . door shoe di me bal l
1 . A d o g c a n . . . . .
tal k bark si ng cat
2 . A mo t h e r h a s a . . . . .
t ree cook chi l d t ruck
3. Mr. Jones gi ves hai rcuts and shampoos. He i s a
shavi ng boy butcher barber
4. Many bi rds come back i n t he summer. They bui l d . . . ' .
nests eggs sparrow cat
5. Schools and roads cost money. We all pay for them through ' . . . .
houses country taxes
Police
6. Arti sts are peopl e who make beauti ful pai nti ngs or statues. Another ki nd of arti st
i s a . . .
pi ct ure musi ci an l i brarY sol di er
7. Aluminum was once very costly to refine. Now, electricity has solved the refining
probl em, and al umi num has become
very strong a mi ner el ectroni c much cheaper
8. The connecti on between sani tati on and di sease became cl ear when Pasteur
showed that food woul d not decay i f germs were ki l l ed by heat and then seal ed
out. Steri l i zati on by heat i s a resul t of . . . . .
sani tati on good food Pasteur' s di scovery germs
9. Favori ti sm used to be the rul e i n Ci vi l Servi ce and many
j obs pai d more than they
were worth. Ci vi l Servi ce reform has resul ted i n cl assi fyi ng posi ti ons accordi ng to
t hei r dut i es and responsi bi l i t i es. The ai m of Ci vi l Servi ce cl assi f i cat i on i s t o . . . . .
achi eve hi gher sal ari es
effect a reducti on i n taxes
establ i sh favori ti sm
match the sal ary to the duti es
' t0.
In the earl y days of thi s country, the functi ons of government were few i n number.
Most of these functi ons were carri ed out by l ocal town and country offi ci al s, whi l e
central i zed authori ty was di strusted. The growth of i ndustry and of the ci ti es has so
changed the si tuati on that the farmer of today i s concerned wi th . . . . .
l ocal affai rs above al l t he pri ce of l umber
the acti ons of the government the authori ty of town offi ci al s
Score: Short Form -/4
Standard Form -/10
(30)
V. WRITING
A. Mechani cs of Wri ti ng (Short
Form i n bol dface)
Instruct the pati ent to perform the ni ne numbered wri ti ng tasks l i sted bel ow on
the following page (32) of this booklet. Use page 34 for any overflow. Enter the
numeri cal scori ng code i n each col umn on the row correspondi ng to i ts i tem. Note: In
scoring
"well-formedness,"
disregard the correctness of letter or number produced.
Well-formedness of Correctness of letter Motor facility
letters choice
2
-
al l wel l formed 3
-
no error 2
-
not i mpai red
1- par t l ymal f or med 2- >hal f 1- l abor i ous
0 - i l l e g i b l e 1 - <h a l f 0 - f a i l u r e o f mo t o r
O
^
<2 correct control
1. Si gnature (cursi ve)
2. Pri nted Name
3. Dictated letters
T-G-R-S-B
4. Abbrevi ati ons
PM MD TV US FBI
5. Copy
' QUICK
BROWN FOX' (see page 32 of thi s bookl et)
Cursive
6. Printed copy of sentence
7. Ful l al phabet
8. Numbers 1-10
9. Dictated numbers
2-12-9-11-6
Total Short Form 114
Total Standard t18
B. Basi c Encodi ng Ski l l s-Di ctated Words
Two pages, numbered 39 and 40, are provided at the end of this booklet for the
patient's written performance. Alternatively, the examiner may prefer to use loose
sheets of white paper. All performance is to be scored in this booklet.
1. Pri mer word vocabul ary
1.
_cat 4.
_dog
2.
_
run 5.
_
man
3.
-
go 6.
-
gi rl Short Form Score
-14
Standard Score 16
2. Regul ar phoni cs
1.
_
f l ag 4.
_
backbone
2.
_
apartment 5.
_ tel egram
3.
_
tomato Short Form Score
_12
St andard Score 15
l ' 14
t18
121
t27
( 31)
{
T
m
D
c
r.|
x
@
7
o

z
TI
o
x
c
=
!
ltl
o
m
F
{
-
111
l.
N
g
o
o
(32)
3. Common i rregul ar forms
1. nat i on 4. l augh
2. knife
3. cough
5. hei ght
Short Form score:
_
13
Standard Form score: /5
4. Uncommon i rregul ari ti es (Use the carri er sentence.)
(Extended
testi ng)
1. reign (The king will reign for a long time.)
2. choir (He sang with the
EdoJL.)
3. yacht (We will take a cruise on his yasht)
4. gnaw (The
dog likes to gndw on the bone.)
5. phlegm (He
tried to clear the phlegm in his throat.)
6. colonel
(He was promoted from major to colonel.)
Extended Testing Score:
_
16
5. Nonsense words Say,
"l AM
GOING TO TELL YOU SOME PEOPLE' S NAMES THAT
YOU MAY NEVER HAVE HEARD. PLEASE WRITE EACH ONE THE WAY IT SOUNDS TO
YOU." (Extended testi ng) (Accept
al ternate spel l i ng.)
1. Mr. Snope
_
4. Mrs. Ploot
2. Mr. Flisker
_
5. Miss Sprokle
3. Mrs. Ardile 6. Mr. Chanamack
C. Oral Spel l i ng (Extended testi ng)
The pati ent i s i nstructed to spel l the fol l owi ng words al oud.
1. shoe 4. cough
2. water
_
5. theater/theatre
3. yel l ow
_
6. t el ephone
Score:
_
16
Score:
_
16
D. Wri tten Pi cture Nami ng (Bol dface i tems are i n the Short Form.)
The sti mul i consi st of obj ects, acti ons, and ani mal s. The four i tems of each type appear
on cards 102 through 104. The exami ner poi nts to each pi cture and asks the pati ent to
wri te the name of the i tem.
1. Obj ects Say,
"YOU
KNOW WHAT THIS l S. HOW DO YOU WRITE l T? WRITE l T HERE."
1. t ree 3. canoe
2. hanger 4. trel l i s
2. Acti ons Say,
"WHAT
l S (ARE) HE (SHE, THEY) DOING. WRITE l T HERE." For scori ng,
accept verb stem i f
"i ng "
i s omi tted.
-1.
eat i ng
-3.
prayi ng
_L
sweepi ng
j uggl i ng
3. Ani mal s (Same i nstructi ons as for obj ects.)
_1.
horse
_3.
sheep
_Z
beaver gi raffe
Score: Objects
_14
Actions
__J4
Animals /4
Short Form scorei
_ 14
St andard Form score: 112
(33)
E. Cognitive/Grammatical
lnfluences on written word-Retrieval
(Extended testing)
1. Part of speech effects-Dictated
words
a. Functors
_
1. was
-2.
who
-3.
she
b. Derivationalaffixes
- 1.
baker
-2.
faster
-3.
realitY
c. Verb forms
- 1 .
a m
-2.
caught
-4.
could
- 5. under
- 6.
but
-4.
largest
5. quicklY
6. careful
-4.
drew
5. slain
Score:- 16
Score:- 16
Score:- 16
Score:- 16
-3.
were -6.
ought
2. Dictated functor-loaded sentences
-
1. She is here.
2. That was it.
-
3. TheY were there.
4. He cannot do it.
-
5. lt could be.
6: She didn't have to.
(35)
Narrative Writing (Short,
Standard, and Extended testing)
Present the
"cookie
Theft" picture on card l. say,
"wRlrE
As MUCH As
you
cAN
ABour WHAT You sEE GorNG oN rN THrs
prcruRE.' ,
Have patient write on the
'written
Production' pages
g9-4,o,
or use blank paper. Allow the patient
-rghly
g
minutes to write. tf the patient's production
falis sl.tort of what you
;roge
t; b;
his/her potential,
use any of the following five questions
to elicit additi6nal writing.
1. How are the people in the picture retated?
2. What is going on behind the woman,s back?
3. Why is the little girl telling him not to make noise?
4. Why do you think the boy may get hurt?
5. What else is happening right in front of the mother?
scoring. The entire written production (both
spontaneous and prompted)
is
scored as a whole under the four dimensions iisted below Numerical scoring
provided
here rates ah"
or"t"n."
or "br"-n." of ,"tg",-r"1"*"d f"",ur"i
i".;.,
,,,n"
woman;"
"the
boy"). Do not attempt to force off-tirget written p-au.iio-n
lnto
the numerical framework.
Use the qualitative
descripiors below.
Mechani cs
Written
Syntax
vocabulary
access
Adequacy of
content
3
-
Ful l ycorrect
3
-Adequat e
account
2
-
Wel l -formed
3
-Adequate
1
-
Legible with
defects
0
-
Mostly
i l l egi bl e
2- Some
2- Somedef ect s
2- Rel evant , but
important
in sentence
incomplete
words are
structure
mi ssi ng
Totals
Qual i tati ve:
Single word substitutions
Other comments
1- Fewer t han
1- Mai nl y
8 important
subclausal
words
groupings
0
-
Fewer than 0
-
No word
2 important grouping
words
1
-
Mi ni mal
relevant
i nformati on
0
-
No relevant
i nformati on
Total across columns
t1I
Repeatedly Rarely Never
Repeatedly Rarely Never
(36)
VI. PRAXIS
(Extended testing)
Administration Each item is first elicited on verbal request. Record the score using the
scoring code below followed by a description of the performance in the space
provided.
Scoring Code
3-Normal
2-Recognizable
(including body part as obiect)
1
-lJ
n su ccessf u I atte m pt (p a r a m i m i a
;
vo ca I i zati o n
)
0-U n recog n i za b I e I no respo nse
tmitation: IJpon completion of testing by verbal request, return to the beginning and
have the patient imitate your performance on each item for which helshe earned less
than a score of 3. Enter the imitation change code to indicate whether pertormance
on imitation is improved
(t),
unchanged
(lJ), or poorer (P) than pertormance to verbal
request.
A. LimblHand Praxis
1. Natural Gestures Say,
"
HOW WOULD YOU SHOW . . .
"
Description Score lmitation
(1,
U, P)
a. that something smells terrible
b. there is too much noise
c. that you are too cold.
d. that you are too hot-
2. Conventional Gestures Say,
"HOW
WOULD YOU PRETEND TO . . ."
a. wave good bye
b. salute like a soldier
c. beckon someone to come over to you
d. stop traffic
3. IJse of Pretended Obiects Say,
"SHOW
ME HOW YOU WOULD PICK THIS UP
A ND, . . "
(Cards 105 and 105)
a. write with it-(item 1. pencil)
b. unlock a door-(item 2. key)
c. look through it-(item 3. binoculars)
d. pour a glass of water-(item 4. pitcher)
(37)
e. brush your teeth-(item 5. toothbrush)
f. comb your hair-(item 6. comb
).
g. hammer a nail-(item 7. hammer)
h. turn a screw with it-(item
g.
screwdriver)
B. Bucco-FaciallRespiratory praxis
Give the foltowing commands.
a. Let me hear you cough
b. Pretend to blow out a candle
c. Pretend to sniff a flower
d. Pretend to sip through a straw
Score: L Natural Gestures
2. Conventional Gestures
t| 2
112
3. Use of Pretended Objects
t24
4. Bucco-FaciallRespiratory
Movements
ll2
Tot al
_160
Imitation: lmproved (t)
Unchanged (ll)
Poorer (P)
, l
(38)
Percenti l es:
SEVERITY RATING
FLUENCY
Grammati cal
Form
(Rati ng Scal e)
CONVERSATION/
Si mpl e Soci al Responses
EXPOSITORY SPEECH Compl exi ty Index
AUDITORY
COMPREHENSION
SUMMARY
PROFILE OF STANDARD SUBTESTS
DATE OF EXAMINATION:
Phrase Length
(Rati ng Scal e)
Mel odi c Li ne
(Rati ng Scal e)
Basi c Word Di scri mi nati on
14 24 29 31 32 34 35 36 37 37
Co mma n d s
0 6 1 0 1 ' l 1 2 1 3 1 4 1 5 1 5 1 5
- ompt exl deat i onal
Mat er i al 0 3 5 6 7 8 9' 10 10 12
0 10 20 30 40 s0 60 70 80 90 100
0 0 1 1 1 2
3 3 3 4 5
1 2 4 6 7 7 7 7 7 7 7
1 2 3 5 5 6 6 7 7 7 7
1 2 3 4 5 5 6 6 7 7 7
0 4 5 6 7 7 8 9 1 0 1 2
0 3 6 7 8 9 1 0 1 1 1 2 1 4
1 2 3 3 4 5 6 6 7 7
1 2 2 3 4 5 6 6
2 7 1 5 9 6 4 3 2 1
1 9 1 2 9 7 6 4 3 2
1 1 7 4 2 1 0 0 0
1 5 7 2 0 0 0 0 0
ARTICULATION
Nonverbal Agi l i tY
Ver bal Agi l i t Y
Arti cul atory Agi l i tY
(Rati ng Scal e)
RECITATION & MUSIC Automati zed Sequences
0 3 5 6 6 5 7 7 7 7 7
0 0. 1 0. 4 0. 6 0. 8 1. 0 1. 2 1' 2 1. 4 1' 6 2' O
4 9 1 3 1 5 1 8 1 8 1 9 2 0
8 2 0 2 5 3 3 4 0 4 3 5 2 s 7
7 1 0 1 1 1 2 1 2 1 2 1 2 1 2
37
1 5
1 2
1 2
1 4
7
8
2
2
2
1 0
1 0
20
60
1 2
REPETITION
NAMING
PARAPHASIA
READING
Reci tati on
Mel ody
Rhythm
Words
Sentences
Responsi ve Nami ng
Boston Naming Test
Speci al Categori es
Rati ng from SPeech Profi l e
Phonemi c
Verbal
Neol ogi sti c
Mul ti -word
Matchi ng Cases & Scri Pts
Number Matchi ng
Pi cture-Word Matchi ng
Lexi cal Deci si on
Homophone Matchi ng
Free Grammati cal MorPhemes
Or al Wor d Readi ng
Oral Sentence Readi ng
Oral Sentence ComPrehensi on
Sentence/ParagraPh
Comprehensi on
4 6 5 6 7 7 8 8
0 0 1 1 1 2 2 2
1 1 2 2 2 2 2 2
' t 1 ' 1 1 1 2 2 2
6 7 8 9 9 9 1 0 1 0
1 1 3 4 7 8 9 1 0
0 1
0 0
0 0
0 0
0 3
0 0
0 2
0 3
0 3
7 7 7
1 0 0
1 0 0
0 0 0
0 0 0
8 8 8
1 2 1 2 1 2
1 0 1 0 1 0
5 5 5
s 5 5
1 0 1 0 1 0
30 30 30
9 1 0 1 0
5 5 5
9 1 0 1 0
0 4 6 7 7 8 8 8
1 8 1 0 1 1
' 1 1
1 2 1 2 1 2
2 4 7 8 9 9 9 1 0
0 2 3 4 5 5 5 5
0 1 2 3 3 4 4 5
0 5 7 9 ' 1 0 ' 1 0 1 0 1 0
0 7 1 1 2 0 2 3 2 7 2 7 3 0
0 0 1 2 3 5 6 8
0 2 2 3 4 4 5 s
0 3 5 6 7 8 8 9
7 1 4 1 5 1 6 1 6 ' 1 8 1 8 1 8 1 8 1 8 1 8
7 20 22 23 24 24 25 26 26 27 27
6 8 9 1 1 1 5 1 7 1 8 ' 1 8 1 8 1 8 1 8
0 2 3 4 s 6 6 5 6 6 6
0 0 0 1 2 3 4 4 5 s 5
0 0 0 1 1 2 3 4 5 5 5
o 0 1 3 5 7 8 9 10
' l ' l
12
0 1 4 5 6 7 7 7 9 1' l 11
WRITING
Form
Letter Choice
Motor Faci l i tY
Pri mer Words
Regul ar Phoni cs
Common l rregul ar Words
Wri tten Pi cture Nami ng
Narrati ve Wri ti ng
( 41)
SUMMARY PROFILE OF EXTENDED SUBTESTS
DATE OF EXAMINATION: NAME:
Percenti l es:
NARRATIVE SPEECH/ Compl exi ty Index
FABLES
0 10 20 30 40 50 60 70 80 90 100
0 0. 3 0. 9 1. 0 1. 4 1. 5 1. 6 1. 8 2. 0 2. 0 2. 4
85 34 21 16
COMPREHENSION Foods
Ani mal s
Body Parts
Map Locati ons
Semanti c Probe
Touch A with B
Agrammati sm Index
Tool s/l mpl ements
Reversi ble Possessives
Embedded Sentences
Nonsense Words
Col ors
Acti ons
Ani mal s
Tool s/l mpl ements
8 7 3 ' t 0 0 0
1 0 1 0 1 0 1 0 1 0 ' t 0 1 0
1 0 1 0 1 0 1 0 1 0 1 0 1 0
1 0 1 0 1 0 1 0 1 0 1 0 1 0
18 20 20 20 20 20 20
14 15 15 15
' t 5 ' r 5
15
56 57 58 58 59 60 60
7 8 9 1 0
' t l
1 2 1 2
8 9 1 0 1 0 1 0 1 0 1 0
8 8 9 9
' r 0 ' r 0
1 0
3 3 4 4 5 5 5
AUDITORY
REPETITION
NAMING
READING
WRITING
PRAXIS
2 7 9 1 0
6 7 9 9
2 6 9 9
0 9 1 4 1 7
2 8 1 1 1 2
35 42 48 54
0 4 4 6
4 5 6 8
' t 4 5 7
0 1 1 2
Lexi cal Deci si on 0 3 4
Pseudohomophones 0 1 2
BoundMor phemes 1 4 5
Deri vati onal Morphemes 1 2 5
Mi xedMor phemes 0 3 8
Paral exi a-ProneWords 0 3 6
Uncommon l rregul ar Words
Nonsense Words
Or al Spel l i ng
Di ctated Functors
Deri vati onal Affi xes
Verb Forms
5entences
Natural Gestures
Conventi onal Gestures
Pretended Objects
Bucco-Faci al
4 4 4 4 4
9 1 0 1 1 1 2 1 2
1 1 1 2 1 2 1 2 1 2
9 1 1 1 1 1 2 1 2
1 2 1 2 1 2 1 2 1 2 1 2 1 2
12 12 12 12 12
" t 2 " t 2
24 24 24 24 24 24 24
1 1 1 2 1 2 1 2 1 2 1 2 1 2
5 5 5
4 5 5
1 0 1 0 1 0
1 0 1 0 1 0
1 1 1 2 1 2
" t 2
12 12
3 4
7 8
9 1 1
8 9
5 5
4 4
9 9
9 1 0
0 1 1
9 1 1
1 1 2 3 3
0 ' t 1 3 4
4 4 5 5 6
5 5 6 6 6
3 5 5 6 6
3 3 5 5 6
3 4 4 6 5
0 0 0
0 0 0
0 0 1
0 1 3
0 0 1
0 0 ' l
0 0 0
0 1 3
0 3 s
0 4 7
0 4 5
3 7 1 0 1 1
4 7 9 1 1
9 1 9 2 1 2 2
1 7 7 9
3
7
9
5
4
3
7
8
8 1
8
1
0
2
4
2
1
3
5 5
5 5
1 0 1 0
1 0 1 0
1 2 1 2
12
'12
4 6
5 6
5 6
6 6
6 6
6 6
6 5
Computati on of Lanquage Competency l ndex (For purposes of thi s computati on, use the hi ghest
percenti l e appl i cabl e to a gi ven raw score or rati ng)
Expressi ve component a) Percenti l e equi val ent of Boston Nami ng Test score
PIus b) Percenti l e equi val ent of Grammati cal Form rati ng
Sum of a and b _ + I = Expressi on component
Auditory comprehension component: Mean of the three auditory comprehension subtest per-
centi l es.
a) Word Di scri mi nati on percenti l e
b) Commands percenti l e
c) Compl ex l deati onal Materi al percenti l e
Sum of a, b, and c
_ + 3 = Comprehensi on component
Language Competency Index:
Sum of Expressi on component and Comprehensi on component + 2 =
(42)
pl us
plus