Emotional and Conduct Information
Processing Memory and Learning
Remedial Activities Speech
and Language Spelling Assessments
Speech and Language Assessments
Auditory Processing Abilities Test [APAT]
Deborah Ross-Swain, Nancy Long
The Auditory Processing Abilities Test (APAT) is a norm-referenced
auditory processing battery for use with children ages 5-0 through 11-11.
It is comprised of 10 subtests that quantify a child's performance in
various areas of auditory processing. The battery is designed primarily
to be used by speech-language pathologists but may also be used
by other professionals such as learning disability specialists, psychologists, resource specialists,
and others who are trained in test administration and are interested in
evaluating the auditory processing skills of children. The APAT is
individually administered and can be completed and scored in less than
Arizona Articulation Proficiency Scale - Third Revision [Arizona-3]
Janet Barker Fudala
The Arizona-3 is comprehensive, simple, and brief for ages 1 1/2
years through 18 years. It covers all major speech sounds in the
English language, including initial and final consonants and blends, vowels,
and diphthongs. Yet it can be administered to most children in 3 minutes,
and it generates a clear-cut Total Score, which indicates severity of articulatory
Carolina Picture Vocabulary Test [CPVT]
Thomas L. Layton, David W. Holmes
The Carolina Picture Vocabulary Test (CPVT) is a norm-referenced, validated,
individually administered receptive sign vocabulary test for children between
the ages of 4 and 11 1/2 who are deaf or hearing impaired.
Comprehensive Receptive & Expressive Vocabulary Test - Third Edition [CREVT-3]
Gerald Wallace, Donald D. Hammill
This new edition is an innovative, efficient measure of both receptive and expressive oral vocabulary. It is a norm-referenced assessment tool used to identify, describe, and quantify oral vocabulary proficiency in children and adults, ages 5 years to 90 years. The CREVT-3 has two subtests. The results of the subtests can be combined to form an overall General Vocabulary Index. Testing time is between 20 and 30 minutes on an individual basis.Complete
Comprehensive Test of Phonological
Richard Wagner, Joseph Torgesen, Carol Rashotte
All new normative data for ages 4 years to 25 years! The CTOPP-2 may be used to identify individuals who are significantly below their peers in important phonological abilities, to determine strengths and weaknesses among developed phonological processes, to document individuals’ progress in phonological processing as a consequence of special intervention programs, and to serve as a measurement device in research studies investigating phonological processing.
Developmental Test of Auditory Perception [DTAP]
Cecil R. Reynolds, Judith K. Voress, Nils A. Pearson
The Developmental Test of Auditory Perception (DTAP) is a battery of 5 item sets
that measure different, but interrelated, aspects of auditory perception.
The comprehensive battery is designed to assess auditory perception without
invoking higher order verbal reasoning or extensive memory capacity. Items
are presented via a CD to standardize presentation of the language item
sets and to include various nonlanguage sounds as well.
Expressive One-Word Picture Vocabulary Test - 4 [EOWPVT-4]
Nancy A. Martin, Rick Brownell
Fluharty Preschool Speech and Language Screening Test - Second Edition [Fluharty-2]
Nancy Buono Fluharty
The Fluharty Preschool Speech and Language Screening Test - Second Edition (Fluharty-2) contains five subtests: Articulation, Repeating Sentences, Responding to Directives and Answering Question, Describing Actions, and Sequencing Events. Scores reflect performance in articulation, receptive language, expressive language, and composite language. The Fluharty-2 provides rapid identification of those preschool children for whom a complete speech and language evaluation is recommended. Administration in 10 minutes is on an individual basis for ages 3 years to 7 years. The Fluharty-2 provides standard scores (M=100, SD=15) and percentiles for subtests and composites. There are age equivalents for the composites.Complete
Goldman-Fristoe Test of Articulation - Second Edition [GFTA-2]
Ronald Goldman, Macalyne Fristoe
Hodson Assessment of Phonological Patterns - Third Edition [HAPP-3]
Barbara Williams Hodson
The HAPP-3, as well as its predecessors (APP, 1980; APP-R, 1986), was designed for children with highly unintelligible speech. Some major improvements include provision of normative data and technical information, stimulus words and phonetic transcriptions that have been updated and internationalized, and comprehensive evaluation analysis forms that are larger and "user friendly."
The HAPP-3 Comprehensive Phonological Evaluation can be administered in less than 20 minutes. Objects and a few pictures are used to elicit 50 stimulus words. HAPP-3 results are used for coding and categorizing phonological deviations, determining severity intervals/ratings (mild, moderate, severe, profound) along a continuum, identifying major phonological patterns that need to be targeted (for goal statement), and obtaining scores for documenting treatment effects over time (for evidence-based practice.)
The Examiner's Manual includes explicit instruction for administering and analyzing
the HAPP-3 on an individual basis with tables for converting Raw Scores to Ability
Scores and Percentiles, for ages 3 to 8 years.
Illinois Test of Psycholinguistic Abilities - Third Edition [ITPA-3]
Donald D. Hammill, Nancy Mather, Rhia Roberts
The Illinois Test of Psycholinguistic Abilities - Third Edition (ITPA-3) is an effective measure of children's spoken and written language. All of the subtests measure some aspect of language, including oral language, writing, reading, and spelling. This 2001 edition is for ages 5 to 13 years administered on an individual basis in 45 to 60 minutes.Complete
Khan-Lewis Phonological Analysis - Second Edition [KLPA-2]
Linda Khan, Nancy Lewis
Expand your use of the Goldman-Fristoe with the Khan-Lewis Phonological Analysis (KLPA-2) for complete phonological assessment for 2 years 6 months to adults.
KLPA-2 helps you diagnose and plan remediation for 15 common
phonological disorders-developmental and non-developmental-such as
Initial Voicing and Glottal Replacement.
Kindergarten Language Screening Test - Second Edition [KLST-2]
Sharon V. Gauthier, Charles L. Madison
This individually administered screening test helps identify children who need further diagnostic testing to determine whether or not they have language deficits that will accelerate academic failure. In 5 minutes, identify a child ages 3-6 through 6-11 who may fail academically because of a language deficit. The KLST-2 is a thorough, quick language screener based on the original KLST, which has a 25-year history of use in the field. This edition is completely restandardized and updated; some items have been modified, and the test has been normed.Complete
Lindamood-Bell Auditory Conceptualization Test - Third Edition [LAC-3]
Patricia C. Lindamood, Phyllis Lindamood
The LAC-3 is an individually administered, norm-referenced assessment that
measures an individual’s ability to perceive and conceptualize speech
sounds using a visual medium. Because of the importance of these auditory skills
to reading, the results are helpful for speech-language pathologists,
special educators, and reading specialists. The LAC-3
also measures the cognitive ability to distinguish and manipulate sounds, which
success in reading and spelling requires. This third edition of the LAC has
been improved considerably. Three new categories of items that relate to multisyllabic
processing have been added. The availability of standard scores for the LAC-3
total score is a desirable new feature.
Oral Speech Mechanism Screening Examination - Third Edition [OSMSE-3]
Kenneth O. St. Louis, Dennis M. Ruscello
The Oral Speech Mechanism Screening Examination - Third Edition (OSMSE-3) provides an efficient, quick, and reliable method to examine the oral speech mechanism of all types of speech, language, and related disorders where oral structure and function is of concern. Requiring only 5 to 10 minutes to administer, the OSMSE-3 is specifically designed for speech-language pathologists who evaluate and treat all kinds of speech and language disorders for clients 5 to 78 years old. The completely revised and updated manual has sixteen new color photographs to illustrate various normal and abnormal oral structures.Complete
OWLS-II Listening Comprehension/Oral Expression/Reading Comprehension/Written Expression
Photo Articulation Test - Third Edition [PAT-3]
Barbara A. Lippke, Stanley E. Dickey, John W. Selmar, Anton L. Soder
The Photo Articulation Test - Third Edition (PAT-3) is a completely revised edition of the popular Photo Articulation Test. To administer the PAT-3, the examiner simply points to each consecutive numbered photograph and asks the child, "What is this?" The child's response is scored on the Summary/Response Form to indicate the presence or absence of errors. The elicited sounds are arranged by age of acquisition. The Summary/ Response Form groups the sounds by the ages at which 90% of the sample correctly articulated the sounds. All sounds that are tested are written in the international phonetic alphabet. In addition, consonant sounds are differentiated into the initial, medial, and final positions within the stimulus words. The results from the PAT-3 provide the clinician with a straightforward comprehensive view of each student's articulation errors. Some of the new features of the PAT-3 include full-color photos used to elicit words; stimulus pictures that appeal to students; quick test administration; and easily scored and interpreted test results. Testing time is 20 minutes on an individual basis for ages 3-6 through 9 years.Complete
Pragmatic Language Skills Inventory [PLSI]
James E. Gilliam, Lynda Miller
The Pragmatic Language Skills Inventory (PLSI) is an easy-to-use,
norm-referenced rating scale designed to assess children's, ages
5 to 13 years, pragmatic language abilities. Its 45 items can
be administrered on an individual basis in five to 10 minutes. The PLSI
has three subscales: Personal Interaction Skills, Social Interaction Skills,
and Classroom Interaction Skills.
Preschool Language Assessment Instrument - Second Edition [PLAI-2]
Marion Blank, Susan A. Rose, Laura J. Berlin
The Preschool Language Assessment Instrument - Second Edition
(PLAI-2) is a revision of a classic test of children's discourse
abilities. Normed on a sample of 463 children residing in 16 states,
PLAI-2 is based on a model of classroom discourse that emphasizes the
ability of children to respond effectively to the teacher's questions
and commands at varying levels of abstraction. Rather than pinpointing
discrete language structures or specific vocabulary items that may
require therapy, PLAI-2 results tell how effectively a child integrates
knowledge of vocabulary, concepts, and language structures to deal with
the full range of exchanges in classroom discourse. Teachers and speech-language clinicians alike will appreciate the ease-of-use and pragmatic information this test provides.
Receptive One-Word Picture Vocabulary Test - 4 [ROWPVT-4]
Nancy A. Martin, Rick Brownell
The Receptive One-Word Picture Vocabulary Test, 4th edition, is an individually administered, norm-referenced assessment of how well persons aged 2 years to over 80 years can match a word that is heard in English to objects, actions, or concepts presented in full-color pictures in a multiple-choice format.
Receptive-Expressive Emergent Language Test - Third Edition [REEL-3]
Kenneth R. Bzoch, Richard League, Virginia L. Brown
The Receptive-Expressive Emergent Language Test - Third Edition (REEL-3) is designed to help identify infants and toddlers birth through 3 years who have language impairments or who have other disabilities that affect language development. It is especially useful as an assessment and planning instrument in Early Childhood Intervention programs.
The REEL-3 has two core subtests, Receptive Language and Expressive Language, and a new supplementary subtest. Inventory of Vocabulary Words. Results are obtained from a caregiver interview. The REEL-3 is based on a contemporary linguistic model. Standard scores, percentile rank, and age equivalents are provided. Testing time is 20 minutes on an individual basis.Complete
Reynell Developmental Language Scales [REYNELL]
Joan K. Reynell, Christian P.Gruber
The Reynell Developmental Language Scales measure language skills in young or developmentally delayed children. These scales assess Verbal Comprehension measuring receptive language skills and Expressive Language assessing expressive language skills. Designed for use with children aged 1 year to 7 years, the Reynell is easy to administer to individuals in less than 30 minutes. The test provides standard scores, percentiles, and developmental age scores.Complete
Stuttering Severity Instrument - Fourth Edition [SSI-4]
Glyndon D. Riley
The Stuttering Severity Instrument - Fourth Edition measures stuttering severity in both children and adults in the four areas of speech behavior:frequency, duration, physical concomitants, and naturalness of the individual's speech. Frequency is expressed in percent syllables stuttered and converted to scale scores of 2-18. Duration is timed to the nearest one tenth of a second and converted to scale scores of 2-18. The four types of Physical Concomitants are converted to scale scores of 0-20.
The Instrument was normed on a sample of 72 preschool-aged children,
139 school-aged children, and 60 adults. It has four components, each
of which is used to assess and monitor the stuttering severity in both
children - 2 years of age and older - and adults for clinical and research
Test of Auditory Comprehension of Language - Third Edition [TACL-3]
The Test of Auditory Comprehension of Language - Third Edition
(TACL-3) is a popular, individually administered measure of receptive
spoken vocabulary, grammar, and syntax. The test consists of 142 items
divided into three subtests that assess a child's ability to understand
the following categories of English language forms: vocabulary, grammatical
morphemes, and elaborated phrases and sentences. Percentile ranks, standard
scores. and age equivalents are provided.
Test of Adolescent and Adult Language - Fourth Edition [TOAL-4]
Donald D. Hammill, Virginia L. Brown, Stephen C. Larsen, J. Lee Wiederholt
The Test of Adolescent and Adult Language - Fourth Edition is designed to measure spoken and
written language abilities for ages 12 through 24 years. The TOAL-4 has six subtests: Word
Opposites, Word Derivations, Spoken Analogies, Word Similarities, Sentence Combining, and
Test of Auditory Processing Skills - 3rd Edition [TAPS-3]
Nancy Martin, Rick Brownell
The TAPS-3 represents a very thorough reshaping of the Test of Auditory Perceptual Skills, Revised (previously authored by M. Gardner). The most obvious change is that there are no longer two "levels" of the test - the TAPS-3 offers seamless coverage for ages 4 through 18 years. The TAPS-3 measures what a person does with what is heard, and is intended to be used along with other tests as part of a battery. It is designed to be used by speech-language pathologists, audiologists, school psychologists, and other testing professionals.
The order of the subtests reflects a developmental progrssion of tasks from easiest to most difficult. Four new subtests have been added: Phonological Segmentation, Phonological Blending, Auditory Comprehension, and Auditory Reasoning (this replaces the Auditory Processing subtest from previous editions). New items were developed for many subtests, while some existing test items were retained. The content for other subtests has been completely revised; for example, the last subtest, Auditory Reasoning, contains all new items specifically designed to tap auditory cohesion, a higher-order process. An optional Audity Figure-Ground task has also been added as a supplemental subtest presented via CD to flag attentinon problems and give feedback about how the child's auditory processing system works in "real-world" situations. The subtests are:
There are also notable differences in how scores are derived and the types of scores obtained. The use of partial credit in some subtests reflects more accurately the child's auditory abilities. In addition to one overall score, individual subtest scores are combined to derive three cluster scores: Basic Auditory Skills (Word Discrimination, Phonological Segmentation, and Phonolgical Blending subtests), Auditory Memory (Number Memory Forward, Number Memory Reversed, Word Memory, and Sentence Memory subtests), and Auditory Cohesion (Auditory Comprehension and Auditory Reasoning subtests). The introductory chapter of this manual presents and updated literature review.
The TAPS-3 remains an untimed test, can still be completed in about one hour and can be scored in about 15-20 minutes. Detailed scoring criteria are provided, with alternate acceptable answers when applicable. The TAPS-3 norms are now nationally stratified to match as closedly as possible the demographics shown in the latest US Census with regard to gender, ethnicity, residence, geographic location, and parent educational level. Norms are based data from over 2000 sudents. Indibidual subtests are reported as scaled scores, whille cluster scores (Phonological Skills, Memory, and Cohesion) and the overall score are reported standard scores; percentile ranks and age equivalents are also provided.Complete
Test of Auditory Processing Skills - Third Edition, Spanish Bilingual [TAPS-3:SBE]
The new Spanish version of the Test of Auditory Processing Skills-Third Edition is not a translation but provides separate norms that are based on Spanish-speaking children in the United States.
The structure of the test is similar to the English version but with allowances made for language and grammar differences. Notably, the subtest in the English version that utilized compound words was eliminated because such words are extremely rare in Spanish, and new sentences with idioms were developed.
While the test is administered in Spanish to ages 5 years to 19 years and the responses are expected to be in Spanish, the examiner may use English to give directions, and English responses may be accepted if the meaning is the same as the intended response. Subtest scoring is the same as in the TAPS-3, allowing partial credit in order to reflect more accurately the child's processing abilitiy.Complete
Test of Auditory Reasoning and Processing Skills [TARPS]
Morrison F. Gardner
The Test of Auditory Reasoning and Processing Skills (TARPS) measures the quality and quantity of a subject's auditory
thinking and reasoning - the ability of a child to draw conclusions, to
make inferences, and to apply and use judgment from what the child
auditorily perceives. While many of the questions and statements do
reflect what a child has learned from home and formal education, the
purpose of this test is to determine what the child does with what he
or she has learned. For example, factual information learned from home
and formal education usually suggests a measure of memory but does not
always measure how a child uses what he or she has learned.
Test of Early Language Development - Third Edition [TELD-3]
Wayne P. Hresko, D. Kim Reid, Donald D. Hammill
The TELD-3 is a major revision. Like the previous edition, the TELD-3 yields an overall Spoken Language score, but now it includes scores for Receptive Language and Expressive Language subtests. The test is quick and easy to administer and score, testing time between 15 and 45 minutes on an individual basis. The attractive pictures and content, along with the untimed nature of the items, allow for optimal assessment. Standard scores (with a mean of 100 and a standard deviation of 15) and percentiles are provided for subtest and composite scores. Age equivalent scores also are reported for the subtests, for ages 2 through 7.Complete
Test of Language Development - Intermediate: Fourth Edition [TOLD-I:4]
Donald D. Hammill, Phyllis L. Newcomer
The Test of Language Development-Intermediate, now in its fourth
edition, for ages 8 years to 18 years, is available to
identify children who are significantly below their peers in oral language
proficiency, determine their specific strengths and weaknesses in oral
language skills, document their progress in remedial programs, and measure
oral language in research studies.
Test of Language Development - Primary: Fourth Edition [TOLD-P:4]
Donald D. Hammill, Phyllis L. Newcomer
The Test of Language Development-Primary: Fourth Edition assesses
spoken language in young children ages 4 years to 9 years.
Professionals can use this test to identify children who are significantly
below their peers in oral langauge proficiency, determine their specific
strengths and weaknesses in oral language skills, document their progress
in remedial programs, and measure oral language in research studies.
Test of Narrative Language [TNL]
Merlin J. Mecham
Ronald B. Gilliam, Nils A. Pearson
Test of Phonological Awareness Skills [TOPAS]
Phyllis Newcomer, Edna Barenbaum
The TOPAS is helpful in identifying children ages 5 through 10 who have problems
in phonological awareness. It has four subtests (Rhyming, Incomplete Words,
Sound Sequencing, and Sound Deletion) that measure three areas of phonological
awareness: sound comparison, phoneme blending, and phoneme segmentation.
Test of Phonological Awareness - Second Edition: PLUS [TOPA-2+]
Joseph K. Torgesen, Brian R. Bryant
The TOPA - 2+, a revision of the popular Test of Phonological Awareness, is a group-administered, norm-referenced measure of phonological awareness for children ages 5 through 8 years. The scale, which can also be administered individually, has demonstrated reliability, and the test yields valid results that are reported in terms of percentile ranks and a variety of standard scores (e.g., scale scores, Normal Curve Equivalents) that can be selected based on the preference of the examiner and the purpose for which the results are to be used (e.g., identification; reports to local, state or federal agencies). The TOPA - 2+ has two versions, a Kindergarten version taking 30 to 45 minutes to administer and an Early Elementary version taking 15 to 30 minutes to administer, that measure young children's ability to (a) isolate individual phonemes in spoken words and (b) understand the relationships between letters and phonemes in English. The latter skill was not assessed by the original TOPA and is the reason the PLUS was added to the title. All new normative data has been collected and is presented.
Test of Pragmatic Language - Second Edition [TOPL-2]
Diana Phelps-Terasaki, Trisha Phelps-Gunn
The Test of Pragmatic Language-2 (TOPL-2) for ages 6 years to 19 years expands the original test for an even more in-depth and comprehensive analysis of social communication in context. Its four main uses include identifying individuals with pragmatic language defiits, determining individual strengths and weaknessess, documenting an individual's progress, and researching pragmatic language skills. Testing time is between 45 and 60 minutes on an individual basis.Complete
Test of Word Finding - Second Edition [TWF-2]
Diane J. German
The Test of Word Finding - Second Edition (TWF-2) is a new
edition of the Test of Word Finding (TWF), the standard in word finding
assessment. Like the TWF, the TWF-2 is a nationally standardized,
individually administered diagnostic tool for the assessment of
children's word finding skills. The TWF-2 was developed to be
administered to children 4 years through 12 years 11 months.
Three forms are provided: a pre-primary form for preschool and
kindergarten children; a primary form for the first and second grades;
and an intermediate form for the third through sixth grades. These new
norms extend the use of the TWF-2 to include Preschool age children.
Token Test for Children - Second Edition [TTFC-2]
Ronnie L. McGhee, David J. Ehrler, Frank DiSimoni
The Token Test for Children - Second Edition is a reliable and effective screening measure for assessing receptive language in children ages 3 years to 13 years. Administration is rapid, yielding raw scores, standard scores, percentile ranks, and age equivalents. The test requires the administrator to give the child 46 linguistic commands, to which the child must respond by manipulating 20 small tokens. The commands are arranged in four parts of increasing difficulty and must be administered in consecutive order.Complete