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NIH Stroke Scale. Instructions. Administer stroke scale items in the order listed. Record performance in each category after each subscale exam. Do not go back and change scores. Follow directions provided for each exam technique. Scores should reflect what the patient does, not what the clinician thinks the patient can do.
- NIH Stroke Scale - National Institute of Neurological Disorders and Stroke
Get the NIH stroke scale, a validated tool for assessing...
- NIH Stroke Scale - National Institute of Neurological Disorders and Stroke
Get the NIH stroke scale, a validated tool for assessing stroke severity, in PDF or text version, and the stroke scale booklet for healthcare professionals.
It comprises a 15-item neurological examination stroke scale used to evaluate the effect of an acute cerebral event on the levels of consciousness, language, neglect, visual-field loss, extra-ocular movement, motor strength, ataxia, dysarthria and sensory loss.
0 = No aphasia, normal. = Mild / moderate aphasia; some loss of fluency / comprehension, without limitation of expression of ideas. (can identify what is happening in picture) = Severe aphasia; (cannot identify pictures) = Mute; global aphasia; no usable speech; or auditory comprehension. 0 = Normal articulation.
NINDS is no longer offering printed copies of the NIH Stroke Scale. The PDF is available to download and print at: https://www.ninds.nih.gov/health-information/stroke/assess-and-treat/nih-stroke-scale. You may request print-ready files by filling out the following form: https://catalog.ninds.nih.gov/contact-us. Pub ID:
NIH STROKE SCALE 1.a. Level of Consciousness: 1.b. Ask patient the month and their age: 1.c. Ask patient to open and close eyes and grip and release non-paretic hand. 2. Best gaze (only horizontal eye
Stroke Scale Instructions • Administer stroke scale items in the order listed. • Record performance in each category after each subscale exam. • Do not go back and change scores. • Follow directions provided for each exam technique. • Scores should reflect what the patient does, not what the clinician thinks the patient can do.
