BADS

(BEHAVIORAL ASSESSMENT
OF THE DYSEXECUTIVE
SYNDROME)

1
 INDEX

1. CARD TEST WITH RULE CHANGE (Willson, Alderman, Burgess, Emslie and
Evans):..............................................................................................................................................................3
2. ACTION PROGRAM TEST (Adapted from the original test described by Klosowska, 1976):
7
3. KEYS SEARCH TEST (Influenced by the original test described by Terman and
Merrill, 1973):...................................................................................................................................................9
APPENDIX 1: Key Search Test Scoring.................................................................13
APPENDIX 2: Example of the Key Search Test.....................................................................17
4. TEST DE JUICIO TEMPORAL(Alderman, Evans, Emslie, Wilson y Burgess):............................18
5. ZOO MAP TEST (Alderman, Evans, Emslie, Wilson and Burgess):.................................20
APPENDIX 3: Scoring of the zoo map test.....................................................................................23
6. TEST OF THE SIX MODIFIED ELEMENTS (Alderman, Evans, Emslie, Wilson,
Burgess and Shallice):........................................................................................................................................27

2
 BADS
BEHAVIORAL ASSESSMENT OF THE DYSEXECUTIVE SYNDROME

1. CARD TEST WITH RULE CHANGE (Willson, Alderman,

Burgess, Emslie and Evans:

This test uses 21 playing cards. It examines the subject's ability to

respond correctly to a rule and switch from one rule to another.
In the first part, the subject is told to say 'YES' if the card is red, and
"NO" if the card is black.
Most subjects find this task very easy and there are few who
that fail. However, this part of the test is important for two reasons:
It can boost the morale of those individuals who struggle with other tests.
this battery, and second, and even more importantly, is to establish a
behavior pattern, which increases the likelihood of committing
perseverative errors, in the second part of the test, when the change is made
Rule. The subjects in this part must say "YES" when the letter that comes
right after, it has the same color as the previous one, and 'NO' if it is different
color. This change of rule requires the subject to 'forget' the first rule and
Inhibit that response, and focus on the second rule.

INSTRUCTIONS:
The booklet of cards, the rule cards, and the
stopwatch.
The unsealed booklet is placed between the evaluator and the subject, with
I hand the card with the first rule.

“Este es un cuadernillo de cartas de la baraja. Te voy a enseñar una carta

every time and after each one I'm going to ask you to say YES or NO
agreement with the rule that I will put in front of you. Try to respond as much as possible.

quickly and as best as you can. Here is the first rule.

Place rule 1 in front of the subject, to one side and read it aloud.
It should be noted that for rule 1, we start with the second.
card (the two of diamonds). Time is timed and noted.
Response from the subject. Then it is said:

I am going to show you the cards again and now you will say YES or NO to each one.
as fast and as best as you can but now according to another rule
different.

3
Rule 1 is removed and Rule 2 is placed in front. The rule is read to the subject and
It begins.
The second test is administered by noting the time and responses.

Punctuation:
The scoring method is based on the analysis of how the respondents answer.
subjects control in each task. The scoring method was designed in such a way
that a score profile could be calculated for each test with a range
from values of 0 to 4.

The scoring profile for the card test with criterion change is
calculate based on the second test attempt, using the number of errors
and the time. Points are deducted from the maximum score according to the number of
errors. Additionally, 1 point can be deducted if it takes more than 67 seconds to
complete the task.
A score lower than 0 is valued as 0.

Errors Profile Score

0 4
1-3 3
4-6 2
7-9 1
10 or more 0
Subtract 1 point if the time exceeds 67 seconds.

4
Rule 1

{"yes":"YES","no":"NO"}
for the black.

5
Rule 2

In 'YES', if the letter is from

same color as the previous one,
the opposite of 'NO'.

6
2. ACTION PROGRAM TEST (Adapted from the original Test)
described by Klosowska, 1976:

This test requires the subject to develop an action plan to solve

a problem that arises. Klosowska compared a group of patients with
frontal injuries, with another group of patients with posterior injuries, and
showed that the 'frontal' group required help more often than the group
"posterior". A large proportion of subjects from the "frontal" group also
they reported experiencing similar difficulties in the programming of
actions in your daily life.

The action program test, which needed a minimal adjustment for

the BADS requires 5 steps for its solution. All the steps involve the use
of simple strategies.

INSTRUCTIONS:
You need: a little water, a large jar, a long tube, a lid,
a cork, a wire, a small tube, a small screw cap and a
rectangular platform. Also a stopwatch and a paper.
The large container is filled with 2/3 of water, out of sight of the subject and
it is covered. The equipment is placed in front of him as shown in the diagram. Then it is
die:
If you look at the bottom of this tube you will see a small cork. Your task is
get the cork out of the tube. You can use these things (indicate the
team) to help you. But you should not lift this (pointing to the assembly
neither this (pointing to the container), nor this (pointing to the tube) and not
you can touch this (pointing to the lid) with your hands. Now start and try to
remove the cork from the tube.

If after 2 minutes the subject is clearly unable to progress, they should be

help is as follows:
I will help you a little.
complete the task now.

If after 2 minutes the subject still cannot proceed to the next phase, they
he helps by showing him what he needs to do by bringing the boat closer to the container.
If necessary, continue along this line until the cork is removed.

Mark each phase that the subject completes by himself.

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 The subject sits here, in front of the team.

Material diagram.

PUNCTUATION:
The score is obtained from stages that the subject completes on their own.
same.

Number of phases completed independently. Profile Score

5 4
4 3
3 2
2 1
1 or less. 0

8
3. KEY SEARCH TEST (Influenced by the test
original described by Terman and Merrill, 1973):

The development of this test is influenced by one of the tasks of the

Stanford-Binet Intelligence Scale. In the original task, the participant was asked to
a person who will search for a diamond in a specific area for a wallet.
The plans that the subject was carrying out were classified as completed.
satisfactorily or unsatisfactorily.

In the key search test, an A4 sheet is presented with a

Square of 100mm in the center and a small black dot 50mm below
of this. The subject must imagine that the square is a large field, in the
who has lost their keys. They are asked to draw with a line, starting
from the black point, showing what the route would be that I would take to
search in the field, in such a way that he is absolutely convinced that
this way he would find his keys.

This task is about finding the criterion for analyzing an activity that
in real life, where losing something is a pretty regular event for
many of us and it is common in people with brain damage.
A second reason to choose this task is that it allows us to examine the
the subject's ability to plan an effective and efficient course of action
for example, to rush into the center of the field, has a number of
consequences, such as restricting the type of search plan that can be
employ.

INSTRUCTIONS:
A answer sheet, a pen, and a stopwatch are needed.
The answer sheet is placed in front of the subject with the space for the
name of the subject in the upper right corner. The pen is taken (to
prevent the subject from deleting) and while it is held it is said:

I want you to imagine that this square (with the pen, the air is traced
the sides of the square) is a large field. You have lost the keys in
some place in the countryside. You don't know exactly where you lost them because
You have been all over the field. All you know is that they are somewhere.
of the field

A pause is made to ensure that the subject understood the instructions,

then the point below the square is touched with the pen and it
dice

9
Start at this point and draw a line with the pen to show me.
where would you walk to search the countryside and make sure completely of
you find the keys, wherever they are.

If the subject does not seem to understand that the line they make with the pen is
to show where one would go, a piece of paper is taken and, far from the
square, a circle is drawn saying:

If you draw this, it would mean that you started here, you continued in
circle and you have finished where you started. If you draw a line like this
(drawing one in the shape of an L) would mean that you have started downwards and
then you turned left to go straight.

Start the stopwatch and record the total time of the task.

If the subject lifts the pen in such a way that the line is discontinuous, they are given
dice
Remember that you must keep the pen on the paper, in such a way that
can you tell where you have walked.
If necessary, the instructions are repeated.
If the subjects ask questions, it can be answered indirectly.
being careful not to provide more information that could be used for
direct the search in a certain way.

WHEN TO STOP:
The following instruction will be given when the subject attempts to conclude.
the search before time, but it will be said only once.

(i) If the subject asks when they can stop searching: "continue
looking until you are sure you will find them.
(ii) It is said that he only searches in the area where he has been: "You don't know in
What part of the field are the keys because you have been all over the place
field, you only know they are somewhere, so keep searching
until you are sure that you find them wherever they are.
(iii) If the evaluator is not sure whether the subject has finished
search: "Have you finished?" If the answer is affirmative or the
the subject says that he has found the keys to stop the test. If he says
No, it is indicated to you, "Remember that you must search all over the
field

10
TIME:
The stopwatch stops when the subject finally stops searching. It does not
for interruptions, such as those mentioned from (i) to (iii). The only occasion when the
the stopwatch can be stopped when it is necessary to explain to
subject on how to hold the pen on the paper, if necessary.

PUNCTUATION:
The Direct score (which is obtained according to the method described in the
Appendix 1) becomes the scoring profile as follows. One is subtracted from a
score profile point if the subject takes more than 95 seconds to
complete the task. A score lower than 0 is valued as 0.

Direct Score Score Profile

14-16 4
11-13 3
8-10 2
5-7 1
4 or less 0
Subtract 1 point if the time exceeds 95 seconds.

11
Nombre:

12
APPENDIX 1: Scoring of the Key Search Test.

1 Enter the field

Entering from any of the bottom corners is the most effective strategy, thus entering to
10mm from any bottom corner scores as 3. Enter from another point along the
Base scores as 2, and entering through any place scores as 1.

Finalize the search

The instructions do not specify when a subject has left the field. Finish at 10mm from
any corner (as in figures 4a, 4b, 4d, and 4e) scores as 3, finish in the place that
want along the base (as in figures 4c and 6i e) scores as 2, and finish in
any other place scores as 1.

3 Solid line
This score should be awarded even if the subject has lifted the pencil from the paper.
whenever it has returned to the same point or joined the lines, like when drawing
parallel lines from left to right across the square and finally they meet
vertically as in figure 3a. Points are not awarded when the subject lifts
the pencil from the paper and puts it back in a different point, like in figure 3b or 3c, but
it is granted if the lines go to the edge of the field, as in figure 3d where the subject
clearly has the solution.
3a 3b 3c 3d

Score: 1 0 0 1

4 Parallels
It would give the score if all lines have the same basic orientation,
regardless of the shape of the 'end' line, with a score of 1, for the
four first drawings (4a, 4b, 4c, 4d) and one of 0 for the fifth (4e). It is also given
score if it draws a line at a right angle, from the basic sample, simply as
means of obtaining the nearest corner, as in figure 4c, or if it exits at the point of
input, as in figure 4a.
4a 4b 4c 4d

Score: 1 1 1 1

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4e

Score: 0

5 Horizontal and/or Vertical Lines

This score is granted if all lines are vertical and/or horizontal, so it could
Granting the score to 4a, 4b, and 4c as it would be in 5th, but it would not be given in 4d and 4e, as
neither in 5b, 5c, or 5d.
5a 5b 5c 5d

Score: 1 0 0 0

6i Predefined samples
The preset samples are: horizontal, as in 6i a; vertical, as in 6i b;
diagonal as in 6i c; concentric from outside to inside; as in 6i d; and concentric from inside
outside, like in 6i e. The concentric sample with a small difference, like in 6i f, is
would also score as default. Samples 6i a and 6i b are the most efficient and
diagonals score 5, and concentric samples score 3.

6i a 6i b 6i c 6i d

Score: 5 5 3 3
6i e 6i f

Score: 3 3

14
Note that occasionally the subjects repeat the same sample at a right angle to the first.
as in 6i g, or superimposing two predetermined samples, as in 6i h and 6i i, or
start or end walking straight around the edge of the field, as in 6i j. These still
they score a 5, for the predetermined ideal sample (but it would fail to obtain the points.
in parallel lines and/or vertical/horizontal.

6i g 6i h 6i i 6i j

Score: 5 5 5 5

6ii
If the subjects combine two predetermined samples, as in 6ii a, or duplicate one.
show in the same orientation, as in 6ii b- 6ii d, it is scored as if they used more than one
default sample, and they would only be given 2 points.
6ii a 6ii b 6ii c 6ii d

Score: 2 2 2 2

6iii Type of search systematic but ineffective

1 point is awarded for any type of search that is clearly pre-planned or
deliberate, as in 6iii a and b, even if that plan were ineffective, unproductive or
impossible to carry out. Figures 6iii c and d are clearly made 'in the air' and are not
punctuated.
6iii a 6iii b 6iii c 6iii d

Score: 1 1 0 0

15
Try to cover the entire field
This point is included to differentiate between those individuals who have obviously attempted
search throughout the entire field but whose strategies could not be implemented in a field
real or would be failed, like
in figures 7a and 7b, and those subjects who even say that they have searched all over the
field and clearly they have not done so, as in 7c and 7d. In the first two drawings.
they would obtain 1 point for section 7, but 0 points for section 8 (finding the keys)
while in the second drawings they would score 0 for both searches
or find the keys.
7a 7b 7c 7d

Score: 1 1 0 0

8 Find the keys

The question is whether the strategy is effective for accomplishing the task. Clearly, all the drawings
presented, with the exception of those presented in point 6iii and 7, have a high
probability of success. Likewise, the types of search such as 8a and 8b, although
drawn carelessly, they would be satisfactory if done carefully,
giving them the score. The drawings like 8c and 8d, however, still drawn
carefully, they would not score because the spaces indicated by the arrows,
they are larger than in other parts of the drawing.
8a 8b 8c 8d

Score: 1 1 0 0

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 APPENDIX 2: Example of the Key Search Test.

1 Enter 3 2 2 3 3
2 Exit 3 3 3 3 1
3 I continue 1 1 1 1 1
4 Parallel 1 1 1 0 0
5 Vertical/Horizontal 1 1 1 0 1
6 Planned 5 5 5 3 3
7 The whole field 1 1 1 1 1
Find the
8 1 1 0 1 1
keys
TOTAL 16 15 14 12 11

1 Enter 2 2 2 1 2
2 Exit 2 1 2 1 1
3 I continue 1 1 1 0 1
4 Parallel 0 0 0 0 0
5 Vert/Horizontal 1 0 1 1 0
6 Planned 3 2 0 0 0
7 All the field 1 1 1 1 0
Find the
8 1 1 0 1 0
keys
TOTAL 11 8 7 5 4

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4. TEMPORAL JUDGMENT TEST (Alderman, Evans, Emslie, Wilson and
Burgess):

This test includes 4 short questions about common events, in which

which takes a few seconds (how long does it take you to inflate a balloon of
party?) a few years (how long do dogs live?). They should know that.
it is not expected that they know the exact answer to the questions, they are just given
ask them to estimate (guess). Two of the questions normally are
they count in minutes, one in years and one in seconds.

INSTRUCTIONS:
I'm going to ask you how long you estimate four things last. I'll tell you
that you estimate it because I don't expect anyone to know the exact answer to these
questions. I'm not asking you to know the answer, that is, to make a
sensible assumption
Ask each question inviting the subject to make an estimation.
reasonable, if it is said that it does not know.

Punctuation:
Each of the 4 questions is scored 0 or 1; the score profile is
It is obtained by adding the scores of the 4 questions.

Question 1: Dental check-up.

Score 1 point if the answer is between 5 and 15 minutes, of the
opposite score as 0.
Question 2: Clean the windows.
Score 1 point if the response is between 5 and 25 minutes.
contrary score 0.
Question 3: Life of a dog.
Score 1 point if the answer is between 9 and 15 years, otherwise
score 0.
Question 4: Inflate a balloon.
Score 1 point if the response is between 50 and 70 seconds, of the
opposite score 0.

18
 Temporal Judgment Test

Question 1:

How long does it take to have a routine dental check-up?

Question 2:

How long does a window cleaner take to clean the windows of a house?
medium size?

Question 3:

How long do most dogs live?

Question 4:

How long does it take to inflate a balloon (for a party)?

19
5. ZOO MAP TEST (Alderman, Evans, Emslie, Wilson and
Burgess):

In this test, the subject is asked to show how they would visit a series of
specific places on a zoo map. However, when they plan the
route must follow certain rules that are imposed on it. This includes: starting at
the entrance and end in the rest area, and use the zoo paths one
only once. The map and the rules have been designed in such a way that there are only 4
variations without infringing the rules of the test. It consists of two essays. While
the purpose of the task is identical in each of the essays, the
instructions vary. In both trials, the subject is required to visit 6 of
the 12 possible places (for example, the cafeteria, the bears, the elephants).
In the first essay, there is a greater demand for the task, in which it
examines, rigorously the planning capabilities.
To minimize errors, the subject must plan the order in advance.
in which he will visit the established places. He will make mistakes if the subject
just visit the places in the same order as they are given in the
instructions.
In the second essay, or 'low-demand essay', the subject is asked
simply follow the instructions, to have a performance without
errors. Following the instructions directly in the high version
the test demand will maximize the total error score.
In both versions, the subject's ability to minimize is valued.
errors modifying your performance based on feedback, once it has
failed to comply with a rule.
It is considered that the comparison between the development of the two essays,
allows for a quantitative assessment of spontaneous planning ability
of the subject, when the level of structuring is minimal, versus the ability
to follow a specific strategy imposed externally, when the
the level of structuring is high. The performance in this test also helps to
clinical to make a judgment on how the use of a list with steps can
help the patient address difficulties in functioning
executive.

INSTRUCTIONS:
Copies of answer sheets 1 and 2 are needed, a stopwatch and
colored pens.

Version 1:

20
Place a copy of the zoo map and the rules for version 1 in front of the
subject and say:
Here is the zoo map. Your task is to plan a route around the zoo.
zoo to visit all the places mentioned in the instructions
(point out). Draw a line to show me how you plan to go from a
place to another and I will give you a pen of a different color after you have
visited each site. This is not part of the test, it's simply so that
I can know in what order you visited the places when I look at the map more.
afternoon.
Now read the instructions aloud.

If the subject has difficulties reading them fluently, he will do it.

Evaluator. Once read, clarify the rules by reading them again and pointing them out.
the important places are as follows:
You must start at the entrance (pointing) and end at the Picnic (pointing).
You can use shaded paths like this one (pointing to the paths
entrance ones, bears, monkeys and birds) as many times as you want, but
the unshaded only once (point out the way of the elephants, reptiles and
picnic). You can only use the camel ride once. That means that if
you use a part of it (indicate the section that includes lines on both sides)
later you won't be able to use another part.

Some subjects ask if they can cross out in the list of instructions the
places they are visiting, or on the map the places they have to visit. They
both things are allowed, but they are not suggested.

After clarifying any doubts about the task, it is said:

Meanwhile, I will use this stopwatch to know how long it takes you to do the
task; time is really not important, what matters most is that
visit all the places indicated in the instructions without breaking the
rules. Start when you are ready.

Start timing immediately and record the 'Time of

Planning" (time until the subject begins to paint the route with the
pen) and the "Total Time" (planning plus drawing of the route). It is necessary to
remember to change the used pen after the subject visits
each place and record the order in which the colors occur. It is also useful
write on the score sheet the order of the places visited according to the
subject is completing the test.

21
If the subject realizes that they have made a mistake and cannot visit
All places are animated without passing twice through an unshaded route.
to continue saying:
If you have to use the unshaded paths that you have already used in order to
visit the places that remain, keep in mind that the most important thing is
visit the places on the list.

Version 2:
Remove the map and the rules of version 1 and replace them with a copy of the
zoo map and the instructions for version 2.
It is said:
The next day you return to the zoo for another visit, but this time the
The instructions have changed. Could you read these new ones aloud?
instructions, please?

Clarify the instructions and record the times as in version 1.

Punctuation:
The test is scored using the method described in Appendix 3.
For each version of the test, the number of errors made is subtracted from the
sequence scoring of the answer sheet. These scores are
they add together to provide an overall error-sequence score
with a maximum of 16 points. This is used to determine the profile of
initial score. And it is modified by subtracting 1 point if the time of
Planning in version 2 of the test is over 15 seconds. Also
One point is deducted if the time to complete version 2 exceeds 123 seconds.
Profile score less than 0 is valued as 0.

Direct Score Profile Score

16 4
11-15 3
6-10 2
1-5 1
0 or less 0
Deduct 1 point if the planning time in version 2 exceeds 15.
seconds.
-Deduct 1 point if the total time in version 2 exceeds 123 seconds.

22
APPENDIX 3: Scoring of the zoo map test.

1) Place the template over the map and check each of the thirteen sections of the
unshaded paths marked from A-M, to see if any has been used more than
once. Every time this happens, it is scored as an error, for example, if a path
If it is used three times, there will be two errors. In this way, there will be five errors in the example.
from below, one for section H, one for section I, one for section K and two for the
section C.
Deviations from the path are scored as errors. In the example, this happens once.
(on the way to the Bears).
It is scored as an error for each failure to create a continuous line. This is only attributed
when the subject jumps from one place to another. In the example, the first visit that the
the subject is at the corner of the Lamas, but then jumps to the house of the Elephants. This
It would deserve a mistake. It would not be penalized for interrupting the line in, for example, the
Bears, the Tigers or the Sanctuary of the Birds.
In the scoring sheet, a cross is placed next to each inappropriate place visited.
There are three in the example.
There are 4 possible correct sequences, that is:

First Second Third Fourth Fifth Sixth Seventh Eighth

Entry Llamas Elephant Café Bears Lions [Link] Picnic
Entry Llamas Coffee Elephant Bears Lions [Link] Picnic
Entry Elephant Coffee Llamas Bears Lions [Link] Picnic
Entry Coffee Elephant Llamas Bears Lions [Link] Picnic

6) To obtain a point from a sequence, the visited place must be the correct one.
within the sequence, for example, the Bears only score if they are in fifth place
visited, while the Elephants will score whenever they are visited second,
third or fourth place. In the example, the score obtained is 3. Although the subject
ended at the Bird Sanctuary and the Picnic Area, these were not scored given
which were not visited in seventh and eighth place.

23
7) It is also important to pay attention to whether the subject takes the route - Entrance, Bears, Lions
Cafe, Llamas, Elephants, Bird Sanctuary, Picnic - going from the Lions to the Cafe
along the road between K and C and from Elephants to the Bird Sanctuary along the road between
B and C - this would count as passing through the Camel Road twice, even though the
lines should not intersect, and this would be an error.

24
TEST OF ZOOVERSION 1

Rules

Imagine that you are visiting a When planning the route you have
zoo. Your task is to plan a to follow the following rules:
route to visit the following Start in the entrance
places (not necessarily in to finish in the area of
this order): rest.
The house of the elephants. You must use the paths
The lion's cage. shaded so many times
The corner of the flames. as you wish but the paths
The cafeteria. no shading you can only
The bears. use once.
The sanctuary of the birds. You can only use it once.
camel path.

25
ZOO TEST VERSION 2

Rules

Imagine that you are visiting a

zoo. Your task is to visit the
following animals in the order of
what is indicated:

1. From the entrance visit the

corner of the flames.
2. From the corner of the llamas visit
the house of the elephants.
3. After visiting the
elephants go to the café
for soft drinks.
4. From the café go see the
the bears.
5. Visit the lions after
the bears

26
6. From the lions make your own Start on the entry day

path to the sanctuary of the finish in the area of

birds. rest.
7. Finally, end your visit at You must use the paths.
the rest area. shadowed so many times
as you wish but the roads
When planning the route you have no shading you can only
to follow the following rules: use once.
You can only use it once.
camel road.

27
6. TEST OF THE SIX MODIFIED ELEMENTS (Alderman, Evans,
Emslie, Wilson, Burgess and Shallice:

28
THE TASKS

1. Narrate to the recorder (which will be operating during the period of the...
10 minutes) the following:

Describe the best vacation you have ever had.

Describe a memorable event from your life.

Write down the names of as many drawings as you can (in order).

Those who are in the notebook on the left.

Those that are in the notebook on the right.

Solve two series of arithmetic problems (as many as you can, in...
orden).

Those who are in the booklet on the left.

BAquellos que estén en el cuadernillo de la derecha.

SUMMARY OF INSTRUCTIONS

In the next 10 minutes, you have to complete 3 different tasks. You can
check the time with the clock.

Each task is divided into two parts: A and B.

It is not possible to do everything in 10 minutes, but you should try to do it.

less something from each of the six parts. However, you should not undo the
parts A and B of the same task one after the other. For example, you should not
do part A of the arithmetic problems, followed by part B of the
arithmetic problems.

29