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Nancy Helm-Estabrooks

The criterion-referenced Cognitive Linguistic Quick Test (CLQT&trade;+) quickly assesses strengths and weaknesses in five cognitive domains, and adds an optional administration path for people with aphasia.&nbsp;

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CLQT+ quickly identifies strength/weaknesses of adults with neurological impairment due to head injury or dementia.

Cognitive Linguistic Quick Test-Plus

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All tests and materials offered for CLQT+

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Western Aphasia Battery-Revised

CLQT+ Response and Record Forms Combo

CLQT+ Record Forms

CLQT Response Booklets

CLQT+ Manual Supplement, CLQT+ Record Forms (25), CLQT+ Stimulus Book, CLQT Examiner's Manual, Response Booklets (25), Symbol Cancellation/Trails Transparencies

CLQT+ Complete Kit

CLQT+ Manual Supplement

CLQT+ Stimulus Manual

<p><strong>Qualification Level</strong></p>

<p>&nbsp;</p>

<p><strong>Level A</strong></p>

<p>This approval level enables you to buy our assessments that require no professional degree, accreditation, organization membership, or license/certificate.</p>

<p><strong>Level B</strong></p>

<p>This approval level enables you to buy our assessments requiring A or B qualification levels.</p>

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<p>This approval level enables you to buy all our assessments.</p>

The criterion-referenced Cognitive Linguistic Quick Test (CLQT™+) quickly assesses strengths and weaknesses in five cognitive domains, and adds an optional administration path for people with aphasia

<p>Get instructions and help on ordering online or from our product catalog.</p>

<p><a href="/ordering.html">Ordering FAQs</a></p>

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<p><strong>Phone:</strong> +44(0)203 564 6419<br />
Lines are open from&nbsp;9am to 5pm&nbsp;Monday to Friday&nbsp;(excluding bank holidays).</p>


Overview

Pricing & Ordering

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			<p>The CLQT+ test may be used as a standalone overview assessment that gives a broad perspective across relevant domains of cognition and language, and/or in connection with other assessment tools in a battery.</p>

			<h3>Benefits</h3>

			<ul>
				<li>Assess attention, memory, executive functions, language, and visuospatial skills.</li>
				<li>Monitor intervals in recovery, assess driving readiness, measure language competency, and for research of adults with multiple types of neurological impact.</li>
				<li>Clearer interpretation for people with aphasia.</li>
				<li>Use for patients of all severity levels.</li>
				<li>Effective tool for English or Spanish-speaking adults with known or suspected neurological impairment as a result of stroke, traumatic brain injury, or dementia.</li>
			</ul>

			<h3>Features</h3>

			<p>CLQT+ offers two standard administration paths: Traditional Administration and Aphasia Administration.</p>

			<ul>
				<li>Clearer interpretation for people with aphasia; one new semantic comprehension task and scoring for several elements within the current tasks.</li>
				<li>Original CLQT: one pilot (n=13) and three studies (n=92, 154, and 119, respectively) established the reliability and validity of the CLQT.</li>
				<li>Aphasia sample (CLQT+): one clinical study including 76 individuals diagnosed with aphasia associated with left hemisphere strokes were given the revised version of the CLQT.</li>
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						<h4>Traditional Administration includes:</h4>

						<ul>
							<li>Personal Facts</li>
							<li>Symbol Cancellation</li>
							<li>Confrontation Naming</li>
							<li>Clock Drawing</li>
							<li>Story Retelling</li>
							<li>Symbol Trails</li>
							<li>Generative Naming</li>
							<li>Design Memory</li>
							<li>Mazes</li>
							<li>Design Generation</li>
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						<h4>Aphasia Administration includes:</h4>

						<ul>
							<li>Personal Facts</li>
							<li>Symbol Cancellation*</li>
							<li>Confrontation Naming</li>
							<li>Clock Drawing</li>
							<li>Story Retelling</li>
							<li>Symbol Trails*</li>
							<li>Generative Naming</li>
							<li>Design Memory</li>
							<li>Mazes*</li>
							<li>Design Generation</li>
							<li>Semantic Comprehension</li>
						</ul>

						<p>*Additional points scored for following auditory directions within this task for the Aphasia Administration.</p>
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			<h3>Resources</h3>

			<p>The following resources are available for CLQT+</p>

			<ul class="link-list">
				<li><a class="text-primary-link" href="/content/dam/school/global/clinical/uk-clinical/assets/clqt/clqt-plus-brochure.pdf" style="text-decoration:none;" target="_blank"><u>Product Brochure</u></a></li>
				<li><a class="text-primary-link" href="/content/dam/school/global/clinical/uk-clinical/assets/clqt/clqt-plus-interpretive-information-flyer.pdf" style="text-decoration:none;" target="_blank"><u>Interpretive Information</u></a></li>
				<li><a class="text-primary-link" href="/content/dam/school/global/clinical/us/assets/clqt/clqt-plus-and-rehacom-crosswalk.pdf" style="text-decoration:none;" target="_blank"><u>CLQT+ and RehaCom Crosswalk</u></a></li>
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Product Details

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			<p>Frequently asked questions follow. Click on a question to see the response.</p>
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			<h4>CLQT to CLQT+</h4>
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						<p>Why are some items listed as &ldquo;CLQT&rdquo; and some as &ldquo;CLQT+?&rdquo;</p>
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						<p>Those items that are listed as &ldquo;CLQT&rdquo; are components that did not change between the original CLQT release and the release of the CLQT+.</p>
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						<p>I already have the CLQT kit. What do I need to purchase to use the CLQT+?</p>
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						<p>You can purchase the following individual components:</p>

						<ul>
							<li>9780158010601 CLQT+, Record forms (25)</li>
							<li>9780158010595 CLQT+ Response Booklets</li>
							<li>9780158008196 CLQT+ Stimulus Manual</li>
							<li>9780158009742 CLQT+ Manual Supplement</li>
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			<h4>Replace Record forms with new ones showing<br />
			2-12B-E print code</h4>
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						<p>I received a packet of record forms in the mail in July or August 2017 and a letter about replacing my current stock with these new forms. What does this mean?</p>
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						<p>Though recently published, author Nancy Helm-Estabrooks and Pearson have reconsidered the Non-Linguistic Cognition (NLC) Index severity ranges found on page 16 of the record form and decided that they are more clinically relevant with a different distribution methodology. Please dispose of your old forms (print code 1-12A-E on the front cover, bottom right corner) to avoid any confusion. The new print code will be 2-12B-E, in the same location on the cover.</p>
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			<h4>Administration</h4>
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						<p>On Symbol Trails, the examinee did Trials 1 &amp; 2 correctly, but did not follow the instructions on the actual scored task. The examinee kept repeating &ldquo;circle to triangle,&rdquo; but she drew the lines in a scattered fashion, not paying attention to connecting circles to triangles or connecting objects of increasing size. According to the scoring criteria, the examinee completed 7 lines correct. Is the score actually 7? Should she consider the subtest to be spoiled?</p>
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						<p>If the examiner follows the guidelines for instructions to the examinee, credit should be given for the lines connected correctly. The score is indeed a 7 and scoring procedures should be followed and reported. At the same time, the clinician needs to make a judgment whether or not that score appears to be reflective of intentional performance or not and qualify those concerns in the report. Certainly, the verbal repetition &ldquo;circle to triangle&rdquo; could be an indicator of lack of attention and &ldquo;random drawing&rdquo; (which ended up being rather accurate in this case), or it could simply be verbal rehearsal and a perseverating self-monitoring strategy during the task. Only the clinician giving the test can make the best judgment about that. The scoring, however, is based on actual performance given correct administration procedures.</p>
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						<p>On Design Memory, how would you handle a response after 10 seconds? Would it just be marked as incorrect since it states under the time limit &quot;allow 10 seconds&quot;, or would you prompt and then score their response? The Manual states under the repeating directions and stimuli section &quot;if the examinee does not attempt to respond withing 10 seconds&quot;. However, it also states &quot;Do not give credit for any responses completed after the time limit.&quot;</p>
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						<p>If the examinee does not respond to the item after 10 seconds, score the item as incorrect. According to the manual, you may repeat the directions once at the 10 second mark. You may record descriptively if the examinee responds (correctly or incorrectly) after the 10 seconds, but you may not re-score the item after the 10 second mark.</p>
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			<h4>Two-Minute Talks with Dr. Nancy Helm-Estabrooks</h4>
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						<p>What was your reason for picking the four questions in the Personal Facts subtest?</p>
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						<p><a class="text-primary-link external-link" href="/content/dam/school/global/clinical/us/assets/clqt/TwoMinuteTalks_NHE_Q1.mp3" rel="noopener noreferrer external" style="text-decoration:none;" target="_blank"><u>Listen to the audio response to the question.</u></a></p>
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						<p>Does the examinee have to cross out the targets in Symbol Cancellation or is it all right if they circle them or check them?</p>
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						<p><a class="text-primary-link external-link" href="/content/dam/school/global/clinical/us/assets/clqt/TwoMinuteTalks_NHE_Q2.mp3" rel="noopener noreferrer external" style="text-decoration:none;" target="_blank"><u>Listen to the audio response to the question.</u></a></p>
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						<p>Is the Clock Drawing task really a miniscreen of cognition? If so, how often can it be readministered to track recovery or decline?</p>
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						<p><a class="text-primary-link external-link" href="/content/dam/school/global/clinical/us/assets/clqt/TwoMinuteTalks_NHE_Q3.mp3" rel="noopener noreferrer external" style="text-decoration:none;" target="_blank"><u>Listen to the audio response to the question.</u></a>&nbsp;</p>
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						<p>Why did you pick the letter &ldquo;M&rdquo; for the second task in Generative naming?</p>
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						<p><a class="text-primary-link external-link" href="/content/dam/school/global/clinical/us/assets/clqt/TwoMinuteTalks_NHE_Q4.mp3" rel="noopener noreferrer external" style="text-decoration:none;" target="_blank"><u>Listen to the audio response to the question.</u></a></p>
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						<p>Because the record form page is facing the examinee when showing how to make unique designs using four dots and four lines, I have trouble drawing the examples so they are oriented right for the examinee. Do you have a simple solution to my problem?</p>
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						<p><a class="text-primary-link external-link" href="/content/dam/school/global/clinical/us/assets/clqt/TwoMinuteTalks_NHE_Q5.mp3" rel="noopener noreferrer external" style="text-decoration:none;" target="_blank"><u>Listen to the audio response to the question.</u></a>&nbsp;</p>
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Cognitive Linguistic Quick Test-Plus

CLQT+

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