Moca Instructions English 2010

MoCA Version August 18, 2010

Montreal Cognitive Assessment

(MoCA)

Administration and Scoring Instructions

The Montreal Cognitive Assessment (MoCA) was designed as a rapid screening instrument for mild

cognitive dysfunction. It assesses different cognitive domains: attention and concentration, executive

functions, memory, language, visuoconstructional skills, conceptual thinking, calculations, and

orientation. Time to administer the MoCA is approximately 10 minutes. The total possible score is 30

points; a score of 26 or above is considered normal.

1. Alternating Trail Making

Administration

: The examiner instructs the subject: "Please draw a line, going from a number

to a letter in ascending order. Begin here [point to (1)] and draw a line from 1 then to A

then to 2 and so on. End here [point to (E)]."

Scoring

: Allocate one point if the subject successfully draws the following pattern:

1 −A- 2- B- 3- C- 4- D- 5- E, without drawing any lines that cross. Any error that is not

immediately self-corrected earns a score of 0.

2. Visuoconstructional Skills (Cube)

Administration

: The examiner gives the following instructions, pointing to the cube: “Copy this

drawing as accurately as you can, in the space below”.

Scoring

: One point is allocated for a correctly executed drawing.

• Drawing must be three-dimensional

• All lines are drawn

• No line is added

• Lines are relatively parallel and their length is similar (rectangular prisms are accepted)

A point is not assigned if any of the above-criteria are not met.

3. Visuoconstructional Skills (Clock)

Administration

: Indicate the right third of the space and give the following instructions: “Draw

a clock. Put in all the numbers and set the time to 10 past 11”.

Scoring

: One point is allocated for each of the following three criteria:

• Contour (1 pt.): the clock face must be a circle with only minor distortion acceptable (e.g.,

slight imperfection on closing the circle);

• Numbers (1 pt.): all clock numbers must be present with no additional numbers; numbers

must be in the correct order and placed in the approximate quadrants on the clock face; Roman

numerals are acceptable; numbers can be placed outside the circle contour;

• Hands (1 pt.): there must be two hands jointly indicating the correct time; the hour hand must

be clearly shorter than the minute hand; hands must be centred within the clock face with their

junction close to the clock centre.

A point is not assigned for a given element if any of the above-criteria are not met.

MoCA Version August 18, 2010

4. Naming:

Administration

: Beginning on the left, point to each figure and say: “Tell me the name of this

animal”.

Scoring

: One point each is given for the following responses: (1) lion (2) rhinoceros or rhino

(3) camel or dromedary.

5. Memory

Administration

: The examiner reads a list of 5 words at a rate of one per second, giving the

following instructions:

“This is a memory test. I am going to read a list of words that you

will have to remember now and later on. Listen carefully. When I am through, tell me

as many words as you can remember. It doesn’t matter in what order you say them”.

Mark a check in the allocated space for each word the subject produces on this first trial. When

the subject indicates that (s)he has finished (has recalled all words), or can recall no more

words, read the list a second time with the following instructions: “I am going to read the same

list for a second time. Try to remember and tell me as many words as you can, including words

you said the first time.” Put a check in the allocated space for each word the subject recalls

after the second trial.

At the end of the second trial, inform the subject that (s)he will be asked to recall these words

again by saying, “I will ask you to recall those words again at the end of the test.”

Scoring

: No points are given for Trials One and Two.

6. Attention

Forward Digit Span: Administration

: Give the following instruction: “I am going to say some

numbers and when I am through, repeat them to me exactly as I said them”. Read the five

number sequence at a rate of one digit per second.

Backward Digit Span: Administration

: Give the following instruction: “Now I am going to say

some more numbers, but when I am through you must repeat them to me in the backwards

order.” Read the three number sequence at a rate of one digit per second.

Scoring

: Allocate one point for each sequence correctly repeated, (N.B.: the correct response for

the backwards trial is 2-4-7).

Vigilance: Administration

: The examiner reads the list of letters at a rate of one per second,

after giving the following instruction: “I am going to read a sequence of letters. Every time I

say the letter A, tap your hand once. If I say a different letter, do not tap your hand”.

Scoring

: Give one point if there is zero to one errors (an error is a tap on a wrong letter or a

failure to tap on letter A).

MoCA Version August 18, 2010

Serial 7s: Administration: The examiner gives the following instruction: “Now, I will ask you to

count by subtracting seven from 100, and then, keep subtracting seven from your answer until I

tell you to stop.” Give this instruction twice if necessary.

Scoring

: This item is scored out of 3 points. Give no (0) points for no correct subtractions, 1

point for one correction subtraction, 2 points for two-to-three correct subtractions, and 3 points

if the participant successfully makes four or five correct subtractions. Count each correct

subtraction of 7 beginning at 100. Each subtraction is evaluated independently; that is, if the

participant responds with an incorrect number but continues to correctly subtract 7 from it, give

a point for each correct subtraction. For example, a participant may respond “92 – 85 – 78 – 71

– 64” where the “92” is incorrect, but all subsequent numbers are subtracted correctly. This is

one error and the item would be given a score of 3.

7. Sentence repetition:

Administration

: The examiner gives the following instructions: “I am going to read you a

sentence. Repeat it after me, exactly as I say it [pause]: I only know that John is the one to

help today.” Following the response, say: “Now I am going to read you another sentence.

Repeat it after me, exactly as I say it [pause]: The cat always hid under the couch when dogs

were in the room.”

Scoring

: Allocate 1 point for each sentence correctly repeated. Repetition must be exact. Be

alert for errors that are omissions (e.g., omitting "only", "always") and substitutions/additions

(e.g., "John is the one who helped today;" substituting "hides" for "hid", altering plurals, etc.).

8. Verbal fluency

Administration

: The examiner gives the following instruction: “Tell me as many words as you

can think of that begin with a certain letter of the alphabet that I will tell you in a moment. You

can say any kind of word you want, except for proper nouns (like Bob or Boston), numbers, or

words that begin with the same sound but have a different suffix, for example, love, lover,

loving. I will tell you to stop after one minute. Are you ready? [Pause] Now, tell me as many

words as you can think of that begin with the letter F. [time for 60 sec]. Stop.”

Scoring

: Allocate one point if the subject generates 11 words or more in 60 sec. Record the

subject’s response in the bottom or side margins.

9. Abstraction

Administration

: The examiner asks the subject to explain what each pair of words has in

common, starting with the example: “Tell me how an orange and a banana are alike”. If the

subject answers in a concrete manner, then say only one additional time: “Tell me another way

in which those items are alike”. If the subject does not give the appropriate response (fruit),

say, “Yes, and they are also both fruit.” Do not give any additional instructions or clarification.

After the practice trial, say: “Now, tell me how a train and a bicycle are alike”. Following the

response, administer the second trial, saying: “Now tell me how a ruler and a watch are alike”.

Do not give any additional instructions or prompts.

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FAQs of Moca Instructions English 2010

What cognitive domains does the MoCA assess?

The Montreal Cognitive Assessment evaluates several cognitive domains, including attention, concentration, executive functions, memory, language, visuoconstructional skills, conceptual thinking, calculations, and orientation. Each domain is assessed through specific tasks designed to measure various aspects of cognitive function. For example, attention is tested through tasks like digit span and letter tapping, while memory is evaluated through word recall exercises. This comprehensive approach helps identify mild cognitive impairment effectively.

How is the MoCA administered?

The MoCA is administered by a trained examiner who guides the subject through a series of tasks. These tasks include drawing a clock, naming animals, and recalling a list of words. The examiner provides clear instructions for each section, ensuring that the subject understands what is required. The entire assessment typically takes about 10 minutes to complete, making it a quick and efficient tool for cognitive screening in clinical settings.

What is the scoring system for the MoCA?

The MoCA uses a scoring system that allocates points for each successfully completed task. The maximum score is 30 points, with a score of 26 or above considered normal. Each cognitive domain has specific criteria for scoring, such as the accuracy of drawing or the number of words recalled. This structured scoring allows clinicians to assess cognitive function quantitatively and track changes over time.

What types of tasks are included in the MoCA?

The MoCA includes a variety of tasks designed to evaluate different cognitive skills. Tasks such as drawing a clock and connecting numbers and letters assess visuoconstructional skills and executive function. Memory is tested through word recall, while attention is evaluated through digit span tasks. These diverse tasks provide a holistic view of the individual's cognitive abilities, making the MoCA a valuable tool for identifying cognitive impairment.