Table 2.
Neurocognitive domains, symptom assessments, and functional outcome measures.
| Neurocognitive domain |
Neurocognitive test | Description of tests |
|---|---|---|
| Verbal learning and memory |
Logical Memory WMS-R | Subject is given two short stories and asked to recall each story immediately after presentation and again after a 30-minute delay. |
| Paired Associates WMS-R | Subject is given 5 trials of paired word presentations and asked to recall the list immediately after presentation and again after a 30-minute delay. |
|
| California Verbal Learning Test (CVLT) |
Test consists of an oral presentation of a 16-word list (list A) for five immediate recall trials, followed by a single presentation and recall of a second 16-word ‘interference’ list (list B). Free- and category-cued recall of list A is elicited immediately after recall of list B and again 20 min later. A recognition trial is also run. |
|
| Hopkins Verbal Learning Test (HVLT) |
A list of words each belonging to one of several semantic categories is presented verbally for three trials and then after a delay that the subject must recall |
|
| Rey Auditory Verbal Learning Test (RVLT) |
The subject is given a list of 15 items and asked to recall them immediately over five trials. Subsequently, the subject is presented with an interference list. The subject is also given a story paragraph that contains the 15 words from initial list. |
|
| Buschke-List Learning Test | Multiple-trial list-learning task. | |
| Visual learning and memory |
Rey-Osterreith Complex Figures Test (Rey-O) |
The subject is asked to copy the stimulus figure. After a 3-minute and a 30-minute delay, the subject is asked to draw the figure from memory. |
| Visual Reproduction WMS-R |
The subject is asked to look at five figures for 10 s each. After the presentation of each figure, the stimulus is removed and the subject is asked to “draw the design” from memory. After 25 min, the subject is asked to draw as many of the designs as they can remember. |
|
| Benton Visual Memory Test (BVMT) |
Test of visual perception and visual memory using the presentation of 10 visual stimuli. | |
| Hooper Visual Orientation Test |
Subject is required to identify common objects that have been cut into parts and arranged illogically. | |
| Working memory | Digit Span Forward (WAIS) | Subject is instructed to repeat a string of numbers that increase in length over the task. |
| Digit Span Backwards (WAIS) | Subject is instructed to repeat a string of numbers in the reverse order presented. | |
| Spatial Span WMS-R | Subject is instructed to point to a series of blocks in the same or reverse order that is presented by the Examiner. | |
| Letter-Number Sequencing (WAIS-III) |
Subject is given a series of numbers and letters which must be repeated in numerical and alphabetical order. | |
| Digit Span Distractibility Test—Neutral |
Subjects hear short strings of digits with and without distracters and are asked to recall the digits in correct order. | |
| Reasoning and problem solving |
Wisconsin Card Sorting Test (WCST) |
The subject is asked to sort a series of cards to one of four key cards that vary in shape, color and number of shapes. Feedback is provided. After 10 consecutive correct sorts, the test rules shift without warning to a new sorting rule. |
| Block Design (WAIS) | The subject is given a set of blocks and asked to arrange the blocks according to the stimulus picture presented | |
| Gorham's Proverbs— Interpretation |
The subject is given 12 proverbs for which he or she must provide an interpretation. | |
| Raven's Progressive Matrices | For each test item, the subject is asked to identify the missing segment required to complete a larger pattern. | |
| Speed of processing | Trail Making Test A & B | Part A requires the subject to connect series of numbered circles arrayed randomly on a sheet of paper using a pencil. In PART B the array consists of both numbers and letters, and the subject must connect them in alternating order |
| Stroop Test (Color-Word) | The subject is given words representing colors that are printed in different color ink. The subject is instructed to read the ink color as quickly as possible and later while ignoring the printed word. |
|
| Finger Tapping Test | Test that requires that the subject tap as rapidly as possible with the index finger on a small lever, which is attached to a mechanical counter. |
|
| Canceling Test of Zazzo | The subject is required to cancel target letters among an array of non-target letters. | |
| Controlled Oral World Association Test |
A measure of verbal fluency requiring the ability to generate words beginning with specific letters (F, A, and S) for 1 min each. |
|
| Chicago Word Fluency Test | Subjects are asked to generate as many words as possible that begin with an “S,” then a “C.” This is a timed task. | |
| Jones-Gorman Design Fluency Test |
Requires production of novel (original) abstract designs under a time constraint. | |
| Digit Symbol –(WAIS) | The subject is provided with numbers along with corresponding symbols and is required to reproduce symbols that correspond with a number on a grid. |
|
| Lexical Decision Task | Subjects are presented, either visually or auditorily, with a mixture of words and pseudo words. Their task is to indicate, usually with a button-press, whether the presented stimulus is a word or not. |
|
| Hayling Sentence | The test consists of two sets of 15 sentences each having the last word missing. The examiner reads each | |
| Completion Test | sentence aloud and the participant has to complete the sentences. | |
| Purdue Pegboard | The subject is asked to place pegs into a pegboard. | |
| Attention/vigilance | Continuous Performance Test (CPT) |
Subjects are told that they will see a series of letters presented on a screen. They are told to click a button (or computer mouse) only when they see the “target” stimulus. |
| Span of Apprehension (SOA) | Arrays of 3 or 12 letters are presented for 71 ms on a screen along with distracters. Subjects are instructed to report if they see a T or an F among the array of letters. |
|
| Digit Span Distractibility Test—Interference |
Subjects hear short strings of digits with and without distracters and are asked to recall the digits in correct order. |
| Symptom assessment scale | Description of measure |
| Brief Psychiatric Rating Scale (BPRS) |
An 18-item rating scale designed to assess psychiatric symptoms, including positive and negative symptoms, based on a semi-structured interview. |
| Scale for the Assessment of Negative Symptoms (SANS) |
A 29-item semi-structured scale that assesses observed and self-reported negative symptoms such as restricted affect, asociality, and amotivation |
| Scale for the Assessment of Positive Symptoms (SAPS) |
A 35-item semi-structured scale that assesses observed and self-reported positive symptoms including formal thought disorder. |
| Positive and Negative Syndrome Scale (PANSS) |
A 30-item semi-structured measure that assesses psychiatric symptoms in domains such as positive, negative, and general symptoms in psychiatric patients. |
| Comprehensive Psychopathological Rating Scale (CPRS) |
A 67-item self-report measure scored from 0 (no pathology) to 3 (maximum pathology) that assesses psychiatric symptoms such as hallucinations, anxiety, and depression. |
| Functional outcome scale | Description of measure |
| Quality of Life Scale (QLS) | A measure that is based on a semi-structured interview designed to assess quality of life in various domains of living. |
| Social Functioning Scale (SFS) | A measure of social functioning relevant to the functioning and impairments of individuals with schizophrenia. |
| Multnomah Community Ability Scale (MCAS) |
A 17-item instrument that assesses the community functioning of adult psychiatric patients social competence; adjustment to living; behavioral problems, and interference with daily living. |
| Work Behavior Inventory (WBI) | A standardized work performance assessment instrument specifically designed for patients with severe mental illness, consisting of 36 items divided into five subscales. |
| Global Assessment of Functioning (GAF) |
A scale rated 0 through 100 used to subjectively rate symptom severity, and social and occupational functioning of psychiatric patients. |
| Social Behavior Scale (SBS) | A scale that rates 21 behavior areas such as hygiene, initiating conversations, etc., designed for use with long-stay patient populations or for community settings |
| Alzheimer's Disease Assessment Scale |
Designed to evaluate cognitive, and behavioral dysfunctions; cognitive and neurocognitive subscales. |
| Global Assessment of Social Functioning (GAS) |
A scale rated 0–100 based on the lowest level of recent functioning as determined by rater. |
| Life Skills Profile (LSP) | A 39-item measure designed specifically to assess general levels of function and disability in adults. |
| Disability Assessment Schedule (DAS) |
An instrument for a clinician's assessment of difficulty maintaining personal care, performing occupational tasks, and social functioning. |
| Social Adaptive Functioning Scale (SAFE) |
A scale that measures social-interpersonal, instrumental, and life skills functioning, rated based on observation, caregiver contact, and interaction with the patient. |
| Levels of Functioning Scale (LOFS) | Measures the quantity and quality of social relationships, occupational activity, and time spent in a psychiatric hospital. |
| WHOL-QOL Brief | A 26-item survey measuring the quality of life for a wide variety of populations. |
| Specific level of function (SLFS) | A 46-item clinician rated scale that documents functional deficits across psychosocial functional domains and addressing specific areas of a patient's needs. |
| Skills-based assessment | Description of measure |
| Facial Recognition Task (FRT) | This test requires matching a target face with up to three pictures of the same person presented in a six-stimuli array of faces. |
| Facial Discrimination Task (FDT) | This test consists of standardized black-and-white photographs of Caucasian actors exhibiting happy, sad, angry, and neutral faces that are used to measure emotion recognition skills. |
| Assessment of Interpersonal Problem-Solving Skills (AIPSS) |
A role-played simulation test that measures an examinee's ability to describe an interpersonal problem, derive a solution to the problem, and to enact a solution. |
| UCSD Performance Skills Assessment (UPSA) |
Performance based assessment of functional capacity in areas needed for independent living. |