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Developed for use with English-speaking patients aged 16 to 89 years, [1] WTAR is a “hold” test, a type of neuropsychological test that relies on abilities thought to be unaffected by cognitive decline associated with neurological damage.
A neurological examination is the assessment of sensory neuron and motor responses, especially reflexes, to determine whether the nervous system is impaired. This typically includes a physical examination and a review of the patient's medical history , [ 1 ] but not deeper investigation such as neuroimaging .
A fundamental element of the DWNAS is that it provides both a clinical neurological and empirical theoretical base (CHC) to assessment. The DWSMB is a battery of tests drawn primarily from the traditional neurological examination to provide coverage of basic sensory, motor functions and sub-cortical functioning, most of which have pathognomonic ...
The NIH Toolbox, for the assessment of neurological and behavioral function, is a multidimensional set of brief royalty-free measures that researchers and clinicians can use to assess cognitive, sensory, motor and emotional function in people ages 3–85.
There is no assessment of executive function, phonemic fluency, or motor responses. It takes about half an hour to administer. [3] It was originally introduced in the screening for dementia, but has also found application in other situations, [3] such as hepatic encephalopathy. [4]
Tsatsanis and Volkmar believe that assessment can provide unique information about the type of disorder a patient has which allows the psychologist to come up with a treatment plan. Neuropsychological assessment can clarify the nature of the disorder and determine the cognitive functioning associated with a disorder.
The Halstead–Reitan Neuropsychological Test Battery (HRNB) and allied procedures is a comprehensive suite of neuropsychological tests used to assess the condition and functioning of the brain, including etiology, type (diffuse vs. specific), localization and lateralization of brain injury.
Data interpretation from this approach does not necessarily look at the final score on the tests, rather it focuses on what kind of errors were made by the individual during the assessment. [11] Results from the Boston process approach allow the clinician to make inferences about what brain areas may not be working properly in the individual.