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HOW TO ADMINISTER THE CVLT-C, CVLT-II, AND CVLT3

When administered appropriately, the California Verbal Learning Test (CVLT) provides detailed information on the processes involved in learning and memory. Adhering to standardized testing procedures is key to ensuring valid, usable results, ensures consistent administration, decreases measurement error, and increases the reliability of results obtained across examiners. Pay close attention to the directions of each trial to ensure the appropriate use of prompting throughout administration. Modifications to the standardized administration, recording, and scoring instructions should always be noted in reports and considered when interpreting normative data. Significant deviations may not result in valid application of the norms.

There is a great degree of overlap between the administration of the child and adult versions of the CVLT; however, there are administrative differences that need to be followed. Detailed instructions on arranging the testing environment, building rapport during administration, adhering to standard administration guidelines, and recording responses are provided in the CVLT-C, CVLT-II, and CVLT3 Manuals. Before using any of the CVLT editions, familiarize yourself with the administration guidelines and instructions. This chapter provides an overview of administration guidelines for the CVLT and describes differences between the editions. Familiarizing yourself with the information in this chapter and the detailed directions in the manuals, along with administering a practice case, will help you prepare for using the CVLT with patient populations.

APPROPRIATE TESTING CONDITIONS

Testing Environment

The environment in which a test is administered can have an impact on an examinee's performance. The ideal testing environment for the CVLT is a quiet, well-lit, comfortably ventilated and heated/cooled room free from distractions. The examinee should sit with his or her back to any large visual distractions, such as windows or computer monitors. Distractions can interrupt the learning and recall process so minimize interruptions during testing. For example, when testing in a school, attempt to schedule the test session around class transition times to avoid bells or loud hallway noise. In addition, no one other than you and the examinee should be in the room during testing. This reduces the social distraction of another individual, eliminates the possibility of explicit or inadvertent cueing by the third person, and reduces deferential or dependent behavior by the examinee. However, in some cases, this is not feasible due to the specific needs of an examinee. For example, when an examinee requires a caregiver to remain for personal care. In these cases, speak to the caregiver prior to the test session to prepare them for the test session. Any third person who will be present during administration should be instructed on appropriate behavior during the test session, including behaviors that are not allowed during the test session, such as responding to items or aiding the examinee in responding to items. You may also want to address limitations on interacting with the examinee to increase the likelihood that answers will not be discussed or cues given (e.g., pointing to something related to a word on the list). It may be helpful to explain the purpose of the assessment and describe the standard administration procedures to ensure that the examinee's results are valid and interpretable. If a caregiver expresses concern about knowing if it is appropriate to interact with or assist the examinee, you may suggest that you will ask them for assistance when it is needed or if preferred, that they ask before assisting during the testing session. Establishing expectations before the testing session will help avoid confusion during the session. Every effort should be made to ensure the examinee's performance is not negatively affected by the testing environment. Never make assumptions about the environment on behalf of the examinee—for example, the room temperature may be comfortable for you but could be too hot or too cool for the examinee.

Plan an appropriate length of time for testing or divide testing into multiple sessions. Although the CVLT needs to be administered within a single session, multiple sessions may be needed to complete a longer battery of tests that includes the CVLT. Regardless, administer all desired trials and conditions of CVLT in the same session. During testing, the examinee should sit across from you to allow you to fully observe the examinee throughout testing. This also places the directions or items on the record form or Q-interactive screen out of view of the examinee. All directions and word lists are included on the record form or screen. Throughout testing, the record form or screen should be placed so that the instructions are not visible to the examinee. The use of a clipboard when using the record form provides a hard surface on which to record responses without exposing the stimuli. You will also need access to a clock or watch in order to ensure the appropriate delay time is given between the learning and short-delay trials and the long-delay trials. Keep an eye out for signs of discomfort in the examinee, such as increased shifting in the chair or fidgeting, and take a break or adjust the room accordingly. Be sure any break does not interrupt the learning trials; the best time for a break in CVLT is during the delay times.

Be mindful that examinees may use a wide range of methods to remember the word list. For example, they may use rote rehearsal in their mind or they may employ mental mnemonic techniques. Observable signs of strategies for remembering information are good to observe and note during testing. Close attention to the examinee can also allow you to catch examinees engaging in inappropriate behaviors. An examinee may attempt to capture information by writing words on their hand or on the table or even entering words into their phone. Although this may be an appropriate strategy for recalling information outside of the test session, it would invalidate the results of the CVLT. It is critical to pay attention to the examinee while administering the CVLT and other cognitive tests to ensure examinees engage in appropriate behavior throughout the test session.

Testing Materials

The CVLT does not require any materials to complete administration other than the appropriate record form. Detailed scoring information is provided in the relevant test manual for obtaining scores upon completion of the test session; however, the manual is not required for administration. Scores are automatically provided following administration of CVLT on Q-interactive once each response is classified as correct, incorrect, intrusion, or repetition. Chapter 3 provides detailed information on how to classify responses. Scores can also be obtained through the CVLT-C and CVLT-II scoring software or through the Q-global platform for CVLT3. It is important to note that the software for CVLT-C and CVLT-II has not been updated since the original publication of these products and may not be compatible with current operating systems.

CAUTION 2.1

Materials Required for Administering the CVLT-C, CVLT-II, and CVLT3

• Paper
  • record form
  • watch or clock
  • pencil or pen for examiner
  • clipboard
• Digital
  • iPad with Q-interactive Assess app (practitioner)
  • stylus

TRIAL ADMINISTRATION SEQUENCE

When administering any form on any of the CVLT editions, the trials should be presented in the order presented in the record form. The Long-Delay Forced-Choice Recognition task is the only optional task on the CVLT and is the last task administered. If you choose not to administer Forced-Choice Recognition, simply stop administration after Long-Delay Yes/No Recognition. Note that Forced-Choice Recognition is not included in the CVLT-C; therefore, all tasks must be administered on the CVLT-C.

CAUTION 2.2

Appropriate Delay Tasks

• Visual Memory Tasks (Rey-Osterrieth Complex Figure, Visual Reproduction)
• Visual Fluid Reasoning Tasks (Matrix Reasoning)
• Visual Processing Tasks (Block Design)
• Visual Processing Speed Tasks (Coding, Symbol Span)
• Visual Executive Functioning Tasks (Trail Making, Wisconsin Card Sort)

CAUTION 2.3

Do not administer the CVLT after another word list task if administered within a battery of tests.

For example:

• Verbal Paired Associates in WMS-IV
• Verbal Learning in Wide Range Assessment of Memory and Learning, Second Edition (Sheslow & Adams, 2003)
• Rey Auditory Verbal Learning Test (Schmidt, 1996)
• Hopkins Verbal Learning Test—Revised (Benedict, Schretlen, Groninger, & Brandt, 1998)
• NEPSY Word Learning (Korkman, Kirk, & Kemp, 2007)
• Children's Memory Scale Word List (Cohen, 1997)

Due to the delay required between short-delay and long-delay trials, it is important to plan ahead and have appropriate tasks to complete during this delay time. The tasks should fill between 15 and 25 min. Appropriate nonverbal measures to administer during this delay include visual working memory measures (e.g., Wechsler Memory Scale—Fourth Edition Symbol Span (WMS-IV;...