{"id":583167,"date":"2026-05-04T21:03:14","date_gmt":"2026-05-04T19:03:14","guid":{"rendered":"https:\/\/www.dynseo.com\/test-dorthophonie-gratuit-en-ligne-evaluez-langage-et-cognition-2\/"},"modified":"2026-05-16T16:53:35","modified_gmt":"2026-05-16T14:53:35","slug":"free-online-speech-therapy-test-assess-language-and-cognition","status":"publish","type":"post","link":"https:\/\/www.dynseo.com\/en\/free-online-speech-therapy-test-assess-language-and-cognition\/","title":{"rendered":"Free Online Speech Therapy Test: Assess Language and Cognition"},"content":{"rendered":"<p>[et_pb_section fb_built=&#8221;1&#8243; admin_label=&#8221;Article HTML&#8221; _builder_version=&#8221;4.16&#8243; custom_padding=&#8221;0px||0px||false|false&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_row admin_label=&#8221;Contenu&#8221; _builder_version=&#8221;4.16&#8243; width=&#8221;100%&#8221; max_width=&#8221;100%&#8221; custom_padding=&#8221;0px||0px||false|false&#8221; global_colors_info=&#8221;{}&#8221;][et_pb_column type=&#8221;4_4&#8243; 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}\n}<\/p>\n<\/style>\n<p><script>\nfunction imprimerFiche(elementId) {\n  \/\/ Retire la classe \"printing\" de toutes les fiches\n  document.querySelectorAll('.fiche-printable').forEach(function(f) {\n    f.classList.remove('printing');\n  });\n  \/\/ Ajoute la classe \u00e0 la fiche cible\n  var fiche = document.getElementById(elementId);\n  if (fiche) {\n    fiche.classList.add('printing');\n    setTimeout(function() {\n      window.print();\n      setTimeout(function() {\n        fiche.classList.remove('printing');\n      }, 100);\n    }, 100);\n  }\n}<\/p>\n<p>\/\/ Scroll fluide vers les fiches depuis le sommaire (compense le header WordPress)\ndocument.addEventListener('DOMContentLoaded', function() {\n  document.querySelectorAll('.fiches-index a[href^=\"#fiche-\"]').forEach(function(link) {\n    link.addEventListener('click', function(e) {\n      e.preventDefault();\n      var targetId = this.getAttribute('href').substring(1);\n      var target = document.getElementById(targetId);\n      if (target) {\n        \/\/ Calcule l'offset en tenant compte d'un \u00e9ventuel header fixe\n        var offset = 100;\n        var bodyRect = document.body.getBoundingClientRect().top;\n        var elementRect = target.getBoundingClientRect().top;\n        var elementPosition = elementRect - bodyRect;\n        var offsetPosition = elementPosition - offset;<\/p>\n<p>        window.scrollTo({\n          top: offsetPosition,\n          behavior: 'smooth'\n        });<\/p>\n<p>        \/\/ Met \u00e0 jour l'URL (ancre dans la barre d'adresse)\n        history.pushState(null, null, '#' + targetId);<\/p>\n<p>        \/\/ Effet visuel : surligne la fiche pendant 2 secondes\n        document.querySelectorAll('.fiche-printable').forEach(function(f) {\n          f.classList.remove('fiche-highlight');\n        });\n        setTimeout(function() {\n          target.classList.add('fiche-highlight');\n          setTimeout(function() {\n            target.classList.remove('fiche-highlight');\n          }, 2000);\n        }, 600);\n      }\n    });\n  });\n});\n<\/script><\/p>\n<div class=\"dbi-art-34e90d\">\n<!-- META SEO\nMeta title : Free Online Speech Therapy Test: 15 Mini-Tests to Evaluate Language and Cognition\nMeta description : 15 free printable speech therapy tests: articulation, reading, memory, attention, fluency, calculation, communication. For children, adults, seniors.\n--><\/p>\n<div class=\"dynseo-article\">\n<h1>Free Online Speech Therapy Test: Evaluate Language and Cognition<\/h1>\n<div class=\"dynseo-intro\">\n<pee><strong>Are you questioning your child&#8217;s language?<\/strong> Do you notice forgetfulness, word-finding difficulties, or concentration issues in yourself or a loved one? Are you a healthcare professional looking for quick pre-evaluation tools to use in your practice or before a comprehensive assessment? This article is for you.<\/pee>\n<pee>We have gathered <strong>15 free mini-speech therapy tests<\/strong>, designed as quick screening tools to print or complete in just a few minutes. They cover all areas assessed in speech therapy: articulation, vocabulary, written language, memory, attention, executive functions, communication. Each test comes with a scoring grid and simplified normative references. Click on \u201cPrint this sheet\u201d to download the PDF.<\/pee>\n<\/div>\n<h2>Why take an online speech therapy test?<\/h2>\n<pee>An online speech therapy test will <strong>never<\/strong> replace a comprehensive speech therapy assessment conducted by a state-certified professional. This is a fundamental point we want to emphasize from the start. However, an online test can play several very useful roles in the care pathway.<\/pee>\n<pee>Firstly, it allows for <strong>screening for potential difficulties<\/strong>. Many cognitive or language disorders develop subtly before becoming disabling. A parent questioning their child&#8217;s achievements, or an adult sensing a decline in their abilities, can obtain a <em>first objective estimate<\/em> through a quick test and decide based on that whether to consult further.<\/pee>\n<pee>Secondly, the online test serves to <strong>guide towards the right professional<\/strong>. A low score in working memory suggests a referral to a speech therapist or neuropsychologist; a low score in articulation clearly points towards speech therapy; attentional difficulties may justify a consultation in child psychiatry or neurology. A well-designed test provides these clues.<\/pee>\n<pee>Thirdly, for <strong>healthcare professionals<\/strong>, these quick tests are useful pre-evaluation tools before a comprehensive assessment, tools for monitoring between sessions, or resources to explain to families what will be evaluated in more detail. Our <a href=\"https:\/\/www.dynseo.com\/nos-outils\/tableau-suivi-competences\/\">skills tracking chart<\/a> allows tracking the evolution of results in these tests over time.<\/pee>\n<h3>Speech test vs speech assessment: what\u2019s the difference?<\/h3>\n<pee>The distinction is crucial. A <strong>test<\/strong> is a one-time tool, focused on a specific function (memory, attention, vocabulary), which produces a numerical score. A <strong>speech assessment<\/strong>, on the other hand, is a comprehensive and global evaluation conducted by a speech therapist on medical prescription. It combines several standardized tests (BILO, EVALEO, ELO, MT-86, BDAE depending on age and suspected pathology), a detailed anamnesis, clinical observations, and leads to a diagnosis and a rehabilitation plan.<\/pee>\n<pee>In practical terms: an online test might tell you <em>\u201cthere may be a working memory issue\u201d<\/em>. A speech assessment will tell you <em>\u201cthe patient presents a developmental language disorder predominantly phonological with secondary verbal working memory deficit, justifying rehabilitation at the rate of 2 weekly sessions\u201d<\/em>. The difference is significant.<\/pee>\n<h3>At what age should one take a speech therapy test?<\/h3>\n<pee>There is no minimum or maximum age. The tests presented in this article cover the entire spectrum, from school-aged children to seniors. Here are some guidelines:<\/pee>\n<ul>\n<li><strong>3-5 years<\/strong>: vocabulary pointing tests, articulation, early phonological awareness<\/li>\n<li><strong>5-12 years<\/strong>: reading, writing, working memory, executive functions, language tests<\/li>\n<li><strong>13-17 years<\/strong>: ADHD tests, advanced language, reasoning, verbal fluency<\/li>\n<li><strong>18-65 years<\/strong>: memory, attention, fluency, executive functions tests (useful post-Stroke, TBI, adult ADHD)<\/li>\n<li><strong>65+ years<\/strong>: screening tests for early cognitive disorders (MCI, Alzheimer&#8217;s, dementias)<\/li>\n<\/ul>\n<pee>If you want to start with a validated quick test, our online tools are available to you for free: <a href=\"https:\/\/www.dynseo.com\/en\/memory-test\/\">memory test<\/a>, <a href=\"https:\/\/www.dynseo.com\/en\/concentration-and-attention-test\/\">attention test<\/a>, <a href=\"https:\/\/www.dynseo.com\/en\/executive-function-testing\/\">executive functions test<\/a>, <a href=\"https:\/\/www.dynseo.com\/en\/adhd-test-evaluate-your-attention-non-medical\/\">ADHD test<\/a>, and <a href=\"https:\/\/www.dynseo.com\/en\/mental-age-test-how-old-is-your-brain\/\">mental age test<\/a>. All accessible without registration, in just a few minutes.<\/pee>\n<div class=\"fiches-index\">\n<h3>\ud83d\udccb Summary of the 15 mini-tests<\/h3>\n<pee style=\"margin: 8px 0 0 0; font-size: 0.95em; color: #666;\">Click on a test to access it, then on \u201cPrint this sheet\u201d to download the PDF.<\/pee>\n<div class=\"index-grid\">\n  <a href=\"#fiche-1\">1. Rapid articulation<\/a><br \/>\n  <a href=\"#fiche-2\">2. Vocabulary pointing<\/a><br \/>\n  <a href=\"#fiche-3\">3. Phonological awareness<\/a><br \/>\n  <a href=\"#fiche-4\">4. Reading-decoding<\/a><br \/>\n  <a href=\"#fiche-5\">5. Written comprehension<\/a><br \/>\n  <a href=\"#fiche-6\">6. Dictation spelling<\/a><br \/>\n  <a href=\"#fiche-7\">7. Immediate memory<\/a><br \/>\n  <a href=\"#fiche-8\">8. Delayed memory<\/a><br \/>\n  <a href=\"#fiche-9\">9. Selective attention<\/a><br \/>\n  <a href=\"#fiche-10\">10. Verbal fluency<\/a><br \/>\n  <a href=\"#fiche-11\">11. Mental inhibition<\/a><br \/>\n  <a href=\"#fiche-12\">12. Flexibility<\/a><br \/>\n  <a href=\"#fiche-13\">13. Mental calculation<\/a><br \/>\n  <a href=\"#fiche-14\">14. Temporal tracking<\/a><br \/>\n  <a href=\"#fiche-15\">15. Social communication<\/a>\n<\/div>\n<\/div>\n<h2>Domain 1 \u2014 Oral language tests (3 tests)<\/h2>\n<pee>Oral language tests assess the patient&#8217;s ability to produce and understand speech. They are essential in children to detect language delays, articulation disorders, or developmental language disorders (DLD). In adults, they allow for the quick identification of aphasia, dysarthria, or word-finding difficulties.<\/pee>\n<div class=\"fiche-printable\" id=\"fiche-1\">\n<div class=\"fiche-header\">\n<div>\n<div class=\"fiche-num\">TEST N\u00b01<\/div>\n<h3>Rapid articulation<\/h3>\n<div class=\"badges\"><span class=\"badge\">4 years+<\/span><span class=\"badge\">Articulation<\/span><span class=\"badge\">10 min<\/span><\/div>\n<\/p><\/div>\n<p>    <button class=\"fiche-print-btn\" onclick=\"printFiche('fiche-1')\">\ud83d\udda8 Print this sheet<\/button>\n  <\/div>\n<div class=\"fiche-body\">\n<div class=\"fiche-consigne\">The patient repeats each word after the examiner. Check \u2713 if the production is correct, \u2717 if it is altered. Note the nature of the error (substitution, omission, distortion).<\/div>\n<div class=\"fiche-content\">\n      <pee style=\"margin-top:0;\"><strong>\ud83c\udfaf Objective :<\/strong> detect an articulatory or phonological disorder.<\/pee>\n<table class=\"exo-table-print\">\n<tr>\n<th>Word<\/th>\n<th>Target phoneme<\/th>\n<th>\u2713\/\u2717<\/th>\n<th>Word<\/th>\n<th>Target phoneme<\/th>\n<th>\u2713\/\u2717<\/th>\n<\/tr>\n<tr>\n<td>Papa<\/td>\n<td>[p]<\/td>\n<td>___<\/td>\n<td>Soleil<\/td>\n<td>[s] [l]<\/td>\n<td>___<\/td>\n<\/tr>\n<tr>\n<td>Tomate<\/td>\n<td>[t]<\/td>\n<td>___<\/td>\n<td>Chocolat<\/td>\n<td>[\u0283] [k]<\/td>\n<td>___<\/td>\n<\/tr>\n<tr>\n<td>Cabane<\/td>\n<td>[k] [b]<\/td>\n<td>___<\/td>\n<td>Voiture<\/td>\n<td>[v] [t] [\u0281]<\/td>\n<td>___<\/td>\n<\/tr>\n<tr>\n<td>Bonbon<\/td>\n<td>[b] [\u0254\u0303]<\/td>\n<td>___<\/td>\n<td>Girafe<\/td>\n<td>[\u0292] [\u0281] [f]<\/td>\n<td>___<\/td>\n<\/tr>\n<tr>\n<td>Dent<\/td>\n<td>[d] [\u0251\u0303]<\/td>\n<td>___<\/td>\n<td>Poisson<\/td>\n<td>[p] [s] [\u0254\u0303]<\/td>\n<td>___<\/td>\n<\/tr>\n<tr>\n<td>G\u00e2teau<\/td>\n<td>[g] [t]<\/td>\n<td>___<\/td>\n<td>Crocodile<\/td>\n<td>[k] [\u0281] [d] [l]<\/td>\n<td>___<\/td>\n<\/tr>\n<tr>\n<td>Feu<\/td>\n<td>[f] [\u00f8]<\/td>\n<td>___<\/td>\n<td>Pharmacie<\/td>\n<td>[f] [\u0281] [m] [s]<\/td>\n<td>___<\/td>\n<\/tr>\n<tr>\n<td>Sac<\/td>\n<td>[s] [k]<\/td>\n<td>___<\/td>\n<td>Biblioth\u00e8que<\/td>\n<td>[b] [l] [j] [t] [k]<\/td>\n<td>___<\/td>\n<\/tr>\n<tr>\n<td>Chat<\/td>\n<td>[\u0283]<\/td>\n<td>___<\/td>\n<td>R\u00e9frig\u00e9rateur<\/td>\n<td>[\u0281] [f] [\u0281] [\u0292] [\u0281] [t] [\u0281]<\/td>\n<td>___<\/td>\n<\/tr>\n<tr>\n<td>Lapin<\/td>\n<td>[l] [p] [\u025b\u0303]<\/td>\n<td>___<\/td>\n<td>Tracteur<\/td>\n<td>[t] [\u0281] [k] [t] [\u0281]<\/td>\n<td>___<\/td>\n<\/tr>\n<\/table>\n<pee style=\"margin-top:14px; font-size:0.9em;\"><strong>Score : ___ \/ 20<\/strong> &nbsp;|&nbsp; <strong>Benchmarks :<\/strong> \u226518\/20 = OK | 14-17\/20 = to monitor | &lt;14\/20 = assessment recommended<\/pee>\n    <\/div>\n<div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Pro tip :<\/strong> At 4 years, [\u0281] and [l] may still be unstable (late acquisition). By 6 years, all phonemes should be stabilized. Note systematic substitutions (e.g., all [s] become [\u0283]).<\/div>\n<\/p><\/div>\n<\/div>\n<div class=\"fiche-printable\" id=\"fiche-2\">\n<div class=\"fiche-header\">\n<div>\n<div class=\"fiche-num\">TEST N\u00b02<\/div>\n<h3>Vocabulary pointing<\/h3>\n<div class=\"badges\"><span class=\"badge\">3-8 years<\/span><span class=\"badge\">Passive vocabulary<\/span><span class=\"badge\">15 min<\/span><\/div>\n<\/p><\/div>\n<p>    <button class=\"fiche-print-btn\" onclick=\"printFiche('fiche-2')\">\ud83d\udda8 Print this sheet<\/button>\n  <\/div>\n<div class=\"fiche-body\">\n<div class=\"fiche-consigne\">The examiner says a word. Among the 4 images in a row, the child points to the one that corresponds. Note \u2713 or \u2717.<\/div>\n<div class=\"fiche-content\">\n      <pee style=\"margin-top:0;\"><strong>\ud83c\udfaf Objective :<\/strong> assess passive vocabulary (understanding of words).<\/pee>\n      <pee><strong>Easy level (3-5 years) :<\/strong><\/pee>\n<table class=\"exo-table-print\">\n<tr>\n<th>Word said<\/th>\n<th>Image 1<\/th>\n<th>Image 2<\/th>\n<th>Image 3<\/th>\n<th>Image 4<\/th>\n<th>\u2713\/\u2717<\/th>\n<\/tr>\n<tr>\n<td>chat<\/td>\n<td>\ud83d\udc31<\/td>\n<td>\ud83d\udc36<\/td>\n<td>\ud83d\udc30<\/td>\n<td>\ud83d\udc2d<\/td>\n<td>___<\/td>\n<\/tr>\n<tr>\n<td>fleur<\/td>\n<td>\ud83c\udf39<\/td>\n<td>\ud83c\udf33<\/td>\n<td>\ud83c\udf4e<\/td>\n<td>\ud83c\udf19<\/td>\n<td>___<\/td>\n<\/tr>\n<tr>\n<td>voiture<\/td>\n<td>\ud83d\ude97<\/td>\n<td>\ud83d\udeb2<\/td>\n<td>\u2708\ufe0f<\/td>\n<td>\ud83d\ude82<\/td>\n<td>___<\/td>\n<\/tr>\n<tr>\n<td>banane<\/td>\n<td>\ud83c\udf4e<\/td>\n<td>\ud83c\udf4c<\/td>\n<td>\ud83c\udf47<\/td>\n<td>\ud83c\udf53<\/td>\n<td>___<\/td>\n<\/tr>\n<\/table>\n<pee style=\"margin-top:14px;\"><strong>Intermediate level (5-7 years) :<\/strong><\/pee>\n<table class=\"exo-table-print\">\n<tr>\n<th>Word said<\/th>\n<th>Image 1<\/th>\n<th>Image 2<\/th>\n<th>Image 3<\/th>\n<th>Image 4<\/th>\n<th>\u2713\/\u2717<\/th>\n<\/tr>\n<tr>\n<td>kangourou<\/td>\n<td>\ud83e\udd98<\/td>\n<td>\ud83d\udc39<\/td>\n<td>\ud83d\udc28<\/td>\n<td>\ud83e\udd9d<\/td>\n<td>___<\/td>\n<\/tr>\n<tr>\n<td>marteau<\/td>\n<td>\ud83d\udd28<\/td>\n<td>\ud83e\ude9b<\/td>\n<td>\ud83d\udd27<\/td>\n<td>\u2702\ufe0f<\/td>\n<td>___<\/td>\n<\/tr>\n<tr>\n<td>parap<\/p>\n<div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Professional advice:<\/strong> If the child consistently points to the same position, suspect an attention disorder or a failure strategy. Repeat the item later without them noticing.<\/div>\n<\/p><\/div>\n<\/div>\n<div class=\"fiche-printable\" id=\"fiche-3\">\n<div class=\"fiche-header\">\n<div>\n<div class=\"fiche-num\">TEST N\u00b03<\/div>\n<h3>Phonological awareness<\/h3>\n<div class=\"badges\"><span class=\"badge\">5-8 years<\/span><span class=\"badge\">Phonology<\/span><span class=\"badge\">15 min<\/span><\/div>\n<\/p><\/div>\n<p>    <button class=\"fiche-print-btn\" onclick=\"printFiche('fiche-3')\">\ud83d\udda8 Print this sheet<\/button>\n  <\/div>\n<div class=\"fiche-body\">\n<div class=\"fiche-consigne\">The examiner says each instruction orally. The child responds orally. Check \u2713 if correct.<\/div>\n<div class=\"fiche-content\">\n      <pee style=\"margin-top:0;\"><strong>\ud83c\udfaf Objective:<\/strong> assess phonological awareness, a major predictor of reading success.<\/pee>\n      <pee><strong>Sub-test A \u2014 Syllable counting:<\/strong><\/pee>\n<table class=\"exo-table-print\">\n<tr>\n<th>Word said<\/th>\n<th>Expected response<\/th>\n<th>\u2713\/\u2717<\/th>\n<\/tr>\n<tr>\n<td>cat<\/td>\n<td>1<\/td>\n<td>___<\/td>\n<\/tr>\n<tr>\n<td>chocolate<\/td>\n<td>3<\/td>\n<td>___<\/td>\n<\/tr>\n<tr>\n<td>banana<\/td>\n<td>3<\/td>\n<td>___<\/td>\n<\/tr>\n<tr>\n<td>hippopotamus<\/td>\n<td>5<\/td>\n<td>___<\/td>\n<\/tr>\n<tr>\n<td>butterfly<\/td>\n<td>3<\/td>\n<td>___<\/td>\n<\/tr>\n<\/table>\n<pee style=\"margin-top:14px;\"><strong>Sub-test B \u2014 Rhyme identification:<\/strong><\/pee>\n<table class=\"exo-table-print\">\n<tr>\n<th>Question<\/th>\n<th>Expected response<\/th>\n<th>\u2713\/\u2717<\/th>\n<\/tr>\n<tr>\n<td>\u201ccat\u201d rhymes with: table \u2014 rat \u2014 apple?<\/td>\n<td>rat<\/td>\n<td>___<\/td>\n<\/tr>\n<tr>\n<td>\u201cmoon\u201d rhymes with: dog \u2014 plum \u2014 flower?<\/td>\n<td>plum<\/td>\n<td>___<\/td>\n<\/tr>\n<tr>\n<td>\u201chand\u201d rhymes with: bread \u2014 sun \u2014 dog?<\/td>\n<td>bread<\/td>\n<td>___<\/td>\n<\/tr>\n<tr>\n<td>\u201ccar\u201d rhymes with: plane \u2014 paint \u2014 chair?<\/td>\n<td>paint<\/td>\n<td>___<\/td>\n<\/tr>\n<\/table>\n<pee style=\"margin-top:14px;\"><strong>Sub-test C \u2014 Syllable manipulation:<\/strong><\/pee>\n<table class=\"exo-table-print\">\n<tr>\n<th>Instruction<\/th>\n<th>Expected response<\/th>\n<th>\u2713\/\u2717<\/th>\n<\/tr>\n<tr>\n<td>Remove the 1<sup>st<\/sup> syllable from \u201cbanana\u201d<\/td>\n<td>nana<\/td>\n<td>___<\/td>\n<\/tr>\n<tr>\n<td>Remove the last syllable from \u201cchocolate\u201d<\/td>\n<td>choco<\/td>\n<td>___<\/td>\n<\/tr>\n<tr>\n<td>Reverse the syllables of \u201cboat\u201d<\/td>\n<td>tabo \/ toba<\/td>\n<td>___<\/td>\n<\/tr>\n<tr>\n<td>What remains of \u201capple\u201d without the [p]?<\/td>\n<td>ame<\/td>\n<td>___<\/td>\n<\/tr>\n<\/table>\n<pee style=\"margin-top:14px; font-size:0.9em;\"><strong>Total score: ___ \/ 13<\/strong> &nbsp;|&nbsp; <strong>Benchmarks 6 years:<\/strong> \u226510 OK | 7-9 = to monitor | &lt;7 = assessment recommended<\/pee>\n    <\/div>\n<div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Professional advice:<\/strong> A low score in phonological awareness at 5-6 years is one of the best early predictors of dyslexia. Early intervention (rehabilitation, phonological games) drastically changes the prognosis.<\/div>\n<\/p><\/div>\n<\/div>\n<h2>Domain 2 \u2014 Written language tests (3 tests)<\/h2>\n<pee>Written language is one of the major areas of speech therapy. Specific disorders (dyslexia, dysorthographia) affect about 5 to 10% of school-aged children and are often diagnosed late. For adults in post-Stroke rehabilitation, written language tests allow for measuring the evolution of reading-writing abilities after brain injury.<\/pee>\n<div class=\"fiche-printable\" id=\"fiche-4\">\n<div class=\"fiche-header\">\n<div>\n<div class=\"fiche-num\">TEST N\u00b04<\/div>\n<h3>Reading-decoding<\/h3>\n<div class=\"badges\"><span class=\"badge\">6-12 years<\/span><span class=\"badge\">Reading<\/span><span class=\"badge\">10 min<\/span><\/div>\n<\/p><\/div>\n<p>    <button class=\"fiche-print-btn\" onclick=\"printFiche('fiche-4')\">\ud83d\udda8 Print this sheet<\/button>\n  <\/div>\n<div class=\"fiche-body\">\n<div class=\"fiche-consigne\">The patient reads aloud as quickly as possible. Time it. Note the errors (substitution, omission, addition, hesitation &gt; 2 sec).<\/div>\n<div class=\"fiche-content\">\n      <pee style=\"margin-top:0;\"><strong>\ud83c\udfaf Objective:<\/strong> assess the fluency and accuracy of decoding (speed + errors).<\/pee>\n      <pee><strong>List 1 \u2014 Regular frequent words:<\/strong><\/pee>\n<table class=\"exo-table-print\">\n<tr>\n<td>cat<\/td>\n<td>tree<\/td>\n<td>house<\/td>\n<td>book<\/td>\n<td>sun<\/td>\n<\/tr>\n<tr>\n<td>road<\/td>\n<td>girl<\/td>\n<td>small<\/td>\n<td>big<\/td>\n<td>blue<\/td>\n<\/tr>\n<\/table>\n<pee style=\"margin-top:14px;\"><strong>List 2 \u2014 Irregular words:<\/strong><\/pee>\n<table class=\"exo-table-print\">\n<tr>\n<td>woman<\/td>\n<td>mister<\/td>\n<td>second<\/td>\n<td>onion<\/td>\n<td>choir<\/td>\n<\/tr>\n<tr>\n<td>aquarium<\/td>\n<td>album<\/td>\n<td>son<\/td>\n<td>perfume<\/td>\n<td>orchestra<\/td>\n<\/tr>\n<\/table>\n<pee style=\"margin-top:14px;\"><strong>List 3 \u2014 Pseudo-words (logatoms):<\/strong><\/pee>\n<table class=\"exo-table-print\">\n<tr>\n<td>plomu<\/td>\n<td>vib\u00e8ce<\/td>\n<td>flatron<\/td>\n<td>kraneur<\/td>\n<td>trop\u00e8de<\/td>\n<\/tr>\n<tr>\n<td>mistique<\/td>\n<td>blourdade<\/td>\n<td>chambranier<\/td>\n<td>sproutel<\/td>\n<td>impendile<\/td>\n<\/tr>\n<\/table>\n<pee style=\"margin-top:14px;\"><strong>Scoring:<\/strong><\/pee>\n<table class=\"exo-table-print\">\n<tr>\n<th>List<\/th>\n<th>Time<\/th>\n<th>Errors<\/th>\n<th>Score (correct\/total)<\/th>\n<\/tr>\n<tr>\n<td>1 \u2014 Regular<\/td>\n<td>___ sec<\/td>\n<td>___<\/td>\n<td>___ \/ 10<\/td>\n<\/tr>\n<tr>\n<td>2 \u2014 Irregular<\/td>\n<td>___ sec<\/td>\n<td>___<\/td>\n<td>___ \/ 10<\/td>\n<\/tr>\n<tr>\n<td>3 \u2014 Pseudo-words<\/td>\n<td>___ sec<\/td>\n<td>___<\/td>\n<td>___ \/ 10<\/td>\n<\/tr>\n<\/table>\n<pee style=\"margin-top:8px; font-size:0.9em;\"><strong>Benchmarks CE2:<\/strong> &lt;30 sec\/list, \u22659\/10 per list. <strong>Benchmarks CM2:<\/strong> &lt;20 sec\/list, \u226510\/10.<\/pee>\n    <\/div>\n<div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Professional advice:<\/strong> The error profile is very informative: difficulty with pseudo-words = defective assembly route (phonological dyslexia). Difficulty with irregulars = defective addressing route (surface dyslexia). Diagnostic orientation table.<\/div>\n<\/p><\/div>\n<\/div>\n<div class=\"fiche-printable\" id=\"fiche-5\">\n<div class=\"fiche-header\">\n<div>\n<div class=\"fiche-num\">TEST N\u00b05<\/div>\n<h3>Written comprehension<\/h3>\n<div class=\"badges\"><span class=\"badge\">8 years+<\/span><span class=\"badge\">Comprehension<\/span><span class=\"badge\">15 min<\/span><\/div>\n<\/p><\/div>\n<p>    <button class=\"fiche-print-btn\" onclick=\"printFiche('fiche-5')\">\ud83d\udda8 Print this sheet<\/button>\n  <\/div>\n<div class=\"fiche-body\">\n<div class=\"fiche-consigne\">The patient reads the text silently. Without going back to the text, he answers the questions. Note \u2713 or \u2717.<\/div>\n<div class=\"fiche-content\">\n      <pee style=\"margin-top:0;\"><strong>\ud83c\udfaf Objective:<\/strong> assess written comprehension (literal and inferential).<\/pee>\n<div style=\"background:#fff; padding:18px; border-radius:8px; border-left:3px solid #5e5ed7; margin:14px 0;\">\n        <pee style=\"margin:0;\"><em>Marie is 9 years old. She lives in Bordeaux with her parents and her little brother Tom. Today is Wednesday, and she is very excited: her grandfather Henri is coming to visit her. He lives in Lyon and always takes the train to come. Marie knows he will bring chocolates and tell her stories from when he was little. The trip from Lyon to Bordeaux takes about 5 hours.<\/em><\/pee>\n        <pee style=\"margin:0;\"><em>\u201cIs Grandma not coming with him?\u201d asks Marie to her mom. \u201cNo, she stayed in Lyon, she doesn\u2019t feel very well at the moment.\u201d Marie is a little disappointed, but she is happy to see Henri. She has prepared a drawing for him: a house with a big yellow sun and flowers in the garden. When Henri arrives, she will hug him tightly.<\/em><\/pee>\n      <\/div>\n<pee style=\"margin-top:14px;\"><strong>Literal comprehension questions:<\/strong><\/pee>\n<div class=\"exo-line\"><span class=\"num\">1.<\/span> How old is Marie? <span class=\"exo-blank\"><\/span><\/div>\n<div class=\"exo-line\"><span class=\"num\">2.<\/span> What is her brother&#8217;s name? <span class=\"exo-blank\"><\/span><\/div>\n<div class=\"exo-line\"><span class=\"num\">3.<\/span> In which city does Henri live? <span class=\"exo-blank\"><\/span><\/div>\n<div class=\"exo-line\"><span class=\"num\">4.<\/span> What day is the story set on? <span class=\"exo-blank\"><\/span><\/div>\n<div class=\"exo-line\"><span class=\"num\">5.<\/span> How long does the trip take? <span class=\"exo-blank\"><\/span><\/div>\n<pee style=\"margin-top:14px;\"><strong>Inferential questions (deduction):<\/strong><\/pee>\n<div class=\"exo-line\"><span class=\"num\">6.<\/span> Why didn\u2019t Grandma come? <span class=\"exo-blank\"><\/span><\/div>\n<div class=\"exo-line\"><span class=\"num\">7.<\/span> Does Henri come often? How do you know? <span class=\"exo-blank\"><\/span><\/div>\n<div class=\"exo-line\"><span class=\"num\">8.<\/span> How does Marie feel at the beginning? And at the end? <span class=\"exo-blank\"><\/span><\/div>\n<pee style=\"margin-top:14px; font-size:0.9em;\"><strong>Scoring:<\/strong> 1 point for each correct literal answer, 2 points for each correct inferential answer. <strong>Score: ___ \/ 11<\/strong><\/pee>\n    <\/div>\n<div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Professional advice:<\/strong> A patient who answers well to literal questions but fails at inferential ones likely has a pragmatic disorder or receptive language disorder (typical of autism, language disorder, or weak theory of mind).<\/div>\n<\/p><\/div>\n<\/div>\n<div class=\"fiche-printable\" id=\"fiche-6\">\n<div class=\"fiche-header\">\n<div>\n<div class=\"fiche-num\">TEST N\u00b06<\/div>\n<h3>Dictation spelling<\/h3>\n<div class=\"badges\"><span class=\"badge\">7-12 years<\/span><span class=\"badge\">Spelling<\/span><span class=\"badge\">15 min<\/span><\/div>\n<\/p><\/div>\n<p>    <button class=\"fiche-print-btn\" onclick=\"printFiche('fiche-6')\">\ud83d\udda8 Print this sheet<\/button>\n  <\/div>\n<div class=\"fiche-body\">\n<div class=\"fiche-consigne\">The examiner dictates the sentences at a normal speech rate. The patient writes. Only one re-reading allowed. Count the errors by category.<\/div>\n<div class=\"fiche-content\">\n      <pee style=\"margin-top:0;\"><strong>\ud83c\udfaf Objective :<\/strong> detect a dysorthography by analyzing the error profile.<\/pee>\n      <pee><strong>Sentences to dictate :<\/strong><\/pee>\n<ol>\n<li>The black cat sleeps on the couch.<\/li>\n<li>My parents are preparing a delicious cake.<\/li>\n<li>The children were playing in the garden when it started to rain.<\/li>\n<li>Yesterday, my sister bought beautiful red shoes.<\/li>\n<li>Tomorrow, we will go to the park with our friends for a picnic.<\/li>\n<li>The school I attend is ten minutes from my home.<\/li>\n<li>During the holidays, I wrote several poems that my teacher appreciated.<\/li>\n<\/ol>\n<pee style=\"margin-top:14px;\"><strong>Error analysis grid :<\/strong><\/pee>\n<table class=\"exo-table-print\">\n<tr>\n<th>Type of error<\/th>\n<th>Example<\/th>\n<th>Number<\/th>\n<\/tr>\n<tr>\n<td>Phonetic (the word is not read as said)<\/td>\n<td>\u201ckanap\u00e9\u201d instead of \u201ccanap\u00e9\u201d<\/td>\n<td>___<\/td>\n<\/tr>\n<tr>\n<td>Lexical (frequent word misspelled)<\/td>\n<td>\u201cfem\u00e9\u201d instead of \u201cfemme\u201d<\/td>\n<td>___<\/td>\n<\/tr>\n<tr>\n<td>Grammatical (agreements)<\/td>\n<td>\u201cles chat noir\u201d instead of \u201cles chats noirs\u201d<\/td>\n<td>___<\/td>\n<\/tr>\n<tr>\n<td>Conjugation (verb endings)<\/td>\n<td>\u201cil jouer\u201d instead of \u201cil jouait\u201d<\/td>\n<td>___<\/td>\n<\/tr>\n<tr>\n<td>Homophones<\/td>\n<td>\u201ca\u201d instead of \u201c\u00e0\u201d<\/td>\n<td>___<\/td>\n<\/tr>\n<tr>\n<td>Segmentation (glued\/cut words)<\/td>\n<td>\u201cj&#8217;aiachet\u00e9\u201d instead of \u201cj&#8217;ai achet\u00e9\u201d<\/td>\n<td>___<\/td>\n<\/tr>\n<\/table>\n<pee style=\"margin-top:14px; font-size:0.9em;\"><strong>CE2 benchmarks :<\/strong> \u22648 total errors | <strong>CM1 :<\/strong> \u22646 | <strong>CM2 :<\/strong> \u22644 | <strong>6th :<\/strong> \u22643<\/pee>\n    <\/div>\n<div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Professional advice :<\/strong> The dominant type of error guides the diagnosis: massive phonetic errors = associated phonological dyslexia. Grammatical errors alone = isolated dysorthography. A complete assessment should be proposed if > threshold.<\/div>\n<\/p><\/div>\n<\/div>\n<h2>Domain 3 \u2014 Memory tests (2 tests)<\/h2>\n<pee>Memory is the subject of many speech therapy interventions, particularly in adults (post-Stroke rehabilitation, head trauma, early dementia) and in children (ADHD, TDL with working memory deficit). The 2 tests that follow assess short-term (immediate) and long-term (delayed) memory, two distinct memory systems. For a more comprehensive test, you can use our <a href=\"https:\/\/www.dynseo.com\/en\/memory-test\/\">online memory test<\/a> which takes about 10 minutes.<\/pee>\n<div class=\"fiche-printable\" id=\"fiche-7\">\n<div class=\"fiche-header\">\n<div>\n<div class=\"fiche-num\">TEST N\u00b07<\/div>\n<h3>Immediate memory<\/h3>\n<div class=\"badges\"><span class=\"badge\">6 years+<\/span><span class=\"badge\">Short-term memory<\/span><span class=\"badge\">10 min<\/span><\/div>\n<\/p><\/div>\n<p>    <button class=\"fiche-print-btn\" onclick=\"printFiche('fiche-7')\">\ud83d\udda8 Print this sheet<\/button>\n  <\/div>\n<div class=\"fiche-body\">\n<div class=\"fiche-consigne\">The examiner reads the list of words at a rate of 1 word per second. The patient repeats immediately after. Count the words correctly recalled.<\/div>\n<div class=\"fiche-content\">\n      <pee style=\"margin-top:0;\"><strong>\ud83c\udfaf Objective :<\/strong> assess verbal short-term memory (phonological loop).<\/pee>\n      <pee><strong>List 1 \u2014 5 words :<\/strong><\/pee>\n      <pee style=\"font-size:1.1em; background:#fff; padding:12px; border-radius:8px; border:1px dashed #a9e2e4;\">CAT \u2014 TABLE \u2014 FLOWER \u2014 CAR \u2014 BOOK<\/pee>\n      <pee>Words recalled: ___ \/ 5<\/pee>\n<pee style=\"margin-top:14px;\"><strong>List 2 \u2014 7 words :<\/strong><\/pee>\n      <pee style=\"font-size:1.1em; background:#fff; padding:12px; border-radius:8px; border:1px dashed #a9e2e4;\">SUN \u2014 APPLE \u2014 DOG \u2014 HOUSE \u2014 TRAIN \u2014 PEN \u2014 BLUE<\/pee>\n      <pee>Words recalled: ___ \/ 7<\/pee>\n<pee style=\"margin-top:14px;\"><strong>List 3 \u2014 9 words (adults) :<\/strong><\/pee>\n      <pee style=\"font-size:1.1em; background:#fff; padding:12px; border-radius:8px; border:1px dashed #a9e2e4;\">RIVER \u2014 MUSIC \u2014 PAN \u2014 GARDEN \u2014 PHONE \u2014 YELLOW \u2014 APPLE \u2014 VIOLIN \u2014 SCHOOL<\/pee>\n      <pee>Words recalled: ___ \/ 9<\/pee>\n<pee style=\"margin-top:14px;\"><strong>Bonus sub-test \u2014 Digit span :<\/strong><\/pee>\n<table class=\"exo-table-print\">\n<tr>\n<th>Length<\/th>\n<th>Proposed series<\/th>\n<th>Succeeded?<\/th>\n<\/tr>\n<tr>\n<td>3<\/td>\n<td>4 &#8211; 7 &#8211; 2<\/td>\n<td>___<\/td>\n<\/tr>\n<tr>\n<td>4<\/td>\n<td>8 &#8211; 1 &#8211; 5 &#8211; 9<\/td>\n<td>___<\/td>\n<\/tr>\n<tr>\n<td>5<\/td>\n<td>3 &#8211; 6 &#8211; 9 &#8211; 2 &#8211; 7<\/td>\n<td>___<\/td>\n<\/tr>\n<tr>\n<td>6<\/td>\n<td>5 &#8211; 1 &#8211; 8 &#8211; 3 &#8211; 7 &#8211; 4<\/td>\n<td>___<\/td>\n<\/tr>\n<tr>\n<td>7<\/td>\n<td>2 &#8211; 9 &#8211; 4 &#8211; 7 &#8211; 1 &#8211; 6 &#8211; 8<\/td>\n<td>___<\/td>\n<\/tr>\n<\/table>\n<pee style=\"margin-top:14px; font-size:0.9em;\"><strong>Digit span benchmarks :<\/strong> 6 years = 4 | 8 years = 5 | 12 years = 6 | adult = 7\u00b12<\/pee>\n    <\/div>\n<div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Professional advice :<\/strong> If the forward span is significantly greater than 7 in an adult, suspect a compensatory strategy (grouping, association). If <5, suspect memory or attentional disorder.<\/div>\n<\/p><\/div>\n<\/div>\n<div class=\"fiche-printable\" id=\"fiche-8\">\n<div class=\"fiche-header\">\n<div>\n<div class=\"fiche-num\">TEST N\u00b08<\/div>\n<h3>Delayed memory<\/h3>\n<div class=\"badges\"><span class=\"badge\">10 years+<\/span><span class=\"badge\">Long-term memory<\/span><span class=\"badge\">25 min<\/span><\/div>\n<\/p><\/div>\n<p>    <button class=\"fiche-print-btn\" onclick=\"printFiche('fiche-8')\">\ud83d\udda8 Print this sheet<\/button>\n  <\/div>\n<div class=\"fiche-body\">\n<div class=\"fiche-consigne\">Step 1: read the text to the patient (or have them read it). Step 2: 15 minutes later (do another test in the meantime), ask them to recount the story. Score the recalled elements.<\/div>\n<div class=\"fiche-content\">\n      <pee style=\"margin-top:0;\"><strong>\ud83c\udfaf Objective:<\/strong> evaluate episodic memory (narrative events).<\/pee>\n      <pee><strong>Text to read:<\/strong><\/pee>\n<div style=\"background:#fff; padding:18px; border-radius:8px; border-left:3px solid #5e5ed7; margin:14px 0; line-height:1.8;\">\n        <pee style=\"margin:0;\"><em>Yesterday morning, at 8 o&#8217;clock, Pierre left his house to go to work. He lived at number 12 on Acacias Street. Since it was raining, he took his black umbrella. At the bus stop, he met his neighbor Mrs. Dubois who was going to the market. She told him she was going to buy tomatoes and cheese. The bus arrived 5 minutes late. Pierre got off at Place de la R\u00e9publique at 8:30, and went to his office on the third floor of the big blue building.<\/em><\/pee>\n      <\/div>\n<pee style=\"margin-top:14px;\"><strong>Scoring grid (15 pieces of information):<\/strong><\/pee>\n<table class=\"exo-table-print\">\n<tr>\n<th>Information<\/th>\n<th>Recalled?<\/th>\n<\/tr>\n<tr>\n<td>Yesterday morning<\/td>\n<td>___<\/td>\n<\/tr>\n<tr>\n<td>8 o&#8217;clock (departure time)<\/td>\n<td>___<\/td>\n<\/tr>\n<tr>\n<td>Pierre (first name)<\/td>\n<td>___<\/td>\n<\/tr>\n<tr>\n<td>Going to work<\/td>\n<td>___<\/td>\n<\/tr>\n<tr>\n<td>Number 12<\/td>\n<td>___<\/td>\n<\/tr>\n<tr>\n<td>Acacias Street<\/td>\n<td>___<\/td>\n<\/tr>\n<tr>\n<td>Rain<\/td>\n<td>___<\/td>\n<\/tr>\n<tr>\n<td>Black umbrella<\/td>\n<td>___<\/td>\n<\/tr>\n<tr>\n<td>Mrs. Dubois (neighbor)<\/td>\n<td>___<\/td>\n<\/tr>\n<tr>\n<td>Market<\/td>\n<td>___<\/td>\n<\/tr>\n<tr>\n<td>Tomatoes and cheese<\/td>\n<td>___<\/td>\n<\/tr>\n<tr>\n<td>Bus 5 min late<\/td>\n<td>___<\/td>\n<\/tr>\n<tr>\n<td>Place de la R\u00e9publique<\/td>\n<td>___<\/td>\n<\/tr>\n<tr>\n<td>8:30 (arrival time)<\/td>\n<td>___<\/td>\n<\/tr>\n<tr>\n<td>3<sup>rd<\/sup> floor \/ blue building<\/td>\n<td>___<\/td>\n<\/tr>\n<\/table>\n<pee style=\"margin-top:14px; font-size:0.9em;\"><strong>Score: ___ \/ 15<\/strong> &nbsp;|&nbsp; <strong>Adult benchmarks:<\/strong> \u226510 = OK | 6-9 = to monitor | &lt;6 = assessment recommended.<\/pee>\n    <\/div>\n<div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Professional advice:<\/strong> Compare immediate recall (test 7) vs delayed (test 8). Strong drop = impairment of consolidation (typical of Alzheimer&#8217;s). Low but stable = encoding impairment (typical of ADHD, depressive syndrome).<\/div>\n<\/p><\/div>\n<\/div>\n<h2>Domain 4 \u2014 Attention and executive function tests (4 tests)<\/h2>\n<pee>Attention and executive functions are now considered pillars of cognitive functioning. Their evaluation is crucial in ADHD, neurodegenerative pathologies, and post-Stroke cognitive rehabilitation. To go further, we offer an online <a href=\"https:\/\/www.dynseo.com\/en\/concentration-and-attention-test\/\">concentration and attention test<\/a> as well as an <a href=\"https:\/\/www.dynseo.com\/en\/executive-function-testing\/\">executive function test<\/a>, both free and accessible without registration.<\/pee>\n<div class=\"fiche-printable\" id=\"fiche-9\">\n<div class=\"fiche-header\">\n<div>\n<div class=\"fiche-num\">TEST N\u00b09<\/div>\n<h3>Selective attention<\/h3>\n<div class=\"badges\"><span class=\"badge\">8 years+<\/span><span class=\"badge\">Attention<\/span><span class=\"badge\">5 min<\/span><\/div>\n<\/p><\/div>\n<p>    <button class=\"fiche-print-btn\" onclick=\"printFiche('fiche-9')\">\ud83d\udda8 Print this sheet<\/button>\n  <\/div>\n<div class=\"fiche-body\">\n<div class=\"fiche-consigne\">Cross out all the letters &#8220;A&#8221; in the table below, as quickly as possible and without missing any. Time it.<\/div>\n<div class=\"fiche-content\">\n      <pee style=\"margin-top:0;\"><strong>\ud83c\udfaf Objective:<\/strong> evaluate selective and sustained attention (equivalent to the simplified Toulouse-Pi\u00e9ron test).<\/pee>\n<table class=\"exo-table-print\" style=\"font-family:monospace; font-size:1em;\">\n<tr>\n<td>R<\/td>\n<td>A<\/td>\n<td>F<\/td>\n<td>P<\/td>\n<td>A<\/td>\n<td>L<\/td>\n<td>A<\/td>\n<td>K<\/td>\n<td>S<\/td>\n<td>A<\/td>\n<td>M<\/td>\n<td>R<\/td>\n<td>A<\/td>\n<td>T<\/td>\n<td>O<\/td>\n<\/tr>\n<tr>\n<td>P<\/td>\n<td>L<\/td>\n<td>A<\/td>\n<td>F<\/td>\n<td>K<\/td>\n<td>R<\/td>\n<td>A<\/td>\n<td>S<\/td>\n<td>A<\/td>\n<td>L<\/td>\n<td>A<\/td>\n<td>F<\/td>\n<td>O<\/td>\n<td>A<\/td>\n<td>P<\/td>\n<\/tr>\n<tr>\n<td>A<\/td>\n<td>K<\/td>\n<td>L<\/td>\n<td>O<\/td>\n<td>A<\/td>\n<td>R<\/td>\n<td>F<\/td>\n<td>P<\/td>\n<td>L<\/td>\n<td>A<\/td>\n<td>K<\/td>\n<td>A<\/td>\n<td>R<\/td>\n<td>A<\/td>\n<td>S<\/td>\n<\/tr>\n<tr>\n<td>R<\/td>\n<td>A<\/td>\n<td>P<\/td>\n<td>A<\/td>\n<td>L<\/td>\n<td>F<\/td>\n<td>O<\/td>\n<td>A<\/td>\n<td>K<\/td>\n<td>R<\/td>\n<td>A<\/td>\n<td>S<\/td>\n<td>L<\/td>\n<td>A<\/td>\n<td>P<\/td>\n<\/tr>\n<tr>\n<td>F<\/td>\n<td>K<\/td>\n<td>A<\/td>\n<td>L<\/td>\n<td>O<\/td>\n<td>A<\/td>\n<td>S<\/td>\n<td>P<\/td>\n<td>A<\/td>\n<td>R<\/td>\n<td>F<\/td>\n<td>A<\/td>\n<td>K<\/td>\n<td>L<\/td>\n<td>A<\/td>\n<\/tr>\n<tr>\n<td>A<\/td>\n<td>R<\/td>\n<td>S<\/td>\n<td>P<\/td>\n<td>A<\/td>\n<td>L<\/td>\n<td>K<\/td>\n<td>F<\/td>\n<td>A<\/td>\n<td>O<\/td>\n<td>A<\/td>\n<td>R<\/td>\n<td>P<\/td>\n<td>A<\/td>\n<td>S<\/td>\n<\/tr>\n<\/table>\n<pee style=\"margin-top:14px;\"><strong>Scoring:<\/strong><\/pee>\n<ul>\n<li>Total number of A: <strong>30<\/strong><\/li>\n<li>A correctly crossed out: ___ \/ 30<\/li>\n<li>A forgotten (omissions): ___<\/li>\n<li>Letters crossed out by mistake (commissions): ___<\/li>\n<li>Total time: ___ seconds<\/li>\n<\/ul>\n<pee style=\"margin-top:14px; font-size:0.9em;\"><strong>Adult benchmarks:<\/strong> &lt;90 sec, \u22642 omissions, 0 commissions. Degraded performance = attentional impairment (ADHD, cognitive fatigue, early dementia).<\/pee>\n    <\/div>\n<div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Professional advice:<\/strong> Combination of forgetfulness + slowness = clear attentional disorder. Slowness alone = global cognitive slowdown (Parkinson&#8217;s, depression). Many errors and fast = impulsivity (ADHD).<\/div>\n<\/p><\/div>\n<\/div>\n<div class=\"fiche-printable\" id=\"fiche-10\">\n<div class=\"fiche-header\">\n<div>\n<div class=\"fiche-num\">TEST N\u00b010<\/div>\n<h3>Verbal fluency<\/h3>\n<div class=\"badges\"><span class=\"badge\">8 years+<\/span><span class=\"badge\">Fluency<\/span><span class=\"badge\">5 min<\/span><\/div>\n<\/p><\/div>\n<p>    <button class=\"fiche-print-btn\" onclick\n\n\n<div class=\"fiche-consigne\">The patient names a maximum of words in the requested category in exactly 60 seconds. The examiner notes all the words spoken.<\/div>\n<div class=\"fiche-content\">\n      <pee style=\"margin-top:0;\"><strong>\ud83c\udfaf Objective :<\/strong> assess verbal fluency (semantic and phonological).<\/pee>\n      <pee><strong>Test A \u2014 Semantic fluency: ANIMALS (60 sec)<\/strong><\/pee>\n<div style=\"background:#fff; padding:14px; border-radius:8px; min-height:60px; border:1px dashed #a9e2e4;\">\n        <pee style=\"margin:0; font-size:0.9em;\">Words cited: __________________________________________<\/pee>\n        <pee style=\"font-size:0.9em;\">__________________________________________<\/pee>\n      <\/div>\n<pee style=\"margin:8px 0;\"><strong>Total :<\/strong> ___ words | <strong>Perseverations :<\/strong> ___ | <strong>Intrusions :<\/strong> ___<\/pee>\n<pee style=\"margin-top:14px;\"><strong>Test B \u2014 Phonological fluency: LETTER P (60 sec)<\/strong><\/pee>\n<div style=\"background:#fff; padding:14px; border-radius:8px; min-height:60px; border:1px dashed #a9e2e4;\">\n        <pee style=\"margin:0; font-size:0.9em;\">Words cited: __________________________________________<\/pee>\n        <pee style=\"font-size:0.9em;\">__________________________________________<\/pee>\n      <\/div>\n<pee style=\"margin:8px 0;\"><strong>Total :<\/strong> ___ words | <strong>Perseverations :<\/strong> ___ | <strong>Intrusions :<\/strong> ___<\/pee>\n<pee style=\"margin-top:14px; font-size:0.9em;\"><strong>Normative benchmarks (healthy adult) :<\/strong><\/pee>\n<table class=\"exo-table-print\">\n<tr>\n<th>Age<\/th>\n<th>Semantic (animals)<\/th>\n<th>Phonological (P)<\/th>\n<\/tr>\n<tr>\n<td>20-50 years<\/td>\n<td>\u226522<\/td>\n<td>\u226518<\/td>\n<\/tr>\n<tr>\n<td>50-70 years<\/td>\n<td>\u226518<\/td>\n<td>\u226515<\/td>\n<\/tr>\n<tr>\n<td>70+ years<\/td>\n<td>\u226515<\/td>\n<td>\u226512<\/td>\n<\/tr>\n<\/table><\/div>\n<div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Pro tip :<\/strong> Semantic asymmetry &gt;&gt; phonological = temporal profile (early Alzheimer&#8217;s disease). Phonological asymmetry &gt;&gt; semantic = frontal profile (prefrontal lesion, frontotemporal dementia).<\/div>\n<\/p><\/div>\n<\/div>\n<div class=\"fiche-printable\" id=\"fiche-11\">\n<div class=\"fiche-header\">\n<div>\n<div class=\"fiche-num\">TEST N\u00b011<\/div>\n<h3>Mental inhibition<\/h3>\n<div class=\"badges\"><span class=\"badge\">10 years+<\/span><span class=\"badge\">Inhibition<\/span><span class=\"badge\">10 min<\/span><\/div>\n<\/p><\/div>\n<p>    <button class=\"fiche-print-btn\" onclick=\"printFiche('fiche-11')\">\ud83d\udda8 Print this sheet<\/button>\n  <\/div>\n<div class=\"fiche-body\">\n<div class=\"fiche-consigne\">For each written word, say the INK COLOR (and not the word itself). Go as fast as possible. Time it.<\/div>\n<div class=\"fiche-content\">\n      <pee style=\"margin-top:0;\"><strong>\ud83c\udfaf Objective :<\/strong> assess inhibition capacity (adapted Stroop test). Major target in ADHD and frontal dementias.<\/pee>\n      <pee><strong>Step 1 \u2014 Reading without interference (time it) :<\/strong><\/pee>\n<table class=\"exo-table-print\">\n<tr>\n<td style=\"text-align:center;\">RED<\/td>\n<td style=\"text-align:center;\">BLUE<\/td>\n<td style=\"text-align:center;\">GREEN<\/td>\n<td style=\"text-align:center;\">YELLOW<\/td>\n<td style=\"text-align:center;\">RED<\/td>\n<\/tr>\n<tr>\n<td style=\"text-align:center;\">GREEN<\/td>\n<td style=\"text-align:center;\">YELLOW<\/td>\n<td style=\"text-align:center;\">BLUE<\/td>\n<td style=\"text-align:center;\">RED<\/td>\n<td style=\"text-align:center;\">GREEN<\/td>\n<\/tr>\n<\/table>\n<pee style=\"font-size:0.9em;\">Time: ___ sec | Errors: ___<\/pee>\n<pee style=\"margin-top:14px;\"><strong>Step 2 \u2014 Pure colors :<\/strong><\/pee>\n<table class=\"exo-table-print\">\n<tr>\n<td style=\"background:#e73469; color:#fff; text-align:center;\">\u2593\u2593\u2593<\/td>\n<td style=\"background:#5e5ed7; color:#fff; text-align:center;\">\u2593\u2593\u2593<\/td>\n<td style=\"background:#5268c9; color:#fff; text-align:center;\">\u2593\u2593\u2593<\/td>\n<td style=\"background:#ffeca7; color:#5268c9; text-align:center;\">\u2593\u2593\u2593<\/td>\n<td style=\"background:#e73469; color:#fff; text-align:center;\">\u2593\u2593\u2593<\/td>\n<\/tr>\n<tr>\n<td style=\"background:#5268c9; color:#fff; text-align:center;\">\u2593\u2593\u2593<\/td>\n<td style=\"background:#ffeca7; color:#5268c9; text-align:center;\">\u2593\u2593\u2593<\/td>\n<td style=\"background:#5e5ed7; color:#fff; text-align:center;\">\u2593\u2593\u2593<\/td>\n<td style=\"background:#e73469; color:#fff; text-align:center;\">\u2593\u2593\u2593<\/td>\n<td style=\"background:#5268c9; color:#fff; text-align:center;\">\u2593\u2593\u2593<\/td>\n<\/tr>\n<\/table>\n<pee style=\"font-size:0.9em;\">Time: ___ sec | Errors: ___<\/pee>\n<pee style=\"margin-top:14px;\"><strong>Step 3 \u2014 INTERFERENCE (say the ink color, do not read the word) :<\/strong><\/pee>\n<table class=\"exo-table-print\">\n<tr>\n<td style=\"text-align:center; color:#5e5ed7; font-weight:bold;\">RED<\/td>\n<td style=\"text-align:center; color:#e73469; font-weight:bold;\">BLUE<\/td>\n<td style=\"text-align:center; color:#5268c9; font-weight:bold;\">YELLOW<\/td>\n<td style=\"text-align:center; color:#5e5ed7; font-weight:bold;\">GREEN<\/td>\n<td style=\"text-align:center; color:#e73469; font-weight:bold;\">YELLOW<\/td>\n<\/tr>\n<tr>\n<td style=\"text-align:center; color:#5268c9; font-weight:bold;\">RED<\/td>\n<td style=\"text-align:center; color:#5e5ed7; font-weight:bold;\">GREEN<\/td>\n<td style=\"text-align:center; color:#e73469; font-weight:bold;\">BLUE<\/td>\n<td style=\"text-align:center; color:#5268c9; font-weight:bold;\">YELLOW<\/td>\n<td style=\"text-align:center; color:#5e5ed7; font-weight:bold;\">RED<\/td>\n<\/tr>\n<\/table>\n<pee style=\"font-size:0.9em;\">Time: ___ sec | Errors: ___<\/pee>\n<pee style=\"margin-top:14px;\"><strong>Interference index :<\/strong> \u0394 Step 3 &#8211; Step 2 = ___ sec<\/pee>\n    <\/div>\n<div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Pro tip :<\/strong> \u0394 &gt; +50 % = significant impairment of inhibition. Very sensitive in adult ADHD and early frontal pathologies (frontotemporal dementia, cognitive Parkinson&#8217;s).<\/div>\n<\/p><\/div>\n<\/div>\n<div class=\"fiche-printable\" id=\"fiche-12\">\n<div class=\"fiche-header\">\n<div>\n<div class=\"fiche-num\">TEST N\u00b012<\/div>\n<h3>Mental flexibility<\/h3>\n<div class=\"badges\"><span class=\"badge\">10 years+<\/span><span class=\"badge\">Flexibility<\/span><span class=\"badge\">10 min<\/span><\/div>\n<\/p><\/div>\n<p>    <button class=\"fiche-print-btn\" onclick=\"printFiche('fiche-12')\">\ud83d\udda8 Print this sheet<\/button>\n  <\/div>\n<div class=\"fiche-body\">\n<div class=\"fiche-consigne\">Alternately connect number-letter in order: 1-A-2-B-3-C&#8230; as fast as possible, without error. Time it.<\/div>\n<div class=\"fiche-content\">\n      <pee style=\"margin-top:0;\"><strong>\ud83c\udfaf Objective :<\/strong> assess mental flexibility (equivalent of the Trail Making Test B).<\/pee>\n      <pee><strong>Step 1 \u2014 TMT-A (numbers only in order) :<\/strong><\/pee>\n      <pee style=\"font-size:0.9em;\">Connect 1 \u2192 2 \u2192 3 \u2192 &#8230; \u2192 12 in order :<\/pee>\n<div style=\"background:#fff; padding:18px; border-radius:8px; border:1px dashed #a9e2e4; min-height:140px; line-height:2.5; text-align:center;\">\n        <span style=\"margin:0 18px;\">7<\/span><span style=\"margin:0 18px;\">3<\/span><span style=\"margin:0 18px;\">11<\/span><span style=\"margin:0 18px;\">5<\/span><span style=\"margin:0 18px;\">9<\/span><!\u2013- [et_pb_br_holder] -\u2013><br \/>\n        <span style=\"margin:0 18px;\">1<\/span><span style=\"margin:0 18px;\">8<\/span><span style=\"margin:0 18px;\">12<\/span><span style=\"margin:0 18px;\">2<\/span><span style=\"margin:0 18px;\">10<\/span><!\u2013- [et_pb_br_holder] -\u2013><br \/>\n        <span style=\"margin:0 18px;\">6<\/span><span style=\"margin:0 18px;\">4<\/span>\n      <\/div>\n<pee style=\"font-size:0.9em;\">Time: ___ sec | Errors: ___<\/pee>\n<pee style=\"margin-top:14px;\"><strong>Step 2 \u2014 TMT-B (alternation numbers-letters) :<\/strong><\/pee>\n      <pee style=\"font-size:0.9em;\">Connect 1 \u2192 A \u2192 2 \u2192 B \u2192 3 \u2192 C \u2192 &#8230; \u2192 6 \u2192 F :<\/pee>\n<div style=\"background:#fff; padding:18px; border-radius:8px; border:1px dashed #a9e2e4; min-height:140px; line-height:2.5; text-align:center;\">\n        <span style=\"margin:0 18px;\">3<\/span><span style=\"margin:0 18px;\">B<\/span><span style=\"margin:0 18px;\">5<\/span><span style=\"margin:0 18px;\">A<\/span><span style=\"margin:0 18px;\">F<\/span><!\u2013- [et_pb_br_holder] -\u2013><br \/>\n        <span style=\"margin:0 18px;\">1<\/span><span style=\"margin:0 18px;\">D<\/span><span style=\"margin:0 18px;\">2<\/span><span style=\"margin:0 18px;\">6<\/span><span style=\"margin:0 18px;\">C<\/span><!\u2013- [et_pb_br_holder] -\u2013><br \/>\n        <span style=\"margin:0 18px;\">E<\/span><span style=\"margin:0 18px;\">4<\/span>\n      <\/div>\n<pee style=\"font-size:0.9em;\">Time: ___ sec | Errors: ___<\/pee>\n<pee style=\"margin-top:14px;\"><strong>Flexibility index :<\/strong> ratio TMT-B \/ TMT-A = ___<\/pee>\n      <pee style=\"font-size:0.9em;\"><strong>Benchmarks :<\/strong> ratio &lt; 2 = OK | 2-3 = to monitor | &gt; 3 = probable executive impairment<\/pee>\n    <\/div>\n<div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Professional advice:<\/strong> Test sensitive to frontal and cerebellar impairments. In the TMT-B, breaking pairs (forgetting to alternate) is more indicative than slowness alone. A test widely used post-Stroke.<\/div>\n<\/p><\/div>\n<\/div>\n<h2>Domain 5 \u2014 Cross-sectional tests (3 tests)<\/h2>\n<pee>The last 3 tests cover essential cross-sectional areas in speech therapy: calculation (often affected in specific learning disorders and dementias), temporal orientation (an essential assessment for seniors), and social communication (a major target in autism and pragmatics).<\/pee>\n<div class=\"fiche-printable\" id=\"fiche-13\">\n<div class=\"fiche-header\">\n<div>\n<div class=\"fiche-num\">TEST N\u00b013<\/div>\n<h3>Mental calculation<\/h3>\n<div class=\"badges\"><span class=\"badge\">7 years+<\/span><span class=\"badge\">Calculation<\/span><span class=\"badge\">10 min<\/span><\/div>\n<\/p><\/div>\n<p>    <button class=\"fiche-print-btn\" onclick=\"printFiche('fiche-13')\">\ud83d\udda8 Print this sheet<\/button>\n  <\/div>\n<div class=\"fiche-body\">\n<div class=\"fiche-consigne\">The patient solves the operations mentally. The examiner reads the instructions and times. No paper or pencil (unless otherwise indicated).<\/div>\n<div class=\"fiche-content\">\n      <pee style=\"margin-top:0;\"><strong>\ud83c\udfaf Objective:<\/strong> assess number sense, mental calculation, and numerical working memory.<\/pee>\n      <pee><strong>Level A \u2014 Simple additions and subtractions (CE1-CE2):<\/strong><\/pee>\n<table class=\"exo-table-print\">\n<tr>\n<th>Operation<\/th>\n<th>Response<\/th>\n<th>\u2713\/\u2717<\/th>\n<th>Time<\/th>\n<\/tr>\n<tr>\n<td>7 + 5 = ?<\/td>\n<td>___<\/td>\n<td>___<\/td>\n<td>___ sec<\/td>\n<\/tr>\n<tr>\n<td>13 &#8211; 6 = ?<\/td>\n<td>___<\/td>\n<td>___<\/td>\n<td>___ sec<\/td>\n<\/tr>\n<tr>\n<td>9 + 8 = ?<\/td>\n<td>___<\/td>\n<td>___<\/td>\n<td>___ sec<\/td>\n<\/tr>\n<tr>\n<td>15 &#8211; 7 = ?<\/td>\n<td>___<\/td>\n<td>___<\/td>\n<td>___ sec<\/td>\n<\/tr>\n<tr>\n<td>23 + 9 = ?<\/td>\n<td>___<\/td>\n<td>___<\/td>\n<td>___ sec<\/td>\n<\/tr>\n<\/table>\n<pee style=\"margin-top:14px;\"><strong>Level B \u2014 Multiplications (CM1):<\/strong><\/pee>\n<table class=\"exo-table-print\">\n<tr>\n<th>Operation<\/th>\n<th>Response<\/th>\n<th>\u2713\/\u2717<\/th>\n<th>Time<\/th>\n<\/tr>\n<tr>\n<td>6 \u00d7 7 = ?<\/td>\n<td>___<\/td>\n<td>___<\/td>\n<td>___ sec<\/td>\n<\/tr>\n<tr>\n<td>8 \u00d7 9 = ?<\/td>\n<td>___<\/td>\n<td>___<\/td>\n<td>___ sec<\/td>\n<\/tr>\n<tr>\n<td>12 \u00d7 5 = ?<\/td>\n<td>___<\/td>\n<td>___<\/td>\n<td>___ sec<\/td>\n<\/tr>\n<tr>\n<td>15 \u00d7 4 = ?<\/td>\n<td>___<\/td>\n<td>___<\/td>\n<td>___ sec<\/td>\n<\/tr>\n<tr>\n<td>25 \u00d7 3 = ?<\/td>\n<td>___<\/td>\n<td>___<\/td>\n<td>___ sec<\/td>\n<\/tr>\n<\/table>\n<pee style=\"margin-top:14px;\"><strong>Level C \u2014 Problems (middle school +):<\/strong><\/pee>\n<table class=\"exo-table-print\">\n<tr>\n<th>Problem<\/th>\n<th>Response<\/th>\n<th>\u2713\/\u2717<\/th>\n<\/tr>\n<tr>\n<td>If I give 27 \u20ac on a 50 \u20ac bill, how much change do I get?<\/td>\n<td>___<\/td>\n<td>___<\/td>\n<\/tr>\n<tr>\n<td>A dozen eggs costs 4.80 \u20ac. How much does one egg cost?<\/td>\n<td>___<\/td>\n<td>___<\/td>\n<\/tr>\n<tr>\n<td>14 \u00d7 25 = ?<\/td>\n<td>___<\/td>\n<td>___<\/td>\n<\/tr>\n<tr>\n<td>What is 75 % of 80?<\/td>\n<td>___<\/td>\n<td>___<\/td>\n<\/tr>\n<tr>\n<td>If a car travels at 90 km\/h, how far does it go in 20 min?<\/td>\n<td>___<\/td>\n<td>___<\/td>\n<\/tr>\n<\/table>\n<pee style=\"margin-top:14px; font-size:0.9em;\"><strong>Score: ___ \/ 15<\/strong><\/pee>\n    <\/div>\n<div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Professional advice:<\/strong> In case of massive difficulty, suspect dyscalculia (in children) or acquired acalculia (in adults post-Stroke). Test to be supplemented by the ZAREKI-R or TEDI-MATH for a diagnosis.<\/div>\n<\/p><\/div>\n<\/div>\n<div class=\"fiche-printable\" id=\"fiche-14\">\n<div class=\"fiche-header\">\n<div>\n<div class=\"fiche-num\">TEST N\u00b014<\/div>\n<h3>Temporal orientation<\/h3>\n<div class=\"badges\"><span class=\"badge\">Adults<\/span><span class=\"badge\">Orientation<\/span><span class=\"badge\">5 min<\/span><\/div>\n<\/p><\/div>\n<p>    <button class=\"fiche-print-btn\" onclick=\"printFiche('fiche-14')\">\ud83d\udda8 Print this sheet<\/button>\n  <\/div>\n<div class=\"fiche-body\">\n<div class=\"fiche-consigne\">Ask the questions one<\/p>\n<div class=\"fiche-content\">\n      <pee style=\"margin-top:0;\"><strong>\ud83c\udfaf Objective :<\/strong> assess temporal and spatial orientation (screening test for early cognitive disorders in seniors).<\/pee>\n      <pee><strong>Sub-test A \u2014 Time :<\/strong><\/pee>\n<table class=\"exo-table-print\">\n<tr>\n<th>Question<\/th>\n<th>Patient&#8217;s answer<\/th>\n<th>\u2713\/\u2717<\/th>\n<\/tr>\n<tr>\n<td>What is today&#8217;s date?<\/td>\n<td>___<\/td>\n<td>___<\/td>\n<\/tr>\n<tr>\n<td>What day of the week is it?<\/td>\n<td>___<\/td>\n<td>___<\/td>\n<\/tr>\n<tr>\n<td>What month is it?<\/td>\n<td>___<\/td>\n<td>___<\/td>\n<\/tr>\n<tr>\n<td>What year is it?<\/td>\n<td>___<\/td>\n<td>___<\/td>\n<\/tr>\n<tr>\n<td>What season is it?<\/td>\n<td>___<\/td>\n<td>___<\/td>\n<\/tr>\n<\/table>\n<pee style=\"margin-top:14px;\"><strong>Sub-test B \u2014 Space :<\/strong><\/pee>\n<table class=\"exo-table-print\">\n<tr>\n<th>Question<\/th>\n<th>Patient&#8217;s answer<\/th>\n<th>\u2713\/\u2717<\/th>\n<\/tr>\n<tr>\n<td>In which country are we?<\/td>\n<td>___<\/td>\n<td>___<\/td>\n<\/tr>\n<tr>\n<td>In which city\/village?<\/td>\n<td>___<\/td>\n<td>___<\/td>\n<\/tr>\n<tr>\n<td>In which department\/region?<\/td>\n<td>___<\/td>\n<td>___<\/td>\n<\/tr>\n<tr>\n<td>On which floor\/which room?<\/td>\n<td>___<\/td>\n<td>___<\/td>\n<\/tr>\n<tr>\n<td>What is the name of the place we are in?<\/td>\n<td>___<\/td>\n<td>___<\/td>\n<\/tr>\n<\/table>\n<pee style=\"margin-top:14px;\"><strong>Sub-test C \u2014 Biographical markers :<\/strong><\/pee>\n<table class=\"exo-table-print\">\n<tr>\n<th>Question<\/th>\n<th>Answer<\/th>\n<th>\u2713\/\u2717<\/th>\n<\/tr>\n<tr>\n<td>What is your last name?<\/td>\n<td>___<\/td>\n<td>___<\/td>\n<\/tr>\n<tr>\n<td>What is your first name?<\/td>\n<td>___<\/td>\n<td>___<\/td>\n<\/tr>\n<tr>\n<td>What is your date of birth?<\/td>\n<td>___<\/td>\n<td>___<\/td>\n<\/tr>\n<tr>\n<td>How old are you?<\/td>\n<td>___<\/td>\n<td>___<\/td>\n<\/tr>\n<tr>\n<td>Where were you born?<\/td>\n<td>___<\/td>\n<td>___<\/td>\n<\/tr>\n<\/table>\n<pee style=\"margin-top:14px; font-size:0.9em;\"><strong>Total score: ___ \/ 15<\/strong> &nbsp;|&nbsp; <strong>Healthy adult:<\/strong> 15\/15 expected. Any error is suspicious in an adult.<\/pee>\n    <\/div>\n<div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Pro advice:<\/strong> Temporal disorientation is one of the first signs of Alzheimer&#8217;s disease. If more than 2 errors in sub-test A, schedule an MMSE and a neurological consultation.<\/div>\n<\/p><\/div>\n<\/div>\n<div class=\"fiche-printable\" id=\"fiche-15\">\n<div class=\"fiche-header\">\n<div>\n<div class=\"fiche-num\">TEST N\u00b015<\/div>\n<h3>Social communication<\/h3>\n<div class=\"badges\"><span class=\"badge\">8 years+<\/span><span class=\"badge\">Pragmatic<\/span><span class=\"badge\">15 min<\/span><\/div>\n<\/p><\/div>\n<p>    <button class=\"fiche-print-btn\" onclick=\"printFiche('fiche-15')\">\ud83d\udda8 Print this sheet<\/button>\n  <\/div>\n<div class=\"fiche-body\">\n<div class=\"fiche-consigne\">Read each situation to the patient. They must say what the person feels or what should be responded. Note the accuracy of the answer.<\/div>\n<div class=\"fiche-content\">\n      <pee style=\"margin-top:0;\"><strong>\ud83c\udfaf Objective :<\/strong> assess the pragmatics of language and social cognition.<\/pee>\n      <pee><strong>Situation 1 \u2014 Emotion recognition :<\/strong><\/pee>\n<div class=\"exo-line\">\u00ab Marie lost her favorite cat this morning. When she gets home, she is crying. <em>How does she feel?<\/em> \u00bb \u2192 Answer: ___<\/div>\n<pee style=\"font-size:0.85em; color:#666;\">Expected: sad \/ heartbroken \/ unhappy \/ desperate<\/pee>\n<pee style=\"margin-top:14px;\"><strong>Situation 2 \u2014 Intent understanding :<\/strong><\/pee>\n<div class=\"exo-line\">\u00ab Pierre forgot his wife&#8217;s birthday. At dinner, he says: &#8220;You made a great cake, do you want me to clear the table?&#8221; <em>Why does he offer to clear?<\/em> \u00bb \u2192 Answer: ___<\/div>\n<pee style=\"font-size:0.85em; color:#666;\">Expected: to apologize \/ because he knows he forgot \/ to make up for his forgetfulness<\/pee>\n<pee style=\"margin-top:14px;\"><strong>Situation 3 \u2014 Lie detection :<\/strong><\/pee>\n<div class=\"exo-line\">\u00ab The child comes home from school with blank homework. He tells his mother: &#8220;The teacher didn&#8217;t give us anything today.&#8221; <em>Is the child telling the truth? Why?<\/em> \u00bb \u2192 Answer: ___<\/div>\n<pee style=\"font-size:0.85em; color:#666;\">Expected: no, he is lying \/ to avoid having to do them \/ because he forgot to do them<\/pee>\n<pee style=\"margin-top:14px;\"><strong>Situation 4 \u2014 Sarcasm :<\/strong><\/pee>\n<div class=\"exo-line\">\u00ab The waiter spills coffee on the customer&#8217;s white shirt. The customer says: &#8220;Great, that&#8217;s exactly what I wanted this morning.&#8221; <em>Is the customer happy?<\/em> \u00bb \u2192 Answer: ___<\/div>\n<pee style=\"font-size:0.85em; color:#666;\">Expected: no, he is angry \/ he says the opposite of what he thinks \/ it&#8217;s ironic<\/pee>\n<pee style=\"margin-top:14px;\"><strong>Situation 5 \u2014 Faux pas :<\/strong><\/pee>\n<div class=\"exo-line\">\u00ab At a dinner, a guest says: &#8220;I hate blondes, they are stupid!&#8221; Another guest, who is blonde, is sitting next to him. <em>Is there a problem? Which one?<\/em> \u00bb \u2192 Answer: ___<\/div>\n<pee style=\"font-size:0.85em; color:#666;\">Expected: yes, the guest offended\/hurt the blonde \/ he should have kept quiet \/ social faux pas<\/pee>\n<pee style=\"margin-top:14px;\"><strong>Situation 6 \u2014 Metaphor :<\/strong><\/pee>\n<div class=\"exo-line\">\u00ab The doctor says to Lucas&#8217;s father: &#8220;Your son has a memory like an elephant.&#8221; <em>What does the doctor mean?<\/em> \u00bb \u2192 Answer: ___<\/div>\n<pee style=\"font-size:0.85em; color:#666;\">Expected: Lucas has an excellent memory \/ he remembers everything \/ image of the elephant that never forgets<\/pee>\n<pee style=\"margin-top:14px; font-size:0.9em;\"><strong>Score: ___ \/ 6<\/strong> | <strong>Guidelines:<\/strong> 6\/6 = OK | 4-5 = borderline | \u22643 = probable pragmatic disorder.<\/pee>\n    <\/div>\n<div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Professional advice:<\/strong> Test very sensitive to ASD (failure on faux pas, sarcasm, metaphor) and certain right aphasias. Discriminating to differentiate ASD from simple language delay in children.<\/div>\n<\/p><\/div>\n<\/div>\n<h2>How to interpret the results of these tests?<\/h2>\n<pee>Having completed one or more tests is one thing. Understanding what the results mean is another. Here are the key principles to keep in mind.<\/pee>\n<h3>A single test is not a diagnosis<\/h3>\n<pee>None of the tests presented in this article is sufficient, on its own, to make a diagnosis. A low score on a test simply indicates that there may potentially be a difficulty in the assessed area. This difficulty can have many causes: <strong>fatigue, stress, lack of motivation, distraction, sensory issue<\/strong> (vision, hearing), or a true cognitive disorder. Only a <strong>comprehensive clinical evaluation<\/strong> by a qualified professional can provide clarity.<\/pee>\n<pee>Similarly, a normal score does not definitively rule out a disorder. Some pathologies (notably subtle DYS disorders, inattentive ADHD, early-stage dementias) may not reveal themselves on quick tests and require more thorough and standardized evaluations.<\/pee>\n<h3>How to decide to consult?<\/h3>\n<pee>Here are some indicators that should lead you to consult a speech therapist, a doctor, or a neuropsychologist:<\/pee>\n<ul>\n<li><strong>Several converging low scores<\/strong> in related areas (for example: low articulation + low phonological awareness in a 6-year-old child \u2192 strong suspicion of speech\/language delay)<\/li>\n<li><strong>A very low score on an isolated test<\/strong> (for example: digit span of 3 in a 50-year-old adult \u2192 suspicion of memory disorder)<\/li>\n<li><strong>A decline<\/strong> compared to a previous test (is your relative doing worse than 6 months ago?)<\/li>\n<li><strong>A functional impact<\/strong> (the patient can no longer do what they used to do: driving, managing accounts, reading)<\/li>\n<li><strong>Complaints from the patient themselves<\/strong> or from those around them (&#8220;he forgets everything,&#8221; &#8220;she no longer understands&#8221;)<\/li>\n<\/ul>\n<pee>For structured follow-up over time, you can use our <a href=\"https:\/\/www.dynseo.com\/nos-outils\/tableau-suivi-competences\/\">skills tracking table<\/a> which allows you to record test scores on different dates and visualize progress.<\/pee>\n<h3>And after the test, what to do?<\/h3>\n<pee>Several directions are possible depending on the results and the context:<\/pee>\n<ol>\n<li><strong>If everything is within the norm<\/strong> and you have no particular concerns: monitor, retest in 6-12 months.<\/li>\n<li><strong>If some scores need monitoring<\/strong>: note, use our speech therapy games\/exercises to stimulate fragile areas, retest in 3 months.<\/li>\n<li><strong>If several scores are clearly low<\/strong>: consult a doctor (general practitioner, pediatrician, neurologist) who will prescribe a speech therapy or neuropsychological assessment as needed.<\/li>\n<li><strong>If you are a healthcare professional<\/strong>: use these tests as a pre-assessment, and complement with appropriate standardized tools (BILO, EVALEO, MT-86, MMSE, MoCA, etc.).<\/li>\n<\/ol>\n<div class=\"dynseo-cta-box\">\n<h3>\ud83e\udd16 Discover Coach Assist IA, your personalized cognitive assistant<\/h3>\n<pee>Beyond one-time tests, DYNSEO is developing <strong>Coach Assist IA<\/strong>, an intelligent cognitive coach that offers training programs tailored to your results. Ideal for transforming a screening into a concrete action plan, at home or in the office.<\/pee>\n<a href=\"https:\/\/www.dynseo.com\/en\/coach-ia-english\/\">Discover Coach Assist IA<\/a>\n<\/div>\n<h2>Frequently Asked Questions about Online Speech Therapy Tests<\/h2>\n<div class=\"dynseo-faq\">\n<h4>Are these tests scientifically validated?<\/h4>\n<pee>The tests presented here are <strong>rapid screening tools<\/strong>, designed based on proven principles (Stroop, verbal fluency, digit span, TMT\u2026) but simplified for accessible use. They <strong>are not validated diagnostic tools<\/strong>. For that, standardized tests (BILO, EVALEO, MMSE, MoCA, BDAE\u2026) administered by trained professionals should be used.<\/pee>\n<\/div>\n<div class=\"dynseo-faq\">\n<h4>Can my child take these tests alone?<\/h4>\n<pee>No, except for children aged 12-14 who may be able to self-administer certain written tests. For younger children, the presence of an adult (parent, teacher, professional) is essential to read the instructions, time the tests, and record the answers. The administration takes about 10 to 15 minutes per test.<\/pee>\n<\/div>\n<div class=\"dynseo-faq\">\n<h4>How many tests should be done to get a good overview?<\/h4>\n<pee>It depends on the context. For a quick screening in a child, <strong>3-4 well-chosen tests<\/strong> (for example: articulation + vocabulary + reading + memory) already provide a global view. For an adult with cognitive complaints, <strong>5-7 tests<\/strong> covering memory, attention, fluency, and executive functions are recommended. There\u2019s no need to do all 15 at once: spread them over several sessions to avoid fatigue.<\/pee>\n<\/div>\n<div class=\"dynseo-faq\">\n<h4>My child received poor scores. Should I be worried?<\/h4>\n<pee>Not immediately, but it is <strong>recommended to consult<\/strong>. Several factors can explain a poor score (fatigue, stress, off day), but consistently low results across several tests should raise concern. Make an appointment with your pediatrician or primary care physician who can prescribe a speech therapy assessment. Early intervention is a key factor for a good prognosis in all DYS disorders and language issues.<\/pee>\n<\/div>\n<div class=\"dynseo-faq\">\n<h4>Are there online tests for adults?<\/h4>\n<pee>Yes. DYNSEO offers several cognitive tests online for free: a <a href=\"https:\/\/www.dynseo.com\/en\/memory-test\/\">memory test<\/a>, a <a href=\"https:\/\/www.dynseo.com\/en\/concentration-and-attention-test\/\">concentration and attention test<\/a>, an <a href=\"https:\/\/www.dynseo.com\/en\/executive-function-testing\/\">executive functions test<\/a>, an <a href=\"https:\/\/www.dynseo.com\/en\/adhd-test-evaluate-your-attention-non-medical\/\">ADHD test<\/a>, and a <a href=\"https:\/\/www.dynseo.com\/en\/mental-age-test-how-old-is-your-brain\/\">mental age test<\/a>. All take less than 10 minutes and provide immediate results with clear interpretation.<\/pee>\n<\/div>\n<div class=\"dynseo-faq\">\n<h4>Are the tests usable for an aphasic patient?<\/h4>\n<pee>With adaptation, yes. For aphasic patients in post-Stroke rehabilitation, prioritize tests: 1 (articulation), 7 (immediate memory), 9 (attention), 14 (orientation), 15 (communication). Adapt the instructions (simplify them), extend the time, accept pointing instead of verbal productions. For an accurate aphasia assessment, use the BDAE, GREMOTs, or MTA.<\/pee>\n<\/div>\n<div class=\"dynseo-faq\">\n<h4>How long should I wait between two assessments?<\/h4>\n<pee>To measure real progress, wait at least <strong>3 months<\/strong>. A new assessment too soon would be biased by the learning effect (the patient remembers the items and performs better without real cognitive improvement). For progressive conditions (Alzheimer&#8217;s disease, dementias), an assessment every 6 months is generally recommended.<\/pee>\n<\/div>\n<div class=\"dynseo-faq\">\n<h4>Can these tests be used for ADHD screening?<\/h4>\n<pee>Several tests here (9 attention, 11 inhibition, 12 flexibility) are sensitive to ADHD. However, the diagnosis of ADHD is not based solely on cognitive tests: it combines clinical interviews, standardized scales (Conners, ADHD Rating Scale), multi-environmental observations (school\/home), and differential assessment. Our <a href=\"https:\/\/www.dynseo.com\/en\/adhd-test-evaluate-your-attention-non-medical\/\">online ADHD test<\/a> provides a preliminary orientation but does not replace a specialized consultation.<\/pee>\n<\/div>\n<h2>To go further<\/h2>\n<pee>You have explored our 15 mini speech therapy tests. To go further in your journey, several DYNSEO resources are available to you:<\/pee>\n<ul>\n<li><strong>Interactive online cognitive tests<\/strong>: our <a href=\"https:\/\/www.dynseo.com\/en\/our-tests\/\">free tests<\/a> cover memory, attention, executive functions, ADHD, and mental age. Immediate results without registration.<\/li>\n<li><strong>Printable exercises<\/strong>: if an area appears weak, our dedicated articles offer specific training sheets. See our <a href=\"https:\/\/www.dynseo.com\/en\/printable-speech-therapy-exercises-15-free-worksheets-organized-by-level\/\">printable speech therapy exercises<\/a> and our <a href=\"https:\/\/www.dynseo.com\/en\/speech-therapy-exercises-for-adults-to-print-15-free-worksheets-by-disorder\/\">specific adult exercises<\/a>.<\/li>\n<li><strong>Office activities for speech therapists<\/strong>: for professionals, our <a href=\"\/activites-orthophonie-cabinet\/\">15 office activities<\/a> and our <a href=\"https:\/\/www.dynseo.com\/en\/free-speech-therapist-materials-15-professional-tools-to-print\/\">free speech therapist materials<\/a> perfectly complement the screening phase.<\/li>\n<li><strong>Structured follow-up<\/strong>: use our <a href=\"https:\/\/www.dynseo.com\/nos-outils\/tableau-suivi-competences\/\">skills tracking chart<\/a> to trace developments over time. Ideal in the office, at school, or at home.<\/li>\n<li><strong>Personalized AI Coach<\/strong>: <a href=\"https:\/\/www.dynseo.com\/en\/coach-ia-english\/\">AI Assist Coach<\/a> offers training plans tailored to your results and cognitive goals.<\/li>\n<li><strong>Professional training<\/strong>: our <a href=\"https:\/\/www.dynseo.com\/en\/our-training-courses\/\">Qualiopi training<\/a> covers the rehabilitation of cognitive and neurodevelopmental disorders.<\/li>\n<\/ul>\n<pee>Cognitive and language assessment is a fascinating field that combines scientific rigor and clinical observation. Whether you are a parent, patient, caregiver, or professional, these tests provide you with a first free and accessible insight. But remember: <strong>in case of doubt, always consult a healthcare professional<\/strong>. The timeliness of diagnosis and management is one of the most determining factors for a good prognosis in all cognitive and language disorders.<\/pee>\n<\/div>\n<\/div>\n<p>[\/et_pb_code][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n<p>[et_pb_code]<script type=\"application\/ld+json\">{\"@context\":\"https:\/\/schema.org\",\"@type\":\"FAQPage\",\"mainEntity\":[{\"@type\":\"Question\",\"name\":\"Qu'est-ce qu'un test d'orthophonie en ligne ?\",\"acceptedAnswer\":{\"@type\":\"Answer\",\"text\":\"Un test d'orthophonie en ligne est un outil de d\u00e9pistage rapide qui permet d'\u00e9valuer diff\u00e9rents aspects du langage et de la cognition comme l'articulation, le lexique, le langage \u00e9crit, la m\u00e9moire, l'attention, les fonctions ex\u00e9cutives et la communication. Ces tests sont con\u00e7us pour \u00eatre r\u00e9alis\u00e9s en quelques minutes et incluent des grilles de cotation avec des rep\u00e8res normatifs simplifi\u00e9s.\"}},{\"@type\":\"Question\",\"name\":\"Un test d'orthophonie en ligne peut-il remplacer un bilan orthophonique professionnel ?\",\"acceptedAnswer\":{\"@type\":\"Answer\",\"text\":\"Non, un test d'orthophonie en ligne ne peut jamais remplacer un bilan orthophonique complet r\u00e9alis\u00e9 par un professionnel dipl\u00f4m\u00e9 d'\u00c9tat. Il s'agit uniquement d'un outil de pr\u00e9-\u00e9valuation qui permet de d\u00e9pister d'\u00e9ventuelles difficult\u00e9s et d'orienter vers une consultation sp\u00e9cialis\u00e9e si n\u00e9cessaire.\"}},{\"@type\":\"Question\",\"name\":\"Qui peut utiliser ces tests d'orthophonie gratuits ?\",\"acceptedAnswer\":{\"@type\":\"Answer\",\"text\":\"Ces tests peuvent \u00eatre utilis\u00e9s par les parents qui s'interrogent sur le d\u00e9veloppement langagier de leur enfant, par des adultes qui remarquent des difficult\u00e9s comme des oublis ou des manques du mot, ainsi que par les professionnels de sant\u00e9 cherchant des outils de pr\u00e9-\u00e9valuation rapide \u00e0 utiliser en cabinet ou avant un bilan complet.\"}},{\"@type\":\"Question\",\"name\":\"Combien de mini-tests d'orthophonie sont disponibles gratuitement ?\",\"acceptedAnswer\":{\"@type\":\"Answer\",\"text\":\"Il y a 15 mini-tests d'orthophonie gratuits disponibles. Ces tests couvrent l'ensemble des domaines \u00e9valu\u00e9s en orthophonie et sont con\u00e7us comme des outils de d\u00e9pistage rapide \u00e0 imprimer ou \u00e0 r\u00e9aliser en quelques minutes.\"}},{\"@type\":\"Question\",\"name\":\"Quels domaines sont \u00e9valu\u00e9s par ces tests d'orthophonie ?\",\"acceptedAnswer\":{\"@type\":\"Answer\",\"text\":\"Les tests \u00e9valuent tous les domaines principaux de l'orthophonie : l'articulation, le lexique, le langage \u00e9crit, la m\u00e9moire, l'attention, les fonctions ex\u00e9cutives et la communication. Chaque test est accompagn\u00e9 d'une grille de cotation et de rep\u00e8res normatifs simplifi\u00e9s.\"}},{\"@type\":\"Question\",\"name\":\"Comment acc\u00e9der aux tests d'orthophonie en ligne ?\",\"acceptedAnswer\":{\"@type\":\"Answer\",\"text\":\"Pour acc\u00e9der aux tests, il suffit de cliquer sur \u00ab Imprimer cette fiche \u00bb pour t\u00e9l\u00e9charger le PDF contenant les 15 mini-tests d'orthophonie gratuits. Ces tests peuvent ensuite \u00eatre imprim\u00e9s ou r\u00e9alis\u00e9s directement en ligne selon vos besoins.\"}}]}<\/script>[\/et_pb_code]<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Free Online Speech Therapy Test: Evaluate Language and Cognition Are you questioning your child&#8217;s language? Do you notice forgetfulness, word-finding difficulties, or concentration issues in yourself or a loved one? Are you a healthcare professional looking for quick pre-evaluation tools to use in your practice or before a comprehensive assessment? This article is for you. 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}\n}\n\n<\/style>\n<script>\nfunction imprimerFiche(elementId) {\n  \/\/ Retire la classe \"printing\" de toutes les fiches\n  document.querySelectorAll('.fiche-printable').forEach(function(f) {\n    f.classList.remove('printing');\n  });\n  \/\/ Ajoute la classe \u00e0 la fiche cible\n  var fiche = document.getElementById(elementId);\n  if (fiche) {\n    fiche.classList.add('printing');\n    setTimeout(function() {\n      window.print();\n      setTimeout(function() {\n        fiche.classList.remove('printing');\n      }, 100);\n    }, 100);\n  }\n}\n\n\/\/ Scroll fluide vers les fiches depuis le sommaire (compense le header WordPress)\ndocument.addEventListener('DOMContentLoaded', function() {\n  document.querySelectorAll('.fiches-index a[href^=\"#fiche-\"]').forEach(function(link) {\n    link.addEventListener('click', function(e) {\n      e.preventDefault();\n      var targetId = this.getAttribute('href').substring(1);\n      var target = document.getElementById(targetId);\n      if (target) {\n        \/\/ Calcule l'offset en tenant compte d'un \u00e9ventuel header fixe\n        var offset = 100;\n        var bodyRect = document.body.getBoundingClientRect().top;\n        var elementRect = target.getBoundingClientRect().top;\n        var elementPosition = elementRect - bodyRect;\n        var offsetPosition = elementPosition - offset;\n\n        window.scrollTo({\n          top: offsetPosition,\n          behavior: 'smooth'\n        });\n\n        \/\/ Met \u00e0 jour l'URL (ancre dans la barre d'adresse)\n        history.pushState(null, null, '#' + targetId);\n\n        \/\/ Effet visuel : surligne la fiche pendant 2 secondes\n        document.querySelectorAll('.fiche-printable').forEach(function(f) {\n          f.classList.remove('fiche-highlight');\n        });\n        setTimeout(function() {\n          target.classList.add('fiche-highlight');\n          setTimeout(function() {\n            target.classList.remove('fiche-highlight');\n          }, 2000);\n        }, 600);\n      }\n    });\n  });\n});\n<\/script>\n<div class=\"dbi-art-34e90d\">\n<!-- META SEO\nMeta title : Free Online Speech Therapy Test: 15 Mini-Tests to Evaluate Language and Cognition\nMeta description : 15 free printable speech therapy tests: articulation, reading, memory, attention, fluency, calculation, communication. For children, adults, seniors.\n-->\n\n\n\n<div class=\"dynseo-article\">\n\n<h1>Free Online Speech Therapy Test: Evaluate Language and Cognition<\/h1>\n\n<div class=\"dynseo-intro\">\n<p><strong>Are you questioning your child's language?<\/strong> Do you notice forgetfulness, word-finding difficulties, or concentration issues in yourself or a loved one? Are you a healthcare professional looking for quick pre-evaluation tools to use in your practice or before a comprehensive assessment? This article is for you.<\/p>\n<p>We have gathered <strong>15 free mini-speech therapy tests<\/strong>, designed as quick screening tools to print or complete in just a few minutes. They cover all areas assessed in speech therapy: articulation, vocabulary, written language, memory, attention, executive functions, communication. Each test comes with a scoring grid and simplified normative references. Click on \u201cPrint this sheet\u201d to download the PDF.<\/p>\n<\/div>\n\n<h2>Why take an online speech therapy test?<\/h2>\n\n<p>An online speech therapy test will <strong>never<\/strong> replace a comprehensive speech therapy assessment conducted by a state-certified professional. This is a fundamental point we want to emphasize from the start. However, an online test can play several very useful roles in the care pathway.<\/p>\n\n<p>Firstly, it allows for <strong>screening for potential difficulties<\/strong>. Many cognitive or language disorders develop subtly before becoming disabling. A parent questioning their child's achievements, or an adult sensing a decline in their abilities, can obtain a <em>first objective estimate<\/em> through a quick test and decide based on that whether to consult further.<\/p>\n\n<p>Secondly, the online test serves to <strong>guide towards the right professional<\/strong>. A low score in working memory suggests a referral to a speech therapist or neuropsychologist; a low score in articulation clearly points towards speech therapy; attentional difficulties may justify a consultation in child psychiatry or neurology. A well-designed test provides these clues.<\/p>\n\n<p>Thirdly, for <strong>healthcare professionals<\/strong>, these quick tests are useful pre-evaluation tools before a comprehensive assessment, tools for monitoring between sessions, or resources to explain to families what will be evaluated in more detail. Our <a href=\"https:\/\/www.dynseo.com\/nos-outils\/tableau-suivi-competences\/\">skills tracking chart<\/a> allows tracking the evolution of results in these tests over time.<\/p>\n\n<h3>Speech test vs speech assessment: what\u2019s the difference?<\/h3>\n\n<p>The distinction is crucial. A <strong>test<\/strong> is a one-time tool, focused on a specific function (memory, attention, vocabulary), which produces a numerical score. A <strong>speech assessment<\/strong>, on the other hand, is a comprehensive and global evaluation conducted by a speech therapist on medical prescription. It combines several standardized tests (BILO, EVALEO, ELO, MT-86, BDAE depending on age and suspected pathology), a detailed anamnesis, clinical observations, and leads to a diagnosis and a rehabilitation plan.<\/p>\n\n<p>In practical terms: an online test might tell you <em>\u201cthere may be a working memory issue\u201d<\/em>. A speech assessment will tell you <em>\u201cthe patient presents a developmental language disorder predominantly phonological with secondary verbal working memory deficit, justifying rehabilitation at the rate of 2 weekly sessions\u201d<\/em>. The difference is significant.<\/p>\n\n<h3>At what age should one take a speech therapy test?<\/h3>\n\n<p>There is no minimum or maximum age. The tests presented in this article cover the entire spectrum, from school-aged children to seniors. Here are some guidelines:<\/p>\n\n<ul>\n<li><strong>3-5 years<\/strong>: vocabulary pointing tests, articulation, early phonological awareness<\/li>\n<li><strong>5-12 years<\/strong>: reading, writing, working memory, executive functions, language tests<\/li>\n<li><strong>13-17 years<\/strong>: ADHD tests, advanced language, reasoning, verbal fluency<\/li>\n<li><strong>18-65 years<\/strong>: memory, attention, fluency, executive functions tests (useful post-Stroke, TBI, adult ADHD)<\/li>\n<li><strong>65+ years<\/strong>: screening tests for early cognitive disorders (MCI, Alzheimer's, dementias)<\/li>\n<\/ul>\n\n<p>If you want to start with a validated quick test, our online tools are available to you for free: <a href=\"https:\/\/www.dynseo.com\/test-memoire\/\">memory test<\/a>, <a href=\"https:\/\/www.dynseo.com\/test-concentration-attention\/\">attention test<\/a>, <a href=\"https:\/\/www.dynseo.com\/test-des-fonctions-executives\/\">executive functions test<\/a>, <a href=\"https:\/\/www.dynseo.com\/test-tdah-evaluez-votre-attention-non-medical\/\">ADHD test<\/a>, and <a href=\"https:\/\/www.dynseo.com\/test-age-mental-quel-est-lage-de-votre-cerveau\/\">mental age test<\/a>. All accessible without registration, in just a few minutes.<\/p>\n<div class=\"fiches-index\">\n<h3>\ud83d\udccb Summary of the 15 mini-tests<\/h3>\n<p style=\"margin: 8px 0 0 0; font-size: 0.95em; color: #666;\">Click on a test to access it, then on \u201cPrint this sheet\u201d to download the PDF.<\/p>\n<div class=\"index-grid\">\n  <a href=\"#fiche-1\">1. Rapid articulation<\/a>\n  <a href=\"#fiche-2\">2. Vocabulary pointing<\/a>\n  <a href=\"#fiche-3\">3. Phonological awareness<\/a>\n  <a href=\"#fiche-4\">4. Reading-decoding<\/a>\n  <a href=\"#fiche-5\">5. Written comprehension<\/a>\n  <a href=\"#fiche-6\">6. Dictation spelling<\/a>\n  <a href=\"#fiche-7\">7. Immediate memory<\/a>\n  <a href=\"#fiche-8\">8. Delayed memory<\/a>\n  <a href=\"#fiche-9\">9. Selective attention<\/a>\n  <a href=\"#fiche-10\">10. Verbal fluency<\/a>\n  <a href=\"#fiche-11\">11. Mental inhibition<\/a>\n  <a href=\"#fiche-12\">12. Flexibility<\/a>\n  <a href=\"#fiche-13\">13. Mental calculation<\/a>\n  <a href=\"#fiche-14\">14. Temporal tracking<\/a>\n  <a href=\"#fiche-15\">15. Social communication<\/a>\n<\/div>\n<\/div>\n\n<h2>Domain 1 \u2014 Oral language tests (3 tests)<\/h2>\n\n<p>Oral language tests assess the patient's ability to produce and understand speech. They are essential in children to detect language delays, articulation disorders, or developmental language disorders (DLD). In adults, they allow for the quick identification of aphasia, dysarthria, or word-finding difficulties.<\/p>\n\n<div class=\"fiche-printable\" id=\"fiche-1\">\n  <div class=\"fiche-header\">\n    <div>\n      <div class=\"fiche-num\">TEST N\u00b01<\/div>\n      <h3>Rapid articulation<\/h3>\n      <div class=\"badges\"><span class=\"badge\">4 years+<\/span><span class=\"badge\">Articulation<\/span><span class=\"badge\">10 min<\/span><\/div>\n    <\/div>\n    <button class=\"fiche-print-btn\" onclick=\"printFiche('fiche-1')\">\ud83d\udda8 Print this sheet<\/button>\n  <\/div>\n  <div class=\"fiche-body\">\n    <div class=\"fiche-consigne\">The patient repeats each word after the examiner. Check \u2713 if the production is correct, \u2717 if it is altered. Note the nature of the error (substitution, omission, distortion).<\/div>\n    <div class=\"fiche-content\">\n      <p style=\"margin-top:0;\"><strong>\ud83c\udfaf Objective :<\/strong> detect an articulatory or phonological disorder.<\/p>\n      <table class=\"exo-table-print\">\n        <tr><th>Word<\/th><th>Target phoneme<\/th><th>\u2713\/\u2717<\/th><th>Word<\/th><th>Target phoneme<\/th><th>\u2713\/\u2717<\/th><\/tr>\n        <tr><td>Papa<\/td><td>[p]<\/td><td>___<\/td><td>Soleil<\/td><td>[s] [l]<\/td><td>___<\/td><\/tr>\n        <tr><td>Tomate<\/td><td>[t]<\/td><td>___<\/td><td>Chocolat<\/td><td>[\u0283] [k]<\/td><td>___<\/td><\/tr>\n        <tr><td>Cabane<\/td><td>[k] [b]<\/td><td>___<\/td><td>Voiture<\/td><td>[v] [t] [\u0281]<\/td><td>___<\/td><\/tr>\n        <tr><td>Bonbon<\/td><td>[b] [\u0254\u0303]<\/td><td>___<\/td><td>Girafe<\/td><td>[\u0292] [\u0281] [f]<\/td><td>___<\/td><\/tr>\n        <tr><td>Dent<\/td><td>[d] [\u0251\u0303]<\/td><td>___<\/td><td>Poisson<\/td><td>[p] [s] [\u0254\u0303]<\/td><td>___<\/td><\/tr>\n        <tr><td>G\u00e2teau<\/td><td>[g] [t]<\/td><td>___<\/td><td>Crocodile<\/td><td>[k] [\u0281] [d] [l]<\/td><td>___<\/td><\/tr>\n        <tr><td>Feu<\/td><td>[f] [\u00f8]<\/td><td>___<\/td><td>Pharmacie<\/td><td>[f] [\u0281] [m] [s]<\/td><td>___<\/td><\/tr>\n        <tr><td>Sac<\/td><td>[s] [k]<\/td><td>___<\/td><td>Biblioth\u00e8que<\/td><td>[b] [l] [j] [t] [k]<\/td><td>___<\/td><\/tr>\n        <tr><td>Chat<\/td><td>[\u0283]<\/td><td>___<\/td><td>R\u00e9frig\u00e9rateur<\/td><td>[\u0281] [f] [\u0281] [\u0292] [\u0281] [t] [\u0281]<\/td><td>___<\/td><\/tr>\n        <tr><td>Lapin<\/td><td>[l] [p] [\u025b\u0303]<\/td><td>___<\/td><td>Tracteur<\/td><td>[t] [\u0281] [k] [t] [\u0281]<\/td><td>___<\/td><\/tr>\n      <\/table>\n      <p style=\"margin-top:14px; font-size:0.9em;\"><strong>Score : ___ \/ 20<\/strong> &nbsp;|&nbsp; <strong>Benchmarks :<\/strong> \u226518\/20 = OK | 14-17\/20 = to monitor | &lt;14\/20 = assessment recommended<\/p>\n    <\/div>\n    <div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Pro tip :<\/strong> At 4 years, [\u0281] and [l] may still be unstable (late acquisition). By 6 years, all phonemes should be stabilized. Note systematic substitutions (e.g., all [s] become [\u0283]).<\/div>\n  <\/div>\n<\/div>\n\n<div class=\"fiche-printable\" id=\"fiche-2\">\n  <div class=\"fiche-header\">\n    <div>\n      <div class=\"fiche-num\">TEST N\u00b02<\/div>\n      <h3>Vocabulary pointing<\/h3>\n      <div class=\"badges\"><span class=\"badge\">3-8 years<\/span><span class=\"badge\">Passive vocabulary<\/span><span class=\"badge\">15 min<\/span><\/div>\n    <\/div>\n    <button class=\"fiche-print-btn\" onclick=\"printFiche('fiche-2')\">\ud83d\udda8 Print this sheet<\/button>\n  <\/div>\n  <div class=\"fiche-body\">\n    <div class=\"fiche-consigne\">The examiner says a word. Among the 4 images in a row, the child points to the one that corresponds. Note \u2713 or \u2717.<\/div>\n    <div class=\"fiche-content\">\n      <p style=\"margin-top:0;\"><strong>\ud83c\udfaf Objective :<\/strong> assess passive vocabulary (understanding of words).<\/p>\n      <p><strong>Easy level (3-5 years) :<\/strong><\/p>\n      <table class=\"exo-table-print\">\n        <tr><th>Word said<\/th><th>Image 1<\/th><th>Image 2<\/th><th>Image 3<\/th><th>Image 4<\/th><th>\u2713\/\u2717<\/th><\/tr>\n        <tr><td>chat<\/td><td>\ud83d\udc31<\/td><td>\ud83d\udc36<\/td><td>\ud83d\udc30<\/td><td>\ud83d\udc2d<\/td><td>___<\/td><\/tr>\n        <tr><td>fleur<\/td><td>\ud83c\udf39<\/td><td>\ud83c\udf33<\/td><td>\ud83c\udf4e<\/td><td>\ud83c\udf19<\/td><td>___<\/td><\/tr>\n        <tr><td>voiture<\/td><td>\ud83d\ude97<\/td><td>\ud83d\udeb2<\/td><td>\u2708\ufe0f<\/td><td>\ud83d\ude82<\/td><td>___<\/td><\/tr>\n        <tr><td>banane<\/td><td>\ud83c\udf4e<\/td><td>\ud83c\udf4c<\/td><td>\ud83c\udf47<\/td><td>\ud83c\udf53<\/td><td>___<\/td><\/tr>\n      <\/table>\n      <p style=\"margin-top:14px;\"><strong>Intermediate level (5-7 years) :<\/strong><\/p>\n      <table class=\"exo-table-print\">\n        <tr><th>Word said<\/th><th>Image 1<\/th><th>Image 2<\/th><th>Image 3<\/th><th>Image 4<\/th><th>\u2713\/\u2717<\/th><\/tr>\n        <tr><td>kangourou<\/td><td>\ud83e\udd98<\/td><td>\ud83d\udc39<\/td><td>\ud83d\udc28<\/td><td>\ud83e\udd9d<\/td><td>___<\/td><\/tr>\n        <tr><td>marteau<\/td><td>\ud83d\udd28<\/td><td>\ud83e\ude9b<\/td><td>\ud83d\udd27<\/td><td>\u2702\ufe0f<\/td><td>___<\/td><\/tr>\n        <tr><td>parap\n<div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Professional advice:<\/strong> If the child consistently points to the same position, suspect an attention disorder or a failure strategy. Repeat the item later without them noticing.<\/div>\n  <\/div>\n<\/div>\n\n<div class=\"fiche-printable\" id=\"fiche-3\">\n  <div class=\"fiche-header\">\n    <div>\n      <div class=\"fiche-num\">TEST N\u00b03<\/div>\n      <h3>Phonological awareness<\/h3>\n      <div class=\"badges\"><span class=\"badge\">5-8 years<\/span><span class=\"badge\">Phonology<\/span><span class=\"badge\">15 min<\/span><\/div>\n    <\/div>\n    <button class=\"fiche-print-btn\" onclick=\"printFiche('fiche-3')\">\ud83d\udda8 Print this sheet<\/button>\n  <\/div>\n  <div class=\"fiche-body\">\n    <div class=\"fiche-consigne\">The examiner says each instruction orally. The child responds orally. Check \u2713 if correct.<\/div>\n    <div class=\"fiche-content\">\n      <p style=\"margin-top:0;\"><strong>\ud83c\udfaf Objective:<\/strong> assess phonological awareness, a major predictor of reading success.<\/p>\n      <p><strong>Sub-test A \u2014 Syllable counting:<\/strong><\/p>\n      <table class=\"exo-table-print\">\n        <tr><th>Word said<\/th><th>Expected response<\/th><th>\u2713\/\u2717<\/th><\/tr>\n        <tr><td>cat<\/td><td>1<\/td><td>___<\/td><\/tr>\n        <tr><td>chocolate<\/td><td>3<\/td><td>___<\/td><\/tr>\n        <tr><td>banana<\/td><td>3<\/td><td>___<\/td><\/tr>\n        <tr><td>hippopotamus<\/td><td>5<\/td><td>___<\/td><\/tr>\n        <tr><td>butterfly<\/td><td>3<\/td><td>___<\/td><\/tr>\n      <\/table>\n      <p style=\"margin-top:14px;\"><strong>Sub-test B \u2014 Rhyme identification:<\/strong><\/p>\n      <table class=\"exo-table-print\">\n        <tr><th>Question<\/th><th>Expected response<\/th><th>\u2713\/\u2717<\/th><\/tr>\n        <tr><td>\u201ccat\u201d rhymes with: table \u2014 rat \u2014 apple?<\/td><td>rat<\/td><td>___<\/td><\/tr>\n        <tr><td>\u201cmoon\u201d rhymes with: dog \u2014 plum \u2014 flower?<\/td><td>plum<\/td><td>___<\/td><\/tr>\n        <tr><td>\u201chand\u201d rhymes with: bread \u2014 sun \u2014 dog?<\/td><td>bread<\/td><td>___<\/td><\/tr>\n        <tr><td>\u201ccar\u201d rhymes with: plane \u2014 paint \u2014 chair?<\/td><td>paint<\/td><td>___<\/td><\/tr>\n      <\/table>\n      <p style=\"margin-top:14px;\"><strong>Sub-test C \u2014 Syllable manipulation:<\/strong><\/p>\n      <table class=\"exo-table-print\">\n        <tr><th>Instruction<\/th><th>Expected response<\/th><th>\u2713\/\u2717<\/th><\/tr>\n        <tr><td>Remove the 1<sup>st<\/sup> syllable from \u201cbanana\u201d<\/td><td>nana<\/td><td>___<\/td><\/tr>\n        <tr><td>Remove the last syllable from \u201cchocolate\u201d<\/td><td>choco<\/td><td>___<\/td><\/tr>\n        <tr><td>Reverse the syllables of \u201cboat\u201d<\/td><td>tabo \/ toba<\/td><td>___<\/td><\/tr>\n        <tr><td>What remains of \u201capple\u201d without the [p]?<\/td><td>ame<\/td><td>___<\/td><\/tr>\n      <\/table>\n      <p style=\"margin-top:14px; font-size:0.9em;\"><strong>Total score: ___ \/ 13<\/strong> &nbsp;|&nbsp; <strong>Benchmarks 6 years:<\/strong> \u226510 OK | 7-9 = to monitor | &lt;7 = assessment recommended<\/p>\n    <\/div>\n    <div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Professional advice:<\/strong> A low score in phonological awareness at 5-6 years is one of the best early predictors of dyslexia. Early intervention (rehabilitation, phonological games) drastically changes the prognosis.<\/div>\n  <\/div>\n<\/div>\n\n<h2>Domain 2 \u2014 Written language tests (3 tests)<\/h2>\n\n<p>Written language is one of the major areas of speech therapy. Specific disorders (dyslexia, dysorthographia) affect about 5 to 10% of school-aged children and are often diagnosed late. For adults in post-Stroke rehabilitation, written language tests allow for measuring the evolution of reading-writing abilities after brain injury.<\/p>\n\n<div class=\"fiche-printable\" id=\"fiche-4\">\n  <div class=\"fiche-header\">\n    <div>\n      <div class=\"fiche-num\">TEST N\u00b04<\/div>\n      <h3>Reading-decoding<\/h3>\n      <div class=\"badges\"><span class=\"badge\">6-12 years<\/span><span class=\"badge\">Reading<\/span><span class=\"badge\">10 min<\/span><\/div>\n    <\/div>\n    <button class=\"fiche-print-btn\" onclick=\"printFiche('fiche-4')\">\ud83d\udda8 Print this sheet<\/button>\n  <\/div>\n  <div class=\"fiche-body\">\n    <div class=\"fiche-consigne\">The patient reads aloud as quickly as possible. Time it. Note the errors (substitution, omission, addition, hesitation &gt; 2 sec).<\/div>\n    <div class=\"fiche-content\">\n      <p style=\"margin-top:0;\"><strong>\ud83c\udfaf Objective:<\/strong> assess the fluency and accuracy of decoding (speed + errors).<\/p>\n      <p><strong>List 1 \u2014 Regular frequent words:<\/strong><\/p>\n      <table class=\"exo-table-print\">\n        <tr><td>cat<\/td><td>tree<\/td><td>house<\/td><td>book<\/td><td>sun<\/td><\/tr>\n        <tr><td>road<\/td><td>girl<\/td><td>small<\/td><td>big<\/td><td>blue<\/td><\/tr>\n      <\/table>\n      <p style=\"margin-top:14px;\"><strong>List 2 \u2014 Irregular words:<\/strong><\/p>\n      <table class=\"exo-table-print\">\n        <tr><td>woman<\/td><td>mister<\/td><td>second<\/td><td>onion<\/td><td>choir<\/td><\/tr>\n        <tr><td>aquarium<\/td><td>album<\/td><td>son<\/td><td>perfume<\/td><td>orchestra<\/td><\/tr>\n      <\/table>\n      <p style=\"margin-top:14px;\"><strong>List 3 \u2014 Pseudo-words (logatoms):<\/strong><\/p>\n      <table class=\"exo-table-print\">\n        <tr><td>plomu<\/td><td>vib\u00e8ce<\/td><td>flatron<\/td><td>kraneur<\/td><td>trop\u00e8de<\/td><\/tr>\n        <tr><td>mistique<\/td><td>blourdade<\/td><td>chambranier<\/td><td>sproutel<\/td><td>impendile<\/td><\/tr>\n      <\/table>\n      <p style=\"margin-top:14px;\"><strong>Scoring:<\/strong><\/p>\n      <table class=\"exo-table-print\">\n        <tr><th>List<\/th><th>Time<\/th><th>Errors<\/th><th>Score (correct\/total)<\/th><\/tr>\n        <tr><td>1 \u2014 Regular<\/td><td>___ sec<\/td><td>___<\/td><td>___ \/ 10<\/td><\/tr>\n        <tr><td>2 \u2014 Irregular<\/td><td>___ sec<\/td><td>___<\/td><td>___ \/ 10<\/td><\/tr>\n        <tr><td>3 \u2014 Pseudo-words<\/td><td>___ sec<\/td><td>___<\/td><td>___ \/ 10<\/td><\/tr>\n      <\/table>\n      <p style=\"margin-top:8px; font-size:0.9em;\"><strong>Benchmarks CE2:<\/strong> &lt;30 sec\/list, \u22659\/10 per list. <strong>Benchmarks CM2:<\/strong> &lt;20 sec\/list, \u226510\/10.<\/p>\n    <\/div>\n<div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Professional advice:<\/strong> The error profile is very informative: difficulty with pseudo-words = defective assembly route (phonological dyslexia). Difficulty with irregulars = defective addressing route (surface dyslexia). Diagnostic orientation table.<\/div>\n  <\/div>\n<\/div>\n\n<div class=\"fiche-printable\" id=\"fiche-5\">\n  <div class=\"fiche-header\">\n    <div>\n      <div class=\"fiche-num\">TEST N\u00b05<\/div>\n      <h3>Written comprehension<\/h3>\n      <div class=\"badges\"><span class=\"badge\">8 years+<\/span><span class=\"badge\">Comprehension<\/span><span class=\"badge\">15 min<\/span><\/div>\n    <\/div>\n    <button class=\"fiche-print-btn\" onclick=\"printFiche('fiche-5')\">\ud83d\udda8 Print this sheet<\/button>\n  <\/div>\n  <div class=\"fiche-body\">\n    <div class=\"fiche-consigne\">The patient reads the text silently. Without going back to the text, he answers the questions. Note \u2713 or \u2717.<\/div>\n    <div class=\"fiche-content\">\n      <p style=\"margin-top:0;\"><strong>\ud83c\udfaf Objective:<\/strong> assess written comprehension (literal and inferential).<\/p>\n      <div style=\"background:#fff; padding:18px; border-radius:8px; border-left:3px solid #5e5ed7; margin:14px 0;\">\n        <p style=\"margin:0;\"><em>Marie is 9 years old. She lives in Bordeaux with her parents and her little brother Tom. Today is Wednesday, and she is very excited: her grandfather Henri is coming to visit her. He lives in Lyon and always takes the train to come. Marie knows he will bring chocolates and tell her stories from when he was little. The trip from Lyon to Bordeaux takes about 5 hours.<\/em><\/p>\n        <p style=\"margin:0;\"><em>\u201cIs Grandma not coming with him?\u201d asks Marie to her mom. \u201cNo, she stayed in Lyon, she doesn\u2019t feel very well at the moment.\u201d Marie is a little disappointed, but she is happy to see Henri. She has prepared a drawing for him: a house with a big yellow sun and flowers in the garden. When Henri arrives, she will hug him tightly.<\/em><\/p>\n      <\/div>\n      <p style=\"margin-top:14px;\"><strong>Literal comprehension questions:<\/strong><\/p>\n      <div class=\"exo-line\"><span class=\"num\">1.<\/span> How old is Marie? <span class=\"exo-blank\"><\/span><\/div>\n      <div class=\"exo-line\"><span class=\"num\">2.<\/span> What is her brother's name? <span class=\"exo-blank\"><\/span><\/div>\n      <div class=\"exo-line\"><span class=\"num\">3.<\/span> In which city does Henri live? <span class=\"exo-blank\"><\/span><\/div>\n      <div class=\"exo-line\"><span class=\"num\">4.<\/span> What day is the story set on? <span class=\"exo-blank\"><\/span><\/div>\n      <div class=\"exo-line\"><span class=\"num\">5.<\/span> How long does the trip take? <span class=\"exo-blank\"><\/span><\/div>\n      <p style=\"margin-top:14px;\"><strong>Inferential questions (deduction):<\/strong><\/p>\n      <div class=\"exo-line\"><span class=\"num\">6.<\/span> Why didn\u2019t Grandma come? <span class=\"exo-blank\"><\/span><\/div>\n      <div class=\"exo-line\"><span class=\"num\">7.<\/span> Does Henri come often? How do you know? <span class=\"exo-blank\"><\/span><\/div>\n      <div class=\"exo-line\"><span class=\"num\">8.<\/span> How does Marie feel at the beginning? And at the end? <span class=\"exo-blank\"><\/span><\/div>\n      <p style=\"margin-top:14px; font-size:0.9em;\"><strong>Scoring:<\/strong> 1 point for each correct literal answer, 2 points for each correct inferential answer. <strong>Score: ___ \/ 11<\/strong><\/p>\n    <\/div>\n    <div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Professional advice:<\/strong> A patient who answers well to literal questions but fails at inferential ones likely has a pragmatic disorder or receptive language disorder (typical of autism, language disorder, or weak theory of mind).<\/div>\n  <\/div>\n<\/div>\n\n<div class=\"fiche-printable\" id=\"fiche-6\">\n  <div class=\"fiche-header\">\n    <div>\n      <div class=\"fiche-num\">TEST N\u00b06<\/div>\n      <h3>Dictation spelling<\/h3>\n      <div class=\"badges\"><span class=\"badge\">7-12 years<\/span><span class=\"badge\">Spelling<\/span><span class=\"badge\">15 min<\/span><\/div>\n    <\/div>\n    <button class=\"fiche-print-btn\" onclick=\"printFiche('fiche-6')\">\ud83d\udda8 Print this sheet<\/button>\n  <\/div>\n  <div class=\"fiche-body\">\n    <div class=\"fiche-consigne\">The examiner dictates the sentences at a normal speech rate. The patient writes. Only one re-reading allowed. Count the errors by category.<\/div>\n<div class=\"fiche-content\">\n      <p style=\"margin-top:0;\"><strong>\ud83c\udfaf Objective :<\/strong> detect a dysorthography by analyzing the error profile.<\/p>\n      <p><strong>Sentences to dictate :<\/strong><\/p>\n      <ol>\n        <li>The black cat sleeps on the couch.<\/li>\n        <li>My parents are preparing a delicious cake.<\/li>\n        <li>The children were playing in the garden when it started to rain.<\/li>\n        <li>Yesterday, my sister bought beautiful red shoes.<\/li>\n        <li>Tomorrow, we will go to the park with our friends for a picnic.<\/li>\n        <li>The school I attend is ten minutes from my home.<\/li>\n        <li>During the holidays, I wrote several poems that my teacher appreciated.<\/li>\n      <\/ol>\n      <p style=\"margin-top:14px;\"><strong>Error analysis grid :<\/strong><\/p>\n      <table class=\"exo-table-print\">\n        <tr><th>Type of error<\/th><th>Example<\/th><th>Number<\/th><\/tr>\n        <tr><td>Phonetic (the word is not read as said)<\/td><td>\u201ckanap\u00e9\u201d instead of \u201ccanap\u00e9\u201d<\/td><td>___<\/td><\/tr>\n        <tr><td>Lexical (frequent word misspelled)<\/td><td>\u201cfem\u00e9\u201d instead of \u201cfemme\u201d<\/td><td>___<\/td><\/tr>\n        <tr><td>Grammatical (agreements)<\/td><td>\u201cles chat noir\u201d instead of \u201cles chats noirs\u201d<\/td><td>___<\/td><\/tr>\n        <tr><td>Conjugation (verb endings)<\/td><td>\u201cil jouer\u201d instead of \u201cil jouait\u201d<\/td><td>___<\/td><\/tr>\n        <tr><td>Homophones<\/td><td>\u201ca\u201d instead of \u201c\u00e0\u201d<\/td><td>___<\/td><\/tr>\n        <tr><td>Segmentation (glued\/cut words)<\/td><td>\u201cj'aiachet\u00e9\u201d instead of \u201cj'ai achet\u00e9\u201d<\/td><td>___<\/td><\/tr>\n      <\/table>\n      <p style=\"margin-top:14px; font-size:0.9em;\"><strong>CE2 benchmarks :<\/strong> \u22648 total errors | <strong>CM1 :<\/strong> \u22646 | <strong>CM2 :<\/strong> \u22644 | <strong>6th :<\/strong> \u22643<\/p>\n    <\/div>\n    <div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Professional advice :<\/strong> The dominant type of error guides the diagnosis: massive phonetic errors = associated phonological dyslexia. Grammatical errors alone = isolated dysorthography. A complete assessment should be proposed if > threshold.<\/div>\n  <\/div>\n<\/div>\n\n<h2>Domain 3 \u2014 Memory tests (2 tests)<\/h2>\n\n<p>Memory is the subject of many speech therapy interventions, particularly in adults (post-Stroke rehabilitation, head trauma, early dementia) and in children (ADHD, TDL with working memory deficit). The 2 tests that follow assess short-term (immediate) and long-term (delayed) memory, two distinct memory systems. For a more comprehensive test, you can use our <a href=\"https:\/\/www.dynseo.com\/test-memoire\/\">online memory test<\/a> which takes about 10 minutes.<\/p>\n\n<div class=\"fiche-printable\" id=\"fiche-7\">\n  <div class=\"fiche-header\">\n    <div>\n      <div class=\"fiche-num\">TEST N\u00b07<\/div>\n      <h3>Immediate memory<\/h3>\n      <div class=\"badges\"><span class=\"badge\">6 years+<\/span><span class=\"badge\">Short-term memory<\/span><span class=\"badge\">10 min<\/span><\/div>\n    <\/div>\n    <button class=\"fiche-print-btn\" onclick=\"printFiche('fiche-7')\">\ud83d\udda8 Print this sheet<\/button>\n  <\/div>\n  <div class=\"fiche-body\">\n    <div class=\"fiche-consigne\">The examiner reads the list of words at a rate of 1 word per second. The patient repeats immediately after. Count the words correctly recalled.<\/div>\n    <div class=\"fiche-content\">\n      <p style=\"margin-top:0;\"><strong>\ud83c\udfaf Objective :<\/strong> assess verbal short-term memory (phonological loop).<\/p>\n      <p><strong>List 1 \u2014 5 words :<\/strong><\/p>\n      <p style=\"font-size:1.1em; background:#fff; padding:12px; border-radius:8px; border:1px dashed #a9e2e4;\">CAT \u2014 TABLE \u2014 FLOWER \u2014 CAR \u2014 BOOK<\/p>\n      <p>Words recalled: ___ \/ 5<\/p>\n\n      <p style=\"margin-top:14px;\"><strong>List 2 \u2014 7 words :<\/strong><\/p>\n      <p style=\"font-size:1.1em; background:#fff; padding:12px; border-radius:8px; border:1px dashed #a9e2e4;\">SUN \u2014 APPLE \u2014 DOG \u2014 HOUSE \u2014 TRAIN \u2014 PEN \u2014 BLUE<\/p>\n      <p>Words recalled: ___ \/ 7<\/p>\n\n      <p style=\"margin-top:14px;\"><strong>List 3 \u2014 9 words (adults) :<\/strong><\/p>\n      <p style=\"font-size:1.1em; background:#fff; padding:12px; border-radius:8px; border:1px dashed #a9e2e4;\">RIVER \u2014 MUSIC \u2014 PAN \u2014 GARDEN \u2014 PHONE \u2014 YELLOW \u2014 APPLE \u2014 VIOLIN \u2014 SCHOOL<\/p>\n      <p>Words recalled: ___ \/ 9<\/p>\n\n      <p style=\"margin-top:14px;\"><strong>Bonus sub-test \u2014 Digit span :<\/strong><\/p>\n      <table class=\"exo-table-print\">\n        <tr><th>Length<\/th><th>Proposed series<\/th><th>Succeeded?<\/th><\/tr>\n        <tr><td>3<\/td><td>4 - 7 - 2<\/td><td>___<\/td><\/tr>\n        <tr><td>4<\/td><td>8 - 1 - 5 - 9<\/td><td>___<\/td><\/tr>\n        <tr><td>5<\/td><td>3 - 6 - 9 - 2 - 7<\/td><td>___<\/td><\/tr>\n        <tr><td>6<\/td><td>5 - 1 - 8 - 3 - 7 - 4<\/td><td>___<\/td><\/tr>\n        <tr><td>7<\/td><td>2 - 9 - 4 - 7 - 1 - 6 - 8<\/td><td>___<\/td><\/tr>\n      <\/table>\n      <p style=\"margin-top:14px; font-size:0.9em;\"><strong>Digit span benchmarks :<\/strong> 6 years = 4 | 8 years = 5 | 12 years = 6 | adult = 7\u00b12<\/p>\n    <\/div>\n    <div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Professional advice :<\/strong> If the forward span is significantly greater than 7 in an adult, suspect a compensatory strategy (grouping, association). If <5, suspect memory or attentional disorder.<\/div>\n  <\/div>\n<\/div>\n\n<div class=\"fiche-printable\" id=\"fiche-8\">\n  <div class=\"fiche-header\">\n    <div>\n      <div class=\"fiche-num\">TEST N\u00b08<\/div>\n      <h3>Delayed memory<\/h3>\n      <div class=\"badges\"><span class=\"badge\">10 years+<\/span><span class=\"badge\">Long-term memory<\/span><span class=\"badge\">25 min<\/span><\/div>\n    <\/div>\n    <button class=\"fiche-print-btn\" onclick=\"printFiche('fiche-8')\">\ud83d\udda8 Print this sheet<\/button>\n  <\/div>\n  <div class=\"fiche-body\">\n<div class=\"fiche-consigne\">Step 1: read the text to the patient (or have them read it). Step 2: 15 minutes later (do another test in the meantime), ask them to recount the story. Score the recalled elements.<\/div>\n    <div class=\"fiche-content\">\n      <p style=\"margin-top:0;\"><strong>\ud83c\udfaf Objective:<\/strong> evaluate episodic memory (narrative events).<\/p>\n      <p><strong>Text to read:<\/strong><\/p>\n      <div style=\"background:#fff; padding:18px; border-radius:8px; border-left:3px solid #5e5ed7; margin:14px 0; line-height:1.8;\">\n        <p style=\"margin:0;\"><em>Yesterday morning, at 8 o'clock, Pierre left his house to go to work. He lived at number 12 on Acacias Street. Since it was raining, he took his black umbrella. At the bus stop, he met his neighbor Mrs. Dubois who was going to the market. She told him she was going to buy tomatoes and cheese. The bus arrived 5 minutes late. Pierre got off at Place de la R\u00e9publique at 8:30, and went to his office on the third floor of the big blue building.<\/em><\/p>\n      <\/div>\n      <p style=\"margin-top:14px;\"><strong>Scoring grid (15 pieces of information):<\/strong><\/p>\n      <table class=\"exo-table-print\">\n        <tr><th>Information<\/th><th>Recalled?<\/th><\/tr>\n        <tr><td>Yesterday morning<\/td><td>___<\/td><\/tr>\n        <tr><td>8 o'clock (departure time)<\/td><td>___<\/td><\/tr>\n        <tr><td>Pierre (first name)<\/td><td>___<\/td><\/tr>\n        <tr><td>Going to work<\/td><td>___<\/td><\/tr>\n        <tr><td>Number 12<\/td><td>___<\/td><\/tr>\n        <tr><td>Acacias Street<\/td><td>___<\/td><\/tr>\n        <tr><td>Rain<\/td><td>___<\/td><\/tr>\n        <tr><td>Black umbrella<\/td><td>___<\/td><\/tr>\n        <tr><td>Mrs. Dubois (neighbor)<\/td><td>___<\/td><\/tr>\n        <tr><td>Market<\/td><td>___<\/td><\/tr>\n        <tr><td>Tomatoes and cheese<\/td><td>___<\/td><\/tr>\n        <tr><td>Bus 5 min late<\/td><td>___<\/td><\/tr>\n        <tr><td>Place de la R\u00e9publique<\/td><td>___<\/td><\/tr>\n        <tr><td>8:30 (arrival time)<\/td><td>___<\/td><\/tr>\n        <tr><td>3<sup>rd<\/sup> floor \/ blue building<\/td><td>___<\/td><\/tr>\n      <\/table>\n      <p style=\"margin-top:14px; font-size:0.9em;\"><strong>Score: ___ \/ 15<\/strong> &nbsp;|&nbsp; <strong>Adult benchmarks:<\/strong> \u226510 = OK | 6-9 = to monitor | &lt;6 = assessment recommended.<\/p>\n    <\/div>\n    <div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Professional advice:<\/strong> Compare immediate recall (test 7) vs delayed (test 8). Strong drop = impairment of consolidation (typical of Alzheimer's). Low but stable = encoding impairment (typical of ADHD, depressive syndrome).<\/div>\n  <\/div>\n<\/div>\n\n<h2>Domain 4 \u2014 Attention and executive function tests (4 tests)<\/h2>\n\n<p>Attention and executive functions are now considered pillars of cognitive functioning. Their evaluation is crucial in ADHD, neurodegenerative pathologies, and post-Stroke cognitive rehabilitation. To go further, we offer an online <a href=\"https:\/\/www.dynseo.com\/test-concentration-attention\/\">concentration and attention test<\/a> as well as an <a href=\"https:\/\/www.dynseo.com\/test-des-fonctions-executives\/\">executive function test<\/a>, both free and accessible without registration.<\/p>\n\n<div class=\"fiche-printable\" id=\"fiche-9\">\n  <div class=\"fiche-header\">\n    <div>\n      <div class=\"fiche-num\">TEST N\u00b09<\/div>\n      <h3>Selective attention<\/h3>\n      <div class=\"badges\"><span class=\"badge\">8 years+<\/span><span class=\"badge\">Attention<\/span><span class=\"badge\">5 min<\/span><\/div>\n    <\/div>\n    <button class=\"fiche-print-btn\" onclick=\"printFiche('fiche-9')\">\ud83d\udda8 Print this sheet<\/button>\n  <\/div>\n  <div class=\"fiche-body\">\n    <div class=\"fiche-consigne\">Cross out all the letters \"A\" in the table below, as quickly as possible and without missing any. Time it.<\/div>\n    <div class=\"fiche-content\">\n      <p style=\"margin-top:0;\"><strong>\ud83c\udfaf Objective:<\/strong> evaluate selective and sustained attention (equivalent to the simplified Toulouse-Pi\u00e9ron test).<\/p>\n      <table class=\"exo-table-print\" style=\"font-family:monospace; font-size:1em;\">\n        <tr><td>R<\/td><td>A<\/td><td>F<\/td><td>P<\/td><td>A<\/td><td>L<\/td><td>A<\/td><td>K<\/td><td>S<\/td><td>A<\/td><td>M<\/td><td>R<\/td><td>A<\/td><td>T<\/td><td>O<\/td><\/tr>\n        <tr><td>P<\/td><td>L<\/td><td>A<\/td><td>F<\/td><td>K<\/td><td>R<\/td><td>A<\/td><td>S<\/td><td>A<\/td><td>L<\/td><td>A<\/td><td>F<\/td><td>O<\/td><td>A<\/td><td>P<\/td><\/tr>\n        <tr><td>A<\/td><td>K<\/td><td>L<\/td><td>O<\/td><td>A<\/td><td>R<\/td><td>F<\/td><td>P<\/td><td>L<\/td><td>A<\/td><td>K<\/td><td>A<\/td><td>R<\/td><td>A<\/td><td>S<\/td><\/tr>\n        <tr><td>R<\/td><td>A<\/td><td>P<\/td><td>A<\/td><td>L<\/td><td>F<\/td><td>O<\/td><td>A<\/td><td>K<\/td><td>R<\/td><td>A<\/td><td>S<\/td><td>L<\/td><td>A<\/td><td>P<\/td><\/tr>\n        <tr><td>F<\/td><td>K<\/td><td>A<\/td><td>L<\/td><td>O<\/td><td>A<\/td><td>S<\/td><td>P<\/td><td>A<\/td><td>R<\/td><td>F<\/td><td>A<\/td><td>K<\/td><td>L<\/td><td>A<\/td><\/tr>\n        <tr><td>A<\/td><td>R<\/td><td>S<\/td><td>P<\/td><td>A<\/td><td>L<\/td><td>K<\/td><td>F<\/td><td>A<\/td><td>O<\/td><td>A<\/td><td>R<\/td><td>P<\/td><td>A<\/td><td>S<\/td><\/tr>\n      <\/table>\n      <p style=\"margin-top:14px;\"><strong>Scoring:<\/strong><\/p>\n      <ul>\n        <li>Total number of A: <strong>30<\/strong><\/li>\n        <li>A correctly crossed out: ___ \/ 30<\/li>\n        <li>A forgotten (omissions): ___<\/li>\n        <li>Letters crossed out by mistake (commissions): ___<\/li>\n        <li>Total time: ___ seconds<\/li>\n      <\/ul>\n      <p style=\"margin-top:14px; font-size:0.9em;\"><strong>Adult benchmarks:<\/strong> &lt;90 sec, \u22642 omissions, 0 commissions. Degraded performance = attentional impairment (ADHD, cognitive fatigue, early dementia).<\/p>\n    <\/div>\n    <div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Professional advice:<\/strong> Combination of forgetfulness + slowness = clear attentional disorder. Slowness alone = global cognitive slowdown (Parkinson's, depression). Many errors and fast = impulsivity (ADHD).<\/div>\n  <\/div>\n<\/div>\n\n<div class=\"fiche-printable\" id=\"fiche-10\">\n  <div class=\"fiche-header\">\n    <div>\n      <div class=\"fiche-num\">TEST N\u00b010<\/div>\n      <h3>Verbal fluency<\/h3>\n      <div class=\"badges\"><span class=\"badge\">8 years+<\/span><span class=\"badge\">Fluency<\/span><span class=\"badge\">5 min<\/span><\/div>\n    <\/div>\n    <button class=\"fiche-print-btn\" onclick\n<div class=\"fiche-consigne\">The patient names a maximum of words in the requested category in exactly 60 seconds. The examiner notes all the words spoken.<\/div>\n    <div class=\"fiche-content\">\n      <p style=\"margin-top:0;\"><strong>\ud83c\udfaf Objective :<\/strong> assess verbal fluency (semantic and phonological).<\/p>\n      <p><strong>Test A \u2014 Semantic fluency: ANIMALS (60 sec)<\/strong><\/p>\n      <div style=\"background:#fff; padding:14px; border-radius:8px; min-height:60px; border:1px dashed #a9e2e4;\">\n        <p style=\"margin:0; font-size:0.9em;\">Words cited: __________________________________________<\/p>\n        <p style=\"font-size:0.9em;\">__________________________________________<\/p>\n      <\/div>\n      <p style=\"margin:8px 0;\"><strong>Total :<\/strong> ___ words | <strong>Perseverations :<\/strong> ___ | <strong>Intrusions :<\/strong> ___<\/p>\n\n      <p style=\"margin-top:14px;\"><strong>Test B \u2014 Phonological fluency: LETTER P (60 sec)<\/strong><\/p>\n      <div style=\"background:#fff; padding:14px; border-radius:8px; min-height:60px; border:1px dashed #a9e2e4;\">\n        <p style=\"margin:0; font-size:0.9em;\">Words cited: __________________________________________<\/p>\n        <p style=\"font-size:0.9em;\">__________________________________________<\/p>\n      <\/div>\n      <p style=\"margin:8px 0;\"><strong>Total :<\/strong> ___ words | <strong>Perseverations :<\/strong> ___ | <strong>Intrusions :<\/strong> ___<\/p>\n\n      <p style=\"margin-top:14px; font-size:0.9em;\"><strong>Normative benchmarks (healthy adult) :<\/strong><\/p>\n      <table class=\"exo-table-print\">\n        <tr><th>Age<\/th><th>Semantic (animals)<\/th><th>Phonological (P)<\/th><\/tr>\n        <tr><td>20-50 years<\/td><td>\u226522<\/td><td>\u226518<\/td><\/tr>\n        <tr><td>50-70 years<\/td><td>\u226518<\/td><td>\u226515<\/td><\/tr>\n        <tr><td>70+ years<\/td><td>\u226515<\/td><td>\u226512<\/td><\/tr>\n      <\/table>\n    <\/div>\n    <div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Pro tip :<\/strong> Semantic asymmetry &gt;&gt; phonological = temporal profile (early Alzheimer's disease). Phonological asymmetry &gt;&gt; semantic = frontal profile (prefrontal lesion, frontotemporal dementia).<\/div>\n  <\/div>\n<\/div>\n\n<div class=\"fiche-printable\" id=\"fiche-11\">\n  <div class=\"fiche-header\">\n    <div>\n      <div class=\"fiche-num\">TEST N\u00b011<\/div>\n      <h3>Mental inhibition<\/h3>\n      <div class=\"badges\"><span class=\"badge\">10 years+<\/span><span class=\"badge\">Inhibition<\/span><span class=\"badge\">10 min<\/span><\/div>\n    <\/div>\n    <button class=\"fiche-print-btn\" onclick=\"printFiche('fiche-11')\">\ud83d\udda8 Print this sheet<\/button>\n  <\/div>\n  <div class=\"fiche-body\">\n    <div class=\"fiche-consigne\">For each written word, say the INK COLOR (and not the word itself). Go as fast as possible. Time it.<\/div>\n    <div class=\"fiche-content\">\n      <p style=\"margin-top:0;\"><strong>\ud83c\udfaf Objective :<\/strong> assess inhibition capacity (adapted Stroop test). Major target in ADHD and frontal dementias.<\/p>\n      <p><strong>Step 1 \u2014 Reading without interference (time it) :<\/strong><\/p>\n      <table class=\"exo-table-print\">\n        <tr><td style=\"text-align:center;\">RED<\/td><td style=\"text-align:center;\">BLUE<\/td><td style=\"text-align:center;\">GREEN<\/td><td style=\"text-align:center;\">YELLOW<\/td><td style=\"text-align:center;\">RED<\/td><\/tr>\n        <tr><td style=\"text-align:center;\">GREEN<\/td><td style=\"text-align:center;\">YELLOW<\/td><td style=\"text-align:center;\">BLUE<\/td><td style=\"text-align:center;\">RED<\/td><td style=\"text-align:center;\">GREEN<\/td><\/tr>\n      <\/table>\n      <p style=\"font-size:0.9em;\">Time: ___ sec | Errors: ___<\/p>\n\n      <p style=\"margin-top:14px;\"><strong>Step 2 \u2014 Pure colors :<\/strong><\/p>\n      <table class=\"exo-table-print\">\n        <tr><td style=\"background:#e73469; color:#fff; text-align:center;\">\u2593\u2593\u2593<\/td><td style=\"background:#5e5ed7; color:#fff; text-align:center;\">\u2593\u2593\u2593<\/td><td style=\"background:#5268c9; color:#fff; text-align:center;\">\u2593\u2593\u2593<\/td><td style=\"background:#ffeca7; color:#5268c9; text-align:center;\">\u2593\u2593\u2593<\/td><td style=\"background:#e73469; color:#fff; text-align:center;\">\u2593\u2593\u2593<\/td><\/tr>\n        <tr><td style=\"background:#5268c9; color:#fff; text-align:center;\">\u2593\u2593\u2593<\/td><td style=\"background:#ffeca7; color:#5268c9; text-align:center;\">\u2593\u2593\u2593<\/td><td style=\"background:#5e5ed7; color:#fff; text-align:center;\">\u2593\u2593\u2593<\/td><td style=\"background:#e73469; color:#fff; text-align:center;\">\u2593\u2593\u2593<\/td><td style=\"background:#5268c9; color:#fff; text-align:center;\">\u2593\u2593\u2593<\/td><\/tr>\n      <\/table>\n      <p style=\"font-size:0.9em;\">Time: ___ sec | Errors: ___<\/p>\n\n      <p style=\"margin-top:14px;\"><strong>Step 3 \u2014 INTERFERENCE (say the ink color, do not read the word) :<\/strong><\/p>\n      <table class=\"exo-table-print\">\n        <tr><td style=\"text-align:center; color:#5e5ed7; font-weight:bold;\">RED<\/td><td style=\"text-align:center; color:#e73469; font-weight:bold;\">BLUE<\/td><td style=\"text-align:center; color:#5268c9; font-weight:bold;\">YELLOW<\/td><td style=\"text-align:center; color:#5e5ed7; font-weight:bold;\">GREEN<\/td><td style=\"text-align:center; color:#e73469; font-weight:bold;\">YELLOW<\/td><\/tr>\n        <tr><td style=\"text-align:center; color:#5268c9; font-weight:bold;\">RED<\/td><td style=\"text-align:center; color:#5e5ed7; font-weight:bold;\">GREEN<\/td><td style=\"text-align:center; color:#e73469; font-weight:bold;\">BLUE<\/td><td style=\"text-align:center; color:#5268c9; font-weight:bold;\">YELLOW<\/td><td style=\"text-align:center; color:#5e5ed7; font-weight:bold;\">RED<\/td><\/tr>\n      <\/table>\n      <p style=\"font-size:0.9em;\">Time: ___ sec | Errors: ___<\/p>\n\n      <p style=\"margin-top:14px;\"><strong>Interference index :<\/strong> \u0394 Step 3 - Step 2 = ___ sec<\/p>\n    <\/div>\n    <div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Pro tip :<\/strong> \u0394 &gt; +50 % = significant impairment of inhibition. Very sensitive in adult ADHD and early frontal pathologies (frontotemporal dementia, cognitive Parkinson's).<\/div>\n  <\/div>\n<\/div>\n\n<div class=\"fiche-printable\" id=\"fiche-12\">\n  <div class=\"fiche-header\">\n    <div>\n      <div class=\"fiche-num\">TEST N\u00b012<\/div>\n      <h3>Mental flexibility<\/h3>\n      <div class=\"badges\"><span class=\"badge\">10 years+<\/span><span class=\"badge\">Flexibility<\/span><span class=\"badge\">10 min<\/span><\/div>\n    <\/div>\n    <button class=\"fiche-print-btn\" onclick=\"printFiche('fiche-12')\">\ud83d\udda8 Print this sheet<\/button>\n  <\/div>\n  <div class=\"fiche-body\">\n    <div class=\"fiche-consigne\">Alternately connect number-letter in order: 1-A-2-B-3-C... as fast as possible, without error. Time it.<\/div>\n    <div class=\"fiche-content\">\n      <p style=\"margin-top:0;\"><strong>\ud83c\udfaf Objective :<\/strong> assess mental flexibility (equivalent of the Trail Making Test B).<\/p>\n      <p><strong>Step 1 \u2014 TMT-A (numbers only in order) :<\/strong><\/p>\n      <p style=\"font-size:0.9em;\">Connect 1 \u2192 2 \u2192 3 \u2192 ... \u2192 12 in order :<\/p>\n      <div style=\"background:#fff; padding:18px; border-radius:8px; border:1px dashed #a9e2e4; min-height:140px; line-height:2.5; text-align:center;\">\n        <span style=\"margin:0 18px;\">7<\/span><span style=\"margin:0 18px;\">3<\/span><span style=\"margin:0 18px;\">11<\/span><span style=\"margin:0 18px;\">5<\/span><span style=\"margin:0 18px;\">9<\/span><br>\n        <span style=\"margin:0 18px;\">1<\/span><span style=\"margin:0 18px;\">8<\/span><span style=\"margin:0 18px;\">12<\/span><span style=\"margin:0 18px;\">2<\/span><span style=\"margin:0 18px;\">10<\/span><br>\n        <span style=\"margin:0 18px;\">6<\/span><span style=\"margin:0 18px;\">4<\/span>\n      <\/div>\n      <p style=\"font-size:0.9em;\">Time: ___ sec | Errors: ___<\/p>\n\n      <p style=\"margin-top:14px;\"><strong>Step 2 \u2014 TMT-B (alternation numbers-letters) :<\/strong><\/p>\n      <p style=\"font-size:0.9em;\">Connect 1 \u2192 A \u2192 2 \u2192 B \u2192 3 \u2192 C \u2192 ... \u2192 6 \u2192 F :<\/p>\n      <div style=\"background:#fff; padding:18px; border-radius:8px; border:1px dashed #a9e2e4; min-height:140px; line-height:2.5; text-align:center;\">\n        <span style=\"margin:0 18px;\">3<\/span><span style=\"margin:0 18px;\">B<\/span><span style=\"margin:0 18px;\">5<\/span><span style=\"margin:0 18px;\">A<\/span><span style=\"margin:0 18px;\">F<\/span><br>\n        <span style=\"margin:0 18px;\">1<\/span><span style=\"margin:0 18px;\">D<\/span><span style=\"margin:0 18px;\">2<\/span><span style=\"margin:0 18px;\">6<\/span><span style=\"margin:0 18px;\">C<\/span><br>\n        <span style=\"margin:0 18px;\">E<\/span><span style=\"margin:0 18px;\">4<\/span>\n      <\/div>\n      <p style=\"font-size:0.9em;\">Time: ___ sec | Errors: ___<\/p>\n\n      <p style=\"margin-top:14px;\"><strong>Flexibility index :<\/strong> ratio TMT-B \/ TMT-A = ___<\/p>\n      <p style=\"font-size:0.9em;\"><strong>Benchmarks :<\/strong> ratio &lt; 2 = OK | 2-3 = to monitor | &gt; 3 = probable executive impairment<\/p>\n    <\/div>\n<div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Professional advice:<\/strong> Test sensitive to frontal and cerebellar impairments. In the TMT-B, breaking pairs (forgetting to alternate) is more indicative than slowness alone. A test widely used post-Stroke.<\/div>\n  <\/div>\n<\/div>\n\n<h2>Domain 5 \u2014 Cross-sectional tests (3 tests)<\/h2>\n\n<p>The last 3 tests cover essential cross-sectional areas in speech therapy: calculation (often affected in specific learning disorders and dementias), temporal orientation (an essential assessment for seniors), and social communication (a major target in autism and pragmatics).<\/p>\n\n<div class=\"fiche-printable\" id=\"fiche-13\">\n  <div class=\"fiche-header\">\n    <div>\n      <div class=\"fiche-num\">TEST N\u00b013<\/div>\n      <h3>Mental calculation<\/h3>\n      <div class=\"badges\"><span class=\"badge\">7 years+<\/span><span class=\"badge\">Calculation<\/span><span class=\"badge\">10 min<\/span><\/div>\n    <\/div>\n    <button class=\"fiche-print-btn\" onclick=\"printFiche('fiche-13')\">\ud83d\udda8 Print this sheet<\/button>\n  <\/div>\n  <div class=\"fiche-body\">\n    <div class=\"fiche-consigne\">The patient solves the operations mentally. The examiner reads the instructions and times. No paper or pencil (unless otherwise indicated).<\/div>\n    <div class=\"fiche-content\">\n      <p style=\"margin-top:0;\"><strong>\ud83c\udfaf Objective:<\/strong> assess number sense, mental calculation, and numerical working memory.<\/p>\n      <p><strong>Level A \u2014 Simple additions and subtractions (CE1-CE2):<\/strong><\/p>\n      <table class=\"exo-table-print\">\n        <tr><th>Operation<\/th><th>Response<\/th><th>\u2713\/\u2717<\/th><th>Time<\/th><\/tr>\n        <tr><td>7 + 5 = ?<\/td><td>___<\/td><td>___<\/td><td>___ sec<\/td><\/tr>\n        <tr><td>13 - 6 = ?<\/td><td>___<\/td><td>___<\/td><td>___ sec<\/td><\/tr>\n        <tr><td>9 + 8 = ?<\/td><td>___<\/td><td>___<\/td><td>___ sec<\/td><\/tr>\n        <tr><td>15 - 7 = ?<\/td><td>___<\/td><td>___<\/td><td>___ sec<\/td><\/tr>\n        <tr><td>23 + 9 = ?<\/td><td>___<\/td><td>___<\/td><td>___ sec<\/td><\/tr>\n      <\/table>\n\n      <p style=\"margin-top:14px;\"><strong>Level B \u2014 Multiplications (CM1):<\/strong><\/p>\n      <table class=\"exo-table-print\">\n        <tr><th>Operation<\/th><th>Response<\/th><th>\u2713\/\u2717<\/th><th>Time<\/th><\/tr>\n        <tr><td>6 \u00d7 7 = ?<\/td><td>___<\/td><td>___<\/td><td>___ sec<\/td><\/tr>\n        <tr><td>8 \u00d7 9 = ?<\/td><td>___<\/td><td>___<\/td><td>___ sec<\/td><\/tr>\n        <tr><td>12 \u00d7 5 = ?<\/td><td>___<\/td><td>___<\/td><td>___ sec<\/td><\/tr>\n        <tr><td>15 \u00d7 4 = ?<\/td><td>___<\/td><td>___<\/td><td>___ sec<\/td><\/tr>\n        <tr><td>25 \u00d7 3 = ?<\/td><td>___<\/td><td>___<\/td><td>___ sec<\/td><\/tr>\n      <\/table>\n\n      <p style=\"margin-top:14px;\"><strong>Level C \u2014 Problems (middle school +):<\/strong><\/p>\n      <table class=\"exo-table-print\">\n        <tr><th>Problem<\/th><th>Response<\/th><th>\u2713\/\u2717<\/th><\/tr>\n        <tr><td>If I give 27 \u20ac on a 50 \u20ac bill, how much change do I get?<\/td><td>___<\/td><td>___<\/td><\/tr>\n        <tr><td>A dozen eggs costs 4.80 \u20ac. How much does one egg cost?<\/td><td>___<\/td><td>___<\/td><\/tr>\n        <tr><td>14 \u00d7 25 = ?<\/td><td>___<\/td><td>___<\/td><\/tr>\n        <tr><td>What is 75 % of 80?<\/td><td>___<\/td><td>___<\/td><\/tr>\n        <tr><td>If a car travels at 90 km\/h, how far does it go in 20 min?<\/td><td>___<\/td><td>___<\/td><\/tr>\n      <\/table>\n      <p style=\"margin-top:14px; font-size:0.9em;\"><strong>Score: ___ \/ 15<\/strong><\/p>\n    <\/div>\n    <div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Professional advice:<\/strong> In case of massive difficulty, suspect dyscalculia (in children) or acquired acalculia (in adults post-Stroke). Test to be supplemented by the ZAREKI-R or TEDI-MATH for a diagnosis.<\/div>\n  <\/div>\n<\/div>\n\n<div class=\"fiche-printable\" id=\"fiche-14\">\n  <div class=\"fiche-header\">\n    <div>\n      <div class=\"fiche-num\">TEST N\u00b014<\/div>\n      <h3>Temporal orientation<\/h3>\n      <div class=\"badges\"><span class=\"badge\">Adults<\/span><span class=\"badge\">Orientation<\/span><span class=\"badge\">5 min<\/span><\/div>\n    <\/div>\n    <button class=\"fiche-print-btn\" onclick=\"printFiche('fiche-14')\">\ud83d\udda8 Print this sheet<\/button>\n  <\/div>\n  <div class=\"fiche-body\">\n    <div class=\"fiche-consigne\">Ask the questions one\n<div class=\"fiche-content\">\n      <p style=\"margin-top:0;\"><strong>\ud83c\udfaf Objective :<\/strong> assess temporal and spatial orientation (screening test for early cognitive disorders in seniors).<\/p>\n      <p><strong>Sub-test A \u2014 Time :<\/strong><\/p>\n      <table class=\"exo-table-print\">\n        <tr><th>Question<\/th><th>Patient's answer<\/th><th>\u2713\/\u2717<\/th><\/tr>\n        <tr><td>What is today's date?<\/td><td>___<\/td><td>___<\/td><\/tr>\n        <tr><td>What day of the week is it?<\/td><td>___<\/td><td>___<\/td><\/tr>\n        <tr><td>What month is it?<\/td><td>___<\/td><td>___<\/td><\/tr>\n        <tr><td>What year is it?<\/td><td>___<\/td><td>___<\/td><\/tr>\n        <tr><td>What season is it?<\/td><td>___<\/td><td>___<\/td><\/tr>\n      <\/table>\n      <p style=\"margin-top:14px;\"><strong>Sub-test B \u2014 Space :<\/strong><\/p>\n      <table class=\"exo-table-print\">\n        <tr><th>Question<\/th><th>Patient's answer<\/th><th>\u2713\/\u2717<\/th><\/tr>\n        <tr><td>In which country are we?<\/td><td>___<\/td><td>___<\/td><\/tr>\n        <tr><td>In which city\/village?<\/td><td>___<\/td><td>___<\/td><\/tr>\n        <tr><td>In which department\/region?<\/td><td>___<\/td><td>___<\/td><\/tr>\n        <tr><td>On which floor\/which room?<\/td><td>___<\/td><td>___<\/td><\/tr>\n        <tr><td>What is the name of the place we are in?<\/td><td>___<\/td><td>___<\/td><\/tr>\n      <\/table>\n      <p style=\"margin-top:14px;\"><strong>Sub-test C \u2014 Biographical markers :<\/strong><\/p>\n      <table class=\"exo-table-print\">\n        <tr><th>Question<\/th><th>Answer<\/th><th>\u2713\/\u2717<\/th><\/tr>\n        <tr><td>What is your last name?<\/td><td>___<\/td><td>___<\/td><\/tr>\n        <tr><td>What is your first name?<\/td><td>___<\/td><td>___<\/td><\/tr>\n        <tr><td>What is your date of birth?<\/td><td>___<\/td><td>___<\/td><\/tr>\n        <tr><td>How old are you?<\/td><td>___<\/td><td>___<\/td><\/tr>\n        <tr><td>Where were you born?<\/td><td>___<\/td><td>___<\/td><\/tr>\n      <\/table>\n      <p style=\"margin-top:14px; font-size:0.9em;\"><strong>Total score: ___ \/ 15<\/strong> &nbsp;|&nbsp; <strong>Healthy adult:<\/strong> 15\/15 expected. Any error is suspicious in an adult.<\/p>\n    <\/div>\n    <div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Pro advice:<\/strong> Temporal disorientation is one of the first signs of Alzheimer's disease. If more than 2 errors in sub-test A, schedule an MMSE and a neurological consultation.<\/div>\n  <\/div>\n<\/div>\n\n<div class=\"fiche-printable\" id=\"fiche-15\">\n  <div class=\"fiche-header\">\n    <div>\n      <div class=\"fiche-num\">TEST N\u00b015<\/div>\n      <h3>Social communication<\/h3>\n      <div class=\"badges\"><span class=\"badge\">8 years+<\/span><span class=\"badge\">Pragmatic<\/span><span class=\"badge\">15 min<\/span><\/div>\n    <\/div>\n    <button class=\"fiche-print-btn\" onclick=\"printFiche('fiche-15')\">\ud83d\udda8 Print this sheet<\/button>\n  <\/div>\n  <div class=\"fiche-body\">\n    <div class=\"fiche-consigne\">Read each situation to the patient. They must say what the person feels or what should be responded. Note the accuracy of the answer.<\/div>\n    <div class=\"fiche-content\">\n      <p style=\"margin-top:0;\"><strong>\ud83c\udfaf Objective :<\/strong> assess the pragmatics of language and social cognition.<\/p>\n      <p><strong>Situation 1 \u2014 Emotion recognition :<\/strong><\/p>\n      <div class=\"exo-line\">\u00ab Marie lost her favorite cat this morning. When she gets home, she is crying. <em>How does she feel?<\/em> \u00bb \u2192 Answer: ___<\/div>\n      <p style=\"font-size:0.85em; color:#666;\">Expected: sad \/ heartbroken \/ unhappy \/ desperate<\/p>\n\n      <p style=\"margin-top:14px;\"><strong>Situation 2 \u2014 Intent understanding :<\/strong><\/p>\n      <div class=\"exo-line\">\u00ab Pierre forgot his wife's birthday. At dinner, he says: \"You made a great cake, do you want me to clear the table?\" <em>Why does he offer to clear?<\/em> \u00bb \u2192 Answer: ___<\/div>\n      <p style=\"font-size:0.85em; color:#666;\">Expected: to apologize \/ because he knows he forgot \/ to make up for his forgetfulness<\/p>\n\n      <p style=\"margin-top:14px;\"><strong>Situation 3 \u2014 Lie detection :<\/strong><\/p>\n      <div class=\"exo-line\">\u00ab The child comes home from school with blank homework. He tells his mother: \"The teacher didn't give us anything today.\" <em>Is the child telling the truth? Why?<\/em> \u00bb \u2192 Answer: ___<\/div>\n      <p style=\"font-size:0.85em; color:#666;\">Expected: no, he is lying \/ to avoid having to do them \/ because he forgot to do them<\/p>\n\n      <p style=\"margin-top:14px;\"><strong>Situation 4 \u2014 Sarcasm :<\/strong><\/p>\n      <div class=\"exo-line\">\u00ab The waiter spills coffee on the customer's white shirt. The customer says: \"Great, that's exactly what I wanted this morning.\" <em>Is the customer happy?<\/em> \u00bb \u2192 Answer: ___<\/div>\n      <p style=\"font-size:0.85em; color:#666;\">Expected: no, he is angry \/ he says the opposite of what he thinks \/ it's ironic<\/p>\n\n      <p style=\"margin-top:14px;\"><strong>Situation 5 \u2014 Faux pas :<\/strong><\/p>\n      <div class=\"exo-line\">\u00ab At a dinner, a guest says: \"I hate blondes, they are stupid!\" Another guest, who is blonde, is sitting next to him. <em>Is there a problem? Which one?<\/em> \u00bb \u2192 Answer: ___<\/div>\n      <p style=\"font-size:0.85em; color:#666;\">Expected: yes, the guest offended\/hurt the blonde \/ he should have kept quiet \/ social faux pas<\/p>\n\n      <p style=\"margin-top:14px;\"><strong>Situation 6 \u2014 Metaphor :<\/strong><\/p>\n<div class=\"exo-line\">\u00ab The doctor says to Lucas's father: \"Your son has a memory like an elephant.\" <em>What does the doctor mean?<\/em> \u00bb \u2192 Answer: ___<\/div>\n      <p style=\"font-size:0.85em; color:#666;\">Expected: Lucas has an excellent memory \/ he remembers everything \/ image of the elephant that never forgets<\/p>\n\n      <p style=\"margin-top:14px; font-size:0.9em;\"><strong>Score: ___ \/ 6<\/strong> | <strong>Guidelines:<\/strong> 6\/6 = OK | 4-5 = borderline | \u22643 = probable pragmatic disorder.<\/p>\n    <\/div>\n    <div class=\"fiche-tip-pro\"><strong>\ud83d\udca1 Professional advice:<\/strong> Test very sensitive to ASD (failure on faux pas, sarcasm, metaphor) and certain right aphasias. Discriminating to differentiate ASD from simple language delay in children.<\/div>\n  <\/div>\n<\/div>\n\n<h2>How to interpret the results of these tests?<\/h2>\n\n<p>Having completed one or more tests is one thing. Understanding what the results mean is another. Here are the key principles to keep in mind.<\/p>\n\n<h3>A single test is not a diagnosis<\/h3>\n\n<p>None of the tests presented in this article is sufficient, on its own, to make a diagnosis. A low score on a test simply indicates that there may potentially be a difficulty in the assessed area. This difficulty can have many causes: <strong>fatigue, stress, lack of motivation, distraction, sensory issue<\/strong> (vision, hearing), or a true cognitive disorder. Only a <strong>comprehensive clinical evaluation<\/strong> by a qualified professional can provide clarity.<\/p>\n\n<p>Similarly, a normal score does not definitively rule out a disorder. Some pathologies (notably subtle DYS disorders, inattentive ADHD, early-stage dementias) may not reveal themselves on quick tests and require more thorough and standardized evaluations.<\/p>\n\n<h3>How to decide to consult?<\/h3>\n\n<p>Here are some indicators that should lead you to consult a speech therapist, a doctor, or a neuropsychologist:<\/p>\n\n<ul>\n<li><strong>Several converging low scores<\/strong> in related areas (for example: low articulation + low phonological awareness in a 6-year-old child \u2192 strong suspicion of speech\/language delay)<\/li>\n<li><strong>A very low score on an isolated test<\/strong> (for example: digit span of 3 in a 50-year-old adult \u2192 suspicion of memory disorder)<\/li>\n<li><strong>A decline<\/strong> compared to a previous test (is your relative doing worse than 6 months ago?)<\/li>\n<li><strong>A functional impact<\/strong> (the patient can no longer do what they used to do: driving, managing accounts, reading)<\/li>\n<li><strong>Complaints from the patient themselves<\/strong> or from those around them (\"he forgets everything,\" \"she no longer understands\")<\/li>\n<\/ul>\n\n<p>For structured follow-up over time, you can use our <a href=\"https:\/\/www.dynseo.com\/nos-outils\/tableau-suivi-competences\/\">skills tracking table<\/a> which allows you to record test scores on different dates and visualize progress.<\/p>\n\n<h3>And after the test, what to do?<\/h3>\n\n<p>Several directions are possible depending on the results and the context:<\/p>\n\n<ol>\n<li><strong>If everything is within the norm<\/strong> and you have no particular concerns: monitor, retest in 6-12 months.<\/li>\n<li><strong>If some scores need monitoring<\/strong>: note, use our speech therapy games\/exercises to stimulate fragile areas, retest in 3 months.<\/li>\n<li><strong>If several scores are clearly low<\/strong>: consult a doctor (general practitioner, pediatrician, neurologist) who will prescribe a speech therapy or neuropsychological assessment as needed.<\/li>\n<li><strong>If you are a healthcare professional<\/strong>: use these tests as a pre-assessment, and complement with appropriate standardized tools (BILO, EVALEO, MT-86, MMSE, MoCA, etc.).<\/li>\n<\/ol>\n<div class=\"dynseo-cta-box\">\n<h3>\ud83e\udd16 Discover Coach Assist IA, your personalized cognitive assistant<\/h3>\n<p>Beyond one-time tests, DYNSEO is developing <strong>Coach Assist IA<\/strong>, an intelligent cognitive coach that offers training programs tailored to your results. Ideal for transforming a screening into a concrete action plan, at home or in the office.<\/p>\n<a href=\"https:\/\/www.dynseo.com\/coach-ia\/\">Discover Coach Assist IA<\/a>\n<\/div>\n\n<h2>Frequently Asked Questions about Online Speech Therapy Tests<\/h2>\n\n<div class=\"dynseo-faq\">\n<h4>Are these tests scientifically validated?<\/h4>\n<p>The tests presented here are <strong>rapid screening tools<\/strong>, designed based on proven principles (Stroop, verbal fluency, digit span, TMT\u2026) but simplified for accessible use. They <strong>are not validated diagnostic tools<\/strong>. For that, standardized tests (BILO, EVALEO, MMSE, MoCA, BDAE\u2026) administered by trained professionals should be used.<\/p>\n<\/div>\n\n<div class=\"dynseo-faq\">\n<h4>Can my child take these tests alone?<\/h4>\n<p>No, except for children aged 12-14 who may be able to self-administer certain written tests. For younger children, the presence of an adult (parent, teacher, professional) is essential to read the instructions, time the tests, and record the answers. The administration takes about 10 to 15 minutes per test.<\/p>\n<\/div>\n\n<div class=\"dynseo-faq\">\n<h4>How many tests should be done to get a good overview?<\/h4>\n<p>It depends on the context. For a quick screening in a child, <strong>3-4 well-chosen tests<\/strong> (for example: articulation + vocabulary + reading + memory) already provide a global view. For an adult with cognitive complaints, <strong>5-7 tests<\/strong> covering memory, attention, fluency, and executive functions are recommended. There\u2019s no need to do all 15 at once: spread them over several sessions to avoid fatigue.<\/p>\n<\/div>\n\n<div class=\"dynseo-faq\">\n<h4>My child received poor scores. Should I be worried?<\/h4>\n<p>Not immediately, but it is <strong>recommended to consult<\/strong>. Several factors can explain a poor score (fatigue, stress, off day), but consistently low results across several tests should raise concern. Make an appointment with your pediatrician or primary care physician who can prescribe a speech therapy assessment. Early intervention is a key factor for a good prognosis in all DYS disorders and language issues.<\/p>\n<\/div>\n\n<div class=\"dynseo-faq\">\n<h4>Are there online tests for adults?<\/h4>\n<p>Yes. DYNSEO offers several cognitive tests online for free: a <a href=\"https:\/\/www.dynseo.com\/test-memoire\/\">memory test<\/a>, a <a href=\"https:\/\/www.dynseo.com\/test-concentration-attention\/\">concentration and attention test<\/a>, an <a href=\"https:\/\/www.dynseo.com\/test-des-fonctions-executives\/\">executive functions test<\/a>, an <a href=\"https:\/\/www.dynseo.com\/test-tdah-evaluez-votre-attention-non-medical\/\">ADHD test<\/a>, and a <a href=\"https:\/\/www.dynseo.com\/test-age-mental-quel-est-lage-de-votre-cerveau\/\">mental age test<\/a>. All take less than 10 minutes and provide immediate results with clear interpretation.<\/p>\n<\/div>\n\n<div class=\"dynseo-faq\">\n<h4>Are the tests usable for an aphasic patient?<\/h4>\n<p>With adaptation, yes. For aphasic patients in post-Stroke rehabilitation, prioritize tests: 1 (articulation), 7 (immediate memory), 9 (attention), 14 (orientation), 15 (communication). Adapt the instructions (simplify them), extend the time, accept pointing instead of verbal productions. For an accurate aphasia assessment, use the BDAE, GREMOTs, or MTA.<\/p>\n<\/div>\n\n<div class=\"dynseo-faq\">\n<h4>How long should I wait between two assessments?<\/h4>\n<p>To measure real progress, wait at least <strong>3 months<\/strong>. A new assessment too soon would be biased by the learning effect (the patient remembers the items and performs better without real cognitive improvement). For progressive conditions (Alzheimer's disease, dementias), an assessment every 6 months is generally recommended.<\/p>\n<\/div>\n<div class=\"dynseo-faq\">\n<h4>Can these tests be used for ADHD screening?<\/h4>\n<p>Several tests here (9 attention, 11 inhibition, 12 flexibility) are sensitive to ADHD. However, the diagnosis of ADHD is not based solely on cognitive tests: it combines clinical interviews, standardized scales (Conners, ADHD Rating Scale), multi-environmental observations (school\/home), and differential assessment. Our <a href=\"https:\/\/www.dynseo.com\/test-tdah-evaluez-votre-attention-non-medical\/\">online ADHD test<\/a> provides a preliminary orientation but does not replace a specialized consultation.<\/p>\n<\/div>\n\n<h2>To go further<\/h2>\n\n<p>You have explored our 15 mini speech therapy tests. To go further in your journey, several DYNSEO resources are available to you:<\/p>\n\n<ul>\n<li><strong>Interactive online cognitive tests<\/strong>: our <a href=\"https:\/\/www.dynseo.com\/nos-tests\/\">free tests<\/a> cover memory, attention, executive functions, ADHD, and mental age. Immediate results without registration.<\/li>\n<li><strong>Printable exercises<\/strong>: if an area appears weak, our dedicated articles offer specific training sheets. See our <a href=\"\/exercices-orthophonie-imprimer\/\">printable speech therapy exercises<\/a> and our <a href=\"\/exercices-orthophonie-adulte-imprimer\/\">specific adult exercises<\/a>.<\/li>\n<li><strong>Office activities for speech therapists<\/strong>: for professionals, our <a href=\"\/activites-orthophonie-cabinet\/\">15 office activities<\/a> and our <a href=\"\/materiel-orthophoniste-gratuit\/\">free speech therapist materials<\/a> perfectly complement the screening phase.<\/li>\n<li><strong>Structured follow-up<\/strong>: use our <a href=\"https:\/\/www.dynseo.com\/nos-outils\/tableau-suivi-competences\/\">skills tracking chart<\/a> to trace developments over time. Ideal in the office, at school, or at home.<\/li>\n<li><strong>Personalized AI Coach<\/strong>: <a href=\"https:\/\/www.dynseo.com\/coach-ia\/\">AI Assist Coach<\/a> offers training plans tailored to your results and cognitive goals.<\/li>\n<li><strong>Professional training<\/strong>: our <a href=\"https:\/\/www.dynseo.com\/nos-formations\/\">Qualiopi training<\/a> covers the rehabilitation of cognitive and neurodevelopmental disorders.<\/li>\n<\/ul>\n\n<p>Cognitive and language assessment is a fascinating field that combines scientific rigor and clinical observation. Whether you are a parent, patient, caregiver, or professional, these tests provide you with a first free and accessible insight. But remember: <strong>in case of doubt, always consult a healthcare professional<\/strong>. The timeliness of diagnosis and management is one of the most determining factors for a good prognosis in all cognitive and language disorders.<\/p>\n\n<\/div>\n\n<\/div>[\/et_pb_code][\/et_pb_column][\/et_pb_row][\/et_pb_section]\n\n[et_pb_code]<script type=\"application\/ld+json\">{\"@context\":\"https:\/\/schema.org\",\"@type\":\"FAQPage\",\"mainEntity\":[{\"@type\":\"Question\",\"name\":\"Qu'est-ce qu'un test d'orthophonie en ligne ?\",\"acceptedAnswer\":{\"@type\":\"Answer\",\"text\":\"Un test d'orthophonie en ligne est un outil de d\u00e9pistage rapide qui permet d'\u00e9valuer diff\u00e9rents aspects du langage et de la cognition comme l'articulation, le lexique, le langage \u00e9crit, la m\u00e9moire, l'attention, les fonctions ex\u00e9cutives et la communication. Ces tests sont con\u00e7us pour \u00eatre r\u00e9alis\u00e9s en quelques minutes et incluent des grilles de cotation avec des rep\u00e8res normatifs simplifi\u00e9s.\"}},{\"@type\":\"Question\",\"name\":\"Un test d'orthophonie en ligne peut-il remplacer un bilan orthophonique professionnel ?\",\"acceptedAnswer\":{\"@type\":\"Answer\",\"text\":\"Non, un test d'orthophonie en ligne ne peut jamais remplacer un bilan orthophonique complet r\u00e9alis\u00e9 par un professionnel dipl\u00f4m\u00e9 d'\u00c9tat. Il s'agit uniquement d'un outil de pr\u00e9-\u00e9valuation qui permet de d\u00e9pister d'\u00e9ventuelles difficult\u00e9s et d'orienter vers une consultation sp\u00e9cialis\u00e9e si n\u00e9cessaire.\"}},{\"@type\":\"Question\",\"name\":\"Qui peut utiliser ces tests d'orthophonie gratuits ?\",\"acceptedAnswer\":{\"@type\":\"Answer\",\"text\":\"Ces tests peuvent \u00eatre utilis\u00e9s par les parents qui s'interrogent sur le d\u00e9veloppement langagier de leur enfant, par des adultes qui remarquent des difficult\u00e9s comme des oublis ou des manques du mot, ainsi que par les professionnels de sant\u00e9 cherchant des outils de pr\u00e9-\u00e9valuation rapide \u00e0 utiliser en cabinet ou avant un bilan complet.\"}},{\"@type\":\"Question\",\"name\":\"Combien de mini-tests d'orthophonie sont disponibles gratuitement ?\",\"acceptedAnswer\":{\"@type\":\"Answer\",\"text\":\"Il y a 15 mini-tests d'orthophonie gratuits disponibles. Ces tests couvrent l'ensemble des domaines \u00e9valu\u00e9s en orthophonie et sont con\u00e7us comme des outils de d\u00e9pistage rapide \u00e0 imprimer ou \u00e0 r\u00e9aliser en quelques minutes.\"}},{\"@type\":\"Question\",\"name\":\"Quels domaines sont \u00e9valu\u00e9s par ces tests d'orthophonie ?\",\"acceptedAnswer\":{\"@type\":\"Answer\",\"text\":\"Les tests \u00e9valuent tous les domaines principaux de l'orthophonie : l'articulation, le lexique, le langage \u00e9crit, la m\u00e9moire, l'attention, les fonctions ex\u00e9cutives et la communication. Chaque test est accompagn\u00e9 d'une grille de cotation et de rep\u00e8res normatifs simplifi\u00e9s.\"}},{\"@type\":\"Question\",\"name\":\"Comment acc\u00e9der aux tests d'orthophonie en ligne ?\",\"acceptedAnswer\":{\"@type\":\"Answer\",\"text\":\"Pour acc\u00e9der aux tests, il suffit de cliquer sur \u00ab Imprimer cette fiche \u00bb pour t\u00e9l\u00e9charger le PDF contenant les 15 mini-tests d'orthophonie gratuits. Ces tests peuvent ensuite \u00eatre imprim\u00e9s ou r\u00e9alis\u00e9s directement en ligne selon vos besoins.\"}}]}<\/script>[\/et_pb_code]","_et_gb_content_width":"","footnotes":""},"categories":[2915],"tags":[],"class_list":["post-583167","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-les-conseils-des-coachs"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.8 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Free Online Speech Therapy Test: Assess Language and Cognition - DYNSEO - Educational apps &amp; brain training apps for all<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.dynseo.com\/en\/free-online-speech-therapy-test-assess-language-and-cognition\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Free Online Speech Therapy Test: Assess Language and Cognition - DYNSEO - Educational apps &amp; brain training apps for all\" \/>\n<meta property=\"og:description\" content=\"Free Online Speech Therapy Test: Evaluate Language and Cognition Are you questioning your child&#039;s language? Do you notice forgetfulness, word-finding difficulties, or concentration issues in yourself or a loved one? Are you a healthcare professional looking for quick pre-evaluation tools to use in your practice or before a comprehensive assessment? This article is for you. 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