Memory & Learning Assessments

Developmental Assessment of Young Children [DAYC]
Learning Disabilities Diagnostic Inventory [LDDI]
Test of Information Processing Skills [TIPS]
Test of Memory and Learning - Second Edition [TOMAL-2]

Developmental Assessment of Young Children [DAYC]

Judith K. Voress, Taddy Maddox

Use the DAYC to identify children birth through 5-11 with possible delays in the domains of cognition, communication, social-emotional development, physical development, and adaptive behavior. Five subtests (one of each of the above domains) can be administered separately or as a comprehensive battery to individual children in about 10-20 minutes. Identify infants and young children who may benefit from early intervention. Obtain standard scores, percentile scores, and age equivalents. The test also gives a General Development Quotient (GDQ) if all 5 subtests are completed, but all subtests can be used independently for each domain.

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.
The examiner should be a school psychologist, educational diagnostician, speech-language pathologist, LD specialist, or similarly trained professional who knows how to interpret quantitative and qualitative information and use it to diagnose specific learning disabilities. The examiner will identify the professional who is to administer the ratings; make sure the ratings are scored properly; interpret and share the results; and participate in any diagnostic, classification, or placement decisions.
The rater is the person (e.g., general educator, speech-language pathologist, special educator, or other qualified professional) who actually responds to the items on each scale. He or she is the professional who works closely with the individual being evaluated and who is well acquainted with his or her skills in listening, speaking, reading, writing, mathematics, and/or reasoning. Usually the rater will be the student’s teacher, remedial-education teacher, speech-language pathologist, or some other professional who knows the student well enough to rate the items.

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.

The Test of Information Processing Skills (TIPS) can be administered on an individual basis in about 20-25 minutes. Memory is assessed in two modalities (Visual and Auditory) and three recall conditions using strings percentile ranks are provided.

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.

An easy-to-use software (purchased separately from the Complete) will do all the scoring. Enter the responses given during testing;the program does all the calculations. The report generated shows all scores and provides a graphed representation. The software is available in PC format only, for XP, Windows 2000, and Windows 7 operating systems.

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.
TOMAL-2 scores include standardized or scaled scores and percentiles. Administration time is between 30 and 60 minutes on an individual basis.