![]() The Emotional Control scale assesses the student’s control over his or her expression of feelings. Shifting is closely related to attention modulation, problem-solving, and flexibility. The Shift scale measures the student’s ability to transition between environments, ideas, activities, or daily scenarios when required. The Self-Monitor scale assesses awareness of the impact of one’s own behavior on other people and outcomes. The Inhibit scale measures the student’s ability to resist impulses and modulate his/her behavior as needed at a given moment. The following are descriptions of the different clinical scales and indices. T-scores from 60 to 64 are considered mildly elevated, T scores from 65 to 69 are considered potentially clinically elevated, and T scores at or above 70 are considered clinically elevated. Higher percentile ranks reflect more extensive degrees of difficulty in a given area. Instead of Standard Scores, as seen on most formal educational assessments, the BRIEF provides T scores, for which the mean is 50 and one standard deviation is 10. Test Description: The BRIEF-2 provides a standardized framework for deriving information about a student’s level of functioning within different aspects of executive function skills, based on observations of parents, teachers, and the subject students themselves. Nursery rhymes, rote counting, and sentence repetition tasks may be used.Īpraxia Characteristics Checklist: This checklist assesses the amount of characteristics, behavioral and clinical, that determine the presence of apraxia. Phrases and Sentences: In this section of the examination, the child is asked to produce utterances at the multi-word level. Words: In the word repetition subtest, the child is required to repeat a list of words after the examiner’s example, starting with simple consonant-vowel-consonant (C-V-C) combinations and proceeding to difficult multisyllabic words and phrases such as “fire extinguisher”. This section provides assessment of the child’s control over his/her articulators, relative strength, motion, coordination, speed and ability to vary muscle tension when appropriate. Oral Motor Exam: This section contains oral motor tasks, ranging from imitation of single movement or phonemes to imitation of multiple movements or phoneme sequences and rate variations. Subtests are targeted for both preschool and school age populations. The Apraxia Profile measures the child’s ability to engage in a variety of automatic, volitional and speech movement sequences in order to determine the presence of verbal apraxia.
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