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Processing Memory and Learning
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Memory & Learning Assessments
Developmental Assessment of Young Children - Second Edition[DAYC-2]
Developmental Assessment of Young Children - Second Edition [DAYC-2]
Judith K. Voress, Taddy Maddox
The DAYC-2 is a popular test used to identify children birth through 5-11 with possible delays in the following domains: cognition, communication, social-emotional development, physical development, and adaptive behavior. Each of the five domains reflects an area mandated for assessment and intervention for young children in IDEA. The domains can be assessed independently, so examiners may test only the domains that interest them or test all five domains when a measure of general development is desired. The DAYC-2 format allows examiners to obtain information about a child’s abilities through observation, interview of caregivers, and direct assessment. The DAYC-2 may be used in arena assessment so that each discipline can use the evaluation tool independently.
The DAYC-2 was normed on a national sample of 1,832 children; characteristics of the normative sample approximate the 2010 census. Standard scores, percentile ranks, and age equivalents are provided for each domain, and for overall general development if all five domains are tested.Complete
Learning Disabilities Diagnostic Inventory [LDDI]
Donald D. Hammill, Brian R. Bryant
The LDDI is a rating scale designed to help psychologists, diagnosticians, LD
specialists, speech-language pathologists, and others identify (i.e., diagnose)
intrinsic processing disorders and learning disabilities in students between
the ages of 8-0 and 17-11. A reliable and valid norm-referenced inventory
which takes 10-20 minutes to administer individually, the LDDI is composed of
six independent scales: Listening, Speaking, Reading, Writing, Mathematics,
and Reasoning. The LDDI reports its scores in terms of stanines (i.e. standard
scores with a mean of 5 and a standard deviation of 1.96) and percentiles.
Test of Information Processing Skills [TIPS]
Raymond E. Webster
Although this latest test had its genesis in the Learning Efficiency Test, it features new items,
new subtests (Delayed Recall and Word Fluency), new scoring procedures, and new norms for ages 5 years
through 90+ years of age. The TIPS provides clinicians with quick and reliable measures of how well a
person processes information (letter strings) presented visually and auditorally. Short-term, working
memory, and delayed recall tasks show differences between sequenced and non-sequenced retention
(a hallmark of those with learning disabilities). Error analyses (Proactive Inhibition and Auditory
Intrusion) document the extent to which new information is lost or its retention is inhibited.
Memory is assessed in two modalities (Visual and Auditory) and three recall
conditions using strings of two to nine non-rhyming letters. Sequential
and non-sequential scores are obtained; standard scores and percentile
ranks are provided.
Test of Memory and Learning - Second Edition [TOMAL-2]
Cecil R. Reynolds, Judith K. Voress
The Test of Memory and Learning - Second Edition (TOMAL-2) was
normed on more than 1900 children, adolescents, and adults, ages
5 years to 60 years. The eight core, six supplemental subtests,
and two delayed recall tasks are designed to give information on specific
and general aspects of memory and are used to derive the Core Indexes
and the Supplementary Indexes. Subtests include Memory for Stories, Facial
Memory, Word Selective Reminding, Visual Selective Reminding, Object Recall,
Abstract Visual Memory, Digist Forward, Visual Sequential Memory, Paired
Recall, Memory for Location, Manual Imitation, Letters Forward, Digits
Backward, and Letters Forward, along with two verbal delayed recall tasks
and cued recall procedures.
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