The CTONI-2 is a popular norm-referenced test that uses nonverbal formats to measure 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:
Purpose: Determines the visual perceptual strengths and weaknesses of students
Age: 4-18.11 years
Time: 25 minutes to administer; 5 minutes to score
Now, just one test covers all of the ages that were previously covered by the tests, TVPS-R and TVPS-UL-R. It remains an easy to use assessment to determine the visual perceptual strengths and weaknesses of students aged 4-0 through 18-11. Items are presented in a multiple-choice format, and responses can be made vocally (by letter of the response choice) or by pointing to the answer choice. This format can be used with students who may have impairments in motor, speech, hearing, neurological and cognitive functions. There are still 16 plates in each of the 7 perceptual areas so that the length of the test remains the same as previous editions. The TVPS-3 also provides new, nationally stratified norms on over 2000 students. It is untimed and takes about 25 minutes. Scoring is quick and uncomplicated. Raw scores are reported as scaled scores and percentile ranks for each subtest; the overall total score is reported as a standard score and percentile rank. Age-equivalents are also provided for the subtest and overall scores.
Purpose: Assess an individual's memory function and new learning in ages 5 to 90 years.
Age Range: Child, Adolescent, Adult, Elder Adult
Time to Administer: Core battery- less than 1 hour
The WRAML2 is a carefully standardized psychometric instrument which allows the user to evaluate an individual's memory functioning. The WRAML2 affords evaluation of both immediate and delayed memory ability, as well as the acquisition of new learning. As with the original Wide Range Assessment of Memory and Learning (WRAMLTM), the WRAML2 includes standard scores, scaled scores, and percentiles. Age equivalents are provided for the child and pre-adolescent age groups. Only one subtest (Visual Learning) was eliminated in the revision.
The WRAML2 Core Battery is composed of two Verbal, two Visual, and two Attention/Concentration subtests, yielding a Verbal Memory Index, a Visual Memory Index, and an Attention/Concentration Index. Together, these subtests yield a General Memory Index. A new Working Memory Index has been added, which is comprised of the Symbolic Working Memory and Verbal Working Memory subtests. Four new recognition subtests have been added: Design Recognition, Picture Recognition, Verbal Recognition, and Story Memory Recognition. The Story Memory subtest includes new stories, and the Picture Memory subtest provides new full-color scenes. The designs on the Design Memory Cards have been changed, and an additional Design Card has been added
CTOPP - Comprehensive Test of Phonological Procession
Ages: 4-0 through 24-11
Testing Time: 40 minutes
The Comprehensive Test of Phonological Processing (CTOPP) was published in 1999 to meet the need for an assessment of reading-related phonological processing skills. Since its initial publication, the CTOPP has been popular with professionals in psychology and education. It has been used in many studies of reading and phonological processing in both typical and clinical populations. The extent of its widespread adoption and usage is evident from the results of a recent search of the PsychInfo database for research studies using the terms Comprehensive Test of Phonological Processing or CTOPP.
Uses of the CTOPP-2
The CTOPP-2 has four principal uses: (1) to identify individuals who are significantly below their peers in important phonological abilities, (2) to determine strengths and weaknesses among developed phonological processes, (3) to document individuals' progress in phonological processing as a consequence of special intervention programs, and (4) to serve as a measurement device in research studies investigating phonological processing.
1.Elision measures the ability to remove phonological segments from spoken words to form other words.
2.Blending Words measures the ability to synthesize sounds to form words.
3.Sound Matching measures the ability to select words with the same initial and final sounds.
4.Phoneme Isolation measures the ability to isolate individual sounds within words.
5.Blending Nonwords measures the ability to synthesize sounds to form nonwords.
6.Segmenting Nonwords measures the ability to segment nonwords into phonemes.
7.Memory for Digits measures the ability to repeat numbers accurately.
8.Nonword Repetition measures the ability to repeat nonwords accurately.
9.Rapid Digit Naming measures the ability to rapidly name numbers.
10.Rapid Letter Naming measures the ability to rapidly name letters.
11.Rapid Color Naming measures the ability to rapidly name colors.
12.Rapid Object Naming measures the ability to rapidly name objects
Vineland Adaptive Scale
The leading instrument for supporting the diagnosis of intellectual and developmental disabilities
Now includes these forms: Survey Interview, Parent/Caregiver Rating, Teacher Rating, Expanded Interview
•Addresses today’s special needs populations, such as individuals with intellectual and developmental disabilities, autism spectrum disorder, and ADHD
•Updated with new norms, expanded age range, and improved items
•Useful for diagnosis, qualification for special programs, progress reporting, program and treatment planning, and research
•Offers both respected semi-structured interview format which focuses discussion and gathers in-depth information, and also offers convenient rating forms
The standard for measuring self-sufficiency
Since the beginning, Vineland Adaptive Behavior Scales has been a leading measure of personal and social skills needed for everyday living. Psychologists and other professionals continue to depend on it to identify individuals who have Intellectual and Developmental Disabilities, developmental delays, autism spectrum disorders, and other impairments. Not only does Vineland aid in diagnosis, but it gives you valuable information for developing educational and treatment plans.
Covers the full spectrum of adaptive behavior
All Vineland-II forms aid in diagnosing and classifying intellectual and developmental disabilities and other disorders, such as autism, Asperger Syndrome, and developmental delays. The scales of the Vineland II were organized within a three domain structure: Communication, Daily Living, and Socialization. This structure corresponds to the three broad domains of adaptive functioning by the American Association of Intellectual and Developmental Disabilities: Conceptual, Practical, and Social. In addition, Vineland-II offers a Motor Skills Domain and an optional Maladaptive Behavior Index to provide more in-depth information about your clients.
In whatever setting you work—education, social services, health care, criminal justice, or the military—like its predecessor,Vineland-II helps you perform a variety of tasks:
•Support diagnosis of intellectual and developmental disabilities, autism, and developmental delays
•Determine eligibility or qualification for special services
•Plan rehabilitation or intervention programs
•Track and report progress
With Vineland-II you can measure adaptive behavior of individuals with:
•Intellectual and Developmental Disabilities
•Autism spectrum disorders (ASDs)
•Post-traumatic brain injury
More flexibility with four forms
•Survey Interview Form provides a targeted assessment of adaptive behavior. You administer the survey to a parent or caregiver using a semistructured interview format. This approach gathers more indepth information with its open-ended questions and promotes rapport between the interviewer and respondent.
•Parent/Caregiver Rating Form covers the same content as the Survey Interview, but uses a rating scale format. This alternative approach works when time or access is limited. The Parent/Caregiver Rating Form is also a valuable tool for progress monitoring. Use the Survey Interview Form on the initial assessment and track progress by using the Parent/Caregiver Rating Form.
•Expanded Interview Form provides an in-depth alternative to the Survey Interview form with more items. Particularly suitable for ages 0 to 5 or to help facilitate detailed program planning for low functioning individuals.
• Teacher Rating Form assesses adaptive behavior for students in school, preschool, or a structured day care setting. This form uses a questionnaire format completed by the teacher or day care provider. The Teacher Rating Form contains the same Domains as the Survey Forms but covers content that a teacher would observe in a classroom setting. Targeted and comprehensive, the form lets you evaluate a student's functioning in a single domain or any combination of domains. An adaptive Behavior Composite score is provided when all four domains are administered
Get the most reliable picture of functioning
In addition, more test items have been added at the lower and upper age ranges of Vineland-II. This provides a more reliable picture of an examinee’s level of functioning for all ages.
Report to Parents
Help meet reporting requirements with this time-saving tool. The Survey Form Report to Parents makes it easy to communicate test results to parents and caregivers. Scores and percentile ranks are explained in understandable language. There’s also space to write in comments and recommendations.