Cognitive Assessment Battery for Research on Long Covid (CAB-COVID)
Innovative online neuropsychological test to evaluate cognitive alterations in people who have suffered COVID-19. Perform a complete cognitive screening and evaluate the risk index of presenting neuropsychological alterations associated with the coronavirus disease.
Who is it for?
This product is not for sale. This product is for research purposes only. For more info see CogniFit Research Platform
Multi-platform
Cognitive Assessment Battery for Research on Long Covid (CAB-COVID)
You are going to create a patient management account. This account is designed to give your patients access to CogniFit evaluations and training.
You are going to create a student management account. This account is designed to give your students access to CogniFit evaluations and training.
You are going to create a research account. This account is specially designed to help researchers with their studies in the cognitive areas.
* Assessment licenses can be used for any type of assessment
Computerized battery to evaluate and detect cognitive symptoms due to COVID-19
Computerized battery to evaluate and detect cognitive symptoms due to COVID-19
- Performs a complete cognitive screening and evaluates the risk index for the presence of cognitive alterations related to COVID.
- For use with users from young adults to seniors.
- The approximate duration of the online test is 30-40 minutes.
- Reliability analysis of the evaluation - Only in English Download
The Cognitive Assessment Battery for patients with COVID (CAB-COVID) is a leading professional tool, which allows studying the brain function of users from young adults to seniors, quickly and precisely. The results help detect the presence of symptoms, traits, and dysfunctionalities in cognitive processes that have been altered due to suffering from COVID-19.
This innovative online neuropsychological test is a scientific resource that allows a complete cognitive screening to be carried out, helping to assess cognitive strengths and weaknesses and to evaluate the risk index of suffering cognitive alterations related to COVID. This test is aimed at users from young adults to seniors.
The results report will be available automatically after the test, which usually takes around 30-40 minutes.
COVID, especially in the case of what is known as 'persistent COVID' or 'long COVID', can be accompanied by cognitive alterations (attention, memory, executive functions ...) that have a negative impact on the day-to-day life of people who suffer from it, even weeks or months after the initial infection. It is recommended to use this neuropsychological assessment when you want to assess the possible extent of this cognitive impairment. It is important to use this complete cognitive test as a complement to the professional diagnosis and not as a substitute for a medical review.
Digitized Protocol for the Cognitive Assessment of patients with COVID (CAB-COVID)
Digitized Protocol for the Cognitive Assessment of patients with COVID (CAB-COVID)
EThis complete and robust online neurocognitive assessment tool consists of a screening questionnaire and a battery of scientifically validated neuropsychological tests.
This set of activities has been designed to quickly and accurately identify and measure the functioning of the different cognitive areas that can be commonly affected after suffering a coronavirus infection.
Well-being Questionnaire
A series of easy-to-answer questions are presented aimed at uncovering the degree of perceived well-being of the person across multiple areas of health (physical, psychological, and social well-being). It also contains specific questions related to COVID-19.
Neuropsychological factors and cognitive profile
The assessment continues with a battery of tasks aimed at assessing the main cognitive abilities affected by COVID. It uses clinical scales and tests validated for the user's age.
Complete results report
At the end of the cognitive assessment for patients with COVID, you will automatically receive a fully detailed report of results, where the cognitive state, the degree of well-being in the different areas (low-medium-high), risk signs and symptoms, the neuropsychological profile, analysis of the results, recommendations and guidelines will all apear. The results offer valuable information and the basis for identifying support strategies.
Psychometric Results
Psychometric Results
The Cognitive Test for patients with COVID uses patented algorithms and artificial intelligence(AI) technology that allow the analysis of a large number of variables from which a complete cognitive profile will be obtained with very precise psychometric results.
The cognitive tests that make up the Cognitive Assessment Battery for patients with COVID (CAB-COVID) have been validated following the scientific method. Thanks to this, the measurements obtained when completing the evaluation have excellent psychometric characteristics. The cognitive profile of the neuropsychological report has high reliability, consistency, and stability. Through cross-sectional research designs, psychometric statistics with values close to .9 have been obtained, such as Cronbach's Alpha coefficient. The Test-Retest tests have obtained values close to 1, which shows high reliability and precision.
See validation tableWho is it for?
Who is it for?
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Researchers
Measure the cognitive abilities of research participants
Benefits
Benefits
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LEADING INSTRUMENT
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EASY-TO-USE
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USER-FRIENDLY
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DETAILED RESULTS REPORT
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ANALYSIS AND RECOMMENDATIONS
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When is it advisable to apply this general cognitive assessment test?
When is it advisable to apply this general cognitive assessment test?
The Cognitive Assessment Battery for Research on Long Covid (CAB-COVID) has excellent psychometric and usability qualities, which support its application in a variety of contexts.
If you want to investigate or examine the cognitive status of a person who has suffered COVID or is affected by the coronavirus, it is recommended to carry out this evaluation.
This neuropsychological test from CogniFit can be useful to:
Study brain function and determine the cognitive status of people who have suffered COVID
This neuropsychological assessment battery provides detailed information on different cognitive areas of the user. Analyzing these components can help us understand how the coronavirus affects cognitive functioning.
Obtain the cognitive profile of COVID patients
The neuropsychological profile is obtained automatically after completing the evaluation. It provides detailed information on the functioning of different cognitive areas, as well as additional information on well-being and symptoms related to the coronavirus.
Complement and deepen the clinical diagnosis
The study of the cognitive capacities of people affected by COVID allows us to expand the knowledge about the impact of the coronavirus on the body.
Help identify treatment needs and rehabilitation strategies
The coronavirus can have a devastating impact on the most vulnerable people, but clinical and scientific evidence shows that certain consequences of infection (such as cognitive ones) can be prolonged over time even in people who did not suffer seriously from this disease. Researching these aspects can help improve treatment and benefit people's quality of life.
Follow-up on the results of the treatment or rehabilitation program
The usefulness of this CogniFit neuropsychological assessment battery for COVID research is not limited to providing a quick and accurate view of a patient's cognitive health. It can also be used as a guide to assess the follow-up of patients over time, to know the degree of improvement that is being obtained as a result of treatment, and to establish correlations.
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Description of the diagnostic criteria questionnaire
Description of the diagnostic criteria questionnaire
The Cognitive Assessment Battery for Research on Long Covid (CAB-COVID) contains a questionnaire on the symptoms of the disease and on the well-being of the user.
This series of questions helps to collect a greater amount of information about the user, allowing a screening or even detecting the presence of certain symptoms.
It consists of a series of easy-to-answer items that can be completed by the professional responsible for the evaluation, or by the subject who performs the cognitive evaluation test for research on Long Covid. The questionnaire collects responses on the symptoms suffered and their intensity, and aspects of different areas of well-being, including physical (being in good shape, without ailments), psychological (a good state of our cognitive and emotional processes), and social (maintaining healthy fulfilling relationships with the people around us).
Neuropsychological aspects evaluated
Neuropsychological aspects evaluated
The alteration of some cognitive capacities may be enough to cause problems in daily life or in a person's overall health. Knowing in detail the state of the different cognitive abilities can help to know how intense the scope of these possible alterations is.
In order to adequately explore and identify the cognitive state of a person, the Cognitive Assessment Battery for Research on Long Covid (CAB-COVID) presents a series of activities aimed at accurately and rigorously measuring the following areas and cognitive abilities:
Attention
Ability to filter distractions and focus on relevant information.Excellent
7.5% above average
The ability to pay attention to more than one stimulus or activity at the same time.
490Your Score
400Average
The ability to focus our attention on an objective stimulus, regardless of how long that fixation lasts.
669Your Score
400Average
The ability to control impulsive or automatic responses, and generate responses mediated by attention and reasoning.
564Your Score
400Average
The ability to monitor the behavior we are carrying out and make sure that it complies with the prepared action plan.
621Your Score
400Average
Memory
Ability to retain or manipulate new information and recover memories from the past.Excellent
8.1% above average
The ability to retain in the short term all the auditory information we receive from the environment.
593Your Score
400Average
The ability to memorize and discriminate the real source of a specific memory.
649Your Score
400Average
The ability to hold a small amount of information for a short period of time.
468Your Score
400Average
The ability to encode, store and retrieve memories about faces, figures and images, melodies, sounds and noises, smells, tastes, and sensations.
508Your Score
400Average
The ability to retain for a short period of time a small amount of visual information, such as letters, words, etc.
623Your Score
400Average
The ability to retain and manipulate information necessary for complex cognitive tasks.
486Your Score
400Average
The ability to access a word in our vocabulary to name some concept.
712Your Score
400Average
Coordination
Ability to efficiently carry-out precise and organized movements.Excellent
8.3% above average
The ability that allows us to perform activities in which we use our eyes and hands simultaneously.
467Your Score
400Average
The ability to perceive and process a simple stimulus and respond to it, such as responding quickly and efficiently to a specific question. For example, when you are going to cross the pedestrian crossing and a car approaches and it seems that it has no intention of stopping, almost immediately you stand still 'just in case'. The time it takes you to react is the response time.
456Your Score
400Average
Perception
Ability to interpret the stimuli from one's surroundings.Excellent
8.3% above average
The ability to receive and interpret the information that reaches our ears through the waves of the audible frequency transmitted by air or other media.
600Your Score
400Average
The ability to predict or generate a response when we do not have the solution available.
597Your Score
400Average
The ability to identify stimuli that we have previously perceived (situations, people, objects, etc.).
668Your Score
400Average
The ability to be aware of our relationship with the environment that surrounds us.
571Your Score
400Average
The ability to interpret the information that the light of the visible spectrum makes reach our eyes.
654Your Score
400Average
The ability to actively and efficiently search for relevant stimuli around us through sight.
734Your Score
400Average
Reasoning
Ability to efficiently use (organize, relate, etc.) acquired information.Excellent
7.7% above average
The ability to mentally organize the best way to achieve a goal in the future, such as when we organize a story in our head to tell it later.
465Your Score
400Average
The ability to process information quickly and automatically.
492Your Score
400Average
The ability to adapt our behavior and thinking to new, changing, or unexpected situations.
685Your Score
400Average
Evaluation tasks
Our Digital Cognitive Assessments
CogniFit digital tests are designed to measure a specific areas of cognition and are grouped together to form customized batteries based on the unique requirements of the study design and population. Learn more about our different tests and how they can support the unique needs of your study by exploring the details and demos below.
The Speed Test REST-HECOOR exercise was inspired by the classic test of Fingertip tapping from the assessment battery NEPSY (Korkman et al., 1998). The test-taker is required to keep on clicking for 10 seconds and as rapidly as possible with the mouse, or finger if using a touch-screen device, in a defined area on the screen. Data is collected as the number of clicks during the allocated time, number of clicks inside the defined area and number of clicks outside it.
The Resolution Test REST-SPER was inspired by the classic paradigms Go/No Go Task (Gordon & Caramazza, 1982), Continuous Performance Test (Conners, 1989; Epstein et al., 2001), and the Psychomotor Vigilance Task (Dinges & Powell, 1985). The test-taker is required to rapidly press on circles which appear on the screen and to ignore hexagons should they also appear. Embedded in the task are 16 circles-only items and 8 circles-and-hexagons items. For each item data is collected on response time, response accuracy and cursor distance from target center.
The Processing Test REST-INH was inspired by the classic Stroop test (Stroop, 1935). The test-taker is required to press on the larger of two circles, regardless of the number inscribed in each circle, while ignoring the text that could appear on the top-middle part of the screen. They are then required to press on the higher number regardless of the size of the circle in which the number is inscribed.
The Sequencing Test WOM-ASM is based on the classic direct and indirect digit test of the WAIS-III (Wechsler, 1997). The test-taker is required to remember and reproduce increasingly longer number sequences, which appear, each in its turn, on the screen. The task will begin with a two- -number sequence.
The Estimation Test EST-II is based on the Duration Pattern Test (DPT) (Frota & Pereira, 2003). The test-taker is asked to interrupt an ongoing auditory stimulus so as to reproduce the exact length of time of the previously presented one. In the first part of the task an animated drawing accompanies the stimulus. During the second part of the task, the drawing remains still.
Eye-Hand Coordination Test Fixed Trajectory and Predictable Direction
The Synchronization Test UPDA-SHIF is based on the Vienna Test System (VST) (Whiteside, 2002). In this task the test-taker is required to carefully and precisely track a ball which moves along a path. The distance in pixels between the center of the ball and the cursor moved by the user is considered to calculate the accuracy score.
The Programming Test VIPER-PLAN took as a reference the classic Porteus Maze Test (Porteus, 1950), and the Route finding (NEPSY) (Korkman et al., 1998). The test-taker is presented with several mazes with dead-ends and is required to successfully go through it, from start to end, in the smallest possible number of steps, and as fast as possible.
The Recognition Test WOM-REST is based on the classic tests of Symbol search (WAIS) (Wechsler, 1997), Wisconsin Card Sorting Test (WCST) (Heaton, 1981) and Raven's Progressive Matrices Test (Raven, 1936). In this task, a trio-sequence of objects is presented in the center of the screen. The test-taker is required to memorize these stimuli in a first screen, and to recognize it from among four trio-sequences in a second screen. The number of correct answers is considered to calculate an accuracy percentage.
The Equivalencies Test INH-REST was based on the classic Stroop test (Stroop, 1935). The test-taker is asked to press on the spacebar (go action) only if the color names on the screen are printed in the matching color and to refrain from pressing (no-go) if the color of the letters does not match the printed color name.
Eye-Hand Coordination Test Multidirectional and Unpredictable Direction
The Coordination Test HECOOR was inspired by the classic Trail Making Test (Reitan, 1955), and by the Vienna Test System (Whiteside, 2002). The test-taker is required to track, with the mouse (or on-screen digital joystick, if using a mobile device), a ball moving in an undetermined itinerary.
Visual Working Memory Span Test
The Concentration Test VISMEM-PLAN took as a reference the Corsi block-tapping test (Corsi, 1972; Kessels et al., 2000; Wechsler, 1945). In the first part of the task, some circles, within a fixed array of circles, light up. The test-taker is required to memorize which circles, within the array, have lit up and then try to reproduce the sequence in the right order. In the second part of the task, a delay of 4 secs is added between the first screen and the playback screen, in order to increase the time the user must retain the information.
The Decoding Test VIPER-NAM was inspired by the Boston Naming Test (Kaplan et al., 1983) and by the vocabulary test from the WAIS-III (Wechsler, 1997). The test-taker is required to click on the first letter, among four of them, that spells the name of the object depicted on the screen. For example, for the picture of an apple, the test-taker should click on the letter “A” but not on the three incorrect responses (C, P, M) also present on the screen.
Multimodal Lexical Memory Test
The Identification Test COM-NAM is based on the Boston Naming Test (Kaplan et al., 1983) and by the vocabulary test from the WAIS-III (Wechsler, 1997). For each object shown, the test-taker must choose from three possibilities: 1) the item is presented for the first time in the task or 2) the last time it appeared the item was spoken or 3) the last time it appeared the item was presented as a picture.
The Inquiry Test REST-COM took as a reference the classic Boston Naming Test (Kaplan et al., 1983), the vocabulary test from WAIS-III (Wechsler, 1997), the Test of Variables of Attention (Greenberg et al., 1996), and the Rey Auditory Verbal Learning Test (Schmidt, 1994). A series of objects are shown. In a new series of objects, the test-taker must then recognize only those objects that were previously displayed. This new series could be presented as images or as spoken words.
The Estimation Test EST-I was inspired by the Biber Cognitive Estimation Test (Goldstein et al., 1996). In the first part, the test-taker is required to determine which of two balls moves faster. In the second part, another ball is added. In the third part, a fourth ball is added and it should be indicated which ball moves twice as fast as a designated ball (the red one). In the fourth part, while watching four balls moving in four separate itineraries, the test- -taker must determine as quickly as possible which ball will arrive at a given point first.
The Estimation Test EST- III is based on the Biber Cognitive Estimation Test (Goldstein et al., 1996). The first part consists of indicating which of the objects on the screen is farther away from the user. The second part consists of indicating which of the objects is farther away from a pink ball, also located on the screen. The third part consists of indicating which two objects are at the same distance from the pink ball. The fourth part consists of indicating which object is not at the same distance from the pink ball. Finally, the fifth part is to indicate which of the images has the objects spatially arranged differently from the model.
The Simultaneity Test DIAT-SHIF stems from the classic Stroop test (Stroop, 1935), the Vienna Test System (Whiteside, 2002), and the Test of Variables of Attention (Greenberg et al., 1996). The test-taker is required to accurately follow a ball moving and turning in all directions on the screen while, at the same time, performing a variant of the Stroop test.
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