Cognitive Assessment Report PDF

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Example of cognitive assessment report assignment ...

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Jenna Trissel 9/19/18 CDIS 5183 Cognitive Assessment Report: Cognitive Screener For the cognitive screener, I chose the Montreal Cognitive Assessment (MoCA). This screener was conducted on a 26-year-old male on September 6th, 2018. He has had no previous medical history that was pertinent to his cognitive function and did not complain of any cognitive problems. This screener was taken place at the client’s work place. In order to access the screener, I went to https://www.parkinsons.va.gov/consortium/moca.asp and found the instructions and test form free to download. One aspect I liked about the MoCA was that it only took about fifteen minutes to administer. It is important for the screener to be short in case the client has attention deficits, which typically happens with someone who has cognitive deficits. Another feature I liked about the MoCA was that all of the subtests were functional. For example, the pictures during the naming task were all animals that everyone has heard of (lion, rhino, and camel). Overall, I enjoyed administering this screener. However, there were a few things that I did not like. For example, the visuospatial subtest, where the client had to draw a line from a certain number to a certain letter had too small of a font and would be particularly difficult for a client with visual impairments. I also think there could be better words on the memory subtest. For example, church is one of the words that I think should be changed because it could make a client feel uncomfortable. I do not think the MoCA screener displayed any age or gender affects. My experience finding and administering the MoCA was positive and I plan to use the information I learned in my future career as a Speech-Language Pathologist. Before this assignment, I did not know screeners and assessments could be found online for free and with such easy access. I was always under the assumption that we had to order the test protocols from a company and have them shipped to us. I also learned that the MoCA screener is much shorter than the Cognitive Linguistic Quick Test (CLQT), which I have administered to a previous client. The instructions for the clinician and the client were easy to understand and follow along with, which made the experience go smoothly and both parties understood what their role was throughout the screener. I will use the MoCA to assess cognitive function (e.g., visuospatial skills, executive functioning, naming, memory, attention, language, abstraction, delayed recall, and orientation) in future patients. I believe it is a quick and easy screener that will be beneficial to use during a bedside assessment of a client who has suspected cognitive deficits. It would also be sufficient to use as a measurement to compare the patient’s progress in cognitive function from the time of the bedside screener to when the client has had a few sessions.

Jenna Trissel 9/19/18 CDIS 5183 Cognitive Assessment Report: Dementia Assessment For the dementia assessment, I chose the Arizona Battery for Communication Disorders of Dementia (ABCD). This assessment was conducted on a 50-year-old female on September 18th, 2018. Her medical history consisted of her mother being diagnosed with dementia. This assessment was taken place at the client’s house in Stillwater, Oklahoma. In order access the dementia assessment, I emailed our clinic coordinator, Donita Tefft and asked if I could check out the assessment from our Oklahoma State University Speech-Language Hearing Clinic. I was able to check out the ABCD overnight so I could conduct the assessment at the client’s house. There were both pros and cons about this assessment. One aspect I liked was that it had a good explanation of what the clinician was supposed to say and do as well as the client. The instructions were simple and easy to follow. Another thing I like about the ABCD was that there were not a ton of manipulatives for the clinician to move around. In the past, I have administered the Western Aphasia Battery (WAB) and there were so many manipulatives I felt like it was distracting for the client. One thing I did not enjoy about the ABCD assessment was the multiple booklets I had to keep up with and flip through during the assessment. There is the stimulus book A, stimulus book B, the response record form, and the instruction booklet. It would have been more efficient to have the instructions written on the response record form and for there to be only one stimulus book to flip through for responses from the client. Another con I found while administering this assessment, was that some of the words and pictures were outdated. For example, the word and picture for abacus and trellis were used. Therefore, I think it is important for assessments to continue to be updated so the age of the client does not affect the results. Furthermore, I do not believe the ABCD displayed any gender affects. I plan to use the information I gathered from this experience to help me in my future career as a Speech-Language Pathologist. For example, I did not choose a big enough table that allowed for all of the booklets the ABCD requires. In the future, I will make sure I understand how much space I am going to need in order to lay out all of the materials appropriately. I will also fill out all of the information on the front of the booklet (as best I can) before the assessment begins (e.g., name, date, age, sex, race, education, reason for referral). This will avoid the client having to be attentive for longer than necessary. Overall, I enjoyed administering the ABCD assessment. I believe it successfully assessed the following cognitive domains: mental status, immediate recall, following commands, free recall, recognition, repetition, object description, reading comprehension, generative naming, confrontational naming, concept definition, generative drawing, figure copying, and delayed recall. When I am assessing a future client with dementia, I will likely use the ABCD....