RehaCom's screening modules
The optional Screening Modules can help you quickly get recommendations for how the client should start the RehaCom training.
In an ideal situation, before commencing therapy, a diagnostic assessment of all brain functions is made in order to pinpoint the impairment as well as determine which functions are still intact. Then, a therapy plan is created, which is customized to meet the clients‘ specific needs. Specific goals are defined together with the client so that the therapy is as successful as possible.
Such targeted cognitive therapy is an important instrument in the rehabilitation process of brain injured clients. However, on occasion, a full neuropsychological assessment is not available due to resource constraints and the optional Screening Modules within RehaCom can help if this is the case.
Although RehaCom is a therapy tool and its primary focus is on rehabilitation of cognitive impairments, the optional screening tools within RehaCom just give a hint according to the measured deviation from expected norms. Specially adapted screenings can help to identify suspected cognitive weaknesses or impairments in a very easy and efficient fashion. The results give a quick overview of which cognitive functions are affected. This allows therapy to commence without delay, supported with knowledge of the RehaCom procedures that will be most helpful. More specific diagnostic tools can be applied afterwards when required. Data from around 200 healthy people are included to define the "norms" for screening purposes.
The Ten modules (as of version 6.7.0) cover the following topics -
Alertness • Divided Attention • Response Control • Spatial Search / Neglect • Memory • Logical Reasoning • Visual Field • Visual Scanning
In this module the tonic alertness, the phasic alertness, and intrinsic alertness are measured. The first stage of the test is to measure the response time when a fully filled square appears on the screen. The user has to push a button as fast as possible in response. For the second condition, response time to the same visual stimulus is measured while a signal sound was played before the square appears. The client has to wait until the square appears on the screen to push the button (not reacting on the sound).
Divided Attention (GEAT):
In this test the client has to solve a visual and an auditory task simultaneously in one trial. One trial contains 80 visual stimuli with about 15% relevant stimuli as well as 160 auditive stimuli with approximately 10% relevant stimuli. For a visual as well as an auditive stimulus, the client has to push the same button on the keyboard. Both tasks start at the same time.
Response Control (GONT):
This test is for the ability to react in an appropriate way under time pressure and simultaneously to control behavioural impulses. It is essential to suppress a triggered reaction by an external stimulus in favour of internally controlled behaviour. The focus of attention is directed to a predictable appearance of stimuli and the corresponding reaction, for example to react or not to react.
Working Memory and Orientation (PUME):
In this module, it will be determined the visual-spatial memory span and the visual-spatial memory function. It is also used for testing the implicit visual-memory learning and the working memory.
Spatial Numbers Search (NUQU):
In this module, basal cognitive performance and selective attention will be tested. In addition the test can be used for screening a visual neglect. The basal cognitive performance is associated in the literature with the ability which is called perceptual speed. By selective attention is meant the ability to turn themselves to the relevant stimulus of a stimuli constellation and ignore irrelevant stimuli of this constellation, over a short time period. This task depends on the well-known “Digits-Connection- Test” developed by Oswald and Roth 1987.
Memory for Words (WOMT):
This screening module is used to investigate verbal learning ability according to the paradigm of the recurring figures. The patient has to read and store real words which are difficult to visualise. These words have to be stored in a specific long-term memory. To recall the learned information, a recognition method is applied. The recognition of words is repeated, so that a learning effect is included.
Logical Reasoning (LOGT):
The screening measures the ability to identify regularities, to continue series and to draw logical conclusions (figural convergent thinking). It examines the ability to complete logical sequences. Visual material is used, similar to test material used by Weiss, Cattell, Horn, Sturm and Melchers in their intelligence tests. The screening of logical reasoning is an important part of the course of diagnostics of executive functions.
Visual Field (VITE):
This screening is used to measure the visual field and fixation accuracy of a patient. In neurological hospitals, rehabilitation clinics or outpatient neuropsychological practices perimeters are usually not available. By use of VITE the therapist has a sufficiently accurate instrument, to indicate and map visual field deficits, neglect symptoms and reading disorders. As result of the test a visual field map can be printed.
Visual Scanning (ZIHT):
The Visual Scanning Screening module allows for the measurement of the performance of a patient exploring his or her visual field. Two parameters are measured: parallel search and serial search. Parallel search is the ability to explore the visual field “at a glance”. Serial search is the ability to explore the visual field in a "structured way”. The ability to explore the visual field quickly needs to be trained after hemianopia and other visual field defects.
This screening is suitable in case of suspected neurological vision defects, e.g. hemianopsia or quadrantanopia. The goal is to examine the field of vision for defects through static stimuli with fixation control, and to determine where training is needed as well as the areas in which there is potential for restitution.
For clients who suffer from additional cognitive deficits such as attention- and concetration disorders or reduced perception and motor skills, another screening with different settings or adjusted parameters can be carried out. The same is true for vision defects such as cataract or disordered sensitivity for coulour and contrast. Children whose speech and understanding of language and words is limited can usually do the screening without any problems.