About the Book
Designed for use with children ages 6-16 recovering from brain injury, PTBI(TM) 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.
About 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, BCS-CL, is Professor Emerita in the Department of Speech, Language, and Hearing Sciences and former Director of the Ph.D. program in Interdisciplinary Health Sciences at Western Michigan University. She is author of the book Language and Literacy Disorders: Infancy Through Adolescence, and first author of the Test of Integrated Language and Literacy Skills (TILLS), as well as editor-in-chief of the journal, Topics in Language Disorders. Dr. Nelson's research and publications focus on curriculum-based language and literacy assessment and intervention.
Elena Plante, Ph.D., CCC-SLP, is a Professor in 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. She in addition to multiple journal articles on these topics, Dr. Plante is a co-author on the Pediatric Test of Brain Injury and the Test of Integrated Language and Literacy Skills. Dr. Plante has also 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.
