EVALUATIONS & ASSESSMENTS (N-Z)

Oral and Written Language Scales, Second Edition (OWLS-2, 2011)

Language. Ages: 3-21'11 years

OWLS-II offers and integrated, global approach to language assessment with a new Reading Comprehension Scale, updated norms, new items, a parallel form, improved scoring guidelines, and full-color stimulus materials. A helpful new handbook, "Foundations of Language Assessment," makes it easier to understand the test and interpret results. Use OWLS-II to:

  • identify students with learning disabilities, language disorders, and related difficulties in accordance with IDEA requirements

  • design targeted interventions that address potential academic difficulties

  • monitor progress, using the new alternate form

  • gather longitudinal data for research purposes

 

 

The four OWLS-II scales, Listening Comprehension, Oral Expression, Reading Comprehension, and Written Expression, give you a complete, accurate, and useful picture of language skills. Each of the four scales assesses four linguistic structures: Lexical/Semantics, Syntax, Pragmatics, and Supralinguistics.

Overall Assessment of the Speaker's Experience of Stuttering (OASES, 2010)

Speech production. Ages: 7 years- Adult

Unlike most other stuttering assessments, which focus primarily ont he frequency and type of stuttering events, the OASES measures the impact of stuttering on a person's life. Built on a solid theoretical foundation, this brief, yet comprehensive self-report offers an evidence-based tool to support effective intervention. Each of the 100 questions is scored on a Likert scale from 1-5. Responses are totaled into Impact Scores and Ratings (mild through severe) for each of the four sections: General Information, Your Reactions to Stuttering, Communication in Daily Situations, and Quality of Life.

Peabody Picture Vocabulary Test, Fourth Edition (PPVT-4, 2007)

Language. Ages: 2.5 years - Adult

The PPVT-4 test offers many enhancements to a vocabulary assessment that has been well respected for 50 years. This latest edition has been co-normed with the Expressive Vocabulary Test, Second Edition (EVT™-2), allowing you to make direct comparisons between receptive and expressive vocabulary performance. The PPVT-4 test is individually administered and norm-referenced. Use it to:

  • Quickly evaluate receptive vocabulary with a test that requires no reading or writing

  • Monitor progress using two parallel forms

  • Directly compare receptive and expressive vocabulary when you also administer the EVT-2

  • Move immediately into evidence-based interventions using those embedded directly into and linked into the scoring and reporting software

  • Meet guidelines for universal screening, identifying strengths and weaknesses, and diagnostic testing in an RTI environment

Phonological Awareness and Reading Profile - Intermediate (PARP-I, 2001)

Language. Ages: 8-14 years

This test helps you identify areas in which a struggling reader may experience difficulty.  Test results help you profile a student's strengths and weaknesses for a complete picture of his reading skills.  The profile can be used as a pre- and post-measure to track student progress throughout the year. Examine specific skills in phonological awareness, phonics, naming speed, and reading fluency.  The wide range of tasks complements more comprehensive assessments of reading skills and gives a clear picture of how to plan your remediation program.  The examiner has the discretion to administer only those items that are appropriate for a particular student.  If a student falls below the mastery level of a task, he needs instruction in that area. 

Phonological Awareness Profile (PAP, 1995)

Language. Ages: 5-8 years

The Phonological Awareness Profile is an individually-administered, criterion-referenced test designed to diagnose deficits in phonological processing and phoneme/grapheme correspondence. 

Use the test as a pre- and post-measure to track improvement in phonological awareness.  The profile serves to complement other comprehensive measures of reading ability.  Test results help you plan intervention programs. Six tasks help determine the student's phonological awareness: rhyming, segmentation, isolation, deletion, substitution, and blending.  Three additional tasks assess knowledge of phoneme/grapheme correspondence: graphemes, decoding, and invented spelling.  Administer the entire test or select skills of interest.  

Phonological Awareness Test - Second Edition (PAT-2, 2007)

Language. Ages: 5-9 years

The Phonological Awareness Test 2 is a standardized assessment of children's phonological awareness, phoneme-grapheme correspondences, and phonetic decoding skills.  Test results help educators focus on those aspects of a child's oral language that may not be systematically targeted in classroom reading instruction. This test assesses a student's awareness of the oral language segments that comprise words (i.e., syllables and phonemes).   The test is comprehensive and includes a wide variety of tasks; performance on each of these tasks has been correlated with success in early reading and spelling.  The straightforward, developmental format lets you easily tease out specific skills and plan effective interventions. 

Photo Articulation Test - Third Edition (PAT-3, 1997)

Speech production. Ages: 3-8'11 years

The PAT-3 is a completely revised edition of the popular Photo Articulation Test. It meets the nationally recognized need for a standardized way to document the presence of articulation errors. The PAT-3 enables the clinician to rapidly and accurately assess and interpret articulation errors. The test consists of 72 color photographs (9 photos on each of eight sheets). The first 69 photos test consonants and all but one vowel and one diphthong. The remaining 3 pictures test connected speech and the remaining vowel and diphthong. A deck of the same 72 color photographs, each on a separate card, is provided for further diagnosis and may be used in speech-language remediation.

Practical Test of Articulation and Phonology (PTAP, 2013)

Speech production. Ages: 3 years - Adult

The PTAP is a comprehensive, quick (4 to 8 minutes), and easy-to-administer assessment and screening tool that helps the clinician make a differential diagnosis between articulation delay, phonological disorder, or a combination of the two. The stimuli to elicit response vocalizations are 36 realistic, sharp color photos of objects that represent basic vocabulary words. Scoring, based on 23 phonemes and 7 phonological processes, is virtually effortless, and takes less than 10 minutes. An Oral Motor Exam is also included as part of the Results Summary Sheet.
PTAP is a valuable RtI tool.

Pre-Reading Inventory of Phonological Awareness (PIPA, 2003)

Language. Ages: 4-6'11 years

Easy to administer inventory of phonological awareness skills. Helps identify children at risk for reading failure. Fulfills the phonological awareness requirements of the Early Reading First and Reading First initiatives. Includes six subtests: Rhyme Awareness, Syllable Segmentation, Alliteration Awareness, Sound Isolation, Sound Segmentation, and Letter-Sound Knowledge. Individual subtests can be administered quickly and easily. Subtest tasks are engaging with colorful artwork. Item analysis tables included on the Record Form for each subtest. Can be used as an outcomes-based measure. Norms are based on data that reflects the 2000 U.S. Census. Can be administered by SLPs, teachers, and paraprofessionals.

Communication. Ages: Preschool

This is a collection of 38 modules from Cate Crowley’s NYCDOE workshop regarding preschool children and accurate disability evaluations. Dr. Cate Crowley developed a two-day training on appropriate preschool disability evaluations for SLP, psychology, OT, and special education evaluations. This training was offered in New York City and was attended by over 800 NYCDOE administrators, agency representatives, and evaluators. The two-day training was then recorded in a studio and divided into these 38 modules of approximately 10 minutes in length focusing on different content areas related to preschool disability determination evaluations. As an experienced attorney and SLP, Dr. Crowley focusing on law and regulatory frameworks, psychometric and statistical information, current research, and combines all of this into approach that clinicians can apply to improve the accuracy of disability evaluations

Preschool Motor Speech Evaluation and Intervention (2001)

Speech Production. Ages: 18-60 months

This manual is the most comprehensive resource you'll find for evaluating and treating oral motor and motor speech disorders in young children ages 18 months to six years (older if developmentally delayed). You'll even have strategies for nonverbal and preverbal children. The heart of this program is the Preschool Motor Speech Evaluation. This criterion-based assessment is designed to differentiate motor-based speech disorders from phonological disorders. The test is separated into observations of typical development as well as atypical observations. By examining the pattern of atypical observations, you'll be able to identify whether speech difficulties are characteristic of hyper- or hyposensitivity, tone differences, dysarthria, oral nonverbal apraxia, or developmental verbal apraxia.

 

Quick Assessment for Apraxia of Speech (1999)

Speech production. Ages: Adolescent-Adult

This instrument takes 10 minutes to administer and includes tasks that provide clinically relevant information about oral and verbal apraxia. The instrument offers an organized, step-by-step method for quickly assessing the presence or absence of the motor speech programming disorders.

Screening Test for Developmental Apraxia of Speech - Second Edition (STDAS-2, 2000)

Speech production. Ages: 4-12 years

The STDAS­-2 is now completely revised and updated to incorporate reviewers' suggestions for improving the instrument. This revision also reflects the author's many years of experience working with children who have developmental apraxia of speech. The STDAS­-2 identifies children ages 4 through 12 who have both atypical speech ­language problems and associated oral performance. These two key factors render children suspect for developmental apraxia of speech.

The STDAS­-2 has four subtests. The first subtest, Expressive Language Discrepancy, is a required prescreening task. For this subtest, the difference between expressive and receptive language age is calculated if receptive language age is higher than expressive language age. This discrepancy remains the best indicator for further testing of developmental apraxia of speech. The other three subtests, Prosody, Verbal Sequencing, and Articulation, are core subtests.

Second Contextual Articulation Tests (S-CAT, 1997)

Speech production. Ages: 4 years +

This unique, three-part program helps speech-language pathologists gain greater precision and efficiency in the clinical management of articulation and phonological disorders. For the first time, it is possible to not only determine the exact pretreatment status for any particular phoneme or phonological process, but also to evaluate progress during treatment, ensure that treatment is targeted where it is most needed, link practice materials to the assessment process, document the overall effectiveness of intervention, and decide with certainty when to dismiss a patient from treatment. It is ideal for use in designing realistic IEPs that contain measurable objectives. Each of the three S-CAT components are self-contained for convenient use and include all stimulus materials, instructions, and money-saving reproducible protocols.

Sensory Profile 2 (2014)

Sensory Processing. Ages: 0-14 years

The Sensory Profile™ 2 family of assessments provides you with standardized tools to help evaluate a child's sensory processing patterns in the context of home, school, and community-based activities. These significantly revised questionnaires evaluate a child's unique sensory processing patterns from a position of strengths, providing deeper insight to help you customize the next steps of intervention. The forms are completed by caregivers and teachers, who are in the strongest position to observe the child's response to sensory interactions that occur throughout the day. Includes the Sensory Profile School Companion, which can be used to evaluate a child's sensory processing skills and how these skills affect the child's classroom behavior and performance.

Social Competence and Behavior Evaluation, Preschool Edition (SCBE, 1995)

Classroom skills. Ages: 2.5-6 years

The SCBE assesses young children’s social and emotional adjustment to the classroom setting. Completed by a preschool or kindergarten teacher, it is composed of 80 items covering eight basic scales and four summary scales. Basic Scales: Depressive–Joyful, Anxious–Secure, Angry–Tolerant, Isolated–Integrated, Aggressive–Calm, Egotistical–Prosocial, Oppositional–Cooperative, and Dependent–Autonomous. Summary Scales: Social Competence, Externalizing Problems, Internalizing Problems, and General Adaptation. While many instruments for young children focus primarily on anger and hyperactivity, the SCBE measures a range of behaviors and emotions—including anxiety and depression—that are relevant to the teacher and parent. It is extremely useful for instructional planning and measuring the effectiveness of intervention.

Social Emotional Evaluation (SEE, 2008)

Language. Ages: 6-12'11 years

The Social Emotional Evaluation (SEE) evaluates the social skills and higher-level language that students need to interact successfully in everyday situations at home, school, and in the community. The SEE presents typical social situations and common emotional reactions that elementary and middle school students frequently encounter. It is ideal for identifying social and emotional language needs of students with autism spectrum disorders, emotional disorders, learning disabilities, or attention deficit disorders. To ensure consistent administration of auditory stimuli, an audio CD accompanies Sections III (Understanding Social Gaffes) and IV (Understanding Conflicting Messages) of SEE. Use the Teacher/Parent Questionnaire as a quick screening tool to determine whether you need to administer the full evaluation or confirm test results.

Social Language Development Test - Elementary (SLDT, 2008)

Language. Ages: 3-18 years

Many children perform well on traditional language tests, yet their social language skills are inadequate.  This test will substantiate the influence of your students' language disorders on their social disorders and qualify them for therapy. The test assesses students' language-based responses to portrayed, peer-to-peer situations which is unlike other tests which rely on observation forms. The test assesses the language required to appropriately infer and express what another person is thinking or feeling within a social context, to make multiple interpretations, take mutual perspectives, and negotiate with and support their peers. Test tasks reflect the developmental refinement of social language comprehension and expression and differentiate typically-developing children from those with language learning disorders or autism. Subtests consist of question-answering tasks, interpretations of photographed scenes, and verbal explanations.

Social Skills Improvement System Rating Scales (SSIS, 2008)

Language. Ages: 3-18 years

The SSIS (Social Skills Improvement System) Rating Scales enables targeted assessment of individuals and small groups to help evaluate social skills, problem behaviors, and academic competence. Teacher, parent and student forms help provide a comprehensive picture across school, home, and community settings. Designed to replace the SSRS Social Skills Rating System, this substantially revised tool includes updated norms, improved psychometric properties, and new subscales.

 

The multi-rater SSIS Rating Scales helps measure:

  • Social Skills: Communication, Cooperation, Assertion, Responsibility, Empathy, Engagement, Self-Control

  • Competing Problem Behaviors: Externalizing, Bullying, Hyperactivity/Inattention, Internalizing, Autism Spectrum

  • Academic Competence: Reading Achievement, Math Achievement, Motivation to Learn

Spanish Articulation Measures - Revised (SAM, 1994)

Speech production. Ages: 3+ years

This instrument can be used to assess consonant production and use of phonological processes in Spanish. The instrument includes a variety of types of assessment measures, making it possible to use the instrument both for screening and diagnostic purposes. Section 1 of he instrument is divided into four sections: Spontaneous Word Production Task, Word Repetition Articulation Screening, Sound Stimulability in Syllables, and Articulation in Conversational Speech. Section 2 of the inventory includes criterion-referenced probes designed for use in assessing aspects of the student's spontaneous speech production. Section 3 includes 21 word-repetition tasks.

Strong Narrative Assessment Procedure (SNAP, 1998)

Language. Ages: 7-12 years

The SNAP is an easy-to-follow, step-by-step program for assessing students' narrative skills. The SNAP kit provides everything you need to elicit, transcribe, segment, and analyze narrative language samples from students.

  • Elicit stories from students using 4 wordless picture books (similar in length, theme, number of characters and syntactic complexity) by Mercer Mayer.

  • Guide students to retell the story, recall details, summarize the story, and answer comprehension questions about the story after listening to a narration provided on audio cassette.

  • Practice segmenting and analyzing narrative samples using the exercise and answer keys provided.

 

SNAP is designed for busy professionals who want to go beyond standardized testing and assess language skills critical to students' academic success.

Stuttering Prediction Instrument for Young Children (SPI, 1981)

Speech production. Ages: 3-8 years

SPI is designed for children ages 3 to 8 years and assesses a child's history, reactions, part-word repetitions, prolongations, and frequency of stuttered words to assist in measuring severity and predicting chronicity. This easily administered tool can help you determine whether or not to schedule a child for therapy.

Stuttering Severity Instrument - Fourth Edition (SSI-4, 2009)

Speech production. Ages: 2-10+ years

SSI-4: Stuttering Severity Instrument – Fourth Edition is a reliable and valid norm-referenced stuttering assessment that can be used for both clinical and search purposes. It measures stuttering severity in both children and adults in the four areas of speech behavior: (1) frequency, (2) duration, (3) physical concomitants, and (4) 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 and converted to scale scores of 0-20. The SSI-4 can also be used in conjunction with the Stuttering Prediction Instruments for Young Children (SPI).

Test of Auditory Comprehension of Language - Fourth Edition (TACL-4, 2014)

Language. Ages: 6-9'11 years

The Test for Auditory Comprehension of Language–Fourth Edition (TACL-4) is the latest revision of this popular, individually administered test. It is a reliable and valid measure of a child’s receptive spoken vocabulary, grammar, and syntax. The test measures children’s ability to understand three language forms:

  • Vocabulary: The meanings of nouns, verbs, adjectives, and adverbs, and of words that represent basic percepts and concepts.

  • Grammatical Morphemes: The meaning of function words (e.g., prepositions, pronouns, determiners) and inflections (e.g., bound morphemes such as noun number and case, verb number and tense, noun–verb agreement, and derivational suffixes).

  • Elaborated Phrases and Sentences: The meaning of syntactically based word relations and elaborated phrase and sentence constructions, including the modalities of single and combined constructions (interrogative sentences, negative sentences, active and passive voice, direct and indirect object), embedded sentences, and partially and completely conjoined sentences.

Test of Auditory Processing Skills, Third Edition (TAPS-3, 2005)

Language. Ages: 4-18'11 years

The TAPS-3 is a very thorough reshaping of the Test of Auditory Perceptual Skills(authored by M. Gardner). 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. Four subtests have been added with this edition: Phonological Segmentation, Phonological Blending, Auditory Comprehension, and Auditory Reasoning (this replaces Auditory Processing subtest from previous editions). New items were developed for many subtests; while some existing test items were retained.

 

Test of Auditory Reasoning and Processing Skills (TARPS, 1993)

Language. Ages: 5-14 years

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 a child auditorily perceives. This test will measure a child's ability to think logically, conceptually and abstractly... to perceive auditory matter accurately, make sense of it, and use judgment and common sense in bringing the matter to a conclusion. Another purpose of the TARPS is to assess how well a child can pick out key words in a question or a statement, and know that the key word holds the clue to the answer, or is the answer. 

Test of Childhood Stuttering (TOCS, 2009)

Speech production. Ages: 4-12 years

The Test of Childhood Stuttering (TOCS) provides clinicians and researchers with a sound method for assessing speech fluency skills and stuttering-related behaviors in children 4 through 12 years of age. Its main purposes are to (1) identify children who stutter, (2) determine the severity of a child’s stuttering, and (3) document changes in a child’s fluency functioning over time.  It can also be used as a tool in research on childhood stuttering.

Test of Early Communication and Emerging Language (TECEL, 2011)

Communication. Mental ages: 2 weeks - 24 months

The Test of Early Communication and Emerging Language (TECEL) assesses the earliest communication behaviors and emerging language abilities in infants and toddlers up to 24 months old. It is well-constructed, reliable, practical, research-based, and theoretically sound. The TECEL is a revision and standardization of Mary Blake Huer’sNonspeech Test, a well-regarded assessment used with both typically developing young children and with older individuals with moderate-to-severe language delays.

Test of Language Competence - Expanded Edition (TLC-Expanded, 1989)

Language. Ages: 5-18 years

Use this tool to determine students' language strategies, assist in developing remediation plans, and write Individual Education Plan (IEP) goals and objectives. Diagnose disorders of higher-level language function. TLC–Expanded is an excellent complement to basic language skills testing with CELF®–5. Subtests include Ambiguous Sentences, Listening Comprehension: Making Inferences, Oral Expression: Recreating Speech Acts, Figurative Language, and a supplemental memory subtest. Quick Screening Composite (based on two subtests) helps you determine the need for further testing.

Test of Language Development - Intermediate - Fourth Edition (TOLD-I:4, 2008)

Language. Ages: 8-17'11 years

The Test of Language Development-Intermediate, now in its fourth edition, is the best TOLD:I ever — well-constructed, reliable, practical, research-based, and theoretically sound. Professionals can use the TOLD:I-4 to (1) identify children who are significantly below their peers in oral language proficiency, (2) determine their specific strengths and weaknesses in oral language skills, (3) document their progress in remedial programs, and (4) measure oral language in research studies.

Test of Language Development - Primary - Fourth Edition (TOLD-P:4, 2008)

Language. Ages: 4-8'11 years

The Test of Language Development-Primary: Fourth Edition (TOLD-P:4) assesses spoken language in young children. It is well constructed, reliable, practical, research-based, and theoretically sound. Professionals can use the TOLD-P:4 to (1) identify children who are significantly below their peers in oral language proficiency, (2) determine their specific strengths and weaknesses in oral language skills, (3) document their progress in remedial programs, and (4) measure oral language in research studies.

Test of Phonological Awareness in Spanish (TPAS, 2004)

Language. Ages: 6-18'11 years

The Test of Phonological Awareness in Spanish (TPAS) measures phonological awareness ability in Spanish-speaking children. The TPAS can be used to help identify children who may benefit from instructional activities to enhance their phonological abilities to aid reading instruction.

Test of Pragmatic Language - Second Edition (TOPL-2, 2007)

Language. Ages: 6-18'11 years

The Test of Pragmatic Language-2 (TOPL-2), designed for use by speech-language pathologists, provides important information to all essential and involved school team members (school psychologists, counselors, special educators, and clinical psychologists) about social skills and conflict resolution. Use the TOPL-2 as part of a full individual evaluation and program planning.

TOPL-2 four principles include:

  • Identifying individuals with pragmatic language deficits.

  • Determining individual strengths and weaknesses.

  • Documenting an individual’s progress.

  • Researching pragmatic language skills.

Test of Problem Solving - Second Edition Adolescent (TOPS-2 Adolescent, 2007)

Language. Ages: 12-17 years

While other tests may assess thinking skills by tapping mathematical, spatial, or nonverbal potential, the TOPS 2 Adolescent assesses critical thinking abilities based on the student's language strategies using logic and experience. The TOPS 2 Adolescent uses a natural context of problem-solving situations related to adolescent experiences and assesses five different decision-making skill areas critical to academic, problem solving, and social success. Based on the research of Richard Paul, the TOPS 2 Adolescent emphasizes the integrative disposition of critical thinking by focusing on cognitive processes. The test is comprised of five subtests (18 written passages) that assess a student's performance of these skills.  The subtests require the student to pay careful attention to, process, and think about what they hear and read; think about problems with a purpose in mind; resist the urge to be impulsive; and express answers verbally.

Test of Problem Solving - Third Edition Elementary (TOPS-3 Elementary, 2005)

Language. Ages: 6-12 years

TOPS 3 Elementary focuses on the student's linguistic ability to think and reason.  Language competence is the overall indicator of how a child's language skills affect his ability to think, reason, problem solve, infer, classify, associate, predict, determine causes, sequence, and understand directions.  The TOPS 3 Elementary test questions focus on a broad range of language-based thinking skills, including clarifying, analyzing, generating solutions, evaluating, and affective thinking.

While other tests may assess students' thinking skills by tapping mathematical, spatial, or nonverbal potential, the TOPS 3 Elementary measures discrete skills that form the foundation of language-based thinking, reasoning, and problem-solving abilities. The test is composed of 18 situations that examine six thinking tasks.  Carefully selected items and situations are relevant to most students and common across cultures and in most schools or home settings. Although the skills tested on the TOPS 3 Elementary are necessary for developing social competence, it is not primarily a test of pragmatic or social language skills.  Rather, it should be part of a battery of tests/observations used to assess pragmatic competence.

Test of Semantic Skills - Intermediate (TOSS-I, 2004)

Language. Ages: 9-13 years

The Toss-I surveys ten semantic and vocabulary tasks through five receptive subtests and five expressive subtests in the skill areas of labels, categories, attributes, functions, and definitions.  Nineteen realistic illustrations and test questions represent themes common to everyday life.  Test items emphasize vocabulary that is meaningful to the experiences of late elementary and middle school students. 

Test of Semantic Skills - Primary (TOSS-P, 2002)

Language. Ages 4-8 years

Children with language and learning disorders often are severely hampered when facing words out of context or new words in reading passages, or when trying to determine word meaning by using context clues.  The TOSS-P meets the need for a comprehensive diagnostic test of semantics.  A wide range of receptive and expressive tasks, including skills in categorizing, describing, and defining (not just naming skills), means the TOSS-P will accurately assess your students' competency with semantics. The test is built around six common themes and comprised of twenty realistic line-illustrations depicting natural, real-life scenes.  Test items emphasize vocabulary that is meaningful and relevant to the experiences of young children.  In this way, your student can use visual and verbal information to respond to the test as they do to respond to their environment. There are five subtests and 10 semantic and vocabulary tasks in the test.  Five tasks are receptive and five are expressive.  This parallel allows for analysis and comparison of verbal and nonverbal performance.  The multiple question types give students ample opportunities to demonstrate the flexibility, diversity, and richness of their language.

Test of Word Finding - Third Edition (TWF-3, 2015)

Language. Ages: 4-12 years

The Test of Word Finding, now in its third edition, is a norm-referenced, single-word expressive language test expressly designed to assess children’s word-finding ability. It can be used to identify students who have word-finding problems, plan word finding intervention, and measure word finding ability in research studies.

Test of Word Knowledge (TOWK, 1992)

Language. Ages: 5-17 years

This instrument is designed to identify students who lack (or excel in) the semantic skills and repertories that are the foundation of mature language use in thinking, learning, and communication. TOWK subtests address various facets of semantic development and lexical knowledge:

  • Knowledge of Figurative Language

  • Multiple Meanings

  • Conjunctions & Transition Words

  • Receptive & Expressive Vocabulary.

Flexible administration procedures, with all stimuli being presented through visual and auditory modes, allow the needs of those students who are poor readers or who experience auditory memory problems to be accommodated. The 2 levels of the TOWK comprise developmentally appropriate tasks which cover a broad age-range. It has been used as a valuable criterion measure for evaluating residual or recovered semantic knowledge following traumatic head injury or acquired aphasia and has applications as an assessment of gifted students who excel in semantic knowledge.

Verbal Dyspraxia Profile

Oral-motor skills. Ages: 0-2 years

The perfect companion to Judy Jelm’s A Parent Guide to Verbal Dyspraxia. This resource includes:

  • An overview of oral-motor development as it relates to feeding and speech

  • Tables comparing patterns of movement noted in feeding to those used in speech

  • Verbal Dyspraxia: Clinical Picture Checklist to assist with the diagnosis of children who may demonstrate Verbal Dyspraxia

  • Automatic and Imitative oral-motor movement checklists for jaw, lips/cheeks and tongue

  • Sample therapy goals related to jaw, lips/cheeks and tongue movements in both imitation and automatic movement

Verbal Motor Production Assessment for Children (VMPAC, 1999)

Speech production. Ages 3-12 years

The VMPAC enables the clinician to systematically assess the neuromotor integrity of a child’s motor speech system by leading step-by-step through the evaluation. Use the test with any child who has a speech production disorder to fi nd out if the child’s speech is infl uenced by the presence of a motor disruption. The VMPAC assesses three main areas:
Global Motor Control, Focal Oromotor Control, Sequencing, and two supplemental areas: Connected Speech and Language Control, Speech Characteristics.

The child’s scores in these five areas can be compared with age-based norms. Using the VMPAC will assist in identifying the following skills

  • Basic postural, respiratory, and phonatory support for speech production

  • Volitional control of the jaw, lips/face, and tongue

  • Ability to maintain a sequence of non-speech and speech movements

  • Changes in precision with increasing length and complexity of utterances

  • The point (movement level) at which speech breaks down

  • The types of stimulus support that assists the child

 

A training video is also available to demonstrate the administration and scoring procedures for each component of the test.

Voice Assessment Protocol for Children and Adults (VAP, 1987)

Speech production. Ages: 4-18 years

The VAP is an individually administered, easy-to-use assessment procedure for systematic evaluation of vocal pitch, loudness, quality, breath features, and rate/rhythm. Clinical tasks are guided step by step, and immediate interpretations of normalcy are facilitated by a grid-marking system. The VAP is equally applicable to functional and neurogenic voice disorders and includes a pitch level sample audiocassette for clinical use. Complete VAP Kit includes: Examiner's Manual, Audiocassette, and 25 Protocols, all in a sturdy storage box.

Voice Impact Profile (VIP, 2005)

Speech production. Ages: 5+ years

VIP: Voice Impact Profile, Stephanie Martin and Myra Lockhart User-friendly, point-in-time assessment in CD-ROM format. Provides an “at a glance” vocal profile, examining the potential impact of a number of specific factors on the voice: general health, vocal history, health, care, status, and demand, anxiety and stress, social functioning, and environmental factors. Questions have been designed to elicit easily recorded information about a range of factors that affect vocal quality. Can be self-administered in 10 to 15 minutes. Clinician enters responses into computer program or transfers them onto hard copy Worked examples are included. 68 pages, softcover, CD-ROM.

Word Test - Second Edition - Adolescent (WORD Test-2 Adolescent, 2005)

Language. Ages: 12-17 years

The Word Test 2 Adolescent helps you identify the semantic weaknesses that hinder academic, social, and vocational success.  Test results show you why your students struggle with words and meanings of language, fail to adequately interpret new content, and use nondescriptive language.  The Word Test 2 Adolescent measures a student's facility with language and word meaning using common and unique contexts.  The test surveys six semantic and vocabulary skill areas reflective of curriculum vocabulary and everyday language usage.  Each of the six subtests is comprised of 15 items. 

Word Test - Third Edition - Elementary (WORD Test-3 Elementary, 2014)

Language. Ages: 6-11 years

The WORD Test 3 Elementary assesses a student's ability to recognize and express semantic attributes critical to vocabulary growth and language competency.  Current research clearly supports the impact each task on this test has on academic and reading competency.  You will understand how your students attach meaning to words and why they might be struggling in the classroom. The six subtests of The WORD Test 3 Elementary measure skills that correlate with word mastery, reading comprehension, and overall academic success.  Test items are from the curriculum, including language arts, social studies, math, health, and science.  There are fifteen tasks in each subtest.

Please reload

Leadership Support Service
Certified Member
Member

Arkansas Speech-Language Hearing Association

 

Member

SLP Support    Personnel Program

Children and Youth with Sensory Impairments

State Personnel Development Grant

Traumatic Brain

Injury Services