APHASIA TEST 2 2026/2027 | COMPLETE STUDY GUIDE, PRACTICE QUESTIONS &
EXAM REVIEW
Diagnostics in Adult Neurogenic - ANS ✔✔Involves ongoing assessment and interpretation of
cognitive, linguistic, and communicative behaviors
Formal (standardized assessments):
-test batteries
-specialized tests
-screeners or shorter-length assessments.
Informal (non standardized assessments)
-clinician or site created assessments
-indirect observation (case history, med records)
-direct observation and functional interactions (non-structured situations w varied partners
Standardized vs non standardized - ANS ✔✔Standardized assessment
•procedures for administering test items are prescribed and well defined.
Non-standardized assessment can
•Describe abilities in areas for which there are no standardized tests
•Describe performance in the context of real-world settings and activities
•Explore the effects of strategies, compensatory techniques, and varying levels of supports on
cognitive-communicative success
•Be designed to meet specific setting or situational needs
Norm Referenced versus Criterion Referenced: - ANS ✔✔Norm-referenced test:
,•results can be compared with a normative sample (e.g., age corrected scores and standard
scores based on a normal comparison group).
•E.g., Goldman Fristoe-3
Criterion-referenced test:
•results are compared with a standard other than a normative sample.
•WAB-R = criterion-referenced test. Goal of the WAB-R is to identify individuals with aphasia
and determine aphasia severity rather than to place individuals with aphasia on a continuum
with a normal comparison group.
Static/Descriptive vs Dynamic/ Experimental: - ANS ✔✔Static / descriptive assessment:
•yields a description of performance, participation, or context conditions without attempting to
identify the factors that influence success (e.g., strategies or compensatory techniques)
Dynamic / experimental assessment:
•attempts to identify the effects of factors (e.g., strategies, task modifications, context factors,
environmental supports) that may influence performance
•Can be used for diagnostic purposes but typically has the goal of generating an effective and
efficient intervention plan.
Screener vs Test vs battery: - ANS ✔✔-A screener:(standardized/non-standardized,
formal/informal) assessed multiple areas, but shallowly (1-2 questions per area). Purpose of a
screener is to broadly understand areas of deficit and need for further / more expansive
assessment.
•A test: (standardized/non-standardized, formal/informal, criterion-referenced, non-criterion
referenced) assesses one area or skill.
•A battery: includes multiple sub-tests, grouped together.
,A minimum number of these subtests together is usually required for an overall score, however
subtests can always be given and discussed individually
•Not all subtests are always required
MAST, BNT, WAB-R - ANS ✔✔MAST: assesses all communicative modalities that effect aphasia
with one to two tasks
BNT: one of the subtest, this is only confrontational naming
WAB-R: more utilized, assesses spontaneous speech, word finding, gives aphasia quotient
What you must know about assessment - ANS ✔✔•In ANY assessment scenario or situation,
you must know what you are testing for, and why.
• The assessment (test, protocol, form) is a TOOL.
• Anyone can give a test. You're supposed to be an expert in communication disorders.
At the end of this section, you need to be able to look at a test (standardized/non-standardized)
and describe:
•What kind of assessment it is
•What each question is assessing
•Why you would need to assess those areas
•What this assessment can and cannot tell you about a person's diagnosis and/or cognitive-
communicative function
Before you begin any assessment of aphasia: - ANS ✔✔•Case History:
•Both historical and recent MHX
•Pt/family report
, Interview:
•Opportunity for you to informally assess all areas of speech/language/cognition (e.g., fluency,
voice, motor speech, orientation, memory, etc.).
•Opportunity for you to assess patient's awareness of deficits and current level of frustration /
concern
Anosynosia: reduced awareness of their own deficits
Purpose of standardized/ criterion-referenced/formal assessments for Aphasia: - ANS
✔✔•functioning
•Compare current level of functioning to age-appropriate norms or criteria
•Identify the presence, type, and severity of aphasia
•Delineate specific language and cognitive strengths and weaknesses.
Formal Assessment results: - ANS ✔✔Establish the patient's pre-therapy performance level
(baseline):
•Fundamental to decisions regarding diagnosis and prognosis for recovery
Contribute to distinguishing and prioritizing treatment goals:
•Points to immediate adaptations/strategy needs
Inform both immediate and later decisions regarding the need to continue, modify, or
discontinue treatment:
•Progress/plateau, goals met, changing circumstances, etc.
EXAM REVIEW
Diagnostics in Adult Neurogenic - ANS ✔✔Involves ongoing assessment and interpretation of
cognitive, linguistic, and communicative behaviors
Formal (standardized assessments):
-test batteries
-specialized tests
-screeners or shorter-length assessments.
Informal (non standardized assessments)
-clinician or site created assessments
-indirect observation (case history, med records)
-direct observation and functional interactions (non-structured situations w varied partners
Standardized vs non standardized - ANS ✔✔Standardized assessment
•procedures for administering test items are prescribed and well defined.
Non-standardized assessment can
•Describe abilities in areas for which there are no standardized tests
•Describe performance in the context of real-world settings and activities
•Explore the effects of strategies, compensatory techniques, and varying levels of supports on
cognitive-communicative success
•Be designed to meet specific setting or situational needs
Norm Referenced versus Criterion Referenced: - ANS ✔✔Norm-referenced test:
,•results can be compared with a normative sample (e.g., age corrected scores and standard
scores based on a normal comparison group).
•E.g., Goldman Fristoe-3
Criterion-referenced test:
•results are compared with a standard other than a normative sample.
•WAB-R = criterion-referenced test. Goal of the WAB-R is to identify individuals with aphasia
and determine aphasia severity rather than to place individuals with aphasia on a continuum
with a normal comparison group.
Static/Descriptive vs Dynamic/ Experimental: - ANS ✔✔Static / descriptive assessment:
•yields a description of performance, participation, or context conditions without attempting to
identify the factors that influence success (e.g., strategies or compensatory techniques)
Dynamic / experimental assessment:
•attempts to identify the effects of factors (e.g., strategies, task modifications, context factors,
environmental supports) that may influence performance
•Can be used for diagnostic purposes but typically has the goal of generating an effective and
efficient intervention plan.
Screener vs Test vs battery: - ANS ✔✔-A screener:(standardized/non-standardized,
formal/informal) assessed multiple areas, but shallowly (1-2 questions per area). Purpose of a
screener is to broadly understand areas of deficit and need for further / more expansive
assessment.
•A test: (standardized/non-standardized, formal/informal, criterion-referenced, non-criterion
referenced) assesses one area or skill.
•A battery: includes multiple sub-tests, grouped together.
,A minimum number of these subtests together is usually required for an overall score, however
subtests can always be given and discussed individually
•Not all subtests are always required
MAST, BNT, WAB-R - ANS ✔✔MAST: assesses all communicative modalities that effect aphasia
with one to two tasks
BNT: one of the subtest, this is only confrontational naming
WAB-R: more utilized, assesses spontaneous speech, word finding, gives aphasia quotient
What you must know about assessment - ANS ✔✔•In ANY assessment scenario or situation,
you must know what you are testing for, and why.
• The assessment (test, protocol, form) is a TOOL.
• Anyone can give a test. You're supposed to be an expert in communication disorders.
At the end of this section, you need to be able to look at a test (standardized/non-standardized)
and describe:
•What kind of assessment it is
•What each question is assessing
•Why you would need to assess those areas
•What this assessment can and cannot tell you about a person's diagnosis and/or cognitive-
communicative function
Before you begin any assessment of aphasia: - ANS ✔✔•Case History:
•Both historical and recent MHX
•Pt/family report
, Interview:
•Opportunity for you to informally assess all areas of speech/language/cognition (e.g., fluency,
voice, motor speech, orientation, memory, etc.).
•Opportunity for you to assess patient's awareness of deficits and current level of frustration /
concern
Anosynosia: reduced awareness of their own deficits
Purpose of standardized/ criterion-referenced/formal assessments for Aphasia: - ANS
✔✔•functioning
•Compare current level of functioning to age-appropriate norms or criteria
•Identify the presence, type, and severity of aphasia
•Delineate specific language and cognitive strengths and weaknesses.
Formal Assessment results: - ANS ✔✔Establish the patient's pre-therapy performance level
(baseline):
•Fundamental to decisions regarding diagnosis and prognosis for recovery
Contribute to distinguishing and prioritizing treatment goals:
•Points to immediate adaptations/strategy needs
Inform both immediate and later decisions regarding the need to continue, modify, or
discontinue treatment:
•Progress/plateau, goals met, changing circumstances, etc.
