Fullerton Advanced Balance (FAB) Scale Calculator & Score Sheet

⚠️ For clinicians and trained test administrators

The FAB Scale is for higher-functioning, independent older adults. It includes standing on foam with eyes closed, a two-footed jump and an unexpected backward release, so it must be given by a clinician or trained administrator who guards the person the whole time.
Never do this test alone, and never as a self-test.
Item 8 (two-footed jump): do not introduce it if item 4 was not performed safely, the person has osteoporosis, or complains of lower body joint pain. Score it 0 and move on to item 9.
Stop if the person feels dizzy, has pain or cannot do an item safely.

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Score all 10 items from 0 to 4. The total out of 40 updates as you go. Tap “Purpose, equipment and testing procedure” under any item for the full administration instructions. It takes about 10–12 minutes.

Equipment

10 items · about 10–12 minutes · total score 0–40 (higher is better).

⏱️ Stopwatch

✏️ Pencil and a 12-inch ruler

🪞 6-inch-high bench (18 × 18 inch stepping surface)

🧱 Masking tape for a straight line

🧨 Two Airex foam pads and nonslip material

📏 36-inch ruler

🎵 Metronome set at 100 beats per minute

Fullerton Advanced Balance (FAB) Scale · Holsman Physical Therapy · holsmanwellness.com/tools/fullerton-advanced-balance-scale/

Name: ______________________Date: ______________Rater: ______________________

1. Stand with feet together and eyes closed

Purpose, equipment and testing procedure

Purpose: Assess ability to use somatosensory (i.e., ground and body position) cues to maintain upright balance while standing in a reduced base of support and with vision unavailable.

Equipment: Stopwatch

Testing procedures: Demonstrate the correct test position and then instruct the participants to move the feet independently until they are together. If some participants can’t reach the correct position because of lower extremity joint problems, encourage them to bring their heels together even though the front of the feet are not touching. Have participants adopt a position that will ensure their safety as the arms are folded across the chest and they prepare to close the eyes. Begin timing as soon as the participant closes the eyes. (Instruct participants to open the eyes if they feel so unsteady that a loss of balance is imminent.)

Verbal instructions: “Bring your feet together, fold your arms across your chest, close your eyes when you are ready, and remain as steady as possible until I instruct you to open your eyes.”

4Able to maintain the correct standing position safely with eyes closed for 30 seconds3Able to maintain the correct standing position with eyes closed for 30 seconds but requires close supervision2Able to maintain the correct standing position with eyes closed for more than 10 seconds but less than 30 seconds1Able to obtain the correct standing position independently but unable to maintain the position or keep the eyes closed for more than 10 seconds0Unable to obtain the correct standing position independently

2. Reach forward to retrieve an object (pencil) held at shoulder height with outstretched arm

Purpose, equipment and testing procedure

Purpose: Assess ability to lean forward to retrieve an object without altering the base of support. It measures stability limits in a forward direction.

Equipment: Pencil and 12-inch ruler

Testing procedures: Instruct the participant to raise the preferred arm to 90° and extend it with fingers outstretched. (Follow with a demonstration of the correct action.) Use the ruler to measure a distance of 10 inches from the end of the fingers of the outstretched arm. Hold the object (pencil) horizontally and level with the height of the participant’s shoulder. Instruct the participant to reach forward, grasp the pencil, and return to the initial starting position without moving the feet, if possible. (It is acceptable to raise the heels as long as the feet do not move while reaching for the pencil.) If the participant can’t reach the pencil within 2–3 seconds of starting the forward lean, tell them it is okay to move the feet to reach the pencil. Record the number of steps taken by the participant to retrieve the pencil.

Verbal instructions: “Try to lean forward to take the pencil from my hand and return to your starting position without moving your feet from their present position. (After 2–3 seconds of lean time:) You can move your feet in order to reach the pencil.”

4Can reach the pencil safely and independently without moving the feet3Can reach the pencil without moving the feet but requires supervision2Able to reach the pencil but needs to take one step1Able to reach the pencil but needs to take two steps0Unable to reach the pencil without taking more than two steps

3. Turn 360 degrees in right and left directions

Purpose, equipment and testing procedure

Purpose: Assess ability to turn in a full circle in both directions in the fewest number of steps without loss of balance.

Equipment: None

Testing procedures: Verbally explain and then demonstrate the task, making sure to complete each circle in four steps and pause briefly between turns. Instruct the participant (who is facing you) to turn in a complete circle in one direction, pause, and then turn in a complete circle in the opposite direction. Count the number of steps taken to complete each circle. Stop counting steps as soon as the participant is facing you after completing each turn. Allow for a small correction in foot position before a turn in the opposite direction is initiated.

Verbal instructions: “In place, turn around in a full circle, pause, then turn in a second full circle in the opposite direction. Do not begin the full circle in the opposite direction until you are facing me. Try, if you can, to complete each full circle in four steps.”

4Able to turn 360 degrees safely taking four steps in both directions3Able to turn 360 degrees but unable to complete in four steps in one direction2Able to turn 360 degrees but takes more than four steps in both directions1Needs close supervision or verbal cueing while turning0Needs manual assistance while turning

4. Step up onto and over a 6-inch bench

Purpose, equipment and testing procedure

Purpose: Assess ability to control center of gravity in dynamic task situations; also a measure of lower body strength and bilateral motor coordination.

Equipment: 6-inch-high bench (18- by 18-inch stepping surface)

Testing procedures: Verbally explain and then demonstrate the step up onto and over the bench in both directions before the participant performs the test item. Instruct the participant to step onto the bench with the right foot, swing the left leg directly up and over the bench, and step off the other side, then repeat the movement in the opposite direction with the left leg leading the action. During performance of the test item, watch to see that the participant’s trailing leg (a) does not make contact with the bench or (b) swing around, as opposed to directly up and over, the bench.

Verbal instructions: “Step up onto the bench with your right leg, swing your left leg directly up and over the bench, and step off the other side. Repeat the movement in the opposite direction with your left leg as the leading leg.”

4Able to correctly complete the step up and over in both directions safely and independently3Able to correctly complete the step up and over in both directions but requires close supervision in one or both directions2Able to step up onto the bench with leading leg, but trailing leg contacts the bench or swings around the bench during the swing-through phase in one direction1Able to step up onto the bench with leading leg, but trailing leg contacts the bench or leg swings around the bench during the swing-through phase in both directions0Unable to step up onto the bench without loss of balance or manual assistance

5. Tandem walk

Purpose, equipment and testing procedure

Purpose: Assess ability to dynamically control center of mass with an altered base of support.

Equipment: Masking tape

Testing procedures: Verbally explain and demonstrate how to perform the test item correctly before the participant attempts to perform it. Instruct the participant to walk on the line in a tandem position (heel-to-toe) until you tell him/her to stop. Allow the participant to repeat the test item one time if unable to achieve a tandem stance position within the first two steps. The participant may elect to step forward with the opposite foot on the second attempt. Score as interruptions any instances where the participant (a) takes one or more steps away from the line when performing the tandem walk or (b) is unable to achieve correct heel-to-toe position during any step taken along the course. Do not ask the participant to stop until 10 steps have been completed.

Verbal instructions: “Walk forward along the line, placing one foot directly in front of the other such that the heel and toe are in contact on each step forward. I will tell you when to stop.”

4Able to complete the 10 steps independently with no interruptions3Able to complete the 10 steps with one or two interruptions2Able to complete the 10 steps with three to five interruptions1Able to complete the 10 steps with more than five interruptions0Unable to complete 10 steps independently

6. Stand on one leg

Purpose, equipment and testing procedure

Purpose: Assess ability to maintain upright balance with a reduced base of support.

Equipment: Stopwatch

Testing procedures: Instruct the participant to fold the arms across the chest, lift one leg off the floor and maintain balance until instructed to return the foot to the floor. Begin timing as soon as the participant lifts the foot from the floor. Stop timing if (a) the legs touch, (b) the raised leg contacts the floor, or (c) the participant removes the arms from the chest before the 20 seconds has elapsed. Allow the participant to perform the test a second time with the other leg raised if they are unsure as to which leg should be raised and put the foot down within 1–2 seconds of raising it.

Verbal instructions: “Fold your arms across your chest, lift one leg off the floor (without touching your other leg), and stand with your eyes open until I ask you to put the foot down.”

4Able to lift leg independently and maintain position for the full 20 seconds3Able to lift leg independently and maintain position for 12 or more seconds but less than 20 seconds2Able to lift leg independently and maintain position for more than 5 but less than 12 seconds1Able to lift leg independently but unable to maintain position for more than 5 seconds0Unable to try or needs assistance to prevent falling

7. Stand on foam with eyes closed

Purpose, equipment and testing procedure

Purpose: Assess ability to maintain upright balance while standing on a compliant surface with eyes closed.

Equipment: Stopwatch; two Airex pads, with a length of nonslip material placed between the two pads and an additional length of nonslip material between the floor and first pad if the test is being performed on an uncarpeted surface.

Testing procedures: Following a demonstration of the task, instruct the participant to step onto the foam pads, with manual assistance if needed, fold the arms across the chest, and close the eyes when ready. Make sure the position that you adopt as test administrator ensures the safety of the participant. Position the foam pads close to a wall in all cases and in a corner of the room if the participant appears unsteady. Begin timing as soon as the eyes close. Stop the trial if the participant (a) opens the eyes before the timing period has elapsed, (b) lifts the arms off the chest, or (c) loses balance and requires manual assistance to prevent falling. (Instruct participants to open their eyes if they feel so unsteady that a loss of balance is imminent.) Instruct the participant to step forward off the foam at the completion of the test item. Provide manual assistance if needed.

Verbal instructions: “Step up onto the foam, with my assistance if needed, and stand with your feet shoulder-width apart. Fold your arms over your chest and close your eyes when you are ready. I will tell you when to open your eyes.”

4Able to obtain the correct standing position on the foam pads and maintain standing position with eyes closed for 20 seconds3Able to obtain the correct standing position on the foam pads and maintain standing position with eyes closed for more than 10 seconds but less than 20 seconds2Able to obtain the correct standing position on the foam pads and maintain standing position with eyes closed for 10 seconds or less1Able to obtain the correct standing position on the foam pads but unable or unwilling to close eyes0Unable to obtain the correct standing position on the foam pads

8. Two-footed jump

⚠️ Do not introduce this test item if participant cannot perform test item 4 safely, has a diagnosis of osteoporosis, or complains of lower body joint pain. Score a zero on the test form and move immediately to test item #9.

Purpose, equipment and testing procedure

Purpose: Assess upper and lower body coordination and lower body power.

Equipment: 36-inch ruler; masking tape.

Testing procedures: Instruct the participant to perform a two-footed jump (i.e., jump with two feet and land on two feet). Demonstrate the correct movement prior to the participant performing the jump. (Do not jump much more than twice the length of your own feet when demonstrating.) Use the ruler to measure the length of the foot and then multiply by two to determine the ideal distance to be jumped. Observe whether the participant leaves the floor with both feet and lands with both feet. Be sure to move with the participant during the performance and place your hand on the participant’s back to steady them as soon as the feet contact the ground following the jump.

Verbal instructions: “Try to jump so that both feet leave the floor and land at the same time.”

4Able to perform two-footed jump and achieve a distance greater than twice the length of their own feet3Able to perform two-footed jump and achieve a distance greater than the length of their own feet2Able to perform two-footed jump, but unable to jump farther than the length of their own feet1Able to initiate two-footed jump, but one foot either leaves the floor or lands before the other0Unwilling or unable to attempt or attempts to initiate two-footed jump, but one or both feet do not leave the floor

9. Walk with head turns

Purpose, equipment and testing procedure

Purpose: Assess ability to maintain dynamic balance while walking and turning the head.

Equipment: Metronome set at 100 beats per minute.

Testing procedures: After first demonstrating the test item, allow the participant to practice turning the head in time with the metronome while standing in place. To assist participants understand how far to turn the head (i.e., 30 degrees) ask them to raise both arms to shoulder height with the thumbs facing up to the ceiling and turn the head until their nose is in line with the raised thumb. Observe how far the participant is able to turn the head during the standing head turns. A 30° head turn is required during the walking trial. Following a short practice of no more than 3–4 head turns, instruct participants to lower their arms and, when instructed, walk forward while turning the head from side to side and to the beat of the metronome. Begin counting steps as soon as the participant attempts to turn the head to the beat of the metronome. Observe whether the participant deviates from a straight path while walking or is unable to turn the head the required distance to the timing of the metronome. In most cases, the steps will be synchronized with the head turns, making the counting of 10 steps easier.

Verbal instructions: “Walk forward while turning your head from side-to-side with each beat of the metronome. I will tell you when to stop.”

4Able to walk 10 steps in a straight line while performing required number of 30° head turns at established pace3Able to walk 10 steps in a straight line while performing 30° head turns at an established pace but head turns less than 30° in one or both directions2Able to walk 10 steps but veers from a straight line while performing 30° head turns at an established pace1Able to walk 10 steps independently but unable to complete required number of 30° head turns at an established pace0Unable to walk 10 steps independently while maintaining 30° head turns at an established pace

10. Reactive postural control

Purpose, equipment and testing procedure

Purpose: Assess ability to efficiently restore balance following an unexpected perturbation.

Equipment: None

Testing procedures: Explain that you are going to move behind the participant and place your hand on the lower back. Without warning you are then going to release your hand. Instruct the participant to do whatever is necessary to restore their balance after the hand is removed. Move behind the participant and extend your arm with the elbow locked and place the palm of your hand in the participant’s lower back. Instruct the participant to lean back against your hand until you tell him or her to stop. Quickly flex your elbow until your hand is no longer in contact with the participant’s back at the moment you estimate that a sufficient amount of force has been applied to require a movement of the feet to restore balance. Try to quickly release your hand while you are still giving the instructions. This release should be unexpected, so do not prepare the participant for the moment of release or allow the participant to lean too far back onto your hand before releasing it.

Verbal instructions: “I am going to come behind you and place my hand on your lower back. I am then going to ask you to lean back into my hand, and at some point, I will release my hand. When I remove my hand, please do whatever is necessary to restore your balance.”

4Unable to maintain upright balance but able to restore balance independently with only one step3Unable to maintain upright balance; takes two steps but is able to restore balance independently2Unable to maintain upright balance; takes more than two steps but is able to restore balance independently1Unable to maintain upright balance; takes two or more steps and requires manual assistance to restore balance0Unable to maintain upright balance; no observable attempt to step; requires manual assistance to restore balance

Total score
0 / 40

0 of 10 items scored

This is a screening, not a diagnosis. It can point out a possible fall risk, but it can’t tell you for sure whether you will fall, or why. Only a licensed health care provider who examines you can do that. If you are worried about your balance, talk with your doctor or a physical therapist.

How to read the total

The FAB total runs from 0 to 40. In 192 independent, healthy older adults (average age 77), a score of 25 or lower best separated people who had fallen two or more times in the past year from those who had not (sensitivity 74.6%, specificity 52.6%) (Hernandez & Rose, 2008, as summarized by the Shirley Ryan AbilityLab).

Total	What the research says
26–40	Above the fall-risk cutoff. Lost points still show which balance systems to train.
25 or lower	Higher risk for falls (Hernandez & Rose, 2008)

Read the score together with the rest of the exam. The items cover different balance systems (vision, the feet and body position, the inner ear, reactive stepping), so the items that lost points are often more useful than the total.

Sources. Items, scoring criteria and test administration instructions: Debra J. Rose, Fullerton Advanced Balance (FAB) Scale Scoring Form and Test Administration Instructions for the Fullerton Advanced Balance (FAB) Scale, revised 5/1/2026, used with permission. The reliability and validity of this test has been established; see: Rose, D.J., Lucchese, N., & Wiersma, L. (2006). Development of a multidimensional balance scale for use with higher functioning older adults. Archives of Physical Medicine and Rehabilitation, 87, 1478-85. Hernandez, D.A., & Rose, D.J. (2008). Predicting which older adults will or will not fall using the Fullerton Advanced Balance (FAB) scale. Archives of Physical Medicine & Rehabilitation, 89 (12), 2309-2315. Cutoff summary: Shirley Ryan AbilityLab Rehabilitation Measures Database, Fullerton Advanced Balance Scale: sralab.org/rehabilitation-measures/fullerton-advanced-balance-scale.

Copyright notice. Fullerton Advanced Balance (FAB) Scale © Debra J. Rose, PhD. Scoring form and test administration instructions (revised 5/1/2026) reproduced with the written permission of Debra J. Rose, PhD, Professor and Chair Emerita, Department of Kinesiology, and Director Emerita, Center for Successful Aging, California State University, Fullerton (November 2026). The revisions are described in FallProof! A Comprehensive Balance and Mobility Training Program, 3rd edition (Human Kinetics, 2026). Original scale: Rose, D.J., Lucchese, N., & Wiersma, L. (2006). Development of a multidimensional balance scale for use with higher functioning older adults. Archives of Physical Medicine and Rehabilitation, 87, 1478-85.

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Monday, Nov 16 – Friday, Nov 20, 2026 at all 17 Holsman clinics

A physical therapist checks your balance with the Berg Balance Scale, Timed Up and Go and 4-Stage Balance Test. It takes about 20 minutes. It’s free, and you don’t need insurance or a referral.

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Common Questions

What is the Fullerton Advanced Balance (FAB) Scale?

The FAB Scale is a 10-item balance test developed by Debra J. Rose and colleagues at California State University, Fullerton, for higher-functioning, independent older adults. Each item is scored from 0 to 4, for a total of 40. It tests static and dynamic balance under different sensory conditions.

What FAB score means a fall risk?

In a study of 192 independent older adults, a score of 25 or lower out of 40 best predicted who had fallen two or more times in the past year (Hernandez & Rose, 2008).

How is the FAB different from the Berg Balance Scale?

The Berg works well for people with more limited balance, but many active older adults score at or near the top. The FAB adds harder items, such as standing on foam with eyes closed, a two-footed jump and reacting to an unexpected release, so it can pick up balance problems in people who score well on the Berg.

Can I do the FAB Scale at home by myself?

No. Several items can cause a loss of balance, and item 10 needs a trained person behind you. It should be given by a clinician or trained administrator. For a simpler home check, try the Fall Risk Self-Check or the 4-Stage Balance Test with a helper.

How long does the FAB Scale take and what equipment is needed?

About 10 to 12 minutes. You need a stopwatch, a pencil and 12-inch ruler, a 6-inch bench, masking tape, two Airex foam pads with nonslip material, a 36-inch ruler and a metronome set at 100 beats per minute.

Can I save the score sheet?

Yes. Use the Print / Save as PDF button. Nothing is stored on our website: the scores stay in your browser until you close the page.

Fullerton Advanced Balance (FAB) Scale Calculator

⚠️ For clinicians and trained test administrators

Equipment

How to read the total

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Common Questions

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