Pediatric Test of Brain Injury Ptbi Test Form

Available in packages of ten, the PTBI test forms are for recording information about the child's performance. The test forms are a necessary component for successful test administration.

These forms are part of PTBI™, a criterion-referenced, standardized test designed for use with children ages 6–16 recovering from brain injury. An effective and innovative tool that takes just 30 minutes to complete, PTBI assesses the skills children need to return to school and function in the general education curriculum.

This product is sold in a package of 10.

Learn more about the entire PTBI

system.

Gillian Hotz, Ph.D., CCC-SLP, is The Director of the KiDZ Neuroscience Center, Research Professor, Department of Neurosurgery, University of Miami Miller School of Medicine in Miami, Florida.

Dr. Hotz is Principal Investigator on a variety of funded research projects for acute care and rehabilitation of children with traumatic brain injury and injury prevention. She has presented at local, national, and international conferences; has published numerous papers on the topic of traumatic brain injury; and is coauthor of the Brief Test of Head Injury (with Nancy Helm-Estabrooks, PRO-ED, 1991). Dr. Hotz is a member of a number of advisory groups, including the Florida Injury Prevention Advisory Council and the Sarah Jane Brain Project/The National Pediatric Acquired Brain Injury Plan.

Nancy Helm-Estabrooks, Sc.D., CCC-SLP, Brewer Smith Professor Emerita in the Department of Communication Disorders and Sciences at Western Carolina University in Cullowhee, North Carolina.

She was affiliated with the Harold Goodglass Aphasia Research Center and Boston University School of Medicine for 32 years, was a Research Scientist at the National Center for Neurogenic Communication Disorders at The University of Arizona, and a Research Professor at the University of North Carolina. Dr. Helm-Estabrooks is board certified by the Academy of Neurologic Communication Disorder (ANCDS). Her awards include American Speech-Language-Hearing Association (ASHA) and ANCDS Honors, and the Kleffner Lifetime Clinical Career Award. She is an ASHA Fellow and has published more than 90 peer-reviewed articles, 7 books, 21 chapters, and 6 standardized tests.

Nickola Wolf Nelson, Ph.D., CCC-SLP, BCS-CL, is professor emerita in the Department of Speech, Language, and Hearing Sciences and former Director of the Ph.D. program in Interdisciplinary Health Sciences at Western Michigan University. She is author of the textbook Language and Literacy Disorders: Infancy Through Adolescence, (Pearson, 2010) and former editor of the scientific journal, Topics in Language Disorders. Dr. Nelson’s research has focused on providing curriculum-based language and literacy assessment and intervention and working with families, teachers, and other professionals in collaborative service-delivery models, including a writing lab approach, in school settings. Two of her journal articles have won editors’ awards, and she is recipient of the Honors of ASHA and the Kleffner Clinical Career Award of the ASHF. Dr. Nelson is coauthor of the Student Language Scale (SLS; with coauthors, B. Howes and M. Anderson), and the Pediatric Test of Brain Injury™ (PTBITM; with coauthors G. Hotz, N. Helm-Estabrooks, & E. Plante; Paul H. Brookes Publishing Co., 2010), which is conceptually related to the Test of Integrated Language and Literacy Skills™ (TILLS™).

Elena Plante, Ph.D., CCC-SLP,

is a Professor in the Department of Speech, Language, and Hearing Sciences at The University of Arizona in Tucson. She is a fellow both of The University of Arizona's College of Science and of the American Speech-Language-Hearing Association. Her areas of research interest include language learning and assessment practices. She in addition to multiple journal articles on these topics, Dr. Plante is a co-author on the Pediatric Test of Brain Injury and the Test of Integrated Language and Literacy Skills. Dr. Plante has also been using neuroimaging to explore the brain bases of language and cognition for the last 2 decades. She has active national and international collaborations in the areas of neuroimaging, language, and learning.