Emotional and Conduct Assessments

Asperger Syndrome Diagnostic Scale [ASDS]
Attention-Deficit/Hyperactivity Disorder Test [ADHDT]
Autism Screening Instrument for Educational Planning - Third Edition [ASIEP-3]
Burks Behavior Rating Scales - Second Edition [BBRS-2]
Behavioral and Emotional Rating Scale-Second Edition [BERS-2]
Childhood Autism Rating Scale - Second Edition[CARS2]
Culture Free Self-Esteem Inventories - Third Edition [CFSEI-3]
Differential Scales of Social Maladjustment and Emotional Disturbance [DSSMED]
Differential Test of Conduct and Emotional Problems [DT/CEP]
Draw A Person: Screening Procedures for Emotional Disturbance [DAP:SPED]
Gilliam Autism Rating Scale - Second Edition [GARS-2]
Gilliam Asperger's Disorder Scale [GADS]
House-Tree-Person Projective Drawing Technique [H-T-P]
Krug Asperger's Disorder Index [KADI]
McGhee-Mangrum Inventory of School Adjustment [MISA]
Preschool and Kindergarten Behavior Scales - Second Edition [PKBS-2]
Preschool Behavioral and Emotional Rating Scale [PreBERS]
Psychoeducational Profile - Third Edition [PEP-3]
Social-Emotional Dimensional Scale - Second Edition [SEDS-2]

Asperger Syndrome Diagnostic Scale [ASDS]

Brenda Myles, Stacy Bock, Richard L. Simpson

The Asperger Syndrome Diagnostic Scale (ASDS) is a quick, easy-to-use rating scale that can help determine whether a child has Asperger Syndrome. Anyone who knows the child or youth well can complete this scale. Parents, teachers, siblings, paraeducators, speech-language pathologists, psychologists, psychiatrists, and other professionals can answer the 50 yes/no items in 10 to 15 minutes.
Designed to identify Asperger Syndrome in children ages 5 to 18, this instrument provides an "AS Quotient" that tells the likelihood that an individual has Asperger Syndrome. The 50 items that constitute the ASDS were drawn from five specific areas of behavior: cognitive, maladaptive, language, social, and sensorimotor.
Raw scores are converted to percentiles and standard scores. These scores are the most important information associated with an individual's ASDS performance, and analysis of them, augmented by additional test information, direct information of behavior, and knowledge acquired from other sources, will result in proper diagnosis of Asperger Syndrome.

Attention-Deficit/Hyperactivity Disorder Test [ADHDT]

James E. Gilliam

The Attention-Deficit/Hyperactivity Disorder Test (ADHDT) is an effective instrument for identifying and evaluating attention-deficit disorders in persons ages 2 through 23. Designed for use in schools and clinics, the test is easily completed by teachers, parents, and others who are knowledgeable about the referred individual. The ADHDT contains 36 items that describe characteristic behaviors of persons with Attention-Deficit/Hyperactivity Disorder. These items comprise three subtests representing the core symptoms necessary for the diagnosis of ADHD: hyperactivity, impulsivity, and inattention. The test is useful for screening and clinical assessment in schools, clinics, and private practices and can also be used for evaluating treatment strategies and in research projects.
Normed in 1993 and 1994, separate norms are available for males and females. Studies of internal consistency and test-retest reliability produced high (.90+) coefficients.

Autism Screening Instrument for Educational Planning - Third Edition [ASIEP-3]

David A. Krug, Joel R. Arick, Patricia J. Almond

The Autism Screening Instrument for Educational Planning-Third Edition is a valid and reliable measure of autism and related behaviors. It was designed to identify individuals with autism; assist in planning appropriate educational programs for those individuals; monitor performance and progress; and research autism. Necessary data is collected from five main standardized components: autism behavior checklist, sample of vocal behavior, interaction assessment, educational assessment, and prognosis of learning rate. This revised edition covers normed data - standard scores and percentile ranks - for individuals between the ages of 2 years and 14 years. Teachers, school psychologists, speech-language pathologists, or professionals familiar with autism can quickly score the test.

Burks Behavior Rating Scales - Second Edition [BBRS-2]

Harold F. Burks

This second edtion of the Burks Behavior Rating Scales helps diagnose and treat children with behavior problems. Administered and scored in minutes, two forms are available, the Parent Form and the Teacher Form. Seven scale scores are produced for ages 4 through 18 years: disruptive behavior, attention and impulse control problems, emotional problems, social withdrawal, ability deficits, physcial deficits, and weak self-confidence. The scores can be used to identify behaviors that may interfere with school functioning, identify children who will or will not benefit from special education, pinpoint personality areas that require further evaluation or treatment, and provide parents with information that is concrete, specific, and easy to understand.

Behavioral and Emotional Rating Scale-Second Edition [BERS-2]

Michael H. Epstein

Designed for use in schools, mental health clinics, juvenile justice settings, and child welfare agencies, the Behavioral and Emotional Rating Scale-Second Edition (BERS-2) helps to measure the personal strenght and competencies of children ages 5-0 through 18-11. The BERS-2 is a multimodal assessment system that measures the child's behavior from three perspectives of the child (Youth Rating Scale), parent (Parent Rating Scale), and teacher or other professional (Teacher Rating Scale).

The scale can be completed in approximately 10 minutes on an individual basis.

All of the BERS-2 scales were normed on the representative samples of children without disabilities, and the Teacher Rating Scale was normed on children with emotional and behavioral disorders.

Childhood Autism Rating Scale - Second Edition [CARS2]

Eric Schopler, Mary E. Van Bourgondien, Glenna Janette Wellman, Steven R. Love

Since its original publication, the CARS has become one of the most widely used and empirically validated autism assessments. It has proven especially effective in discriminating between children with autism and those with severe cognitive deficits, and in distinguishing mild-to-moderate from severe autism.

While retaining the simplicity, brevity, and clarity of the original test, the CARS2 adds forms and features that help integrate diagnostic information, determine functional capabilities, provide feedback to parents, and design targeted intervention.

The CARS2 includes three forms:

• The Standard Version Rating Booklet CARS2-ST is equivalent to the original CARS; for use with individuals 2 years to 6 years of age and those with communication difficulties or below-average estimated IQs.
  
• The High-Functioning Version Rating Booklet CARS2-HF is an alternative for assessing verbally fluent individuals 6 years of age and older, with IQ scores above 80.
  
• The Questionnaie for Parents or Caregivers CARS2-QPC is an unscored scale that gathers information for use in making CARS2-ST and CARS2-HF ratings.

The clinician rates the individual on 15 items using a 4-point response scale. Ratings are based not only on frequency of the behavior in question but also on its intensity, peculiarity, and duration. While this more nuanced approach gives greater flexibility in integrating diagnostic information, it still yields quantitative results.

Rating values for all items are summed to produce a Total Raw Score. Each form includes a graph that will quickly convert the Total Raw Score to a standard score or percentile rank based on a clinical sample of 1034 individuals with autism spectrum disorders. The Manual provides guidelines for score interpretation, suggestions for intervention, and case examples.

The CARS2-QPC is an unscored form completed by the parent or caregiver of the individual being assessed. Its purpose is to give the clinician more information on which to base CARS2-ST or CARS2-HF ratings. Often the questionnaire serves as the framework for a follow-up interview during which the clinician can clarify and interpret the responses provided by the parent or caregiver. The areas covered by the Questionnaire include the individual's early development, social, emotional, and communication skills; repetitive behaviors; play and routines; and unusual sensory interests.

Administration time continues to be brief, 5 to 10 minutes.

Culture Free Self-Esteem Inventories - Third Edition [CFSEI-3]

James Battle

This completely revised and updated test assesses self-esteem in a culturally fair manner. The CFSEI-3 is a set of self-report inventories used to determine the level of self-esteem in students ages 6-0 through 18-11. Three new age-appropriate forms were developed: Primary, Intermediate, and Adolescent. All three forms of the inventory provide a Global Self-Esteem Quotient (GSEQ). The Intermediate and Adolescent Forms provide self-esteem scores in four areas: Academic, General, Parental/Home, and Social. The Adolescent Form provides an additional self-esteem score: Personal Self-Esteem.
The CFSEI-3 is easy to administer and score. It can be administered to individuals or groups in 15 to 20 minutes. Responses (simple yes-or-no answers) can be either written or spoken. New, easy-to-use Profile/Scoring Forms are now included. Conversion tables provide sub-scale standard scores.

Differential Scales of Social Maladjustment and Emotional Disturbance [DSSMED]

David J. Ehrler, Ronnie L. McGhee, Carol G. Phillips, Elizabeth A. Allen

The Differential Scales of Social Maladjustment and Emotional Disturbance is a 46-item, norm-referenced teachers' rating scale that can be used to identify students ages 6 years to 18 years with socio-emotional disturbance. The Scale is used primarily to differentiate between students with social maladjustment and those with emotional disturbance. The DSSMED is normed on a national sample of 1337 students and has proven reliability and validity.
Teachers, school psychologists, or other knowledgeable professionals rate the items on a 5-point Likert-like scale. Ideally, the examiner should be someone who has had regular, daily contact with the student in a school setting for at least four weeks. It takes approximatley 10 minutes to rate a student's observed emotional behavior. Results of the DSSMED can be used as part of a pre-referral/referral tool to identify "at risk" students and to assist with education programming decisions.

Differential Test of Conduct and Emotional Problems [DT/CEP]

Edward J. Kelly, Edited by Gary J. Vitali

The Differential Test of Conduct and Emotional Problems (DT/CEP), standardized for kindergarten through high school, is an effective and comprehensive screening instrument designed to address accurate identification of nonhandicapped conduct problem children and adults. The user friendly design and detailed manual allow this instrument to be reliably administered by paraprofessionals. The DT/CEP generates relevant information for IEP meetings, parental or professional staffing and especially for educational placement decisions.

Draw A Person: Screening Procedures for Emotional Disturbance [DAP:SPED]

Jack A. Naglieri, Timothy J. McNeish, Achilles N. Bardos

Draw A Person: Screening Procedures for Emotional Disturbance (DAP:SPED ) is a screening test that helps identify children and adolescents (ages 6 to 17 years) who have emotional problems and require further evaluation. The DAP:SPED has items that are used to rate the drawings of a man, a woman, and the self. Normed on a nationwide sample of 2,260 students, the DAP:SPED yields a standard score (T score) that is used to determine if further assessment is indicated. The DAP:SPED is easy and fast to use, and the test may be conducted individually or in a group.

Gilliam Autism Rating Scale - Second Edition [GARS-2]

James E. Gilliam

The Gilliam Autism Rating Scale - Second Edition, a revision of the popular Gilliam Autism Rating Scale, is a norm-referenced instrument that assists teachers, parents, and clinicians in identifying and diagnosing autism in individuals ages 3 through 22 years and in estimating the severity of the disorder. The instrument consists of 42 clearly stated items describing the characteristic behaviors of persons with autism. The items are grouped into three subscales: Stereotyped Behaviors, Communication, and Social Interaction. Using objective, frequency-based ratings, the entire scale can be completed and scored in 5 to 10 minutes on an individual basis. A structured interview form is included for gathering diagnostically important information from the child's parents.
Changes in the GARS-2 include: some items were rewritten for clarity or to remove ambiguity; all new norms were created; the total score is now an Autism Index; guidelines for interpreting were changed; a separate booklet is included to assist in the formulation of instructional goals and objectives.

Gilliam Asperger's Disorder Scale [GADS]

James F. Gilliam

The Gilliam Asperger's Disorder Scale (GADS) is a norm-referenced test designed to evaluate children 3 years through 22 years with unique behavioral problems who may have Asperger's Disorder. Based on the most current and relevant definitions and diagnostic criteria of Asperger's Disorder, the GADS is useful for contributing valuable information toward the identification of children who have this disorder.
Easily completed by a parent or professional who knows the child, the GADS provides documentation about the essential behavior characteristics of Asperger's Disorder necessary for diagnosis. Testing time is between 5 and 10 minutes on an individual basis.

House-Tree-Person Projective Drawing Technique [H-T-P]

John N. Buck

The H-T-P yields abundant clinical information, saves time, and is easy to use. It can be administered to anyone over the age of 3 years. The subject simply produces three drawings - of a house, a tree, and a person. Then the opportunity is given to describe, define, and interpret these drawings. It is an ideal way to assess personality in individuals who are culturally different, educationally deprived, developmentally disabled, or non-English speaking.

Krug Asperger's Disorder Index [KADI]

Joel R. Arick, David A. Krug

The KADI enables professionals to accurately distinguish individuals with Asperger’s Disorder from individuals with other forms of high-functioning autism. This very difficult diagnostic decision is made easier with the KADI. Information associated with the KADI can be used to help assess a student’s educational needs. The KADI is also a prescreening scale that immediately identifies individuals who do not have Asperger’s Disorder.
The scale can be completed by parents and professionals at school and at home. Raw scores are converted to percentile and standard scores.
The KADI is an easy-to-administer, 32-item assessment, on an individual basis in 10 to 15 minutes to ages 6 to 21 years.

McGhee-Mangrum Inventory of School Adjustment [MISA]

Ronnie L. McGhee, Laurel Mangrum

The McGhee-Mangrum Inventory of School Adjustment is a 50-item rating scale designed to measure a student's behavior in the classroom setting. Results can be used as part of a comprehensive evaluation to assist with educational programming decisions for students aged 5 years to 19 years. This test is a psychometrically sound, research-based tool designed to meet the specific goals of:

• identifying children with school adjustment
• selecting appropriately targeted guidance intervention programs
• assisting in communication with parents and professsionals about important social/emotional problems affecting educational performance
• aiding documentation of meaningful academic, behavioral, and emotional problems that warrant referral for special education testing
• serving as an important component in the evaluation of the effectiveness of interventions (pre and post test)

Complete

Examiner's Manual, 25 Examiner Record Forms

CH-280

$122.00

Preschool and Kindergarten Behavior Scales - Second Edition [PKBS-2]

Kenneth W. Merrell

This scale is a behavior rating scale designed for use with children ages 3 through 6 years.
Separate score conversion tables are available for home-based and school-based raters. Completion of the rating form takes about 12 minutes. The Social Skills scale includes 34 items on three subscales: Social Cooperation, Social Interaction, and Social Independence. The Problem Behavior scale includes 42 items on two subscales: Externalizing Problems and Internalizing Problems.

Preschool Behavioral and Emotional Rating Scale [PreBERS]

Michael Epstein, Lori Synhorst

Designed for use in preschool, Head Start, and early childhood special education settings, the Preschool Behavioral and Emotional Rating Scale is a standardized, norm-referenced, 42-item rating scale designed to assess the behavioral and emotional strengths of preschool children, ages 3 years through 5 years. Teachers, parents, psychologists, counselors, or professionals can use the PreBERS to identify children with limited strengths and weaknesses for intervention, document progress, and collect data for research purposes.
The PreBERS was normed on a nationally representative sample of 1471 preschool children, a national sample of 962 Head Start children and a national sample of 1103 early childhood special education children. Separate norms for each sample are reported for males and females. The internal consistency reliabilty exceeded .84 for each subtest and .97 for the Strength Index.
The test can be easily administered on an individual basis in less than 10 minutes in a home or school setting. An adult who is most knowledgeable about the child is asked to rate each of the 42 items using a Liker-type scale from 0 to 3. The scale includes four subscales: emotional regulation, school readiness, social confidence, and family involvement.

Psychoeducational Profile - Third Edition [PEP-3]

Eric Schopler, Margaret D. Lansing, Robert J. Reichler, Lee M. Marcus

The PEP-3 is a revision of the popular instrument that has been used for more than 20 years to assess the skills and behaviors of children with autism and communicative disabilities who function between the ages of 6 months to 7 years. The profile resulting from the PEP-3 graphically charts uneven and idiosyncratic development, emerging skills, and autistic behavioral characteristics. This test meets the need for an assessment tool to assist in the educational programming for young children (ages 3 through 5) with disabilities and is particularly useful in planning for older students' Individualized Education Programs (IEPs).

The PEP-3 now includes a Caregiver Report. This report utilizes parent input and is completed prior to the administration of the assessment.

The scoring has been quantified as 0, 1, and 2; and each score is clearly defined.

All of the toys and materials needed to administer the test (except food, drink, and light switch) are now included with the test. New items and subtests have been added; obsolete ones were deleted.

Also, the third edition is improved by offering normative data both from a group of children in the autism spectrum as well as from a comparison group of children without autism. It is the only test to date that provides data for within-group comparison to children in the autism spectrum.

Reliability coefficients have been computed by age for subgroups within the normative sample (i.e., males, females, white, black, and Hispanic Americans.)

Testing time is between 45 minutes and 1.5 hours on an individual basis.

Social-Emotional Dimensional Scale - Second Edition [SEDS-2]

Terry B. Hutton, Timothy G. Roberts

The SEDS-2 provides school personnel such as teachers, counselors, educational diagnosticians, and psychologists with a means for rating student behavior problems that may interfere with academic functioning.
It is a highly structured, norm-referenced rating scale that is useful for identifying students who are at risk for problematic behaviors. The 74-item scale rates the behaviors of students ages 6-0 through 18-11 years. The total score estimates the degree of problems exhibited by children and adolescents referred for possible evaluation for special education eligibility.
Testing time is between 20 and 30 minutes.