Author: Gale H. Roid

Age Range: 2 to 85+

Testing Time: Approximately 5 minutes for each of 10 subtests

Administration: Individual

Description: The Stanford-Binet Intelligence Scales–Fifth Edition (SB5) has been widely known as the standard for intelligence measurement since 1916. This collection of 10 subtests, providing Nonverbal, Verbal, and Full Scale IQ scores and other diagnostic indexes, offers highly reliable assessment of intellectual and cognitive abilities, based on a large normative sample of 4,800 individuals ages 2 to 85+ years. Under the requirements of the Individuals with Disabilities Education Improvement Act (IDEIA, 2004), the SB5 provides a comprehensive profile of scores to document the cognitive strengths and weaknesses of children, adolescents, and adults with learning difficulties, delays, and disabilities.

Author: Bruce A. Bracken • R. Steve McCallum

Age Range: 5-0 to 21-11

Testing Time: Abbreviated Battery: 10–15 minutes; Standard Batteries: 30 minutes; Full Scale Battery: 45–60 minut

Administration: Individual

Description: • Uses an all-new normative sample. • All-new studies provided of reliability and validity, including studies of diagnostic accuracy, particularly rigorous techniques involving the computation of sensitivity, specificity, and receiver operating characteristics/area under the curve (ROC/AUC). • New upward extension of normative tables through age 21-11 provided. • New Quantitative subtests replace Object Memory and Mazes. • Entirely nonverbal stimulus-and-response administration format used. • Offers Abbreviated Battery, Standard Battery With Memory, Standard Battery Without Memory, and Full Scale Battery. • Offers a wide breadth of use with exceptional students, including those with intellectual disabilities, learning disabilities, and giftedness. • Provides a fair assessment of culturally and linguistically different examinees, including deaf and hard-of-hearing individuals. • Reduces situational sources of test bias. • Incorporates full-color stimuli, manipulatives, and pointing response modes to engage examinees.

Author: David J. Ehrler • Ronnie L. McGhee

Age Range: 3-0 through 9-11

Testing Time: 5 to 15 minutes

Administration: Individual

Description: The Primary Test of Nonverbal Intelligence (PTONI) is a theoretically sound, researchbased method of assessing reasoning abilities in young children. Psychologists, diagnosticians, special educators, speech–language pathologists, and other professionals can use this test to identify both severe intellectual deficits and superior cognitive intelligence; help estimate future school success based on family history, educational background, and personality traits; and study a wide range of researchable topics and issues. The PTONI was normed on a culturally and ethnically diverse demographic sample of 1,010 children, residing in 38 states. It is unbiased, quick, accurate, and costefficient. Testing takes approximately 5 to 15 minutes. Minimal oral directions and a pointing-response format make it one of the simplest and most easily understood of all nonverbal intelligence tests designed for young children. This test is composed of an Examiner’s Manual, a Picture Book with easel backing, and an Examiner Record Form. The test format requires a child to look at a series of pictures on each page in the Picture Book and point to the one picture that does not belong with the others. Items are arranged in order of difficulty. Early items measure lower order reasoning (e.g., visual and spatial perception). Later items measure higher order reasoning abilities (e.g., analogical thinking, sequential reasoning, categorical formulation). A child’s performance is recorded as a standard score (called the Nonverbal Index), a percentile rank, and an age equivalent.

Author: Jack A. Naglieri • J. P. Das • Sam Goldstein

Age Range: 5 through 18 years

Testing Time: 40 to 60 minutes

Administration: Individual

Description: The Cognitive Assessment System–Second Edition (CAS2) is a well-researched, normreferenced measure of cognitive ability based on the cognitive/neuropsychological theory called PASS (Planning, Attention, Simultaneous, and Successive). The CAS2 was designed to measure cognitive processing abilities important for a broad range of differential diagnoses and instructional planning in individuals ages 5-0 through 18-11. The CAS2 provides practitioners with a valid and reliable tool to evaluate children’s strengths and weaknesses in important areas of cognitive processing.

Author: Jack A. Naglieri • J. P. Das • Sam Goldstein

Age Range: 5 through 18 years

Testing Time: 30 to 40 minutes

Administration: Individual

Description: The CAS2: Brief is a norm-referenced measure of cognitive ability based on the well-researched cognitive/neuropsychological theory called PASS (Planning, Attention, Simultaneous, and Successive). PASS abilities are evaluated using four subtests (Planned Codes, Simultaneous Matrices, Expressive Attention, and Successive Digits) that are combined to yield a Total Score. The sum of index scores can be converted into a percentile rank and composite index score with a mean of 100 and a standard deviation of 15. The CAS2: Brief provides practitioners with a brief but valid and reliable tool to examine children’s and adolescents’ strengths and weaknesses in important areas of cognitive processing. The CAS2: Brief was designed to be used whenever a fast, reliable, research-based measure is needed to evaluate PASS cognitive abilities. This would include initial testing to measure overall ability and examination of variability in PASS scores to determine possible implications for intervention.

Author: Donald D. Hammill • Nils A. Pearson • J. Lee Wiede

Age Range: 6-0 through 89-11

Testing Time: 1 hour

Administration: Individual

Description: This popular norm-referenced test uses nonverbal formats to measure the general intelligence of children and adults whose performance on traditional tests might be adversely affected by subtle or overt impairments involving language or motor abilities. The CTONI‑2 measures analogical reasoning, categorical classification, and sequential reasoning, using six subtests in two different contexts: pictures of familiar objects (e.g., people, toys, animals) and geometric designs (unfamiliar sketches and drawings). The six subtests are (1) Pictorial Analogies, (2) Geometric Analogies, (3) Pictorial Categories, (4) Geometric Categories, (5) Pictorial Sequences, and (6) Geometric Sequences. Results are reported as standard scores, percentile ranks, and age equivalents. The test was normed on a large (~2,827), representative national sample that was stratified by age. The reliability coefficients of its composite are mostly in the .90s, with a few in the high .80s. It correlates with most well-known intelligence tests in the high .70s. Considerable other validity evidence is provided in the manual.

Author: Linda Brown • Rita J. Sherbenou • Susan K. Johnsen

Age Range: 6-0 through 89-11

Testing Time: 15 to 20 minutes

Administration: Individual

Description: • All-new normative data were collected to ensure proper representation of demographic changes in the U.S. population. • Stratification variables include the four geographic regions in which subjects reside and their gender, race, ethnicity, parental education, and family/household socioeconomic status. • Potential bias in test items related to gender, ethnicity, disability, and race is analyzed. • Additional test reliability and validity evidence is offered for the entire normative sample and also for specific subgroups of the sample to account for cognitive ability, race, ethnicity, and gender. • Each test item was reevaluated using both item analytic techniques and differential item functioning analyses. • Floor effects have been eliminated. • Verbal and pantomime directions are provided. • In addition to English, included are instructions in seven other major foreign languages: Spanish, French, German, Chinese, Vietnamese, Korean, and Tagalog.

Author: Cecil R. Reynolds • Judith K. Voress

Age Range: 5-0 through 59-11

Testing Time: Core Battery—30 minutes; Core plus Supplementary—60 minutes

Administration: Individual

Description: • Reduced administration time • Additional analyses of cultural impact to ensure culturally fair assessment of memory • Improved clarity of scoring and administration rules • Now normed for children and adults, ages 5 years through 59-11 • Reformulated core subtests and core indexes • Redesigned, convenient Examiner Record Booklet • New Verbal Delayed Recall Index • Additional interpretive tables and text

Author: Donald D. Hammill • Ronnie L. McGhee • David J. Eh

Age Range: 6-0 through 17-11

Testing Time: 40 minutes to 2 hours

Administration: Individual

Description: The Detroit Tests of Learning Abilities–Fifth Edition (DTLA-5) is the oldest and most venerable of the tests of specific mental abilities. The test includes 12 subtests: Humanities/Social Studies, Science/Mathematics, Word Opposites, Word Associations, Geometric Matrices, Geometric Sequences, Sentence Imitation, Word Span, Design Reproduction, Reversed Letters, Trail Making, and Rapid Naming. The results of the subtests can be combined to form nine composites. Six of these composites represent different cognitive subdomains (Acquired Knowledge, Verbal Comprehension, Nonverbal Problem Solving, Verbal Memory, Nonverbal Memory, and Processing Speed). Two composites represent important cognitive domains (Reasoning and Processing). One global composite is formed by combining the results of all 12 of the DTLA-5 subtests and represents general cognitive ability. Examiners can administer the subtests from one or both of the DTLA-5 Domains, depending on the purpose of the evaluation.

Author: Linda Bowers • Rosemary Huisingh • Carolyn LoGiudi

Age Range: 66‑0 through 12‑11

Testing Time: 35 minutes

Administration: Individual

Description: The TOPS-3E: NU assesses a school-age child’s ability to integrate semantic and linguistic knowledge with reasoning ability by way of picture stimuli and verbal responses. The TOPS-3E: NU focuses on students’ ability to think and reason. Language competence is the verbal indicator of how a student’s language skills affect his or her ability to think, reason, problem solve, infer, classify, associate, predict, determine causes, sequence, and understand directions. The test focuses on a broad range of languagebased thinking skills, including clarifying, analyzing, generating solutions, evaluating, and showing affective thinking. While other tests may assess students’ thinking skills by tapping mathematical, spatial, or nonverbal potential, the TOPS-3E: NU measures discrete skills that form the foundation of language-based thinking, reasoning, and problem-solving ability. Although the skills tested on the TOPS-3E: NU 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 and observations used to assess pragmatic competence.

Author: Linda Bowers • Rosemary Huisingh • Carolyn LoGiudi

Age Range: 12-0 through 17-11

Testing Time: 40 minutes

Administration:

Description: 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 these cognitive processes: • comprehension • analysis • interpretation • self-regulation • evaluation • explanation • inference/insight • decision-making • intent/purpose • problem solving • acknowledgment

Author: Linda Bowers • Rosemary Huisingh

Age Range: 7-0 through 12-11

Testing Time: 60 minutes

Administration: Individual

Description: The Executive Functions Test–Elementary: Normative Update (EFT-E: NU) measures language skills that affect executive functions, such as working memory, problem solving, inferring, predicting outcomes, and shifting tasks. It can be used to identify children who have executive-functioning deficits, plan interventions, and represent executive functioning in research studies.

Author: Judith K. Voress • Taddy Maddox

Age Range: Birth through 5 year

Testing Time: 10 to 20 minutes for each domain

Administration: Individual

Description: The DAYC-2 is a popular test used to identify children ages birth through 5-11 with possible delays in the following domains: cognition, communication, social-emotional development, physical development, and adaptive behavior. Each of the five domains reflects an area mandated in IDEA for assessment and intervention for young children. The domains can be assessed independently, so examiners may test only the domains that interest them or test all five domains when a measure of general development is desired. The DAYC-2 format allows examiners to obtain information about a child’s abilities through observation, interview of caregivers, and direct assessment. The DAYC-2 can be used in arena assessment so that each discipline can use the evaluation tool independently. The DAYC-2 was normed on a national sample of 1,832 children; characteristics of the normative sample approximate the 2010 census. Standard scores, percentile ranks, and age equivalents are provided for each domain, and for overall general development if all five domains are tested.

Author: Sally Provence • Joanna Erikson • Susan Vater • Sa

Age Range: Birth to 3–6 years

Testing Time: Varies

Administration: Individual

Description: The Infant-Toddler Developmental Assessment–Second Edition (IDA‑2) is a comprehensive, multidisciplinary, family-centered six-phase process designed to identify children birth to 3 years of age who are developmentally at risk. The IDA-2 includes the Provence Birthto- Three Developmental Profile, a criterion-referenced measure of development in eight areas: (1) gross motor, (2) fine motor, (3) relationship to inanimate objects, (4) language/ communication, (5) self-help, (6) relationship to persons, (7) emotions and feeling states, and (8) coping behavior. IDA-2’s team-based approach helps determine the need for monitoring, consultation, intervention, or other services for the child and family and may be used to develop an initial Individualized Family Service Plan (IFSP). The assessment process takes into account the complexity and interdependence of health, family, and emotional/social factors that influence a child’s development.

Author: Jerome J. Ammer • Tina Bangs

Age Range: Birth through 3 year

Testing Time: Varies

Administration: Individual

Description: The Birth to Three Assessment and Intervention System–Second Edition (BTAIS‑2) is now completely revised and updated to provide examiners with an integrated, three-component system for screening, assessing, and intervening with children ages birth to 3. SCREENING TEST OF DEVELOPMENTAL ABILITIES This norm-referenced instrument contains 85 items for identifying problems in the following areas: Language Comprehension, Language Expression, Nonverbal Thinking, Social/Personal Development, and Motor Development. Examiners can quickly and easily check any child’s development in these five areas with confidence that the results are accurate and culturally fair. COMPREHENSIVE TEST OF DEVELOPMENTAL ABILITIES This criterion-referenced measure was built to assess children in the following areas: Language Comprehension, Language Expression, Nonverbal Thinking, Social/Personal Development, and Motor Development. The 240-item checklist of different developmental behaviors helps the examiner select specific skills that need training and thereby is useful in developing individualized instructional plans. MANUAL FOR TEACHING DEVELOPMENTAL ABILITIES Designed to be used following the administration of the Comprehensive Test of Developmental Abilities, this manual offers innovative, helpful, and interesting activities and tasks to aid in the development of parent-centered programs for young children. Taking the results from the Comprehensive Test of Developmental Abilities, the examiner consults the Manual for Teaching Developmental Abilities to find functional activities designed to stimulate and enhance specific skills.

Author: Cecil R. Reynolds

Age Range: 5 years to 85+

Testing Time: 5 to 10 minutes

Administration: Individual

Description: The KOPPITZ‑2 is ideal for use by psychologists, educational diagnosticians, licensed professional counselors, OTs, and others with proper training in the use of psychologically based tests of visual-motor integration. It is a highly reliable, valid measure of visual-motor integration skills that applies the developmental approach to scoring made so popular by its originator, Dr. Elizabeth Munsterberg Koppitz. The KOPPITZ‑2 is true to Koppitz’s original conceptualization but has been redeveloped to meet current psychometric standards. The age range has been extended to allow the evaluation of special education students through age 21 and to assist in the evaluation of the visualmotor integration deficits of the growing population of seniors. For older children and adults, both two- and three-dimensional drawings are now required that reveal subtle deficits in visual-motor integration processes. The KOPPITZ‑2 requires the examinee to draw increasingly complex figures from a model (the Bender designs) on a plain sheet of white paper and to organize the task independently. The test assesses the ability to relate visual stimuli accurately to motor responses and to organize the drawing task independently. It does so using a less structured task than other tests of visual-motor integration, thereby providing a more ecologically sound approach to assessment of visual-motor integration skills relative to highly structured drawing tasks.

Author: Erna Imperatore Blanche • Gustavo Reinoso • Domi

Age Range: 5-0 through 14-0

Testing Time: 20–40 minutes

Administration: Individual

Description: TThe SOSI-M is a new nationally standardized assessment of sensory-based motor skills, based in Ayres Clinical Observations, and developed by well-regarded experts in sensory integration. The SOSI-M includes 14 sets of administered items that assess proprioception, vestibular processing, motor planning, and postural control. In conjunction with the SOSI-M, the COP-R, a behavioral observation tool, was developed to provide essential information about a child’s proprioceptive processing. The COP-R is comprised of 18 items and compares a child’s observed skills to typical children their age. This tool provides information about the motor and behavioral skills linked to proprioceptive processing. It is one of the first tools to provide a systematic way to measure proprioception in a clinical setting.

Author: EM. Rhonda Folio • Rebecca R. Fewell

Age Range: Birth through 5 year

Testing Time: 60 to 90 minutes

Administration: Individual

Description: CORE SUBTESTS • Body Control. This subtest measures the ability to move the limbs and trunk, postural reactions, standing, bending, extending, stooping, balancing, jumping upward. It is an estimate of the child’s ability to sustain control of his or her body within its center of gravity and retain equilibrium. • Body Transport. This subtest measures the ability to make movements that propel the child from one location to another, such as rolling, crawling, creeping, walking, running, jumping forward and sideward, sliding, hopping, and skipping. • Object Control. This subtest measures the ability to coordinate motor movements that require the incorporation of perception and movement, such as throwing, catching, bouncing, and kicking a ball. • Hand Manipulation. This subtest measures the ability to move the hands and fingers (and arms as appropriate) to complete tasks and measure dexterity. This includes manipulation of objects such as blocks, cups, and drawing instruments. • Eye–Hand Coordination. This subtest measures the ability to interpret visual stimuli in coordination with hand–finger movements. It is an estimate of the child’s ability to integrate and use his or her visual perceptual skills to perform complex eye–hand coordination tasks.

Author: Dale A. Ulrich

Age Range: 3-0 through 10-11

Testing Time: 15 to 20 minutes per subtest

Administration: Individual

Description: The TGMD-3 has two subtests. The first subtest, Locomotor, measures the gross-motor skills that require fluid, coordinated movements of the body as the child moves in one direction or another. The second subtest, Ball Skills, measures the gross-motor skills that demonstrate efficient throwing, striking, and catching movements. The TGMD-3 provides an overall composite (Gross Motor). The two subtest scaled scores are combined to form the Gross Motor composite. The Examiner’s Manual discusses the test’s theoretical and research-based foundation, item development, standardization, administration and scoring procedures, normative tables, and guidelines for using and interpreting the test’s results.

Author: Keith E. Beery • Norman A. Buktenica • Natasha A.

Age Range: 2 through 100

Testing Time: 15 minutes

Administration: Individual

Description: Internationally respected and backed by decades of research and clinical use, the Beery VMI, now in its sixth edition, offers a convenient and economical way to screen for visual–motor, neuropsychological, and behavior problems. This edition also provides updated reports of medical, neuropsychological, international, and other important advances in the use of the Beery VMI in recent years. The child and adult forms have been combined, making it more convenient if you work with clients of different ages. The Short Format and Full Format tests present drawings of geometric forms arranged in order of increasing difficulty that the individual is asked to copy. The Short Format is often used with children ages 2–8 years.

Author: Donald D. Hammill • Nils A. Pearson • Judith K. V

Age Range: 5-0 through 74-0

Testing Time: 5 to 15 minutes

Administration: Individual or group

Description: For use by psychologists, educational diagnosticians, learning disability specialists, OTs, and PTs, as well as teachers and counselors, the Full Range Test of Visual Motor Integration (FRTVMI) is a highly reliable, valid measure of visual-motor integration skills that not only covers the full range of school ages but, unlike most other tests of VMI, also includes norms appropriate for special education students in the 19- to 21-year age range. Its norms include adults as well as children and adolescents (i.e., a full range of individuals from 5 years through 74 years can now be assessed with a common test).

Author: Donald D. Hammill • Nils A. Pearson • Judith K. Vo

Age Range: 4-0 through 12-11

Testing Time: 30 minutes

Administration: Individual

Description: The DTVP-3 is the most recent revision of Marianne Frostig’s popular Developmental Test of Visual Perception. Of all the tests of visual perception and visual-motor integration, the DTVP-3 is unique in that its scores are reliable at the .80 level or above for all subtests and .90 or above for the composites for all age groups; its scores are validated by many studies; its norms are based on a large (N = 1,035), representative sample; it yields scores for both visual perception (no motor response) and visual-motor integration ability; and it is shown to be unbiased relative to race, gender, and handedness.

Author: Cecil R. Reynolds • Nils A. Pearson • Judith K. Vo

Age Range: 11 through 79 years

Testing Time: 20 to 30 minutes

Administration: Individual

Description: The Developmental Test of Visual Perception– Adolescent and Adult: Second Edition (DTVP-A:2) is a well-researched, norm-referenced measure of general visual-perceptual skills. The DTVP-A:2 was designed to measure visual-perception and visual-motor abilities in individuals ages 11-0 through 79-11. The DTVP-A:2 provides practitioners with valid and reliable scores that measure adolescent and adult strengths and weaknesses in important areas of visual perception. In particular, it enables examiners to make comparisons between visual perceptual, visual-motor, and visual-motor efficiency skills. The Online Scoring and Report System included in the kit allows the examiner to enter the examinee’s subtest raw scores and quickly generate Standard Summary and Detailed Narrative reports that include standard scores, percentiles, and intra-individual comparisons; the reports can be edited, printed, or saved, and results copied into your personalized report as needed.

Author: Ronald P. Colarusso • Donald D. Hammill

Age Range: 4 through 80-0

Testing Time: 20 to 25 minutes

Administration: Individual

Description: The MVPT-4 is the most recent revision of the only nonmotor visual perceptual assessment that can be used throughout the lifespan. The MVPT-4 provides a quick, reliable, and valid measure of overall visual perceptual ability in children and adults. Stimuli are black-and-white line drawings and designs, with answer choices presented in an easy-to-record multiple-choice format. Test takers respond by pointing, making the test particularly useful with those who may have motor disabilities. The MVPT-4 is one of the most widely used visual perceptual assessments for recertifying adult drivers after head injury or stroke.

Author: Nancy Martin

Age Range: 5 through 21 years

Testing Time: 25 minutes

Administration: Individual

Description: The TVPS-4 is the latest update of the standard comprehensive assessment of visual analysis and processing skills, and is consistent with current approaches to visualinformation processing used in occupational therapy, optometry, and psychology. The TVPS-4 remains an easy-to-use assessment for determining visual-perceptual strengths and weaknesses. Norms are based on a nationally representative sample. Additional lower-level items were added to address the needs of younger or more impaired individuals, and norms now extend through 21 years of age, making the TVPS-4 useful for a wider range of examinees.

Author: Nancy A. Martin • Rick Brownell • Patricia Hamaguc

Age Range: 5 through 21

Testing Time: 60 to 90 minutes

Administration: Individual

Description: The TAPS-4 provides information about language processing and comprehension skills across three intersecting areas: phonological processing, auditory memory, and listening comprehension. These areas underpin the development of effective listening and communication skills, and are critical to the development of higher order language skills, including literacy skills.

Author: Gail J. Richard • Jeanane M. Ferre

Age Range: 6-0 through 12-11

Testing Time: 35 minutes

Administration: Individual

Description: The DSTP is the only test of its kind to differentiate among the various levels of auditory and language processing and identify areas for referral or further evaluation. It is a screening instrument to help professionals in determining whether additional diagnostic assessment is warranted and the specific areas of focus for further testing. The subtest areas of the DSTP represent the neurological continuum of processing acoustic stimuli. Critical skills are evaluated in three major levels: acoustic, acousticlinguistic, and linguistic. Test vocabulary was carefully chosen to be within the linguistic capabilities of the target population.

Author: Cecil R. Reynolds • Judith K. Voress • Nils A. Pea

Age Range: 6-0 through 18-11

Testing Time: 30 minutes

Administration: Individual or small group

Description: The DTAP is a battery of five 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 audio files available online to standardize presentation of the language item sets and to include various nonlanguage sounds as well. The DTAP uses a simple response format easily understood and accommodated even by children in the primary grades. Using various language-related as well as non-language-related sounds, the examiner presents pairs

Author: Phyllis L. Newcomer

Age Range: 6 through 14 years

Testing Time: 60 to 120 minutes

Administration: Individual (three subtests have optional group ad

Description: The DAB-4 is a revision of one of the most popular individual achievement tests available. Its eight subtests identify students’ strengths and weaknesses across important areas of school achievement. A supplemental manual shows how to probe student responses to obtain information about students’ thinking processes and problemsolving strategies.

Author: PWayne P. Hresko • Pamela K. Peak • Shelley R. He

Age Range: 4-0 through 7-11

Testing Time: 25 to 45 minutes

Administration: Individual

Description: The Young Children’s Achievement Test–Second Edition (YCAT-2) is designed to identify young children at risk for school failure. It yields an overall Early Achievement score and individual subtest scores for General Information, Mathematics, Reading, Writing, and Spoken Language. The subtests can be administered independently of each other. All can be transformed into standard scores, percentiles, and age equivalents. The YCAT-2 was normed on a representative sample of 846 children representing 25 states and 226 different zip codes. Reliability was studied using coefficient alpha, test– retest, and interscorer procedures. The average coefficient alpha for the full normative sample ranges from .85 to .95 for the subtests and is .97 for the overall composite.

Author: Gary S. Wilkinson • Gary J. Robertson

Age Range: Individuals 5–85+

Testing Time: 15–25 minutes for ages 5–7 and 35–45 minutes for ages 8 and up

Administration: Paper and pencil

Description: Wide Range Achievement Test–Fifth Edition (WRAT5) provides an accurate and easy-to-administer way to assess and monitor the reading, spelling, and math skills, and helps identify possible learning disabilities. The WRAT5 builds on the test’s history of strong normative data and accuracy estimating premorbid verbal intelligence in lower functioning patients. BENEFITS • Test learners of all ages using the same assessment. • Screen individuals or small groups (with some subtests) to help identify those requiring a more comprehensive academic achievement evaluation. • Administer only the subtests that are needed. • Administer with paper and pencil.

Author: Elisabeth Wiig

Age Range: 2‑6 to 7‑11

Testing Time: 10 to 15 minutes

Administration: Individual

Description: The Wiig Assessment of Basic Concepts (WABC) is a unique norm-referenced assessment that evaluates a child’s understanding and use of basic semantics concepts. The WABC can be used to: • Create focused IEPs and intervention plans. • Thoroughly assess basic concepts. • Identify children in preschool and kindergarten who need extra help with basic concepts. • Distinguish deficits in using basic concepts from deficits in understanding them. • Further distinguish an inability to understand basic concept terms from deficits in auditory processing (following directions).

Author: Elizabeth A. Allen • Judith K. Voress • Gerald Wal

Age Range: 4-0 through 6-11

Testing Time: 20 to 30 minutes

Administration: Individual

Description: The all-new Developmental Tasks for Kindergarten Readiness–Third Edition (DTKR-3) provides objective data on children’s skills and abilities that relate to successful performance in kindergarten. It is used for both screening and diagnostic-prescriptive purposes. The DTKR-3 measures 4 of the 5 domains of learning and development defined by the U.S. Department of Education (2023) as essential for school success: Social and Emotional Development, Cognition and General Knowledge, Physical Development, and Language and Literacy. The test yields standard scores, percentile ranks, age equivalents for the domains and for the Overall Readiness index score.

Author: Brian R. Bryant • James R. Patton • Caroline Dunn

Age Range: 16 through 70

Testing Time: 1 to 2 hours

Administration: Individual or group

Description: The SATA measures the scholastic competence of persons from the ages of 16 through 70. Subtest raw scores are converted to estimated grade equivalents, standard scores (M = 10, SD = 3), and percentiles. The SATA’s aptitude and achievement components can provide the aptitude–achievement discrepancy analysis needed for LD placement. The SATA was normed on 1,005 persons residing in 17 states, and the sample is representative of the nation as a whole with regard to gender, race, ethnicity, urban/rural residence, and geographic region. The SATA is technically sound, with reliabilities generally in the .80s and .90s.

Author: Virginia Brown • Mary E. Cronin • Diane Bryant

Age Range: 8 through 18 years

Testing Time: Approximately 90 minutes

Administration: Individual or group

Description: The Test of Mathematical Abilities–Third Edition (TOMA-3) is an easily administered, norm-referenced assessment tool used to identify, describe, and quantify mathematical deficits in school-age children. Specifically, it can be used to identify students who are significantly behind their peers in mathematical knowledge and to determine the magnitude (below average, poor, or very poor) of any mathematical problems.

Author: Wayne P. Hresko • Shelley R. Herron • Rita J. Sher

Age Range: 8-0 to 18-11

Testing Time: 30 minutes to 2 hours

Administration: Individual or group

Description: The Comprehensive Mathematical Abilities Test–Second Edition (CMAT-2) is a highly reliable and valid measure that was designed to assess a broad spectrum of mathematical abilities in the areas of calculation, reasoning, and application. SUBTESTS The CMAT-2 has six Core Subtests (Addition; Subtraction; Multiplication; Division; Problem Solving; and Charts, Tables, and Graphs) and six Supplemental Subtests (Algebra, Geometry, Rational Numbers, Time, Money, and Measurement). For most testing purposes, examiners will only need to give the core subtests, which can be administered in about 45 minutes. The Supplemental Subtests are used in those relatively few instances where information about higher level mathematics ability is needed.

Author: Herbert P. Ginsburg • Arthur J. Baroody

Age Range: 3-0 through 8-11

Testing Time: 40 minutes

Administration: Individual

Description: The TEMA-3 measures the mathematics performance of children between the ages of 3-0 and 8-11 and is also useful with older children who have learning problems in mathematics. It can be used as a norm-referenced measure or as a diagnostic instrument to determine specific strengths and weaknesses. Thus, the test can be used to measure progress, evaluate programs, screen for readiness, discover the bases for poor school performance in mathematics, identify gifted students, and guide instruction and remediation. The test measures informal and formal (school-taught) concepts and skills in the following domains: numbering skills, number-comparison facility, numeral literacy, mastery of number facts, calculation skills, and understanding of concepts. It has two parallel forms, each containing 72 items.