Cognitive Linguistic Quick Test-Plus
Overview: Quickly measure cognitive and linguistic strengths and weaknesses
Age Range: 18:0 – 89:11
Other Languages: Spanish (Traditional Administration only)
Completion Time: 15 to 30 minutes
Scores/Interpretation: Criterion cut scores with descriptive severity ratings
Publication Date: 2001 (CLQT); 2017 (CLQT+)
Leading neurobehavioral researcher and author, Nancy Helm-Estabrooks, ScD, designed the criterion-referenced Cognitive Linguistic Quick Test (CLQT) to assist you in quickly assessing strengths and weaknesses in five cognitive domains (Attention, Memory, Executive Functions, Language, and Visuospatial Skills). Now, the CLQT+ adds an important element--an optional new administration path for people with aphasia. Including one new semantic comprehension task and scoring for several elements within the current tasks, the CLQT+ gives you:
- more flexibility in your administration
- clearer interpretation for people with aphasia
- the same foundation for a quick, reliable cognitive assessment at table or bedside
- an effective tool for English- or Spanish-speaking adults with known or suspected neurological impairment as a result of stroke, traumatic brain injury, or dementia.
Content and Administration
CLQT+ offers two standard administration paths--a Traditional Administration and an Aphasia Administration. Whether you administer at bedside or in an office, the tasks administered for each path are slightly different:
*Additional points scored for following auditory directions within this task for the Aphasia Administration.
Users and Applications
The CLQT+ can be used by:
- Speech-language pathologists
- Occupational therapists
- Other qualified professionals interested in a quick measure of cognitive/linguistic status
Use the CLQT+ test:
- as a stand-alone assessment
- in connection with other assessment tools in a battery
The CLQT+ is particularly suited for several special uses:
Progress monitoring--Because of its brief administration time, the CLQT+ may be used at intervals in recovery to show progress. In particular, the Clock Drawing task may be used descriptively as a "mini-screen" of cognitive status--every few days to a week in recovery or at an interval of at least two months with cognitive decline, such as dementia.
Driving assessments--Occupational therapists and related professionals may use the CLQT+ as part of a larger assessment process on driving readiness, to quickly assess cognitive skills needed for safe and successful vehicle operation.
Competency assessment--Now with the Aphasia Administration, individuals with language impairment/aphasia can show cognitive ability levels apart from a language disorder.
Research--In adults with multiple types of neurological impact (e.g., TBI, stroke, neurodegenerative disease), professionals may use the CLQT+ due to its comprehensive focus in connection with its efficient administration time for patients of all severity levels.
One pilot (n=13) and three studies (n=92, 154, and 119, respectively) established the reliability and validity of the CLQT. Criterion cut scores, domain scores, and severity ratings were developed from these data sets along with the author's clinical expertise.
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. Consistent with the original CLQT data, scores have been provided for two age groups: ages 18–69 and ages 70–89. In general, as expected, average task scores are lower for the aphasia sample compared to the nonclinical sample.
Clinical Application of the Cognitive Linguistic Quick Test+ for SLPs
Presenter: Adam Scheller, PhD
The CLQT was designed to quickly assess strengths and weaknesses in five cognitive domains (Attention, Memory, Executive Functions, Language, and Visuospatial Skills). The CLQT+ adds an important element--an optional new administration path for people with diminished language capacity/aphasia. Including one new semantic comprehension task and scoring for several elements within the current tasks, the CLQT+ offers: more flexibility in administration; clearer interpretation for people with aphasia/language impairment; the same foundation for a quick, reliable cognitive assessment; and an effective tool for English- or Spanish-speaking adults with known or suspected neurological impairment as a result of stroke, traumatic brain injury, or dementia. With new changes to an assessment come possible new uses and effective methods for clinicians to maximize the potential data gathered during an evaluation. Attendees will learn about changes to this trusted assessment and focus will be made on how to use this assessment effectively in clinical practice.
Date: Jul 26, 2017
Frequently asked questions follow. Click on a question to see the response.
CLQT to CLQT+
Why are some items listed as “CLQT” and some as “CLQT+?”
Those items that are listed as “CLQT” are components that did not change between the original CLQT release and the release of the CLQT+.
I already have the CLQT kit. What do I need to purchase to use the CLQT+?
You can purchase the following individual components:
- Record Forms (25):
- 0158010604 CLQT+, or
- 0158008189 CLQT+ Response Booklets English/Spanish & English
- 0158008197 CLQT+ Stimulus Manual
- 0158009746 CLQT+ Manual Supplement
- Record Forms (25):
Replace Record forms with new ones showing 2-12B-E print code
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?
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.
On Symbol Trails, the examinee did Trials 1 & 2 correctly, but did not follow the instructions on the actual scored task. The examinee kept repeating “circle to triangle,” 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?
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 “circle to triangle” could be an indicator of lack of attention and “random drawing” (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.
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 "allow 10 seconds", or would you prompt and then score their response? The Manual states under the repeating directions and stimuli section "if the examinee does not attempt to respond withing 10 seconds". However, it also states "Do not give credit for any responses completed after the time limit."
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.
Two-Minute Talks with Dr. Nancy Helm-Estabrooks
Listen to the audio response to the question. (MP3 Audio - 2.38 MB)
Listen to the audio response to the question. (MP3 Audio - 1.43 MB)
Listen to the audio response to the question. (MP3 Audio - 1.99 MB)
Listen to the audio response to the question. (MP3 Audio - 2.01 MB)
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?
Listen to the audio response to the question. (MP3 Audio - 1.43 MB)