Western Aphasia Battery-Revised

  • Andrew Kertesz
The Western Aphasia Battery-Revised (WAB-R) assesses linguistic skills most frequently affected by aphasia, plus key nonlinguistic skills, and provides differential diagnosis information. Adaptable to various administration settings from hospital room to clinic, it provides a baseline level of performance to measure change over time

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  • WAB-R Complete Kit
    9780158440866 Qualification Level B

    Includes Examiner's Manual, Stimulus Book, 25 Record Forms, 25 Bedside Record Forms, Raven's Coloured Progressive Matrices Test Booklet and Manipulative set (includes 4 kohs blocks) in a bag


  • WAB-R Bedside Record Forms
    9780158440842 Qualification Level B

    Pack of 25


  • WAB-R Examiner's Manual
    9780158440811 Qualification Level B


  • WAB-R Stimulus Book
    9780158440828 Qualification Level B


  • WAB-R Record Form Part 1
    9780158440835 Qualification Level B

    Pack of 20


  • WAB-R WAB-R Q-global Stimulus Book
    9780749116576 Qualification Level B


  • WAB-R Record Form Part 2
    9780158441016 Qualification Level B

    Pack of 10



Publication date:
Age range:
18 to 89 years
Criterion Cut Scores
Qualification level:
Completion time:
Full battery – 30-45 minutes, additional 45-60 minutes for the reading, writing, praxis, and construction sections
Bedside – 15 minutes
Q-global digital assets or paper
Full Battery—Part 1 and Part 2  (Supplemental)—and Bedside Form

Product Details

WAB-R is an individually administered assessment for adults with acquired neurological disorders (e.g., as a result of stroke, head injury, dementia). It classifies the type and severity of aphasia disorder (if present) and gives a clinically valid baseline for diagnosis, prognosis and research.

Uses & Applications

WAB-R identifies and classifies aphasia types:

  • Global
  • Broca's
  • Isolation
  • Transcortical Motor
  • Wernicke's
  • Transcortical Sensory
  • Conduction
  • Anomic

Assesses linguistic skills most frequently affected by aphasia:

  • Content
  • Fluency
  • Auditory Comprehension
  • Repetition and Naming
  • Reading
  • Writing

Assesses nonlinguistic skills that may also be affected by a neurological event:

  • Drawing
  • Calculation
  • Block Design
  • Praxis

The WAB-R manual also includes a chapter on applications of the WAB-R for individuals with various types of dementia, including Alzheimer's, vascular, subcortical, and Primary Progressive Apahasia (PPA). 

    New! Check out a recent publication on nearly 50 years of uses and applications to the WAB-R.


    A full battery of 8 subtests (32 short tasks), the WAB-R includes:

    • Bedside Record Form:
      • Spontaneous Speech: Content
      • Spontaneous Speech: Fluency
      • Auditory Verbal Comprehension: Yes/No Questions
      • Sequentional Commands
      • Repetition
      • Object Naming
      • Reading
      • Writing
      • Apraxia (optional)
    • Part 1:
      • Spontaneous Speech: Conversational Questions, Picture Description
      • Auditory Verbal Comprehension: Yes/No Questions, Auditory Word Recognition, Sequential Commands
      • Repetition
      • Naming and Word Finding: Object Naming, Word Fluency, Sentence Completion, Responsive Speech
    • Part 2: Supplemental
      • Reading: Comprehension of Sentences, Reading Commands, Written Word-Object Choice Matching, Written Word-Picture Choice Matching, Picture-Written Word Choice Matching, Spoken Word-Written Word Choice Matching, Letter Discrimination, Spelled Word Recognition, Spelling
      • Writing: Writing Upon Request, Writing Output, Writing to Dictation, Writing Dictated Words, Alphabet and Numbers, Dictated Letters and Numbers, Copying a Sentence
      • Apraxia
      • Constructional, Visuospatial, and Calculation: Drawing, Block Design, Calculation, Raven's Coloured Progressive Matrices
      • Supplemental Writing and Reading: Writing Irregular Words to Dictation, Writing Non-Words to Dictation, Reading Irregular Words, Reading Non-Words

    Psychometric Information

    The original WAB was first standardized on a population of 150 individuals with aphasia and 59 controls. A second standardization was undertaken which included an additional 215 individuals with aphasia and 63 controls. Evidence of reliability and validity is found in the test manual and demonstrates strong performance as part of an assessment process for research and/or clinical use. An additional 20 participants (14 with aphasia, 6 without) completed new or adapted tasks for the WAB-R and data showed similarities in difficulty and frequency of use to the original items.

    Available scores and composites include:

    • Bedside Record Form: Bedside Aphasia Score, Bedside Language Score, and Bedside Aphasia Classification
    • Full Battery, Part 1: Aphasia Quotient, Aphasia Classification
    • Full Battery, Part 2 (Supplemental): Language Quotient, Cortical Quotient 




    Frequently asked questions follow. Click on a question to see the response

    When a customer is interpreting a Bedside WAB-R score there aren’t severity descriptors like there are for the AQ on page 83, right? On page 84, it states, “Interpretation of the sections and tasks are consistent with the full test”.

    Based on the author’s expertise, the Bedside Aphasia Score should correlate to the full diagnostic test Aphasia Quotient. If this is true, then the Bedside Aphasia Score can be interpreted using the severity ratings supplied for the Aphasia Quotient; however, the severity rating obtained using the Bedside Aphasia Score can only be interpreted as an indicator of the severity rating that could be expected if the full test was administered and an Aphasia Quotient obtained.

    How should I use the three different quotient scores (Aphasia Quotient, Language Quotient, and Cortical Quotient) in my test interpretation?

    The interpretation guidance for each quotient is outlined in the test manual, pages 83-84. Essentially, these three composite scores represent a narrow vs wide view of the examinee's performance across one or more domain(s) during the test administration. The Aphasia Quotient (AQ), represents the most narrow view of performance — it relates specifically to those oral language tasks that are impacted by aphasia. More broadly, the Language Quotient (LQ) relates to oral language and written language together. Finally, the Cortical Quotient (CQ) relates to the entire cognitive-linguistic performance of the examinee during the administration, using the entire set of linguistic and nonlinguistic domains. With these different views of examinee performance and a detailed case history, you can tease out a profile of strengths and weaknesses in the examinee and make a plan of care.

    May I use the raw performance (X out of X correct) on any given subtest in my report?

    At most, you could report that the examinee performed "X of X items correct" for a given subtest. This would be descriptive information only. You would not be able to say with any reliability or validity that a raw score performance had any comparison to any other individual that may have been assessed or subtest that may have been given. Make any interpretive statements about raw score performance with great caution and acknowledgement of the lack of comparison ability.

    What is the difference between these items?

    WAB-R Q-global Remote-Adapted Stimulus Book (Digital) A103000232039,

    WAB-R Q-global Stimulus Book (Digital) A103000232038,

    WAB-R Q-global Stimulus Book and Remote-Adapted Stimulus Book (Digital) A103000232048

    There are now two different versions of the WAB-R stim books. The first one (i.e., the Remote-Adapted Version) has two item changes to accommodate remote delivery better. The second one is the original one, with no changes from paper publication. Customers can use the new one (Remote-Adapted) for remote assessment/telepractice delivery. They could also choose to use the original one for digital delivery of stimuli in an in-person assessment. The combo kit of the two stimulus books gives you both versions.

    What are the actual changes? Please refer to the WAB-R guidance document for details, but in short: there is an image of a field of the manipulatives inserted for a series of item responses, and one item is altered to refer to a finger (which you can easily see) vs a foot (which is a bit more awkward for an adult to get above the tabletop). Because there was a direct equivalency study on WAB-R with these adaptations, we wanted to honor the equivalency procedure while retaining the original version of the stimulus book.