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Verbal Fluency Test (FAS Test) Instructions

The document describes procedures for administering two types of verbal fluency tests: phonemic and semantic fluency. For phonemic fluency, the examiner instructs the patient to name as many words as possible beginning with three letters (F, A, S) within one minute each. For semantic fluency, the examiner asks the patient to name items from specific categories (kitchen items, animals, occupations, fruits) within one minute for each category. The examiner records responses and provides encouragement and repetition of instructions when needed.

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4K views1 page

Verbal Fluency Test (FAS Test) Instructions

The document describes procedures for administering two types of verbal fluency tests: phonemic and semantic fluency. For phonemic fluency, the examiner instructs the patient to name as many words as possible beginning with three letters (F, A, S) within one minute each. For semantic fluency, the examiner asks the patient to name items from specific categories (kitchen items, animals, occupations, fruits) within one minute for each category. The examiner records responses and provides encouragement and repetition of instructions when needed.

Uploaded by

Jo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Verbal Fluency Test (FAS Test)

Phonemic Fluency

Use a stopwatch and have the patient comfortably seated before giving the following instructions:

I will say a letter of the alphabet. Then I want you to give me as many words that begin with that
letter as quickly as you can. For example, if I say “b” you might give me “bad, battle, bed. . . .” I do not
want you to use words that are proper names such as “Beitbridge, Bob, or Benz.” Also, do not use the
same word with different ending such as “eat” and “eating.” Any questions? (pause). Begin when I say
the letter. The first letter is F. Go ahead. Begin timing immediately.

Allow one minute for each letter (F, A, and S). Say “Fine” or “Good” after each one-minute performance.
If the examinee stops before the end of the minute, encourage him or her to try to think of more words.
If there is a silence of 15 seconds, repeat the basic instructions, and the letter. For scoring purposes,
write down the actual words in the order in which they are produced. If repetitions occur that may
be acceptable if an alternate meaning was intended by the examinee (’Four” and “for,” “sun” and
“son”), ask what was meant by this word at the end of the one-minute period. Administer all three
letters: F, A, and S.

Semantic Fluency

Say: I am going to tell you the names of some things you can find in the kitchen: spoons, knives, forks,
plates, dish. Can you think of other things in the kitchen? Allow the examinee to name other things,
and correct if he or she produces incorrect responses, explaining the task once again. Then say: Now,
tell me the names of as many animals as you can. Name them as quickly as possible. Allow one
minute. If the examinee discontinues before the end of the period, encourage him or her to produce
more names. If there is a pause of 15 or more seconds, repeat the instructions and give the starting
word “dog.”Start timing immediately after instructions have been given, but allow extra time in the
period if instructions are repeated. Write down the actual words in the order in which they are
produced.

Allow one minute for category (animals, jobs (occupations) and fruits).

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