Most assessments are for staff use only, but there are times when we can loan to other professionals. Some assessments are checklists that can be used by family members, classroom teachers and so on. Please contact the SESA librarian for additional information.
For more details and availability: Search the Library Catalog on the Web
|Author, Title and Description|
|ACLC : assessment of children's language comprehension / developed by Rochana Foster, Jane J. Giddan, and Joel Stark. Consulting Psychologists Press, Inc., c1973.|
Description: Constructed "to determine how many word classes in different combinations of length and complexity a child would be able to understand." For ages 3 to 6.5. Doesn't say who may administer; refers to clinician.
|AEPS assessment, evaluation, and programming system for infants and children / edited by Diane Bricker ... [et al.]. 2nd ed. Paul H. Brookes Pub. Co., c2002.|
Description: V. 1. Administration guide -- v. 2. Test: birth to three years and three to six years -- v. 3. Curriculum for birth to three years -- v. 4. Curriculum for three to six years.
"... activity-based, field-tested AEPS¨ links assessment, intervention, and evaluation for children from birth to six years who have disabilities or are at risk for developmental delays. With this reorganized, extensively updated second edition, professionals can assess and monitor six key developmental areas in young children: fine motor, gross motor, cognitive, adaptive, social-communication, and social. AEPS¨ helps identify educational targets tailored for each childÕs needs, formulate developmentally appropriate goals, conduct before and after evaluations to ensure interventions are working, and involve families in the whole process."--Publisher's website.
|Ages & stages questionnaires [videorecording (DVD)] : scoring & referral / written and directed by Elizabeth Twombly, Jane Squires ; video production by Arden Munkres. (ASQ-3 : scoring & referral) Paul H. Brookes Pub., c2009.|
Description: ASQ-3 users will learn how to use the scoring sheets, convert parent responses into point values, compare the results with the cutoff scores, use the monitoring zone to determine if a child's progress should be monitored in one or more areas, interpret parent responses on the Overall section, and decide if a referral for further assessment is needed. Includes a home visitor guiding a mother as she fills out a questionnaire for an infant and tries the ASQ-3 tasks with her child. For ages 1 month to 5.5 years.
|Ages & stages questionnaires : [kit] : a parent-completed child monitoring system / Jane Squires & Diane Bricker ; with assistance from Elizabeth Twombly ... [et al.]. 3rd ed. Paul H. Brookes Pub. Co., c2009.|
Description: Designed to screen young children for developmental delays, to identify children who are in need of further evaluation and those who appear to be developing typically. Includes 21 questionnaires to assist with the screening and monitoring of children with possible developmental delays from one month to five and a half years of age. Questionnaires are to be completed by parents or other primary caregivers and have a reading level of 4th-6th grade. Test areas include: communication, gross motor, fine motor, problem solving, and personal-social. The user's guide is intended to help implement ASQ-3 effectively, and contains vital information about planning, organizing, administering, scoring, and evaluating the screening and monitoring system as well as psychometric information. For ages 1 month to 5.5 years.
|The ages & stages questionnaires on a home visit [videorecording (DVD)]/ developed by Jane Farrell and LaWanda Potter ; produced by Arden Munkres ; by Diane Bricker, Jane Squires and Linda Mounts.|
Description: The ASQ system is designed to identify infants and young children who show potential developmental problems. The ASQ system is designed to be implemented in many settings and can easily be tailored to fit the needs of many families. This video demonstrates the completion of the questionnaires for two children. Viewers discover how to explain the ASQ screening process, redefine items to reflect a family's values and culture, create opportunities for child learning and development, and promote positive parent-child interaction. For ages 1 month to 5.5 years.
|ASQ-3 materials kit [kit] 3rd ed. Paul H. Brookes Pub. Co., c2009.|
Description: "The ASQ-3 Materials Kit gives ASQ-3 users quick, convenient access to all the items they need during screening." For ages 1 month to 5.5 years.
|Autism diagnostic observation schedule [kit] : ADOS / Catherine Lord ... [et al.]. WPS, c2008.|
Description: "... a semi-structured, standardized assessment of communication, social interaction, play, and restricted and repetitive behaviors. It presents various activities that elicit behaviors directly related to a diagnosis of ASD. By observing and coding these behaviors, you can obtain information that informs diagnosis, treatment planning, and educational placement."--Publisher's website. For ages 12 months to adulthood.
|Bailey-Hall cereal test of visual acuity. Center for the Study of Visual Impairment, School of Optometry, c1983.|
Description: Simple vision test. For developmental age 18 months to three years.
|Bayley scales of infant and toddler development [kit]/ Nancy Bayley. Psychological Corporation, c2006.|
Description: The Bayley-III is designed to provide a basis for the evaluation of a child's development between 1 month and 43 months of age. Its primary purposes are to identify children with developmental delays and to provide information for intervention planning.
|Bayley scales of infant and toddler development [kit] : screening test / Nancy Bayley. Psychological Corporation, c2006.|
Description: The Screening test of the Bayley Scales of Infant and Toddler Development is designed to briefly assess the cognitive, language, and motor functioning of infants and young children between 1 month and 42 months of age. The primary purposes are to determine quickly whether a child is progressing according to normal expectations and to determine if further, more comprehensive evaluation is needed.
|Boehm-3 preschool : Boehm Test of Basic Concepts : big picture edition / Ann E. Boehm. 3rd ed. American Printing House for the Blind, c2014.|
Description: "Designed to assess young children's understanding of the basic relational concepts important for language and cognitive development, as well as for later success in school."--[v. 1], p. 1. For ages 3-5.11 years.
|Bracken basic concept scale / Bruce A. Bracken. The Psychological Corporation, Harcourt Brace Jovanovich, c1984.|
Description: For preschool and primary children, ages 2.5 to 7 years 11 months, in both regular and special education settings. To be administered by professional or paraprofessional with knowledge of testing procedures. A comprehensive system of basic-concept assessment, consisting of two instruments: a Diagnostic Scale for measuring 258 basic concepts and a set of eight short, easily administered Screening Tests.
|Brigance diagnostic comprehensive inventory of basic skills II standardized [kit] / Albert H. Brigance. Curriculum Associates, c2010.|
Description: Identify present level of performance and provide ongoing assessment for students functioning at a Pre-K to grade 9 skill level.
|Brigance early head start screen / [by Albert H. Brigance]. Curriculum Associates, c2010.|
Description: "Identify developmental needs quickly and accurately ... which allow teachers to easily identify potential developmental delays and giftedness in language, motor, self-help, social-emotional, and cognitive skills -- all in 10-15 minutes per child. Nationally normed and standardized ; meet federal screening mandates ; monitor child progress toward key skills in Head Start domains ; easy to score and include cutoff scores to help determine which children might need special services ; results help identify developmentally appropriate assessment and instruction"--publisher's website. Birth up to 3 years
Staff use only. May be administered by a teacher or other qualified person.
|Brigance head start screen / [by Albert H. Brigance]. Curriculum Associates, c2010.|
Description: "Identify developmental needs quickly and accurately ... which allow teachers to easily identify potential developmental delays and giftedness in language, motor, self-help, social-emotional, and cognitive skills -- all in 10-15 minutes per child. Nationally normed and standardized ; meet federal screening mandates ; monitor child progress toward key skills in Head Start domains ; easy to score and include cutoff scores to help determine which children might need special services ; results help identify developmentally appropriate assessment and instruction"--publisher's website.
Staff use only. May be administered by a teacher or other qualified person.
"Head Start Screen: ages 3, 4 and 5"--publisher's website
|Brigance inventory for early development III / [by Albert H. Brigance]. Curriculum Associates, c2013.|
Description: "The IED III Standardized provides a variety of normative scores (standard scores, percentiles, and age equivalents), which can be used for benchmarking, standardized reporting, and supporting identification of special needs. The IED III Standardized contains 55 norm-referenced assessments, which allow educators to compare a child's performance to that of a nationally representative sample of children the same age. The IED III Standardized includes scores in five domains, demonstrating broad content coverage and strong alignment to state early learning standards and Common Core State Standards: Physical Development: Gross and Fine Motor Skills ; Language Development: Receptive and Expressive Language Skills ; Academic Skills/Cognitive Development: Literacy and Mathematics Skills ; Adaptive Behavior: Daily Living Skills ; Social and Emotional Development: Interpersonal and Self-regulatory Skills"--publisher's website. For birth through developmental age 7.
Staff use only. May be administered by a teacher or other qualified person.
|CAAP [kit] : Clinical Assessment of Articulation and Phonology / Wayne A. Secord, JoAnn S. Donohue. Super Duper Publications, 2007.|
Description: Contains a contemporary, norm-referenced instrument designed for speech-language pathologists to assess English articulation and phonology in preschool and school age children up to 8 years, 11 months.
|The Callier-Azusa scale / Robert Stillman (editor) and Christy Battle ... [et al.] G ed. [South Central Regional Center for Services to Deaf-Blind Children]. c1978.|
Description: The Callier-Azusa Scale was designed specifically for students with deaf-blindness by an interdisciplinary team who had many years of experience with this population. It is also appropriate for assessing most students with severe handicaps and is especially valuable for students with visual and/or hearing impairments because of subscales relating to visual, auditory and tactile development. The method of assessment is through direct observation in classroom settings with input from parents and others who know the student well. A two week observation period is suggested.
|Child-guided strategies for assessing children who are deafblind or have multiple disabilities / Catherine Nelson, Jan van Dijk. AapNootMuis Productions, [200-?]|
Description: This unique CD-ROM is user-friendly and highly interactive as it demonstrates Dr. van Dijk's strategies and techniques for assessing and teaching children with multiple disabilities through the use of video clips, questions pertaining to the video clips, discussion, and relevant literature.
Comprehensive assessments of two children are included. Through an interactive question and answer format, the viewer can design an Individualized Education Plan (IEP) for the two children based on the assessments. Also included in the CD-ROM is an index of many terms pertaining to deafblindness and multiple disabilities. Each term is defined, explained in depth, and illustrated by video clips. In addition to a comprehensive printed article detailing the assessment process, 12 full text articles by Dr. Jan van Dijk and colleagues are also included in the production.
|The childhood autism rating scale, second edition (CARS) / Eric Schopler, Mary E. Van Bourgondien, G. Janette Wellman, Steven R. Love. 2nd ed. Western Psychological Services, c2010.|
Description: "This 15-item behavior rating scale helps to identify children with autism and to distinguish them from developmentally handicapped children who are not autistic. In addition, it distinguishes mild-to-moderate from severe autism. Brief, convenient, and suitable for use with any child over 2 years of age, the Childhood Autism Rating Scale (CARS) makes it much easier for clinicians and educators to recognize and classify autistic children. Developed over a 15-year period, with more than 1,500 cases, CARS includes items drawn from five prominent systems for diagnosing autism. Each item covers a particular characteristic, ability, or behavior. After observing the child and examining relevant information from parent reports and other records, the examiner rates the child on each item. Using a 7-point scale, he or she indicates the degree to which the child's behavior deviates from that of a normal child of the same age. Professionals such as physicians, special educators, school psychologists, speech pathologists, and audiologists, who have had only minimal exposure to autism, can easily be trained to use CARS. After the child has been rated on each of the 15 items, a total score is computed by summing the individual ratings. Children who score above a given point are categorized as autistic. In addition, scores falling within the autistic range can be divided into two categories--mild-to-moderate autism and severe autism. This categorization system is based on a comparison of CARS scores with the corresponding expert clinical assessments of over 1,500 children. The product of long-term empirical research, CARS provides quantifiable ratings based on direct behavior observation. These ratings are an important element in the systematic diagnosis of autism."--Publisher's website.
|Color vision testing made easy / Dr. T.L. Waggoner. Home Vision Care ; distributed by Vision Associates, c1994.|
Description: "For all age groups, for all languages, simple pictures, simple symbols"--Cover. For staff use only (MD, VI staff). No indication of who can administer test.
|Communication and symbolic behavior scales (CSBS) [kit] / Amy M. Wetherby, Barry M. Prizant. Brookes Pub. Co., 2003.|
Description: "CSBS is a norm-referenced, standardized instrument used to assess infants, toddlers, and preschoolers at risk for communication delays and impairments. ... CSBS can be used with infants and toddlers whose functional communication age is between 6 and 24 months and with children up to 72 months who exhibit atypical development. It should be administered by a speech-language pathologist, early interventionist, psychologist, or other professional trained to assess developmentally young children. The assessment takes about 50-75 minutes to administer."--publisher's website.
|Communication matrix : a communication skill assessment / Charity Rowland. Design to Learn, c2004.|
Description: ... assessment tool to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing.
|Communication matrix : especially for parents / Charity Rowland.Design to Learn Products, c2004.|
Description: ... assessment tool to help families and professionals easily understand the communication status, progress, and unique needs of anyone functioning at the early stages of communication or using forms of communication other than speaking or writing.
|Cone adaptation test / designed by Lea Hyvarinen.|
Precision Vision ; distributed by Vision Associates, [199?]
Description: "The test consists of 15 5 X 5 cm (2 X 2 in.) red, blue and white plastic chips designed to help parents and teachers become aware of a child's visual difficulties in twilight. The test situation is not a formal test of night vision, but gives useful information on visual adaptation to lighting changes." source: instruction sheet. May be given by teachers or parents.
|Cottage acquisition scales for listening, language & speech : user's manual / by Elizabeth M. Wilkes. Sunshine Cottage School for Deaf Children, c2001, 2014.|
Description: "Eliminate separate forms for listening, language and speech objectives and promote the use of an integrated approach. Easily inform parents about progress. Teach using a developmental model and authentic assessment. Reduce planning time for therapy and classroom instruction; streamline long-term planning and IEP development. Promote continuity from pre-verbal to complex language skills."--Publisher's website.
|Developmental test of visual perception / Marianne Frostig ; in collaboration with Welty Lefever, John R.B. Whittlesey. Rev. Consulting Psychologists Press, c1966.|
Description: Measures visual perception and visual-motor integration skills. May help test for learning disabilities. For ages 3 to 9. Should be given by someone who knows the test. Does not recommend classroom teacher administer test. Some children should be tested by psychologist.
|Diagnosis and remediation of learning and behavior problems in children using the Burks' behavior rating scales : a handbook / Harold F. Burks. Western Psychological Services, c1985.|
Description: A guide for clinicians using the Burks Behavior Rate Scales (BBRS), for clarifying the understanding of symptoms, for investigating possible causal factors, and to created innovative intervention techniques best suited to help children learn accepted behavior patterns.
|Early speech perception. Central Institute for the Deaf, c2012.|
Description: The CID Early Speech Perception kit is a test of speech perception for children as young as 3 years old who are profoundly deaf. The ESP is typically used by audiologists and may be used to establish objectives and to measure effects of a hearing aid or a cochlear implant in terms of their impact on the child's speech perception ability. The kit includes a revised manual, low-verbal and standard scoring forms, 18 toys, full-color picture cards and a new, clinician-friendly CD featuring easy-to-use menus, digitally remastered sounds, two randomizations and a new All Words menu for use with set protocols and research. In this 2012 update, the original ESP (by Geers and Moog) is respected, but enhanced. Additional low-verbal and standard scoring forms are sold separately.
|Early listening at home : curriculum for infants and toddlers with hearing loss / Jennifer Manley, Judith Odendahl and Megan Samson. Central Institute for the Deaf, c2019.|
1 manual ; 1 color pad of brochures "Sweet Success!" ; 1 b&w pad of assessment forms ; 1 key ring set of color laminated cards
Description: Early Listening at Home (ELH) is a curriculum for early intervention (EI) providers working with parents of children from birth to age 3 who are deaf and hard of hearing and beginning to learn listening and spoken language. The ELH: outlines skills and strategies to support parents and caregivers, including techniques for effective coaching, planning and reflecting provides 47 one-page activities for families to practice early listening skills (Detection, Identification and Comprehension) includes a simple form to track and follow up on progress suggests conversations about each skill you can tailor to each individual family offers practical, shareable resources in English and Spanish (ex: The Ear, Familiar Sounds Audiogram, Six Ling Sounds, Audiogram Basics, plus newly developed resources to promote early and consistent access to spoken language) features Sweet Success! Using Daily Routines to Support Listening and Talking - a new tool for EI providers to help parents help their child become comfortable with hearing device use during all waking hours includes a reusable dry-erase resource ring offering handy access to essential tools. STAFF USE ONLY.
|Efron visual acuity test [kit] / Marvin Efron. WCO, c1980.|
Description: Vision testing for children (uses three symbols).
|Enhancement game Lea symbols / developed by Lea HyvŠrinen. Precision Vision ; distributed by Vision Associates, [2000?]|
Description: Cards have the four Lea symbols in different sizes and different contrasts. Used for assessment and training of vision at intermediate contrast levels. Also good for checking amblyopia.
|Erhardt Developmental Vision Assessment (EDVA) / Rhoda P. Erhardt. R. Erhardt, c1986|
Description: "... designed to measure the motor components of visual development in individuals of all ages and cognitive levels with developmental delays, cerebral palsy, and multiple disabilities. It can be used to identify intervention needs, integrate visual procedures with home, school, and community activities, and modify therapeutic and educational programs with ongoing assessment. The 16- page illustrated booklet includes instructions, description of materials, administration, and scoring procedures."--publisher's website. For ages birth and up. Doesn't say who may administer.
|First signs screening kit for pediatric practitioners [kit (DVD)]. First Signs, 2008.|
Description: Outlines the diagnostic criteria for autism spectrum disorders (Asperger's Syndrome, Childhood Disintegrative Disorder, Pervasive Developmental Disorder -- PDD/NOS, Rhett Syndrome), provides the guidelines for conducting a developmental screening, and describes how to relay developmental concerns to parents. Differences in development are vividly demonstrated through video examples of typical and atypical behavior in children from four to thirty-six months of age.
|The functional emotional assessment scale (FEAS) for infancy and early childhood : clinical and research applications / Stanley I. Greenspan, Georgia DeGangi, Serena Wieder. Interdisciplinary Council on Developmental and Learning Disorders, c2001.|
Description: "The ... (FEAS) was developed as a criterion-referenced instrument for children ranging in age from 7 months through 4 years of age. It was designed to measure emotional functioning in children with constitutional- and maturation-based problems (e.g., regulatory disorders), children with interactional problems leading to a variety of symptoms such as anxiety, impulsivity, depression, etc., and children with pervasive developmental difficulties. This includes children who experience constitutional or developmental maturational problems, such as those with regulatory disorders or pervasive developmental disorder, as well as caregivers and children with relational problems, such as attachment disorders, or children from multi-problem families with a variety of interactional difficulties (e.g., anxiety, depression, impulsivity, etc.). The FEAS provides a systematic assessment of the child and caregiverÕs functional emotional capacities. For infants and young children, these capacities include the childÕs ability to organize play interactions with objects and persons, to self-regulate mood and organize attention, to form an attachment with the caregiver, to engage in reciprocal emotional interactions and communications, and to represent feelings and ideas and engage in emotional thinking through play interactions. Caregiver behaviors are evaluated in relation to their capacity to support their childÕs development in each of these areas. The FEAS is intended for use to profile social-emotional functioning in infants and young children. As will be seen in chapter 5, it distinguishes between the child with a high-risk profile of emotional functioning and those without problems, as well as between different types of problems. "--Publisher's website.
|Functional scheme : functions skills assessment learning reassessment : levels: 0-48 months / Lilli Nielsen. Sikon, c2000.|
Description: This book is designed to be used with learners between birth and 48 months to determine developmental levels and changes in levels. It can be used with learners with one or a combination of disabilities.
|GARS-2 [kit] : Gilliam autism rating scale / James E. Gilliam. 2nd ed. Pro-Ed, c2006.|
Description: GARS -2 is a screening test for identifying persons who have autism (a pervasive developmental disorder), and is designed to help professionals diagnose autism. Ages 3-22.
|Hands-on learning [kit] / Charity Rowland, Philip Schweigert. Design to Learn Projects, c2003.|
Description: Addresses a wide range of object interaction skills, including the use of objects in symbolic play and in social interactions, focusing on the child's interaction with the physical environment and specific object interaction skills that may reflect cognitive and social skill development. For early childhood or school age children.
|Heidi doll / designed by Lea HyvŠrinen. Precision Vision ; distributed by Vision Associates, [1997?]|
Description: Doll has high contrast features (black, white and red); for use in a functional vision assessment of infants and young children.
|Heidi expressions test game / [Lea Hyvèarinen] Good-Lite, [ca. 2011]|
Description: "...developed to improve early evaluation of vision for communication. Among the visually impaired children there are some who cannot see expressions and/or do not recognize people by their faces. These children may have nearly normal results in routine vision tests (large visual field and normal or near normal visual acuity.) Other visually impaired children may have this deficit in visual recognition as a part of more extensive loss of visual functions. Many children have Cerebral Palsy, which, however, may be so mild that it has not required special treatment. If the child's difficulties are not known and understood, his/her behavior may cause misunderstandings and needless negative experiences in social interactions. Therefore, testing of a child's ability to see differences between different facial expressions is an important part of functional visual assessment. Visually impaired children have two different kinds of problems in learning to recognize faces and to interpret facial expressions: they do not see expressions well enough to interpret them (=pathway problem), or they have brain damage in the area of face recognition and therefore do not recognize differences in people's faces and may also have difficulties in interpreting expressions (=cognitive visual problem)."--Good-Lite website. Children with brain damage-related vision loss. Good-Lites website.
|Heidi fixation targets. Precision Vision, |
Description: Three sizes of fixation sticks or fixation paddles ; each has a face on one side and a grating on the other. For use in testing the visual sphere in which a child or individual with multiple disabilities responds to objects of a certain size, color, contrast and speed of movement.
|HELP for preschoolers : assessment & curriculum guide. VORT Corp., c1995-1999.|
Description: Developmental assessment procedures and curriculum for use with preschoolers and their families. Tests six areas; has definitions, lists of materials, sequenced/task-analyzed assessment procedures, clear adaptations for assessment, lists of instructional materials, and fun and motivating instructional activities with games, fingerplays and songs.
Assessment is designed to be given by those working in early childhood centers, and those involved in a multi-disciplinary or transdisciplinary team approach. The parents need to be involved in the assessment; teaching concepts carry over to the home setting.
|Hiding Heidi : low contrast "face" test / designed by Lea Hyvarinen, M.D. Precision Vision ; distributed by Vision Associates, [2000?]|
Description: Tests the ability of a child to detect contrast. Cards have contrasts from 100% to 1.2%. Face design makes the test accessible to very young children and individuals with handicaps.
|Individualized, systematic assessment of visual efficiency for the developmentally young and individuals with multihandicapping conditions (ISAVE) [kit] / M. Beth Langley. American Printing House for the Blind, c1998.|
Description: For testing students (infants to young adults) with significant cognitive, neurological/physical and sensory impairments ; can also be used for students who are "at risk".
|Infant/toddler sensory profile [kit] / Winnie Dunn. Therapy Skill Builders : The Psychological Corp., 2002.|
Description: "...can help you: understand the complexities of their sensory processing, gather critical sensory information related to home, school, and work, design strategies for managing daily life, build evidence in your practice. These unique instruments offer a research-based, family-centered approach to sensory processing and provide case studies and guide you in interpretation and intervention planning."--Publisher's website.
|Instruction manual for the Ski*Hi language development scale : assessment of language skills for hearing impaired children from infancy to five years of age / Steve Tonelson and Susan Watkins. Project SKI*HI, c1979.|
Description: Parent observations collected by a parent advisor.
|Lea contrast sensitivity [kit] / developed by Lea HyvŠrinen. Vision Associates, 2013|
Description: Doesn't say who may administer the test.
|Lea gratings / designed by Lea Hyvarinen. Precision Vision ; distributed by Vision Associates), |
Description: For testing the vision of babies and pre-verbal children.
|Lea puzzle. Also called: Lea 3-D puzzle. Precision Vision? 2000?]|
Description: Puzzle is two-sided; black and white on one side, colors on the other. Used for testing visual acuity in individuals at early developmental levels. Doesn't say who may administer.
|LEA rectangles game [realia]/ designed by Dr. Lea HyvŠrinen. Good-Lite Co., [2014?]|
Description: "The rectangle game contains two groups of black and grey rectangles. The total surface area of each rectangle is the same. This set of rectangles is a modification of Effron's rectangles and was designed to allow observations on a child's ability to see differences in size. To make the test situation child friendly the test is performed as if we were playing with building blocks. A normally sighted child can tell you which of the two rectangles is the longer and which one is the shorter, often before the age of three years ... If this is difficult or the child does not understand what you mean, use can use the LEA rectangles game to find out whether the child has a specific visual problem."--guide.
|Lea symbols : crowded symbol book / developed by Lea Hyvarinen. Precision vision ; distributed by School Nurse Supply, |
Description: Tests for visual acuity. Doesn't say who may administer.
|Lea symbols : single symbol book / developed by Lea Hyvarinen. Precision Vision ; distributed by Vision Associates), |
Description: For testing visual acuity in children who can't us linear charts; good for 2-3 year olds. Doesn't say who may administer.
|Lea symbols flash cards / developed by Lea Hyvarinen, M.D. Precision Vision, [2000?]|
Description: Cards for testing visual acuity of children and adults.
|Lea symbols playing cards / developed by Lea Hyvarinen. Precision Vision ; distributed by Vision Associates, |
For testing visual acuity; helpful when testing amblyopic eyes and vision in children with brain damage.
|Logarithmic visual acuity chart : for testing at 40cm (16 inches), size increments = 0.1 log units : Patti Pics. Precision Vision, [20--?]|
Description: "Snellen distance equivalent meter foot." Doesn't say who may administer.
|Logarithmic visual acuity chart : with notations for testing at 3 meters (10 feet) : Patti Pics. Precision Vision, [2014?]|
Description: Two-sided chart with letters for testing near vision. ETDRS (early treatment diabetic retinopathy study). Doesn't say who may administer.
|Low contrast symbol test [kit] / developed by Lea HyvŠrinen. Precision Vision, [20--?]|
Description: For testing contrast sensitivity. Doesn't say who may administer the test.
|MacArthur Communicative Development Inventories : user's guide and technical manual / Larry Fenson. Paul H. Brookes, 2002.|
Description: For assessing early child language; collects parental observations. Word/gestures is for 8-16 month old children; Words and Sentences is for 16-30 month old children ; forms may be used with older children who have developmental delays.
|MacArthur-Bates communicative development inventories [kit] / Larry Fenson ... [et al.]. 3rd ed. Paul H. Brookes Pub. Co., c2007.|
Description: "...professionals can tap into parents' ... day-to-day knowledge and respond to legislation that requires parental input in child evaluations. Top language researchers developed these standardized, parent-completed report forms ... designing the forms to focus on current behaviors and salient emergent behaviors that parents can recognize and track. ... three components: words and gestures form, ... words and sentences form ...vocabulary checklist..."--Publisher's website. For ages 8-18 months.
|[Martians fixation test]. Vision Associates, [2000?]|
Description: Penlight with little funny things on them can be used to observe a child's eye position in cover/uncover testing, fixation, occular motor, and following/tracking an object.
|The Massachusetts visual acuity test with Lea symbols / designed by Luisa Mayer, Ph.D. and Bruce Moore, O.D. ; LEA symbols developed by Lea HyvŠrinen. Precision Vision, |
Description: Test for visual acuity and amblyopia using the Lea symbols. Doesn't say who may administer.
|Multidimensional assessment of young children through play / Sally L. Flagler. Kaplin Press, c1996.|
Description: For children ages birth to 5. To be administered by someone with knowledge and training in child development, and the ability to work with children and families.
|Near vision test : symbols for children. New York Lighthouse, Optical Aids Service, c1970.|
Description: Chart has symbols in various sizes to test near vision for acuity rating and visual efficiency. Doesn't say who may administer.
|PLS-3 : Preschool Language Scale-3 / Irla Lee Zimmerman, Violette G. Steiner, Roberta Evatt Pond. The Psychological Corporation, Harcourt Brace Jovanovich, c1992.|
Description: Should be administered by someone who knows the testing process. For ages 5-12.
|Preferential looking test : for screening visual acuity in infants. Center for the Study of Visual Impairment, School of Optometry, University of California, [198?]|
Description: Use for contrast testing. Doesn't say who may administer.
|Preschool sensory scan for educators (preschool SENSE) : a collaborative tool for occupational therapists and early childhood teachers / Carol S. Kranowitz. Sensory Resources, c2005.|
Description: Designed to facilitate communication between preschool educators and occupational, physical, and speech-language therapists. Introduces early childhood teachers to Sensory Processing Disorder (SPD), also known as Dysfunction in Sensory Integration (DSI). Is a scan (assessment) intended to provide a quick glimpse of children, about 2 1/2 to 5 years of age, who may benefit from the therapist's skill to improve learning and behavior. Includes sample letters, and sample forms.
For occupational therapists and other therapists with training and expertise in identifying Sensory Processing Disorder.
|Psychoeducational profile [kit] : PEP-3 : TEACCH individualized psychoeducational assessment for children with autism spectrum disorders / Eric Schopler ... [et al.] ; TEACCH. 3rd ed. Pro-Ed, c2005.|
Description: Derived from the program the Treatment of Education and Autistic and related Communication handicapped CHildren (TEACCH), the PEP-3 is an inventory of behaviors and skills designed to identify uneven and idiosyncratic learning patterns. The PEP-3 provides useful information regarding social reciprocity and normative data both from a group of children in the autism spectrum as well as from a comparison group of typical children. The PEP-3 offers many nonverbal items, flexible administration procedures, untimed items, concrete materials that are interesting for even the most impaired child, several developmental levels that make success for all examinees a possibility and language items that are separated from other function areas, thus making virtually all children in the autism spectrum testable and teachable. The third edition combines the latest research data on autism with the established information required for making diagnostic and prescriptive recommendations used for planning effective individualized behavioral interventions and educational programs.
|Random dot stereo butterfly [kit]. Stereo Optical Company, Inc., c2004.|
Description: A test for stereo vision. Figures can't be seen without the viewing glasses. Folder includes: Random Dot Butterfly for gross stereopsis (2500 and 1200 seconds of arc). Graded circle test (800 to 40 seconds of arc). Animal test for young children (400 to 100 seconds of arc).
|Rhode Island test of language structure / Elizabeth Engen and Trygg Engen ; with illustrations by Anne Marie Clarkson. University Park Press, c1983.|
Description: May be administered by teachers, speech therapists, or anyone who is familiar with the test and follows the directions here. For ages 3 through 20 with hearing impairments; 3 through 6 without hearing impairments.
|The Rossetti infant-toddler language scale : a measure of communication and interaction / Louis Rossetti. LinguiSystems, Inc., c1990.|
Description: A criterion reference instrument designed to assess the language skills of children from birth through 36 months of age. The scale assesses preverbal and verbal areas of communication and interaction: Interaction-Attachment, Pragmatics, Gesture, Play, Language Comprehension and Language Expression.
|The SCERTS model : a comprehensive educational approach for children with autism spectrum disorders / Barry M. Prizant ... [et al.]. Paul H. Brookes Pub., c2006.|
Description: "A groundbreaking synthesis of developmental, relationship-based, and skill-based approaches, The SCERTS¨ Model provides a framework for improving communication and social-emotional abilities in individuals with autism spectrum disorders (ASD) and their families. Developed by internationally recognized experts, SCERTS¨ supports developmental progress in three domains: Social Communication (communicating spontaneously and establishing relationships), Emotional Regulation (regulating emotional arousal to support learning and engagement), and Transactional Support (elements that aid an individual's progress as he or she works toward a goal). With this two-volume manual set, professionals will have comprehensive and practical guidance on using SCERTS¨ in assessment and intervention with preschool and elementary school students with ASD."--Publisher's website.
|The Simmons-Davidson developmental profile : a guide to its use / Joyce Nesker Simmons, Iain F.W.K. Davidson. Canadian Council of the Blind ; Heron Press, c1992.|
Description: Recommended that this be administered by an experienced clinician. Strongly recommended criteria include: minimum of two years experience with disabled young children, experience in formal and informal assessment and programming of disabled young children, training in professional disciplines which emphasize familiarity with the developmental characteristics of young blind children.
|Tactile test of basic concepts [kit] : a tactile analog to the Boehm test of basic concepts, form A / Hilda R. Caton. American Printing House for the Blind, 1976, c1971.|
Description: For students in preschool or primary grades. May be given by a teacher.
|TASP : test of aided-communication symbol performance / Joan Bruno. DynaVox Mayer-Johnson, c2010.|
Description: "... helps assess symbolic skills quickly and easily. It provides a starting point for designing or selecting an appropriate AAC device page set. TASP uses results to design communication boards and establish appropriate AAC intervention goals and strategies targeting symbolic and syntactic development. Some additional features of TASP: Serves as a tool to benchmark progress in aided communication performance ; Uses Picture Communication Symbols (PCS) and complements other components of the AAC assessment process ; Includes subtests, which can be administered over a period of sessions to test understanding of: ; Symbol size and number ; Grammatical encoding ; Categorization ; Syntactic performance ; Establishes basals and ceilings for each subtest ; Appropriate for children through adults who have the physical ability to function by pointing ; Saves time with an administration time of just 10 to 20 minutes ; Scoring procedures are objective and rapid ; Test forms are reproducible ; Includes customizable worksheets for a variety of practice exercises.
TASP is also effective with preschoolers and kindergartners! Use it to count functional objects, stimulate math practice with colorful activities and more!"--Mayer-Johnson website.
|TERA-3 [kit] : test of early reading ability / D. Kim Reid, Wayne P. Hresko and Donald D. Hammill. Pro-Ed, c2001.|
Description: "... direct measure of the reading ability of young children ages 3-6 through 8-6. Rather than assessing children's "readiness" for reading, the TERA-3 assesses their mastery of early developing reading skills."-- Pearson website.
|Test for auditory comprehension of language (TACL-R) / Elizabeth Carrow-Woolfolk. Rev. ed. DLM Teaching Resources, c1985.|
Description: Can be given by certified or licensed speech/language pathologists, educational diagnosticians, psychologists, equivalent qualified personnel. For students ages 3-9, and older children or adults with certain disabilities.
|Test of auditory comprehension / developed by Audiologic Services and Southwest School for the Hearing Impaired. Foreworks, c1979.|
Description: Should be administered by an audiologist or other qualified personnel (special education professionals) trained in the use of the test. Ages 4-7.
|The test of early reading ability : special edition for students who are deaf or hard of hearing (TERA-D/HH) / D. Kim Reid ... [et al.]. Pro-Ed, c1991.|
Description: Ages 3-13.
Measures children's ability to attribute meaning to printed symbols, their knowledge of the alphabet and its function, and their understanding of the conventions of print. Adapted for children who are deaf or hearing impaired.
To be administered by someone "...proficient in the use of communication methods that are most comfortable and appropriate for the students being tested. ... should also have some formal training in administering assessment instruments and interpreting assessment data"--examiner's manual, p. 9.
|Test of sensory functions in infants [kit] : (TSFI) / Georgia A. DeGangi and Stanley I. Greenspan. Western Psychological Services, [c1989]|
Description: Designed to provide an overall measure of sensory processing and reactivity for infants (4 to 18 months). Includes tests of 5 subdomains: reactivity to tactile deep pressure, adaptive motor functions, visual-tactile integration, ocular-motor control, and reactivity to vestibular stimulation.
|Tests for color blindness / Ishihara. Kanehara, 1960.|
Description: No indication of who may administer; probably teacher.
|Three character test.. Gulden Ophthalmics ; distributed by Vision Associates, [2000?]|
Description: Test for stereopsis, eye alignment, binocular vision ; may also be used to perform the Worth four dot near test
|ToAD : [kit] tools for assessment and development of visual skills / Elaine Kitchel, project leader ; LaRhea Sanford and Rebecca Burnett, project consultants ; Matthew Smith, project assistant, Erica Rucker, project assistant. American Printing House for the Blind, c2007.|
Description: "This set of standardized tools aids in performing functional vision evaluations or visual skills development activities. ToAD does not provide a curriculum-- there are several excellent curricula available, including ISAVE from APH. The ToAD kit provides tools, toys, and puzzles that assist the educator as he or she performs assessments or activities. Most ToAD materials are designed to be used with APH's Invisiboard and ISAVE Grid in a very softly lit environment." -- APH website. Ages 2.5-5.
|TVMS : Test of visual-motor skills / Morrison F. Gardner. Children's Hospital of San Francisco, c1986.|
Description: May be administered by teacher, counselor, diagnostician, psychologist, speech therapist, etc. Person should know the test. Ages 3 and up.
|TVPS : Test of visual-perceptual skills (non-motor) / Morrison F. Gardner. Special Child Publications, c1982|
Description: May be administered by teacher, counselor, diagnostician, psychologist, speech therapist, etc. Person should know the test. Ages 4-18.
|Underlying characteristics checklist--early intervention (3 months through 72 months) / Ruth Aspy, Ph.D., and Barry G. Grossman, Ph.D., with Kathleen Ann Quill, Ed.D. Autism Asperger Pub. Co., c2011.|
Description: A component of the Ziggurat Model. An informal, non-standardized assessment tool designed to identify characteristics across a number of domains associated with autism spectrum disorder. It is not designed or intended for diagnosis of autism spectrum disorder. Helpful for those working with children, as the information provides a starting point for developing and IEP. (Description from publisher's website and Amazon.com)
|VB-MAPP Verbal Behavior Milestones Assessment and Placement Program : a language and social skills assessment program for children with autism or other developmental disabilities / Mark L. Sundberg. AVB Press, 2008.|
Description: "VB-MAPP brings together the procedures and teaching methodology of ABA and Skinner's analysis of verbal behavior in an effort to provide a behaviorally based language assessment program for all children with language delays"--P. 1
The assessment contains 170 measurable learning and language milestones that are sequenced and balanced across 3 developmental levels (0-18 months, 18-30 months, and 30-48 months).
|VCSL : visual communication and sign language checklist for deaf and hard of hearing children / authors: Laurene Simms, Sharon Baker, M. Diane Clark. Gallaudet University ; National Science Foundation ; University of Tulsa ; Science of Learning Center, 2014, c2013.|
Description: "A standardized comprehensive checklist used to assist in tracking young children's sign language development from birth to age 5."--publisher's website.
"The VCSL should be completed in collaboration with people who are familiar with the child's expressive and receptive language. Deaf and hard of hearing professionals could assist family members or professionals with less fluent signing skills, using a team approach. This can include: teachers who are familiar with the child’s language abilities ; early interventionists ; ECE service providers who are fluent signers and work directly with the child and family ; families ; Speech Language Pathologists. "--publishers website.
|W*A*S*P : word associations for syllable perception : phoneme perception/production program : guidelines assessment forms / Mary E. Koch. York Press, Inc., c1999.|
Description: Picture cards represent the sounds of English; may be used as an assessment.
|Wool color test book. Bernell Corp., [19--?]|
Description: For testing color vision. Test can be given to very young children. No indication of who may administer.
Updated April 2020