Larry- WAB-R Part 1 Part-Task Trainer
Client Name: Larry Age: 76
Simulation Type: Intervention
Referral Information:
Larry is a 76-year-old who is referred for an evaluation. You are assigned to complete the
Western Aphasia Battery-Revised (WAB-R) with Larry and report your findings.
Analysis and Extension Activities
Prerequisites to Extension Assignment
Complete Larry- WAB-R Part 1 Part-Task Trainer (SLP) prior to completing this assignment. Be familiar with the
different types of cueing for word-retrieval in aphasia (wait time, tactile, phonemic, semantic, sentence
competition, modeling). Be familiar with various types of paraphasias (phonological, semantic, neologistic).
Instructions: Click in the field to manually enter information. To preserve your input, save
the document locally.
Extension Activity Section 1: Reporting Scores
The Western Aphasia Battery - Revised (WAB-R) is a commonly used test in an outpatient setting. Portions of it
are frequently used in the inpatient setting as well. The WAB-R uses a scoring system not used in many
standardized tests. When reporting a person’s performance with the WAB-R, report subtest scores. However,
since the WAB-R uses an Aphasia Quotient score, there are no scaled scores for the subtests. To provide detailed
information in the Evaluation Report, report subtest scores as raw scores, including a reference to the max
possible score for each subtest.
2024®
, Complete the table to include Larry’s raw scores and the max possible for each subtest used for the Aphasia
Quotient.
Subtest Raw Score Max Possible
Score
Spontaneous Speech Conversational Questions
Information Content
Fluency, Grammatical Competence,
Paraphasias
Auditory Verbal Yes/No Questions
Comprehension
Auditory Word Recognition
Sequential Commands
Repetition
Naming and Word Finding Object Naming
Word Fluency
Sentence Completion
Responsive Speech
Extension Activity Section 2: Extended Analysis of Naming and Word Finding
Rewatch the Object Naming portion of the Larry’s WAB-R administration in the patient video library or in the
simulation.
Patterson (2001) stated the cues that provide the least amount of external assistance are also the least helpful.
In turn, Patterson determined that fading cues as soon as possible is more effective in developing independent
word retrieval. During assessment, it is typical to start with the least helpful type of cue, adding more external
assistance if the person continues to have difficulty. The WAB-R test requires the administrator to provide a
specific hierarchy of cues.
1. In your own words, define the following types of cues:
Wait-time:
Client Name: Larry Age: 76
Simulation Type: Intervention
Referral Information:
Larry is a 76-year-old who is referred for an evaluation. You are assigned to complete the
Western Aphasia Battery-Revised (WAB-R) with Larry and report your findings.
Analysis and Extension Activities
Prerequisites to Extension Assignment
Complete Larry- WAB-R Part 1 Part-Task Trainer (SLP) prior to completing this assignment. Be familiar with the
different types of cueing for word-retrieval in aphasia (wait time, tactile, phonemic, semantic, sentence
competition, modeling). Be familiar with various types of paraphasias (phonological, semantic, neologistic).
Instructions: Click in the field to manually enter information. To preserve your input, save
the document locally.
Extension Activity Section 1: Reporting Scores
The Western Aphasia Battery - Revised (WAB-R) is a commonly used test in an outpatient setting. Portions of it
are frequently used in the inpatient setting as well. The WAB-R uses a scoring system not used in many
standardized tests. When reporting a person’s performance with the WAB-R, report subtest scores. However,
since the WAB-R uses an Aphasia Quotient score, there are no scaled scores for the subtests. To provide detailed
information in the Evaluation Report, report subtest scores as raw scores, including a reference to the max
possible score for each subtest.
2024®
, Complete the table to include Larry’s raw scores and the max possible for each subtest used for the Aphasia
Quotient.
Subtest Raw Score Max Possible
Score
Spontaneous Speech Conversational Questions
Information Content
Fluency, Grammatical Competence,
Paraphasias
Auditory Verbal Yes/No Questions
Comprehension
Auditory Word Recognition
Sequential Commands
Repetition
Naming and Word Finding Object Naming
Word Fluency
Sentence Completion
Responsive Speech
Extension Activity Section 2: Extended Analysis of Naming and Word Finding
Rewatch the Object Naming portion of the Larry’s WAB-R administration in the patient video library or in the
simulation.
Patterson (2001) stated the cues that provide the least amount of external assistance are also the least helpful.
In turn, Patterson determined that fading cues as soon as possible is more effective in developing independent
word retrieval. During assessment, it is typical to start with the least helpful type of cue, adding more external
assistance if the person continues to have difficulty. The WAB-R test requires the administrator to provide a
specific hierarchy of cues.
1. In your own words, define the following types of cues:
Wait-time:
