Test Reference for Cochlear Implants - The ... - Advanced Bionics

Test Reference 

for Cochlear 

Implants 

Candidacy and Post-Performance 

Test Reference 1 February 2010

Introduction 

Assessment tools are an integral component when providing clinical 

services related to cochlear implants. Whether working with a 

potential cochlear implant candidate or a long-time cochlear 

implant recipient, evaluations are a part of the process. This Test 

Reference is intended to provide resources for audiologic 

assessment with both the pediatric and adult populations. 

Information about speech and language evaluation tools is 

provided as well. This Test Reference is not intended to be allinclusive, 

but to include information about some of the most 

commonly used assessments. Feedback about this document is 

welcome and can be sent to 

Education.Training@AdvancedBionics.com. 


Index 

Test Page 

Adult Auditory Perception Assessments 

AZ Bio Sentences 5 

Bamford-Kowal-Bench Sentence In Noise Test (BKB-SIN) 5 

California Consonant Test 6 

City University of New York (CUNY) Sentences 6 

Consonant Nucleus Consonant (CNC) Test 6 

Hearing in Noise Test (HINT) Pro 7 

Iowa Sound Quality Test 7 

Ling Six Sound Test 7 

Minimal Audible Capabilities (MAC) Battery 8 

QuickSIN 8 

Sentence in Noise (SIN) Test 9 

Speech Hearing, Spatial Hearing and Quality of Hearing Questionnaire (SSQ) 9 

Pediatric Auditory Perception Assessments 

Auditory Behavior in Everday Life (ABEL) 10 

Auditory Perception of Alphabet Letters (APAL) 10 

Bamford-Kowal-Bench Sentence In Noise Test (BKB-SIN) 11 

Bilingual Family Interview (BIFI) 11 

California Consonant Test 12 

Children’s Auditory Performance Scale (CHAPS) 12 

Children’s Home Inventory for Listening Difficulties (CHILD) 13 

Children’s Realistic Index of Speech Perception (CRISP) 13 

Common Phrases Test 13 

Consonant Nucleus Consonant (CNC) Test 14 

Cottage Acquisition Scales for Listening, Language & Speech (CASLLS) 14 

Early Listening Function (ELF) 14 

Early Speech Perception Test (ESP) 15 

Functional Auditory Performance Indicators (FAPI) 15 

Functioning After Pediatric Cochlear Implantation (FAPCI) 16 

Goldman-Fristoe-Woodcock Test of Auditory Discrimination 16 

Hearing in Noise Test for Children (HINT-C) 16 

Infant-Toddler: Meaningful Auditory Integration Scale (IT-MAIS) 17 

Iowa Sound Quality Test 17 

Lexical Neighborhood Test (LNT) 18 

Ling Six Sound Test 18 

Listening Inventory for Education (LIFE) 18 

Meaningful Auditory Integration Scale (MAIS) 19 

Meaningful Use of Speech Scale (MUSS) 19 

Minimal Pairs Test 20 

Mr. Potato Head Task 20 

Multi-syllabic Lexical Neighborhood Test (MLNT) 21 


Test Page 

Pediatric Auditory Perception Assessments (cont.) 

Northwestern University – Children’s Perception of Speech (NU-CHIPS) 21 

Pediatric Speech Intelligibility Test (PSI) 22 

Phonetically Balanced Kindergarten Test (PBK-50) 22 

Speech Perception Instructional Curriculum and Evaluation (SPICE) 23 

Teachers’ Evaluation of Aural/Oral Performance in Children (TEACH) 23 

Test for Auditory Comprehension of Language – Third Edition (TACL-R) 24 

Test for Auditory-Perceptual Skills – Revised (TAPS-R) 25 

Word Intelligibility by Picture Identification (WIPI) 25 

Speech and Language Assessments 

Arizona Articulation Proficiency Scale – Third Edition 26 

Bracken School Readiness Assessment – Third Edition (BSRA-3) 26 

Clinical Evaluation of Language Fundamentals (CELF-4) 27 

Clinical Evaluation of Language Fundamentals - Preschool 2 (CELF-P2) 27 

Comprehensive Assessment of Spoken Language (CASL) 28 

Communication and Symbolic Behavior Scales (CSBS) 28 

Cottage Acquisition Scales for Listening, Language and Speech (CASLLS) 29 

Expressive One-Word Picture Vocabulary Test (EOWPVT) 29 

Expressive Vocabulary Test (EVT) 30 

Expressive Vocabulary Test-2 (EVT-2) 30 

Goldman-Fristoe Test of Articulation 31 

Hawaii Early Learning Profile (HELP) 31 

Hodson Assessment of Phonological Patterns – Third Edition (HAPP-3) 32 

The MacArthur-Bates Communicative Development Inventories 32 

Oral and Written Language Scales (OWLS) 33 

Peabody Picture Vocabulary Test (PPVT-IV) 34 

Preschool Language Scale (PLS-4) 34 

Preschool Screening Instrument for Targeting Educational Risk (Pre-SIFTER) 35 

Receptive One-Word Picture Vocabulary Test (ROWPVT) 35 

Receptive Expressive Emergent Language Test – Third Edition (REEL-3) 36 

Screening Instrument for Targeting Educational Risk (SIFTER) 36 

SKI-HI Language Development Scale 37 

Structured Photographic Expressive Language Test 3 (SPELT-3) 37 

Structured Photographic Expressive Language Test - Preschool 2 (SPELT-P 2) 38 

The Rosetti Infant-Toddler Language Scale 38 

Teacher Assessment of Spoken Language (TASL) 39 

Test of Semantic Skills – Primary (TOSS-P) 39 


Adult Auditory Perception Assessments 

AZ Bio Sentences 

(Dorman and Spahr, 2004) 

Description: The AzBio Sentence Lists were created at Arizona State University 

and evaluate speech understanding. The sentence materials are available on 

an audio CD designed specifically for use with a clinical audiometer. Each CD 

contains 15 lists of 20 sentences, a soundfield calibration noise, and a 1000 Hz 

calibration tone. A 10-talker babble noise runs continuously on the second track 

of the CD. Score sheets are available for download as a printable pdf or as an 

Excel spreadsheet that allows inclusion of information such as patient 

information, sentence scores, and notes. The Excel version will automatically 

calculate percent correct scores. 

Order from: 

www.auditorypotential.com 

Bamford-Kowal-Bench Sentence In Noise Test (BKB-SIN) 

(Etymotic Research, 2005) 

Description: The BKB-SIN uses 18 equivalent list pairs for estimating SNR loss. 

CD 1 (Standard BKB-SIN) has the target talker and background babble 

recorded on the same channel of the CD, at pre-recorded signal-to-noise ratios. 

CD 2 (Split Track BKB-SIN) has the target talker and background babble 

recorded on separate channels of the CD. The BKB-SIN features Bamford-Kowal- 

Bench sentences in four talker babble, uses less complex sentences than the 

QuickSIN, and has norms for children, adults, and cochlear implant users. 

Order from: 

Auditec of St. Louis 

2515 South Big Bend Blvd. 

St. Louis, MO 63143 

(800)669-9065 or (314)781-8890 (phone) 

(314)781-4946 (fax) 

http://www.auditec.com 

or 

Etymotic 

61 Martin Lane 

Elk Grove Village, IL 60007 

(888)389-6684 (phone) 

http://www.etymotic.com 


California Consonant Test 

(Owens and Schubert, 1977) 

Description: This is a closed-set, pencil/paper, multiple choice word recognition 

test. It consists of two 100-word lists. The CCT is particularly sensitive to high 

frequency hearing loss and is, therefore, considered to be useful in hearing aid 

evaluations. The first and second halves of list one are equivalent and, therefore, 

half lists can be given with confidence. This is not true of list two, however. 

Order from: 




(800)669-9065 or (314)781-8890 (phone) 

(314)781-4946 (fax) 


City University of New York (CUNY) Sentences 

Description: This test utilizes forty recorded sets of 12 sentences. These sentences 

vary in length and subject matter and are not designed specifically for word 

recognition. 

Order from: 




(800)669-9065 or (314)781-8890 (phone) 

(314)781-4946 (fax) 


Consonant Nucleus Consonant (CNC) Test 

(Peterson and Lehiste, 1962) 

Description: This test was developed to provide lists of monosyllabic words with 

equal phonemic distribution across lists with each list exhibiting approximately 

the same phonemic distribution as the English language. The ten lists of 50 words 

contain monosyllabic words with a frequency of occurrence greater than four 

per million, as calculated in the Thorndike and Lorge word frequency tables. 

Order test materials from: 

Bio-logic Systems Corp. 

(800)323-8326 ext 239 

sales@bio-logic.com 

Download test forms from: 

http://www.bionicear.com/For_Professionals/Audiology_Support/CNC_Test.cfm? 

langid=1 


Hearing in Noise Test (HINT) Pro 

Description: The HINT® Pro is a complete system for evaluating functional 

hearing in quiet and in noise. The system includes both hardware and software 

and requires a PC. It uses the HINT sentence materials that were previously 

available on a CD. The HINT Pro includes normative data so the patient's HINT 

scores can be compared to normal hearing individuals. The test can be 

administered via headphones using virtual audio sound processing that 

simulates the various conditions of noise front, noise right and noise left. It can 

also be administered through the sound field and is available in more than 12 

languages. 

Order from: 


(800)323-8326 ext 239 


Iowa Sound Quality Test 

(Tyler, 2003) 

Description: The Iowa Sound Quality Test consists of 6 categories of sounds: adult 

voices, children’s voices, everyday sounds, music, and speech in noise. Each 

category contains 16 sound samples for a total of 96 items. The subject listens to 

each randomly played sound, presented at 70 dB(C) SPL, emanating from a 

loudspeaker placed at 0 degrees azimuth. Using a computer touch screen, the 

subject rates the sound’s clarity ranging anywhere from zero (unclear) to 100 

(clear) by touching a visual analog scale that represents the perceived clarity of 

the sound. 

Order from: 

Rich Tyler 

rich-tyler@uiowa.edu 

Ling Six Sound Test 

(Ling and Ling, 1978) 

Description: The sounds used in this test are the vowels /a/ as in art, /u/ as in who, 

and /i/ as in ease, and the consonants /m/ as in me, /S/ as in she and /s/ as in so. 

These sounds are used because they include low-, mid-, and high frequency 

components of speech and ability to hear all six of these sounds implies ability to 

detect all other sounds of speech. The ability to detect and discriminate these 

phonemes is evaluated in an auditory only, open-set format. 

Download instructions and test cards from: 

http://www.advancedbionics.com/For_Professionals/Audiology_Support/Ling_Si 

x_Sound_Test.cfm?langid=1 


Minimal Audible Capabilities (MAC) Battery 

(Owens, Kessler, Telleen, and Schubert, 1981) 

Description: The Minimal Auditory Capabilities (MAC) battery is specifically 

targeted to the cochlear implant patient. It consists of a series of tasks which are 

graded in difficulty. Most of the MAC battery sub-tests assume that a patient’s 

hearing loss has occurred post-lingual, but it can be employed as a means of 

evaluating the hearing abilities of persons for whom traditional speech materials 

are too difficult. The recorded materials include gross sound identification, 

inflection detection, contrast detection, accent discrimination, and word 

identification. 

Order from: 




(800)669-9065 or 314-781-8890 (phone) 

(314)781-4946 (fax) 


QuickSIN 


Description: This is a modification of the SIN and, as the title suggests, is a shorter 

version of the SIN. The lists are equivalent to those in the SIN and provide a quick 

and accurate assessment of patient performance. It is available on CD only. 

Order from: 




(800)669-9065 or (314)781-8890 (phone) 

(314)781-4946 (fax) 


or 

Etymotic Research 



(888)389-6684 (phone) 



Sentence in Noise Test (SIN) 

(Killion and Villchur, 1993) 

Description: The Speech in Noise (SIN) test was developed to help determine 

how much a hearing prosthesis benefits an individual’s speech understanding in 

background of noise. The test consists of a series of female-talker recordings of 

the IEEE sentences as the target speech, and four-talker babble as the noise 

source. Five sentences are recorded at each of four signal-to-noise (S/N) ratios: 

15 dB, 10 dB, 5 dB and 0 dB S/N, followed by a similar series recorded at a signal 

level 30 dB lower than the calibration level. Therefore, there are 20 sentences at 

each level for a total of 40 sentences (or 4 IEEE lists), all of which constitutes a 

block. 

Order from: 




(800)669-9065 or (314)781-8890 (phone) 

(314)781-4946 (fax) 


or 

Etymotic Research 



(888)389-6684 (phone) 


Speech Hearing, Spatial Hearing, and Quality of Hearing 

Questionnaire (SSQ) 

(Gatehouse and Noble, 2004) 

Description: The SSQ is a questionnaire that was developed to measure 

influences of cochlear function on auditory disability and handicap. It is 

designed to be administered by interview instead of by self-assessment. There 

are 80 questions about auditory attention, perceptions of distance and 

movement, sound-source segregation, listening effort, prosody and sound 

quality 

Download from MRC Institute of Hearing Research at: 

http://www.ihr.mrc.ac.uk/products/index.php?page=questionnaire_downloads 


Pediatric Auditory Perception Assessments 

Auditory Behaviour in Everday Life (ABEL) 

(Purdy et al., 2002) 

Recommended age: 2 years to 12 years 

Description: This is a thirty-five item questionnaire developed to assess parental 

perceptions of their children’s auditory behavior. The test addresses three 

subscales (Auditory Oral, Auditory Awareness, and Social/Conversational Skills). 

The subset of 24 questions can be utilized with children ages 2-3 if the child’s 

language skills are adequate. 

Questionnaire can be found in: 

Purdy, S., et al. 2002. ABEL: Auditory Behaviour in Everyday Life, American 

Journal of Audiology, 11:72-82 

Auditory Perception of Alphabet Letters (APAL) 

(Ross and Randolph, 1990) 

Recommended age: Minimum of 5 years 

Description: The Auditory Perception of Alphabet Letters (APAL) was developed 

for use with hearing impaired children for whom the more standard tests are 

unsuitable. Children may be unfamiliar with some of the pictured items on the 

WIPI, PSI, or NU-CHIPS, or some of the PBK-50 words may not be in the child’s 

vocabulary or the child’s speech may be unintelligible, or the materials may be 

too easy or uninteresting. In these cases the APAL may prove useful. 

Order from: 




(800)669-9065 or (314)781-8890 (phone) 

(314)781-4946 (fax) 



Bamford-Kowal-Bench Sentence In Noise Test (BKB-SIN) 



Description: The BKB-SIN uses 18 equivalent list pairs for estimating SNR loss. 

CD 1 (Standard BKB-SIN) has the target talker and background babble 

recorded on the same channel of the CD, at pre-recorded signal-to-noise ratios. 

CD 2 (Split Track BKB-SIN) has the target talker and background babble 

recorded on separate channels of the CD. The BKB-SIN features Bamford-Kowal- 

Bench sentences in four talker babble, uses less complex sentences than the 

QuickSIN, and has norms for children, adults, and cochlear implant users. 

Order from: 




(800)669-9065 or (314)781-8890 (phone) 

(314)781-4946 (fax) 


or 

Etymotic 



(888)389-6684 (phone) 


Bilingual Family Interview (BIFI) 

(Robbins, 2003) 

Description: This questionnaire is designed to be used in an interview format to 

provide information about comprehension, expression and reading proficiency 

in English and in the second language for each adult living in the home, which 

may include extended family members. 

Download from: 

http://www.advancedbionics.com/UserFiles/File/3-01066-B- 

5_Bilingual%20Family%20Interview%20(BIFI)-FNL.pdf 


California Consonant Test 

(Owens and Schubert, 1977) 

Recommended Age: Requires reading skills 

Description: This is a closed-set, pencil/paper, multiple choice word recognition 

test. It consists of two 100-word lists. The CCT is particularly sensitive to high 

frequency hearing loss and is, therefore, considered to be useful in hearing aid 

evaluations. The first and second halves of list one are equivalent and, therefore, 

half lists can be given with confidence. This is not true of list two, however. 

Order from: 




(800)669-9065 or (314)781-8890 (phone) 

(314)781-4946 (fax) 


Children’s Auditory Performance Scale (CHAPS) 

(Smoski, Brunt, and Tannahill, 1990) 

Recommended Age: Minimum of 7 years 

Description: The CHAPS is a scaled questionnaire that can be used to quantify 

the observed listening behaviors of children 7 and older. The CHAPS can be 

used as a screening device to help identify children who are experiencing 

listening difficulties due to hearing loss or to identify children who are at risk for 

auditory processing disorders. It can also be used to help determine individual 

management strategies for children with listening difficulties caused by hearing 

loss or auditory processing disorders and as a pre- and post- therapy evaluation 

device. 

Order from: 

The Educational Audiology Association 

13153 N. Dale Mabry, #105 

Tampa, FL 33624 

(800)460-7322 (phone) 

http://www.edaud.org 


Children’s Home Inventory for Listening Difficulties (CHILD) 

(Anderson and Smaldino, 2000) 

Recommended Age: For use from ages 3 to 12; Self report for ages 7 to 12 

Descriptions: The CHILD is a questionnaire with an assessment portion for both 

the child and for the parent. The parent and/or child rate how well speech is 

understood in 15 situations. 


www.hear2learn.com 

Children’s Realistic Index of Speech Perception (CRISP) 

(Litovsky) 

Description: This test assesses how well children understand speech in the 

presence of competing speech. The CRISP enables presentation of target words 

in the presence of various types of competing sounds whose location can be 

varied around the child’s head. This test comes in two versions: manual version 

and a computer game version. 

Order (either version) from: 

Litovsky@waisman.wisc.edu at the Binaural Hearing and Speech Lab 

Waisman Center 

University of Wisconsin-Madison 

Common Phrases Test 

(Robbins, Renshaw, and Osberger, 1995) 

Description: This test was developed to assess open-set comprehension of 

familiar phrases spoken in everyday situations. The phrases are declarative 

statements or questions that contain simple syntactic structures and vocabulary 

familiar to young profoundly hearing impaired children (i.e. I like ice-cream). This 

is an open set test and can be administered in three conditions: audition-only, 

vision-only, and audition-plus-vision. 

Order from: 

Indiana University School of Medicine 

Department of Otolaryngology 

Attention: Lynette 

Riley Research Wing, Room 044 

702 Barnhill Drive 

Indianapolis, IN 46202-5200 

(317)274-4915 (phone) 

(317)274-4949 (fax) 


http://medicine.iu.edu/documents/Otolaryngology/common_phrases.pdf 


Consonant Nucleus Consonant (CNC) Test 

(Peterson and Lehiste, 1962) 

Description: This test was developed to provide lists of monosyllabic words with 

equal phonemic distribution across lists with each list exhibiting approximately 

the same phonemic distribution as the English language. The ten lists of 50 words 

contain monosyllabic words with a frequency of occurrence greater than four 

per million, as calculated in the Thorndike and Lorge word frequency tables. 

Order test materials from: 


(800)323-8326 ext 239 


Download test forms from: 

http://www.bionicear.com/For_Professionals/Audiology_Support/CNC_Test.cfm? 

langid=1 

Cottage Acquisition Scales for Listening, Language and Speech 

(CASLLS) 

(Wilkes, 2001) 

Description: The CASLLS provides ongoing assessment prior to and during 

intervention. Each form represents a stage of development and includes 

listening, language, speech and cognition milestones based on normal 

development. The stages include: Pre-verbal, Pre-sentence, Simple Sentence, 

Complex Sentence, and Sounds and Speech. The forms provide information 

that is easy for parents and professionals to understand and are helpful for longterm 

planning and IEP development. 

Order from: 

Sunshine Cottage 

School for the Deaf 

103 Tuleta Drive 

San Antonio, TX 78212 

(210)824-0579 (phone) 

https://www.sunshinecottage.org/Products/OnlineStore.aspx 

Early Listening Function (ELF) 

(Anderson, 2000) 

Recommended Age: 5 months to 3 years 

Description: This assessment consists of twelve listening situations in which the 

parent and audiologist observe the child and record the distance the child 

responds to the auditory stimuli during 12 different listening activities. 




Early Speech Perception Test (ESP) 

(Moog & Geers, 1990) 

Recommended age: Minimum of 2 years for low verbal version and minimum of 

6 years for standard version 

Description: The standard version was designed to obtain accurate information 

about the progression of speech discrimination skills in children with profound 

hearing impairments as they develop. The stimuli consist of 36 words presented 

in an auditory-only condition as three subtests of 12. The format is closed-set. 

Each subtest is administered using both visual and auditory input to differentiate 

speech perception skills from language ability. The low verbal version was 

designed to estimate speech perception abilities in very young children who 

have limited verbal abilities. Stimuli consist of words varying in pattern as well as 

spondees and monosyllabic words presented in sets of four. The format is fouritem 

closed-set and can be presented via live voice or a recording. Test 

materials consist of objects (toys) instead of pictures. 

Order from: 

Central Institute for the Deaf 

Attention: Publications Department 

818 South Euclid Avenue 


(314)997-0023 (phone) 

http://www.cid.edu/ProfOutreachIntro/EducationalMaterials.aspx 

Functional Auditory Performance Indicators (FAPI): An Integrated 

approach to Auditory Development 

(Stredler-Brown and Deconde-Johnson, 2001, 2003) 

Description: This assessment examines seven categories of auditory 

development: sound awareness, sound is meaningful, auditory feedback, 

localizing sound source, auditory discrimination, short-term auditory memory, 

and linguistic auditory processing. Each category contains descriptions of 

auditory behaviors that one might expect to observe in the child. The examiner 

rates the child’s skills as E = emerging (0-35%), P = in process (36-79%), or A = 

acquired (80-100%) for each of the criteria. In addition, each skill can be 

assessed in a variety of conditions. A total score for each category can then be 

obtained by calculating a percentage in each area. In addition, space is 

provided for the examiner to document observations and comments regarding 

the child’s auditory behaviors. 


www.cde.state.co.us/cdesped/download/pdf/FAPI_3-1-04g.pdf 


Functioning After Pediatric Cochlear Implantation (FAPCI) 

(Lin, Ceh, Bervinchak, and Niparko, 2006) 

Recommended Age: 2 to 5 years old, with cochlear implant(s) 

Description: The FAPCI is utilized to evaluate the real-world verbal 

communicative performance of children using cochlear implants. It is in survey 

format that is completed by the child’s parent or primary caregiver and has 

been designed to be a completely self-administered instrument for Englishspeakers 

with a > 8th grade reading level. There is no need for a test 

administrator to be present to provide directions or answer questions. 

Order from: 

www.thelisteningcenter.com 

or 

email fapci@jhmi.edu 

Goldman-Fristoe-Woodcock Test of Auditory Discrimination 

(Goldman, Fristoe, and Woodcock, 1970) 


Description: This test is designed to provide measures of speech-sound 

discrimination ability when given a picture prompt. The test is divided into the 

following sections: training procedure, quiet subtest, and noise subtest. 

Order from: 

Pearson Assessments 

Order Department 

P.O. Box 1416 

Minneapolis, MN 55440 

(800)627-7271 (phone) 

(800)632-9011 (fax) 

www.pearsonassessments.com 

Hearing in Noise Test for Children (HINT-C) 

The HINT-C is now part of the HINT Pro system. Please refer to HINT-Pro 

information in the Adult Auditory Perception Assessments section. 


Infant-Toddler: Meaningful Auditory Integration Scale 

(IT-MAIS) 

(Zimmerman-Phillips, Osberger, and Robbins, 1997) 

Recommended age: Birth to 3 years 

Description: The Infant-Toddler Meaningful Auditory Integration Scale (IT-MAIS) 

(Zimmerman-Phillips 2000) is a modification of the Meaningful Auditory 

Integration Scale (MAIS) (Robbins et al, 1991). It is a structured interview 

schedule designed to assess the child’s spontaneous responses to sound in 

his/her everyday environment. The assessment is based on information provided 

by the child’s parent(s) in response to 10 probes, which assess three main areas: 

1) vocalization behavior, 2) alerting to sounds, and 3) deriving meaning from 

sound. Specific scoring criteria have been developed for each of the 10 probes. 


http://www.advancedbionics.com/For_Professionals/Audiology_Support/Infant_ 

Toddler_Meaningful_Auditory_Integration_Scale_ITMAIS.cfm?langid=1 

Iowa Sound Quality Test 

(Tyler, 2003) 

Recommended Age: 12 years and up 

Description: The Iowa Sound Quality Test consists of 6 categories of sounds: adult 

voices, children’s voices, everyday sounds, music, and speech in noise. Each 

category contains 16 sound samples for a total of 96 items. The subject listens to 

each randomly played sound, presented at 70 dB(C) SPL, emanating from a 

loudspeaker placed at 0 degrees azimuth. Using a computer touch screen, the 

subject rates the sound’s clarity ranging anywhere from zero (unclear) to 100 

(clear) by touching a visual analog scale that represents the perceived clarity of 

the sound. 

Order from: 

Rich Tyler 

rich-tyler@uiowa.edu 


Lexical Neighborhood Test (LNT) 

(Kirk, Pisoni, and Osberger, 1993) 

Description: This is an open set test of monosyllabic word recognition. The word 

list consists of 25 lexically “easy” words (high frequency occurring words from 

sparse neighborhoods). The test administered via tape and is scored by both 

number of words correct and number of phonemes correct. 

Order from: 




(800)669-9065 or (314)781-8890 (phone) 

(314)781-4946 (fax) 


Ling Six Sound Test 

(Ling and Ling, 1978) 

Description: The sounds used in this test are the vowels /a/ as in art, /u/ as in who, 

and /i/ as in ease, and the consonants /m/ as in me, /S/ as in she and /s/ as in so. 

These sounds are used because they include low-, mid-, and high frequency 

components of speech and ability to hear all six of these sounds implies ability to 

detect all other sounds of speech. The ability to detect and discriminate these 

phonemes is evaluated in an auditory only, open-set format. 

Download instructions and test cards from: 

http://www.advancedbionics.com/For_Professionals/Audiology_Support/Ling_Si 

x_Sound_Test.cfm?langid=1 

Listening Inventory for Education (LIFE) 

(Anderson and Smaldino, 1996) 

Recommended age: 6 years and up 

Description: This test is a questionnaire which identifies classroom situations which 

are challenging for the child. There are two formats of the questionnaire: a 

teacher questionnaire with 16 items and a child questionnaire with 15 items. 

Order from: 


13153 N. Dale Mabry, #105 


(800)460-7322 (phone) 





Meaningful Auditory Integration Scale (MAIS) 

(Robbins, Renshaw & Berry, 1991) 

Recommended Age: 3 to 4 years and up 

Description: The Meaningful Auditory Integration Scale is a parent report scale 

designed to assess the child’s spontaneous responses to sound in his/her 

everyday environment. It consists of 10 probes that assess three main areas: 1) 

device “bonding,” 2) alerting to sound, and 3) deriving meaning from sound. 

Specific scoring criteria have been developed for each of the 10 probes. 

Order from: 







(317)274-4915 (phone) 

(317)274-4949 (fax) 


http://medicine.iu.edu/documents/Otolaryngology/mais.pdf 

Meaningful Use of Speech Scale (MUSS) 

(Robbins and Osberger, 1990) 

Description: The Meaningful Use of Speech Scale is a parent report scale, which 

is designed to assess the child’s use of speech in everyday situations. It consists 

of ten inquiries which assess the following areas: vocal control, use of speech 

without gesture or sign, and use of communication strategies in everyday 

situations. 

Order from: 







(317)274-4915 (phone) 

(317)274-4949 (fax) 


http://medicine.iu.edu/documents/Otolaryngology/muss.pdf 


Minimal Pairs Test 

(Robbins, Renshaw, Miyamoto, Osberger, and Pope, 1988) 

Recommended age: Approximately 4 years 

Description: The purpose of this test is to assess speech perception abilities for 

specific segmental features in children who use cochlear implants. This test is a 

two-alternative, closed-set test. It is designed to evaluate the child’s ability to 

perceive a single phonetic difference between a pair of words. It consists of 20 

pairs of pictured words with each pair of differing in one of the following 

features: vowel height, vowel place, consonant manner, consonant voice, and 

consonant place. This test is presented via monitored live voice. 

Order from: 







(317)274-4915 (phone) 

(317)274-4949 (fax) 


http://medicine.iu.edu/documents/Otolaryngology/mp.pdf 

Mr. Potato Head Task 

(Robbins, 1993) 

Description: This is a pseudo open-set task using the popular Mr. Potato Head toy. 

The test consists of 10 sentences (i.e., Find his black hat or Make Mr. Potato Head 

go to sleep). The child manipulates the pieces to perform the task. The test is 

given live voice, auditory alone. Scoring is by total sentences correct and total 

key words correct. 

Order from: 







(317)274-4915 (phone) 

(317)274-4949 (fax) 


Multi-syllabic Lexical Neighborhood Test (MLNT) 

(Kirk, Pisoni, and Osberger, 1996) 

Description: This is an open set test of multi-syllabic word recognition. The word 

list consists of 12 lexically “easy” words and 12 lexically “hard” words (low 

frequency occurring words form dense neighborhoods). The test is administered 

via tape and is scored by both number of words correct and number of 

phonemes correct. 

Order from: 




(800)669-9065 or (314)781-8890 (phone) 

(314)781-4946 (fax) 


Northwestern University – Children’s Perception of Speech (NU-CHIPS) 

(Elliot and Katz, 1980) 

Recommended age: Equivalent to 2.5 years on the Peabody Picture Vocabulary 

Test 

Description: NU-CHIPS is a closed-set picture pointing word recognition test for 

children. The test is made up of 50 words familiar to three-year-old children in 

four randomizations called forms. The test includes one CD-Rom containing two 

picture books with 50 monochrome plates, four pictures per plate. There are two 

recordings, one male and one female talker. 

Order from: 




(800)669-9065 or (314)781-8890 (phone) 

(314)781-4946 (fax) 



Pediatric Speech Intelligibility Test (PSI) 

(Jerger and Jerger, 1984) 


Description: The test includes both monosyllabic words and sentences recorded 

in quiet and with competing noise. The test employs color plates with pictures of 

animals which represent either the sentences or the words. The PSI is a useful tool 

for the investigation of peripheral and auditory processing with children down to 

a language age of three or slightly younger. 

Order from: 




(800)669-9065 or (314)781-8890 (phone) 

(314)781-4946 (fax) 


Phonetically Balanced Kindergarten Test (PBK-50) 

(Haskins, 1949) 


Description: This is an open set test of monosyllabic word recognition. A full list 

consists of 50 phonetically balanced one syllable kindergarten words. The words 

are presented via tape recorder or live voice. The patient repeats the last word 

he/she hears in the phrase: “Say the word” 

If the child is unsure of the word, s/he should guess a word that sounds as close 

as possible. The examiner should phonetically transcribe every word because 

performance is scored on the basis of the number of phonemes, as well as 

words, that are correctly understood. The chance score on this open-set test is 

0%. 

Order from: 




(800)669-9065 or (314)781-8890 (phone) 

(314)781-4946 (fax) 



Speech Perception Instructional Curriculum and Evaluation (SPICE) 

(Moog, Biedenstein, and Davidson, 1995) 

Recommended Age: 3 years to 12 years 

Description: The SPICE is used for developing auditory skills in children with 

cochlear implants and/or hearing aids. The SPICE makes auditory learning easy 

and fun for both the teacher/clinician and the child. The kit includes a manual, 

package of rating forms, box of 16 toys for listening activities, 374 full-color 

illustrated word and sentence cards, a SPICE acoustic hoop auditory training 

screen and an instructional DVD. 

Order from: 

Central Institute for the Deaf 

www.cid.edu/ProfOutreachIntro/EducationalMaterials.aspx 

Teachers’ Evaluation of Aural/Oral Performance in Children (TEACH) 

(Ching, Hill, and Psarros, 2000) 

Recommended Age: Preschool to 7 years 

Description: The TEACH is a 13 question questionnaire for teachers that assesses 

the effectiveness of a child’s amplification in a school or therapy environment. 

Download from the National Acoustic Laboratories at: 

http://www.outcomes.nal.gov.au/LOCHI%20assessments.html 


Test for Auditory Comprehension of Language – Third Edition (TACL-R) 

(Carrow-Woolfolk, 1985) 

Recommended age: 3 years to 9 years, 11 months 

Description: The TACL consists of 142 items and measures a child’s auditory 

comprehension skills including word classes and relations, grammatical 

morphemes, and elaborated sentences. The child is presented with a picture 

and points to the phrase or sentence that matches what he/she hears. 

Order from: 

LinguiSystems 

3100 4th Avenue 

East Moline, IL 61244 

(800)776-4332 (phone) 

(800)577-4555 (fax) 

www.linguisystems.com 

or 



P.O. Box 1416 


(800)627-7271 (phone) 

(800)632-9011 (fax) 


or 

Super Duper Publications 

P.O. Box 24997 

Greenville, SC 29616 

(800)277-8737 (phone) 

(800)978-7379 (fax) 

www.superduperinc.com 


Test of Auditory-Perceptual Skills – Revised (TAPS-R) 

(Gardner, 1996) 


Description: TAPS-R provides valuable information used in diagnosing subjects 

who have auditory difficulties, imperceptions of auditory modality, and/or 

language problems that could be the basis for learning problems. Subtests 

include: Auditory Word Discrimination, Auditory Number Memory-Digits Forward 

and Reversed, Auditory Word Memory, Auditory Sentence Memory, Auditory 

Interpretation of Directions, and Auditory Processing (thinking and reasoning). 

The norms for the revised version of the TAPS include standard scores, scaled 

scores, stanines and percentiles for each subtest. 

Order from: 

LinguiSystems 



(800)776-4332 (phone) 

(800)577-4555 (fax) 


or 


P.O. Box 24997 


(800)277-8737 (phone) 

(800)978-7379 (fax) 


Word Intelligibility by Picture Identification (WIPI) 

(Ross and Lerman, 1979) 


Description: This test is a closed-set discrimination task in which the child must 

identify the stimulus word from a set of six pictures. Stimuli consist of four lists of 25 

single-syllable words. Chance performance amounts to a score of 

approximately 18%. This discrimination task is more difficult than the majority of 

other closed set discrimination tasks in that the vocabulary level is higher and 

the response choices differ in fine segmental information. 

Order from: 




(800)669-9065 or (314)781-8890 (phone) 

(314)781-4946 (fax) 



Speech and Language Assessments 

Arizona Articulation Proficiency Scale-Third Edition 

(Fudula, 2000) 

Recommended Age: 1 year, 5 months to 18 years 

Description: The Arizona-3 is a tool designed to identify misarticulations and total 

articulatory proficiency. The stimulus pictures show children in more current 

clothing styles and activities. The test materials also include more ethnic diversity. 

The instrument has been restandardized on a sample of over 5,500 individuals, 

representative of the U.S. population according to geographic region, ethnicity, 

and parents' education level. Gender-specific norms are provided for the early 

childhood years. The kit includes an examiner's manual, picture cards, and 25 

test booklets. 

Order from: 

Pro Ed Inc. 

8700 Shoal Creek Boulevard 

Austin , Texas 78757-6897 

(800)897-3202 (phone) 

(800)397-7633 (fax) 

http://www.proedinc.com 

Bracken School Readiness Assessment – Third Edition (BSRA-3) 

(Bracken, 2007) 


Description: The BSRA-3 assesses a child's concept knowledge and receptive 

language skills for school readiness. It includes information showing how the 

subtests align to each state’s early childhood standards and includes a sample 

lesson from the Bracken Basic Concept Development Program. The BSRA-3 is 

available in English and Spanish. 

Order from: 



P.O. Box 1416 


(800)627-7271 (phone) 

(800)632-9011 (fax) 



Clinical Evaluation of Language Fundamentals (CELF-4) 

(Semel, Wiig, and Secord ,2003) 


Description: The CELF-4 is an individually administered language test that 

evaluates a student’s general language ability and determines if a language 

disorder is present. If a language disorder is identified, further in-depth testing 

provides information about the nature of the disorder, language strengths and 

weaknesses, language content, and language modalities. Average range of 

subtest scores is 7 - 13 and 85 - 115 for core language and index scores. Scores 

are norm referenced based on age. 

Order from: 



P.O. Box 1416 


(800)627-7271 (phone) 

(800)632-9011 (fax) 


Clinical Evaluation of Language Fundamentals - Preschool 2 

(CELF-P2) 

(Wiig, Secord, and Semel, 2004) 


Description: The CELF-P2 is a formal assessment that evaluates expressive and 

receptive language ability. The tool focuses on word meanings, word and 

sentence structure, concepts and following directions, and recall and use of 

spoken language. The test uses pictures as a stimulus for receptive and 

language development. Computer scoring software is available and provides 

standard scores, age/grade equivalents, percentile ranks to measure progress 

over time. 

Order from: 



P.O. Box 1416 


(800)627-7271 (phone) 

(800)632-9011 (fax) 



Comprehensive Assessment of Spoken Language (CASL) 



Description: This test is designed to measure the processes of comprehension, 

expression, and retrieval in oral language. Fifteen tests measure language 

processing skills—comprehension, expression, and retrieval—in four language 

structure categories: lexical/semantic, syntactic, supralinguistic, and pragmatic. 

Order from: 

LinguiSystems 



(800)776-4332 (phone) 

(800)577-4555 (fax) 


Communication and Symbolic Behavior Scales (CSBS) 

(Wetherby and Prizant, 2001) 

Recommended age: Infants and toddlers whose communication age is from 6 

months to 24 months and with children up to 72 months who exhibit atypical 

development 

Description: The CSBS is a language assessment tool that focuses on language 

skills and symbolic development by observing the child’s gestures, facial 

expressions, and play behaviors. It includes a caregiver questionnaire and 

language sample in the child’s natural environment. 

Order from: 

Brookes Publishing 

Attn: Customer Service 

P.O. Box 10624 

Baltimore, MD 21285-0624 

(800)638-3775 (phone) 

(410)337-8539 (fax) 

www.brookespublishing.com 


Cottage Acquisition Scales for Listening, Language and Speech 

(CASLLS) 

(Wilkes, 2001) 

Description: The CASLLS provides ongoing assessment prior to and during 

intervention. Each form represents a stage of development and includes 

listening, language, speech and cognition milestones based on normal 

development. The stages include: Pre-verbal, Pre-sentence, Simple Sentence, 

Complex Sentence, and Sounds and Speech. The forms provide information 

that is easy for parents and professionals to understand and are helpful for longterm 

planning and IEP development. 

Order from: 

Sunshine Cottage 

School for Deaf Children 

103 Tuleta Drive 

San Antonio, TX 78212 

(210)366-2303 (phone) 

https://www.sunshinecottage.org/Products/OnlineStore.aspx 

Expressive One-Word Picture Vocabulary Test (EOWPVT) 

(Brownell, 2000) 


Description: The EOWPVT assesses a child's English speaking vocabulary by 

asking the child to name objects, actions and concepts pictured in illustrations. 

As testing proceeds, items become progressively more difficult. When the 

examinee cannot correctly name several consecutive items, testing is 

discontinued. The test ends on 6 consecutive incorrect responses. 

Order from: 

LinguiSystems 



(800)776-4332 (phone) 

(800)577-4555 (fax) 


or 


P.O. Box 24997 

Greenville, SC 29616-2497 

(800)277-8737 (phone) 

(800)978-7379 (fax) 

http://www.superduperinc.com 


Expressive Vocabulary Test (EVT) 

(Williams, 1997) 

Recommended age: 2 years, 6 months to adult 

Description: The EVT is a measure of expressive vocabulary and word retrieval for 

Standard American English. The child is asked to name single pictures, and 

higher level items provide picture prompts for assessing knowledge of synonyms. 

Order from: 



P.O. Box 1416 


(800)627-7271 (phone) 

(800)632-9011 (fax) 


Expressive Vocabulary Test-2 (EVT-2) 

(Williams, 1998) 

Recommended age: 2 years, 6 months to adult 

Description: The EVT-2 is an individually administered, norm-referenced 

instrument that assesses expressive vocabulary and word retrieval for children 

and adults. 

Order from: 



P.O. Box 1416 


(800)627-7271 (phone) 

(800)632-9011 (fax) 



Goldman-Fristoe Test of Articulation 

(Goldman and Fristoe, 1986) 


Description: This test assesses a child's articulation ability by sampling both 

spontaneous and imitative speech production. Pictures and verbal cues are 

used to elicit single word answers that demonstrate common speech sounds. 

The Goldman-Fristoe measures the articulation of speech sounds and identifies 

and describes the types of articulation errors produced by the child. 

Order from: 



P.O. Box 1416 


(800)627-7271 (phone) 

(800)632-9011 (fax) 


or 


P.O. Box 24997 


(800)277-8737 (phone) 

(800)978-7379 (fax) 


Hawaii Early Learning Profile (HELP) 

(Parks, 1992) 


Description: This checklist assesses the areas of: self help, motor, communication, 

social and cognitive skills. The HELP contains developmental criteria in each of 

the afore mentioned domains. The goal is to identify whether or not a child 

possesses various skills through observation, play interaction, and parent 

interview. 

Order from: 

VORT 

P.O. Box 60132-W 

Palo Alto, CA 94306 

(650)322-8282 (phone) 

(650)327-0747 (fax) 

www.vort.com 


Hodson Assessment of Phonological Patterns – Third Edition (HAPP-3) 

(Hodson, 2004) 

Recommended age: 2 years and up; Normative data provided for 3 to 8 years 

Description: The HAPP-3 is a revised edition of The Assessment of Phonological 

Processes-Revised (APP-R). Designed for highly unintelligible children, the HAPP-3 

contains both a comprehensive evaluation and screening test. The 

phonological evaluation can be administered in 20 minutes and contains 

objects and pictures to elicit 50 stimulus words. 

Order from: 

LinguiSystems 



(800)776--4332 (phone) 

(800)577-4555 (fax) 

http://www.linguisystems.com 

or 


P.O. Box 24997 


(800)277-8737 (phone) 

(800)978-7379 (fax) 


The MacArthur-Bates Communicative Development Inventories 

(Fenson, Marchman, Thal, Dale, Reznick, and Bates, 2007) 

Recommended age: Words and Gestures – 8 months to 18 months, Words and 

Sentences – 16 months to 30 months, Sentences and Phrases – 30 months and 

up. 

Description: These questionnaires ask parents to identify various words that 

their child either says or signs. It includes vocabulary relating to: things in the 

home, people, action words, description words, pronouns, prepositions, question 

words, as well as sentences and grammar. This assessment tool is available in 

numerous languages, including Spanish and Arabic. 

Order from: 

Brookes Publishing 

Attn: Customer Service 

P.O. Box 10624 

Baltimore, MD 21285-0624 

(800)638-3775 

http://www.brookespublishing.com/store/index.htm 


Oral and Written Language Scales (OWLS) 


Recommended age: 3 years to 21 years, 11 months for Listening Comprehension 

and Oral Expression Scales 

5 years to 21 years, 11 months for Written Expression 

Description: The OWLS is an individually administered assessment of receptive 

and expressive (oral and written) language for children and young adults. The 

test includes 2 picture books for the assessment of Listening Comprehension and 

Oral Expression, and contains items for measuring grammatical awareness, 

pragmatic skills, and figurative language comprehension and use. 

Order from: 



P.O. Box 1416 


(800)627-7271 (phone) 

(800)632-9011 (fax) 


or 


P.O. Box 24997 


(800)277-8737 (phone) 

(800)978-7379 (fax) 



Peabody Picture Vocabulary Test (PPVT-IV) 

(Dunn, and Dunn, 2001) 

Recommended age: 2 years, 6 months to > 90 years 

Description: The PPVT-IV provides information to compare receptive and 

expressive vocabulary skills. Given a four-picture choice, children are asked to 

point to the picture that corresponds to the single word spoken by the clinician. 

The test manual provides age/grade equivalents, standard scores, percentile 

ranks, normal curve equivalents, and growth scale values for measuring progress 

over time. 

Order from: 



P.O. Box 1416 


(800)627-7271 (phone) 

(800)632-9011 (fax) 


Preschool Language Scale (PLS-4) 

(Zimmerman, Steiner, and Pond, 2002) 

Recommended age: Birth to 6 years, 11 months 

Description: The PLS-4 is a standardized test of auditory comprehension and 

expressive communication for infants and toddlers. The auditory comprehension 

subscale assesses basic vocabulary, concepts and grammatical markers in 

preschool and higher-level abilities such as complex sentences, making 

comparisons and inferences, etc. in older children. The expressive 

communication subscale asks preschoolers to name objects, use concepts that 

describe objects, express quantity, use grammatical markers, etc. For older 

children it includes word segmentation, completing analogies, telling a short 

story in sequence, etc. This test also includes an articulation screener and a 

language sample checklist. 

Order from: 



P.O. Box 1416 


(800)627-7271 (phone) 

(800)632-9011 (fax) 



Preschool Screening Instrument for Targeting Educational 

Risk (Pre-SIFTER) 

(Anderson and Matkin, 1996) 


Description: The Pre-SIFTER is a questionnaire with 15 items completed by the 

teacher which identifies children at risk for educational failure with five subscales 

(academics, attention, communication, participation, behavior). 

Order from: 


13153 N. Dale Mabry, #105 


(800)460-7322 




Receptive One-Word Picture Vocabulary Test (ROWPVT) 

(Gardner, 1985) 


Description: The ROWPVT assesses a student's knowledge of vocabulary by 

asking the child to point to the object being named. The test ends when the 

child cannot correctly identify the pictured meaning of the word in 6 out of 8 

consecutive items. 

Order from: 

LinguiSystems 



(800)776--4332 (phone) 

(800)577-4555 (fax) 


or 


P.O. Box 24997 


(800)277-8737 (phone) 

(800)978-7379 (fax) 



Receptive-Expressive Emergent Language Test - Third Edition (REEL-3) 

(Bzoch, League, and Brown, 2003) 

Recommended Age: Birth through 3 years 

Description: The REEL-3 is designed to help identify infants and toddlers who 

have language impairments or who have other disabilities that affect language 

development. It is especially useful as an assessment and planning instrument in 

Early Childhood Intervention programs. The REEL-3 has two core subtests, 

Receptive Language and Expressive Language, and a new supplementary 

subtest, Inventory of Vocabulary Words. Results are obtained from a caregiver 

interview. 

Order From: 

Pro Ed Inc. 

8700 Shoal Creek Boulevard 

Austin , Texas 78757-6897 

(800)897-3202 (phone) 

(800)397-7633 (fax) 

http://www.proedinc.com 

Screening Instrument for Targeting Educational 

Risk (SIFTER) 

(Anderson, 1989) 

Recommended age: 6 years and above 

Description: The SIFTER is utilized by the child’s teacher to rate the child in 

comparison to other children in the classroom on 15 items. The responses are 

plotted on a chart which indicates pass, marginal, or fail for each of the five 

areas of academics, attention, communication, classroom participation, and 

school behavior. If a child fails in a specific area, he/she should be referred for 

further evaluation. 

Order from: 


13153 N. Dale Mabry, #105 


(800)460-7322 





SKI-HI Language Development Scale 

(Watkins, 2004) 


Description: Assesses both receptive and expressive language ability. The 

parents observe their child to determine whether they exhibit the behaviors 

listed on the scale. For children age Birth to 2, the skills are listed in 2-month 

intervals. For children age 2 to 4 years, the skills are listed in 4-month intervals. 

For children age 4 to 5 years, the skills are listed in 6-month intervals. 

Order from: 

Hope Publishing, Inc 

1856 North 1200 East 

North Logan, UT 84341 

(435)245-2888 (phone/fax) 

http://www.hopepubl.com 

Structured Photographic Expressive Language Test 3 (SPELT) 

(Dawson and Stout, 2003) 


Description: The SPELT-3 includes 54 new full color photographs of everyday 

situations and objects paired with simple verbal questions and statements to 

elicit specific morphological and syntactic structures. It allows for analysis of 

specific language structures that may not occur in spontaneous language 

samples. The child’s strengths and weaknesses can be readily identified. 

Order from: 



P.O. Box 1416 


(800)627-7271 (phone) 

(800)632-9011 (fax) 


or 


P.O. Box 24997 


(800)277-8737 (phone) 

(800)978-7379 (fax) 



Structured Photographic Expressive Language Test – Preschool-2 

(SPELT-P 2) 

(Dawson, Stout, Eyer, Tattersall, Fonkalsrud, and Croley, 2004) 


Description: The SPELT-P 2 is designed to probe a child’s ability to generate early 

developing morphological and syntactic forms. It includes 44 new full color 

photographs of everyday situations and objects paired with simple verbal 

questions and statements to elicit specific morphological and syntactic. 

Order from: 



P.O. Box 1416 


(800)627-7271 (phone) 

(800)632-9011 (fax) 


or 


P.O. Box 24997 


(800)277-8737 (phone) 

(800)978-7379 (fax) 


The Rosetti Infant-Toddler Language Scale: a Measure of 

Communication and Interaction 

(Rossetti, 1990) 


Description: This scale assesses preverbal and verbal areas of communication 

and interaction including: interaction-attachment, pragmatics, gesture, play, 

language comprehension, and language expression. The examiner may 

directly observe or elicit a behavior from the child or use the caregiver’s report 

to equally credit the child’s performance. Results reflect the child’s mastery of 

skills in each of the areas assessed at three month intervals. A parent 

questionnaire with guidelines for a parent interview is also included. 

Order from: 

LinguiSystems 



(800)776--4332 (phone) 

(800)577-4555 (fax) 



Teacher Assessment of Spoken Language (TASL) 

(Moog and Biedenstein, 1998) 

Description: The TASL is a teacher rating form which was designed to rate the 

sentence structure of children who are deaf and hard of hearing. The TASL 

evaluates the development of spoken language from first words through the use 

of complex sentences. A manual accompanies the rating forms and describes 

the criteria for rating. 

Order from: 

The Moog Center for Deaf Education 

12300 South Forty Drive 


(314)692-7172 (phone) 

www.moogcenter.org 

Test of Semantic Skills – Primary (TOSS-P) 

(Bowers, Huisingh, LoGiudice, and Orman, 2007) 


Description: The TOSS-P is a receptive and expressive diagnostic test designed to 

assess a child’s semantic skills. The receptive and expressive subtests include: 

labels, categories, attributes, functions, and definitions. This test has been 

carefully developed to meet the need to analyze the receptive and expressive 

skills that are crucial for conversation, reading comprehension, and academic 

achievement. Test results provide standardized analyses of receptive, expressive, 

and overall semantic and vocabulary abilities, a thorough discussion of 

performance, and clear direction for where to start therapy. 

Order from: 

LinguiSystems 



(800)776-4332 (phone) 

(800)577-4555 (fax)

Test Reference for Cochlear Implants - The ... - Advanced Bionics

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