Pediatric Test of Brain Injury Set (Examiner's Manual, Stimulus Book & Test Forms)by Gillian Hotz, Nancy Helm-Estabrooks, Nickola Wolf Nelson Ph.D., Elena Plante
Designed for use with children ages 6–16 recovering from brain injury, PTBI™ is the only criterion-referenced, standardized test that assesses the skills children need to return to school and function in the general education curriculum. An effective and innovative tool, PTBI helps speech-language pathologists and other clinicians determine children's
Designed for use with children ages 6–16 recovering from brain injury, PTBI™ is the only criterion-referenced, standardized test that assesses the skills children need to return to school and function in the general education curriculum. An effective and innovative tool, PTBI helps speech-language pathologists and other clinicians determine children's curriculum-relevant neurocognitive, language, and literacy abilities so they can identify strengths and weaknesses and implement effective interventions. PTBI is also an essential tool for monitoring functional changes, tracking recovery patterns over time, and guiding decision-making related to school reintegration.
Equally useful for assessing children with acquired or traumatic brain injury, PTBI is
- rigorously tested using cutting-edge item response theory (IRT) analysis and traditional test development methods, yielding strong evidence of reliability and validity
- focused on areas critical to school success, such as listening, speaking, reading, writing, gesturing, working memory, and problem solving
- easy to complete in just 30 minutes—won't overburden children likely to be fatigued or have attention issues
- field tested at trauma, rehab centers, and clinics across the country
- useful anytime during the recovery process—to assess abilities in the acute phases and to monitor progress on an ongoing basis
- easy to administer and score—the forms include concise, specific instructions for accurate use of PTBI
The complete PTBI includes all the components necessary for successful test administration: an Examiner's Manual with comprehensive guidelines and technical data; a Stimulus Book with all the visual stimuli needed to conduct the test; and Test Forms for recording information about the child's performance and scoring PTBI.
The first and only standardized test that assesses cognitive and academic skills after brain injury, PTBI is the tool every SLP needs to develop effective supports for children and get them ready for a successful return to the classroom.
Assess critical skill sets with the ten PTBI subtests:
- Orientation tasks: such as naming the current place, date, and year
- Following commands: assesses skills such as attention, verbal memory, and listening comprehension
- Word fluency: assesses executive skills for self-guided word search and memory
- What goes together: tests semantic/conceptual knowledge, vocabulary, verbal expression and flexibility
- Digit span: sequence recall of two to seven numbers requires immediate memory, auditory attention and speech output
- Naming: uses word retrieval, visual perception and recognition, vocabulary, and spoken language output as children are shown a drawing and asked to name items
- Story retelling—immediate: assesses comprehension and recall of a narrative
- Yes/no/maybe: questions about a story read aloud measure language comprehension with complex syntax
- Picture recall and signature: calls on delayed retrospective memory, visuospatial and graphomotor skills
- Story retelling—delayed: measures recall of earlier task story for understanding of auditory verbal information organized as meaningful narrative
Learn more about the entire PTBI system.
"Finally, we have a test for children and teens based on a strong cognitive-linguistic developmental framework with scientifically valid items designed to systematically evaluate skills vulnerable to brain injury."
- Brookes Pub
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- Product dimensions:
- 10.40(w) x 13.30(h) x 1.70(d)
Meet the Author
Gillian Hotz, Ph.D., CCC-SLP, is The Director of the KiDZ Neuroscience Center, Research Professor, Department of Neurosurgery, University of Miami Miller School of Medicine in Miami, Florida.
Dr. Hotz is Principal Investigator on a variety of funded research projects for acute care and rehabilitation of children with traumatic brain injury and injury prevention. She has presented at local, national, and international conferences; has published numerous papers on the topic of traumatic brain injury; and is coauthor of the Brief Test of Head Injury (with Nancy Helm-Estabrooks, PRO-ED, 1991). Dr. Hotz is a member of a number of advisory groups, including the Florida Injury Prevention Advisory Council and the Sarah Jane Brain Project/The National Pediatric Acquired Brain Injury Plan.
Nancy Helm-Estabrooks, Sc.D., CCC-SLP, Brewer Smith Professor Emerita in the Department of Communication Disorders and Sciences at Western Carolina University in Cullowhee, North Carolina.
She was affiliated with the Harold Goodglass Aphasia Research Center and Boston University School of Medicine for 32 years, was a Research Scientist at the National Center for Neurogenic Communication Disorders at The University of Arizona, and a Research Professor at the University of North Carolina. Dr. Helm-Estabrooks is board certified by the Academy of Neurologic Communication Disorder (ANCDS). Her awards include American Speech-Language-Hearing Association (ASHA) and ANCDS Honors, and the Kleffner Lifetime Clinical Career Award. She is an ASHA Fellow and has published more than 90 peer-reviewed articles, 7 books, 21 chapters, and 6 standardized tests.
Nickola Wolf Nelson, Ph.D., CCC-SLP, Professor, Department of Speech Pathology and Audiology, Associate Dean for Research in the College of Health and Human Services, 1903 West Michigan Avenue, Western Michigan University, Kalamazoo, MI 49008. Dr. Nelson received her bachelor's, master's and doctoral degrees from Wichita State University. She is the author of Childhood Language Disorders in Context: Infancy Through Adolescence, Second Edition (1998 Allyn & Bacon), and Planning Individualized Speech and Language Intervention Programs, Second Edition (1989, PRO-ED), as well as numerous articles and chapters on classroom-based language intervention and related topics. Dr. Nelson began her professional career as a school clinician in Kansas and also served as a speech-language consultant specialist for Berrien County Intermediate School District in Michigan. She has been a member of the faculty at Western Michigan University since 1981. Dr. Nelson and her husband live on a lake in Three Rivers, Michigan. They enjoy gardening, boating, and entertaining their children, grandchildren, and extended families on the lake.
Elena Plante, Ph.D., CCC-SLP, is Professor and Head of the Department of Speech, Language, and Hearing Sciences at The University of Arizona in Tucson. She is a fellow both of The University of Arizona's College of Science and of the American Speech-Language-Hearing Association. Her areas of research interest include language learning and assessment practices. Dr. Plante has been using neuroimaging to explore the brain bases of language and cognition for the last 2 decades. She has active national and international collaborations in the areas of neuroimaging, language, and learning.
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