Remote neuropsychology assessment models and tools
Here we are sharing guidance and recommendations regarding tele-NP platforms, technical issues, testing resources and walk throughs of virtual neuropsychology office visits. Scroll down for links to interviews with neuropsychologists engaged in Tele-NP by NavNeuro podcasters.
Telehealth and Teleneuropsychology Platforms
Choosing a platform
Under normal circumstances, telehealth platforms must be HIPAA-compliant, have an established Business Associate Agreement (BAA), and follow any additional legal and regulatory requirements that are relevant in your state and institution. During the Covid-19 pandemic, HIPPA regulations have been relaxed in many circumstances. The IOPC website has links to state-by-state information that may be helpful. If in doubt, check with your state board of psychology, and your institutional compliance, legal affairs, and/or risk management offices.
EMR based platforms
There are platforms “built in” to many existing institutional electronic medical records (EMRs), and some platforms use third-party or free-standing platforms. The methods built into existing EMRs have the general advantage of assuring compliance with health system regulations. Given that large health systems were mandated to deploy EMRs in 2014 as part of the Patient Protection and Affordable Care Act, these are widespread. Major platforms include EPIC, Cerner, and the VA system (which includes some proprietary systems, but also has contracted with Cerner for some of its hospitals).
Implementation of EPIC systems varies by site, but certain features are likely available at all EPIC sites. For example, UCLA’s EPIC system uses “MyChart” to enable two-way audiovisual communication with patients in a HIPAA-compliant secure portal. Consent processes, billing, and smart-phrases to document telehealth procedures have been developed although these do not automatically propagate to all EPIC sites. Cerner has a “Virtual Health” platform that supports remote access and patient care in rural areas. They have a site dedicated to COVID-19 response (https://www.cerner.com/pages/covid-19). There is a Patient Observer function that is recommended for remote interactions using telehealth audiovisual technology.
Third-party telecommunications platforms
Third-party telecommunication platforms may be the only option for many practitioners who are not part of a large health system and/or do not have access to one of the large EMR platforms. These platforms may have features superior to those provided by the large EMR platforms, but clinicians must be vigilant to be sure the platform they choose is compliant with both state and federal regulations.
There are a number of telehealth platforms currently in use, such as Zoom, Doxy.Me, VSee, Theranest, and SimplePractice. Zoom is among the most widely used current platforms for teleconferencing, and in some health systems it has been approved for clinical interactions and is considered HIPAA-compliant (this may apply only for the Professional version; the free version of Zoom does not include a Business Associate Agreement (BAA) and only allows unlimited time with one-on-one use. Zoom’s free multi-user conference mode is limited to 40 minutes). Zoom enables multiple participants so it works better for patient-trainee-supervisor interactions than some other platforms. Zoom includes a number of features that are helpful in conducting TeleNP assessments (and these ideas may be adapted to other platforms). A disadvantage with Zoom and some other telehealth platforms is that these require the patient to download an app. Some others (e.g., Doxy.Me) have an advantage in that patients can simply check in by clicking on a Virtual Waiting Room button that is embedded onto a website, requiring no downloads. Some telehealth platforms do not have user interfaces or capabilities to switch to different language modes.
We strongly recommend choosing a telehealth platform with a user interface in the language of your patient. It is important to familiarize yourself with the features in advance of any TeleNP sessions.
Technical Specifications
Carefully consider technical specifications prior to conducting TeleNP exams. A comprehensive guide to video platforms and technological standards is available through the National Telehealth Technology Assessment Resource Center at: http://telehealthtechnology.org/toolkit/clinicians-guide-to-video-platforms/ and standards for audio/video can be found here: http://telehealthtechnology.org/toolkit/desktop-video-applications-standards/.
Bandwidth assessment: All transmissions, and particularly video transmissions, are heavily impacted by bandwidth issues. It is important to test your clinician-side internet speed, connections.
Two-way live video services through consumer devices should have a bandwidth of at least 384 Kbps in both downlink and uplink directions. Higher bandwidth speeds may be needed for specialty services (ATA, 2014).
The FCC recommends internet access at varying speeds depending on the practice setting. A list of minimum speeds is provided here: https://www.healthit.gov/faq/what-recommended-bandwidth-different-types-health-care-providers). Bandwidth considerations should include: number of users, user locations, real-time transactions, hardware, and storage technology.
For full functionality in healthcare applications, the FCC recommends 2 Mbps for SD videoconferencing and 10 Mbps for HD videoconferencing (FCC, 2010).
The FCC provides on their website mapping of broadband availability nationwide: https://www.fcc.gov/health/maps.
Both patients and providers should pre-test the connection before starting the session to ensure the link is of sufficient quality for the interaction (ATA, 2014)
Whenever possible, each party should use the most reliable connection method to access the internet (ATA, 2014).
The platform should be able to adapt to changing bandwidth environments without losing the connection (ATA, 2014).
Managing patient-side connectivity: It is recommended that patients use a private wifi or hard-wired connection when engaging in TeleNP at home rather than working on a public wifi.
Equipment specifications:
To the extent possible, both the professional and patient site should utilize high quality video cameras, audio devices, and related data capture/transmission equipment appropriate for the visit (ATA, 2014).
Devices should have up-to-date security software per manufacturer’s recommendations as well as device management software (ATA, 2014).
All audiovisual data transmission should occur through the use of encryption (at least on the side of the neuropsychologist) that meets recognized standards (ATA, 2014).
Professionals should be familiar with all devices and software that they are utilizing in providing care over distances, and have taken any required specialty training, prior to providing TeleNP (ATA, 2014).
The National Telehealth Technology Assessment Resource Center has a resource page including information about innovative technologies as well as technical assistance for selecting appropriate technologies at: http://telehealthtechnology.org/
Display options: consider both your experience and that of your patient. Note that Pearson recommends a display size of at least 9.75” diagonal on the patient side.
Teleneuropsychology Walk through of a virtual visit
Clear, well thought out strategies for seeing patients via telehealth in the context of psychotherapy have been worked out and should be considered foundational in setting up a virtual neuropsychology office visit. The APA Telepsychology Checklist (https://www.apa.org/practice/programs/dmhi/research-information/telepsychological-services-checklist) provides a solid starting point.
Link here for a helpful set of tips for multicultural inclusion in telehealth from Texas Children’s Hospital. Inclusion and diversity in Telehealth, from the Inclusive Excellence Program, Psychology Section, at Texas Children’s Hospital.
Here are key points to consider in ushering patients through a TeleNP session:
Prior to sessions
Screen patients to make sure TeleNP is appropriate given their clinical and cognitive status. This is particularly important in patient populations referred for neuropsychological assessment with sensory, cognitive and behavioral limitations that interact directly with the utility of TeleNP. It is important to recognize that TeleNP may not be appropriate for many patients.
Determine if your exam will require an on-site (with patient) facilitator, and clearly define the role of that facilitator in advance of the session. This may require an in depth conversation with the facilitator regarding boundaries between facilitating interacting with the TeleNP platform vs. ‘hinting’ or ‘helping’ to improve performance. Make sure you obtain appropriate consents and have a plan to manage their interactions with the patient and the technology during the assessment.
As TeleNP may enable more access to a linguistically and culturally competent neuropsychologist within a state or across state lines it is strongly recommended that a referral is made to one of these providers before interpreters are utilized given the known limitations inherent in interpreted exams. Many states have relaxed licensure requirements for telehealth during the pandemic. Prior to referring, make sure the provider is licensed (or license requirements have been waived) in both the state where the patient will be and the state where the provider will be during the Tele-NP session.
Anticipate variable levels of access to appropriate equipment, wireless service (e.g., data/minutes limitations), and software. Providers should be cautious about assuming patients have access. If patients do not have access, assist the patient (and facilitator if relevant) in identifying a suitable device for the evaluation including borrowing a device and/or leveraging hospital/community resources to increase access. In the context of social distancing during the pandemic, borrowing devices may be impossible. If the patient is expected to view stimuli projected from a webcam, we strongly recommend against use of smartphones as compared to computer screens.
Clearly define the need for a private, quiet, distraction free space on the patient end to conduct the session. Be cautious about assuming patients have access to such a space. This may require negotiating with facilitators to agree to turn off household TVs, mute cell phones, remove pets from a room, take siblings or other family members out of the house for a walk (as allowed with stay at home orders/ quarantines) or other arrangements.
Conduct a pre-TeleNP session to share information about the structure of the upcoming session(s), begin the informed consent process (see above for discussion of DocHub or DocuSign), review billing policies, provide links to intake forms, collateral release and contact forms, and arrange back-up plans for communication of the TeleNP session is disrupted for technical reasons.
Beginning a session
At the start of any virtual visit, disable recording on the telehealth platform as recording poses challenges to test security, and is specifically prohibited by some vendors. Zoom has an option in “Settings” to disable recording options.
Confirm identity of the patient, review the accuracy of call-back numbers, discuss privacy issues and prohibitions against recording, and turn off other apps/notifications.
For pediatric populations, begin and end sessions with the parent/guardian in the room. Remind the parent/guardian that they need to remain in the house, particularly if the patient is a minor or requires onsite adult supervision. Obtain the best phone number to reach the parent/guardian at the beginning of the session in the event you need to make contact during the video session. Make sure the parent/guardian also has your best contact number.
Assist patient and/or facilitator to scan the room for potentially distracting stimuli. Headphones connected to the videoconferencing device may assist in eliminating distractions. Ask patients to “hide self view” on the screen, so that they are not distracted by seeing their own face during testing.
Make use of the “Breakout Rooms” feature so that patients can be in a “waiting room” while you prepare stimuli for presentation, or enabling trainees to have discussion separately with their supervisors.
Consenting patients and facilitators on the limitations of TeleNP (see consent section above) is critical. Even if consent forms have been signed in advance during a pre-session with office staff, limitations of TeleNP should be revisited in depth at the beginning of the TeleNP session and again during the feedback session.
Ensure the patient has all needed materials to participate in assessment, if applicable. If materials have been provided, instruct the patient and/or facilitators not to open or view materials until instructed to do so during the session. Consider including a self-addressed envelope with pre-paid postage so that materials may be returned easily and promptly.
During the testing process
Track and document the following throughout:
Technological problems such as disconnection, video and/or audio outage, lag in video, etc.
Environmental interruptions and distractions including sounds, family members or pets walking in, etc.
Specific patient characteristics that make it difficult to engage with the TeleNP testing experience (e.g., sensory, motor, language etc.)
Utilize the “Share Screen” feature so that you can present higher quality images of test stimulus materials, compared to for example holding stimulus materials up to the camera. Many test companies are making stimuli available in digital form for this purpose.
The logistics of TeleNP test stimuli presentation may be facilitated by the use of specific equipment (i.e., use of wall mount monitor stands to hold tablet or laptop instead of holding booklets on a clipboard).
Show the patient or facilitator in how to use the Shared Screen Remote Control transfer so that you can give control to the examinee when required for tests that are usually administered on a computer in the clinic. Note that examiners must be alert and return control to the examiner’s computer as soon as the examinee has completed the test.
Managing the patient-side work product: You will need to create methods to have the patient or facilitators “help” you perform certain examiner functions. For example, usually the Examiner will take patient’s drawings away after the patient has produced them so that they are not visible (e.g., Visual Reproductions or Rey-Osterrieth Complex Figure Test). Patients can at the beginning of the session set up a folder or envelope into which you can observe them placing these products immediately upon completion. At the beginning of the testing session, clearly explain these procedures to the patient/ facilitator.
Under no circumstances should you leave your computer unattended while an examinee has control over your computer. This could both incur HIPAA violations and/or pose a security risk including access to your personal or business files or data. Examiners should check with their local compliance experts to assure security and privacy guidelines are being followed.Assist the patient in arranging the camera in an optimal position to maximize viewing of the patient in order to observe the patient’s work and make behavioral observations. This is likely to be limited compared to in-person assessment.
Multi-screen options: if feasible, use a multi-screen option on the clinician side to facilitate visualization and separation of patient-facing and clinician-facing content. This helps with optimal efficiency in test administration, which is critical in certain populations such as pediatrics due to distractibility.
At the end of the session, ask the patient to call parent/caregiver back to the room to conclude the session, if applicable. Call the parent/guardian by phone if needed.
Test Selection
The Standards for Educational and Psychological Testing (2014 Edition) specifically covers test construction, evaluation, documentation, fairness in testing, and testing applications. All of these apply to TeleNP as they do to standard assessment. The APA Multicultural Guidelines (2017) likewise apply to TeleNP as they do to standard assessment. For example, specific consideration of an examinee’s primary language as well as other important cultural factors such as level of education, acculturation, country of origin, SES, etc. is important when considering test selection for TeleNP as these factors already pose challenges in traditional, face-to-face testing that is predominantly standardized with English-language samples.
Literature Review
The current literature on TeleNP, comprising 22 individual studies and 3 reviews, is compiled on the IOPC website here.
Additionally, here is a link to a survey of digital neuropsychological assessment technologies presented by Dr. Robert Bilder at the 2019 American Academy of Clinical Neuropsychology Annual Conference.
Familiar Tests Adapted to Tele-NP
The IOPC website research summary highlights that multiple familiar tests have been used successfully in a TeleNP format. The Brearly et al (2017) systematic review and meta-analysis summarized 12 studies over an age range of 34 to 88 years. The overall difference between in-clinic and TeleNP administration was small (Hedges g = -.03), an effect size that was not statistically significant and given that this reflects a difference of 1/33rd standard deviation (SD), it would not be considered clinically significant. But it should be recognized this is a summary statistic across multiple studies and methods. Given that clinical neuropsychology involves interpreting individual test results and their patterns, the results should be seen as encouraging but not adequate to generalize to the practice of TeleNP broadly. Instead, the findings may be seen as encouraging, highlighting certain moderating factors that need to be considered, and pointing to certain kinds of tests that are likely to be more easily used in TeleNP than others. Age and internet connection speed were key moderators, with results being less consistent in patients older than age 75 and on slower connections. The TeleNP scores for untimed tasks and those allowing for repetition were within 1/10th standard deviation (SD) of in-clinic scores. Results on verbal tests including digit span, verbal fluency, and verbal learning and memory test scores were particularly close to in-clinic findings. Boston Naming Test scores were 1/10th SD below in-clinic scores. Tests involving a motor component were considered too heterogeneous to interpret.
Web-based and Computerized Testing Platforms
Web-based and computerized testing platforms have been considered as an alternative to administering conventional paper and pencil tests using telehealth methods. Fortunately, we possess specific guidelines for computerized neuropsychological assessment devices (please refer to Computerized Neuropsychological Assessment Devices: Joint Position Paper of the American Academy of Clinical Neuropsychology and the National Academy of Neuropsychology (Bauer et al., 2012)).
Conceptually, it would seem reasonable to consider computerized or web-based assessments to assist with remote testing, when our patients are interacting via their own computer. Unfortunately, most of the currently deployed computerized and web-based tests have not undergone the kinds of normative and validation studies that have been used for conventional in-person assessments. Moreover, some companies conducted normative or validation studies using in-laboratory versions of the computer tests rather than remote administration, so these studies are not clearly relevant to their web-based versions. With downloadable tests (those that run on local systems), it may be difficult or not feasible to have patients installing this software on their own computers, and evaluating the security risks of this practice may be daunting. The web-based platforms may appear to resolve some of these issues and vendors of web-based products may provide reassurance that their programs are HIPAA compliant, but the potential risks to privacy and security ultimately fall on the clinician. The existing web-based systems also face the challenge of not necessarily incorporating full evaluation of patient-side system characteristics, and given the findings of the Brearly et al (2017) meta-analysis and other findings showing possible clinically significant discrepancies between scores on a fixed battery depending only on the computer software version (e.g., Roberson et al., 2018)
The Disruptive Technology Initiative of the American Academy of Clinical Neuropsychology recently surveyed leading vendors of applications for TeleNP assessment, and presented results of this survey at the 2019 Annual Meeting in Chicago, IL. Link here to the slides from this presentation. Overall, the findings from this survey revealed some promising results but generally less persuasive evidence of robust normative standards and validation data to support their immediate adoption for clinical NP in the United States. Some vendors have received “FDA Approval” for their products but it should be recognized that the standards for FDA clearance of devices is not the same as it is for pharmaceutical products, and the device clearance process does not require rigorous clinical validation of the devices (the focus is more on “comparability” to other products, and safety). The following products were identified, and for most there was not sufficient evidence available to provide a recommendation that they be used to replace conventional neuropsychological assessment, based on the criteria outlined by Bauer et al (2012): Amsterdam Cognition Scan, BrainCheck, CANTAB Mobile and CANTAB insight, CNS Vital Signs, CogniFit, Cognivue , Cogstate, Digital MOCA, Food for the Brain, Lumosity NeuroCognitiv Performance Test, NeuroTrax, Philips’ IntelliSpace Cognition, TabCat, TestMyBrain. It currently remains up to clinicians to consider carefully the relevant evidence and make determinations about whether any of these tools may be useful in clinical exams. Unfortunately, there is little regulation of the advertising and promotion of these products, so clinicians should be wary of claims made on vendor websites and investigate the demonstrated validity of the product themselves. The caveats noted above, regarding the capacity to observe the patient during the examination, remain important to consider before using these products to draw clinical conclusions.
Addressing/Acknowledging Threats to Test Validity with TeleNP
It is important to recognize that TeleNP methods pose limitations on our capacity to observe and document behavior during the administration of any given test in the same way that we can in person. These limitations may be exacerbated with culturally/ linguistically diverse patients.
In response to the current crisis, some test publishers have issues permissions or statements of “no objection” to use their materials in non-standard administration formats, but these continue to place responsibility on the clinician to assure the validity of assessment and integrity of the test materials. For example, the WPS Statement indicates: “All of our current individually-administered assessments (“performance tests”) were standardized using in-person administration. For these tests teleassessment methods would be considered an adaptation of the standardized administration and should be taken into consideration when reporting and interpreting the results of a remote administration. The Pearson letter further states: “Before test administration, the qualified professional must obtain documented agreement from the examinee that the session will not be recorded, reproduced or published, and that copies of the materials will not be made. Further, the qualified professional may not utilize recording capabilities to record live test administrations.”
Modification of Familiar Tests for Telehealth Platforms
There is not sufficient evidence to provide clear guidance about how to modify most specific tests for TeleNP, but the general guidance is to simulate in-person administration as closely as possible. Some of the individual articles listed IOPC website research summary describe how specific tests were administered in research studies that obtained comparable results to in-person assessment.
Because there are insufficient data to suggest any systematic modifications of norms used to interpret TeleNP test results differently, current recommendations are to rely on normative and validity data obtained using the standard assessments, with clear documentation in the report, including a note in any test-score summary sheet that lists reference scores, percentiles, or other interpretive comments, that administration was non-standard and that the non-standard administration is likely to result in measurement error. Active studies regarding reliability, validity, and normative considerations are warranted for future regular use of TeleNP practice.
Available computer based assessment platforms
Not for profit
NIH Toolbox® is a multi-dimensional set of brief, royalty-free measures to assess cognitive, sensory, motor and emotional function that can be administered in two hours or less across diverse study designs and settings. Not designed for clinical use but includes overlap with widely used clinical tests. The NIH Toolbox includes links to a wide range of validated and normed self-report measures (including diverse measures of emotional function/dysfunction, psychological function, quality of life, and cognitive function/dysfunction rating scales) from the PROMIS collection of measures.
University of Pennsylvania Computerized Neurocognitive Battery (CNB)
WebCNP was designed to administer computerized neuropsychological tests for research studies. It is not intended for diagnostic purposes. Research involving human subjects is governed by US federal laws and by international agreements. Research conducted using WebCNP must adhere to these laws and all local guidelines. Not designed for clinical use but has extensive normative data including data in children and adolescents.
The TestMyBrain (TMB) Digital Neuropsychology Toolkit is a not-for-profit program developed out of Harvard Medical School and McLean Hospital (co-supported by the 501c3 Many Brains Project). Please note, that while TMB strives to make their materials clinically useful, they so far do not have available conventional normative or validity data that support the clinical applications of these tests. They indicate that they will be trying to put relevant data on their website when possible. The following information is directly from the TestMyBrain website: Over the last 12 years, the TestMyBrain platform has tested over 2.5 million people and is currently being used for research and education at 250 sites internationally. Given the current pandemic, our team realizes the immediate need for digitized assessments that are freely available and readily accessible for clinical neuropsychologists. We are consolidating tests that will be most useful for clinicians, so they can be used as a resource by which neuropsychologists can continue performing evaluations remotely. Our test list will be continually updated dependent on clinicians' requests so that we are adequately meeting demands. The tests on our platform have been empirically evaluated and are comparable to traditional neuropsychological instruments, but are not the same, which should resolve many issues related to test security. Clinicians may use these tools at their own discretion, understanding they were developed for research rather than diagnostic purposes. For example, clinicians may choose to send a link for patients to complete a selected set of tests, and if desired, clinicians may use the screenshare function on a HIPAA-compliant platform to observe patients complete the tasks. To request access to the toolkit, please email testmybrain@gmail.com or click this link: https://forms.gle/unKrUWACzMAMUvzY7. Link here for a step-by-step instructional guide that explains how to access and use the toolkit."
Commercial Publishers
Many thanks to Kathryn J. Dunham, PsyD, ABPP-CN for compiling these commercial publisher’s available remote testing lists. Click on Company names for links to their remote testing/ COVID guidance.
pearson
Remote On-Screen Administration Options via QGlobal (as of 3/26/2020 via verification from Pearson and looking in QGlobal). Items marked by * allow for Spanish Administration (some may be missing as this was not readily available on QGlobal, but was on the abbreviated list from Pearson):
1. 16PF Fifth Edition
2. Adolescent/Adult Sensory Profile
3. Behavior Rating System for Children-Third Edition (BASC-3): All version, unclear about spanish
4. Beck Anxiety Inventory
5. Beck Depression Inventory-II (BDI-II)*
6. Beck Hopelessness Scale (BHS)*
7. Beck Scale for Suicide Ideation (BSS)*
8. Beck Youth Inventories-Second Edition (BYI-2)
9. Brief Battery for Health Improvement 2 (BBHI 2)
10. Brief Symptom Inventory (BSI)
11. Brief Symptom Inventory 18 (BSI 18)
12. Brown Executive Function/Attention Scales – all version from what I can tell
13. Career Assessment Inventory (CAI) – enhanced and vocational
14. Campbell Interest and Skill Survey (CISS)
15. Delis-Rating of Executive Function (D-REF) – all versions
16. Gifted Rating Scales, Preschool/Kindergarten (GRS-P)
17. Gifted Rating Scale, School Form (GRS-S)
18. Millon Adolescent Clinical Inventory (MACI )
19. Millon Adolescent Personality Inventory (MAPI)
20. Millon Behavioral Medicine Diagnostic (MBMD)
21. Millon College Counseling Inventory (MCCI)
22. Millon Clinical Multiaxial Inventory – third edition (MCMI-III)
23. Millon Clinical Multiaxial Inventory – fourth edition (MCMI-IV)
24. Millon Index of Personality Styles (MIPS-Revised)
25. Millon Pre-Adolescent Clinical Inventory (M-PACI)
26. Minnesota Multiphasic Personality Inventory, Second Edition (MMPI-2)
27. Minnesota Multiphasic Personality Inventory, Second Edition – Restructured form (MMPI-2-RF)
28. Minnesota Multiphasic Personality Inventory – Adolescent (MMPI-A)
29. Minnesota Multiphasic Personality Inventory – Adolescent – Restructured Form (MPPI-A-RF)
30. Peabody Picture Vocabulary Test, Fourth edition (PPVT-4) (5th edition does not have remote administration)
31. Quality of Life Inventory (QOLI)
32. Symptom Checklist-90-Revised (SCL-90-R)
33. Sensory Profile 2 – as far as I can tell, all versions
34. Shaywitz Dyslexia Screen
35. SSIS SEL – all versions
36. Vineland-3
pAR
1. Adolescent Psychopathology Scale (APS) as well as Short Form (APS SF)
2. Behavior Rating Inventory of Executive Functioning (BRIEF), Second Edition (BRIEF-2), Second Edition, Short Form (BRIEF-2 SF) and Adult Version (BRIEF-A), Preschool Version (BRIEF-P), Self-report Version (BRIEF-SR)
3. Career Thoughts Inventory (CTI)
4. Child Abuse Potential Inventory (CAPI)
5. Child Sexual Behavior Inventory (CSBI)
6. Chronic Pain Coping Inventory (CPCI)
7. Clinical assessment of Behavior (CAB)
8. Clinical assessment of Depression (CAD)
9. Detailed Assessment of Posttraumatic Stress (DAPS)
10. Eating Disorder Inventory, 3 (EDI-3) and Referral Form (EDI-3 RF)
11. Emotional Disturbance Decision Tree (EDDT), Parent Form (EDDT-OF), Self Report Form (EDDT-SR)
12. Eyberg Child Behavior Inventory (ECBI) and Stutter-Eyber Student Beahvior Inventory Revised (SESBI-R)
13. Frontal Systems Behavior Scale (FrSBe)
14. Multidimensional Everyday Memory Ratings for Youth (MEMRY)
15. NEO Five-Factor Inventory-3 (NEO-FFI-3)
16. NEO Personality Inventory-3 (NEO-PI-3), Four-Factor Version (NEO-PI-3:4FV), NEO Five Facotr Version (NEO-FFI-3:5FV)
17. Parenting Stress Index, Fourth Edition (PSI-4), Short Form (PSI-4-SF)
18. PDD Behavior Inventory (PDDBI)
19. Pediatric Behavior Rating Scale (PBRS)
20. Personality Assessment Inventory (PAI)
21. Personality Assessment Inventory-Adolescent (PAI-A)
22. Personality Assessment Screener (PAS)
23. PTSD and Suicide Screener Assessment (PSS)
24. Reynold Adolescent Depression Scale, 2nd Edition (RADS-2), Short Form (RADS-2: SF)
25. Reynolds Child Depression Scale, 2nd Edition (RCDS) and Short Form (RCDS-2:SF)
26. Self-Directed Search, 5th Edition (SDS)
27. Social Emotional Assets and Resilience Scales (SEARS)
28. SPECTRA: Indices of Psychopathology
29. State-Trait Anger Expression Inventory-2 (STAXI-2)
30. Stress Index for Parents of Adolescents (SIPA)
31. Structured Inventory of Malingered Symptomatology (SIMS)
32. Suicidal Ideation Questionnaire (SIQ)
33. Survey of Pain Attitudes (SOPA)
34. Trauma Symptom Checklist for Children (TSCC)
35. Tram Symptom Checklist for Young Children (TSCYC)
36. Trauma Symptoms Inventory-2 (TSI-2)
37. Working Styles Assessment (WSA)
wps publishing
1. Adaptive Behavior Assessment System, Third Edition (ABAS-3)
2. Social Responsiveness Scale, Second Edition (SRS-2)
3. Sensory Processing Measure suite of products
4. Developmental Profile 3 (DP-3) and Developmental Profile 4 (DP-4)
5. School Motivation and Learning Strategies Inventory (SMALSI)
6. School Motivation and Learning Strategies Inventory–College (SMALSI College)
7. Arizona Articulation and Phonology Scale, Fourth Revision (Arizona-4)
8. Social Communication Questionnaire (SCQ)
9. Developmental Behavior Checklist 2 (DBC2)
10. Revised Children’s Manifest Anxiety Scale, Second Edition (RCMAS-2)
11. Piers-Harris Self-Concept Scale, Third Edition (Piers-Harris 3)
12. Risk Inventory and Strengths Evaluation (RISE)
MHS
Remote On-Screen Administration Options are available via the MHS Online Assessment Centre (MAC+). Products listed below are all available for online administration. Items marked by * allow for Spanish Administration.
Child Measures
Anger Regulation and Expression Scales (ARES)
Autism Spectrum Rating Scale (ASRS)*
Child and Adolescent Functional Assessment Scale (CAFAS)
Children Organizational Skills Scales (COSS)
Children’s Depression Inventory, Second Edition (CDI 2)*
Comprehensive Executive Function Inventory (CEFI)*
Connors 3 (Conners 3)*
Connors 3 ADHD Index (CAI)*
Connors 3 Global Index (CGI)*
Connors Clinical Index (Conners CI)*
Conners Comprehensive Behavior Rating Scales (Conners CBRS)*
Conners Early Childhood Edition (Conners EC)*
Connors Early Childhood Global Index (Conners EC GI)*
Emotional Quotient Inventory, Youth Version (EQi:YV)
Family Assessment Measure-III (FAM-III)
FAS Outcomes–Caregiver Wish List (CWL)
Feelings, Attitudes, and Behaviors Scale for Children (FAB-C)
Juvenile Inventory for Functioning (JIFF)
Jesness Inventory - Revised (JI-R)*
Multidimensional Anxiety Scale for Children, Second Edition (MASC-2)
Preschool and Early Childhood Functional Assessment Scale (PECAFAS)
Profile of Mood States, Second Edition (POMS 2)
Rating Scale of Impairment (RSI)*
Adult & Geriatric Measures
Anger Disorders Scale (ADS)
Comprehensive Executive Function Inventory Adult (CEFI Adult)*
Conners Adult ADHD Rating Scales (CAARS)
Holden Psychological Screening Inventory (HPSI)
Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT)
Multidimensional Perfectionism Scale (MPS)
Paulus Deception Scales (PDS)
Profile of Mood States, 2nd Edition (POMS 2)
Quality of Life Questionnaire (QLQ)
Videoconferencing tools:
Telehealth.org Buyer’s guide to videoconferencing
interviews with colleagues engaged in Tele-neuropsychology
Drs. Jone Bellone and Ryan Van Patten, of NavNeuro fame, are interviewing neuropsychologists who are already engaging in Tele-Neuropsychology. Here you will find inspiration and concrete information about existing tele-neuropsychology models. More interviews are planned- check back here or on the NavNeuro website.
NEW! 5/27/20. NavNeuro interview with Dr. Laura Lacritz, on the front lines of returning to in-person assessment in the context of the gradual lifting of social distance measures during the pandemic.
NavNeuro interview with Dr. Munro Cullum, pioneer of tele-NP
NavNeuro interview with Dr. Maggie Lanca, president of the Massachusetts psychological Association, D40 practice chair, and IOPC delegate on her successful advocacy for tele-NP in Massachusetts.