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Western Aphasia Battery-Revised (WAB-R)

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Stephanie Obusan

on 7 October 2016

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Transcript of Western Aphasia Battery-Revised (WAB-R)

Western Aphasia Battery-Revised (WAB-R)
What is the WAB-R?
“Quickly screen or comprehensively assess adults with
acquired neurological disorders"
Administration (set-up, materials, prompting):
Materials Needed:
Examiners Manual
Stimulus Book
Record Forms
18-89 years old
Target Population:
Appropriate for English-speaking adults or teenagers with known or suspected acquired neurological disorders
Determine the presence, severity and type of Aphasia
To measure the

patient’s level of performance

provide a baseline for detecting any change overtime
To provide a comprehensive assessment of the patient’s language assets and deficits in order to guide treatment and management
To infer the location and etiology of the lesion causing aphasia
Josephine Bartolome, Stephanie Obusan, Alice Wantana
Administration Time:
Oral/verbal section:
Reading, writing, Apraxia constructional, visual spatial,
calculation, supplemental writing and reading sections:
15 minutes
30-45 minutes
45-6o minutes
Administration Guidelines (Set-Up):
Schedule testing at a time when the client is well rested and prepared
Test in a quiet, organized and well lit room
Make sure all test materials needed for the WAB-R are present and away from the client until needed
Establish rapport with the client
Allow breaks for client to regain attention and energy, if needed.
Be aware of time limits on particular tests.
Watch use of prompts, probes and cues.
Don’t converse with the client about how they are doing on the test.
Make sure the patient is using any device he or she typically uses, such as eyeglasses, hearing aids, contact lens, dentures, etc.
Supply a table or other flat surface that will enable the patient to see the Stimulus Book and to write on a steady surface.
Remove all extraneous materials from the tabletop that may attract the patient’s attention during testing.
Position the patient where he or she cannot see a clock or calendar.
Sit across from the patient if possible.
Keep the record form(s) away from the patient’s view
It is preferable to audiotape or videotape the patient’s responses

Additional Materials Needed:
Part 1
: Spontaneous Speech (A),
Auditory Verbal Comprehension (A, B, C,), Repetition
Part 2
: Reading (B), Supplemental Writing and Reading (A&B)
Tactile cue
Part 1
: Naming and Word Finding (A)
Phonemic cue
Part 1:
Naming and Word Finding (A)
Semantic cue
Part 1
: Naming and Word Finding (A)
The record form provides a
WAB-R Aphasia Classification Criteria
that gives information to establish the aphasia type
Score point for a correct response and points for an incorrect
Write NR if client does not respond and give a score of
Maximum points in indicated in the lower, right-hand corner score box
If the client’s response differs, write down what they say.
Once each subtest section has been calculated, scores will then be put into
the summary worksheet at the end of form 1 and form 2.

Intrarater Reliability
Interrater Reliability
Internal Consistency
Test Re-Test
Concurrent Validity
Content Validity
Pros and Cons:
Assess linguistic skills most affected
by Aphasia
Evaluates some nonverbal abilities
Relatively short
Aphasia quotient
Identifies and classifies which type
of Aphasia
Provides differential diagnosis
information (ASHA)
 Not as comprehensive
 No profile just classification
 No computerized scoring (ASHA)
Gender bias (Males > Females)
Not appropriate for non-English speakers
 Labels
Full version takes too long
to complete
Expensive ($$$)
Bedside Record Form
What is it and Why is it used?

Utilized for patients who are too ill or in the acute stage of their disease
• Includes half of the items contained in the
WAB-R Record Form Part 1
• Scoring and Interpretation are the same
• Test administration is less formal
• Substituting objects available in the patient’s room for
Confrontation Naming
Record Form Part 1
Spontaneous Speech
Auditory Verbal Comprehension
Naming and Word Finding
Record Form Part 2
Constructional, Visuospatial and Calculation
Supplemental Writing and Reading
Bedside Record Form
Test objects

Quick Tips:
1) Record form provides specific directions with necessary prompts
and cues included
2) Reliability-- p. 95-96
3) Specific task administration and scoring directions for
record form
part 1
-- p. 31-38
4) Specific task administration and scoring directions for
record form
part 2
-- p. 54-55
Total: 2 to 6 hours
Spontaneous Speech (A)
In general:
Aphasia Quotient, Language Quotient and Cortical Quotient
Andrew Kertesz, M.D., F.R.C.P. (C)
Publication Year:
What does it test?
1. Linguistic:
-speech content, fluency, auditory
comprehension, repetition naming and
reading, writing

2. Non-Linguistic skills:
-drawing, calculations, block design, and
Criterion validity:
Cutoff score:
AQ of 93.8 or higher
60% sensitivity
100% specificity
Full transcript