Ordering information - Riverside Publishing

Clinical and Special Needs Assessments 

RIVERSIDE 

2011

QUICK REFERENCE GUIDE 

Quick Reference Guide 

Quick Reference Guide 

This reference guide lists key instruments under the heading 

for which they are most often used by examiners. For the 

complete alphabetical listing of all products in this catalog, 

please see pages 166–168. 

Page 

77 Battelle Developmental Inventory, Second Edition (BDI-2) X X X X 

80 Battelle Developmental Inventory, Second Edition–Spanish (BDI-2 Spanish) X X X X X 

31 Batería III Woodcock-Muñoz Normative Update X X X X X 

32 Batería III Woodcock-Muñoz NU: Pruebas de aprovechamiento X X X X X 

33 Batería III Woodcock-Muñoz NU: Pruebas de habilidades cognitivas X X X X X 

34 Batería III Woodcock-Muñoz NU: Supplemento diagnóstico para las 

pruebas de habilidades cognitivas 

X X X X X 

132 Bender Visual-Motor Gestalt Test, Second Edition (Bender-Gestalt II) X X X 

37 Bilingual Verbal Ability Tests–Normative Update (BVAT) X X X X X 

98 Conners, Third Edition X X 

100 Conners Comprehensive Behavior Rating Scales X X 

63 Das•Naglieri Cognitive Assessment System (CAS) X X X 

49 Dean-Woodcock Neuropsychological Battery (DW) X X X 

26 Diagnostic Supplement to the WJ III NU Tests of Cognitive Abilities X X X X X 

82 Infant-Toddler Developmental Assessment (IDA) X X X 

41 

Instructional Interventions Program for the Woodcock-Muñoz Language 

Survey-Revised Normative Update (IIP/WMLS-R NU) 

133 Koppitz-2 Developmental Scoring System for the Bender-Gestalt X X 

44 Scales of Independent Behavior–Revised (SIB-R) X X X X 

84 Stanford-Binet Intelligence Scales for Early Childhood, Fifth Edition 

(Early SB5) 

X X X 

54 Stanford-Binet Intelligence Scales, Fifth Edition (SB5) X X X X 

60 Universal Nonverbal Intelligence Test (UNIT) X X X X 

42 WJ III Diagnostic Reading Battery (WJ III DRB) X X X X 

12 Woodcock-Johnson III Normative Update X X X X 

13 Woodcock-Johnson III Normative Update Complete Battery X X X X X 

15 Woodcock-Johnson III Normative Update Tests of Achievement X X X X 

19 Woodcock-Johnson III NU Tests of Achievement Form C/Brief Battery X X X X 

22 Woodcock-Johnson III Normative Update Tests of Cognitive Abilities X X X X 

39 Woodcock-Muñoz Language Survey–Revised Normative Update 

(WMLS-R NU) 

10 Woodcock Interpretation and Instructional Interventions Program (WIIIP) X X X X 

Infant 

Child 

Adult 

Multilingual 

Scoring Software 

Training Available 

X X X X X X 

X X X X X X 

New at Riverside

Icon Legend 

7 

Contents 

2011 

Clinical and Special Needs 

Assessment Catalog 

Woodcock Psychological and Educational Assessments 

53 Cognitive Assessments 

75 Early Learner Assessments 

97 

117 

131 

137 

147 

155 

Behavior Assessments 

Reading/Basic Achievement Assessments 

Visual-Motor Assessments 

Speech/Language Assessments 

Projective/Personality Assessments 

Customer Support and Ordering Information 

Look for these icons throughout the catalog and use them to identify key features quickly and easily! 

New 

Multilingual 

New 

Feature 

e Kit 

eKit 

Response to 

Intervention 

Online 

Training 

Available 

Order 

Online 

This test includes certain manipulatives 

with small parts that may present 

a choking hazard for children under the 

age of eight. Do not allow the child to 

place any manipulative in their mouth. 

A trained adult examiner must always 

closely supervise the administration 

of the test and use of manipulatives 

by children. 

Phone 800-323-9540 | Fax 630-467-7192 | www.riversidepublishing.com 

1 

Contents

Professional Development 

Maintain a high level of expertise to improve 

outcomes for your clients and students. 

Riverside offers comprehensive professional 

development to help you stay current with best 

practices and research by our National Clinical 

Measurement Consultant team that includes: 

l Information direct from the source —get the 

latest and most up to date information about 

the assessments you trust 

l Customized professional development and 

implementation tailored to the individual client 

goals and objectives 

l Various formats to meet your needs: webinars, training videos, on-site workshops 

l Consultation and integration of data management solutions 

Visit our Events and Professional Development page for additional information: 

http://www.riversidepublishing.com/events/index.html 

2 Riverside | Houghton Mifflin Harcourt 

Save Time. Order Online. 

Riverside Publishing is dedicated to helping you influence your students’ lives, 

which is why we’ve made it easier to order the assessments you need to 

measurably impact their growth and achievement. 

Now you can order online at www.riversidepublishing.com! 

• Conveniently place your order online 24/7 

• Pay using a credit card or purchase order number 

• Track your order 

• Review past orders 

Questions? Contact Customer Service at 800-323-9540.

What's New in this Catalog: 

Battelle Developmental Inventory , Second Edition (BDI-2 ) 

Mobile Data Solution and eKit 

For use with the BDI-2 Data Manager, the BDI-2 Mobile Data Solution for 

Windows (MDS) allows examiners to enter item level information directly 

into Windows-based hardware. The BDI-2 MDS application eliminates the 

need for paper test records. The eKit streamlines the assessment process. 

Once test administration is complete, the MDS uploads to the BDI-2 Data Manager software for instant 

access to scores and reports. To learn more about this program, see pages 77–79. 

Essentials of WJIII Cognitive Abilities Assessment , Second Edition 

Quickly acquire the knowledge and skills you need to confidently administer, score, 

and interpret the WJ III COG. Thoroughly revised and updated with all-new 

case reports, a brand new clinical applications chapter, and reflective of the latest 

information available on the WJ III, the Second Edition is the best source for state-ofthe-art 

guidelines to the Cognitive Abilities portion of the WJ III. See page 28. 

Woodcock-Muñoz Language Survey ® –Revised 

Normative Update (WMLS-R NU) and the Instructional 

Interventions Program (IIP ) 

To help ensure optimal scoring accuracy, the WMLS-R NU has the most 

up-to-date norms based on the latest U.S. census statistics. Additionally, 

Riverside is taking guesswork out of instruction with the Instructional 

Interventions Program—which offers research-based interventions tied directly to WMLS-R NU 

student scores. This new program prescribes specific interventions for reading, writing, and language 

acquisition, while customizing them to levels of difficulty and intensity based on student test scores. 

Learn more about the IIP/WMLS-R NU on pages 39–41. 

ALSO NEW: 

l Tasks of Executive Control (TEC), page 58 

l Mini-Mental ® State Examination (MMSE-2:) Standard Version Kit, page 59 

l Reynolds Intellectual Assessment Scales (RIAS), page 59 

l Test of Nonverbal Intelligence, Fourth Edition (TONI-4), page 66 

l Transition Planning Inventory (TPI-UV), page 66 

l Screening Assessment for Gifted Elementary and Middle School Students (SAGES-2), page 69 

l Test of Early Mathematics Ability (TEMA-3), page 88 

l Emotional Disturbance Decision Tree (EDDT), page 114 

l Psychoeducational Profile (PEP-3), page 114 

l Trauma Symptom Checklist for Young Children (TSCYC), page 115 

l Trauma Symptom Inventory (TSI), page 116 

l Expressive One-Word Picture Vocabulary Test (EOWPVT), page 140 

l Receptive One-Word Picture Vocabulary Test (ROWPVT), page 140 

l Boston Diagnostic Aphasia Examination (BDAE-3), page 143 

l Stuttering Severity Instrument (SSI-4), page 146 


3

The Woodcock Family of Products 

Time-Tested, Reliable Assessments 

For decades, the Woodcock-Johnson ® co-normed family of assessments has been a trusted leader 

in the area of individually-administered assessments to comprehensively measure: 

Cognitive Abilities Achievement Neuropsychology 

Diagnostic Supplement 

Forms A, B, and 

C/Brief Battery 

Language Reading Behavior 

Flexible Administration and Automated Scoring 

The Woodcock-Johnson III Normative Update (WJ III ® NU) family of assessments can be customized for 

individual students by administering the tests based on areas of concern. Woodcock-Johnson assessments 

are automatically scored through WJ III NU Compuscore ® and Profiles Program. The Woodcock Interpretation 

and Instructional Interventions Program (WIIIP) provides an expert system for interpreting test results and 

offers a direct link between assessment data and evidence-based instructional interventions. 

See pages 7–30 or visit www.riversidepublishing.com for more information. 

Order Online

Links Assessment Results to the Classroom 

Empower Students With Data-Driven Decisions 

The Woodcock Interpretation and Instructional Interventions Program (WIIIP) and the 

Instructional Interventions Program for the Woodcock-Muñoz Language Survey ® –Revised Normative 

Update (IIP/WMLS-R NU) create a bridge between the Woodcock family of assessments and the 

classroom by translating assessment results into needed classroom activities. Order today to ensure 

your assessments are making the greatest impact possible on student success.

Take the Guesswork Out 

of Instruction with New 

Data-Driven Interventions 

Now, with one instrument, you can test English language development and recommend data-driven, 

research-based instructional interventions to help your students succeed in the classroom. 

The Instructional Interventions Program for the Woodcock-Muñoz Language Survey ® –Revised 

Normative Update (IIP /WMLS-R NU) prescribes specific interventions customized with levels of 

difficulty and intensity based on student scores for reading, writing, and language acquisition. 

The interventions allow for the seamless integration of testing with needed actions that support and 

improve learning for English language learners and students who language development support. 

Buy the Instructional Interventions Program for the WMLS-R NU to 

get these valuable interventions. 

To maintain the accuracy of student 

scores, the IIP/WMLS-R NU now 

delivers new norms based on 

updated U.S. census statistics. The 

normative update is also available 

separately. 


Order Online


10 Woodcock Interpretation and Instructional 

Interventions Program 

12 Woodcock-Johnson III Normative Update 

13 Woodcock-Johnson III Normative Update Complete Battery 


Tests of Achievement 

19 Woodcock-Johnson III Normative Update Brief Battery 


Tests of Cognitive Abilities 

26 Diagnostic Supplement to the WJ III Normative Update 


28 Woodcock-Johnson III Additional Resources and Training 

31 Batería III Woodcock-Muñoz Normative Update 

Complete Battery 

32 Batería III Woodcock-Muñoz Normative Update: 

Pruebas de aprovechamiento 


Pruebas de habilidades cognitivas 


Suplemento diagnóstico para las 


35 Bateria III Woodcock-Muñoz Additional Resources 

and Training 

37 Bilingual Verbal Ability Tests Normative Update 

39 Woodcock-Muñoz Language Survey 

–Revised Normative Update 

41 Instructional Interventions Program for the 

Woodcock-Muñoz Language Survey 

–Revised Normative Update 

42 Woodcock-Johnson III Diagnostic Reading Battery 

44 Scales of Independent Behavior–Revised 

47 Inventory for Client and Agency Planning 

48 Checklist of Adaptive Living Skills 

48 Adaptive Living Skills Curriculum 

49 Dean-Woodcock Neuropsychological Battery 

51 Dean-Woodcock Additional Resources 

Riverside | Houghton Mifflin Harcourt 

7

Your RTI Solution 

for Tier 2: 

WJ III Tests of Achievement, Form C/Brief Battery 

Special Tier 2 Solution Pricing* 

and the 

Woodcock Interpretation and Instructional Interventions Program. 

Conduct Tier 2 screenings in reading, math, or writing in just 10 to 15 minutes. 

Generate evidence-based interventions that meet specific individual student 

needs based on their assessment data. Monitor progress with WJ III Tests of 

Achievement Forms A, B, or C to document a student's growth over time. Gather 

additional information by integrating this solution into the RTI process with other 

Woodcock-Johnson ® assessments. 

WJ III NU Tests of Achievement Form C/Brief Battery + 

Woodcock Interpretation and Instructional Interventions Program 

1425427 ................................................................................................................................... $599.00 

(*865.00 If purchased separately)

Assessment + 

See pages 10–20 or visit 

www.riversidepublishing.com 

to learn more about our Instructional 

Interventions Program Solutions. 

Order Online 

Intervention

Woodcock PsychologicAl a n d EducAtionAl AssEssmEnts 

10 


Overview 

Purpose: Provides an expert system for 

interpreting test results and offers a direct link 

between assessment data and evidence-based 

instructional interventions 

Restriction Level: Medium 

Benefits 

Integrates additional interpretive information and 

instructional interventions for these assessments: 

• WJ III NU Tests of Achievement, Forms A, 

B, and C 

• WJ III NU Tests of Cognitive Abilities 

• Diagnostic Supplement to the WJ III NU Tests 

of Cognitive Abilities 

• Batería III Woodcock-Muñoz® NU: Pruebas de 

aprovechamiento 

• Batería III Woodcock-Muñoz NU: Pruebas de 

habilidades cognitivas 

• Batería III Woodcock-Muñoz NU: Suplemento 

diagnóstico para las pruebas de habilidades 

cognitivas 

• Bilingual Verbal Ability Tests Normative 

Update 

• Dean-Woodcock Neuropsychological Battery 

Ordering information 

Y17-1037184 Woodcock Interpretation and Instructional Interventions 

Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$475 .00 

(Includes Windows ® - and Macintosh ® -based 

CD-ROM, manual, and blackline master checklists) 

Riverside | houghton mifflin harcourt 

Woodcock Interpretation and 

Instructional Interventions 

Program (WIIIP ) 

Fredrick A. Schrank, barbara J. Wendling, 

richard W. Woodcock, 2008 

General Information 

WIIIP expands on benefits offered by the WJ III ® 

NU Compuscore and Profiles Program to provide 

a complete assessment and intervention software 

program. Use it to score your Woodcock 

assessments, integrate information from 

checklists and multiple measures, choose academic 

interventions based on test results, and generate comprehensive reports. 

Integrate addItIonal InterpretIve InformatIon 

augment test scores with observations from eight different checklists to add 

insight to the scores from a WJ III NU test administration. 

• Parent’s Checklist 

• Teacher’s Checklist 

• Self-Report Checklist 

• Classroom Observation Form 

• Reason for Referral Checklist 

• Academic Processes Checklist 

• Executive Processes and Cognitive Fluency Checklist 

• Writing Evaluation Scale 

PRESCRibE inSTRuCTiOnAl inTERvEnTiOnS 

Customize your reports with the instructional interventions that are linked to 

any measured limitations on the WJ III NU or Batería III NU. Interventions are 

available for the Tests of Achievement and Tests of Cognitive Abilities. Several 

hundred evidence-based interventions are included in the software libraries. 

• inform intervention selection in RTi models 

• Make recommendations to the colleagues on your school’s 

problem-solving team 

• Customize reports by choosing which interventions to include 

• Provide actionable objectives for teachers 

System requirements for WIIIP 

can be found at www.riversidepublishing.com. 

Use the 

Woodcock-Johnson ® III Normative Update 

Tests of Achievement 

Form C/Brief Battery with WIIIP 

for Tier 2 assessment and intervention. 

See pages 8–9 for details.

Link Assessment Data to 

Classroom Intervention 

• Impact student achievement effectively by 

linking assessment data and the classroom 

with evidence-based instructional 

interventions linked to test results 

• Receive up-to-date scoring and reporting 

through updated normative data from the 

Woodcock-Johnson ® III Normative Update 

• Augment test scores with observational 

data for more effective assessment using 

Woodcock Interpretation and Instructional 

Interventions Program (WIIIP ) checklists 

• Utilize WIIIP for automated scoring for a 

number of different Woodcock assessments 

See page 10 or visit www.riversidepublishing.com for more information. 

Order Online


12 


Overview 

Purpose: The Normative Update, which includes 

the WJ III NU Compuscore® and Profiles Program, 

and the NU Technical Manual, provides updated 

norms based on 2005 U.S. census projections. 

The Normative Update effectively renews the 

validity of the following tests in the WJ III family: 

• Woodcock-Johnson III Tests of Achievement, 

Forms A and B 

• Woodcock-Johnson III Tests of Cognitive 

Abilities 

• Diagnostic Supplement to the WJ III Tests of 

Cognitive Abilities 

• Batería III Woodcock-Muñoz®: Pruebas de 

aprovechamiento 

• Batería III Woodcock-Muñoz: Pruebas de 


• Batería III Woodcock-Muñoz: Suplemento 

diagnóstico para las pruebas de habilidades 

cognitivas 


Benefits 

• The latest, most up to date norms 

• Revised interpretive procedures 

• Enhanced report options 

• Brief assessment options 


If you already have a Woodcock-Johnson III Kit (2001), order the kit 

below . If you do not already have a WJIII Kit (2001), then purchase a 

Complete Kit (see pages 13–30) . 

Y17-1099058 WJ III Normative Update Kit . . . . . . . . . . . . . . . .$238 .00 

(Includes NU Compuscore and Profiles Program, 

and NU Technical Manual) 


Woodcock-Johnson ® III Normative 

Update (WJ III ® NU) 

Richard W. Woodcock, Kevin S. McGrew, nancy Mather, 

Fredrick A. Schrank, 2007 

Maintain best practices and test 

validity through updated norms 


The development of an intermediate set of norms prior to a major content 

revision of the battery is a significant advancement in individual cognitive and 

educational assessment. this unprecedented normative recalculation reflects 

changes in general population characteristics reported in the 2005 u.S. census 

projections. based on census data specifications, 8,782 of the original WJ III 

subjects were selected for inclusion in the WJ III Normative Update (WJ III NU). 

the WJ III Normative Update Kit includes the WJ III NU Compuscore and 

Profiles Program and the WJ III NU Technical Manual. the WJ III Test Books, 

Subject Response Books, and Examiner’s Manuals are unchanged. examiners 

can use their current Test Records because the age-equivalent and gradeequivalent 

scores listed for each test are intentionally provided as estimated 

scores only—they may vary slightly from the age- and grade-equivalent scores 

produced by the NU Compuscore. 

the WJ III NU Compuscore includes a number of revised interpretive 

procedures and report options. the WJ III NU Technical Manual includes many 

of the necessary administration pieces from the Examiner’s Manuals. 

Y17-1062142 WJ III NU Compuscore and Profiles Program . . . . $184 .00 

(Windows and Macintosh) 

Y17-923783 WJ III NU Technical Manual . . . . . . . . . . . . . . . . .$78 .00 

System requirements for WJ III NU 

can be found at www.riversidepublishing.com.

Overview 

Purpose: A co-normed set of tests for 

measuring general intellectual ability, specific 

cognitive abilities, oral language, and academic 

achievement 

Restriction Level: High 

Ages: 2 to 90+ years 

Grades: K to graduate school 

Administration Times: 

Approximately 5 minutes per test for each 

battery: Achievement, Cognitive, and Diagnostic 

Supplement. 

Scores: PR, SS, AE, GE, NCE, stanine, T score, 

z score, W score, RPI, CALP levels, instructional 

zones, and developmental zones 

Benefits 

• Supports Response to Intervention (RTI) model 

implementation with time-tested, reliable 

assessments for tiers II and III 

• Conducts comprehensive student assessment with 

co-normed achievement and cognitive batteries 

for a more complete look at student functioning 

and performance 

• Creates automated reports for both batteries 

through Report Writer or WIIIP that can be 

reviewed and edited by the test administrator 

• Adds instructional interventions through the 

addition of WIIIP (see page 10) to help ensure 

assessment data is effective for the classroom. 

• Identifies significant variations in achievement 

across academic content domains 

• Determines significant variations in ability across 

different basic psychological processes 

• Measures disparities between achievement 

and predicted achievement based on cognitive 

ability levels 

• Provides for discrepancy interpretation from 

administration of a single achievement battery 

• Offers parallel Spanish assessment through the 

Batería III Woodcock-Muñoz® Normative Update 


Woodcock-Johnson ® III 

Normative Update 

(WJ III ® NU) 


Richard W. Woodcock, Kevin S. McGrew, nancy Mather, 2001, 2007 


many state and local education agencies (leas) are exploring tiered problem 

solving/response to Intervention (rtI) models for identifying students at risk 

of developing learning problems. as states and leas implement these models, 

professionals will need to select technically sound and defensible identification 

procedures to inform interventions and help determine a student’s eligibility for 

more intensive specialized services. 

Problem-solving models employ varying approaches to the role of assessment, 

yet most well-implemented models utilize an achievement battery. The 

Woodcock-Johnson III NU Tests of Achievement can provide a record of 

functioning and growth throughout an individual’s lifetime, as well as assess 

changes in a subject’s academic performance following a specific time interval, 

such as after a year of receiving special education services. 

Well-implemented models also incorporate cognitive batteries to assess the 

contribution of the basic psychological processes, and behavioral batteries to 

assess behavioral factors as part of an in-depth, comprehensive evaluation. 

WJ III NU is designed to help professionals meet new federal and state 

mandates. no other battery of cognitive and achievement tests is more 

comprehensive or better suited for assessing academic achievement and 

cognitive processing. 

Uses 

professionals use the WJ III NU Complete battery to: 

• inform intervention selection, 

• identify disorders in the basic psychological processes, 

• diagnose learning disabilities, 

• plan education programs as well as individualized variations, 

• provide psychometric training, 

• provide guidance in educational and clinical settings, 

• assess growth, 


13 

Woodcock PsychologicAl a n d EducAtionAl AssEssmEnts


14 


• determine variations in achievement skills and ability 

levels, and 

• conduct research. 

Administration 

the WJ III NU contains two distinct, co-normed batteries: 

the WJ III NU Tests of Achievement and the WJ III NU Tests 

of Cognitive Abilities. both batteries are appropriate for 

ages 2 to 90+ years, and together provide a comprehensive 

system for measuring general intellectual ability, specific 

cognitive abilities, scholastic aptitude, oral language, and 

achievement. 

While tests are the basic administration components of the 

WJ III NU, test interpretation is based primarily on clusters 

of tests. Cluster interpretation results in higher validity 

because scores are based on a broad, multifaceted picture of 

each ability instead of on a single, narrow ability. 

Scoring and Interpretation 

each WJ III NU test kit includes the WJ III NU Compuscore 

and Profiles Program at no additional charge. With 

this program, raw scores are entered and the software 

quickly and accurately provides all derived scores for 

tests and clusters, eliminating hand-scoring errors. The 

Summary Report (English or Spanish), contains a brief 

narrative description of test performance and incorporates 

information from the Test Session Observations Checklist. 

the report and table of scores can be easily exported to a 

word-processing program for editing, customization, and 

integration into a more extensive report. the program also 

provides age/grade profiles and standard score/percentile 

rank profiles. Optional student score-related interventions 

can be added through the Woodcock Interpretation and 

Instructional Interventions Program. (See page 10 for 

details.) 

the WJ III NU provides intra-ability variation data, 

which includes intra-achievement, intra-cognitive, and 

intra-individual variations. information gathered from 



Y17-923500 WJ III NU Complete Battery . . . . . . . . . . . . . . $1,362 .00 

(Includes Cognitive Standard and Extended Test 

Books, Examiner’s Manual, Examiner’s Training 

Workbook, Audio Recording, 25 Test Records 

and Subject Response Booklets, 5 BIA Test Records, 

Achievement Form A Standard and Extended Test 


Workbook, Audio Recording, 25 Test Records and 

Subject Response Booklets, WJ III NU Compuscore 

and Profiles Program [Windows ® and Macintosh ® ], 

NU Technical Manual, and Scoring Guides) 

Y17-923501 WJ III NU Complete Battery 

with Roller Bag . . . . . . . . . . . . . . . . . . . . . . . $1,492 .00 

(Includes components listed above plus roller bag) 


intra-ability variations helps professionals determine an 

individual’s strengths and weaknesses, diagnose specific 

learning disabilities, and inform intervention selection. 

The intra-individual variation procedure has several 

advantages over traditional aptitude/achievement 

discrepancy procedures. It provides a more comprehensive 

evaluation because examiners can analyze a variety of 

scores across cognitive and achievement clusters. The intraachievement 

variation procedure examines the difference 

between an individual’s achievement score in a particular 

area with a prediction estimate based on an average of 

all other achievement areas to help professionals identify 

specific learning disabilities, pinpoint specific problems, and 

guide appropriate individual interventions. the procedure 

is also particularly useful for identifying learning disabilities 

early, to help ensure a child’s success in school. 

Technical Information 

the WJ III NU sample was selected to represent the u.S. 

population from ages 24 months to 90+ years. normative 

data were compiled from more than 8,700 subjects in more 

than 100 geographically diverse communities. individuals 

were randomly selected within a stratified sampling design 

that controlled for 10 specific community and individual 

variables and 13 socioeconomic status variables. 

WJ III NU uses continuous-year norms to yield normative 

data at 10 points in each grade. it provides age-based 

norms by month from ages 24 months to 90+ years. and 

it provides grade-based norms for Kindergarten through 

twelfth grade, two-year college, and four-year college, 

including graduate school. 

WJ III NU is a highly accurate and valid diagnostic system 

because the two batteries, cognitive and achievement, were 

co-normed and based on a single sample. 

most of the WJ III NU tests show strong reliabilities of .80 

or higher; several are .90 or higher. the WJ III NU clusters 

show strong reliabilities, most at .90 or higher. 

Test Records 

Y17-923537 Tests of Achievement, Form A Test Records 

and Subject Response Booklets Pkg . 25 . . . . . . . . .$93 .00 

Y17-923577 Tests of Achievement, Form B Test Records 


Y17-923607 Tests of Cognitive Abilities Test Records 


Y17-923634 Brief Intellectual Ability (BIA) 

Test Records Pkg . 25 . . . . . . . . . . . . . . . . . . . . . .$45 .50 

Special Bundle Offer 

Woodcock-Johnson Interpretation and Instructional Interventions 

Program and Woodcock-Johnson III Normative Update 

Complete Battery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $1,450 .00 

Contact Customer Service for additional information or to order .

Overview 

Purpose: Measures academic achievement 

and oral language 




Administration Times: Approximately 

5 minutes per test 

Scores: PR, SS, AE, GE, NCE, stanine, 

T score, z score, W score, RPI, CALP levels, 

and instructional zones 

Benefits 

• Provides a flexible measure of achievement with 

22 tests organized into Standard and Extended 

Batteries 

• Guides test selection to address specific referral 

questions with selective testing tables (STT) 

• Conducts a comprehensive analysis with 23 

different interpretive clusters 



• Informs intervention selection for Response to 

Intervention (RTI) models 

• Offers a direct link between assessment data and 

evidence-based instructional interventions 


WJ III ® Normative Update 

(NU) Tests of Achievement, 

Forms A and B 

Richard W. Woodcock, Kevin S. McGrew, 

nancy Mather, 2001, 2007 


As states and lEAs explore problem-solving/Response to intervention models 

to assess students at risk of developing learning problems, the use of valid 

and reliable achievement assessments for screening, diagnosis, and progress 

monitoring is critical. test data should be used to inform classroom instruction, 

and inform which type of intervention is developed and implemented for a 

student. 

the WJ III NU Tests of Achievement are ideal for accurately screening students 

and diagnosing a level of limitation or at-risk performance. Each test includes 

a number of items that are developmentally appropriate and sensitive down 

to the preschool level. the WJ III NU Tests of Achievement are well suited for 

screening, diagnosis, and progress monitoring activities. Individual assessment 

in reading, math, and writing using the two-test brief clusters will document a 

student’s current level of proficiency. Academic Fluency (Reading Fluency, Math 

fluency, and Writing fluency) tests are useful for documenting proficiency to 

establish baseline data on students. fluency tests are short, easy to score, and 

may be administered in small group settings. three alternate forms provide 

the means to monitor progress 2–3 times per year once a proficiency level is 

established and interventions are implemented with a student. 

Uses 

professionals use the WJ III NU Tests of Achievement to: 


• plan individual educational programs in a variety of settings, 

• inform intervention selection, 

• provide psychometric training, 

• link assessment to instruction, 

• conduct research, 

• assess growth, and 

• determine achievement skill variations across content domains. 


15 



16 



the WJ III NU Tests of Achievement have two parallel forms 

(A and b) that are divided into two batteries—Standard 

and Extended. The Standard battery includes 12 tests that 

provide a broad set of scores. The 10 tests in the Extended 

battery provide more in-depth diagnostic information on 

specific academic strengths and weaknesses. examiners can 

administer the Standard battery alone or with the Extended 

battery. A third form, Form C/Brief Battery, provides a brief 

measure of achievement for screening, progress monitoring, 

and reevaluations. 


The 12 tests in the Standard battery yield 14 interpretive 

clusters, and the 10 tests in the Extended battery yield an 

additional nine clusters. these clusters afford interpretation 

across a variety of academic content including reading, 

oral language, mathematics, Written language, academic 


Achievement Battery 

Y17-923550 WJ III NU Tests of Achievement, 

Form A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$608 .00 

(Includes Achievement Form A Standard and 

Extended Test Books, Examiner’s Manual, 

Examiner’s Training Workbook, Audio Recording, 

25 Test Records and Subject Response Booklets, 

WJ III NU Compuscore and Profiles Program 

[Windows and Macintosh], NU Technical Manual, 

and Scoring Guides) 


Form A with Roller Bag . . . . . . . . . . . . . . . . . . . .$752 .00 

(Includes components listed above plus a 

roller bag) 

Y17-923580 WJ III NU Tests of Achievement, Form B . . . . . . . .$608 .00 

(Includes Achievement Form B Standard and 





[Windows and Macintosh], NU Technical Manual, 



Knowledge, and a variety of Special Purposes such as 

phoneme/grapheme Knowledge and total achievement 

(see chart on next page). 

each WJ III NU Tests of Achievement kit includes the WJ III 

NU Compuscore and Profiles Program. With this program, 

raw scores are entered and the software quickly and 

accurately provides all derived scores for tests and clusters. 

Optional student score-related interventions can be added 

through the Woodcock Interpretation and Instructional 

interventions Program. (See page 10 for details.) 


most of the WJ III NU tests show strong reliabilities of .80 or 

higher; several are .90 or higher. the WJ III NU interpretive 

plan is based on cluster interpretation. Clusters show strong 

reliabilities, most at .90 or higher. 

See page 12 for more information on the validity and 

reliability of the WJ III NU. 

* the WJ III NU Tests of Achievement Form C/Brief Battery 

is also available. please see pages 19–20 for additional 

information. 

Y17-923581 WJ III NU Tests of Achievement, Form B 

with Roller Bag . . . . . . . . . . . . . . . . . . . . . . . . . $752 .00 


roller bag) 

Special Bundle Offers 


Program and WJIII NU Tests of Achievement, 

Form A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$850 .00 


Program and WJIII NU Tests of Achievement, 

Form B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$850 .00 

Test Records 

Y17-923537 Tests of Achievement, Form A Test Records and 

Subject Response Booklets Pkg . 25 . . . . . . . . . . . .$93 .00 

Y17-923577 Tests of Achievement, Form B Test Records and 


Essentials of Evidence-Based Academic Interventions 

barbara J. Wendling, nancy Mather, 2008 

Essentials of Evidence-Based Academic 

Interventions puts at your fingertips the successful 

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interventions. Written by barbara Wendling 

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reference presents clear descriptions 

of research-based interventions in the areas of: 

phonological awareness and beginning reading 

phonics; phonics and sight word instruction; reading 

fluency; vocabulary and reading comprehension; 

spelling, handwriting, and written expression; basic 

math skills; and math problem-solving. 


Y17-1429985 304 Pages . . . . . . . . . . . . . . . . . . . . . . $36 .95 

volume discounts do not apply


Selective Testing with the WJ III NU Tests of Achievement 

Clusters, Tests, and Descriptions 

With many different tests available for measuring cognitive abilities, a distinguishing feature of the 

WJ III NU Tests of Achievement is the time-saving flexibility available with selective testing. Selective 

testing means that examiners only need to administer a portion of tests, rather than an entire battery, to 

tailor a test administration to the specific type of interpretive information required for an examinee. The tables 

on the next two pages outline the subsets of achievement tests that need be administered for the type of 

measurement outcome desired. 

Reading 

Math 

Written Language 

Interpretive Cluster Tests Included Measures 

brief Readingbb letter-Word identification 

Passage Comprehension 

broad Readingbb letter-Word identification 


reading fluency 

basic Reading Skills letter-Word identification 

Word attack 

Reading Comprehension Passage Comprehension 

reading vocabulary 

brief Mathbb applied problems 

Calculation 

broad Mathbb applied problems 

Calculation 

math fluency 

Math Calculation Skillsbb Calculation 

math fluency 

math reasoning applied problems 

Quantitative Concepts 

brief Writingbb Spelling 

Writing Samples 

broad Written languagebb Spelling 


Writing fluency 

basic Writing Skills Spelling 

editing 

Written expression bb Writing fluency 


brief measure of word identification skills and reading 

comprehension 

broad measure of reading achievement, including reading 

decoding, ability to comprehend connected discourse 

while reading, and reading rate 

aggregate measure of sight vocabulary, phonics, and 

structural analysis 

aggregate measure of comprehension, vocabulary, and 

reasoning 

brief measure of math achievement including calculation 

skills and reasoning 

broad measure of math achievement including problem 

solving, number facility, reasoning, and math automaticity 

aggregate measure of computational skills and 

automaticity with basic math facts 

aggregate measure of problem solving, analysis, 

reasoning, and vocabulary 

brief measure of written language performance including 

spelling and written expression 

broad measure of written language achievement 

including spelling of single-word responses, quality of 

expression, and speed of production 

Aggregate measure of spelling and single-word responses 

and identifying and correcting errors in spelling, 

punctuation, and word usage in both isolated and 

contextually based formats 

aggregate measure of meaningful written expression and 

fluency 


17 




Oral Language 

Special Purposes 

Interpretive Cluster Tests Included 

Measures 

Oral language (Std.) Story Recall 

Understanding directions 

oral language (ext.) Story Recall 

Understanding directions 

picture vocabulary 

Oral Comprehension 

listening Comprehension Understanding directions 

Oral Comprehension 

oral expression Story Recall 

picture vocabulary 

18 Riverside | houghton mifflin harcourt 

aggregate measure of linguistic competency, listening 

ability, and comprehension 

aggregate measure of expressive vocabulary, reasoning, 

listening comprehension, and memory 

aggregate measure of listening ability and verbal 

comprehension 

aggregate measure of linguistic competency and 

expressive vocabulary 

academic Knowledge academic Knowledge broad measure of scientific, social studies, and cultural 

knowledge 

phoneme/grapheme 

Knowledge 

Word attack 

Spelling of Sounds 

Academic Skillsbb letter-Word identification 

Calculation 

Spelling 

academic fluencybb reading fluency 

math fluency 


academic applicationsbb Passage Comprehension 


applied problems 

brief Achievementbb letter-Word identification 


Spelling 

total achievementbb letter-Word identification 

reading fluency 

Calculation 

math fluency 

Spelling 





Measure of phonic (sound) generalizations and common 

orthographic patterns (frequently occurring letter clusters) 

in both decoding (reading) and encoding (spelling) 

aggregate measure of reading decoding, math 

calculation, and spelling of single word responses 

measure of overall academic fluency 

measure of ability to apply academic skills to academic 

problems 

brief measure of preacademic or academic skills 

development 

overall measure of achievement across reading, math, 

and written language 

bb = This cluster is available with the WJ III NU Tests of Achievement Form C/Brief Battery.

Overview 





Administration Time: 

15–45 minutes 


z score, W score, RPI, CALP levels, and 

instructional zones 

Benefits 

• Screens and monitors student progress 

• Provides a flexible selected test administration 

to target specific academic areas 

• Creates parent reports for enhanced 

communication 

Use with the 

Woodcock Interpretation 

and Instructional 


for Tier 2 assessment 

and intervention. 

(See pages 8–9 for details.) 


WJ III ® NU Tests of 

Achievement Form C/Brief 

Battery 




the WJ III NU Brief Battery provides a brief and reliable measure valid for 

many purposes. It introduces a discrete set of items, clusters, test records, 

and interpretive procedures that provide solutions for brief and focused 

achievement assessment. The test-by-test observation checklist facilitates 

the documentation of qualitative test session observations important for 

interpreting testing behaviors and strategies. the Brief Battery may be 

administered by a wide variety of personnel, which increases the practicality 

of implementing an individually administered and norm-referenced screening 

system. the Brief Battery Test book also contains step-by-step instructions 

for administering and scoring each test. the Examiner’s Manual provides a 

sequence of steps for learning how to administer and score the tests. 

Uses 

SCREEninG 

the first three tests in the Brief Battery are particularly useful screening tests. 

They are efficient to administer and produce a brief Achievement cluster score. 

Each test has a simple 0/1 scoring procedure and does not require use of an 

audio recording. 

reevalUatIon 

the Brief Battery is also useful for special education reevaluations when a 

brief, but valid and reliable measure of one or more academic areas is needed. 

it contains new items for the most frequently used nine core tests in the 

WJ III NU Tests of Achievement. Using the Brief Battery for reevaluations 

reduces repeated exposure to the items on either Form A or b. 

PROGRESS MOniTORinG 

WJ III NU is now the only individual achievement assessment system to offer 

three forms with the same core tests to administer, but each with its own 

discrete item set. This helps minimize potential content practice effects when 

measuring growth, and makes it ideal for progress monitoring 2–3 times per 

year in accordance with Idea regulations. 


19 



20 



the Brief Battery selective testing table below shows the 

tests that are included in each cluster. The test for the brief 

achievement cluster can be administered in less than 

15 minutes. The brief Reading and brief Math clusters 

typically require about 10 minutes of testing time each. 

The brief Writing cluster can be administered in about 

20 minutes. The complete brief battery can be administered 

in 30–45 minutes. 


the WJ III NU Compuscore and Profiles Program is included 

with each Brief Battery kit. Optional student score-related 

interventions can be added through the Woodcock 

Interpretation and Instructional Interventions program 

(See page 10 for details.). it provides several interpretive 

options, including brief Reading, brief Math, and brief 

Writing clusters which are each made up of two tests. When 

the first six tests in the Brief Battery are administered, the 

intra-Achievement variation Procedure (brief) provides an 

Brief Achievement 

Test 1: letter-Word 

Identification ✔ ✔ ✔ ✔ ✔ ✔ ✔ 

Test 2: Applied Problems ✔ ✔ ✔ ✔ ✔ ✔ ✔ 

Test 3: Spelling ✔ ✔ ✔ ✔ ✔ ✔ ✔ 

Test 4: Passage 

Comprehension ✔ ✔ ✔ ✔ ✔ ✔ 

Test 5: Calculation ✔ ✔ ✔ ✔ ✔ ✔ ✔ 

Test 6: Writing Samples ✔ ✔ ✔ ✔ ✔ ✔ ✔ 

Test 7: Reading 

fluency ✔ ✔ ✔ ✔ 

Test 8: Math 

fluency ✔ ✔ ✔ ✔ ✔ 

Test 9: Writing 

fluency ✔ ✔ ✔ ✔ ✔ 


Brief Reading 


Brief Math 

Brief Writing 

Broad Reading 


Form C/Brief Battery . . . . . . . . . . . . . . . . . . . . .$390 .00 

(Includes Achievement Form C/Brief Battery Test 

Book, Examiner’s Manual, 25 Test Records and 

Subject Response Booklets, 5 Screening Test 

Records and Subject Response Forms, WJ III NU 

Compuscore and Profiles Program, NU Technical 

Manual, and Scoring Guides) 


Form C/Brief Battery Complete Test Records 


Broad Math 

analysis of relative strengths and weaknesses among the 

three achievement domains. there are also two focused 

cluster score variation procedures in the Brief Battery. these 

procedures—the intra-Achievement variation Procedure 

(brief) and the intra-Achievement variation Procedure 

(broad)—allow the examiner to identify relative strengths 

and weaknesses among reading, math, and writing clusters 

by administering as few as six tests. When all nine tests 

in the battery are administered, the broad Reading, broad 

Math, and broad Written language clusters are available. 

These clusters are used in the intra-Achievement variation 

Procedure (broad). 


technical information for the Brief Battery is based on 

the new Woodcock-Johnson III Normative Update. this 

unprecedented step to release updated norms well in 

advance of a major test revision includes a recalculation of 

the normative data based on the 2005 u.S. census statistics. 

8,782 subjects were selected for inclusion. More information 

on the Normative Update can be found on page 12. 

Math Calculation Skills 

Broad Written Language 

Academic Skills 

Written Expression 

Academic Fluency 

Academic Applications 

Total Achievement 

Intra-Achievement 

Variation (Brief) 

Intra-Achievement 

Variation (Broad) 


Form C/Brief Battery Screening Test Records 

and Subject Response Forms Pkg . 25 . . . . . . . . . . .$41 .00 

Y17-923783 WJ III NU Technical Manual . . . . . . . . . . . . . . . . .$78 .00 


Form C/Brief Battery Examiner’s Manual . . . . . . . . $74 .00 


Y17-1425427 WJIII NU Tests of Achievement, Form C/Brief Battery 

and Woodcock Interpretation and Instructional 

Interventions Program . . . . . . . . . . . . . . . . . . . . .$599 .00

A Complete Assessment Tool 

for Interventions and Eligibility 

As states increasingly provide options for RTI service delivery 

models, Riverside Publishing’s Woodcock-Johnson ® III NU (WJ III ® NU) 

family of assessments remains the only assessment system that links 

test results to evidence-based instructional interventions. 

The comprehensive, co-normed WJ III NU family of assessments 

helps: 

• Identify each student’s strengths and weaknesses 

• Link results to the classroom with research-based interventions 

• Monitor progress over time with change sensitive scores 

Additionally, the WJ III NU family of assessments allows for selective 

testing in areas of concern to focus and streamline assessment. 

Comprehensively assess learning needs with Riverside’s battery of 

assessments: 

WJ III NU Tests of Achievement 

WJ III NU Tests of Cognitive Abilities 


Order Online


22 


Overview 

Purpose: Measures general intellectual ability 

and specific cognitive abilities 




Administration Times: Varies, about 




and developmental zones 

Benefits 

• Provides a flexible measure of cognitive abilities 

with 20 tests organized into Standard and 

Extended Batteries 

• Guides test selection to address specific referral 

questions with selective testing tables (STT) 

• Supports your assessment analysis with 

20 different interpretive clusters 

• Identifies significant variations in ability across 

cognitive domains 

• Determines the contribution of basic psychological 

processes on academic performance for RTI 

models 

• Supports assessment results with an 

interpretation of the abilities defined by the 

Cattell-Horn-Carroll (CHC) theory, as well as a 

number of useful clinical and cognitive categories 


Woodcock-Johnson ® III 

Normative Update 

(WJ III ® NU) Tests of 


Richard W. Woodcock, Kevin S. McGrew, nancy Mather, 2001, 2007 


As states and lEAs explore problem-solving/RTi models for students at risk 

of developing learning problems, the use of valid and reliable assessments 

to identify cognitive factors contributing to academic failure is critical. 

Comprehensive, individually administered cognitive assessments identify 

strengths and weaknesses in cognitive abilities, processes, academic 

performance, and rule out other disabilities or noncognitive factors. 

the WJ III NU Tests of Cognitive Abilities contain the greatest breadth of 

cognitive abilities of any standardized body of tests. They are based on the 

Cattell-Horn-Carroll (CHC) theory of cognitive abilities, which combines 

Cattell’s and Horn’s Gf-Gc theory and Carroll’s three-stratum theory. The 

CHC theory provides the most comprehensive framework available for 

understanding the structure of human cognitive abilities. 

This highly sophisticated, flexible assessment system is based on a multilevel 

approach that helps practitioners understand and interpret complex 

cognitive processes by breaking them down into their components. this 

allows professionals to assess and contrast the performance in a variety of 

conditions and then draw conclusions about relative strengths and weaknesses 

in the individual’s use of underlying processes. This comparison of relative 

strengths and weaknesses among abilities may suggest individual differences 

in information processing that are important to consider when determining the 

nature of a learning problem or disability. a detailed understanding of abilities 

facilitates the development of targeted interventions. 

the WJ III NU Tests of Cognitive Abilities Standard battery consists of 10 tests, 

and contains 6 clusters. The Extended battery includes 10 additional tests, and 

contains 14 clusters. Depending on the purpose and extent of the assessment, 

examiners can use the Standard battery alone or in conjunction with the 

Extended battery. Further extensions may be gained by though the use of the 

Diagnostic Supplement. See page 26 for more information.

Uses 

professionals use the WJ III NU Tests of Cognitive 

Abilities to: 

• measure basic psychological processes, 


• plan individual educational programs across a variety 

of settings, 

• determine ability discrepancies, 

• provide psychometric training, and 

• conduct research. 


bRiEF inTEllECTuAl AbiliTy 

the WJ III NU Tests of Cognitive Abilities provide a brief 

measure of intelligence with the brief intellectual Ability 

(biA) score, complete with its own test record. The biA 

takes about 10 to 15 minutes to administer and is especially 

useful for screenings and reevaluations that do not require 

a comprehensive intellectual assessment, or research 

that needs a short but reliable measure of intelligence. 

if examiners need to test a subject more thoroughly or 

focus on a specific area of concern, they can administer 

additional tests from the Cognitive battery and Diagnostic 

Supplement. 

The biA score is derived from three cognitive tests: 

verbal Comprehension, Concept Formation, and visual 

Matching. it provides a mixed measure of three abilities: 

Comprehension-Knowledge (Gc), fluid reasoning (Gf), 

and Processing Speed (Gs). these tests represent the best 

sample of an individual’s verbal ability, thinking ability, and 

efficiency in performing cognitive tasks. 

GEnERAl inTEllECTuAl AbiliTy 

the WJ III NU Tests of Cognitive Abilities provide a more 

comprehensive assessment of general ability than most 

other measures of intelligence. the general Intellectual 

ability (gIa) score in the WJ III NU is based on a weighted 

combination of tests that best represent a common ability 

underlying intellectual performance. examiners can obtain a 


Cognitive Battery 

Y17-923610 WJ III NU Tests of Cognitive Abilities . . . . . . . . . .$914 .00 

(Includes Cognitive Standard and Extended Test Books, 

Examiner’s Manual, Examiner’s Training Workbook, Audio 

Recording, 25 Test Records and Subject Response Booklets, 

5 BIA Test Records, WJ III NU Compuscore and Profiles 

Program, NU Technical Manual, and Scoring Guides) 

Y17-923611 WJ III NU Tests of Cognitive Abilities 


(Includes components listed to the left plus a roller bag) 


GiA Standard score by administering the first 7 tests in the 

Cognitive battery or a GiA Extended score by administering 

all 20 cognitive tests. 


each WJ III NU Tests of Cognitive Abilities kit includes the 

WJ III NU Compuscore and Profiles Program. With this 

program, raw scores are entered, and the software quickly 

and accurately provides all derived scores for tests and 

clusters. 

See page 12 for more information on scoring and 

interpreting WJ III NU. 

Optional student score-related interventions can be added 

through the Woodcock Interpretation and Instructional 

interventions Program (See page 10 for details.). 


most of the WJ III NU tests show strong reliabilities of .80 or 

higher; several are .90 or higher. the WJ III NU interpretive 

plan is based on cluster interpretation. Clusters show strong 

reliabilities, most at .90 or higher. 

See page 12 for more information on the validity and 

reliability of WJ III NU. 

Additional Interpretation 

attention problems and working memory also affect 

cognitive functioning and performance. WJ III NU 

measures both attention and working memory with 

several additional tests and clusters. The additional broad 

attention cluster contains four tests—numbers reversed, 

auditory Working memory, auditory attention, and pair 

Cancellation. These tests measure attentional capacity, 

ability to divide information in short-term memory into 

distinct sequences, attending to and discriminating speech 

sounds while dealing with auditory distortion, and how well 

a person can stay on task. the Working memory cluster 

measures one’s ability to hold information in awareness 

while performing a mental operation. tests include the 

numbers reversed and auditory Working memory. 

Y17-923607 Tests of Cognitive Abilities Test Records and 





Y17-1425830 WJ III NU Tests of Cognitive Abilities and 


Interventions Program . . . . . . . . . . . . . . . . . . . .$1,100 .00 


23 




Selective Testing with the WJ III Normative Update (NU) 


Clusters, Tests, and Descriptions 

With many different tests available for measuring cognitive abilities, a distinguishing feature of the 

WJ III NU Tests of Cognitive Abilities is the time-saving flexibility available with selective testing. Selective 

testing means that examiners only need to administer a portion of tests, rather than an entire battery, to tailor 

a test administration to the specific type of interpretive information required for an examinee. The tables on the 

next two pages outline the subsets of cognitive tests that need be administered for the type of measurement 

outcome desired. 

Intellectual Ability 

Cognitive Categories 


brief intellectual Ability (biA) verbal Comprehension 

Concept Formation 

visual matching 

General intellectual Ability–Standard 

(GiA-STD) 

general Intellectual ability–extended 

(GiA-EXT) 

general Intellectual ability–early 

development 

(GiA-EDev) DS 

General intellectual Ability–bilingual 

(GiA-bil) DS 

broad Cognitive Ability– 

low verbal (bCA-lv) DS 


verbal Comprehension 

visual-Auditory learning 

Spatial Relations 

Sound blending 



numbers reversed 

GIA-STD tests plus: 

general Information 

retrieval fluency 

picture recognition 

auditory attention 

Analysis Synthesis 

Decision Speed 

memory for Words 



Incomplete Words 

memory for names 

visual Closure 

Memory for Sentences 







Sound Patterns–voice 

bilingual verbal 

Comprehension–English/ 

Spanish 






Sound Patterns–voice 

brief measure of measure general intellectual ability (g) 

Standard measure of general intellectual ability (g) 

extended measure of general intellectual ability (g) 

measure of general intellectual ability for use with preschool children and individuals 

with severe developmental delays 

Measure of general intellectual ability for use with English-dominant bilingual 

individuals 

Measure of broad cognitive ability designed to minimize expressive and receptive 

verbal requirements 

verbal Ability–Standard verbal Comprehension measure of language development that includes the comprehension of individual 

words and the comprehension of relationships among words 

verbal ability–extended verbal Comprehension 


Thinking Ability–Standard visual-Auditory learning 


Sound blending 


thinking ability–extended Thinking Ability–Standard tests plus: 




Analysis-Synthesis 

broad measure of language-based acquisition knowledge and the ability to 

communicate that knowledge 

brief sampling of different thinking processes that may be used when information in 

the short-term memory cannot be processed automatically 

broad measure of the abilities used when information in the short-term memory 

cannot be processed automatically

Cognitive 

Categories 

(continued) 

CHC Factors 

Clinical Clusters 

Broad CHC 

Narrow CHC Clusters 

Cognitive Efficiency–Standard visual matching 


Cognitive Efficiency–Extended All Cognitive Efficiency–Standard tests plus: 





Comprehension-Knowledge (Gc) verbal Comprehension 


long-Term Retrieval (Glr) visual auditory learning 


visual-Spatial Thinking (Gv) Spatial Relations 


auditory processing (Ga) Sound blending 


fluid reasoning (Gf) Concept Formation 


Processing Speed (Gs) visual matching 


Short-Term Memory (Gsm) numbers reversed 


phonemic awareness Sound blending 

Incomplete Words 

Working memory numbers reversed 

auditory Working memory 

broad Attention numbers reversed 

auditory Working memory 


Pair Cancellation 

Cognitive Fluency retrieval fluency 


rapid picture naming 

executive processes Concept Formation 

planning 

Pair Cancellation 

delayed recall visual-Auditory learning–Delayed 

Story Recall–Delayed (from Achievement 

battery) 

Knowledge general Information 

General Knowledge (from Achievement battery) 

visual-Spatial Thinking 3 (Gv3) DS Spatial Relations 


visual Closure 

Fluid Reasoning 3 (Gf3) DS Concept Formation 


number matrices 

numerical reasoning DS number Series 

number matrices 

associative memory DS visual-Auditory learning 


associative memory–delayed DS visual-Auditory learning–Delayed 

memory for names–delayed 

visualization DS Spatial Relations 

block Rotation 

Sound Discrimination DS Sound Patterns–voice 

Sound Patterns–Music 

Auditory Memory Span DS memory for Words 

Memory for Sentences 

Perceptual Speed DS visual matching 

Cross Out 

Sampling of two different factors of automatic cognitive processing: 

processing speed and short-term memory 

broad measure of two different factors of automatic cognitive processing: 

processing speed and short-term memory 

Measure of breadth and depth of acquired knowledge, ability to 

communicate knowledge, and ability to reason using previously learned 

experiences 

measure of the ability to store information and fluently retrieve it later in the 

process of thinking 

Measure of the ability to perceive, analyze, synthesize, and think with visual 

patterns, including the ability to store and recall visual representations 

Measure of the ability to analyze, synthesize, and discriminate auditory 

stimuli, including processing and discriminating under distorted conditions 

broad measure of the ability to reason, form concepts, and solve problems, 

using unfamiliar information or novel procedures 

measure of the ability to perform automatic cognitive tasks, particularly 

when measured under pressure to maintain focus 

measure of the ability to apprehend and hold information in immediate 

awareness and then use it within a few seconds 

Measure of the knowledge and skills related to analyzing and synthesizing 

speech sounds 

measure of the ability to hold information in immediate awareness while 

performing a mental operation on the information 

measure of focused attention, sustained attention, divided attention, and 

working memory 

measure of the ease and speed with which an individual performs cognitive 

tasks 

Measure of three aspects of executive functioning: strategic planning, 

proactive inference control, and the ability to repeatedly shift one’s 

mental set 

measure of the ability to recall and relearn associations that were previously 

learned 

measure of general information and curricular knowledge 

Similar to the measure of visual-Spatial Thinking (Gv), visual-Spatial 

Thinking 3 (Gv3) adds a measure of the ability to identify an object from 

incomplete visual stimuli (closure speed) 

Similar to the measure of Fluid Reasoning (Gf), Fluid Reasoning 3 (Gf3) 

adds quantitative reasoning to specific measures for the narrow abilities of 

inductive reasoning and deductive reasoning 

measure of the ability to reason with mathematical concepts involving the 

relationships and properties of numbers 

measure of the ability to store and retrieve associations 

measure of the ability to recall associations that were previously learned 

Measure of the ability to envision objects and patterns in space by perceiving 

how the object would appear if it were presented in an altered form 

measure of the ability to distinguish between pairs of voicelike musical 

sound patterns 

Measure of the ability to listen and then immediately recall sequentially 

ordered information after one presentation 

measure of the ability to rapidly scan and compare visual symbols 

DS = This cluster requires administration of the Diagnostic Supplement to the WJ III NU Tests of Cognitive Abilities. 


25 



26 


Overview 

Purpose: Provides more specific diagnostic 

capabilities to the WJ III NU Tests of Cognitive 

Abilities 




Administration Time: Varies, about 

5 minutes per subtest 




Benefits 

• Increases the breadth and depth of coverage 

offered by the WJ III NU Tests of Cognitive Abilities 

with 11 additional tests and 12 additional 

interpretive clusters 

• Measures several narrow, lower stratum CHCdefined 

abilities for comprehensive assessment 

data 

• Supports English-dominant bilingual individuals 

with a General Intellectual Ability–Bilingual 

• Assesses children at the pre-school level, or low- 

functioning individuals at any age with a General 

Intellectual Ability — Early Development scale 


Diagnostic Supplement (DS) 

to the WJ III ® Normative 

Update (NU) Tests of 



Fredrick A. Schrank, 2003, 2007 


the Diagnostic Supplement (DS) expands the diagnostic capabilities of the 

WJ III NU Tests of Cognitive Abilities with 11 additional tests and several 

additional clusters and interpretive procedures. the DS provides an opportunity 

to obtain additional information about an individual’s relative cognitive 

strengths and weaknesses. 

Uses 

the Diagnostic Supplement is designed for use in educational, clinical, 

or research settings and is ideal for bilingual assessment, early childhood 

assessment, or situations where a language-reduced cognitive ability score is 

required. 


the availability of several tests, clusters, and interpretive procedures increases 

the diagnostic usefulness of the entire WJ III NU system. 

• A General intellectual Ability–bilingual scale (GiA-bil) is available for 

English-dominant bilingual individuals. When used with the WJ III NU 

Tests of Achievement, the GiA-bil can be used as an ability measure in 

calculating ability/achievement discrepancies. 

• An accommodation (Test 31: bilingual verbal Comprehension–English/ 

Spanish) is available for assessing the overall verbal comprehension of 

English-Spanish bilingual individuals. 

• A language-reduced thinking ability cluster (Thinking Ability–low verbal) 

is available for English-dominant bilingual individuals. This cluster can be 

used in the intracognitive (Standard) variation Procedure for evaluation 

of relative cognitive strengths and weaknesses. 

• A broad-based cognitive ability cluster, broad Cognitive Ability–low 

verbal (bCA-lv), is also available. This cluster has relatively low 

verbal requirements overall. note: The verbal Ability cluster subtest, 

Test 1: verbal Comprehension, is not included in this cluster.

• A General intellectual Ability—Early Development 

scale (GiA-EDev) is available for use with children at 

the preschool level. additionally, this scale may be 

used with low-functioning individuals of any age. An 

interpretive procedure is included for identifying the 

presence and severity of developmental delay. 


each Diagnostic Supplement to the WJ III NU Tests of 

Cognitive Abilities includes the enhanced WJ III NU 

Compuscore and Profiles Program. With this program, raw 

scores are entered, and the software quickly and accurately 

provides all derived scores for tests and clusters. optional 

student score-related interventions can be added through 


Diagnostic Supplement Tests and Clusters 

Test Broad Ability Narrow Ability 

Memory for names long-Term Retrieval (Glr) associative memory 

visual Closure visual-Spatial Thinking (Gv) Closure Speed 

Sound Patterns–voice Auditory Processing (Ga) Sound Discrimination 

number Series Fluid Reasoning (Gf) Quantitative reasoning 

number matrices fluid reasoning (Gf) Quantitative reasoning 

Cross Out Processing Speed (Gs) Perceptual Speed 

Memory for Sentences Short-Term Memory (Gsm) Auditory Memory Span 

block Rotation visual-Spatial Thinking (Gv) visualization 

Sound Patterns–Music Auditory Processing (Ga) Sound Discrimination 

Memory for names–Delayed long-Term Retrieval (Glr) associative memory 

bilingual verbal Comprehension Comprehension-Knowledge (Gc) lexical Knowledge and language 

development 



Y17-923670 Diagnostic Supplement to the 

WJ III NU Tests of Cognitive Abilities . . . . . . . . . .$380 .00 

(Includes Test Book, Examiner’s Manual, 25 Test 

Records, Audio Recording, WJ III NU Compuscore 

and Profiles Program [Windows and Macintosh], 


the Woodcock Interpretation and Instructional Interventions 

Program (See page 10 for details.). 


the DS includes normative data from more than 8,700 

individuals from ages 2 to 90+, including college and 

university undergraduate and graduate students, in more 

than 100 geographically diverse communities that are 

representative of the u.S. population—the same norming 

sample from the WJ III NU. because the DS is co-normed 

with the WJ III NU, it provides more accurate and valid 

comparisons between and among the CHC abilities than 

would be possible by comparing separately normed 

instruments. 

Y17-923678 Diagnostic Supplement Test Records 

Pkg . 25 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$78 .00 


27 




Woodcock-Johnson III Additional Resources 

Essentials of WJ III Cognitive Abilities Assessment, 2nd Edition 

Fredrick A. Schrank, Daniel C. Miller, barbara J. Wendling, Richard W. Woodcock (2010) 



Essentials of WJ III Tests of Achievement Assessment 

nancy Mather, barbara J. Wendling, Richard W. Woodcock, 2001 

Woodcock-Johnson III: Reports, Recommendations, and Strategies 

nancy Mather, lynne E. Jaffe, 2002 

Quickly acquire the knowledge and skills you need 

to confidently administer, score, and interpret the 

WJ iii COG. Thoroughly revised and updated 

with all-new case reports, a brand new clinical 

applications chapter, and reflective of the latest 

information available on the WJ iii, including the 

Diagnostic Supplement and the 2007 Normative 

Update, the Second Edition is the best source for 

state-of-the-art guidelines to the Cognitive Abilities 

This volume provides a quick reference to 

information on the administration, scoring, and 

interpretation of the WJ III Tests of Achievement. 

this volume will help WJ III examiners to prepare 

useful and descriptive psychoeducational reports 

and to help professionals convert psychoeducational 

recommendations into measurable goals and 

objectives for monitoring students’ achievement 

and abilities. the book includes numerous examples 

of effective diagnostic reports as well as summaries 

of methods and techniques for implementing 

recommendations successfully. 

WJ III Clinical Use and Interpretation 

Fredrick A. Schrank, Dawn P. Flanagan, 2003 

this book discusses clinical and academic 

applications of the WJ III with respect to specific 

populations and presents research findings on the 

reliability and validity of the test. the book also 

provides methods to aid in the understanding and 

interpretation of WJ III results for various groups of 

average and exceptional children. 

portion of the WJ iii. Offering expert assessment 

of the test’s relative strengths and weaknesses, this 

book complements Essentials of WJ III Tests of 

Achievement Assessment. 

Y17-1469471 331 Pages . . . . . . . . . . . . . . . . . . . . . . $36 .95 

volume discounts do not apply 


Y17-923402 279 Pages . . . . . . . . . . . . . . . . . . . . . . $36 .95 



Y17-923247 516 Pages . . . . . . . . . . . . . . . . . . . . . . $75 .00 

Y17-1472548 WJ III Reports/Recs/Strategies 

CD-ROM . . . . . . . . . . . . . . . . . . . . . . .$110 .00 

Y17-1472549 WJ III Reports/Recs/Strategies 

CD-ROM and Book . . . . . . . . . . . . . . $120 .00 



Y17-921978 356 Pages . . . . . . . . . . . . . . . . . . . . . . $75 .95 


Woodcock-Johnson III Training Options 

WJ III University Training Package 

the WJ III University Training Package is designed to help 

university professors and training professionals teach others 

how to use the Woodcock-Johnson III. the WJ III Training 

CD-ROM can be used with either Windows or macintosh 

operating systems, and contains video clips of administration 

and scoring procedures. The CD-ROM also contains preand 

post-tests to help examiners learning the WJ III target 

their strengths and weaknesses. It includes presentation 

materials in powerpoint ® format that instructors and trainers 

can use, such as slides and handouts. 

additionally, the package contains a copy of the 

Achievement and Cognitive Examiner Training Workbooks 

(included with each WJ III kit). the workbooks are filled 

with step-by-step examples showing how to establish basals 

and ceilings, score items, calculate raw scores, and obtain 

estimated age and grade equivalents. Other examples 

show how to read the score reports generated by the 

WJ III scoring software. practice exercises give examiners 

an opportunity to test their abilities, and two reproducible 

checklists can be used as self-study or observation tools. 

Y17-923635 WJ III University Training Package . . . . . . . . . . . .$185 .00 

(Includes the University Training CD-ROM, 

Examiner Training Workbook for the WJ III Tests of 

Achievement, Examiner Training Workbook for the 

WJ III Tests of Cognitive Abilities) 

WJ III Examiner Training Workbooks 

the WJ III Examiner Training Workbook (included with each 

WJ III kit) can also be purchased in packages of 5 for 

professionals who conduct training workshops and need 

extra copies. The workbook is filled with step-by-step 

examples showing how to establish basals and ceilings, 

score items, calculate raw scores, and obtain estimated age 

and grade equivalents. Other examples show how to read 

the score reports generated by the WJ III scoring software. 

practice exercises give examiners an opportunity to test their 

abilities, and two reproducible checklists can be used as selfstudy 

or observation tools. 

Y17-923533 Examiner Training Workbooks for the WJ III Tests of 

Achievement Pkg . 5 . . . . . . . . . . . . . . . . . . . . . . . $15 .00 

Y17-923534 Examiner Training Workbooks for the WJ III Tests of 

Cognitive Abilities Pkg . 5 . . . . . . . . . . . . . . . . . . . $15 .00 


onsite professional development is available for your 

organization. See page 2 for details. 


WJ III Self-Study Training Package 

the WJ III Self-Study Training Package is similar to the 

WJ III University Training Package, but it is designed 

to help individuals learn how to administer and use the 

Woodcock-Johnson III on their own. The CD-ROM contains 

approximately two hours of video clips of test administration 

and scoring procedures as well as pre- and post-tests to 

help examiners learning the WJ III target their strengths 

and weaknesses. However, no presentation materials are 

included. 

the package contains a copy of the Examiner Training 

Workbook for both the WJ III Tests of Achievement and the 

Tests of Cognitive Abilities. 

Y17-923640 WJ III Self-Study Training Package . . . . . . . . . . . .$114 .00 

(Includes the Self-Study Training CD-ROM, 

Examiner Training Workbook for the WJ III Tests of 

Achievement, Examiner Training Workbook for the 

WJ III Tests of Cognitive Abilities) 

WJ III Training Video Packages 

the WJ III Training Videos contain information on 

test administration and scoring of either the Tests of 

Achievement or the Tests of Cognitive Abilities. they 

feature actual test administration clips and include general 

administration rules, scoring procedures, and interpretive 

options, such as age/grade profiles. the videos feature the 

WJ III authors discussing important aspects of the tests. 

each package includes a video and Examiner Training 

Workbook for the appropriate WJ III battery. 

Y17-923645 WJ III Tests of Achievement 

Training Video Package (58 minutes) . . . . . . . . . . $44 .00 

Y17-923647 WJ III Tests of Cognitive Abilities 

Training Video Package (57 minutes) . . . . . . . . . . .$46 .00 


Form C/Brief Battery Training CD-ROM . . . . . . . . .$40 .00 


Form C/Brief Battery Training VHS . . . . . . . . . . . . $18 .00 

Special Bundle Offers 

WJ III NU Complete Battery & Woodcock 

Interpretation and Instructional Interventions 

Program* . . . . . . . . . . . . . . . . . . . . . . . . . . . . $1,450 .00 

Y17-1425830 Cognitive Battery & Woodcock 

Interpretation and Instructional Interventions 

Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$1,100 .00 

Y17-1419105 Woodcock Interpretation and Instructional 

Interventions Program and WJ III NU Tests of 

Achievement, Form A . . . . . . . . . . . . . . . . . . . . .$850 .00 



Achievement, Form B . . . . . . . . . . . . . . . . . . . . .$850 .00 



Achievement, Form C . . . . . . . . . . . . . . . . . . . . .$599 .00 

*Contact Customer Service for more information. 


29 



30 


Woodcock-Johnson III NU (WJ III NU) Ordering information 


Y17-923500 WJ III NU Complete Battery . . . . . . . . . . . . . . $1,362 .00 




Subject Response Booklets, 5 BIA Test Records, 

Achievement Form A Standard and Extended Test 






Y17-923501 WJ III NU Complete Battery 


(Includes components listed above plus a roller 

bag) 


Y17-923550 WJ III NU Tests of Achievement, Form A . . . . . . . .$608 .00 

(Includes Achievement Form A Standard and 



25 Test Records and Subject Response Booklets, WJ 

III NU Compuscore and Profiles Program [Windows 

and Macintosh], NU Technical Manual, and 

Scoring Guides) 

Y17-923551 WJ III NU Tests of Achievement, Form A 



bag) 

Y17-923580 WJ III NU Tests of Achievement, Form B . . . . . . . .$608 .00 

(Includes Achievement Form B Standard and 



25 Test Records and Subject Response Booklets, WJ 




Y17-923581 WJ III NU Tests of Achievement, Form B 



bag) 


Form C/Brief Battery . . . . . . . . . . . . . . . . . . . . .$390 .00 

(Includes Achievement Form C/Brief Battery Test 

Book, Examiner’s Manual, 25 Test Records and 

Subject Response Booklets, 5 Screening Test 

Records and Subject Response Forms, WJ III NU 

Compuscore and Profiles Program, NU Technical 

Manual, and Scoring Guides) 


Y17-923610 WJ III NU Tests of Cognitive Abilities . . . . . . . . . .$914 .00 




Subject Response Booklets, 5 BIA Test Records, WJ 




Y17-923611 WJ III NU Tests of Cognitive Abilities 



bag) 


Y17-923670 Diagnostic Supplement to the WJ III NU 

Tests of Cognitive Abilities . . . . . . . . . . . . . . . . . .$380 .00 

(Includes Test Book, Examiner’s Manual, 

25 Test Records, Audio Recording, WJ III NU 

Compuscore and Profiles Program 

[Windows and Macintosh], and Scoring Guides) 


Test Records 

Y17-923537 Tests of Achievement, Form A Test Records 

and Subject Response Booklets Pkg . 25 . . . . . . . .$93 .00 

Y17-923577 Tests of Achievement, Form B Test Records 


Y17-923774 Tests of Achievement, Form C/Brief Battery 

Complete Test Records and Subject 

Response Booklets Pkg . 25 . . . . . . . . . . . . . . . . . .$53 .00 

Y17-923785 Tests of Achievement, Form C/Brief Battery 

Screening Test Records and Subject 

Response Forms Pkg . 25 . . . . . . . . . . . . . . . . . . . .$41 .00 

Y17-923607 Tests of Cognitive Abilities Test Records 




Y17-923678 Diagnostic Supplement Test Records Pkg . 25 . . . . .$78 .00 

Computer Scoring 

Y17-1062142 WJ III NU Compuscore and Profiles Program 

(Windows and Macintosh) . . . . . . . . . . . . . . . . . $184 .00 

(Included in every kit) 

(Visit www .riversidepublishing .com for system 

requirements) 


Program (Windows and Macintosh) . . . . . . . . . . .$475 .00 

(Visit www .riversidepublishing .com for system 

requirements) 

Additional Resources 

Y17-923697 WJ III Audio CD (Cognitive and 

Diagnostic Supplement) . . . . . . . . . . . . . . . . . . . . $29 .75 

Y17-923560 WJ III Audio CD (Achievement) . . . . . . . . . . . . . . .$30 .00 

Y17-923783 WJ III Normative Update Technical Manual . . . . . .$78 .00 

Y17-923635 WJ III University Training Package . . . . . . . . . . . .$185 .00 

Y17-923640 WJ III Self-Study Training Package . . . . . . . . . . . .$114 .00 

Y17-923645 WJ III Tests of Achievement Training 

Video Package . . . . . . . . . . . . . . . . . . . . . . . . . . $44 .00 

Y17-923776 WJ III NU Form C/Brief Battery Training CD-ROM .$40 .00 

Y17-923784 WJ III NU Form C/Brief Battery Training VHS . . . . .$18 .00 

Y17-923647 WJ III Tests of Cognitive Abilities 

Training Video Package . . . . . . . . . . . . . . . . . . . .$46 .00 

Y17-923533 Examiner Training Workbooks for the WJ III Tests 

of Achievement Pkg . 5 . . . . . . . . . . . . . . . . . . . . . $15 .00 

Y17-923534 Examiner Training Workbooks for the WJ III Tests 

of Cognitive Abilities Pkg . 5 . . . . . . . . . . . . . . . . . $15 .00 

Y17-923247 Woodcock-Johnson III: Reports, Recommendations, 

and Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . .$75 .00 

Y17-923402 Essentials of WJ III Tests of Achievement 

Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $36 .95 

Y17-1469471 Essentials of WJ III Cognitive Abilities 

Assessment, 2nd Edition . . . . . . . . . . . . . . . . . . . . $36 .95 

Y17-921978 WJ III Clinical Use and Interpretation . . . . . . . . . . .$75 .95 

Y17-1099058 WJ III Normative Update Kit . . . . . . . . . . . . . . . .$238 .00 

(Includes NU Compuscore and Profiles Program, 

and NU Technical Manual) 


(Windows and Macintosh) 

note: The WJ III NU cannot be hand-scored. The WJ III NU Compuscore and Profiles 

Program is included with each kit. the WIIIP for the WJ III NU is sold separately.

BATERIA III 

Overview 


(including bilingual and low verbal), specific 

cognitive abilities, oral language, and academic 

achievement 





About 5–10 minutes per test 


z score, W score, RPI, CALP levels, instructional 

zones, and developmental zones 

Benefits 



• Determines significant variations in ability across 

different basic psychological processes 

• Measures disparities between achievement and 

predicted achievement based on cognitive ability 

levels 

• Informs intervention selection for Response to 

Intervention (RTI) models 

• Provides for discrepancy interpretation from 

administration of a single achievement battery 

• Offers a carefully adapted, parallel Spanish version 

of the WJ III NU 



Y17-924330 Batería III NU Complete Battery . . . . . . . . . . . .$1,374 .00 

(Includes Cognitive Standard and Extended 

Test Books, Examiner’s Manual, Examiner 

Training Workbook, Audio CD, 25 Test 

Records and Subject Response Booklets, 

5 BIA Test Records, and Scoring Guides; 

Achievement Standard and Extended Test 

Books, Examiner’s Manual, Examiner Training 

Workbook, Audio CD, 25 Test Records and 





Batería III Woodcock- 

Muñoz ® Normative Update 

(NU) Complete Battery 

Ana F. Muñoz-Sandoval, Richard W. Woodcock, 

Kevin S. McGrew, nancy Mather, 2004, 2007 


the Batería III Woodcock-Muñoz NU is a comprehensive set of tests that assess 

both cognitive abilities and achievement levels of Spanish-speaking individuals 

between the ages 2 to 90+ years. 

this battery of tests is used for measurement of general intellectual ability, 

specific cognitive abilities, oral language, and academic achievement. 

Additionally, the battery provides a language-reduced general intellectual ability 

score to measure the intellectual ability of bilingual or multilingual individuals, 

a broad Cognitive Ability–low verbal score, and a Comparative language 

index (Cli) to determine language dominance. The Cli is available when you 

administer select tests from both Batería III NU and WJ III NU. 

Using both the cognitive and achievement batteries of the Batería III NU will 

allow practitioners to make accurate comparisons among a person’s general 

intellectual, oral language, and achievement scores, and to obtain several types 

of ability indicators. 

See pages 13–14 for more information on uses, administration, scoring and 

interpretation, and technical information. 

Y17-924331 Batería III NU Complete Battery 

with two carrying cases . . . . . . . . . . . . . . . . . $1,544 .00 

(Includes components listed to the left plus two 

carrying cases) 

Test Records 

Y17-924340 Cognitive Abilities Test Records and 


Y17-924355 Achievement Test Records and 





31 



32 

BATERIA III 


Overview 





Administration Time: About 5 minutes 

per test 




Benefits 

• Informs intervention selection for Response 

to Intervention (RTI) models 

• Utilizes a flexible measure of achievement 



• Conducts a broad analysis with 23 different 




• Offers classroom instructors a direct link between 

assessment data and evidence-based instructional 

interventions with WIIIP 



Y17-924348 Batería III NU Pruebas de aprovechamiento . . . . .$563 .00 

(Includes Achievement Standard and Extended 

Test Books, Examiner’s Manual, Examiner Training 

Workbook, Audio CD, 25 Test Records and Subject 

Response Booklets, WJ III NU Compuscore and 

Profiles Program (Windows and Macintosh), 

NU Technical Manual and Scoring Guides) 


Batería III Woodcock-Muñoz ® 

Normative Update (NU): 

Pruebas de aprovechamiento 




the Batería III Woodcock-Muñoz NU: Pruebas de aprovechamiento is the 

parallel Spanish-language version of the WJ III NU Tests of Achievement. 

all tests in the Batería III NU have been carefully adapted from the WJ III NU. 

results from these tests can be directly compared since they have been 

equated. 

this achievement battery of tests is used to measure academic achievement 

of Spanish-dominant bilingual or multilingual individuals. 



Y17-924349 Batería III NU Pruebas de aprovechamiento 

with Carrying Case . . . . . . . . . . . . . . . . . . . . . .$693 .00 


carrying case) 


Subject Response Booklets Pkg . 25 . . . . . . . . . . . .$86 .00

BATERIA III 

Overview 


(including bilingual and low verbal) and specific 

cognitive abilities 





per test 




Benefits 

• Provides a flexible measure of cognitive abilities 



• Conducts a broad analysis with 20 different 


• Identifies significant variations in ability across 

cognitive domains 

• Supports your interpretation by determining 

the contribution of basic psychological processes 

on academic performance 

• Supports your interpretation of the abilities 

defined by the Cattell-Horn-Carroll (CHC) 

theory, as well as a number of useful clinical 

and cognitive categories 



Y17-924333 Batería III NU Pruebas de habilidades cognitivas .$883 .00 




Response Booklets, 5 BIA Test Records, WJ III NU 

Compuscore and Profiles Program (Windows, and 

Macintosh), NU Technical Manual and Scoring 

Guides) 

Y17-924334 Batería III NU Pruebas de habilidades cognitivas 

with carrying case . . . . . . . . . . . . . . . . . . . . . .$1,027 .00 




Batería III Woodcock- 

Muñoz ® Normative Update 

(NU): Pruebas de 





the Batería III Woodcock-Muñoz NU: Pruebas de habilidades cognitivas is the 

parallel Spanish-language version of the WJ III NU Tests of Cognitive Abilities. 

these tests are designed to provide comprehensive information about cognitive 

abilities and processing strengths and weaknesses. Since these tests are parallel, 

comparative language information can be obtained when both languages have 

been administered. 

This cognitive battery of tests provides a language-reduced broad Cognitive 

ability score and a bilingual general Intellectual ability score to demonstrate 

the combined level of language ability of Spanish-dominant bilingual or 

multilingual individuals. 



Test Records 

Y17-924340 Pruebas de habilidades cognitivas 

Test Records and Subject Response 

Booklets Pkg . 25 . . . . . . . . . . . . . . . . . . . . . . . . .$90 .00 




33 



34 

BATERIA III 


Overview 

Purpose: Provides further diagnostic 

capabilities to the Batería III Woodcock-Muñoz 

NU: Pruebas de habilidades cognitivas 




Administration Time: Varies, about 





Benefits 

• Conducts a more comprehensive assessment with 

the 11 tests of the Supplemento diagnóstico to 

include several broad and narrow abilities defined 

by the Cattell-Horn-Carroll (CHC) theory of human 



Y17-924360 Batería III NU Suplemento diagnóstico 

para las pruebas de habilidades cognitivas . . . . .$450 .00 


Records, Audio CD, WJ III Technical Manual, 


(Windows and Macintosh), NU Technical Manual and 

Scoring Guide) 


Batería III Woodcock-Muñoz ® 

Normative Update (NU): 



Ana F. Muñoz-Sandoval, Richard W. Woodcock, Kevin S. McGrew, 

nancy Mather, 2004, 2007 


the Batería III Woodcock-Muñoz NU: 


pruebas de habilidades cognitivas is the 

Spanish-language version of the Diagnostic 

Supplement to the WJ III NU Tests of 

Cognitive Abilities. It further enhances the 

capabilities of the Pruebas de habilidades 

cognitivas by providing greater diagnostic 

utility of CHC broad and narrow abilities. 

the Suplemento diagnóstico para las 


offers improved assessment options for linguistically and culturally diverse 

populations and presents new options for preschool assessment. a comparative 

language index (Cli) score to help determine language dominance and inform 

program placement is available when both WJ III NU and Batería III NU are 

administered. 



Y17-924365 Suplemento diagnóstico Test Records 

Pkg . 25 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$70 .00

Batería III Training Options 

Batería III Examiner Training Workbooks 

the Batería III Examiner Training Workbook can be 

purchased in packages of five for professionals who conduct 

training workshops and need extra copies. the workbook is 

filled with step-by-step examples showing how to establish 

basals and ceilings, score items, calculate raw scores, 

and obtain estimated age and grade equivalents. Other 

examples show how to read the score reports generated 

by the scoring software. practice exercises give examiners 

an opportunity to test their abilities, and two reproducible 

checklists can be used as self-study or observation tools. 

Y17-924359 Batería III Pruebas de aprovechamiento 

Examiner Training Workbooks Pkg . 5 . . . . . . . . . . .$14 .85 

Y17-924344 Batería III Pruebas de habilidades cognitivas 

Examiner Training Workbooks Pkg . 5 . . . . . . . . . . .$14 .85 

Batería III Training Video Packages 

the Batería III Training Videos contain information on 

test administration and scoring of either the Pruebas de 

aprovechamiento or the Pruebas de habilidades cognitivas. 

they feature actual test administration clips and include 

general administration rules, scoring procedures, and 

interpretive options such as age/grade profiles. the videos 

also feature the WJ III authors discussing important aspects 

of the tests. each package includes a video and a Batería III 

Examiner Training Workbook for the appropriate Batería III 

battery. 



Y17-924383 Batería III of Pruebas de habilidades cognitivas 



Batería III Training CD-ROM Packages 

the Batería III Training CD-ROM Packages (Cognitive and 

achievement) are designed to help university professors and 

training professionals teach others how to use the Batería 

III Woodcock-Muñoz. The batería iii Training CD-ROMs 

for both Windows and macintosh contain information in 

Spanish on test administration and scoring, featuring actual 

test administration clips and including general administration 

rules, scoring procedures, and interpretive options such as 

age/grade profiles. The CD-ROM also features the WJ III 

authors discussing important aspects of the test (with 

Spanish subtitles). in addition, the CD-ROM includes 

presentation materials, such as slides and handouts in 

powerpoint format that instructors and trainers can use. 

additionally, each package contains a copy of the 

corresponding Examiner’s Training Workbook (included 

with each Batería III kit). The workbooks include step-bystep 

examples of establishing basals and ceilings, scoring 

items, calculating raw scores, and obtaining estimated 

age and grade equivalents. Other examples show how to 

comprehend the Score Report generated by the scoring 

software. practice exercises give examiners an opportunity 

to test their abilities and the two reproducible checklists can 

be used as self-study or observation tools. 


Training CD ROM Package . . . . . . . . . . . . . . . . . .$46 .65 

Y17-924327 Batería III Pruebas de habilidades cognitivas 

Training CD ROM Package . . . . . . . . . . . . . . . . . .$46 .65 


onsite professional development is available for your 



35 



36 


Batería III NU Ordering information 


Y17-924330 Batería III NU Complete Battery . . . . . . . . . . . .$1,374 .00 




Response Booklets, 5 BIA Test Records, and Scoring 

Guides; Achievement Standard and Extended Test 



Response Booklets, NU Technical Manual, WJ III 

NU Compuscore and Profiles Program [Windows 

and Macintosh), NU Technical Manual, and 


Y17-924331 Batería III NU Complete Battery 

with two carrying cases . . . . . . . . . . . . . . . . . $1,544 .00 

(Includes components listed above 

plus two carrying cases) 


Y17-924333 Batería III NU Pruebas de habilidades cognitivas .$883 .00 

(Includes Cognitive Standard and 


Examiner Training Workbook, Audio CD, 


5 BIA Test Records, NU Technical Manual, WJ III 


and Macintosh], and Scoring Guides) 

Y17-924334 Batería III NU Pruebas de habilidades cognitivas 

with carrying case . . . . . . . . . . . . . . . . . . . . . .$1,027 .00 


plus a carrying case) 

Y17-924360 Suplemento diagnóstico para las pruebasde habilidades 

cognitivas . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$450 .00 


Records, Audio CD, NU Technical Manual, WJ III 


and Macintosh], and Scoring Guides) 

Batería III Additional Resources 

Advances in Cross-Cultural Assessment 

Ronald J. Samuda, 1998 


Presenting the major trends, theories, and 

practices in assessing culturally diverse clients, 

Advances in Cross-Cultural Assessment consists 

of chapters from some of the key leading authors 

in intelligence and intelligence testing. this book 

will heighten the awareness of professionals and 

academics in clinical and counseling psychology, 

educational psychology, social work, psychology, 

public health, and ethnic studies. 


Y17- 924348 Batería III NU Pruebas de aprovechamiento . . . . .$563 .00 

(Includes Achievement Standard and Extended 

Test Books, Examiner’s Manual, Examiner Training 


Response Booklets, WJ III NU Compuscore and 

Profiles Program [Windows and Macintosh], NU 

Technical Manual, and Scoring Guides) 

Y17-924349 Pruebas de aprovechamiento 

with carrying case . . . . . . . . . . . . . . . . . . . . . . .$693 .00 


plus a carrying case) 

Test Records 

Y17-924340 Cognitive Abilities Test Records and 






Y17-924365 Diagnostic Supplement Test Records Pkg . 25 . . . . .$70 .00 




Interventions Program . . . . . . . . . . . . . . . . . . . . .$475 .00 


Y17-923263 412 Pages . . . . . . . . . . . . . . . . . . . . . $135 .00 


BVAT -NU 

Overview 

Purpose: Measures overall verbal ability for 

bilingual individuals 




Administration Time: Approximately 

30 minutes 




Benefits 

• Measures verbal ability in any of 17 different 

languages plus English 

• Determines the impact of English language 

proficiency on discrepancies 

• Utilizes as an accommodation for the 

WJ III ® Normative Update (NU), 2007, Tests of 

Cognitive Abilities to assess bilingual individuals 

fairly 


Bilingual Verbal Ability 

Tests (BVAT ) Normative 

Update 

Ana F. Muñoz-Sandoval, Jim Cummins, 

Criselda G. Alvarado, Mary l. Ruef, 



the Bilingual Verbal Ability Tests (BVAT) Normative Update consists of three 

tests from the Woodcock-Johnson ® –Revised Tests of Cognitive Ability—picture 

vocabulary, oral vocabulary, and verbal analogies. the three tests have been 

translated into 18 languages including: 

• Arabic 

• Chinese Traditional and 

Simplified 

• French 

• German 

• Haitian-Creole 

• Hindi 

• Hmong 

• italian 

• Japanese 

• Korean 

• navajo 

• Polish 

• Portuguese 

• Russian 

• Spanish 

• Turkish 

• vietnamese 

When used in conjunction with the WJ III Normative Update (NU) Tests of 

Achievement, the BVAT Normative Update provides a system for evaluating 

the contribution of a subject’s level of English language proficiency on any 

measured discrepancy. the BVAT Normative Update can also be used in place 

of Tests 1 and 31 in the WJ III NU Tests of Cognitive Abilities to provide a 

General intellectual Ability–bilingual (GiA-bil) score. 

the BVAT Normative Update includes a software package that is available for 

Windows. The software is available to customers on CD-ROM. 


37 



38 



if you do not have the 1998 version of the BVAT kit, order 

one of the kits below, or follow steps 1, 2, and 3 to build 

your own BVAT Normative Update Kit. 

Y17-920965 BVAT Complete Test Kit . . . . . . . . . . . . . . . . . . $1,011 .00 

(includes Easel Test Book Binder with English Test 

Pages and 18 Sets of tests—1 of each language, 

Storage Box, Comprehensive Manual, Test Records, 

and Normative Update Package) 

Y17-920967 Spanish Test Kit . . . . . . . . . . . . . . . . . . . . . . . . .$382 .00 

(includes Easel Test Book Binder with English and 

Spanish Test Pages, Comprehensive Manual, 

25 Test Records, and Normative Update Package) 

if you already have the 1998 version of the BVAT kit, order 

this BVAT Normative Update package. 

Y17-920960 BVAT Normative Update Package . . . . . . . . . . . . $192 .00 

(includes CD-ROM for Windows 

and Technical Supplement) 

Y17-920884 BVAT Training Video Package . . . . . . . . . . . . . . . $107 .00 

System requirements for BVAT 



to order specific languages, purchase the english test 

Kit below plus the individual language(s) and test record 

package(s) that you need. Each Test book easel holds test 

pages in english and up to five additional languages. 

Step 1: English Test Kit 

Y17-920966 English Test Kit . . . . . . . . . . . . . . . . . . . . . . . . . .$246 .00 

(Includes Easel Test Book Binder with English Test 

pages, Comprehensive Manual, and Normative 

Update Package) 

Step 2: Languages 

(Select language[s]) 

Y17-920821 Arabic Test Pages . . . . . . . . . . . . . . . . . . . . . . . .$104 .00 

Y17-920822 Chinese Simplified Test Pages . . . . . . . . . . . . . . .$104 .00 

Y17-920823 Chinese Traditional Test Pages . . . . . . . . . . . . . . .$104 .00 

Y17-920824 French Test Pages . . . . . . . . . . . . . . . . . . . . . . . .$104 .00 

Y17-920825 German Test Pages . . . . . . . . . . . . . . . . . . . . . . .$104 .00 

Y17-920826 Haitian-Creole Test Pages . . . . . . . . . . . . . . . . . .$104 .00 

Y17-920827 Hindi Test Pages . . . . . . . . . . . . . . . . . . . . . . . . .$104 .00 

Y17-920742 Hmong Test Pages . . . . . . . . . . . . . . . . . . . . . . .$104 .00 

Y17-920828 Italian Test Pages . . . . . . . . . . . . . . . . . . . . . . . .$104 .00 

Y17-920829 Japanese Test Pages . . . . . . . . . . . . . . . . . . . . . .$104 .00 

Y17-920816 Korean Test Pages . . . . . . . . . . . . . . . . . . . . . . .$104 .00 

Y17-920764 Navajo Test Pages . . . . . . . . . . . . . . . . . . . . . . .$104 .00 

Y17-920831 Polish Test Pages . . . . . . . . . . . . . . . . . . . . . . . .$104 .00 

Y17-920832 Portuguese Test Pages . . . . . . . . . . . . . . . . . . . . .$104 .00 

Y17-920833 Russian Test Pages . . . . . . . . . . . . . . . . . . . . . . .$104 .00 

Y17-920834 Spanish Test Pages . . . . . . . . . . . . . . . . . . . . . . .$104 .00 

Y17-920835 Turkish Test Pages . . . . . . . . . . . . . . . . . . . . . . . .$104 .00 

Y17-920836 Vietnamese Test Pages . . . . . . . . . . . . . . . . . . . .$104 .00 

Step 3: Test Records 

(Select appropriate test records) 

Y17-920837 Assorted Test Records . . . . . . . . . . . . . . . . . . . . . .$46 .00 

(Includes 7 Seven-Language Test Records, 

2 French/Russian Test Records, 

11 Spanish Test Records, and 1 each 

of the other Test Records) Pkg . 25 

Y17-920880 Seven-Language Test Records . . . . . . . . . . . . . . . .$46 .00 

(Includes Arabic, Chinese, German, Hindi, Korean, 

Polish, Turkish) Pkg . 25 

Y17-920883 French/Russian Test Records Pkg . 25 . . . . . . . . . . .$46 .00 

Y17-920885 Haitian-Creole Test Records Pkg . 25 . . . . . . . . . . .$46 .00 

Y17-920741 Hmong Test Records Pkg . 25 . . . . . . . . . . . . . . . . .$46 .00 

Y17-920887 Italian Test Records Pkg . 25 . . . . . . . . . . . . . . . . . .$46 .00 

Y17-920888 Japanese Test Records Pkg . 25 . . . . . . . . . . . . . . .$46 .00 

Y17-920763 Navajo Test Records Pkg . 25 . . . . . . . . . . . . . . . . .$46 .00 

Y17-920891 Portuguese Test Records Pkg . 25 . . . . . . . . . . . . . .$46 .00 

Y17-920893 Spanish Test Records Pkg . 25 . . . . . . . . . . . . . . . .$46 .00 

Y17-920895 Vietnamese Test Records Pkg . 25 . . . . . . . . . . . . . .$46 .00

Overview 

Purpose: Assesses language proficiency level 

in English or Spanish, and offers the option of 

research-based instructional interventions linked 

to students’ WMLS-R NU scores in reading, 

writing, and language 




Administration Time: 55 minutes for the 

entire test; 25 minutes for screening with the 

Broad English Ability cluster 


z score, W score, RPI, CALP, and instructional 

zones 

Benefits 

• With the optional addition of the Instructional 

Interventions Program, provides instructional 

interventions tied to test scores, so English 

Language Learners and other students with 

language needs get data-drive support 

• Provides parallel English forms for measuring 

growth accurately without overexposure to items 

• Offers selective testing tables to help guide test 

selection and address specific referral questions 

• Includes both English and Spanish reporting 

options for diverse stake holders 

• Provides Cognitive Academic Language Proficiency 

(CALP) levels to inform placement decisions 

• Offers outstanding validity and reliability levels 

• Provides the most up-to-date norms for optimal 

accuracy 

• Includes a Spanish Parent Report to strengthen 

connections between home and school 


Woodcock-Muñoz Language 

Survey ® –Revised Normative Update 

(WMLS ® -R NU) 

Fredrick A. Schrank, barbara J. Wendling, 

Criselda G. Alvarado, and Richard W. Woodcock, 2010 


the Woodcock-Muñoz Language Survey–Revised Normative Update 

(WMLS-R NU) provides a norm referenced measure of reading, writing, 

listening, and comprehension. It includes two separate english forms and one 

Spanish form with age norms from 2 to 90+ and grade norms for K through 

graduate school. each form includes seven tests and provides eleven different 

interpretive clusters. 

listening comprehension must include assessment of the student’s ability 

to understand and perform in academics. WMLS-R NU emphasizes the role 

of cognitive-academic language proficiency (CAlP) levels in assessment of 

comprehension, serving as an excellent predictor of actual academic adjustment 

of students. 


WMLS-R NU includes seven individually administered tests: Picture vocabulary, 

verbal analogies, letter Word Identification, dictation, Understanding 

Directions, Story Recall, and Passage Comprehension. 

Uses 

WMLS-R NU helps meet requirements under several major Federal education 

laws. nClb requires that schools provide annual assessment of English 

language proficiency in the four domains of reading, writing, speaking, and 

listening. Title i also requires reporting of student progress in English language 

comprehension, which may be demonstrated through listening and reading. 

additionally, WMLS-R NU can help users meet requirements for assessment 

of specific learning disabilities (SlD) under iDEA, which makes it clear that 

professionals must rule out difficulties in english language proficiency before 

referral for special education. 

• Determine Language Proficiency in English or Spanish: measure a broad 

sample of language ability including listening, speaking, reading, and 

writing. 

• Assess Readiness for English-only Instruction: Identify english language 

learners who can be reclassified as english proficient based on improved 


39 



40 


Cognitive Academic language Proficiency (CAlP) and 

placed into English-only classes. 

• Evaluate Oral Language Dominance of English/ 

Spanish Bilingual Individuals: utilize the Comparative 

language index (Cli) to determine an individual’s 

dominant language and facilitate optimal program 

placement. 

• Determine Eligibility for Bilingual Education/ESL 

Services: Identify students who will need english as a 

second language services to maximize their chances of 

success in school. 


Oral Language 

Reading-Writing 

Broad English Ability 

Listening 


WMLS-R NU is designed to measure CAlP levels and to 

determine oral language dominance of the bilingual student. 

Student progress from a beginning level to an advanced 

level of proficiency is reflected by the CAlP score and can 

be tracked through repeated test administration using 

different forms. 

the WMLS-R NU Scoring and Reporting Program provides 

all derived scores for the individual tests and clusters in 

both the English and Spanish versions. The program prints 

a student’s scores and a narrative report of the student’s 

language competence. In addition, the program provides 

age/grade profiles as well as standard score or percentile 

rank profiles. the estimated time to input and receive a 

• Assess Growth in Language-Related Abilities: measure 

change in language ability over time using two parallel 

forms with unique test items. 

Selective Testing with the WMLS-R 

When conducting a referral-focused assessment, selective 

testing allows administration of targeted tests to obtain 

focused interpretive information rather than administering 

an entire battery. this table outlines recommended tests to 

administer based on the type of measurement objective. 

Oral Expression 

Reading 

Writing 

Language Comprehension 

1. Picture Vocabulary ✔ ✔ ✔ ✔ ✔ 

2. Verbal Analogies ✔ ✔ ✔ ✔ ✔ 

3. Letter-Word 

Identification ✔ ✔ ✔ ✔ 

4. Dictation ✔ ✔ ✔ ✔ ✔ 

5. Understanding 

Directions ✔ ✔ ✔ ✔ 

6. Story Recall ✔ ✔ ✔ ✔ ✔ 

7. Passage 

Comprehension ✔ ✔ ✔ ✔ 

student’s scores and narrative is less than five minutes. in 

addition, when WMLS-R NU is administered to a student in 

both English and Spanish, a Comparative language index 

(Cli) is calculated. 

Technical Data 

WMLS-R NU delivers the newest 

norms in CD-ROM format. 

the refinement of the 

demographic characteristics in 

the norm data, which is based on 

updated u.S. census statistics, 

will enhance the accuracy of the 

normative update-based scores. 

Oral Language–Total 

Applied Language Proficiency 

Broad English Ability–Total 

Maintain 

best practices 

with the most 

up-to-date 

norms available

Instructional 


for the WMLS-R NU 

Take the guesswork out of instruction with data-driven 

interventions. now, with one instrument, you will be able 

to test english language development and recommend 

data-driven, research-based instructional interventions. 

Interventions directly tied to student scores will allow for the 

seamless integration of testing with the needed actions that 

support and improve learning for english language learners 

and other students with language needs. 

the Instructional Interventions program for the WMLS-R 

Normative Update (IIP/WMLS-R NU) prescribes specific 

interventions for reading, writing, and language acquisition, 

while customizing them to levels of difficulty and intensity 

based on student test scores. 

for supporting english language learners, the IIP/WMLS-R 

NU will include cluster-level language interventions derived 

from research-based practices, including findings of the 

Carnegie Foundation Report, The National Literacy Panel 

Report on Language Minority Children and Youth, the 

Center for Applied linguistics, and the u.S. Department of 

Education’s institute of Education Sciences. 


English 

Y17-923800 WMLS-R NU English Language 

Form A Complete Kit . . . . . . . . . . . . . . . . . . . . .$405 .00 

(Includes: A Comprehensive Manual, Test Book, 

Test Record (pkg . 25), Dictation Pad (pkg . 25), 

Audio CD, Scoring and Reporting Program 

Software) 

Y17-1429825 WMLS-R NU English Language Form A Complete Kit 

with Instructional Interventions Program . . . . . . . . $510 .00 




Software) 

Y17-923837 WMLS-R NU English Form B, Add-On . . . . . . . . . $215 .00 

(Includes: Test Book, Test Record (pkg . 25), 

Dictation Pad (pkg . 25)) 

Spanish 

Y17-923838 WMLS-R NU Spanish Complete Kit . . . . . . . . . . .$405 .00 




Software) 

Y17-1429826 WMLS-R NU Spanish Complete Kit with 

Instructional Interventions Program . . . . . . . . . . . .$510 .00 

Includes: A Comprehensive Manual, Test Book, 



Software) 

Y17-923840 WMLS-R NU Spanish Add-On . . . . . . . . . . . . . . .$215 .00 

(Includes: Test Book, Test Record (pkg . 25), 

Dictation Pad (pkg . 25)) 


Evidence-based 

Instructional 

Interventions 

and Normative 

Update 

The interventions: 

• Direct Vocabulary Instruction 

provide approaches for teaching 

the vocabulary that support reading 

comprehension and building knowledge in the content 

areas. 

• Focus on Academic Language 

encourage the active learning and practice of academic 

language that are central to success in school. 

• Build Background Knowledge 

Inspires student confidence by building on existing 

student knowledge that impacts comprehension. 

note: The WMLS-R NU and IIP/WMLS-R NU Kits include 

the WMLS-R NU Scoring and Reporting Program, the 

Technical Manual, and the newest norms on a CD-format. 

the WMLS-R NU Test books, Subject Response books, and 

Examiner’s Manuals remain unchanged from the original 

WMLS-R version. 

Test Records 

Y17-923807 WMLS-R NU English Form A . . . . . . . . . . . . . . . . .$52 .50 

(Includes: Test Record, (pkg . 25), Dictation Pad 

(pkg . 25)) 

Y17-923824 WMLS-R NU English Form B . . . . . . . . . . . . . . . . .$52 .50 

(Includes: Test Record (pkg . 25), Dictation Pad 

(pkg . 25)) 

Y17-923831 WMLS-R NU Spanish . . . . . . . . . . . . . . . . . . . . . .$52 .50 

(Includes: Test Record (pkg . 25), Dictation Pad 

(pkg . 25)) 


Y17-1437517 WMLS-R NU Scoring and Reporting Program 

Software . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$210 .00 

Y17-1437519 Instructional Interventions Program PLUS 

the WMLS-R NU (Normative Update) Scoring 

and Reporting Program Software . . . . . . . . . . . . .$315 .00 


Y17-923809 WMLS-R NU Audio CD Package . . . . . . . . . . . . . .$31 .00 

Y17-923814 Training Video (VHS) . . . . . . . . . . . . . . . . . . . . . .$34 .00 

Y17-923818 Training CD-ROMand PowerPoint Presentation . . . . $47 .00 

System requirements for WMLS-R NU and IIP/WMLS-R NU 



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Overview 

Purpose: Assesses reading achievement and 

ability 



Grades: K.0 to 16.9 

Administration Time: 15–20 minutes 




Benefits 

• Aligns with the five essential components of 

reading identified in Reading First 

• Measures growth of a wide age and grade span 

with just one kit for organizational and economic 

efficiency 

• Guides educational planning 

• Screens, diagnoses, monitors progress, or 

measures outcomes 


WJ III ® Diagnostic Reading Battery 

(WJ III ® DRB) 

richard W. Woodcock, nancy mather, 



the WJ III Diagnostic Reading Battery (WJ III DRB) is a comprehensive 

measure of reading achievement and ability. It corresponds to the five essential 

components of Reading First at either the cluster or test level. 

Uses 

• Measure the five essential components of reading identified in Reading 

First 

• Screen students to determine the presence of reading difficulties 

• Diagnose specific reading difficulties 

• Monitor progress in reading achievement 

• Measure outcomes following specific interventions or instructional 

programs 


WJ III DRB is comprised of tests from the WJ III Tests of Achievement, Form b, 

and the WJ III Tests of Cognitive Abilities. Two new tests, Sound blending and 

oral vocabulary, were developed specifically for the DRB. a full listing of tests 

and clusters is included on the next page. 


There are 8 clusters available for interpretation: basic Reading Skills, Reading 

Comprehension, Phonics Knowledge, Phonemic Awareness, Oral language 

Comprehension, and Total Reading. Several new clusters, including brief 

reading, phonics Knowledge, phonemic awareness, oral language 

Comprehension, and Total Reading, are only available with the WJ III DRB.

ief Reading is a screening measure that can be used with 

students as young as age 3 years 6 months. it provides 

an adequate floor to be used as a prereading measure. 

broad Reading is a combined measure of reading decoding 

(reading speed) and comprehension skills. basic Reading 

Skills is a measure of phonic and structural analysis 

skills. Reading Comprehension is a broad measure of 

reading vocabulary and passage comprehension skills. 

The Phonics Knowledge cluster measures sound-symbol 

correspondences. phonemic awareness measures the 

ability to analyze and synthesize phonemic information. 

Oral language Comprehension measures oral language 

comprehension at the word and passage levels. total 

reading is a comprehensive measure of reading 

achievement. 


1. letter-Word identification 

2. Passage Comprehension 

3. Word attack 

4. reading vocabulary 

5. reading fluency 

6. Spelling of Sounds 

7. Sound Awareness 

8. Sound blending 

9. oral vocabulary 

10. Oral Comprehension 

Y17-923750 WJ III Diagnostic Reading Battery Complete Test Kit 

with carrying case . . . . . . . . . . . . . . . . . . . . . . .$469 .00 

(Includes Test Book, Audio CD, Comprehensive Manual, 

Software Package, and a package of 25 Test Records and 

Subject Response Booklets) 

Y17-923758 Test Records and Subject Response Booklets 

Pkg . 25 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$72 .00 

Y17-923751 Comprehensive Manual . . . . . . . . . . . . . . . . . . . . $79 .00 

Y17-923760 WJ III DRB Scoring and Reporting Program 

(Windows/Macintosh) . . . . . . . . . . . . . . . . . . . . $172 .00 


the WJ III DRB Scoring and Reporting Program included 

with each test kit automates scoring and provides several 

types of interpretive reports. a narrative summary report 

communicates test results to teachers and other 

professionals. a parent report includes a profile of a 

student’s proficiency and a brief explanation that simplifies 

results for parents. a class list report rank orders readers in a 

defined group such as a classroom. 


normative data for the WJ III DRB are based on the strong 

psychometric properties of the WJ III family of products. See 

pages 10–30 for more information. 

basic Reading Skills 

Reading Comprehension 

phonics Knowledge 

phonemic awareness 

Oral language Comprehension 

brief Reading 

broad Reading 

total reading 

intra-Reading Discrepancies 

intra-battery Discrepancies 

Y17-923771 Administration and Scoring 

Training Video (VHS) . . . . . . . . . . . . . . . . . . . . . .$33 .00 

Y17-923772 Administration and Scoring Training CD-ROM 

and PowerPoint Presentation 

(Windows and Macintosh) . . . . . . . . . . . . . . . . . .$45 .00 

System requirements for WJ III DRB 



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44 


SIB-R 

Overview 

Purpose: Assesses adaptive and maladaptive 

behavior 


Ages: Infancy to 80+ years 

Administration Times: 45–60 minutes 

for Full Scale; 15–20 minutes for Short Form or 

Early Development Form 

Scores: PR, SS, AE, RMI, developmental ranges, 

instructional ranges, and support score 

Benefits 

• Delivers simplified administration: Test items 

appear in each response booklet (Full Scale, 

Short Form, or Early Development) as well as in 

the Interview Book, increasing examiner options 

and convenience 

• Provides immediate developmental information 

with easy-to-use scoring: Age-equivalent scoring 

tables are included in the response booklets 

for each subscale, allowing examiners to get 

immediate developmental information 

• Predicts level of support a student requires with 

interpretive options with the Support Score, 

based on the impact of maladaptive behaviors 

on adaptive functioning 

• Monitors progress with an Individual Plan which 

can be used to plan and track a person’s support 

and service needs and goals 


Scales of Independent Behavior– 

Revised (SIB-R ) 

Robert H. bruininks, Richard W. Woodcock, 

Richard F. Weatherman, bradley K. Hill, 1996 


the Scales of Independent Behavior–Revised (SIB-R) is designed to 

measure functional independence and adaptive functioning in school, 

home, employment, and community settings. 

Uses 

Use SIB-R for a variety of purposes including (a) identifying areas 

for training, (b) monitoring training progress, (c) determining eligibility 

for services, (d) planning and evaluating programs, (e) clinical assessment 

and diagnosis, and (f) research studies. 


SIB-R has three different forms: the Full Scale, the Short Form, and the 

Early Development Form. Each of these forms includes the Problem behavior 

Scale, which covers eight problem behavior areas organized into three broad 

maladaptive behavior indexes (internalized, Asocial, and Externalized), and 

a total maladaptive score (general maladaptive Index). It allows examiners 

to rate the frequency and severity of problem behaviors and asks open-ended 

questions to get more specific information regarding a person’s problem 

behaviors and the typical consequences. 

SIB-R can be administered using either a structured interview or checklist 

procedure. The checklist-administration procedure is often preferred when 

a face-to-face interview is not necessary or practical. These options give 

examiners maximum flexibility when using SIB-R. 

EARLY DEVELOPMENT FORM 

(15–20 minutes) 

Motor Skills 

Gross Motor 

Fine Motor 

Four Adaptive Behavior Clusters 

Social Interaction and 

Communication Skills 

Social Interaction 

Language Comprehension 

Language Expression 

FULL SCALE 


Personal 

Living Skills 

Eating & Meal Preparation 

Toileting/Dressing 

Personal Self-Care 

Domestic Skills 

SHORT FORM 


Community 

Living Skills 

Time & Punctuality 

Money & Value 

Work Skills 

Home/Community Orientation

Internalized 

Maladaptive 

Hurtful to Self 

Unusual or 

Repetitive Habits 

Withdrawal or 

Inattentive Behavior 


Three Problem Behavior Clusters Interpretation Options 

Asocial 

Maladaptive 

Socially Offensive 

Behavior 

Uncooperative 

Behavior 

GENERAL MALADAPTIVE INDEX 

Externalized 

Maladaptive 

Hurtful to Others 

Destructive to 

Property 

Disruptive 

Behavior 


a wide array of scores are available to examiners using 

SIB-R. examiners can obtain developmental and peer 

comparison scores, as well as an rmI for each subscale and 

cluster in the test. 

the functional limitations index can be used to define 

the presence and severity of adaptive behavior limitations. 

The available Support Score is a weighted measure of 

maladaptive and adaptive behaviors that is used to 

determine the support, supervision, and resources an 

individual needs. it is categorized into six broad levels 

of support: Pervasive, Extensive, Frequent, limited, 

intermittent, and infrequent or no Support. 


Y17-922944 Complete SIB-R Kit . . . . . . . . . . . . . . . . . . . . . . .$296 .00 

(Includes Interview Book, Comprehensive Manual, 

15 Full Scale Response Booklets [IPR included], 

5 Short Form Response Booklets and IPRs, 5 Early 

Development Form Response Booklets and IPRs) 

Y17-922943 Full Scale Response Booklets 

(IPR part of Response Booklet) Pkg . 25 . . . . . . . . . .$79 .00 

Y17-922942 Short Form Response Booklets + 

Pad of 25 IPRs Pkg . 25 . . . . . . . . . . . . . . . . . . . . .$50 .00 

Broad 

Independence 

Motor Skills 

Social Interaction and 

Communication Skills 

Personal Living Skills 

Community Living Skills 

SUPPORT SCORE 

General 

Maladaptive Index 

Internalized 


Asocial Maladaptive 

Index 

Externalized 



SIB-R was nationally normed on over 2,180 individuals. 

reported studies show that it is a strong developmental 

measure of adaptive behavior as well as a reliable measure 

of problem behavior. the test is highly predictive of 

placements in a variety of service settings and arrangements. 

SIB-R is statistically linked to the Checklist of Adaptive 

Living Skills and the Adaptive Living Skills Curriculum for 

use in programming and intervention. 

Y17-922941 Early Development Form Response Booklets + 

Pad of 25 IPRs Pkg . 25 . . . . . . . . . . . . . . . . . . . . .$50 .00 

Y17-922940 (15 Full Scale, 5 Short Form,5 Early Development Form 

Response Booklets, all with IPRs) Pkg . 25 . . . . . . . .$60 .00 

Y17-922949 Interview Book . . . . . . . . . . . . . . . . . . . . . . . . . .$136 .00 

Y17-922948 Comprehensive Manual . . . . . . . . . . . . . . . . . . . $109 .00 

SIB-R Short Form for the Visually Impaired 

Marie Knowlton, inkyung lee, Robert H. bruininks, Richard W. Woodcock, Richard F. Weatherman, 

bradley K. Hill, 1996 


the SIB-R Short Form for the Visually Impaired has been 

adapted for use with individuals with visual impairments. 

the SIB-R Short Form consists of 40 items covering the 

entire range of content and development. approximately 

40% of the adaptive behavior items have been adapted 

by modifying or substituting items from the SIB-R. no 

changes were necessary in the maladaptive behavior 

section. this adapted version is designed to be a screening 

or brief assessment of adaptive and maladaptive behavior 

for individuals with visual impairments from infancy to 80+ 

years of age. The administration time is 15 to 20 minutes. 

the SIB-R Short Form for the Visually Impaired can be 

administered using an interview or checklist procedure. 

if the Problem behavior items are administered, four index 

scores and a Support Score can be calculated. The SIB-R 

Comprehensive Manual and norms should be used with 

this adapted form. 


Y17-922969 SIB-R Short Form for the Visually Impaired 

Response Booklets Pkg . 25 . . . . . . . . . . . . . . . . . .$68 .00 

Y17-922948 Comprehensive Manual . . . . . . . . . . . . . . . . . . . $109 .00 


45 



46 


Benefits 

• Generates all scores and an interpretive, 

narrative report 

• Produces a full report, a summary report, 

or a table of scores 

• Creates parent letters in English and/or Spanish to 

enhance effective communication 

• Edits your automatically generated reports 

by exporting to a word-processing program 

• Chooses the form your prefer: SIB-R Full Scale, 

Short Form, or Early Development Form 


Y17-922980 SIB-R Scoring and Reporting Program 

for Windows . . . . . . . . . . . . . . . . . . . . . . . . . . . $361 .00 

(Includes User’s Manual, Binder, 3 .5" Disk, 

Quick Reference Guide, Subject Data Record) 

Y17-922950 SIB-R Scoring and Reporting Program 

for Macintosh . . . . . . . . . . . . . . . . . . . . . . . . . . $361 .00 

(Includes User’s Manual, Binder, 3 .5" Disk, 

Quick Reference Guide, Subject Data Record) 


Scoring and Reporting Program 

for the SIB-R 

Robert H. bruininks, Richard W. Woodcock, 

Richard F. Weatherman, bradley K. Hill, 1996 


the Scoring and Reporting Program for the SIB-R is a computer reporting 

program for users of the Scales of Independent Behavior–Revised. available 

in Windows ® and macintosh ® platforms, this program generates all scores, a 

narrative report, and parent letters for all forms of the SIB-R. 

The program allows the user to enter the subject identification information 

and raw scores for all subscales administered. this includes the adaptive and 

maladaptive behavior sections of the test. the program then calculates all 

available scores and produces a narrative report. a table of scores is available 

with all reports. the user can select a full report, a summary report, or a table 

of scores only. 

additionally, the user can select an option that creates parent letters in english 

and/or Spanish. This is an important feature as communication with parents is a 

required, critical element of the assessment process. 

an exciting feature allows the user to save reports in selected formats for 

different word-processing applications. This allows easy access to complete 

editing and printing capabilities for each report. if no editing is required, the 

report and parent letters can be printed from the program immediately. 

System requirements for Scoring and Reporting 

Program for the SIB-R can be found at 

www.riversidepublishing.com.

Overview 

Purpose: Measures adaptive and maladaptive 

behaviors 

Restriction Level: Non-restricted 

Ages: Infancy to Adult 


Scores: PR, SS, AE, problem behavior indexes, 

and service level score 

Benefits 

• Provides use for program planning 

and evaluation 

• Determines the need for secondary 

transition testing 

• Determines eligibility for home and 

community-based Medicaid services 

• Meets mandates of the Omnibus Budget 

Reconciliation Act (P.L. 100-203) 

• Satisfies ACDD and CARF accredita tion 

requirements 


Y17-922892 ICAP Complete Program . . . . . . . . . . . . . . . . . . .$202 .00 

(Includes Examiner’s Manual, 25 Response Booklets) 

Compuscore ® for the ICAP 

bradley K. Hill, 1999 

Spanish ICAP 

1991 

Available on CD-ROM, the Compuscore for the 

ICAP features: 


Inventory for 

Client and 

Agency Planning 

(ICAP ) 

• Online manual for easy access when questions 

arise 

• Word processor data exports 

• imports from existing version 1.1 data files 

the ICAP Response Booklets have been translated 

into Spanish, meeting an important need for bilingual 

assessment. all the features of the english version apply to 

this translation. The Examiner’s Manual is in English. 

Robert H. bruininks, bradley K. Hill, Richard F. Weatherman, 

Richard W. Woodcock, 1986 


the Inventory for Client and Agency Planning (ICAP) is a short, easy-to-use, 

standardized assessment that measures adaptive and maladaptive behavior. 

Its strong psychometric properties make it a valuable tool for determining 

eligibility, planning services, evaluating and reporting progress, and developing 

funding reports. It includes areas to record diagnostic and health status, 

functional limitations, adaptive and problem behavior, residential placement, 

daytime program support services, and social/leisure activities. 

ICAP provides valuable information about an individual’s motor skills, personal 

living skills, community living skills, social and communication skills, and broad 

independence. it also provides information about an individual’s maladaptive 

behaviors (measured in terms of the frequency and severity of the problem). 

There are eight categories of problem behaviors organized into four areas: 

internalized Maladaptive index, Externalized Maladaptive index, Asocial 

maladaptive Index, and general maladaptive Index. 

Y17-922891 Response Booklets Pkg . 25 . . . . . . . . . . . . . . . . . .$78 .00 


Y17-922884 Compuscore CD-ROM . . . . . . . . . . . . $344 .00 

System requirements for Compuscore 

for the ICAP can be found at 

www.riversidepublishing.com. 


Y17-922157 Spanish ICAP Complete Kit . . . . . . . . . . . . . . . . .$202 .00 

(Includes English Examiner’s Manual, 

25 Spanish Response Booklets) 

Y17-922156 Spanish Response Booklets Pkg . 25 . . . . . . . . . . . .$78 .00 


47 




Overview 

Purpose: Measures adaptive living skills 


Ages: Birth to 40+ years 

Administration Time: 60 minutes 

Benefits 

• Provides a comprehensive evaluation tool that 

targets specific skills needed, leads directly to 

prescription, and links assessment to instruction 

• Offers an ideal planning tool for developing 

training objectives and monitoring progress 

of developing living skills 


Y17-922163 CALS Complete Program . . . . . . . . . . . . . . . . . . . $142 .00 

(Includes Manual, 25 Checklists) 

Overview 

Purpose: Provides a complete curriculum 

for independent living 


Ages: Birth to 40+ years 

Benefits 

• Provides goals and measurable training objectives 

arranged in order of progressive difficulty 

• Offers measurement across four broad domains: 

personal living skills, home living skills, 

community living skills, and employment skills 


Y17-922176 ALSC Complete Program . . . . . . . . . . . . . . . . . . .$625 .00 

(Includes Manual, 4 Curriculum Guides listed below) 

Y17-922175 Personal Living Skills . . . . . . . . . . . . . . . . . . . . . .$175 .00 

(Includes Manual, 1 Curriculum Guide) 

Y17-922173 Home Living Skills . . . . . . . . . . . . . . . . . . . . . . . $175 .00 


48 


Checklist of Adaptive 

Living Skills (CALS ) 

lanny E. Morreau, Robert H. bruininks, 1991 


the Checklist of Adaptive Living Skills (CALS) and 

the Adaptive Living Skills Curriculum (ALSC) are part of an integrated systems 

approach that links assessment, instruction, and evaluation. they are statistically 

linked to the Scales of Independent Behavior (SIB) and the Inventory for Client 

and Agency Planning. 

Use the entire system and get the full benefit of its integrated design, or choose 

the elements that meet your specific needs. 

CALS and ALSC look at approximately 800 specific behaviors organized into 

skill modules in four broad domains: Personal living Skills, Home living Skills, 

Community living Skills, and Employment Skills. 

each behavior in CALS has a corresponding instructional unit in ALSC. 

behaviors cover the continuum of development from infancy to adulthood. 

Y17-922161 CALS Manual . . . . . . . . . . . . . . . . . . . . . . . . . . $86 .00 

Y17-922210 Checklists Pkg . 25 . . . . . . . . . . . . . . . . . . . . . . . $99 .00 

Adaptive Living Skills 

Curriculum (ALSC ) 

Robert H. bruininks, lanny E. Morreau, 

Cheri J. Gilman, Jean l. Anderson, 1991 


ALSC is a complete curriculum based on important, real-life behaviors that 

an individual needs to live successfully and independently in natural community 

settings. It provides an instructional unit for each behavior in CALS. each unit 

provides goals and precise, measurable training objectives; specifies the most 

natural setting and materials for teaching the skill; introduces concepts and 

vocabulary; provides a range of activities for developing the skill; and states 

performance standards for evaluating the objective. 

Y17-922171 Community Living Skills . . . . . . . . . . . . . . . . . . . .$175 .00 


Y17-922167 Employment Skills . . . . . . . . . . . . . . . . . . . . . . . .$141 .00 

(Includes Manual, 1 Curriculum Guide)

Overview 

Purpose: Assesses sensory-motor functioning 




Scores: AE, W score, W Diff, impairment labels 

Benefits 

• Offers more specific diagnostic capabilities with 

measures of simple and complex sensory and 

motor functioning 

• Offers a choice of interpretation methods at both 

the functional level and the neuropsychological/ 

neurological levels for comprehensive and specific 

information 

• Conducts a comprehensive assessment that 

includes both cortical and subcortical motor 

functions for a comprehensive assessment of 

neuropsychological function 

• Easily connects scores from the with the WJ 

III® NU Tests of Cognitive Abilities and Tests of 

Achievement 

• Saves time with automated scoring with the 

new Woodcock Interpretation and Instructional 

Interventions Program (WIIIP) 

See cautionary statement on page one (1) of this catalog. 


Dean-Woodcock 

Neuropsychological Battery (DW ) 

Raymond Dean, Richard W. Woodcock, 2003 


the Dean-Woodcock Neuropsychological Battery (DW) is a comprehensive 

assessment of sensory-motor functioning that expands the psychologist’s 

range of assessment and provides standardized procedures and normative 

information to typically unstandardized measures used in neuropsychology. 

DW is composed of three parts: 

• Structured interview 

• Emotional Status Exam 

• Sensory-Motor battery 

During the Structured interview, clinicians assess an individual’s personal history 

(e.g., medical, family, etc.). The Emotional Status Exam focuses on psychiatric 

signs and symptoms—covering most major disorders found in the DSM-iv, as 

well as clinical impressions. The Sensory-Motor battery consists of 18 subtests 

outlined in the chart below. 

Sensory Tests 

near-Point visual 

acuity 

visual Confrontation 

naming pictures of 

Objects 

auditory acuity 

Sensory-Motor Battery Subtests 

Sensory-Motor Area 

Tactile Examination 

Tests 

palm Writing 

Object 

Identification 

finger 

Identification 

Simultaneous 

localization 

(Hands Only and 

Hand/Cheek) 

Motor Tests 

(Subcortical) 

lateral preference 

Scale 

Gait and Station 

romberg test 

Coordination Test 

(finger to nose 

and Hand/ 

thigh) 

Motor Tests 

(Cortical) 

Construction Test 

(Cross and Clock) 

mime movements 

left-Right 

movements 

finger tapping 

Expressive Speech 

Grip Strength 


49 



50 


Uses 

DW offers different levels of interpretation that appeal to a 

wide range of professionals including school psychologists 

with little or no background in neuropsychology to 

neuropsychologists and neurologists with extensive 

background in brain behavior relationships. DW may be 

used in either a fixed, flexible, or process approach to 

assessment. 


although most of the selected tests in DW have a long 

history of use in neuropsychology, many of the tests 

were characterized by the lack of standardization in the 

administration and scoring procedures. DW incorporates 

modern psychometrics and standardization procedures with 

previously unstandardized measures of sensory and motor 

functioning. DW is time efficient and can be administered in 

approximately 40 to 45 minutes. It is appropriate for ages 

4 to adult, including the geriatric population, and may be 

administered in schools, hospitals, mental health settings, 

or private practice. Instructions are available in both english 

and Spanish. DW provides a summary of an individual’s 

functional range of impairment—within normal limits or 

mildly, moderately, or severely impaired. 


Y17-923660 DW Complete Kit . . . . . . . . . . . . . . . . . . . . . . . .$335 .00 

(Includes Examiner’s Manual; Stimulus Book; 25 

Test Records; 25 Interview Forms; 25 Emotional 

Status Forms; and a plastic Storage Box* 

containing a comb, scissors, key, candle, nail, 

paper clip, pen, ball, plastic fork, plastic spoon, 

stylus, eye occluder, and three blindfolds; all in an 

attractive carrying case) 

Y17-1047573 DW Complete Kit with Scoring Software . . . . . . . $615 .00 

(Includes all components listed above plus the 


Interventions Program) 



DW can be hand scored, or scored with the Woodcock 

Interpretation and Instructional Interventions Program 

(WIIIP). See page 10 for more information on the WIIIP. 

DW is designed to be partnered with assessments of 

cognitive abilities and achievement, such as WJ III NU and 

Batería III NU. When used together, these assessments 

provide a comprehensive neuropsychological system 

meeting the needs of neuropsychologists, neurologists, and 

school psychologists in a variety of mental health settings. 


normative data for DW was collected from over 1,000 

individuals, randomly selected within a stratified design 

to control for the following variables: sex, race, latino/ 

Hispanic, age, hand preference, and education. The 

normative sample is representative of the u.S. population 

according to the 2000 u.S. Census. DW is unique in that 

it was developed for use with both English and Spanish 

individuals. Special efforts were made to provide unbiased 

measures of an individual’s sensory and motor functioning. 

Y17-923691 Test Records Pkg . 25 . . . . . . . . . . . . . . . . . . . . . .$55 .65 

Y17-923689 Interview Forms Pkg . 25 . . . . . . . . . . . . . . . . . . . .$45 .50 

Y17-923687 Emotional Status Forms Pkg . 25 . . . . . . . . . . . . . . .$66 .00 

Woodcock Interpretation and Instructional Interventions Program 

(WIIIP ) 

Fredrick A. Schrank, barbara J. Wendling, Richard W. Woodcock, 2008 

WIIIP is a computer program designed to 

help professionals accurately score the 

Dean-Woodcock Neuropsychological 

Battery. three different reports, ranging 

from tables of scores to comprehensive 

narrative describing examinee performance 

on the assessment, can be generated to aid 

in DW interpretation. 

* Please Note: Some tests in DW require materials that 

are not included in the manipulatives kit, but that are 

necessary for particular tests. these additional materials 

include the following: coins (one dime and one nickel), 

stopwatch, sharpened pencil, hand calculator or finger 

tapper, and hand dynamometer. 




Interventions Program . . . . . . . . . . . . . $475 .00 

System requirements for WIIIP 


Dean-Woodcock Additional Resources 

Overview 

Purpose: Measures grip strength and intensity 

of voluntary movement of the hand 


Ages: 5 to 70 years 



Y17-923085 Lafayette Hand Dynamometer . . . . . . . . . . . . . . .$350 .00 

(Includes Dynamometer, Manual with Norms, Case) 


Lafayette Hand 

Dynamometer 

the Lafayette Hand Dynamometer assesses grip strength, 

or the intensity of the voluntary movement of the hand. 

This highly reliable test takes approximately 5 minutes to administer. Age- and 

gender-stratified norms are available for ages 5 through 70 years. 

Instructions appear in the test manual. the length of the dynamometer stirrup 

should be adjusted to the size of the client’s hand. With the arm hanging down 

at the side and away from the body, the client is directed to hold the upper part 

of the dynamometer in the palm of the hand and to squeeze the stirrup with 

the fingers as hard as possible. both hands are tested, with the score being the 

amount registered at each trial or averaged by hand across multiple trials. 


Essentials of School Neuropsychological Assessment 

Daniel C. Miller, 2007 


this volume arms practitioners with the information 

they need to understand the neurodevelopmental 

characteristics of childhood disorders. Y17-1016817 464 Pages . . . . . . . . . . . . . . . . . . . . . . $36 .95 


Essentials of Neuropsychological Assessment, 2nd Edition 

nancy Hebben, William Milberg, Alan S. Kaufman, nadeen l. Kaufman (Series Editor), 2009 

Completely updated to include the most current 

instruments, this newest edition presents an 

overview of the assumptions, logic, knowledge 

base, and skills underlying the practice of 

neuropsychological assessment. neuropsychological 

experts nancy Hebben and William Milberg 

describe how clinical history, behavioral 

observations, and formal test results are used to 

make inferences about the contribution of brain 

dysfunction to psychological functioning. 


Y17-1426617 278 Pages . . . . . . . . . . . . . . . . . . . . . . $36 .95 



51 




Neuropsychological Assessment 

Fourth Edition, Muriel Deutsch lezak, 2004 

Neuropsychological Evaluation of the Child 

ida Sue baron, 2003 


this book provides a concise look at the basic 

principles and practices of the neuropsychological 

evaluation. 

this book provides the first compilation of 

cross-cultural normative data for individual child 

neuropsychological tests by incorporating models 

and concepts central to the neuropsychological 

assessment of children. 


Y17-924719 429 Pages . . . . . . . . . . . . . . . . . . . . . .$85 .00 


Handbook of Neurodevelopmental and Genetic Disorders in Children 

Sam Goldstein, Cecil Reynolds, 1999 

this handbook presents research and knowledge 

about a broad range of disorders with a genetic 

component affecting children’s learning, behavior, 

and development. Chapters offer discussion of 

specific disorders and practical suggestions for 

assessment and clinical management. 


Y17-924743 1016 Pages . . . . . . . . . . . . . . . . . . . . . $99 .95 



Y17-922921 560 Pages . . . . . . . . . . . . . . . . . . . . . .$80 .00 


Cognitive Assessments 

54 Stanford-Binet Intelligence Scales, Fifth Edition 

58 Tasks of Executive Control 

59 Mini-Mental State Examination 

59 Reynolds Intellectual Assessment Scales 

60 Universal Nonverbal Intelligence Test 

63 Das•Naglieri Cognitive Assessment System 

66 Test of Nonverbal Intelligence, Fourth Edition 

66 Primary Test of Nonverbal Intelligence 

67 Comprehensive Test of Nonverbal Intelligence 

67 Stroop Color and Word Test 

68 Test of Memory and Learning, Second Edition 

68 Wide Range Assessment of Memory and Learning, 

Second Edition 

69 Screening Assessment for Gifted Elementary and 

Middle School Students, Second Edition 

70 Transition Planning Inventory 

70 Cognitive Assessment Additional Resources 


53


54 

Cognitive SB5 Assessments 

Overview 

Purpose: Assesses intelligence and 





per subtest 

Scores: PR, SS, AE, CSS, FSIQ, NVIQ, VIQ, ABIQ, 

and EXIQ (Extended IQ, requires supplemental 

Interpretive Manual) 

Benefits 

• Provides enhanced nonverbal/low-verbal content 

that requires no (or minimal) verbal responses 

from the examinee 

• Offers solutions for assessing LEP/ELL, deaf 

and hard of hearing, and autistic populations 

• Measures gifted performance with extensive 

high-end items 

• Includes improved low-end items for better 

measurement of low-functioning children 

and adults 

• Offers valid measurement of abilities into the 

elderly years with enhanced assessment of 

working memory 

• Includes child-friendly manipulatives to help keep 

children engaged during testing 

Riverside | Houghton mifflin Harcourt 

Stanford-Binet Intelligence Scales 

(SB5) 

Fifth Edition, Gale H. Roid, 2003 


The Stanford-Binet Intelligence Scales, Fifth Edition (SB5) is a contemporary 

assessment with a rich tradition, which began in 1916 when Lewis Terman 

completed his American revision of the Binet-Simon Scale (1905, 1908). 

Through several various editions, this assessment has become widely known 

and is acknowledged as the standard for intelligence measurement. 

As a battery of cognitive tests, SB5 advances the assessment of strengths and 

weaknesses in the cognitive processes of students who may be evaluated 

for learning disabilities. SB5 supports early prediction of emerging learning 

disabilities in children as young as four years old. Author research has identified 

special predictive composite scores for identifying both Reading and Math 

disabilities. Information on these composites is available in the Interpretive 

Manual. 

SB5 provides comprehensive coverage of five factors of cognitive ability: 

• Fluid Reasoning 

• Knowledge 

• Quantitative Reasoning 

• Visual-Spatial Processing 

• Working Memory 

Uses 

SB5 helps to diagnose a wide variety of developmental disabilities and 

exceptionalities and may also be useful in: 

• clinical and neuropsychological assessment, 

• early childhood assessment, 

• psychoeducational evaluations for special education placements, 

• adult social security and workers’ compensation evaluations, 

• providing information for interventions such as IFSPs, IEPs, career 

assessment, industrial selection, and adult neuropsychological treatment, 

• forensic contexts, and 

• research on abilities and aptitudes. 

See cautionary statement on page one (1) of this catalog.

Organization of the Stanford-Binet Stanford-Binet Intelligence Intelligence Scales, Scales, 

Fifth Edition 

Factors 

Fluid Reasoning 

(FR) 


Testing begins in Item Book 1 with the routing subtests. 

The start points for two routing subtests in Item Book 1 

are determined by age or estimated ability level. Nonverbal 

Fluid Reasoning routes to the appropriate difficulty level in 

Item Book 2 (Nonverbal), while Verbal Knowledge does so 

for Item Book 3 (Verbal). The remaining eight subtests (four 

nonverbal and four verbal) are then measured in Item Books 

2 and 3. 


SB5 can be scored by hand or scored with optional scoring 

software that provides consistency in raw score conversion, 

an extended score report, a graphical report, and a brief, 

narrative summary report with guidelines and suggestions 

based on well-established principles of assessment. 

At the most granular level of the norm-referenced scores 

are the 10 subtest scores (scaled scores have a mean 

of 10, SD of 3, score range 1–19). These subtest scores 

combine to form four types of composite scores: factor 

index, domain, abbreviated, and full scale (each with scaled 

score means of 100, SD of 15, score range 40–160). Two 

subtests (one verbal, the other its nonverbal complement) 

combine to form each factor index. There are two domain 

scales: Nonverbal IQ (NVIQ) (combines the five nonverbal 

subtests) and Verbal IQ (VIQ) (combines the five verbal 

subtests). Two routing subtests combine to form the 

Abbreviated Battery IQ (ABIQ). Finally, the Full Scale IQ 

(FSIQ) combines all 10 subtests. 

The Change-Sensitive Scores (CSS) use item response theory 

scaling to convert the raw score totals on the composite 

scales described above into criterion-referenced levels of 

Domains 

Nonverbal (NV) Verbal (V) 

Nonverbal Fluid Reasoning* 

Activities: Object Series/Matrices 

(Routing) 

Knowledge (KN) Nonverbal Knowledge 

Activities: Procedural Knowledge 

(2–3), Picture Absurdities (4–6) 

Quantitative 

Reasoning (QR) 

Visual-Spatial 

Processing (VS) 

Working Memory 

(VS) 

Nonverbal Quantitative 

Reasoning 

Activities: Quantitative 

Reasoning (2–6) 

Nonverbal Visual-Spatial 

Processing 

Activities: Form Board (1–2), 

Form Patterns (3–6) 

Verbal Fluid Reasoning 

Activities: Early Reasoning (2–3), Verbal 

Absurdities (4), Verbal Analogies (5–6) 

Verbal Knowledge* 

Activities: Vocabulary (Routing) 

Verbal Quantitative Reasoning 

Activities: Quantitative Reasoning 

(2–6) 

Verbal Visual-Spatial 

Processing 

Activities: Position and Direction (2–6) 

Nonverbal Working Memory Verbal Working Memory 

Activities: Delayed Response (1), Activities: Memory for Sentences (2–3), 

Block Span (2–6) 

Last Word (4–6) 

* Routing Subtests 

Note: Names of the 10 subtests are in bold italic. 

Activities are shown with the levels of test item difficulty at which they appear 

(in Item Books 2 and 3). Levels do not refer to age. 


ability. These scales, as with the norm-referenced scores, 

have excellent measurement properties. Because the CSSs 

reference absolute levels of ability, they provide a way to 

compare changes in an individual’s scores over time. 

Average scores range from the 2-year-old level (about 430) 

to the adult level (about 520). All of the SB5 items have 

been calibrated to this scale, and the difficulty of each item 

has a location along that scale. The scores are particularly 

useful for the evaluation of extreme performance levels. 

SB5 also offers age-equivalent scores derived from CSSs, 

along with a CSS-based abbreviated battery score making 

use of raw scores from the Nonverbal Reasoning and 

Verbal Knowledge subtests. Finally, the Interpretive Manual 

describes a hand-scoring procedure for deriving an Extended 

IQ (EXIQ) that allows for scores between both 10–39 and 

161–225. 


Normative data for SB5 were gathered from 4,800 

individuals between the ages of 2 and 85+ years. The 

normative sample closely matches the 2000 U.S. Census. 

Bias reviews were conducted on all items for the following 

variables: gender, ethnicity, culture, religion, region, and 

socioeconomic status. Additionally, SB5 was co-normed 

with the Bender ® Visual-Motor Gestalt Test, Second Edition 

(page 129). 

Reliabilities for SB5 are very high. For the FSIQ, NVIQ, and 

VIQ, reliabilities range from .95 to .98 (average internal 

consistency composite reliability, across all age groups). 

Reliabilities for the Factor Indexes range from .90 to .92. For 

the 10 subtests, reliabilities range from .84 to .89. 


55 

Cognitive Assessments



SB5 Ordering information 

Test Kits 

Y17-1402271 SB5 Complete Kit . . . . . . . . . . . . . . . . . . . . . . $1,080 .00 

(Includes 3 Item Books; Examiner’s Manual; 

Technical Manual; 25 Test Records; child card; 

layout card; and a plastic storage case containing 

a form board, 10 form board pieces, 9 green 

blocks, 12 counting rods, 30 sorting chips, spoon, 

pencil, 3 plastic cups, and the following toys: cat, 

bird, duck, ball, car, and shoe, all in an attractive 


Y17-1402168 SB5 Complete Kit with SB5 

ScoringPro Package . . . . . . . . . . . . . . . . . . . . .$1,237 .00 

Y17-1402172 SB5 Complete Kit with Interpretive Manual . . . . .$1,102 .00 

(includes all items in the complete kit and the 

Supplemental Interpretive Manual) 

Y17-1402183 SB5 Complete Kit with Interpretive Manual and 

ScoringPro Package . . . . . . . . . . . . . . . . . . . . .$1,287 .00 


SB5 Additional Resources 

SB5 ScoringPro (Version 1.2) 

Interpretive Manual 

Gale H. Roid, 2003 

56 Riverside | Houghton mifflin Harcourt 

The SB5 ScoringPro is a Windows ® -based software 

program that provides consistency in raw score 

conversion, an extended score report, a graphical 

report, and a brief, narrative summary report 

with guidelines and suggestions based on wellestablished 

principles of assessment. Reports can 

be exported to a word-processing file for editing as 

necessary. 

The Interpretive Manual provides detailed 

guidelines for the effective interpretation of the 

fifth edition of the Stanford-Binet for a number 

of applications, including its use by psychologists 

active in school, clinical, and counseling settings. 

Case studies, profile analyses, and SB5 ScoringPro 

reports provide concrete examples of interpretation. 

The manual includes a series of research-based 

composite indexes as well as those that predict early 

risk for learning disabilities in children ages four to 

seven. It also introduces an Extended IQ scale that 

Individual Components 

Y17-1402243 Test Records Pkg . 25 . . . . . . . . . . . . . . . . . . . . . .$90 .00 

Y17-1402270 Manipulatives Kit . . . . . . . . . . . . . . . . . . . . . . . .$229 .00 

Y17-1402244 Carrying Case . . . . . . . . . . . . . . . . . . . . . . . . . . .$66 .00 

Y17-1402245 Item Book 1 (Routing Subtests) . . . . . . . . . . . . . . .$197 .00 

Y17-1402246 Item Book 2 (Nonverbal Subtests) . . . . . . . . . . . . $197 .00 

Y17-1402247 Item Book 3 (Verbal Subtests) . . . . . . . . . . . . . . . $197 .00 

Y17-1402242 Technical Manual . . . . . . . . . . . . . . . . . . . . . . . .$136 .00 

Y17-1402241 Examiner’s Manual . . . . . . . . . . . . . . . . . . . . . . .$136 .00 

* Individual manipulatives may be ordered by calling 

Customer Service at 800-323-9540. 

Volume discounts do not apply 


Y17-1402171 . . . . . . . . . . . . . . . . . . . . . . . . . . . . $245 .00 


System requirements for SB5 ScoringPro 


supports the calculation of Full Scale IQ scores as 

low as 10 and as high as 225. 


Y17-1402248 154 Pages . . . . . . . . . . . . . . . . . . . . . .$116 .00 

Volume discounts do not apply

Overview, seven-step method, 

basic accommodations 


Essentials of Stanford-Binet Intelligence Scales (SB5) Assessment 

Gale H. Roid, R. Andrew Barram, 2004 

SB5 University Training Resources 


SB5 Examiner’s and 

Technical Manuals 

Supplemental Interpretive Manual 

Yes Yes 

Use of change-sensitive scores Basic discussion and score tables Extended discussion 

Use of Extended IQ 

(scores below 40, above 160) 

No Yes 

Profile interpretation Basic Extended, plus empirically derived 

normative core profiles 

Use with special groups Basic Extended, plus special composite scores (indices) for early LD 

(plus early LD identification), slow learners, and giftedness, 

empirical studies of classification accuracy 

Practical implications of abilities 

across major life tasks 

No Yes; practical discussion of meaning of SB5 factor, domain, 

and full scale scores for the arenas of school, work, and daily life 

Case studies 2 7 

Writing and customizing reports No Extensive (traditional versus brief problem-focused; 

considerations for special groups, cautions) 

Use of SB5 ScoringPro No Yes 

Following the popular Essentials format and style, 

this volume in the series provides comprehensive 

instructions on optimal use of the Stanford-Binet 

Intelligence Scales, Fifth Edition. It provides 

administration, scoring, and interpretation 

guidelines. The book outlines the strengths of the 

latest version of this classic cognitive assessment 

instrument, as well as clinical applications of its use. 

The SB5 University Training Resources contains 

a CD-ROM with PowerPoint presentations, 

along with PDF files including Tips for Examiners, 

Frequently Asked Questions, and selected 

Assessment Service Bulletins. This package is 

designed for use by university professors and 

training professionals to help teach others how to 

use the SB5. 

Onsite professional development is available for your 



Y17-923842 206 Pages . . . . . . . . . . . . . . . . . . . . . . $36 .95 



Y17-1402170 SB5 University Training Resources 

CD-ROM . . . . . . . . . . . . . . . . . . . . . . .$46 .00 



57 



58 


Overview 

Purpose: Assess attention, working memory, 

and inhibitory control 



Administration: Individual 




Tasks of Executive 

Control (TEC ) 

Peter K. Isquith, PhD, Robert M. Roth, PhD, and 

Gerard A. Gioia, PhD, 2009 

The Tasks of Executive Control (TEC) is a standardized 

computer-administered measure of two fundamental 

aspects of executive control processes: working 

memory and inhibitory control. 

The test offers a unique approach to executive function assessment that 

represents the first standardized clinical application of two integrated 

neuroscience methods commonly used to tap working memory and inhibitory 

control: an n-back paradigm that parametrically increases working memory 

load and a go/no-go task to manipulate inhibitory control demand. This 

combination of methods yields four sequential tasks for 5- to 7-year-old 

children and six tasks for older children and adolescents ages 8–18 years. Three 

equivalent forms and two research forms are included, along with standardized 

regression-based change scores that facilitate interpretation of (a) change 

between performance on tasks and (b) change over time when the instrument 

is administered on two or more occasions. With highly accurate timing and 

a stable platform, the TEC calculates multiple norm-referenced measures of 

accuracy, response time, and response time variability as working memory load 

increases in both inhibit and no inhibit conditions. 

The TEC is ideal for evaluating children and adolescents with a wide variety 

of developmental and acquired neurological disorders including attention 

disorders, learning disabilities, autism spectrum disorders, and traumatic brain 

injuries. It also may be used to assess children with psychiatric and behavioral 

health concerns. 

Y17-1473120 TEC Introductory Kit—CD-ROM . . . . . . . . . . . . .$375 .00 Volume discounts do not apply

Overview 

Purpose: Organize and record a broad range 

of information and generate a report about an 

individual’s mental status 



Administration Time: Varies 

Y17-1472902 MMSE-2 Basic Kit (Standard Version) . . . . . . . . . .$149 .00 

Y17-1473073 MMSE-2 Expanded Version Kit . . . . . . . . . . . . . . $185 .00 

Y17-1473074 MMSE-2 Standard Version Blue Forms, Pkg . 25 . . .$32 .00 

Y17-1472075 MMSE-2 Standard Version Red Forms, Pkg . 25 . . . .$32 .00 

Y17-1473076 MMSE-2 Brief Version Blue Forms, Pad/25 . . . . . . .$15 .00 

Y17-1473077 MMSE-2 Brief Version Red Forms, Pad/25 . . . . . . . $15 .00 


Mini-Mental ® State Examination 

(MMSE ® ) 

MMSE-2: Standard Version Kit 

Marshal F. Folstein, MD, Susan E. Folstein, MD, 

Paul R. McHugh, MD, © 1975, 1998, 2001, 2010 

With a new standard version that is equivalent to the 

original MMSE and new brief and expanded forms, the 

MMSE-2 retains the original’s clinical utility and efficiency 

while expanding its usefulness in populations with milder forms of cognitive 

impairment, including subcortical dementia. 

The original MMSE is one of the most frequently used brief assessments of cognitive impairment. It can be used to track 

patients’ progress over time, to screen large populations for cognitive impairment, and to select patients for clinical trials 

research in dementia treatment. In revising the MMSE, the authors sought a variety of improvements. To better standardize 

its administration, some of the original MMSE items have been altered. Despite these changes, the MMSE-2: Standard 

Version (MMSE-2:SV) demonstrates high equivalency with the original MMSE. Thus, it is possible to switch from the original 

MMSE to the MMSE-2:SV without compromising longitudinal data and without any change in the normal range of scores. 


Overview 

Purpose: Measure verbal and nonverbal 

intelligence and memory in ages 3–94 years 





for both the full Intelligence and full Memory 

assessments; 20-25 minutes to obtain CIX; 

10 minutes for the Memory assessment 


Y17-1473082 RIAS Introductory Kit . . . . . . . . . . . . . . . . . . . . . .$425 .00 

Y17-1473103 RIAS Record Forms Pkg . 25 . . . . . . . . . . . . . . . . . .$69 .00 

Y17-1473104 RIAS Stimulus Book 2 . . . . . . . . . . . . . . . . . . . . . .$88 .00 

Y17-1473078 MMSE-2 Expanded Version Blue Forms, Pkg . 25 . . .$45 .00 

Y17-1473079 MMSE-2 Expanded Version Red Forms, Pkg . 25 . . .$45 .00 

Y17-1473080 MMSE-2 Pocket Norms Guide . . . . . . . . . . . . . . . .$25 .00 

Y17-1473081 MMSE-2 Processing Speed Scoring Templates— 

Blue and Red (set of 2) . . . . . . . . . . . . . . . . . . . . .$10 .00 


Reynolds Intellectual 

Assessment Scales (RIAS ) 

Cecil R. Reynolds, PhD and Randy W. Kamphaus, PhD, 2003 

The Reynolds Intellectual Assessment Scales (RIAS) is an individually 

administered test of intelligence that includes a conormed, supplemental 

measure of memory. The RIAS includes a two-subtest Verbal Intelligence Index 

(VIX), a two-subtest Nonverbal Intelligence Index (NIX), and a Composite 

Intelligence Index (CIX, created by combining the VIX and NIX subsets. The 

VIX assesses verbal intelligence by measuring verbal problem solving and verbal 

reasoning where acquired knowledge and skills are important. The NIX assesses 

nonverbal intelligence by measuring reasoning and spatial ability using novel 

situations and stimuli that are predominantly nonverbal. The CIX assesses 

overall general intelligence (g), including the ability to reason, solve problems, 

and learn. Administration of the four intelligence subtests by a trained, 

experienced examiner requires approximately 20–25 minutes. 

Y17-1473105 RIAS Stimulus Book 3 . . . . . . . . . . . . . . . . . . . . . $114 .00 

Y17-1473106 RIAS/RIST Stimulus Book 1 . . . . . . . . . . . . . . . . . .$88 .00 



59 



60 


Overview 

Purpose: Measures general intelligence, 

memory, and reasoning nonverbally 



Grades: K to 12 


for the Abbreviated Battery; 30 minutes for 

the Standard Battery; and 45 minutes for the 

Extended Battery 

Scores: PR, SS, and AE 

Benefits 

• Provides entirely nonverbal stimulus and response 

administration format incorporating eight hand 

and body gestures 

• Offers Abbreviated, Standard, and Extended 

batteries 

• Offers a wide breadth of use with exceptional 

students including mentally retarded, learning 

disabled, and gifted 

• Provides a fair measure for deaf and hearingimpaired 

students 

• Reduces situational sources of test bias 

• Incorporates multiple response modes including: 

manipulatives, paper and pencil, and pointing 


Universal Nonverbal 

Intelligence Test (UNIT ) 

Bruce A. Bracken, R. Steve McCallum, 1998 


In most states and education agencies throughout the country, measures 

of cognitive ability are used as a component of the referral process for 

both giftedness programs and special education eligibility decisions. Ability 

measures that eliminate language-dependent components may be better 

suited for informing program and service decisions for students with culturally, 

linguistically and ethnically diverse backgrounds. 

Pure cognitive abilities can be measured without language dependence. 

Nonverbal assessment provides the solution. In fact, IDEA requires that 

assessments used to evaluate special eligibility be “selected and administered so 

as not to be discriminatory on a racial or cultural basis, and are provided in the 

child’s native language or other mode of communication.” 

The Universal Nonverbal Intelligence Test (UNIT) is a set of individually 

administered specialized tasks that measure cognitive abilities. Unique to UNIT, 

both administration and item response formats are completely nonverbal. Test 

materials have been designed to be culturally and ethnically sensitive, making 

them ideal for use with students who may be disadvantaged by traditional 

language-dependent measures. The tests measure a broad range of complex 

memory and reasoning abilities, including both verbal (symbolic) and nonverbal 

mediation. 

Uses 

UNIT promotes equity, cultural fairness, social justice, and bias reduction 

because it neutralizes the impact of language on measurement of basic 

psychological process. This equity-oriented assessment approach makes UNIT 

ideal for: 

• English language learners, 

• autistic spectrum disorders, 

• speech, language, and communication disorders, 

• deaf or hearing impaired, 

• elective/selective mutes, 


• students with language-related brain damage, and 

• students with culturally, linguistically, or ethnically 

diverse backgrounds. 


Examiners employ eight universal hand and body gestures 

to explain the tasks to examinees. Examiner demonstrations, 

sample items, corrective responses, transitional checkpoint 

items, and scored items that do not permit examiner 

feedback aid the nonverbal administration process. 

Examiners may administer two, four, or all six subtests 

depending on the nature of the referral. The Abbreviated 

Battery consists of the first two subtests, takes about 

15 minutes to administer, and is ideal for screening of 

cognitive functioning. The Standard Battery consists of the 

first four subtests, takes about 30 minutes to administer, 

and is ideal for eligibility and diagnostic decision making. 

The Extended Battery consists of all six subtests, takes about 

45 minutes to administer, and provides the most in-depth 

diagnostic data of the three test batteries. Regardless of 

which battery is administered, the examinee will receive 

an equal number of reasoning, memory, symbolic, and 

nonsymbolic tasks. 


UNIT Compuscore provides professionals the option to 

quickly convert raw scores to derived scores, and allows 

for changes in confidence bands and significance levels. 

The narrative text report contains a text section that can 

be exported for word processing. UNIT interpretation lends 

itself to a broad range of complex memory and reasoning 

abilities, including both verbal (symbolic) and nonverbal 

mediation. Memory subtests measure recall of content, 

location, and sequence. Reasoning subtests measure pattern 

processing, problem solving, understanding of relationships, 

and planning abilities. Subtests are organized as follows: 

Quotients Memory Reasoning 

Symbolic 

Mediation 

Nonsymbolic 

Mediation 

• Symbolic Memory 

• Object Memory 

• Analogic 

Reasoning 

• Spatial Memory • Cube Design 


• Mazes 

Y17-1402273 UNIT Complete Test Kit . . . . . . . . . . . . . . . . . . . .$618 .00 

(Includes Examiner’s Manual, 2 Stimulus Books, 

16 Response Chips, Response Grid, 9 Cubes, 

Response Mat, 10 Symbolic Memory Cards, 

25 Record Forms, 25 Mazes Response Booklets, 

Black Pencil, Red Pencil, and Administration at 

a Glance .) 

Y17-1402268 UNIT Complete Test Kit with carrying case . . . . . .$733 .00 

(Includes everything listed above in a 

canvas carrying case) 



Each of the six subtests will yield scaled scores with a mean 

of 10 and SD of 3. In addition, the following five quotient 

scores are available, each with a mean of 100 and SD of 15: 

Full Scale Intelligence Quotient (FSIQ); Memory Quotient 

(MQ); Reasoning Quotient (RQ); Symbolic Quotient (SQ); 

and Nonsymbolic Quotient (NSQ). 

The Examiner’s Manual illustrates how UNIT reduces the 

negative impact of language limitations through studies with 

African Americans, Asians, Hispanics, Native Americans, 

and individuals with limited English proficiency, as well 

as with individuals who are deaf and hearing impaired. 

Diagnostic information relevant to common educational 

exceptionalities, including mental retardation, giftedness, 

and learning disabilities is provided. 


UNIT was designed to exceed existing standards of 

technical adequacy. In addition to thoroughly analyzing 

performance in the normative sample, UNIT studies analyze 

technical properties for special populations. These analyses 

provide evidence that UNIT test properties are sound for 

the different types of children whom this test is designed 

to evaluate. UNIT was standardized through a carefully 

designed, sampling plan that provided a sample that 

closely matches the U.S. population. Normative data were 

collected from a comprehensive national sample of 2,100 

children and adolescents from age 5-0 through 17-11. 

Data were collected in 108 sites across 38 states. Including 

individuals from reliability, validity, and fairness studies, the 

standardization and special studies total sample consisted of 

3,865 children and adolescents. Age, gender, race, Hispanic 

origin, region, community setting, classroom placement, 

special education services, and parental education 

attainment variables were used to select participants for the 

standardization sample. 

Y17-1402254 Record Forms Pkg . 25 . . . . . . . . . . . . . . . . . . . . . .$63 .00 

Y17-1402253 Abbreviated Battery Record Forms Pkg . 25 . . . . . . .$30 .00 

Y17-1402192 Mazes Response Booklets Pkg . 25 . . . . . . . . . . . . .$70 .00 


Y17-1402255 UNIT Videotape (22 minutes) . . . . . . . . . . . . . . . .$90 .00 



61 




UNIT Additional Resources 

UNIT Compuscore ® 



The UNIT Compuscore software program offers 

professionals the option to computer score the 

Universal Nonverbal Intelligence Test. Users have 

the ability to compare scores quickly and easily as 

the software converts raw scores to scaled scores 

and allows for changes in confidence bands and 

significance levels. The report generated contains 

a short narrative and can be exported to a wordprocessing 

file. Available on a Windows CD-ROM, 

the UNIT Compuscore program provides an 

accurate scoring solution for users who are hand 

scoring. 

Features 

• Offers quick-and-easy score entry 

• Calculates and displays scaled scores and 

interpretations 

Essentials of Nonverbal Assessment 

R. Steve McCallum, Bruce A. Bracken, John D. Wasserman, 2001 

This book includes information on leading individual 

and group-administered nonverbal measures of 

cognitive abilities including the Universal Nonverbal 

Intelligence Test. Chapters cover the history and 

overview of nonverbal assessment, unidimensional 

nonverbal tests, and strengths and weaknesses of 

the assessments 

UNIT University Training CD-ROM 


Designed for use by university trainers, this 

package contains all the information an instructor 

needs to become familiar with the UNIT. The 

University Training CD-ROM for Windows and 

Macintosh features presentation materials, the 

UNIT Training Videotape, sections from the 

Examiner’s Manual, comparative features with 

other nonverbal measures of intelligence, and more. 

The UNIT presentation materials are also provided 

in PowerPoint format, allowing instructors to 

customize these materials. The Training Videotape 

covers the test’s theoretical bases and answers 

questions concerning development, administration, 

and interpretation. 

• Generates an interpretive worksheet and 

narrative report 

• Provides easy-to-use data input screens 

• Offers scoring via entry of raw scores for each 

subtest 

• Includes integrated help menus 

System requirements for UNIT Compuscore 



Y17-1402283 UNIT Compuscore 

Software Program v1 .1 . . . . . . . . . . . . .$219 .00 

(Includes Windows CD-ROM) 



Y17-923092 258 Pages . . . . . . . . . . . . . . . . . . . . . . $36 .95 


Students can follow along with the University 

Training Guide, which contains background on 

the history and development of the UNIT. It also 

includes a practice Record Form and case studies. 


Y17-1402282 UNIT University Training Package . . . . $781 .00 

(Includes complete UNIT kit, University 

Training CD-ROM, and University Training 

Guide) 

Y17-1402280 UNIT University Training CD-ROM . . . . .$45 .00 

Y17-1402281 UNIT University Training Guide . . . . . . . $16 .00 


CAS 

Overview 

Purpose: Measures basic psychological 

processing abilities 




Basic Battery (8 subtests) or 60 minutes for the 

Standard Battery (12 subtests) 


Benefits 

• Diagnosis and eligibility determination for 

children with learning disabilities 

• Offers a reliable, valid, and nondiscriminatory tool 

to assess the basic psychological processes that 

are directly tied to academic interventions 

Das•Naglieri Cognitive 

Assessment System (CAS ) 

Jack A. Naglieri, J.P. Das, 1997 



The Cognitive Assessment System (CAS) is a norm-referenced measure 

of basic psychological processing abilities developed according to the 

well-researched and supported theory known as PASS. The Planning, 

Attention, Simultaneous, Successive (PASS) theory is based on cognitive and 

neuropsychological research. CAS measures basic psychological processes that 

have been shown to be effective for diagnosis of learning disabilities, attention 

deficits, and mental retardation; to provide fair assessment of minority children; 

to be strongly related to achievement; to meet the proposed regulatory 

guidelines of IDEA 2004 for diagnosis of SLD; and to be strongly related to 

academic interventions. 

Uses 

Use CAS to: 

• diagnose strengths and weaknesses in cognitive processes, 

• guide program eligibility, and 

• inform instructional planning. 


The CAS Standard Battery is composed of three subtests in each of the four 

PASS scales. 

PLANNING 

Planning is a cognitive process by which the individual determines, selects, and 

uses a strategy or method to efficiently solve a problem. The subtests require 

the application of strategies to perform the novel tasks presented. There are 

three Planning subtests: Matching Numbers, Planned Codes, and Planned 

Connections. 

ATTENTION 

Attention is a cognitive process by which the individual selectively attends to a 

particular stimulus and inhibits attending to competing stimuli. There are three 

Attention subtests: Expressive Attention, Number Detection, and Receptive 

Attention. 


63 



64 


SIMULTANEOUS 

Simultaneous processing involves integrating separate 

stimuli into a single whole or group. There are three 

Simultaneous subtests: Nonverbal Matrices, Verbal-Spatial 

Relations, and Figure Memory. 

SUCCESSIVE 

Successive processing involves working with things in a 

specific serial order. There are four Successive subtests: 

Word Series, Sentence Repetition, Speech Rate (ages 5–7), 

and Sentence Questions (ages 8–17). 

The Basic Battery includes two subtests from each of the 

four PASS scales. Each PASS scale yields a standard score 

with a mean of 100 and SD of 15. CAS also yields a Full 

Scale standard score with the same metric. 


The CAS standardization sample included a representative 

group of 2,200 children and adolescents 5-0 to 17-11 years 

of age. A stratified random sampling plan was used to 

obtain a sample that closely matched the U.S. population. 


Y17-1036302 CAS Complete Kit with carrying case . . . . . . . . .$902 .00 

(Includes Stimulus Book, Administration and 

Scoring Manual, Interpretive Handbook, 

10 Record Forms, 5 each of Response Books for 

5–7 and 8–17, 10 Figure Memory Response Books, 

Scoring Templates, and a Red Pencil in a canvas 


Y17-1036334 CAS Complete Kit without case . . . . . . . . . . . . . .$786 .00 

(Includes materials listed above without 


Y17-1036335 Record Forms (Ages 5–17) Pkg . 25 . . . . . . . . . . . .$45 .00 

Y17-1036336 Response Books (Ages 5–7) Pkg . 25 . . . . . . . . . . .$28 .00 


Full Scale reliability is .96 with the PASS Scale reliabilities 

ranging from .83 to .93. Internal consistency and test-retest 

reliability studies were conducted. Validity with special 

populations, including persons who are mentally retarded, 

learning disabled, gifted, or have attention deficits or 

traumatic brain injuries, are reported. Differences in PASS 

scale performance were found for these groups, supporting 

the discriminant validity of CAS. 


Explicit guidelines for interpretation of CAS are provided 

in the Interpretive Handbook. Additional interpretive 

methods are provided in Essentials of CAS Assessment 

(page 65). The book Helping Children Learn: Intervention 

Handouts for Use in School and at Home, 2nd Edition 

(page 65) provides academic instructional handouts for 

teachers and parents that are selected based on a child’s 

scores. These resources explain how to examine the PASS 

profile, compare CAS and achievement test scores, and 

use PASS Scale variation for diagnosis, eligibility decisions, 

and instructional planning. Research-based instructional 

programs directly linked to PASS scores, along with 

illustrative case reports, are provided and describe how the 

practitioner can go from assessment to intervention. 

Y17-1036337 Response Books (Ages 8–17) Pkg . 25 . . . . . . . . . .$28 .00 

Y17-1036338 Figure Memory Response Books (Ages 5–17) 

Pkg . 25 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$28 .00 

Y17-1036339 Multi-Pack of Forms Pkg . 25 (5 Record Forms, 

5 each of Response Books for 5–7 and 8–17, 

10 Figure Memory Response Books) . . . . . . . . . . .$40 .00 

Y17-1036340 Scoring Templates . . . . . . . . . . . . . . . . . . . . . . . . $17 .00 

Y17-1036849 Interpretive Handbook . . . . . . . . . . . . . . . . . . . . . $74 .00 

Y17-1036850 Administration and Scoring Manual . . . . . . . . . . . .$74 .00 


CAS Additional Resources 

CAS Rapid Score 

Jack A. Naglieri, 2001 


Helping Children Learn: 

Intervention Handouts for Use in School and at Home, 2nd Edition 

Jack A. Naglieri and Eric B. Pickering, 2010 

Essentials of CAS Assessment 


Now with 27 NEW handouts and Spanish 

translations, this new edition offers a fresh, 

practical approach to teaching struggling students 

in elementary through high school. Applying 

their expert knowledge of how children learn, the 

authors developed more than 75 highly effective 

intervention handouts—ideal for teachers to use 

This resource offers complete coverage of 

administration, scoring, interpretation, and reporting 

for the CAS. Expert advice on avoiding common 

pitfalls is conveniently formatted for rapid reference. 

CAS University Training CD-ROM 


CAS Rapid Score is a valuable program that 

will help you score the CAS. Scaled scores are 

immediately calculated based on entry of raw 

scores, and a narrative summary report may be 

generated that allows for on-screen editing, copying 

and pasting, or exporting to a text file. Comparisons 

of values obtained from the CAS and a variety of 

achievement tests are also provided. 

The CAS University Training CD-ROM (Windows 

and Macintosh) features presentation materials, 

video of authors, sections from the Interpretive 

Handbook, and more. CAS presentation materials 

are also provided in a PowerPoint format, allowing 

instructors to customize materials. The author video 

covers the test’s underlying theoretical bases and 

answers questions concerning its development, 

administration, and interpretation. 


Y17-923104 CAS Rapid Score . . . . . . . . . . . . . . . .$206 .00 

(Includes Windows CD-ROM) 


System requirements for CAS Rapid Score 


in the classroom and share with parents for use at 

home. 


Y17-1431354 192 Pages . . . . . . . . . . . . . . . . . . . . . . $39 .95 



Y17-923249 205 Pages . . . . . . . . . . . . . . . . . . . . . . $36 .95 



Y17-1036851 CAS University Training CD-ROM . . . . . $43 .00 



65 




Overview 

Purpose: Measures intelligence nonverbally 


Ages: 6-0 to 89-11 years 

Administration Time: 15 to 20 minutes 

Scores: SS 


Y17-1474763 TONI-4: Test of Nonverbal Intelligence— 

Fourth Edition Kit . . . . . . . . . . . . . . . . . . . . . . . . $361 .00 

Y17-1474765 TONI-4 Form A Answer Booklets & 

Record Forms Pkg . 50 . . . . . . . . . . . . . . . . . . . . . .$55 .00 

Y17-1474766 TONI-4 Form B Answer Booklets & 

Record Forms Pkg . 50 . . . . . . . . . . . . . . . . . . . . . .$55 .00 

Overview 

Purpose: Measures of reasoning ability for 

young children 


Ages: 3 through 9 years 

Testing Time: 5 to 15 minutes 



Y17-1043740 PTONI Complete Kit . . . . . . . . . . . . . . . . . . . . . .$215 .00 

(Includes Examiner’s Manual, Picture Book with 

Easel, and 25 Examiner/Record Forms, and a 

storage box) 


Test of Nonverbal 

Intelligence (TONI-4) 

Fourth Edition, Linda Brown, Rita J. Sherbenou, 

Susan K. Johnsen, 2010 


The Test of Nonverbal Intelligence, Fourth Edition (TONI-4) is a practical, easyto-use, 

norm-referenced instrument that measures an individual’s intelligence. 

The administration and response format are pragmatic with simple oral 

instructions, requiring test takers to answer only with simple but meaningful 

gestures such as pointing, nodding, or blinking. This test is ideal for those 

who have language, hearing, or motor impairments, or are not familiar with 

mainstream American culture. Data was collected from a normative sample of 

2,272 people residing in 33 states. 

In addition to English, included are instructions in seven other major foreign 

languages: Spanish, French, German, Chinese, Vietnamese, Korean, and 

Tagalog. 

Y17-1474764 TONI-4 Picture Book . . . . . . . . . . . . . . . . . . . . . .$138 .00 

Y17-1474721 TONI-4 Examiner’s Manual . . . . . . . . . . . . . . . . . .$87 .00 


Primary Test of 

Nonverbal 

Intelligence (PTONI) 

David J. Ehrler, Ronnie L. McGhee, 2008 


The Primary Test of Nonverbal Intelligence (PTONI) is a research-based 

assessment of reasoning abilities in young children. Use this test to identify 

severe intellectual deficits and superior cognitive intelligence. 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. Later 

items measure higher order reasoning abilities. 

Y17-1043741 Examiner’s Manual . . . . . . . . . . . . . . . . . . . . . . . .$77 .00 

Y17-1043742 Picture Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$98 .00 

Y17-1043743 Examiner/Record Forms Pkg . 25 . . . . . . . . . . . . . .$49 .00 


Overview 

Purpose: Measures nonverbal reasoning 

abilities 




Scores: NIQ, PNIQ, GNIQ 


Y17-1431152 CTONI-2 Kit . . . . . . . . . . . . . . . . . . . . . . . . . . . $418 .00 

(Includes Examiner’s Manual, Analogies Picture 

Book, Categories Picture Book, Sequences Picture 

Book, and 25 Profile/Examiner Record Forms, in a 

sturdy storage box) 

Y17-1431173 CTONI-2 Examiner’s Manual . . . . . . . . . . . . . . . . .$97 .00 

Overview 

Purpose: Differentiates normal, non-braindamaged 

psychiatric, and brain-damaged 

individuals 


Ages: 2 to Adult 



Y17-923135 Stroop for Adults . . . . . . . . . . . . . . . . . . . . . . . . $124 .00 

(Includes Revised Manual for Ages 15–Adult 

and 25 English Test Booklets) 

Y17-923136 Revised Stroop Manual for Ages 15–Adult . . . . . . .$51 .00 

Y17-921945 Stroop Manual for Ages 2–14 . . . . . . . . . . . . . . .$135 .00 

Y17-923138 Stroop Manual (Spanish)* . . . . . . . . . . . . . . . . . . .$58 .00 

Y17-923922 Stroop Test Booklet Adult, Pkg . 25 . . . . . . . . . . . . .$96 .00 

Comprehensive Test 

of Nonverbal 

Intelligence 

(CTONI-2) 

Second Edition, Donald D. Hammill, Nils A. Pearson, 

J. Lee Wiederholt, 2009 



The Comprehensive Test of Nonverbal Intelligence, Second Edition (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 include: 

Pictorial Analogies, Geometric Analogies, Pictorial Categories, Geometric 

Categories, Pictorial Sequences, and Geometric Sequences. 

Y17-1431095 CTONI-2 Analogies Picture Book . . . . . . . . . . . . . .$93 .00 

Y17-1431167 CTONI-2 Geometric Categories Picture Book . . . . .$91 .00 

Y17-1431096 CTONI-2 Sequences Picture Book . . . . . . . . . . . . .$93 .00 

Y17-1431168 CTONI-2 Profile/Examiner Record Forms Pkg . 25 . .$49 .00 


Stroop Color and Word Test 

Second Edition, Charles Golden, 

Shawna M. Freshwater, 2002 


The widely used Stroop Color and Word Test (Stroop) is a 

useful screening instrument that provides a diagnosis of brain 

dysfunction and evaluates stress, personality, cognition, and psychopathology. 

Stroop is useful for differentiating normal individuals, non-brain-damaged 

psychiatric individuals, and brain-damaged individuals. 

Y17-923923 Stroop Test Pages, Children Pkg . 25 . . . . . . . . . . . .$96 .00 

Y17-923137 Stroop Test Booklets–Spanish Pkg . 25* . . . . . . . . $117 .00 

Y17-923921 Stroop for Children . . . . . . . . . . . . . . . . . . . . . . .$124 .00 

(Includes Manual for Ages 2–14 and 

25 English Test Booklets) 

*There has been no change to the Spanish version. 



67 




Overview 

Purpose: Evaluates general and specific 

memory functions. Newly revised to include 

norms for children and adults 



Administration Time: Core Battery 30 

minutes; Core plus Supplementary 60 minutes 

Scores: PR and SS 


Y17-1043792 TOMAL-2 Complete Kit . . . . . . . . . . . . . . . . . . . .$416 .00 

(Includes Examiner’s Manual, Picture Books A & B, 

25 Profile/Summary Forms, 25 Examiner Record 

Booklets, Delayed Recall Cards, Visual Selective 

Reminding Test Board, Chips, and a storage box) 


Overview 

Purpose: Evaluate immediate and delayed 

memory ability, as well as the acquisition of 

new learning 




(for 6 core subtests) 



Y17-924720 WRAML2 Complete Kit . . . . . . . . . . . . . . . . . . .$525 .00 

(Includes Manual, 25 Examiner Forms, 25 Picture 

Memory Response Forms, 25 Picture Memory 

Recognition Forms, 25 Design Memory Response 

Forms, 25 Design Memory Recognition Forms, 

4 Picture Memory Scenes, 5 Design Memory 

Cards, Finger Windows Card, Sound Symbol 

Booklet, and 2 Symbolic Working Memory Cards 

and a case .) 


Test of Memory and Learning 

(TOMAL-2) 

Second Edition, Cecil R. Reynolds, 

Judith K. Voress, 2007 


The Test of Memory and Learning (TOMAL-2) includes 8 core subtests, 6 

supplemental subtests, and 2 delayed recall tasks. These include Memory for 

Stories, Facial Memory, Word Selective Reminding, Visual Selective Reminding, 

Object Recall, Abstract Visual Memory, Digits Forward, Visual Sequential 

Memory, Paired Recall, Memory for Location, Manual Imitation, Letters Forward, 

Digits Backward, and Letters Backward, as well as 2 verbal delayed recall 

tasks and cued recall procedures. These subsets yield Core Indexes of Verbal 

Memory Index, Nonverbal Memory Index, and Composite Memory Index, and 

Supplementary Indexes of Verbal Delayed Recall Index, Learning Index, Attention 

and Concentration Index, Sequential Memory Index, Free Recall Index, and 

Associative Recall Index. 

Y17-1043809 Examiner Record Booklets Pkg . 25 . . . . . . . . . . . . .$69 .00 

Y17-1043808 Profile/Summary Forms Pkg . 25 . . . . . . . . . . . . . . .$47 .00 


Wide Range Assessment 

of Memory and Learning 

(WRAML2) 

Second Edition, Wayne Adams and David Sheslow, 

2003 


The Wide Range Assessment of Memory and Learning, Second Edition 

(WRAML2) is composed of two Verbal, two Visual, and two Attention- 

Concentration subtests. The subtests yield a Verbal Memory Index, a Working 

Memory Index, a Visual Memory Index, an Attention-Concentration Index and 

a General Memory Index. 

Y17-924722 Examiner Form Pkg . 25 . . . . . . . . . . . . . . . . . . . . .$70 .00 

Y17-924723 Picture Memory Response Form Pkg . 25 . . . . . . . .$52 .00 

Y17-924724 Picture Memory Recognition Form Pkg . 25 . . . . . . .$52 .00 

Y17-924725 Design Memory Response Form Pkg . 25 . . . . . . . . .$38 .00 

Y17-924726 Design Memory Recognition Form Pkg . 25 . . . . . . .$38 .00 

Y17-924721 Administration and Scoring Manual . . . . . . . . . . . .$94 .00 


Overview 

Purpose: Helps identify gifted students in 

kindergarten through eighth grade 


Grades: 5-0 through 14-11 

Administration Time: 20 minutes each 


Y17-1473787 SAGES-2 Complete Kit . . . . . . . . . . . . . . . . . . . . $247 .00 

(Includes Examiner’s Manual, 10 K–3 Mathematics/Science 

Student Response Booklets, 10 K–3 Language Arts/Social 

Studies Student Response Booklets, 10 K–3 Reasoning 

Student Response Booklets, 10 4–8 Mathematics/Science 

Student Response Booklets, 10 4–8 Language Arts/Social 

Studies Student Response Booklets, 10 4–8 Reasoning 

Student Response Booklets, 50 K–3 Profile/Scoring Sheets, 

50 4–8 Profile/Response Sheets, and a 4–8 Scoring 

Transparency, all in a sturdy storage box .) 

Y17-1473788 SAGES-2 Examiner’s Manual . . . . . . . . . . . . . . . . .$60 .00 

Y17-1473789 SAGES-2 K–3 Math/Science 

Student Response Books Pkg . 10 . . . . . . . . . . . . . .$24 .00 

Y17-1473790 SAGES-2 K–3 Language Arts/Social Studies 


SAGES-2: Screening 

Assessment for Gifted 

Elementary and Middle 

School Students 

Second Edition, Susan K. Johnsen and Anne L. Corn, 2001 


The SAGES-2 helps indentify gifted K-8 students. Its three subtests sample 

aspects of two of the most commonly used areas for identifying gifted students: 

aptitude and achievement. Aptitude is measured via the Reasoning subtest: The 

student is asked to solve analogical problems by identifying relationships among 

pictures and figures. The other two subtests assess achievement. On one of 

these subtests, the child answers questions about language arts and social 

studies, and on the others, about math and science. The subtests can be used 

to examine the relationships between aptitude and achievement. 

Y17-1473791 SAGES-2 K–3 Reasoning 


Y17-1473792 SAGES-2 4–8 Math/Science 

Student Response Books Pkg . 10 . . . . . . . . . . . . . . $19 .00 

Y17-1473793 SAGES-2 4–8 Language Arts/Social Studies 


Y17-1473794 SAGES-2 4–8 Reasoning 


Y17-1473795 SAGES-2 K–3 Profile/Scoring Sheets Pkg . 50 . . . . . .$35 .00 

Y17-1473796 SAGES-2 4–8 Profile/Scoring Sheets Pkg . 50 . . . . . .$35 .00 

Y17-1473797 SAGES-2 4–8 Scoring Transparency . . . . . . . . . . . $13 .00 



69 



70 


Overview 

Purpose: Identify and plan for student needs 

Restriction Level: Low 

Ages: 14 through 22 years 




Y17-1473798 TPI-UV Complete Kit . . . . . . . . . . . . . . . . . . . . . .$196 .00 

(Includes Administration and Resource Guide, 

25 Profile and Further Assessment Recommendation 

Forms, 25 School Forms, 25 Home Forms, 

25 Student Forms, Informal Assessments for 

Transition Planning Resource, Case Studies in 

Assessment for Transition Planning Book, all in a 


Y17-1473799 TPI-UV Administration and Resource Guide— 

Updated . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $27 .00 

Y17-1473800 TPI-UV Profile and Further Assessment Forms 

Pkg . 25 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$28 .00 


Transition Planning Inventory 

(TPI-UV) 

Updated Version, Gary M. Clark 

and James R. Patton, 2006 

The Transition Planning Inventory 

(TPI) is an instrument for identifying 

and planning for the comprehensive 

transitional needs of students. It is 

designed to provide school personnel 

a systematic way to address critical transition planning areas that are mandated 

by the Individuals with Disabilities Education Act (IDEA) of 2004 and that 

take into account the individual student’s needs, preferences, interests, and 

strengths. Information on transition needs is gathered from the student, parents 

or guardians, and school personnel through the use of three separate forms 

designed specifically for each of the target groups. 

Y17-1473801 TPI-UV School Forms Pkg . 25 . . . . . . . . . . . . . . . .$28 .00 

Y17-1473802 TPI-UV Home Forms Pkg . 25 . . . . . . . . . . . . . . . . .$28 .00 

Y17-1473803 TPI-UV Student Forms Pkg . 25 . . . . . . . . . . . . . . . .$28 .00 

Y17-1473804 TPI-UV Home Forms Spanish Pkg . 25 . . . . . . . . . . .$28 .00 

Y17-1473805 TPI-UV Informal Assessment in 

Transition Planning Pkg . 25 . . . . . . . . . . . . . . . . . .$39 .00 

Y17-1473806 TPI-UV Case Studies in Assessment for 

Transition Planning Pkg . 25 . . . . . . . . . . . . . . . . . .$33 .00 


Cognitive Assessment Additional Resources 

Long-Term Memory Problems in Children and Adolescents: 

Assessment, Intervention, and Effective Instruction 

Milton J. Dehn, 2010 

This book presents the best practices for assessing 

long-term memory functions, as well as selecting 

and using evidence-based instructional practices 

with memory-impaired students. It includes specific 

step-by-step guidance and hands-on case studies. 


Y17-1469470 408 Pages . . . . . . . . . . . . . . . . . . . . . .$45 .00 



Essentials of IDEA for Assessment Professionals (with CD-ROM) 

Guy McBride, Ron Dumont, John O. Willis, Alan S. Kaufman (Series Editor), 

Nadeen L. Kaufman (Series Editor), 2011 

The Individuals with Disabilities Education Act 

(IDEA) provides the guidelines for what school 

personnel must do, and are held accountable for, 

in their educational assessments and evaluations 

of children with disabilities. However, there is a 

great deal of confusion and misperception about 

what the Act and Regulations mean and how they 

should be interpreted and applied. Written in the 

user-friendly and well-known Essentials format, this 

book provides the first concise, authoritative guide 

Comprehensive Evaluations: Case Reports for Psychologists, 

Diagnosticians, and Special Educators 

Nancy Mather and Lynne E. Jaffe, 2010 

With contributions from authorities in the fields of 

psychology and special education—including Dawn 

Flanagan, Elaine Fletcher-Janzen, Randy Kamphaus, 

Nadeen Kaufman, George McCloskey, Jack Naglieri, 

Cecil Reynolds, and Gale Roid—this title provides 

over fifty sample case reports to help you draft 

carefully planned, goal-directed, and comprehensive 

evaluations that clearly explain the reasons for a 

student’s school-related difficulties, from preschool 

to postsecondary level. 

This book provides a brief overview examining 

the definitions and classification systems of—and 

methods for—identification of specific learning 

disabilities (SLDs). Focusing on descriptive efforts 

of the manifestations of SLDs in the academically 

critical areas of reading, writing, math, oral 

expression, and listening comprehension, this book 

features contributions by leading experts in the 

field, including Virginia Berninger, Steven Feifer, Jack 

Fletcher, Nancy Mather, Jack Naglieri, and more. 


Y17-1469472 672 Pages . . . . . . . . . . . . . . . . . . . . . .$55 .00 


Essentials of Specific Learning Disability Identification 

Dawn P. Flanagan and Vincent C. Alfonso, 2010 

of its kind for school psychologists, administrators, 

teachers, and other school service providers who 

must be knowledgeable regarding these laws and 

regulations. 


Y17-1469525 304 Pages . . . . . . . . . . . . . . . . . . . . . . $46 .95 



Y17-1469473 411 Pages . . . . . . . . . . . . . . . . . . . . . . $36 .95 



71 




Essentials of Psychological Testing 

Susana Urbina, 2004 


Essentials of Psychological Testing surveys the 

basic principles of psychometrics, supplies the 

information needed to understand and evaluate 

tests, and introduces readers to the major 

contemporary reference works in the field. 

Essentials of Processing Assessment 


This book provides step-by-step guidelines for 

organizing a processing assessment, selecting 

appropriate instruments, interpreting results, and 

identifying processing deficits. This information 

is vital to identifying a child’s strengths and 

weaknesses with regard to learning and formulating 

appropriate interventions for specific learning 

difficulties. 

Essentials of Assessment Report Writing 

This book is an instructive guide to preparing 

informative and accurate assessment reports for 

a variety of individuals and settings. It focuses 

on efficiently and effectively communicating 

referral and background information, appearance 

and behavioral observations, test results and 

interpretation, summary and diagnostic impressions, 

and treatment recommendations. 


Y17-1043311 336 Pages . . . . . . . . . . . . . . . . . . . . . . $36 .95 


Elizabeth O. Lichtenberger, Nancy Mather, Nadeen L. Kaufman, Alan S. Kaufman, 2004 

This book presents concise information on the 

range of brief intelligence tests that are used most 

often in school and clinical practices and provides 

an overview and definition of brief intelligence 

testing as well as its uses and limitations. Sample 

evaluations using brief intelligence tests are also 

included. 


Y17-1043312 304 Pages . . . . . . . . . . . . . . . . . . . . . . $36 .95 



Y17-1043313 304 Pages . . . . . . . . . . . . . . . . . . . . . . $36 .95 


Essentials of Assessment with Brief Intelligence Tests 

Susan R. Homack, Cecil R. Reynolds, 2007 


Y17-1043310 208 Pages . . . . . . . . . . . . . . . . . . . . . . $36 .95 


Human Cognitive Abilities in Theory and Practice 

John J. McArdle, Richard W. Woodcock, 1998 

Comprehensive Handbook of Psychological Assessment 

Michael Hersen, 2003 

This book contains conference papers that explore 

both the historical background and current practices 

concerning human cognitive abilities. Research on 

human intellectual abilities has a long history in 

psychology and education. Written by scientists, 

practitioners, researchers, scholars, and clinicians, 

the information presented in this book—unlike 

many other areas of social science research—has 

been widely applied to practical work in schools, 

This groundbreaking reference presents essential 

information on the four major classes of 

psychological assessment instruments, including 

intelligence/neuropsychological, personality, 

behavioral, and industrial/organizational. Each 

volume contains information on history, the range 

of tests, theoretical considerations, psychometric 

concerns, and much more. 



Y17-923091 352 Pages . . . . . . . . . . . . . . . . . . . . . . $99 .95 



Essentials of Cross-Battery Assessment, 2nd Edition 

Dawn P. Flanagan, Samuel O. Ortiz, and Vincent C. Alfonso, 2007 

Time Minder 

This handbook presents research and knowledge 

about a broad range of disorders with a genetic 

component affecting children’s learning, behavior, 

and development. Chapters offer discussion of 

specific disorders and practical suggestions for 

assessment and clinical management. 

A large LCD display and clear signal make this an 

easy-to-use desktop timer. Toggle between clock 

display and timer for maximum utility. Includes a 

magnet and easel back stand. 

clinics, and employment settings. This book 

discusses different views on how human intellectual 

abilities apply in practical settings such as schools, as 

well as various theories surrounding the topic. 

Y17-1043317 Volume 1: Intellectual and Neuropsychological 

Assessment (432 Pages) . . . . . . . . . . . $220 .00 

Y17-1043318 Volume 2: Personality Assessment 

(688 Pages) . . . . . . . . . . . . . . . . . . . .$220 .00 

Y17-1043319 Volume 3: Behavioral Assessment 

(531 Pages) . . . . . . . . . . . . . . . . . . . .$220 .00 

Y17-1043320 Volume 4: Industrial and Organizational 

Assessment (545 Pages) . . . . . . . . . . .$220 .00 

Y17-1043321 Complete 4-volume set . . . . . . . . . . . .$880 .00 



Y17-1426650 432 Pages . . . . . . . . . . . . . . . . . . . . . . $46 .95 



Y17-922257 Time Minder . . . . . . . . . . . . . . . . . . . . $30 .00 



73 




Essentials of Research Design and Methodology 

Geoffrey R. Marczyk, David DeMatteo, David Festinger, 2005 


This book contains practical information on how 

to design and conduct scientific research in the 

behavioral and social sciences. The text offers 

students and practitioners in the behavioral 

sciences and related disciplines important insights 

into identifying research topics, variables, and 

methodological approaches. 

Working Memory and Academic Learning: 

Assessment and Intervention 


This practical guide provides coverage of an 

integrated model of working memory designed to 

facilitate working memory assessment, working 

memory development during the early elementary 

years, relationships between specific memory 

components and academic skills, numerous 

measures of cognition and memory, and cases that 

illustrate profiles found in children and adolescents 

with working memory deficits. 

When prereferral interventions fall short of resolving 

a student’s learning difficulties, a comprehensive 

psychoeducational evaluation may be necessary. 

This book provides school-based practitioners with 

a clear framework for assessment and evidencebased 

intervention planning under the revised 

IDEA guidelines. The authors address practical 


Y17-1043314 290 Pages . . . . . . . . . . . . . . . . . . . . . . $36 .95 



Y17-1101269 382 Pages . . . . . . . . . . . . . . . . . . . . . .$50 .00 


Patterns of Learning Disorders: 

Working Systematically from Assessment to Intervention 

David L. Wodrich and Ara J. Schmitt, 2006 

This work offers a new approach to understanding 

and intervening with students with learning 

disabilities. The authors present a unique model of 

learning disabilities that integrates the cognitive, 

neural, genetic, and contextual factors associated 

issues involved in implementing their system in 

conjunction with RTI models. 


Y17-1016806 305 Pages . . . . . . . . . . . . . . . . . . . . . .$45 .00 


Learning Disabilities: From Identification to Intervention 

Jack M. Fletcher, G. Reid Lyon, Lynn S. Fuchs, Marcia A. Barnes, 2006 

with these disorders. The volume focuses on 

exploring the scientific base of the field, as well as 

establishing effective educational practices. 


Y17-1016803 323 Pages . . . . . . . . . . . . . . . . . . . . . .$40 .00 


Early Learner Assessments 

77 Battelle Developmental Inventory, Second Edition 

80 Battelle Developmental Inventory, Second Edition–Spanish 

82 Infant-Toddler Developmental Assessment 

84 Stanford-Binet Intelligence Scales for Early Childhood, 

Fifth Edition 

86 Peabody Developmental Motor Scales, Second Edition 

87 Qualls Early Learning Inventory 

88 Test of Early Mathematics Ability 

89 The Carolina Curriculum 

90 Transdisciplinary Resources, Second Edition 

91 Developmental Assessment of Young Children 

91 Young Children’s Achievement Test 

92 Communication and Symbolic Behavior Scales, 

Normed Edition 

92 Preschool Language Assessment Instrument, 


93 Preschool and Kindergarten Behavior Scales, 


94 Early Learner Additional Resources 


75

Mobile Data Solution (MDS) for Windows ® 

Electronic data collection for the Battelle 

Developmental Inventory, Second Edition 

(BDI-2) screener and complete assessment. 

Instant access, flexibility, and convenience 

in gathering information to assess infant, 

toddler, and child development. 

n Eliminates common administration and scoring 

errors with chronological age calculation and 

guided administration 

n Provides a flexible alternative to paper-based 

administration 

n Increases speed of administration with guided 

and unguided mode options 

n Gives instant access to assessment performance 

information with the Score View and a Report 

to Family 

n Offers full reporting options with secure 

and reliable upload to BDI-2 Data Manager 

n Keeps software up-to-date with automatic updates 

See page 77 or visit 

www.bdi2.com for more information.

BDI-2 

Overview 

Purpose: Screens and evaluates early childhood 

developmental milestones 


Ages: Birth to 7 years, 11 months 

Administration Time: Complete BDI-2: 

60–90 minutes; Screening Test: 10–30 minutes 

Scores: PR, SS, AE, T score, Change Sensitive 

Score, and z score 

Benefits 

• Meets all 5 areas of IDEA: Motor, Adaptive, 

Cognitive, Personal Social, and Communication 

• Aligns with all three OSEP early childhood 

outcomes and Head Start Child Outcomes 

• Provides useful data for immediate instruction 

and intervention through actionable items 

• Allows for effective monitoring of child and 

program progress on short- and long-term basis 

• Includes multiple administration methods: 

• Structured, play-based activities using 

child-friendly manipulatives 

• Observation occurs in child’s natural setting 

• Provides CSS (Change Sensitive Scores) through 

Data Manager software to effectively monitor 

growth 

• Offers comprehensive norms sensitive to rapid 

development 

• Aligns with popular preschool curriculums 

• Streamlines administration with eKits — NEW 

• Gathers data electronically with Mobile Data 

Solution — NEW 

NEW! 

Mobile Data 

Solution for Windows 

(details on 

page 78) 



Battelle Developmental Inventory 

(BDI-2 ) 

Second Edition, Jean Newborg, 2004 


The Battelle Developmental Inventory, Second Edition (BDI-2) is an early 

childhood instrument based on the concepts of developmental milestones. 

As a child develops, he or she typically attains critical skills and behaviors 

sequentially from simple to complex. BDI-2 helps measure a child’s progress 

along this developmental continuum by both global domains and discrete skill 

sets. BDI-2 is aligned to the three OSEP Early Childhood Outcomes, as well as 

the Head Start Child Outcomes. It can be used to meet the federal reporting 

requirements across Part C, Part B/619, and Head Start programs. 

Uses 

BDI-2 may be used by a team of professionals or by an individual service 

provider. Accommodations and modifications are available for professionals 

when assessing infants and children with special needs or disabilities. 

Appropriate for all children ages birth to 7-11 years, BDI-2 is ideal for 

several uses: 

• Screening of key developmental milestones for school readiness 

• Assessing current developmental strengths and needs 

• Measuring longitudinal growth of development 

• Determining eligibility for special education services 

• Evaluating children across various programs including preschool, daycare, 

early intervention, kindergarten, and Head Start 

• Evaluating early childhood programs for accountability 

• Assisting in development of Individualized Family Service Plans (IFSP) and 

Individualized Education Programs (IEP) 


BDI-2 administration is flexible and may begin in any of the five domains. 

The start point for each subdomain is clearly identified and is determined by 

the age or the estimated ability level for the child. Examiners proceed through 


77 

EArLy LEArnEr AssEssmEnts

EArLy LEArnEr AssEssmEnts 

78 


each of the subdomains to determine the child’s level of 

development. (See chart below for the structure of BDI-2 

domains and subdomains.) 

BDI-2 items are child friendly and easy to administer. 

Based on the multifaceted information from Structured, 

Observational, and Interview items, BDI-2 can be used 

by an individual or team of professionals to create a 

comprehensive picture of a child’s skills. 

Structured items incorporate authentic, play-based activities. 

Observation items occur in the child’s natural setting. 

Interview items help obtain parent, teacher or caregiver 

information about the child using an open-ended question 

format. Each Interview item is written in a “script” format. 

This “scripting” helps ensure administration consistency, but 

also allows the examiner flexibility to query where necessary 

to ensure sufficient information is gathered. 

More than one-third of the items may be administered using 

multiple sources of information. The item-scoring criteria are 

clear and efficient. 

Kit Options 

The BDI-2 is now available in two formats to fit your 

assessment needs: (1) the traditional paper kit and (2) a 

new electronic kit (eKit). The paper kit has the traditional 

item books with manipulatives and can be used with paper 

record forms. When the BDI-2 Data Manager is included, 

a professional has access to a full assessment suite that 

provides quick scoring, detailed reporting, as well as data 

management for accountability at multiple levels. The BDI-2 

eKit replaces traditional item books in the Mobile Data 

Solution software, which contains all of the items from 

all five BDI-2 domains, plus the screener items. It is used 

in conjunction with the BDI-2 Data Manager to provide 

administration instructions and scoring on any windows 

based computer. The eKit utilizes Electronic Record forms 

rather than paper record forms, and also can include the 

playful manipulatives used for the authentic assessment of 

an infant’s or child’s development. 

The eKit provides a streamlined administration process that 

can occur in any setting including the classroom or home 

environment. There is no need to be connected to the 

internet to administer the test. Once internet is available, 

the Mobile Data Solution (MDS) software connects to 

the Data Manager for full reporting and scoring options. 

Ekits, on page 79, offer you a special software bundle that 

includes both the full BDI-2 and screener assessments and 

everything you need to administer the assessment without 

any duplication. 

BDI-2 Domains 

Adaptive 

Domain 

• Self-Care 

• Personal 

Responsibility 

Personal-Social 

Domain 

• Adult Interaction 

• Peer Interaction 

• Self-Concept and 

Social Role 

Communication 

Domain 

• Receptive 

Communication 

• Expressive 

Communication 

riverside | Houghton mifflin Harcourt 

Motor 

Domain 

• Gross Motor 

• Fine Motor 

• Perceptual 

Motor 

Cognitive 

Domain 

• Attention and 

Memory 

• Reasoning and 

Academic Skills 

• Perception and 

Concepts 


The BDI-2 allows professionals to score assessments 

by hand with the Examiner’s Manual, which includes 

Interpretation considerations, or electronically through the 

BDI-2 Data Manager. 

For those professionals who wish to reduce scoring 

errors, the BDI-2 Data Manager allows individuals and 

organizations to enter raw score or item detail information 

and generate useful individual and group reports. Users 

can quickly enter a child’s demographic and assessment 

data. Organizations, such as State Departments of Health 

or Education, can aggregate hierarchical data from as few 

as 2 levels to as many as 10 levels of hierarchy. This feature 

allows for the collection of small or large scale longitudinal 

data on early childhood development for use in federal 

or state reporting. The BDI-2 Data Manager helps you 

maintain longitudinal data across settings or agencies as a 

consistent early childhood data system. 

For use with the BDI-2 Data Manager, the BDI-2 Mobile 

Data Solution for Windows (MDS) allows examiners to 

enter item level information directly into Windows-based 

hardware. The BDI-2 MDS application eliminates the 

need for paper test records and provides electronic data 

collection. Once test administration is complete, the MDS 

uploads to the BDI-2 Data Manager software for instant 

access to scores and reports. For more information, go to 

http://www.riversidepublishing.com/products/bdi2/scoring. 

html. 

Norm-referenced scores (scaled scores with a mean of 10, 

SD of 3, score range 1–19) are provided at the subdomain 

level. The subdomain scores combine to form the five 

BDI-2 domain scores and the overall BDI-2 Developmental 

Quotient (each with a standard score mean of 100, SD 

15, score range 40–160). Percentile ranks and confidence 

intervals are provided for the subdomain scores and 

developmental quotients. Age equivalent tables are also 

available. 

The BDI-2 Screening Test consists of a subset of test items 

from the full BDI-2 item bank. The scoring procedures 

are similar to those of the full BDI-2, and cut-off scores 

are provided to aid in identifying children who may need 

additional testing. 


Normative data for BDI-2 were gathered from more than 

2,500 children between the ages of birth and 7 years, 

11 months. The normative sample closely matches the 

2000 U.S. Census (education level based on 2001 data). 

Bias reviews were conducted on all items for gender and 

ethnicity concerns. Item desirability information from 

examiners was also considered in the selection of the final 

items. Reliabilities for BDI-2 meet or exceed traditional 

standards for excellence at the subdomain, domain, and 

full test composite levels. Concurrent and criterion validity 

data were obtained using the original BDI, the BSID-II, 

WJ III ® , Denver-2, PLS-4, Vineland SEEC, and WPPSI-III . 

All validity and reliability information is contained in the 

Examiner’s Manual.

Battelle (BDI-2) Ordering information 

Kits 

Y17-924570 BDI-2 Complete Kit . . . . . . . . . . . . . . . . . . . . . . . $629 .00 

(Includes 5 Test Item Books, Examiner’s Manual, Stimulus 

Book, Set of Presentation Cards, 15 Scoring Booklets, 

15 Workbooks, the Screening Test Item Book with 30 

Screening Test Booklets, Set of Screening Visuals, and 


(Does not include BDI-2 Manipulatives required for 

administration or optional BDI-2 Scoring Software .) 

Y17-924573 Complete Kit with Manipulatives . . . . . . . . . . . .$1,075 .00 

(Includes all the materials in the BDI-2 Complete Kit plus the 

complete set of BDI-2 Manipulatives) 

Y17-924575 Complete Kit with BDI-2 Data Manager Software 

(Web) Single . . . . . . . . . . . . . . . . . . . . . . . . . . .$826 .00 


BDI-2 Data Manager Web License) 

Y17-924600 Complete Kit with BDI-2 Data Manager Software 

(Web) Single & Manipulatives . . . . . . . . . . . . . $1,335 .00 


BDI-2 Data Manager Web License and the complete set of 

the BDI-2 Manipulatives) 

Y17-924634 Screener Test Kit with Examiner’s Manual and 

Screener Manipulatives . . . . . . . . . . . . . . . . . . .$340 .00 

(Includes the Screening Test Item Book with 30 Screening 

Test Booklets, set of Screening Visuals, BDI-2 Examiner’s 

Manual, Screening Test Quick Reference Guide, 

Manipulatives needed to administer the Screening Test, and 

a canvas carrying case) 

Y17-924576 Screener Kit* . . . . . . . . . . . . . . . . . . . . . . . . . .$202 .00 

(Includes the Screening Test Item Book with 

30 Screening Test Booklets and set of Screening Visuals) 

*BDI-2 Examiner’s Manual is required and should be ordered separately . 

eKits 

Y17-1474709 BDI-2 Complete eKit & MDS . . . . . . . . . . . . . . . . $718 .00 

(Includes Examiner’s Manual, Stimulus Book, Set 

of Presentation Cards, 15 ERFs, 15 Workbooks, 

30 Screening Test Booklets, Set of Screening Visuals, 

Mobile Data Solution Software, and carrying case) (Does 

not include BDI-2 Manipulatives required for administration 

or optional BDI-2 Scoring Software .) 

Y17-1474711 BDI-2 eKit with Manipulatives & MDS . . . . . . . .$1,164 .00 

(Includes all the materials in the BDI-2 Complete 

eKit and MDS, plus the complete set of BDI-2 

Manipulatives) 

Y17-1474712 BDI-2 eKit with Data Manager & MDS . . . . . . . . . $915 .00 


eKit plus the BDI-2 Data Manager Web License) 

Y17-1474713 BDI-2 eKit with Data Manager, 

Manipulatives & MDS . . . . . . . . . . . . . . . . . . . $1,424 .00 


eKit plus the BDI-2 Data Manager Web License 

and the complete set of the BDI-2 Manipulatives) 

NOTE: BDI-2 Mobile Data Solutions (MDS) requires licensed access to 

BDI-2 Data Manager. 



Additional Components 

Y17-924580 Manipulatives Kit** . . . . . . . . . . . . . . . . . . . . . .$534 .00 

(Includes more than 75 items that are used in the 

administration of the BDI-2) 

Y17-1050055 Specialized Manipulatives Kit** . . . . . . . . . . . . .$260 .00 

(Includes more than 40 unique or hard-to-find 

manipulatives for the complete BDI-2 . Additional common 

items such as crayons, string, chalk, clay, etc ., will need to 

be supplied by the examiner .) 


Y17-924593 Scoring Booklets Pkg . 15 . . . . . . . . . . . . . . . . . . .$55 .00 

Y17-924595 Screener Test Booklets Pkg . 30 . . . . . . . . . . . . . . .$64 .00 

Y17-924597 Workbooks Pkg . 15 . . . . . . . . . . . . . . . . . . . . . . .$54 .50 

Y17-1029586 Data Manager Software Kit (Web) Single . . . . . .$288 .00 

Y17-1048475 Data Manager (Web) Single renewal (1 year) . . . . $67 .00 

**Individual Manipulatives may be ordered by calling Customer Service at 

800-323-9540 . 

Electronic Record Forms (ERFs) 

Y17-1034354 ERFs Pkg . 20 . . . . . . . . . . . . . . . . . . . . . . . . . . . .$54 .50 

Buy in quantity and save! 

Y17-1469974 BDI-2 Data Manager Web ERFs Pkg . 100 . . . . . .$245 .00 

Y17-1469975 BDI-2 Data Manager Web ERFs Pkg . 500 . . . . .$1,160 .00 

Y17-1469976 BDI-2 Data Manager Web ERFs Pkg . 1000 . . . $2,184 .00 

System requirements for BDI-2 



79 

EARLY LEARNER ASSESSMENTS


80 


BDI-2 

Overview 

Purpose: Screens and assesses early childhood 

developmental milestones 


Ages: Birth to 7 years 

Administration Time: Complete BDI-2 

1–2 hours; Screening Test 10–30 minutes 

Scores: Varies based on administration options 


Battelle Developmental Inventory 

–Spanish (BDI-2 Spanish) 

Second Edition, Jean Newborg, 2005 


The Battelle Developmental Inventory, Second Edition–Spanish (BDI-2 

Spanish) is a translation/adaptation of the BDI-2 English materials and is 

designed to serve the more than 3.4 million students with limited English 

proficiency, and their adult caregivers, in U.S. schools. Adhering to the same 

design and developmental milestones, the Spanish translation of all spoken 

English materials allows the documentation of the child’s mastery of critical 

skills or behaviors of typically developing children. 

Assessment of young children poses a number of challenges. Some of the 

challenges relate to the wide ranges of developing language and motor skills 

of the children. These challenges increase dramatically when the English 

proficiency of the child or his/her family is limited. 

To provide a better estimate of a child’s level of development, information 

can be gathered directly from the child via the numerous Structured items of 

BDI-2 Spanish or from adult caregivers by using the Observation and Interview 

procedures on the remaining items. In some settings, both the parents and 

the child may be assessed in Spanish. Other situations may occur where the 

caregivers are interviewed in Spanish and the child is assessed in English. In 

cases of international adoption, the languages may be reversed. Regardless 

of the setting, the special feature incorporated into the optional BDI-2 Data 

Manager allows the examiner to determine the impact of the child’s English 

proficiency by recording the child’s development in English first and then 

reassessing in Spanish any items not yet mastered in English. With this type 

of information, it is easier to determine if a child’s performance is related to a 

“true” developmental delay or a low level of English proficiency. 

Uses 

BDI-2 Spanish is designed for use by a bilingual examiner, by an Englishspeaking 

examiner and a Spanish-speaking colleague, or by a team of 

professionals. 

The primary uses are to: 

• identify mastered, emerging, and future developmental milestones for 

Spanish-speaking or bilingual children, and 

• compare development in English and Spanish (when both languages are 

administered). 



The administration procedures for BDI-2 Spanish are 

identical to those of BDI-2. Starting points and the 

number of items for each of the subdomains are the same 

in either form. Consistent Structured, Observation, and 

Interview procedures across both BDI-2 forms make the 

administration very child friendly and easy to use. 

The BDI-2 Spanish Screening Test can be administered 

entirely in Spanish or English. The complete BDI-2 Spanish 

may be administered completely in Spanish or English, or 

combinations of Structured items can be completed by the 

child in either language and interspersed with the dominant 

language of the adult caregiver. 


The scoring of items and calculation of raw scores and 

age equivalents are identical for both the Spanish and 

English version of BDI-2. Depending on which language 

is used for the Structured items and the child’s level of 

English proficiency, standard scores based on the English 

norms are available. At this time, Spanish norms for the 

Structured items are not available, and school districts and 

agencies are encouraged to develop their own local norms. 

Examiners can estimate the child’s developmental level using 

the English norms, but these scores should be interpreted 

cautiously. 


Almost 19% of the normative sample of 2,500 children for 

the English version of BDI-2 consisted of children identified 


Y17-924615 BDI-2 Spanish Kit* . . . . . . . . . . . . . . . . . . . . . . .$300 .00 

(Includes the BDI-2 Spanish CD-ROM that contains the 

Adobe ® and Acrobat ® PDF files for the 5 Test Item Books, 

the Screening Test Item Book, a User’s Guide for the BDI-2 

Spanish materials, supplemental pages for the Stimulus 

Book and Presentation Cards, 30 BDI-2 Spanish Screening 

Test Record Forms, and 15 BDI-2 Spanish Scoring 

Booklets .) 

Y17-924616 BDI-2 Spanish CD-ROM Package . . . . . . . . . . . . .$222 .00 

Y17-924619 Scoring Booklets, Pkg . 15 . . . . . . . . . . . . . . . . . . .$54 .50 

Y17-924620 Screener Test Booklets, Pkg . 30 . . . . . . . . . . . . . . .$64 .00 

System requirements for BDI-2 Spanish 




as being of Hispanic origin. This compares identically to 

the percentage of the U.S. population for this age group. 

Bias reviews were conducted on all the items, and items 

in the Communication domain were adapted to maintain 

the structure of the instrument and the developmental 

milestones of BDI-2, which are largely universal to children 

from many cultures. 

BDI-2 Spanish may be either hand scored, or computer 

scored using the BDI-2 Data Manager software. 

BDI-2 Data Manager Software 

BDI-2 Data Manager software has been developed in 

preparation for recording the various combinations of 

possible Spanish/English response patterns across the 

domains and subdomains. 

Selected BDI-2 reports are printed in Spanish, and are useful 

for communicating information to the child’s family. The 

BDI-2 Data Manager software is available as either a CD- 

ROM or as web-based scoring (see page 77). 

Examiners who also use the optional BDI-2 Data Buddie 

application and the associated electronic Record Forms 

will find that all test items are selectable in either Spanish 

or English. 

Because the BDI-2 Data Buddie software program was 

designed for use with both the Spanish and the English 

materials, the electronic Record Forms are compatible with 

both the English and Spanish administration, as well as any 

combination of the two. 

*In order to administer the BDI-2 in Spanish, purchase, in addition to the 

Spanish Kit, the following materials if you do not already have them: 

Y17-924585 BDI-2 Stimulus Book . . . . . . . . . . . . . . . . . . . . . . . $41 .00 

Y17-924583 BDI-2 Presentation Cards . . . . . . . . . . . . . . . . . . . $51 .50 

Y17-924586 BDI-2 Examiner’s Manual . . . . . . . . . . . . . . . . . . .$83 .00 

Y17-924610 BDI-2 Child Puzzle Card/Strips Sheet . . . . . . . . . . . .$9 .50 

Y17-924597 BDI-2 Wookbooks Pkg . 15 . . . . . . . . . . . . . . . . . .$54 .50 

and 1 of the following items: 

Y17-924580 Manipulatives Kit . . . . . . . . . . . . . . . . . . . . . . .$534 .00 

(Includes more than 75 items that are used in the 

administration of the BDI-2) 

Y17-1050055 Specialized Manipulatives Kit . . . . . . . . . . . . . . .$260 .00 

(Includes more than 40 unique or hard-to-find 

manipulatives for the complete BDI-2 . Additional common 

items such as crayons, string, chalk, clay, etc ., will need to 

be supplied by the examiner .) 

Scoring 

See options on page 79 . 


81 



82 


IDA 

Overview 

Purpose: Provides for early identification of 

children who are developmentally at risk 




Scores: Percentage delay 

Benefits 

• Provides guidance for a team-based and familycentered 

approach to developmental assessment 

• Facilitates communication and collaboration 

between caregivers and service providers resulting 

in better information, planning, and service 

• Incorporates unique health component where 

medical professionals can obtain and organize 

information vital to a child’s development 

• Offers parent form available in Spanish 

IDA Institute 

The IDA Institute offers seminars 

throughout the U.S. and abroad. Seminars 

are led by IDA Author, Susan Vater. 

Training for Trainer seminars are also 

offered. For more information, visit 


Erikson Institute 

The Erikson Institute provides a 

cohesive, multidisciplinary child 

development curriculum. The Infant- 

Toddler Development Assessment has 

been an integral part of its curriculum 

since 1995. For more information, 

visit www.erikson.edu. 


Infant-Toddler 

Developmental 

Assessment 

(IDA ) 

Sally Provence, Joanna Erikson, 

Susan Vater, Saro Palmeri, 1995 


The Infant-Toddler Developmental Assessment (IDA) is a comprehensive, 

multidisciplinary, family-centered process designed to improve early 

identification of children birth to 3 years who are developmentally at risk. IDA is 

an integrated process that includes the Provence Birth-to-Three Developmental 

Profile. The assessment process takes into account the complexity and interdependence 

of health, family, and emotional/social factors that influence the 

child’s development. Parents are partners in all aspects of the assessment. 

Uses 

IDA 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). 


IDA has six phases. Each phase develops from the preceding one and is 

completed only after team discussion and review. Five carefully designed forms 

assist the team in gathering and recording information. 

The Developmental Observation and Assessment Phase (Phase Four) of the IDA 

procedures uses the Provence Birth-to-Three Developmental Profile, developed 

by Sally Provence, M.D. This standardized developmental assessment 

provides a descriptive summary of a child’s developmental competencies. 

The assessment employs naturalistic observation and incorporates parent 

reports of the child’s development along eight developmental domains: Gross 

Motor, Fine Motor, Relationship to Inanimate Objects (Cognitive), Language/ 

Communication, Self-Help, Relationship to Persons, Emotions and Feeling 

States (affects), and Coping. 

Phase 1: 

Referral & Preinterview Data Gathering 

Phase 2: 

Initial Parent Interview 

Phase 3: 

Health Review 

Phase 4: 

Developmental Observation 

and Assessment 

Phase 5: 

Integration and Synthesis 

Phase 6: 

Share Findings, Completion, and Report 

* The Parent Report is also available in Spanish. 

**Included as reproducible blackline masters. 

Overview of the Six IDA Phases 

Phase Forms 

IDA Record, Parent Report*, Request for Health 

Information** 

Parent Report, Family Recording Guide, 

Health Recording Guide**, IDA Record 

Request for Health Information, Health 

Recording Guide, IDA Record 

IDA Record 

Summaries from Family and Health Recording 

Guides, IDA Record 

IDA Record 



Throughout the IDA process, practitioners gather 

information from multiple sources, integrate that 

information in a meaningful way, and create a plan of 

action. Duplication of effort and information is eliminated. 

This saves time and money, reduces the stress created by 

more fragmented approaches, and yields more complete 

information. The IDA process leads to efficient, informed 

decisions. 


Y17-1402284 IDA Complete Kit . . . . . . . . . . . . . . . . . . . . . . . .$711 .00 

(Includes components listed 

below in a canvas carrying case) 

Y17-1402285 IDA Parent Report Forms Pkg . 25 . . . . . . . . . . . . . .$40 .00 

Y17-1402287 IDA Health Record Guides Pkg . 25 . . . . . . . . . . . . $31 .00 

Y17-1402288 IDA Record Forms Pkg . 25 . . . . . . . . . . . . . . . . . .$70 .00 

Y17-1402289 IDA Parent Report Forms–Spanish Pkg . 25 . . . . . . .$40 .00 

(This is not included in the Complete Kit .) 

Y17-1402290 IDA Foundations and Study Guide . . . . . . . . . . . . .$96 .00 

Y17-1402291 IDA Administration Manual . . . . . . . . . . . . . . . . . .$96 .00 


IDA Additional Resources 

Family Centered Assessment of 

Young Children at Risk: The IDA Readings 

Joanna Erikson, 1995 

This book is designed as a bibliography 

for professionals learning to more 

effectively evaluate young children at 

risk. It offers new IDA practitioners 

a common ground and provides 

a selective core of information for 

professionals assessing young children 

within a family-centered context. 



IDA meets the assessment criteria required by IDEA, and the 

IDA process is consistent with the National Task Force on 

Screening and Assessment of the National Early Childhood 

Technical Assistance System (NECTAS) guidelines. 

Reliability coefficients for the Provence domain scores are 

generally quite high, ranging from .90 to .96 for ages 1 to 

18 months and .78 to .96 for ages 19 to 36 months. Interrater 

reliabilities range from .91 to .95 for seven of the eight 

domains and .81 for the remaining domain. 

Y17-1402292 IDA Readings . . . . . . . . . . . . . . . . . . . . . . . . . . . .$79 .00 

Y17-1402293 IDA Manipulatives Kit with carrying case . . . . . . .$417 .00 

(3 picture cards, formboard, 2 rattles, spoon, bottle, sugar 

pellets, cups, 6 beads and string, 10 cubes, key, screen, 

squeaky toy, bell, scissors, 2 crayons, pencil, paper, felt, 

car, pull-toy, doll, and balls) 

Y17-1402294 IDA Complete Kit without manipulatives 

or carrying case . . . . . . . . . . . . . . . . . . . . . . . . .$393 .00 

* Individual manipulatives may be ordered by calling 

Customer Service at 800-323-9540. 



Y17-1402292 319 Pages . . . . . . . . . . . . . . . . . . . . . . $79 .00 



83 



84 


Early SB5 

Overview 

Purpose: Assesses intelligence and cognitive 

abilities for toddlers and children 


Ages: 2 to 7 years, 3 months 

(2 to 5 years for full battery; 6 to 7 years, 

3 months for abbreviated battery) 


(30–50 minutes for full battery, depending on 

age and ability; 15–20 minutes for abbreviated 

battery) 

Scores: PR, SS, AE, CSS, FSIQ, NVIQ, VIQ, ABIQ, 

and EXIQ (Extended IQ, requires supplemental 

Interpretive Manual) 

Benefits 

• Provides comprehensive coverage of five factors of 

cognitive ability 

• Includes child-friendly toys/manipulatives 

• Includes enhanced nonverbal/low-verbal content 

that requires minimal verbal response from the 

examinee 

• Provides usefulness in assessing for LEP/ELL, deaf 

and hard of hearing, and autistic populations 

• Offers low-end items to ensure measurement of 

low-functioning children 

• Includes a Test Observation Checklist to document 

behavior during testing 

• Offers a Parent Report to help facilitate 

communication with the child’s parent, guardian, 

or caregiver 


Stanford-Binet Intelligence Scales 

for Early Childhood (Early SB5) 

Fifth Edition, Gale H. Roid, 2005 


Valid and reliable assessment of intellectual functioning is an important need 

in many assessment practices, and the Stanford-Binet Intelligence Scales for 

Early Childhood, Fifth Edition (Early SB5) provides a psychometrically superior, 

accessible, and cost-effective test of intelligence for use with young children. 

Early SB5 is a specialized version of the Stanford-Binet Intelligence Scales, Fifth 

Edition (SB5) for use with young children ages 2-0 through 7-3 years. 

Uses 

The applications of Early SB5 are generally identical to those of SB5. The 

primary difference is that Early SB5 may serve only as a screener for the early 

identification of intellectual giftedness, given the basic design of the test. 

Professionals seeking a broad assessment of early intellectual giftedness should 

instead use the complete SB5. 

Early SB5 may be used to: 

• assess mental retardation, 

• assess developmental cognitive delays, 

• identify developmental disabilities and exceptionalities, and 

• plan intervention including individual family plans, individual education 

plans, and neuropsychological evaluation. 


Early SB5, like SB5, has ten subtests. Two routing subtests (Nonverbal Fluid 

Reasoning and Verbal Knowledge) cover the age range 2-0 through 7-3, while 

the remaining eight subtests offer scores in the preschool range, from 2-0 

through 5-11. Testing begins in Item Book 1 with the two routing subtests, 

which are retained in their entirety. However, all remaining subtests to which 

the first two subtests route are contained in Item Book 2, with only the most 

difficult levels of items dropped across those subtests. Dropping these more 

difficult items generally has no impact on the scores of the young children 

typically assessed with Early SB5. However, because of the changes, assessment 

for intellectual giftedness would require use of only the two routing subtests or, 

better, the complete SB5. 



The Early SB5 may be scored by hand or scored with 

optional SB5 ScoringPro software. Scores available for 

Early SB5 include 10 subtest scores (mean of 10, SD of 3, 

range 1–19), broad ability (factor index) and IQ composite 

scores (mean of 100, SD of 15, range 40–160), percentile, 

change-sensitive scores (CSSs), and age-equivalents. CSSs, 

because they reference absolute levels of ability rather 

than age-referenced norms, may be especially useful in 

the study of the rapid growth of abilities in children. In 

distinction to the complete SB5, users should be aware 

that determination of Extended IQ (EXIQ) scores from 

instructions in the Interpretive Manual should be limited to 

scores under 40, which may be of interest in the study of 

severe developmental delays. 

The newly developed Test Observation Checklist identifies a 

range of behaviors that may serve as cautions for behavioral 

or cognitive difficulties that may both affect the examinee’s 

performance on the test and his or her adaptation outside 

the testing situation. The twenty-one areas of behavior 

addressed in the checklist should be followed up through 

additional assessment including observation, interview, or 

contact with parents, guardians, or other caregivers. The 

Test Observation Checklist was developed in cooperation 

with Dr. Glen Aylward of Southern Illinois School of 

Medicine, an expert on infant and preschool assessment. 


Y17-1402272 Early SB5 Complete Kit . . . . . . . . . . . . . . . . . . . .$389 .00 

(Includes Carrying Case, Manipulatives, 

Item Book 1 and 2, Examiner’s Manual, and 

25 Record Forms) 

Y17-1402190 Early SB5 Complete Kit with ScoringPro . . . . . . . .$508 .00 

Y17-1402184 Item Book 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . .$187 .00 



As with SB5, a variety of interpretive frameworks may be 

applied to the results of this test. The Examiner’s Manual, 

Interpretive Manual, and Early SB5 ScoringPro provide 

guidance on interpretation. 

Early SB5 ScoringPro software also produces a parent report, 

which includes a brief narrative description and compact 

graphic representation of the percentile scores obtained by 

the examinee across the five factor indexes available on 

Early SB5. 


A normative sample of 1,800 individuals was used in the 

age range addressed by Early SB5 (ages 2 through 7). 

The normative sample closely matches the 2000 U.S. 

Census. Bias reviews were conducted on all items for 

the following variables: gender, ethnicity, culture, 

religion, region, and socioeconomic status. Early SB5 was 

co-normed with the Bender Visual-Motor Gestalt Test, 

Second Edition (beginning at age 4; see page 129). 

Reliabilities for Early SB5 are very high for scores across its 

age range: FSIQ (.97–.98), NVIQ and VIQ (.94–.96), factor 

indexes (.90–.92), and subtests (.81–.92). 

Y17-1402185 Item Book 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . .$187 .00 


Y17-1402186 Manual . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$65 .00 

Y17-1402189 ScoringPro Package v1 .0 . . . . . . . . . . . . . . . . . . $148 .00 

Y17-1402188 Carrying Case . . . . . . . . . . . . . . . . . . . . . . . . . . .$65 .00 



85 



86 


Overview 

Purpose: Assesses fine and gross motor 

development and provides instructional 

programming 




45–60 minutes 

(20–30 minutes per scale) 

Scores: AE, T score, z score, and developmental 

motor quotient 

Benefits 

• Provides Profile/Summary Forms that enable 

examiners to record scores and graphically display 

the child’s performance 

• Includes Examiner Record Booklets that contain 

all of the items to be administered, with clearly 

marked entry points for locating the first item 

from each subtest 

• Includes the Peabody Motor Activities Program, 

the instruction/treatment program for the 

PDMS-2 to help to facilitate the child’s 

development in specific skill areas 

• Includes the PDMS-2 Software Scoring and Report 

System which allows examiners to quickly and 

accurately score the assessment 



Peabody Developmental 

Motor Scales (PDMS-2) 

Second Edition, M. Rhonda Folio, 

Rebecca Fewell, 2000 


The Peabody Developmental Motor Scales: Second Edition 

(PDMS-2) is the culmination of more than a decade of research by the authors. 

The normative sample consisted of more than 2,000 children representative 

of the U.S. population. Studies showing the absence of gender and racial bias 

have been added, and validity studies have been conducted. PDMS-2 includes 

six subtests: 

Reflexes Stationary Locomotion 

Measures the ability to 

automatically react to 

environmental events 


sustain control of the 

body within its center 

of gravity and retain 

equilibrium 


move from one place 

to another (crawling, 

walking, running, 

hopping, and jumping 

forward) 

Object Manipulation Grasping Visual-Motor Integration 

Measures the ability 

to manipulate balls 

(catching, throwing, 

and kicking) 

Y17-923330 PDMS-2 Complete Kit . . . . . . . . . . . . . . . . . . . . .$509 .00 

(Includes Examiner’s Manual, 25 Profile/Summary 

Forms, 25 Examiner Record Booklets, Illustrated Guide 

to Administering and Scoring, Peabody Motor Activities 

Program Manual, Peabody Motor Development Chart, and 

manipulatives, in a sturdy storage box) 

Y17-923334 Examiner/Record Forms Pkg . 25 . . . . . . . . . . . . . . $81 .00 

Y17-923335 Profile/Summary Forms Pkg . 25 . . . . . . . . . . . . . . .$35 .00 



use one’s hands 

PDMS-2 provides the following composite scores: 

Measures the ability 

to use one’s visual 

perceptual skills to 

perform complex 

eye-hand coordination 

Gross Motor Quotient: A combination of the subtests that measure the use of 

the large muscle systems (Reflexes—birth to 11 months only, Stationary—all 

ages, Locomotion—all ages, and Object Manipulation—12 months and older) 

Fine Motor Quotient: A combination of the subtests that measure the use of 

the small muscle systems (Grasping—all ages, Visual-Motor Integration—all 

ages) 

Total Motor Quotient: A combination of the gross and fine motor subtests— 

the best estimate of overall motor abilities 

Y17-923339 PDMS-2 Software Kit . . . . . . . . . . . . . . . . . . . . . $129 .00 

(Includes software manual and CD-ROM) 


System requirements for PDMS-2 



Overview 

Purpose: Measures six key areas of child 

behavior that are important for early learning 


Grades: Pre-K, K, and 1 


per student 

Scores: Proficiency Levels (Delayed, Developing, 

Developed) 

Benefits 

• Measures behaviors linked to success in school 

• Helps target instruction through diagnostic 

reporting 

• Facilitates communication with families 

• Offers Palm/Windows Mobile® editions 



Qualls Early Learning Inventory ® 

(QELI ® ) 

Audrey Qualls, 2003, 2006 


Getting the right start on learning 

is essential to young students’ lifelong 

success. The Qualls Early Learning 

Inventory (QELI) is designed to measure 

young children’s cognitive knowledge and 

classroom behaviors that are linked to 

success in school. QELI is available for children ages 4 (pre-K edition) 

through the beginning of first grade (K-1 edition). QELI was developed 

to be appropriate for all students, including those students with special needs 

and linguistic backgrounds other than standard English. QELI helps educators 

focus on six key areas of early learning which can be valuable in instructional 

planning. Developmental delays in these areas may restrict a young learner 

from reaching full potential. Administration options include paper-pencil, 

PDA, and mobile (K–1 edition). 

The Qualls Early Learning Inventory (QELI) is an observation measure 

of six key areas of behavior. 

General Knowledge 

Common information and general facts expected of young children. 

Oral Communication 

How well a student communicates ideas, describes what has been seen 

or heard, or asks about things. 

Written Language 

Command and use written symbols to represent language. 

Math Concepts 

Understanding and use of beginning mathematical ideas and processes. 

Work Habits 

Y17-961833 Pre-K Kit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $37 .00 

(Includes package of 25 Record Forms, Teacher’s Directions 

and Interpretive Guide) 

Manner in which the student seeks and responds to learning opportunities. 

Attentive Behavior 

Ability to sustain focus on school-related tasks. 

Y17-1445986 K–1 Kit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$38 .35 

(Includes package of 25 Record Forms, Teacher’s Directions 

and Interpretive Guide) 

Contact Customer Service for Palm-Pilot options or 

for information on central scoring of paper record 

forms . 


87 



88 


Overview 

Purpose: Measure progress, evaluate programs, 

screen for readiness, discover the bases for poor 

school performance in mathematics, identify 

gifted students, and guide instruction and 

remediation 


Ages: 3-0 through 8-11 


40 minutes 


Y17-1473807 TEMA-3 Complete Kit . . . . . . . . . . . . . . . . . . . . .$308 .00 

(Includes Examiner’s Manual, Picture Book Form A, 

Picture Book Form B, 25 Examiner Record Booklets 

Form A, 25 Examiner Record Booklets Form B, 

25 Worksheets Form A, 25 Worksheets Form B, 

Assessment Probes, 5” x 8” cards, 25 blocks, 25 tokens, 

and a mesh bag, all in a sturdy storage box .) 

Y17-1473808 TEMA-3 Examiner’s Manual . . . . . . . . . . . . . . . . . $57 .00 

Y17-1473809 TEMA-3 Picture Book Form A . . . . . . . . . . . . . . . .$60 .00 


Test of Early Mathematics Ability 

(TEMA-3) 

Third Edition, Herbert P. Ginsburg and Arthur J. Baroody, 2003 

The Test of Early Mathematics Ability–Third Edition (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. 

Y17-1473810 TEMA-3 Picture Book Form B . . . . . . . . . . . . . . . . .$57 .00 

Y17-1473811 TEMA-3 Exam Record FMS Form A Pkg . 25 . . . . . . $29 .00 

Y17-1473812 TEMA-3 Exam Record FMS Form B Pkg . 25 . . . . . . $29 .00 

Y17-1473813 TEMA-3 Worksheets Form A Pkg . 25 . . . . . . . . . . .$23 .00 

Y17-1473814 TEMA-3 Worksheets Form B Pkg . 25 . . . . . . . . . . .$23 .00 

Y17-1473815 TEMA-3 Assessment Probes . . . . . . . . . . . . . . . . . .$41 .00 

Y17-1473816 TEMA-3 Objects Kit . . . . . . . . . . . . . . . . . . . . . . .$28 .00 


Overview 

Purpose: Provides assessment and intervention 

techniques for infants, toddlers, and 

preschoolers 





The Carolina 

Curriculum 

Y17-924713 The Carolina Curriculum for Infants and 

Toddlers with Special Needs . . . . . . . . . . . . . . . . .$48 .95 

(Assessment Logs must be ordered separately .) 

Y17-924714 Assessment Logs Pkg . 10 . . . . . . . . . . . . . . . . . . . .$26 .00 

N. M. Johnson-Martin, 

S. M. Attermeier, B. J. Hecker, 

2004 



The Carolina Curriculum provides 

an assessment and intervention 

program designed for professionals in home-, school-, or center-based 

environments. It provides an easy-to-use, criterion-referenced system that 

clearly links assessment with intervention. 

In each of the age-specific volumes, all the areas to be assessed are laid out 

in logical sequences in an Assessment Log. The professional observes the 

child playing with familiar toys and other available materials in a naturalistic 

environment. After all appropriate activities in each sequence have been 

observed or attempted, professionals and caregivers examine the strengths 

and weaknesses revealed during assessment, identify items that need the most 

work, and select from the teaching activities. 

Infants and Toddlers 

Appropriate from birth to 36 months, The Carolina Curriculum for Infants & 

Toddlers with Special Needs includes 24 logical teaching sequences covering 

five developmental domains: Cognition, Communication, Social Adaptation, 

Fine Motor, and Gross Motor. Curricular sequences include an introduction that 

explains why that sequence is important, suggested adaptations for children 

with impairments, and a list of behaviors associated with that sequence. For 

each behavior, users get a criterion that pinpoints the objective and a list of 

suggested materials for eliciting that behavior. 

Preschoolers 

Appropriate for children 24–60 months, The Carolina Curriculum for 

Preschoolers with Special Needs consists of 22 logical teaching sequences, 

covering the five developmental domains addressed in The Carolina Curriculum 

for Infants and Toddlers with Special Needs. This volume targets more 

advanced, age-appropriate behaviors and includes suggestions for group 

activities appropriate for preschools or childcare centers. 

Y17-924715 The Carolina Curriculum for Preschoolers 

with Special Needs . . . . . . . . . . . . . . . . . . . . . . .$48 .95 

(Assessment Logs must be ordered separately .) 

Y17-924716 Assessment Logs Pkg . 10 . . . . . . . . . . . . . . . . . . . .$26 .00 



89 



90 


Overview 

Purpose: Play-based assessment and 

intervention 




Benefits 

• Alignment with DEC and NAEYC guidelines 

• OSEP child outcomes crosswalk 

• New, in-depth Administration Guide with some 

of the best professional guidance available on 

conducting play sessions, writing reports, and 

linking assessment to intervention activities 

• New subcategories on critical topics such as 

literacy, vision, and hearing 

• More explicit links between assessment and 

intervention, so it’s simple to match each child’s 

needs with activities that really help 

• Updated assessment items based on the most 

current research in child development and special 

education 

• CD-ROM of forms in fillable format 


Y17-1048782 Transdisciplinary Play-Based Assessment, 

Second Edition (TPBA2) . . . . . . . . . . . . . . . . . . . . $57 .00 

Y17-1048797 Transdisciplinary Play-Based Intervention, 

Second Edition (TPBI2) . . . . . . . . . . . . . . . . . . . . .$66 .00 


Transdisciplinary Resources 

Second Edition, T. W. Linder, 2007 


The newest Transdisciplinary Play-Based System is now available. For 15 years, 

this highly acclaimed system has been one of the most natural, easy-to-use 

assessment and intervention approaches for children birth to age six. Current 

TBPA/I users will find the basics of the system unchanged, but the revised and 

updated Transdisciplinary Play-Based Assessment, Second Edition (TPBA2), 

and Transdisciplinary Play-Based Intervention, Second Edition (TPBI2) offers 

even more for early childhood professionals. 

The new system gets accurate assessment results and improves child outcomes. 

It is: 

• play-based—Children are relaxed, engaged, and motivated enough to 

show the full range of their skills and abilities, 

• child-directed—encouraging spontaneity and creativity and is easy to use 

in home-based settings, 

• strengths-focused—assessing what children can do instead of what they 

can’t, and 

• parent-friendly—tapping into the invaluable expertise of those who know 

the child best. 

TPBA2 

Professionals start with TPBA2, a comprehensive, easy-to-follow guide to 

assessment with in-depth child development information. While the child 

engages in natural play with a parent, professionals use the practical guidelines 

and useful developmental information to assess 4 domains—sensorimotor, 

emotional and social, communication and language, and cognition—and 

gather qualitative information about what the child can do. 

TPBI2 

With TPBI2, professionals partner with parents to choose customized playbased 

interventions that help children make progress across domains and 

generalize their new skills in different situations and settings. 

All forms needed to execute the program are included in the manuals and 

can be photocopied. For ease of use, the forms are also sold separately. Paper 

forms come in a gummed tablet that includes one each of the 7 essential forms 

needed for assessment and intervention (one tablet per child). New with the 

Second Edition, forms are also available on CD-ROM. Electronic forms are 

available in a convenient fillable format, making completing the forms and 

storing information quick and easy. The CD-ROM includes all forms in the 

gummed tablet, PLUS 12 additional forms for complete planning, tracking, and 

reporting—including the NEW progress and eligibility reporting forms. 

Y17-1048794 TPBA2/TPBI2–Summary Forms, Pkg . 5 . . . . . . . . . $44 .00 

Y17-1048795 Administration Guide . . . . . . . . . . . . . . . . . . . . . . .$58 .00 

Y17-1048793 TPBA Summary Forms CD-ROM . . . . . . . . . . . . . .$229 .00 


Overview 

Purpose: Identifies children with possible 

developmental delays 




Scores: GDQ 

Type: Achievement test battery 


Y17-925203 DAYC Kit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$269 .00 

(Includes components listed below in a storage box) 


Y17-925205 Adaptive Domain Scoring Forms . . . . . . . . . . . . . .$35 .00 

Y17-925206 Cognitive Domain Scoring Forms, Pkg . 25 . . . . . . .$35 .00 

Overview 

Purpose: Identifies students at risk for school 

failure 






Y17-925157 YCAT Kit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$240 .00 


Y17-925160 Student Response Forms, Pkg . 25 . . . . . . . . . . . . . .$35 .00 

Developmental 

Assessment of Young 

Children (DAYC) 

Judith K. Voress, Taddy Maddox, 1998 



The Developmental Assessment of Young Children (DAYC) helps identify 

children birth through age 5-11 with possible delays in the domains of cognition, 

communication, social -emotional development, physical development, and 

adaptive behavior. Each of the five domains contains five subtests that may be 

administered separately or as a comprehensive assessment battery. The DAYC 

is useful in identifying infants and young children who would benefit from early 

intervention. 

Each of the five domains reflects an area mandated for assessment and 

intervention for young children in IDEA. Flexible administration allows 

for assessing any combination of the domains. The DAYC format allows 

professionals to obtain information about a child’s abilities through observation, 

interview of caregivers, and direct assessment. 

Y17-925207 Communication Domain Scoring Forms Pkg . 25 . . .$35 .00 

Y17-925208 Physical Domain Scoring Forms Pkg . 25 . . . . . . . . .$35 .00 

Y17-925209 Social Domain Scoring Forms Pkg . 25 . . . . . . . . . .$35 .00 

Y17-925210 Profiles/Summary Forms Pkg . 25 . . . . . . . . . . . . . .$24 .00 


Young Children’s 

Achievement Test 

(YCAT) 

Wayne P. Hresko, Pamela K. Peak, 

Shelley R. Herron, Deanna L. Bridges, 2000 


The Young Children’s Achievement Test (YCAT) represents a major 

improvement in the early identification of children at risk for school failure. 

It yields an overall Early Achievement standard score and individual subtest 

standard scores for General Information, Reading, Writing, Mathematics, 

and Spoken Language. The YCAT was designed with both the child and the 

examiner in mind. The individual subtests can be given independent of each 

other, leading to flexible testing sessions. Standard scores (with a mean of 

100 and SD of 15), percentiles, and age equivalents are provided for both the 

subtests and the composite. 

Y17-925161 Profile/Exam Record Books Pkg . 25 . . . . . . . . . . . .$59 .00 

Y17-925159 Picture Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $81 .00 




91 



92 


Overview 

Purpose: Identifies communication delays or 

disorders 


Ages: Developmental: 8 months to 1 year; 

Chronological: 9 months to 5 years 

Administration Time: Sampling: 40–60 

minutes; Scoring: 40–60 minutes 



Y17-920072 CSBS Normed Edition 

Complete Kit . . . . . . . . . . . . . . . . . . . . . . . . . . .$654 .00 

(Includes all components listed below plus scoring 

videotape and carrying case) 

Y17-920083 Toy Kit in Carton . . . . . . . . . . . . . . . . . . . . . . . .$383 .00 

Overview 

Purpose: Identifies children with language and 

communication difficulties 




Scores: Discourse Ability Score 


Y17-925179 PLAI-2 Kit Preschool Language Assessment . . . . . .$226 .00 


Y17-925182 Profile/Exam Record Book, 3 yr,Pkg . 25 . . . . . . . . .$46 .00 


Communication 

and Symbolic 

Behavior Scales 

(CSBS ) 

Normed Edition, Amy Miller 

Wetherby, Barry Prizant, 1993 


The Communication and Symbolic Behavior Scales (CSBS), Normed Edition, 

is a standardized assessment of communicative and symbolic behaviors of 

children whose functional communication age is between 8 months and 

2 years. Designed for assessment of infants, toddlers, and preschoolers, it 

may be used with children whose chronological age ranges from about 

9 months to 6 years. The resulting information serves two major purposes: 

the early identification of children with a communication delay or disorder and 

a profile for guiding further assessment, and planning intervention goals and 

charting changes in communication over time. 

Y17-920115 Normed Edition Manual . . . . . . . . . . . . . . . . . . . .$74 .00 

Y17-920079 Sampling Videotape (VHS) . . . . . . . . . . . . . . . . . .$75 .00 

Y17-920168 CSBS Scoring Tutorial Complete Kit . . . . . . . . . . .$152 .00 


Preschool Language Assessment 

Instrument (PLAI-2) 

Second Edition, Marion Blank, 

Susan A. Rose, Laura J. Berlin, 2003 



The Preschool Language Assessment 

Instrument, Second Edition (PLAI-2) is a 

revision of a classic test that assesses children’s abilities to meet the 

demands of classroom discourse. PLAI-2 assesses how effectively a child 

integrates cognitive, linguistic, and pragmatic components to deal with 

the full range of adult-child exchange. Subtests include: Matching, Analysis, 

Reordering, Reasoning, Receptive Mode, and Expressive Mode. It includes two 

pragmatic measures, Adequacy of Response and Interfering Behaviors. 

Y17-925183 Profile/Exam Record Book, 4/5 yr,Pkg . 25 . . . . . . .$46 .00 

Y17-925181 Picture Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $89 .00 



Overview 

Purpose: Behavioral measure of social skills and 

problem behaviors 




Scores: SS 

Benefits 

• Provides for early identification of problem 

behaviors and social skills 

• Can be completed by a variety of behavioral 

informants including teachers, parents, and other 

caregivers 


Y17-1043749 PKBS-2 Complete Kit . . . . . . . . . . . . . . . . . . . . . $127 .00 

(Includes Test Manual and 50 Test Forms in a 


Y17-1043750 PKBS-2 Examiner’s Manual . . . . . . . . . . . . . . . . . .$82 .00 

Preschool and 

Kindergarten Behavior 

Scales (PKBS-2) 

Second Edition, Kenneth W. Merrell, 2003 


The Preschool and Kindergarten Behavior Scales, 

Second Edition (PKBS-2) is a behavior rating scale 

based on a solid foundation of research. With 

76 items on two separate scales, it provides an 

integrated and functional appraisal of the social skills 

and problem behaviors of young children. Separate score conversion tables are 

available for home-based and school-based raters. Completion of the rating 

form takes about 12 minutes. The Social Skills scale includes 34 items on 3 

subscales: Social Cooperation, Social Interaction, and Social Independence. The 

Problem Behavior scale includes 42 items on 2 subscales: Externalizing Problems 

and Internalizing Problems. In addition, 5 supplementary problem behavior 

subscales are available for optional use. 

Y17-1043752 PKBS-2 Profile/Examiner Record Forms Pkg . 50 . . . $47 .00 

Y17-1043773 PKBS-2 Profile/Examiner Record Forms— 

Spanish Version Pkg . 50 . . . . . . . . . . . . . . . . . . . .$47 .00 



93 




Early Learner Additional Resources 

Early Childhood Assessment 

Carol S. Lidz, 2002 

94 riverside | Houghton mifflin Harcourt 

This presents a step-by-step approach to the 

psychological assessment of young children. In 

addition to covering major psychological tests, 

this resource includes guidelines and formats for 

interviewing parents and caregivers, observing 

interaction, writing reports, evaluating interventions, 

and more. 

Behavior Problems in Preschool Children: 

Clinical and Developmental Issues 

Second Edition, Susan B. Campbell, 2002 

This volume provides a clinical-developmental 

framework for understanding and treating behavior 

problems in early childhood. It offers a highly 

readable account of the developmental tasks and 

transitions that young children face and examines 

why and what happens when development goes 

awry. 


Y17-1016815 313 Pages . . . . . . . . . . . . . . . . . . . . . .$85 .00 


Multicultural Understanding of Child and Adolescent 

Psychopathology: Implications for Mental Health Assessment 

Thomas M. Achenbach, Leslie A. Rescorla, 2006 

This important volume synthesizes an array of 

international findings to broaden the knowledge 

base on cultural variations in children’s emotional 

and behavioral problems. The authors examine 

similarities and differences of particular disorders, 

and they also identify instruments and procedures 

that are particularly suited to multicultural 

assessment. 


Y17-1016801 322 Pages . . . . . . . . . . . . . . . . . . . . . .$45 .00 



Y17-1016807 322 Pages . . . . . . . . . . . . . . . . . . . . . .$50 .00 



Handbook of Preschool Mental Health: Development, Disorders, and 

Treatment 

Edited by Joan L. Luby, 2006 

Authentic Assessment for Early Childhood Intervention: 

Best Practices 

Stephen J. Bagnato, 2007 

This volume explores the development of psychiatric 

disorders in 2- to 6-year-olds, detailing how the 

growing empirical knowledge base may lead to 

improved interventions for young children. Leading 

contributors examine diagnosis of disruptive 

disorders, mood and anxiety disorders, eating and 

sleeping disorders, autism, and more. 

This book provides clear recommendations for 

authentic developmental assessment of children 

from infancy to age 6. It describes principles and 

strategies for collecting information about children’s 

everyday activities in the home, preschool, and 

community, which provides a valid basis for 

intervention planning and progress monitoring. 

Preschool Assessment: Principles and Practices 

Marla R. Brassard, Ann E. Boehm, 2007 

This professional reference provides a 

developmentally informed framework for 

assessing 3- to 6-year-olds in accordance with 

current best practices and IDEA guidelines. 

Coverage encompasses screening and assessment of 

cognitive, linguistic, and emotional and behavioral 

difficulties, including mental retardation and autism. 


Y17-1016808 416 Pages . . . . . . . . . . . . . . . . . . . . . .$60 .00 



Y17-1043148 313 Pages . . . . . . . . . . . . . . . . . . . . . .$50 .00 



Y17-1016802 657 Pages . . . . . . . . . . . . . . . . . . . . . .$80 .00 



95 




The Early Childhood Education Intervention Treatment Planner 

Arthur E. Jongsma, Jr., Julie A. Winkelstern, 2006 


The educational treatment plan process assists 

the professional in identifying interventions and 

communicating to others the specific method, 

means, format, and/or creative experience by which 

the student will be assisted in attaining IEP goals. 

Treatment Planners cover all the necessary elements 

for developing formal treatment plans, including 

Handbook of Developmental Disabilities 

Edited by Samuel L. Odom, Robert H. Horner, Martha E. Snell, Jan Blacher, 2007 

This authoritative handbook reviews the breadth of 

current knowledge about developmental disabilities: 

neuroscientific and genetic foundations; the impact 

on health, learning, and behavior; and effective 

educational and clinical practices. 

detailed problem definitions, long-term goals, shortterm 

objectives, therapeutic interventions, and DSM 

diagnoses. 


Y17-1043294 240 Pages . . . . . . . . . . . . . . . . . . . . . .$55 .00 



Y17-1043147 624 Pages . . . . . . . . . . . . . . . . . . . . . .$85 .00 


98 Conners, Third Edition 



100 Connors Comprehensive Behavior Rating Scales 

102 Clinical Assessment of Behavior 

102 Clinical Assessment of Attention Deficit–Adult 

103 Clinical Assessment of Attention Deficit–Child 

103 Attention–Deficit/Hyperactivity Disorder Test 

104 Clinical Assessment of Depression 

104 Reynolds Adolescent Depression Scale, Second Edition 

105 Clinical Assessment of Interpersonal Relationships 

105 Gilliam Asperger’s Disorder Scale 

106 Asperger Syndrome Diagnostic Scale 

106 The Childhood Autism Rating Scale 

107 Autism Screening Instrument for Educational Planning, 

Third Edition 

107 Behavioral and Emotional Rating Scale, Second Edition 

108 Gilliam Autism Rating Scale, Second Edition 

108 Responsibility and Independence Scale of Adolescents 

109 Behavior Rating Inventory of Executive Function 

109 Trauma Symptom Checklist for Children 

110 Psychoeducational Profile 

110 Emotional Disturbance Decision Tree 

111 Trauma Symptom Checklist for Young Chidlren 

111 Scales for Rating the Behavioral Characteristics of 

Superior Students 

112 Trauma Symptom Inventory 

112 Behavior Additional Resources 

97

BehAvior Assessments 

98 


Overview 

Purpose: Multi-informant (parent, teacher, 

self) behavioral assessment 


Ages: 6 to 17 years for teacher forms and parent 

forms, 8 to 17 years for self-report forms 


20 minutes 

Scores: T scores 

Benefits 

• Refined focus on ADHD in school-age children 

range 

• Strengthened DSM-IV-TR connections 

• Clear applications in education settings that help 

identify children with clinical symptoms 

• Manual providing step-by-step guidance on 

intervention planning and monitoring 

riverside | houghton mifflin harcourt 

Conners 3 

Third Edition, C. Keith Conners, 2008 


The Conners 3 is the result of five years of extensive 

product development and research. Building on the 

key elements of its predecessor, the Conners 3 offers 

a thorough assessment of ADHD. Based on a multiinformant 

approach, each parent, teacher, and self-report form is available in 

full-length and short versions. Parent and self-report options are also available 

in Spanish. 

Full-length Forms 

The full-length form can be used as part of the diagnostic process through 

direct links to the DSM-IV-TR. The parent form includes 110 items, the teacher 

form includes 115 items, and the self-report form includes 99 items. These fulllength 

forms are excellent for identifying the specific needs of each youth as 

well as areas that require attention and focus. New features include: 

• positive impression, negative impression, and inconsistency index validity 

scales, 

• assessment of executive functioning on parent and teacher forms, 

• two new scales for measuring oppositional defiant disorder and conduct 

disorder, 

• severe conduct critical items to identify children who need immediate 

attention, 

• added screener items for both anxiety and depression, and 

• impairment questions to measure how problems are impacting a child’s life 

at home, school, and with friends. 

Short Forms 

Short forms, consisting of 43 items on the parent form, 39 on the teacher form, 

and 39 on the self-report form, are excellent tool for screening large groups of 

students and monitoring the success of treatment programs over long periods 

of time. 

ADHD Index 

A refreshed 10-item ADHD Index (Conners 3AI) includes items selected proven 

to be the best items in differentiating between youth with ADHD from those 

without a clinical diagnosis. 

Conners 3 Global Index 

The Global Index (Conners 3GI) is a fast and effective measure of general 

psychopathology including the 10 best predictive items from the CRS–R parent 

and teacher rating scales. 

Conners 3, and the Conners 3 logo, are trademarks of Multi-Health Systems Inc. All rights reserved.


Kits 

Y17-1048342 Conners 3 Kit with Scoring Software . . . . . . . . . .$600.00 

(Includes Conners 3 Manual, Unlimited Use Scoring 

Software, 25 Response Booklets each for Parents, 

Teachers, and Self, and 25 Short QuikScore Forms each 

for Parents, Teacher, and Self) 

Y17-1048363 Conners 3 Spanish Kit with Scoring Software ....$600.00 

(Includes Conners 3 Manual, Unlimited Use Scoring 

Software, 25 Spanish Response Booklets each for Parents 

and Self, 25 Teacher Response Booklets, 25 Spanish 

Short QuikScore Forms each for Parents and Self, and 25 

Teacher Short QuikScore Forms) 

Y17-1048364 Conners 3 Handscored Kit . . . . . . . . . . . . . . . . .$355.00 

(Includes Conners 3 Manual, 25 QuikScore Forms 

each for Parents, Teachers and Self, 25 Short QuikScore 

Forms each for Parents, Teachers and Self) 

Y17-1048365 Conners 3 Spanish Handscored Kit . . . . . . . . . . .$355.00 

(Includes Conners 3 Manual, 25 Spanish QuikScore 

Forms each for Parents and Self, 25 Teacher QuikScore 

Forms, 25 Spanish Short QuikScore Forms each for 

Parents and Self, and 25 Teacher Short QuikScore Forms) 

Y17-1048366 Conners 3 Reorder Kit . . . . . . . . . . . . . . . . . . . .$270.00 

(Includes 25 QuikScore Forms each for Parents, Teachers, 

and Self, and 25 Short QuikScore Forms each for Parents, 

Teacher, and Self) 

Y17-1048367 Conners 3 Parent and Teacher User’s Package ...$265.00 

(Includes Conners 3 Manual, 25 QuikScore Forms each for 

Parents and Teachers, and 25 Short QuikScore Forms each 

for Parents and Teachers) 

Y17-1048368 Conners 3 Full Form User’s Package. . . . . . . . . . .$220.00 

(Includes Conners 3 Manual and 25 QuikScore Forms each 

for Parents, Teachers, and Self) 

Y17-1048369 Conners 3 Short Form User’s Package . . . . . . . . .$220.00 

(Includes Conners 3 Manual and 25 Short QuikScore 

Forms each for Parents, Teachers, and Self) 

Y17-1048370 Conners 3 Global Index (GI) User’s Package . . . . $175.00 

(Includes Conners 3 Manual and 25 GI QuikScore Forms 

each for Parents and Teachers) 

Y17-1048371 Conners 3 ADHD Index (AI) User’s Package .....$220.00 

(Includes Conners 3 Manual and 25 AI QuikScore Forms 

each for Parents, Teachers, and Self) 

Response Booklets (Pkg. 25) 

Y17-1049156 Conners 3 Parent Booklet . . . . . . . . . . . . . . . . . . .$45.00 

Y17-1049157 Conners 3 Teacher Booklet ..................$45.00 

Y17-1049159 Conners 3 Self-Report Booklet ................$45.00 

Y17-1049160 Conners 3 Self-Report Spanish Booklet ..........$45.00 

Y17-1049161 Conners 3 Parent Spanish Booklet .............$45.00 


QuikScore Forms (Pkg. 25) 

Y17-1048373 Conners 3 Parent Forms . . . . . . . . . . . . . . . . . . . .$50.00 

Y17-1048374 Conners 3 Teacher Forms ...................$50.00 

Y17-1048375 Conners 3 Self-Report Forms .................$50.00 

Y17-1048376 Conners 3 Self-Report Spanish Forms ...........$50.00 

Y17-1048377 Conners 3 Parent Spanish Forms . . . . . . . . . . . . . .$50.00 

Y17-1048378 Conners 3 Parent Short Forms ................$50.00 

Y17-1048379 Conners 3 Teacher Short Forms ...............$50.00 

Y17-1048380 Conners 3 Self-Report Short Forms .............$50.00 

Y17-1048381 Conners 3 Self-Report Short Spanish Forms . . . . . .$50.00 

Y17-1048382 Conners 3 Parent Short Spanish Forms ..........$50.00 

Y17-1048383 Conners 3GI Parent Forms . . . . . . . . . . . . . . . . . .$50.00 

Y17-1048384 Conners 3GI Parent Spanish Forms . . . . . . . . . . . .$50.00 

Y17-1048385 Conners 3GI Teacher Forms . . . . . . . . . . . . . . . . .$50.00 

Y17-1048386 Conners 3AI Parent Forms ...................$50.00 

Y17-1048387 Conners 3AI Parent Spanish Forms. . . . . . . . . . . . .$50.00 

Y17-1048388 Conners 3AI Teacher Forms . . . . . . . . . . . . . . . . .$50.00 

Y17-1048389 Conners 3AI Self-Report Forms . . . . . . . . . . . . . . .$50.00 

Y17-1048390 Conners 3AI Self-Report Spanish Forms . . . . . . . . .$50.00 


Y17-1048372 Conners 3 and Conners CBRS 

Combination Kit ....................... $1,044.00 

(Includes all kit components from Y17-1048342 

and Y17-1048393) 

Y17-1048391 Conners 3 Unlimited Use Scoring Software . . . . . $291.00 

Y17-1048392 Conners 3 Manual ........................$94.00 



99 

BehAvior Assessments


100 


Overview 

Purpose: Assesses a wide spectrum of 

behaviors, emotions, and academic problems 


Ages: 6 to 17 years for teacher forms and parent 

forms, 8 to 17 years for self-report forms 


20 minutes 


Benefits 

• Direct and clear links to the DSM-IV-TR and 

the Individuals with Disabilities Education 

Improvement Act 2004 (IDEA 2004) 

• Spanish versions are available for parent and 

self-report forms 

• Assists in the development of intervention 

treatment plans 

• Monitors your examinee’s response to 

intervention/treatment 


Conners Comprehensive 

Behavior Rating Scales 

C. Keith Conners, 2008 


The Conners Comprehensive Behavior Rating Scales 

(Conners CBRS ) provide an in-depth assessment that 

aids psychology professionals by supporting the diagnostic process. Like the 

Conners 3, it relies on a multi-informant approach (parent, teacher, and self). 

The Conners CBRS were created in response to the growing demand for a 

comprehensive assessment that identifies a multitude of disorders and concerns 

in children and adolescents and provides information and guidance on 

intervention planning and monitoring. 

DSM-IV-TR Scales 

The DSM-IV-TR scales focus on Asperger’s disorder, manic episode, obsessive 

compulsive disorder, social phobia, major depressive episode and other 

disorders from both an absolute (symptom count) and relative (T scores) 

perspective. 

Results of the DSM-IV-TR symptom counts can contribute to consideration of 

whether a particular DSM-IV-TR diagnosis might be appropriate. The DSM- 

IV-TR T scores enable a comparison of an examinee’s symptoms to their peers. 

This provides a developmental perspective by allowing the administrator to 

see whether or not the youth shows more symptoms of a particular disorder 

than is typical for their gender and age group. The Conners CBRS also includes 

impairment questions that can help point to the presence of a functional 

impairment resulting from the reported problems. 

Rational Scales 

The assessment of a wide range of emotional, behavioral, and academic 

problems with the empirical scales included in the Conners CBRS is 

supplemented by two rational scales—violence potential and physical 

symptoms. 

The Conners CBRS also includes clinical indicators for a number of concerns 

including bullying perpetration, bullying victimization and post-traumatic stress 

disorder. 

The Conners CBRS will assist those working in the educational setting by 

making clear and direct links to the Individuals with Disabilities Education 

Improvement Act 2004 (IDEA 2004). 

Clinical Index 

The Conners CBRS also includes a Clinical Index for parents, teachers, and 

self-reports. The Clinical Index is a useful screening tool which can help build 

support for whether a child is likely to have a clinical diagnosis, or is more 

similar to youth who do not have a clinical diagnosis. It may also be helpful 

when monitoring treatment over a period of time. This index is included in the 

Conners CBRS, but can also be purchased separately. 

Conners CBRS, and the Conners CBRS logo, are trademarks of Multi-Health Systems Inc. 

All rights reserved.


Kits 

Y17-1048393 Conners CBRS Kit with Scoring Software . . . . . . .$580.00 

(Conners CBRS Manual, Unlimited Use Scoring Software, 

and 25 Response Booklets each for Parents, Teachers, and 

Self)) 

Y17-1048394 Conners CBRS Spanish Kit with 

Scoring Software ........................$580.00 

(Conners CBRS Manual, Unlimited Use Scoring Software, 

and 25 Spanish Response Booklets each for Parents and 

Self, and 25 Response Booklets for Teachers) 

Y17-1048395 Conners Clinical Index (CI) User’s Package ......$175.00 

(Conners CBRS Manual and 25 QuikScore Forms each for 

Parents, Teachers, and Self) 

Response Booklets (Pkg. 25) 

Y17-1048396 Conners CBRS Parent Response Booklet .........$50.00 

Y17-1048397 Conners CBRS Spanish Parent Response Booklet ...$50.00 

Y17-1048399 Conners CBRS Teacher Response Booklet ........$50.00 

Y17-1048400 Conners CBRS Self-Report Response Booklet ......$50.00 

Y17-1048401 Conners CBRS Spanish Self-Report 

Response Booklet .........................$50.00 


QuikScore Forms (Pkg. 25) 

Y17-1048402 Conners CI Teacher Forms . . . . . . . . . . . . . . . . . .$50.00 

Y17-1048403 Conners CI Parent Forms ....................$50.00 

Y17-1048404 Conners CI Parent Spanish Forms . . . . . . . . . . . . .$50.00 

Y17-1048405 Conners CI Self-Report Forms . . . . . . . . . . . . . . . .$50.00 

Y17-1048406 Conners CI Self-Report Spanish Forms . . . . . . . . . .$50.00 


Y17-1048372 Conners 3 and Conners CBRS 

Combination Kit ....................... $1,044.00 

(Includes all kit components from Y17-1048342 

and Y17-104839) 

Y17-1048407 Conners CBRS Scoring Software ............ $400.00 

Y17-1048408 Conners CBRS Manual .....................$94.00 



101 



102 


Overview 

Purpose: Assesses adjustment, psychosocial 

strengths and weaknesses, and problem 

behaviors 


Ages: 2 to 17 years (parent ratings); 5 to 17 years 

(teacher ratings) 


10–15 minutes for the CAB Parent Rating Form 

or the CAB Teacher Rating Form; approximately 

30 minutes for the CAB Parent Extended Form 

Scores: T scores and qualitative classifications 


Y17-920195 CAB Introductory Kit CD-ROM . . . . . . . . . . . . . .$260.00 

(Includes Scoring Program, Manual, Installation Guide, 

25 Parent Rating Forms, 25 Parent Extended Forms, and 

25 Teacher Rating Forms) 

Y17-920196 Professional Manual ......................$114.00 

Overview 

Purpose: Assesses ADD/ADHD 




Scores: PR, T scores, and qualitative 

classifications 


Y17-1016877 CAT-A Introductory Kit . . . . . . . . . . . . . . . . . . . . $172.00 

(Includes CAT-A/CAT-C Professional Manual, 25 CAT-A 

Rating Forms, and 25 CAT-A Score Summary/Profile Forms) 

Y17-1016878 CAT-A Rating Form Pkg. 25 ..................$79.00 

Y17-1016879 CAT-A Score Summary/Profile Form Pkg. 25 ......$31.00 


Clinical Assessment 

of Behavior (CAB ) 

Bruce A. Bracken and Lori K. Keith, 2004 


The Clinical Assessment of Behavior (CAB) is an 

objective, comprehensive, and highly reliable behavior 

rating scale that is closely aligned with current diagnostic criteria found in the 

DSM-IV-TR and IDEA. The CAB: 

• provides Parent and Teacher Rating Forms with corresponding items, 

allowing both parents and teachers to contribute equally to the evaluation 

of target behaviors, 

• requires only an eighth-grade reading level for completion, and 

• is quick to administer and can be efficiently scored by the CAB Scoring 

Program. 

Y17-920197 Parent Extended Rating Form Pkg. 25. . . . . . . . . . .$82.00 

Y17-920194 Parent Rating Form Pkg. 25 ................. $44.00 

Y17-920193 Teacher Rating Form Pkg. 25 ................ $44.00 


Clinical Assessment of 

Attention Deficit–Adult 

(CAT-A ) 

Bruce A. Bracken, Barbara S. Boatwright, 2005 


CAT-A is a 108-item self-report instrument that consists 

of two parts: Part 1 (Childhood Memories) assesses the individual’s memories 

of his/her behaviors and sensations as a child; and Part 2 (Current Symptoms) 

assesses parallel issues in adulthood. CAT-A provides Clinical Index scores for 

the Childhood Memories section and the Current Symptoms section, as well 

as the summation of these two sections. In addition, three validity scales are 

embedded within the instrument—Negative Impression, Infrequency, and 

Positive Impression. 

Y17-1016859 CAT-A/CAT-C Professional Manual . . . . . . . . . . . .$72.00 

Y17-1016880 CAT-A Combination Kit—CD-ROM . . . . . . . . . . .$340.00 

(Includes CAT-A Introductory Kit, On-Screen Software 

Manual, Installation Guide, Unlimited-Use Scoring and 

Reporting for the CAT-A) 


Overview 

Purpose: Assesses ADD/ADHD 







Y17-1016858 CAT-C Introductory Kit . . . . . . . . . . . . . . . . . . . .$290.00 

(Includes CAT-A/CAT-C Professional Manual, 25 CAT-C 

Self-Rating Forms, 25 CAT-C Parent Rating Forms, 

25 CAT-C Teacher Rating Forms, 25 CAT-C Self-Rating 

Score Summary/Profile Forms, 25 CAT-C Parent Score 

Summary/Profile Forms, and 25 Teacher Score 

Summary/Profile Forms) 

Y17-1016859 CAT-A/CAT-C Professional Manual . . . . . . . . . . . .$72.00 

Y17-1016860 CAT-C Self-Rating Forms Pkg. 25 ..............$58.00 

Y17-1016861 CAT-C Parent Rating Forms Pkg. 25 ............$58.00 

Y17-1016862 CAT-C Teacher Rating Forms Pkg. 25 ...........$58.00 

Overview 

Purpose: Identifies and evaluates attentiondeficit 

disorders 




5–10 minutes average 

Scores: SS 

Benefits 

• Provides flexible use in schools and clinics 

• Offers ideal use for screening or evaluating 

treatment strategies 



of Attention Deficit– 

Child (CAT-C ) 

Bruce A. Bracken, 

Barbara S. Boatwright, 2005 



CAT-C is a 42-item assessment instrument with three parallel forms: a Self- 

Rating Form completed by the child/adolescent; a Parent Rating Form 

completed by one or both parents; and a Teacher Rating Form completed 

by the child’s/adolescent’s teacher(s). All three CAT-C Rating Forms are 

comprehensive, highly reliable, and sensitive to the symptomatology of 

attentional deficits both with and without hyperactivity for children and 

adolescents. 

Y17-1016863 CAT-C Teacher Score Summary/Profile Forms 

Pkg. 25 ................................$25.00 

Y17-1016864 CAT-C Self-Rating Score Summary/Profile Forms 

Pkg. 25 ................................$25.00 

Y17-1016865 CAT-C Parent Score Summary/Profile Forms 

Pkg. 25 ................................$25.00 

Y17-1016866 CAT-C Combination Kit—CD-ROM . . . . . . . . . . .$455.00 

(Includes CAT-C Introductory Kit, On-Screen Software 

Manual, Installation Guide, Unlimited-Use Scoring and 

Reporting for the CAT-C) 


Attention-Deficit/Hyperactivity 

Disorder Test (ADHDT) 

James E. Gilliam, 1995 

Y17-1016819 Complete ADHDT Kit . . . . . . . . . . . . . . . . . . . . . $127.00 

(Includes Examiner’s Manual and 50 Summary/Response 

Forms in a sturdy storage box) 


The Attention-Deficit/Hyperactivity Disorder 

Test (ADHDT) is an effective instrument for 

identifying and evaluating attention-deficit 

disorders in persons ages 3 to 22. Based 

on the diagnostic criteria for Attention- 

Deficit/Hyperactivity Disorder of the DSM-IV, 

ADHDT contains 36 items that describe characteristic behaviors of persons 

with Attention-Deficit/Hyperactivity Disorder. These items comprise three 

subtests representing the core symptoms necessary for the diagnosis of ADHD: 

hyperactivity, impulsivity, and inattention. 

Y17-1016821 Summary/Response Forms Pkg. 50 . . . . . . . . . . . . $59.00 

Y17-1016820 Examiner’s Manual ........................$75.00 



103 



104 


Overview 

Purpose: Assesses depressive symptomatology 






Benefits 

• Represents a well-defined and theoretically 

supported measure 

• Provides embedded validity scales make the 

assessment of response validity user friendly and 

easy 


Y17-1016869 CAD Introductory Kit . . . . . . . . . . . . . . . . . . . . . $147.00 

(Includes Manual, 25 Rating Forms, 

and 25 Score Summary/Profile Forms) 

Y17-1016870 CAD Professional Manual ...................$58.00 

Overview 

Purpose: Screens for clinically relevant levels 

of depressive symptomatology 




Scores: PR, T score 


Y17-921434 RADS-2 Introductory Kit . . . . . . . . . . . . . . . . . . . $151.00 

(Includes Professional Manual and 

items listed below) 

Y17-921447 Hand-Scorable Test Booklets Pkg. 25 ...........$58.00 



of Depression 

(CAD ) 

Bruce A. Bracken, Karen Howell, 2004 


The Clinical Assessment of Depression (CAD) is a 50-item self-report 

instrument that is comprehensive, highly reliable, and sensitive to depressive 

symptomatology throughout the lifespan. It is closely aligned with the 

hallmarks of depression in children, adolescents, and adults—depressed mood 

and anhedonia—as well as the additional seven criteria for major depressive 

episodes listed in the DSM-IV-TR. CAD is composed of items that are general 

enough to be relevant to children, adolescents, and adults, while simultaneously 

providing content that is focused enough to address the unique characteristics 

of children, adolescents, and adults. 

CAD interpretation includes a Total Scale, Symptom scales (Depressed Mood, 

Anxiety/Worry, Diminished Interest, and Cognitive and Physical Fatigue), 

Critical Item clusters (Hopelessness, Self-Devaluation, Sleep/Fatigue, Failure, 

Worry, and Nervous) for the Symptom scales, and descriptive classifications for 

the validity scales. 

Y17-1016871 CAD Rating Forms Pkg. 25 . . . . . . . . . . . . . . . . . .$64.00 

Y17-1016872 CAD Score Summary/Profile Forms Pkg. 25 . . . . . .$40.00 


Reynolds Adolescent 

Depression Scale 

(RADS-2 ) 

Second Edition, William M. Reynolds, 2002 


The Reynolds Adolescent Depression Scale, Second 

Edition (RADS-2) is a brief, easy-to-administer, self-report screener for 

individuals or large groups of students. 

RADS-2 screens for clinically relevant levels of depressive symptomatology 

along four basic dimensions of depression—Dysphoric Mood, Anhedonia/ 

Negative Affect, Negative Self-Evaluation, and Somatic Complaints. Six critical 

items alert clinicians that an adolescent may be experiencing problematic 

symptoms that require immediate clinical attention. 

Y17-921453 Summary/Profile Forms Pkg. 25 ...............$37.00 


Overview 

Purpose: Assesses students’ perceptions of their 

relationships with their mother, father, male 

peers, female peers, and teachers 




Scores: PR, T score, and qualitative classifications 

Benefits 

• Provides for early identification that leads 

to remediation of relationship difficulties 

• Offers flexible scale administration 

• Exhibits exceptional technical adequacy, with 

reliabilities well above .90 for each of the five 

scales 



of Interpersonal 

Relationships (CAIR ) 

Bruce A. Bracken, 2006 

Y17-1016873 CAIR Introductory Kit . . . . . . . . . . . . . . . . . . . . . $140.00 

(Includes CAIR Professional Manual, 25 Rating Forms, 

and 25 Score Summary/Profile Forms) 

Y17-1016874 CAIR Professional Manual ...................$57.00 

Overview 

Purpose: Evaluates children with unique 

behavioral problems who may have Asperger’s 

Disorder 








The Clinical Assessment of Interpersonal Relationships (CAIR) assists mental 

health professionals with the measurement of perceptions that youths between 

the ages of 9–18 years have regarding the quality of their relationships with 

the most important individuals in three primary contexts (Social, Family, and 

Academic) of their lives—mother, father, male and female peers, and teachers. 

The CAIR is a psychometrically sound instrument based on Dr. Bracken’s 

multidimensional, context-dependent model of adjustment. It is composed of 

35 items, all of which appear on each of five scales (Mother scale, Father scale, 

Male Peers scale, Female Peers scale, Teachers scale). All or a select number of 

scales may be administered. 

Y17-1016875 CAIR Rating Forms Pkg. 25 ..................$67.00 

Y17-1016876 CAIR Score Summary/Profile Forms Pkg. 25 ......$28.00 


Gilliam Asperger’s Disorder Scale 

(GADS) 

James E. Gilliam, 2001 

Y17-1016826 Complete GADS Kit ......................$116.00 

(Includes Examiner’s Manual and 25 Summary/Response 

Forms in a sturdy storage box) 


The Gilliam Asperger’s Disorder Scale (GADS) is a 

norm-referenced test designed to evaluate children with unique behavioral 

problems that may indicate Asperger’s Disorder. It can be used for documenting 

behavioral progress, for targeting goals for IEPs, and for research purposes. 

The validity of GADS was demonstrated by (a) confirming that the items of 

the test are directly related to the definitions of Asperger’s Disorder, (b) ensuring 

the subscales are strongly related to each other and the overall diagnosis of 

Asperger’s Disorder, and (c) confirming the GADS scores discriminate persons 

with Asperger’s Disorder from persons with autism and other behavioral 

disorders. It is the only test of its kind with this level of discriminative ability. 

Y17-1016828 Summary/Response Forms Pkg. 25 . . . . . . . . . . . .$53.00 

Y17-1016827 Examiner’s Manual . . . . . . . . . . . . . . . . . . . . . . . $69.00 



105 



106 


Overview 

Purpose: Identifies individuals with Asperger 

Syndrome 





Y17-925189 ASDS Kit ..............................$116.00 

(Includes Examiner’s Manual and 

50 Summary Response Forms) 

Overview 

Purpose: Identifies children with autism, and 

distinguishes them from developmentally 

handicapped children without the autism 


Ages: 2+ 


Scores: Cut scores 


Y17-1431029 CARS-2 Kit ............................$150.00 

Includes 25 Standard Version Rating Booklets 

(CARS-2-ST); 25 High Functioning Individuals Rating 

Booklets (CARS-2-HF); 25 Questionnaires for Parents or 

Caregivers (CARS-2-QPC); Manual 

Y17-1431040 Standard Version Rating Booklet—CARS-2-ST 

(Pkg. of 25) .............................$35.00 


Asperger Syndrome 

Diagnostic Scale 

(ASDS) 

Brenda Myles, Stacy Jones-Bock, 

Richard Simpson, 2000 


The Asperger Syndrome Diagnostic Scale (ASDS) is a quick and easy-to-use 

rating scale that can help identify if a child (5-0 to 18-11 years) has Asperger 

Syndrome. Parents, teachers, siblings, paraeducators, speech-language 

pathologists, psychologists, psychiatrists, and other professionals can administer 

this instrument in 10 minutes. The 50 yes/no items were drawn from five 

specific areas of behavior: cognitive, maladaptive, language, social, and 

sensorimotor. 

ASDS can be used to: 

• identify individuals who have Asperger Syndrome, 

• document behavioral progress as a result of special intervention programs, 

• target goals for change and intervention on the student’s IEP, and 

• measure Asperger Syndrome for research purposes. 

Y17-925191 Summary Response Forms Pkg. 50 .............$59.00 



The Childhood Autism 

Rating Scale (CARS-2) 

Second Edition, Eric Schopler, Mary E. Van Bourgondien, 

Glenna Janette Wellman, Steven R. Love, 2010 


This revised Second Edition expands the clinical value, making it more 

responsive to individuals on the “high functioning” end of the autism 

spectrum—those with average or higher IQ scores, better verbal skills, and 

more subtle social and behavioral deficits. While retaining the simplicity, brevity, 

and clarity of the original test, the CARS-2 adds forms and features that help 

you integrate diagnostic information, determine functional capabilities, provide 

feedback to parents, and design targeted intervention. 

Y17-1430990 High Functioning Individuals Rating Booklet— 

CARS-2-HF (Pkg. of 25). . . . . . . . . . . . . . . . . . . . .$35.00 

Y17-1430992 Questionnaire for Parents or Caregivers— 

CARS-2-QPC This unscored questionnaire must 

be used with either the CARS-2-ST or the CARS-2-HF. 

(Pkg. of 25) . . . . . . . . . . . . . . . . . . . . . . . . . . . .$25.00 

Y17-1430991 Manual ................................$70.00 


Overview 



Testing Time: Varies 



Y17-1043780 ASIEP-3 Complete Kit . . . . . . . . . . . . . . . . . . . . . $271.00 

(Includes Examiner’s Manual, 25 record forms for each of 

the five test components, manipulatives, and a storage box) 

Y17-1043790 Audio CD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$22.00 


Y17-1043784 Autism Behavior Checklist Record Forms Pkg. 25 . . $27.00 

Y17-1043787 Educational Assessment Record Forms Pkg. 25 ....$27.00 

Overview 

Purpose: Measures interpersonal strength, 

involvement with family, intrapersonal strength, 

school functioning, and affective strength 





Y17-923933 BERS-2 Kit .............................$190.00 

(Includes Examiner’s Manual, 25 Teacher Rating Scales, 

25 Parent Rating Scales, 25 Youth Rating Scales, and 50 

Summary Forms, all in a sturdy storage box) 

Autism Screening Instrument 

for Educational Planning 

(ASIEP-3) 


Third Edition, David A. Krug, Joel R. Arick, Patricia J. Almond, 2007 


The Autism Screening Instrument for Educational Planning (ASIEP-3) is 

designed to identify individuals with autism, assist in planning appropriate 

educational programs for those individuals, and monitor performance and 

progress. It includes five components: 

Autism Behavior Checklist—checklist of 47 behaviors typical of autistic 

individuals for use during the initial screening process 

Sample of Vocal Behavior—measures four characteristics spontaneous speech 

characteristics including repetitiveness, noncommunication, intelligibility, and 

babbling 

Interaction Assessment—measures a child’s spontaneous social responses and 

reactions to requests 

Educational Assessment—measures a child’s functioning levels in five areas 

(i.e., stay in seat, receptive language, expressive language, body concept, and 

speech imitation) 

Prognosis of Learning Rate—examines a child’s learning acquisition rate 

Y17-1043786 Interaction Assessment Record Forms Pkg. 25 .....$27.00 

Y17-1043789 Prognosis of Learning Rate Record Forms Pkg. 25 . . $27.00 

Y17-1043785 Sample of Vocal Behavior Record Forms Pkg. 25 . . $27.00 

Y17-1043791 Manipulatives . . . . . . . . . . . . . . . . . . . . . . . . . . .$64.00 



Behavioral and Emotional Rating 

Scale (BERS-2) 

Second Edition, Michael H. Epstein, 

Jennifer M. Sharma, 2004 


The Behavioral and Emotional Rating 

Scale, Second Edition (BERS-2) contains 

52 items that measure interpersonal strength, involvement with family, 

intrapersonal strength, school functioning, and affective strength. The scale 

can be completed in 10 minutes by teachers, parents, counselors, or other 

persons knowledgeable about the child. BERS-2 provides an overall strength 

score and five subtest scores. 

Y17-923935 Summary Response Forms Pkg. 50 .............$35.00 




107 



108 


Overview 

Purpose: Identifies, diagnoses, and estimates 

severity of autism 






Y17-1016822 Complete GARS-2 Kit . . . . . . . . . . . . . . . . . . . . $151.00 

(Includes Examiner’s Manual, 50 Summary/Response 

Booklets, and the Instructional Objectives manual in a 


Overview 

Purpose: Measures adolescents’ 

adaptive behavior 






Y17-922188 RISA Complete Program . . . . . . . . . . . . . . . . . . . $249.00 

(Includes all components listed below) 

Y17-922187 Test Book ..............................$149.00 


Gilliam Autism 

Rating Scale 

(GARS-2) 

Second Edition, James E. Gilliam, 2006 


The GARS-2 is based on the definitions of autism adopted by the Autism 

Society of America and the Diagnostic and Statistical Manual of Mental 

Disorders: Fourth Edition-Text Revision (DSM-IV-TR). The instrument 

consists of 42 clearly stated items describing the characteristic behaviors of 

persons with autism. The items are grouped into three subscales: Stereotyped 

Behaviors, Communication, and Social Interaction. The validity of GARS-2 

was demonstrated by confirming that (a) the items of the subscales are 

representative of the characteristics of autism, (b) the subscales are strongly 

related to each other and to performance of other tests that screen for autism, 

and (c) the GARS-2 standard scores discriminate persons with autism from 

persons with other severe behavioral disorders, such as persons with mental 

retardation and multidisabilities. 

Responsibility and Independence 

Scale for Adolescents (RISA) 

John Salvia, John T. Neisworth, 

Mary W. Schmidt, 1990 

Y17-1016825 Summary/Response Booklets Pkg. 50 ...........$53.00 

Y17-1016824 Examiners Manual . . . . . . . . . . . . . . . . . . . . . . . . $69.00 

Y17-1016823 Instructional Objectives Manual ...............$32.00 



The Responsibility and Independence 

Scale for Adolescents (RISA) is a 

nationally standardized instrument 

specifically designed to measure 

adolescents’ behavior in terms of responsibility and independence. Most 

measures of adaptive behavior target low-level skills, but RISA assesses 

higher level behaviors. This is especially important when dealing with mildly 

handicapped or nonhandicapped individuals, as well as juvenile offenders. 


Y17-922185 Response Forms Pkg. 25 ....................$54.00 


Overview 

Purpose: Assesses impairment of 

executive function 





Y17-921464 BRIEF Introductory Kit .....................$224.00 

(Includes Professional Manual, 25 Parent Form 

Questionnaires, 25 Teacher Form Questionnaires, 

50 Parent Scoring Summary/Profile Forms, 

50 Teacher Scoring Summary/Profile Forms) 

Y17-921473 Parent Form Questionnaires Pkg. 25 . . . . . . . . . . .$54.00 

Y17-921474 Teacher Form Questionnaires Pkg. 25 . . . . . . . . . .$54.00 

Overview 

Purpose: Measures posttraumatic stress 

and related psychological symptomatology 





Trauma Symptom Checklist 

for Children (TSCC ) 

John Briere, 1996 

Y17-921089 TSCC Deluxe Kit .........................$470.00 

(Includes TSCC Introductory Kit and TSCC Scoring 

Program) 

Y17-921023 TSCC Introductory Kit .....................$168.00 

(Includes Professional Manual, 25 each of Test Booklets, 

Male Profile Forms, and Female Profile Forms) 

Y17-921024 TSCC Test Booklets, Pkg. 25 . . . . . . . . . . . . . . . . .$64.00 

Behavior Rating 

Inventory of 

Executive Function 

(BRIEF ) 

Gerard A. Gioia, Peter K. Isquith, Steven C. Guy, 

Lauren Kenworthy, 2000 



The Behavior Rating Inventory of Executive Function (BRIEF) is a useful 

tool consisting of a parent questionnaire and a teacher questionnaire. 

It is designed to evaluate children with a wide spectrum of neurological 

conditions such as learning disabilities, attention-deficit/hyperactivity disorder, 

traumatic brain injury, low birth weight, Tourette’s syndrome, and pervasive 

developmental disorders. Each questionnaire is comprised of 86 items in eight 

overlapping clinical scales and two validity scales. 

Y17-921493 Parent Scoring Summary/Profile Forms 

Pkg. 50 ................................$38.00 

Y17-921494 Teacher Scoring Summary/Profile Forms 

Pkg. 50 ................................$38.00 



The Trauma Symptom Checklist for Children (TSCC) is a 

quick, sensitive self-report that measures posttraumatic stress and related 

psychological symptomatology in children who have experienced traumatic 

events. The 54-item evaluation includes two validity scales—Under-response 

and Hyper-response; six clinical scales—Anxiety, Depression, Anger, Posttraumatic 

Stress, Dissociation, and Sexual Concerns; and eight critical items. 

TSCC-A is identical to TSCC, except that it makes no reference to sexual issues 

and includes seven critical items. TSCC and TSCC-A are suitable for individual 

or group administration. 

Y17-921072 TSCC-A Introductory Kit . . . . . . . . . . . . . . . . . . . $168.00 

(Includes Professional Manual, 25 each of Test Booklets, 

Male Profile Forms, and Female Profile Forms) 

Y17-921073 TSCC-A Test Booklets, Pkg. 25. . . . . . . . . . . . . . . .$64.00 

Y17-921075 TSCC Male Profile Forms, Pkg. 25 .............$33.00 

Y17-921087 TSCC Female Profile Forms, Pkg. 25 . . . . . . . . . . .$33.00 



109 




Overview 

Purpose: Assess the skills and behaviors of 

children with autism and communicative 

disabilities 


Ages: 6 months through 7 years 

Administration Time: 45 minutes to 

1.5 hours 


Y17-1473817 PEP-3 Complete Kit .......................$536.00 

(Includes Manual, Guide to Item Administration, 

Picture Book, 10 Examiner Scoring/Summary Booklets, 

10 Response Booklets, 10 Caregiver Report Forms, and an 

Object Kit, all in a sturdy storage box.) 

Y17-1473818 PEP-3 Manual . . . . . . . . . . . . . . . . . . . . . . . . . . .$70.00 

Y17-1473819 PEP-3 Guide to Item Administration . . . . . . . . . . . . $47.00 

Overview 

Purpose: Screen for cognitive impairment 





MMSE-2:BV; 10–15 minutes for the 

MMSE-2:SV; 20 minutes for the MMSE-2:EV 


Y17-1472898 EDDT Introductory Kit . . . . . . . . . . . . . . . . . . . . . $160.00 

Y17-1472899 EDDT Response Booklets Pkg. 25 ..............$58.00 

Y17-1472900 EDDT Reusable Item Booklets Pkg. 25 . . . . . . . . . .$32.00 

110 riverside | houghton mifflin harcourt 

Psychoeducational Profile 

(PEP-3) 

Third Edition, Eric Schopler , 

Margaret D. Lansing, Robert J. 

Reichler and Lee M. Marcus, 2005 

The Psychoeducational Profile (PEP-3) is a revision of the popular instrument 

that has been used for more than 20 years to assess the skills and behaviors of 

children with autism and communicative disabilities who function between the 

ages of 6 months to 7 years. The profile resulting from the PEP–3 graphically 

charts uneven and idiosyncratic development, emerging skills, and autistic 

behavioral characteristics. This test meets the need for an assessment tool to 

assist in the educational programming for young children (ages 3 through 

5) with disabilities and is particularly useful in planning for older students’ 

Individualized Education Programs (IEPs). 

Y17-1473820 PEP-3 Picture Book . . . . . . . . . . . . . . . . . . . . . . . . $47.00 

Y17-1473821 PEP-3 Examiner Scoring/Summary Booklets 

Pkg. 10 ................................$32.00 

Y17-1473822 PEP-3 Response Books Pkg. 10 . . . . . . . . . . . . . . .$23.00 

Y17-1473823 PEP-3 Caregiver Report Forms Pkg. 10 ..........$23.00 

Y17-1473824 PEP-3 Object Kit .........................$333.00 


Emotional Disturbance 

Decision Tree (EDDT ) 

Marshal F. Folstein, MD and Susan E. Folstein, MD; 

User’s Manual by Marshal F. Folstein, MD, 

Susan E. Folstein, MD, Travis White, PhD, and 

Melissa A. Messer, MHS, 2010 

The Emotional Disturbance Decision Tree (EDDT) is the first instrument of 

its kind to provide a standardized approach to the assessment of emotional 

disturbance (ED) that covers all of the federal criteria and addresses the broad 

emotional and behavioral nuances of children ages 5–18 years suspected of 

requiring special education services for an ED. The federal criteria, from the 

U.S. Code of Federal Regulations and the reauthorization of IDEA (2004) are 

challenging because they mandate that certain conditions be present in order 

to receive services, yet provide no guidelines for assessing these conditions. 

Designed by a working school psychologist, the EDDT includes five sections 

that match up with the specific components of the federal criteria, enabling 

evaluators to work through each criterion—one by one. 

Y17-1472901 EDDT Score Summary Booklets Pkg. 25 . . . . . . . . .$22.00 


Overview 

Purpose: Evaluate acute and chronic 

posttraumatic symptomatology in young 

children 






Trauma Symptom 

Checklist for Young 

Children (TSCYC ) 

John Briere, PhD, 2005 

Y17-1473107 TSCYC Introductory Kit ....................$206.00 

Y17-1473108 TSCYC Reusable Item Booklets (pkg/25) . . . . . . . .$33.00 

Y17-1473109 TSCYC Hand-Scorable Answer Sheets (pkg/25) ...$46.00 

Y17-1473110 TSCYC Profile Forms—Male & Female 

3–4 Years (pad/25) .......................$33.00 

Overview 

Purpose: Measures characteristics associated 

with giftedness 


Grades: 3 to 12 




Tested by clinicians and researchers throughout North 

America, the Trauma Symptom Checklist for Young 

Children (TSCYC) is a 90-item caretaker-report 

instrument with separate norms for males and females in three age groups: 

3–4 years, 5–9 years, and 10–12 years. Caretakers rate each symptom on a 

4-point scale according to how often the symptom has occurred in the previous 

month. Unlike most other caretaker-report measures, the TSCYC contains 

specific scales to ascertain the validity of caretaker reports (Response Level 

and Atypical Response) and provides norm-referenced data on the number 

of waking hours the caretaker spends with the child in the average week 

(0–1 hours to over 60 hours). 


5–9 Years (pad/25) .......................$33.00 


10–12 Years (pad/25) . . . . . . . . . . . . . . . . . . . . .$33.00 

Y17-1473121 TSC-SP (TSCYC)—CD-ROM . . . . . . . . . . . . . . . .$330.00 


Scales for Rating the 

Behavioral Characteristics 

of Superior Students 

J. Renzulli, L. Smith, A. White, C. Callahan, 

R. Hartman, K. Westberg, M. Gavin, S. Reis, 

D. Siegle, R. Sytsma, 2004 

Based on a multiple-talent approach to the identification of gifted students, 

these scales focus on learning, motivation, creativity, leadership, art, music, 

dramatics, planning, and communication. The manual contains information 

about the development and use of the instrument, a sample set of scales, 

teacher training activities, and instructions on how to develop norms. 

Y17-922750 50 Scales . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$55.00 Y17-922751 Technical Manual .........................$22.00 



111 




Overview 

Purpose: Evaluate acute and chronic 

posttraumatic symptomatology 



Administration: Individual or group 


Behavior Additional Resources 

Adolescent Assessment 

Jann Gumbiner, 2003 



Adolescent Assessment features practical 

information on healthy adolescent 

development, adolescent mental health 

issues, basic psychometrics, general 

assessment principles, and ethics, 

and provides guidelines for selecting 

appropriate assessment instruments, 

developing effective reports, and 

preparing for courtroom testimony. 

Y17-1043316 271 Pages .............................$60.00 


Trauma Symptom 

Inventory –2 (TSI -2) 

John Briere, PhD, 2010 

The Trauma Symptom Inventory, Second Edition (TSI-2), is designed to 

evaluate posttraumatic stress and other psychological sequelae of traumatic 

events. This broadband measure evaluates acute and chronic symptomatology, 

including the effects of sexual and physical assault, intimate partner violence, 

combat, torture, motor vehicle accidents, mass casualty events, medical trauma, 

traumatic losses, and childhood abuse or neglect. 

The TSI-2 consists of 136 items and assesses a wide range of potentially 

complex symptomatology, ranging from posttraumatic stress disorder (PTSD), 

dissociation, and somatization to insecure attachment styles, impaired selfcapacities, 

and dysfunctional behaviors. Introduced in this edition are three new 

scales (Insecure Attachment, Somatic Preoccupations, and Suicidality) and two 

new subscales (Hyperarousal and Other-Directedness). The four TSI-2 summary 

factors are either new to this version or have been reconfigured based on newly 

added or modified scales. 

See our website for ordering information. 

Materials for the first edition of TSI are also available on our website. 

Essentials of Child Psychopathology 

Linda Wilmshurst, 2005 

The book is the only concise, 

comprehensive overview of child and 

adolescent psychopathology covering 

theory, assessment, and treatment as well 

as issues and trends. It includes chapters 

on specific disorders prevalent among this 

age group and covers special topics such 

as diversity, abuse, and divorce. 


Y17-1043306 307 Pages .............................$40.00 


Learning and Attention Disorders in Adolescence and 

Adulthood: Assessment and Treatment 

Second Edition, Sam Goldstein, Jack A. Naglieri, and Melissa DeVries, 2011 

Drawing on evidence-based techniques, this book 

provides school psychologists, counselors, and 

consultants with the best diagnoses and treatments 

to help their clients become effective students. It 

includes a thorough overview of LD and ADHD, as 

well as a set of guidelines to assist adolescents and 

adults. 



Y17-1469474 624 Pages ......................$70.00 


Psychological Assessment and Treatment of Children with 

Autism Spectrum Disorders: An Integrated Action Guide to 

Diagnosis, Treatment, and Educational Planning 

Jonathan M. Campbell, 2010 

This timely book provides practical guidance on how 

to organize and conduct assessment activities with 

a purpose, based on the goals of the evaluation. It 

features case study material to illustrate test use and 

clinical assessment for all aspects of psychological 

assessment. 

Essentials of Behaviorial Assessment 

Michael C. Ramsay, Cecil R. Reynolds, R. W. Kamphaus, 2002 

Behavioral assessment tests analyze and assess a 

broad range of behavioral problems found among 

children and adolescents, including hyperactivity, 

impulsivity, and ADHD. To use these tests properly, 

professionals need an authoritative source of advice 

and guidance on how to administer, score, and 

interpret them. Essentials of Behavioral Assessment 

is that source. 


Y17-1469477 336 Pages ......................$60.00 



Y17-1016816 195 Pages ...................... $36.95 



113 




Evidence-Based Treatment Planning for Disruptive Child and 

Adolescent Behavior DVD 

Timothy J. Bruce and Arthur L. Jongsma, Jr., 2011 

Learning Disabilities & Challenging Behaviors, 2nd Edition 

Nancy Mather, Sam Goldstein, 2010 


Mental health professionals are under growing 

pressure to be trained in the latest in Evidence- 

Based Practice (EBP). On this DVD, Drs. Art 

Jongsma and Timothy Bruce offer step-by-step 

guidance on how to use EBP treatments to 

inform the entire treatment planning process. 

Understanding and applying the information 

learned from this DVD increases the likelihood 

Even more comprehensive and user-friendly than 

the popular previous edition, this paperback follows 

the same basic format: a detailed questionnaire 

pinpoints student strengths and needs, and the 

Building Blocks model targets 10 factors and 

abilities related to school success and gives teachers 

practical strategies for helping students succeed. 

of client improvement and helps mental health 

professionals meet the requirements of most 

accrediting agencies and funding sources. 


Y17-1469526 DVD . . . . . . . . . . . . . . . . . . . . . . . . . . $29.00 



Adolescent Behavior DVD Facilitator’s Guide 


Authoritatively addressing the growing pressure 

to ensure that patients receive care that is proven 

effective and, subsequently, to train mental health 

practitioners in the latest in Evidence-Based Practice 

(EBP), this Facilitator’s Guide leads mental health 

professionals through modules covering the most 

common DSM-IV-TR disorders and other presenting 

problems. Guidance is provided in leading an 

educational training session in empirically informed 

treatment planning that will maximize the likelihood 

of client improvement. Ideal for training mental 

health professionals at any level. 


Y17-1469475 40 Pages ....................... $29.00 



Adolescent Behavior DVD Companion Workbook 


There is growing pressure to ensure that 

patients receive care that is proven effective and 

subsequently, a tremendous need to train mental 

health practitioners in the latest in Evidence-Based 

Practice (EBP). This DVD Companion Workbook 

covers presenting problems stemming from 

behavioral problems in adolescent and children. The 

DVD (sold separately) demonstrates the techniques 

and treatment interventions covered in the lecture. 

This workbook guides staff in their implementation 

of the interventions with their clients subsequent to 

the DVD training. Ideal for training mental health 

professionals at any level. 


Y17-1469476 40 Pages .......................$25.00 



Y17-1427304 488 Pages ...................... $59.95 


Defiant Children 

Second Edition, Russell A. Barkley, 1997 

Essentials of Abnormal Psychology 

Andrew R. Getzfeld, 2006 

This updated and expanded manual provides 

an excellent resource for treating children with 

serious behavior problems. Based on an empirically 

validated program, this book includes a clinical 

guide to and presentation of Barkley’s 10-session 

training program. This volume includes reproducible 

parent handouts that facilitate the program. 

Essentials of Abnormal Psychology provides 

students and professionals with a concise overview 

of the major topics in abnormal psychology as well 

as chapters on the leading categories of disorders 

such as eating disorders, schizophrenic disorders, 

personality disorders, and substance-related 

disorders. 

Attention-Deficit Hyperactivity Disorder: 

A Handbook for Diagnosis and Treatment 

Third Edition, Russell A. Barkley, 2005 

This handbook presents the latest knowledge on 

the nature, diagnosis, assessment, and treatment 

of ADHD. Guidelines for understanding and 

managing the challenges ADHD poses are 

provided. Practitioners wishing to implement the 

recommendations delineated in the Handbook are 

advised to purchase the companion workbook, 

which contains forms, questionnaires, and 

handouts, with permission to photocopy. 

ADHD in the Schools 

Second Edition, George J. DuPaul, Gary Stoner, Steve Lerner, 1998 

This popular reference and text provides essential 

guidance for school-based professionals meeting 

the challenges of ADHD at any grade level in a 

school environment. Comprehensive and practical, 

the book includes several reproducible assessment 

tools and handouts. 




Y17-923164 264 Pages ......................$40.00 


Y17-1043307 288 Pages ...................... $36.95 



Y17-1016812 Handbook, 770 Pages .............$85.00 

Y17-1016811 Workbook, 165 Pages . . . . . . . . . . . . . $35.00 



Y17-1016810 330 Pages ......................$35.00 



115 




School-Based Behavioral Assessment: 

Informing Intervention and Instruction 

Sandra Chafouleas, T. Chris Riley-Tillman, George Sugai, 2007 


The authors provide a framework for determining 

the types of behavioral data that are needed in a 

given situation, selecting appropriate measures, 

and interpreting and organizing the results. Case 

examples tie it all together, demonstrating how 

different assessment strategies can be used to 

support positive behavior and monitor progress at 

the level of the individual, the classroom, or the 

entire school. 

Asperger Syndrome 

Edited by Ami Klin, Fred R. Volkmar, and Sara S. Sparrow, 2000 

This groundbreaking volume brings together 

preeminent scholars and practitioners to offer a 

definitive statement of what is currently known 

about Asperger Syndrome and to highlight 

promising leads in research and clinical practice. 

Diagnostic and conceptual issues are explored in 

depth, and the disorder’s assessment, treatment, 

and neurobiology are thoroughly reviewed. 


Y17-1042917 144 pages . . . . . . . . . . . . . . . . . . . . . $32.00 



Y17-1016809 144 pages . . . . . . . . . . . . . . . . . . . . . $65.00 


Learning and Behavior Problems in Asperger Syndrome 

Edited by Margot Prior, 2005 

This volume provides research-based, practical 

information on managing the challenges that 

Asperger Syndrome presents. Current knowledge 

is reviewed on the core learning, behavioral, 

emotional, social, and communication difficulties 

associated with this complex disorder. Hurdles 

facing children with Asperger Syndrome and their 

parents and teachers are clearly identified, and 

effective assessment and intervention approaches 

described. 


Y17-1016813 326 Pages ......................$55.00 


Social & Communication Development in Autism Spectrum 

Disorders: Early Identification, Diagnosis, & Intervention 

Edited by Tony Charman and Wendy Stone, 2006 

This volume presents important recent advances 

in understanding and treating Autism Spectrum 

Disorders in children. The book is grounded in 

findings on the social-communication behavior of 

typically and atypically developing infants, toddlers, 

and preschoolers. Attention to both real-world 

practice and research considerations enhances the 

book’s utility. 


Y17-1016814 348 Pages ......................$55.00 



118 Diagnostic Assessments of Reading, Second Edition 

120 Trial Teaching Strategies 

123 Nelson-Denny Reading Test 

124 Wide Range Achievement Test, Fourth Edition 

125 Test of Reading Comprehension, Fourth Edition 

125 Test of Word Reading Efficiency 

126 Test of Written Spelling, Fourth Edition 

126 Comprehensive Test of Phonological 

Processing 

127 Test of Early Reading Ability, Third Edition 

127 Gray Oral Reading Tests, Fourth Edition 

128 Gray Silent Reading Tests 

129 Reading/Basic Achievement Additional Resources 


117

ReAding/BAsic Achievement Assessments 

118 


Overview 

Type: Individually administered diagnostic 

reading test 

Purpose: To assess students’ relative strengths 

and weaknesses in nine key areas of reading 

Ages: 5–Adult 

Reading Levels: Pre-reading through 

high school 

Administration Time: Untimed; about 

40 minutes 

Authors: Florence G. Roswell, Jeanne S. Chall, 

Mary E. Curtis, Gail Kearns 

Benefits 

• Helps classroom teachers identify students who 

need help with reading 

• Identifies individuals or groups for reading instruction 

related to Reading First Title I programs 

• Allows reading specialists and reading clinicians to 

diagnose a student’s difficulties in reading 

• Provides an individualized approach to reading 

assessment for Adult Literacy Programs 

• Can be used with students of all ages and abilities 

• Offers a multilevel, ungraded format with simultaneous 

administration and scoring 

• Each DAR kit now includes Trial Teaching 

Strategies (TTS ) website access for five users. 

See pages 120–122 for more information! 

Visit DAR-TTS.com 

to learn how 

DAR and TTS 

work together to 

help your students. 


Diagnostic Assessments of 

Reading (DAR ), Second Edition 

Copyright 2005, Form A 

Copyright 2006, Form B 


Use the Diagnostic Assessments of Reading (DAR) to identify areas in which 

struggling readers need help. DAR tests nine key components of reading and 

language: 

• Print Awareness 

• Phonological Awareness 

• Letters and Sounds 

• Word Recognition 

• Word Analysis 

• Oral Reading Accuracy and 

Fluency 

• Silent Reading Comprehension 

• Spelling 

• Word Meaning 

Scoring 

The teacher/test administrator simultaneously administers and scores DAR 

tests, marking students’ responses as correct, incorrect, or omitted. A mastery 

criterion has been set for each test, and the student continues with each test 

until a highest mastery level has been established. 

DAR ScoringPro 

DAR ScoringPro allows for the aggregation and disaggregation of student 

scores collected from the DAR Interpretive Profile. Reports available include an 

Individual Report/Profile and a Class List Report. (See the Education Catalog for 

more information.) 

Related Products 

DAR allows you to plan meaningful intervention 

focused on an individual student’s strengths and 

needs in reading. 

The TTS helps you find out which instructional 

approaches will be the most successful for a student.

PRInt AWAREnESS 


How you can use DAR to assess 

student performance in nine key areas of 

student learning in reading and language arts. 

• Evaluate whether a student understands basic 

concepts involved in using the printed word 

PhOnOLOgICAL AWAREnESS 

Assess phonological awareness with tasks involving: 

• Rhyming words 

• Segmenting words into syllables 

• hearing initial and final consonant sounds 

• Auditory blending 

LEttERS And SOundS 

Evaluate specific early decoding skills, including: 

• Identifying capital and lowercase letters 

• Matching letters and matching words 

• Writing words using basic knowledge of 

letter-sound correspondence 

WORd RECOgnItIOn 

• Listen to a student read graded word lists that 

gradually increase in difficulty 

• determine word-reading levels 

WORd AnALySIS 

Evaluate key decoding and structural analysis skills, 

including: 

• Consonant sounds and blends 

• Short vowel sounds 

• Rule of silent e 

• Vowel digraphs and diphthongs 

• Vowels with r 

• two-syllable and polysyllabic words 

Diagnose strengths and weaknesses. 

ORAL REAdIng ACCuRACy And FLuEnCy 

• Listen to a student read aloud 

• Identify specific decoding errors 

• Evaluate level of fluency 

Plan intervention to meet students’ needs. 

SILEnt REAdIng COMPREhEnSIOn 

• Observe a student reading independently 

• Review a student’s answers to comprehension 

questions 

• Evaluate a student’s oral retelling of a text read 

silently 

• determine comprehension strengths and key areas 

for improvement 

SPELLIng 

• dictate spelling words using a familiar classroom 

format 

• Assess a student’s spelling skills and knowledge of 

letter-sound correspondence 

WORd MEAnIng 

• Learn about a student’s knowledge of word 

meanings 

• Review the results to estimate a student’s language 

abilities 


119 

ReAding/BAsic Achievement Assessments


120 


Overview 

Type: Online resource for reading instruction 

Purpose: To provide teachers with valuable 

strategies to improve a student’s reading skills 

Authors: Florence G. Roswell, Jeanne S. Chall, 

Mary E. Curtis, Gail Kearns 

Benefits 

• Provides teachers with reading strategies that 

address the general reading concepts tested in the 

Diagnostic Assessments of Reading (DAR ) 

• Makes strategies easily accessible online, where 

teachers can print out the directions and ancillary 

materials for the short lessons 

• Contributes to an optimal program of instruction 

by helping the student discover his or her own 

reading strengths and needs 

• Allows a teacher and student to work together 

toward remediation 

• TTS access for five users comes free with the purchase 

of a DAR kit, and access for additional users 

can be purchased separately 

Visit DAR-TTS.com 

to learn how 

DAR and TTS 

work together to 

help your students. 


Trial Teaching Strategies (TTS ) 

Copyright 2006 


Trial Teaching Strategies (TTS) is an online resource that offers short lessons to 

address a student’s reading needs. TTS extends the comprehensive nature of 

the Diagnostic Assessments of Reading (DAR ) by addressing the specific 

needs DAR identifies for a particular student. 

TTS sessions can contribute to an optimal program of instruction by helping the 

student discover his or her own reading strengths and needs. Once the teacher 

and student discover the strategies that best address those needs, together they 

can plan for future remediation. 

Objectives of TTS 

• determine appropriate methods to further students’ reading development 

• Provide research-based instructional strategies and initial lessons with 

procedures for using them 

• Select the content, form, and difficulty level of materials for optimal 

learning and greatest interest 

• Observe and record qualitative characteristics in students that may 

strengthen or hamper their efforts to learn 

• demonstrate to students their capacity to learn 

Related Products 

After using TTS intervention strategies for a time, administer 

the DAR again, using a different form. In this way, you can 

gain important information about the student’s response to 

the intervention.

After administering DAR, the teacher can log on to the TTS 

website and use a student’s DAR results to access strategies 

appropriate to try with that student. As an alternate option, 

the teacher can access these strategies by selecting from an 

index of reading topics. 

The TTS website is easy to use. In just 3 steps, teachers can 

obtain instructional strategies to try with their students. 

Step 1: Log on to the TTS website, www.dAR-ttS.com. 

Step 2: Use a student’s DAR scores to locate appropriate 

strategies. Simply enter DAR results. 

Step 3: Print instructions and materials. 



121 





TEST MATERIAlS 

Diagnostic Assessments of Reading Classroom Kit 

Contains 1 each of the DAR Teacher’s Manual and DAR Student Book, 

2 packages of 15 of the DAR Response Record with Directions for 

Administration, and TTS access for 5 users 

Y17-1402267 Form A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $261 .00 

Y17-1402265 Form B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $261 .00 

Y17-1402266 Forms A and B (one of each kit) . . . . . . . . . . . . .$494 .00 

DAR Student Book 

Spiral bound and reusable, contains all parts of DAR that the student reads 

Single copy 

Y17-1402257 Form A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$78 .00 

Y17-1402261 Form B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$78 .00 

DAR Response Record with Directions for 


Package of 15, includes complete directions for administering the tests and 

condensed scoring instructions with replicas of the student materials 

Y17-1402260 Form A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$78 .00 

Y17-1402262 Form B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$78 .00 

TEACHER’S MAnuAlS 

DAR Teacher’s Manual 

Provides general information about the tests plus complete directions for 

scoring the tests and recording results 

Single copy 

Y17-1402258 Form A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$30 .00 

Y17-1402263 Form B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$30 .00 


SuPPORT MATERIAlS 

DAR Technical Manual 

Contains information on the development of DAR and on the research 

conducted prior to publication 

Y17-1402264 Forms A and B (CD-ROM) . . . . . . . . . . . . . . . . . . .$40 .00 

SCORInG AnD REPORTInG 

MATERIAlS 

DAR ScoringPro 

See page 6 

Y17-1402259 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $127 .00 

System requirements for DAR ScoringPro can be found at 


TRIAl TEACHInG STRATEGIES 

Y17-1402274 5-User License . . . . . . . . . . . . . . . . . . . . . . . . . . . $37 .00 

Y17-1402276 20-User License . . . . . . . . . . . . . . . . . . . . . . . . . .$95 .00 

Y17-1402277 100-User License . . . . . . . . . . . . . . . . . . . . . . . .$356 .00 

Y17-1402278 500-User License . . . . . . . . . . . . . . . . . . . . . . .$1,183 .00 


Overview 

Purpose: Assesses student achievement in 

vocabulary, comprehension, and reading rate 


Grades: High school to four-year college 

Time: Standard administration: 35 minutes; 

Extended-time administration: 56 minutes 

Scores: PR, SS, NCE, and stanine 

Benefits 

• Aids in accurate placement of high school and 

college students at all reading levels 

• Provides comprehension passages drawn from 

widely used high school and college texts 

• Includes a vocabulary section that focuses on 

words students need for success in today’s 

classrooms 

• Offers optional extended-time administration to 

meet the needs of special populations 

• Eliminates racial and gender bias 

• Includes national norms for high schools and 

two- and four-year colleges 


nelson-Denny Reading Test 

James I. Brown, Vivian Vick Fishco, 

gerald S. hanna, 1993, 2000 

Ordering Information 

TEST MATERIAlS 

Test Booklets 

Package of 25, includes 1 Directions for Administration 

Y17-1402356 Form G . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$74 .00 

Y17-1402357 Form H . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $74 .00 

Directions for Administration 

Single copy 

Y17-1402358 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $10 .00 

AnSwER DOCuMEnTS 

Self-Scorable Answer Sheets 

Package of 50, includes 1 Manual for Scoring and Interpretation, 

1 class record sheet, and 50 Student’s Personal Records 

Y17-1402362 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $119 .00 

Package of 250, no other materials included 

Y17-1402363 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $329 .00 

Machine-Scorable Answer Sheet 

For local scanning Package of 250 

Y17-1402361 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$305 .00 

Class Record Sheet 

Package of 25 

Y17-1402364 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$22 .00 

Student’s Personal Record 

Package of 50 

Y17-1402365 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $41 .00 

POSTTEST AnD SuPPORT MATERIAlS 

Manual for Scoring and Interpretation 

Single copy 

Y17-1402359 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$26 .00 



123 



124 


Overview 

Purpose: Measures the basic academic skills 

of reading, spelling, and math computation 

in ages 5–94 years — individual or group 

(specific subtests only) 


Ages: Approximately 15–25 minutes for 

individuals ages 5–7 years; approximately 

35–45 minutes for individuals ages 8 years 

and older 


Scores: PR, SS, and GE 


Y17-1426691 WRAT-4 Introductory Kit . . . . . . . . . . . . . . . . . . .$260 .00 

Y17-1426692 WRAT-4 Professional Manual . . . . . . . . . . . . . . . .$90 .00 

Y17-1426699 Blue Test/Response Forms (pkg/25 ea .) . . . . . . . . .$45 .00 

Y17-1426682 Green Test/Response Forms (pkg/25 ea .) . . . . . . . .$45 .00 

Y17-1426723 Blue Sentence Comprehension Response 

Booklets (pkg/25) . . . . . . . . . . . . . . . . . . . . . . . .$45 .00 

Y17-1426724 Green Sentence Comprehension Response 

Booklets (pkg/25) . . . . . . . . . . . . . . . . . . . . . . . .$45 .00 

Y17-1426620 WRAT-4 Word Reading/Spelling Cards (set of 2) . . $12 .00 


wide Range Achievement Test 

(wRAT-4) 

gary S. Wilkinson and gary J. Robertson, 2006 


The wide Range Achievement Test (wRAT-4) is a 

norm-referenced test that measures the basic 

academic skills of word reading, sentence 

comprehension, spelling, and math computation. It 

was standardized on a representative national sample 

of over 3,000 individuals ranging in age from 5–94 years. the normative 

sample was selected according to a stratified national sampling procedure 

with proportionate allocation controlled for age, gender, ethnicity, geographic 

region, and parental/obtained education as an index of socioeconomic 

status. Alternate forms, designated the Blue Form and the green Form, were 

developed and equated during standardization by use of a common-person 

research design. derived scores were developed for both age- and gradereferenced 

groups. Standard scores, percentile ranks, stanines, normal curve 

equivalents, grade equivalents, and Rasch ability scaled scores are provided. 

the Blue Form and the green Form can be used interchangeably with 

comparable results, thus permitting retesting within short periods of time 

without the potential practice effects that may occur from repeating the same 

items. the alternate forms also can be administered together (i.e., Combined 

Form) in a single examination. For those interested in a more qualitative 

assessment of academic skills, the Combined Form provides an additional 

opportunity for performance observance. 

Y17-1426621 WRAT-4 Sentence Comprehension Cards 

(set of 3 and 1 Place Marker) . . . . . . . . . . . . . . . . $12 .00 

Y17-1426622 WRAT-4/WRAT-4–SP Combination Kit—CD-ROM 

(includes WRAT-4 Introductory Kit and 

WRAT-4–SP—CD-ROM) . . . . . . . . . . . . . . . . . . .$425 .00 

Y17-1426713 WRAT-4/WRAT-4–IR Combination Kit—CD-ROM 

(includes WRAT-4 Introductory Kit and 

WRAT-4–IR Software) . . . . . . . . . . . . . . . . . . . . .$560 .00 


Overview 

Purpose: Assesses general comprehension 



Administration Time: 45 minutes or less 

Scores: SS, AE, and GE 


TORC-4 

Y17-1426498 TORC-4 Complete Kit . . . . . . . . . . . . . . . . . . . . .$252 .00 

Examiner’s Manual, 50 Examiner/Record Forms, 

25 28-Page Student Question Booklets, 

50 8-Page Student Answer Booklets 

all in a sturdy storage box . 

Y17-1426378 TORC-4 Student Question Booklet (pkg of 25) . . . .$80 .00 

Y17-1426379 TORC-4 Examiner/Record Forms (pkg of 50) . . . . .$56 .00 

Overview 

Purpose: Measures word reading accuracy 

and fluency 




Scores: PR, SS, AE, and GE 


Y17-925151 TOWRE Kit . . . . . . . . . . . . . . . . . . . . . . . . . . . .$203 .00 

(Includes all components listed below in a storage box) 


Y17-925153 Form A Profile/Exam Records, Pkg . 25 . . . . . . . . . .$41 .00 


Test of Reading Comprehension 

(TORC-4) 

Fourth Edition, Virginia L. Brown, 

J. Lee Wiederholt, donald d. hammill, 

2009 


The Test of Reading Comprehension, Fourth Edition (TORC-4) is an innovative 

approach to testing silent reading comprehension that can be used to (a) 

identify children and adolescents who score significantly below their peers 

and who therefore might need help in improving their reading proficiency and 

comprehension, (b) document student progress in remedial programs, and (c) 

serve as a research tool in studies investigating reading problems in children 

and adolescents. It was normed on 1,942 students in 14 states. the test has 

five subtests, all of which measure word identification and contextual meaning. 

Studies in the TORC-4 manual indicate that the test has high reliability and 

strong validity, especially criterion-prediction validity. 

Y17-1426377 TORC-4 Examiner's Manual . . . . . . . . . . . . . . . . . $69 .00 

Y17-1426376 TORC-4 Student Answer Booklet (pkg of 50) . . . . . .$56 .00 

TORC-3 

Y17-923057 TORC-3 Student Booklets Pkg . 10 . . . . . . . . . . . . . $51 .50 

Y17-923058 TORC-3 Answer Sheets and Subtest Forms Pkg . 50 .$56 .75 

Y17-923059 TORC-3 Profile/Examiner Record Forms Pkg . 50 . . .$56 .75 


Test of word Reading 

Efficiency (TOwRE) 

Joseph K. torgesen, Richard Wagner, 

Carol Rashotte, 1999 


The Test of word Reading Efficiency (TOwRE) can be administered quickly 

and provides an efficient means of monitoring the growth of two word reading 

skills that are critical to the development of overall reading ability: the ability 

to recognize familiar words as whole units and the ability to sound out words. 

TOWRE contains two forms and two subtests: Sight Word Efficiency (SWE) 

and/or Phonetic decoding Efficiency (PdE). Either form of each subtest can be 

administered, depending on the purposes of the assessment. 

Percentiles, standard scores, and age and grade equivalents are provided. 

Subtest standard scores have a mean of 100 and Sd of 15. Age and grade 

equivalents show the relative standing of an individual’s scores. 

Y17-925154 Form B Profile/Exam Records, Pkg . 25 . . . . . . . . . .$41 .00 

Y17-925155 Form A Word Cards . . . . . . . . . . . . . . . . . . . . . . .$29 .00 

Y17-925156 Form B Word Cards . . . . . . . . . . . . . . . . . . . . . . .$29 .00 



125 



126 


Overview 

Purpose: Assesses written spelling 


Grades: 1–12 




Y17-923285 TWS-4 Complete Kit . . . . . . . . . . . . . . . . . . . . . . .$97 .00 



Overview 

Purpose: Assesses phonological awareness, 

phonological memory, and rapid naming 





Y17-925233 CTOPP Kit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $291 .00 

(Includes Examiner’s Manual, 25 Profile/Examiner Record 

Booklets for Ages 5/6, 25 Profile/Examiner Record 

Booklets for Ages 7/24, Picture Book, and CD-ROM, all in 

a sturdy storage box) 



Test of written 

Spelling (TwS-4) 

Fourth Edition, Stephen C. Larsen, 

donald d. hammill, Louisa Moats, 1999 


The Test of written Spelling, Fourth Edition (TwS-4) assesses the ability to 

spell and is administered using a dictated word format. The TWS-4 has two 

equivalent forms, which make it more useful in test-teach-test situations. It can 

be used for three specific purposes: 

• Identify students who might need interventions designed to improve 

spelling proficiency 

• document overall progress in spelling as a result of intervention programs 

• Serve as a measure for research efforts designed to investigate spelling 

Studies have been added to show that there is no gender or racial bias in the 

TWS-4 items. Test reliability was studied in various ways: coefficients alpha, 

alternate form, test-retest, and interscorer. Coefficients were all over .90, a fact 

that testifies to the test’s reliability. The TWS-4 provides users with standard 

scores that have a mean of 100 and a standard deviation of 15, percentiles, and 

both grade and age equivalents. 

Y17-923287 Summary/Response Forms Pkg . 50 . . . . . . . . . . . .$46 .00 


Comprehensive Test 

of Phonological 

Processing (CTOPP) 

R. Wagner, J. K. torgesen, C. Rashotte, 1999 


The Comprehensive Test of Phonological Processing (CTOPP) assesses 

phonological awareness, phonological memory, and rapid naming. CTOPP was 

developed to aid in the identification of individuals who might benefit from 

instructional activities to enhance their phonological skills. 

Use CTOPP to identify individuals who are below their peers in phonological 

abilities, determine strengths and weaknesses among phonological processes, 

and document an individual’s progress in phonological processing for 

intervention programs. 

Y17-925235 Picture Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$46 .00 

Y17-925236 Profile/Exam Record Forms 

Age 5/6, Pkg . 25 . . . . . . . . . . . . . . . . . . . . . . . . .$64 .00 

Y17-925237 Profile/Exam Record Forms 

Age 7/24, Pkg . 25 . . . . . . . . . . . . . . . . . . . . . . . .$75 .00 

Y17-925238 Audio CD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$24 .00 


Overview 

Purpose: Measures reading ability 


Ages: 3 years, 6 months to 8 years, 6 months 


Scores: SS, AE, and GE 


Y17-923458 TERA-3 Complete Kit . . . . . . . . . . . . . . . . . . . . .$303 .00 

(includes all components listed below in a 



Y17-923460 Picture Book Form A . . . . . . . . . . . . . . . . . . . . . . .$75 .00 

Y17-923461 Picture Book Form B . . . . . . . . . . . . . . . . . . . . . . .$75 .00 

Overview 

Purpose: Measures oral reading skills 






Y17-923235 GORT-4 Complete Kit . . . . . . . . . . . . . . . . . . . . .$259 .00 



Y17-923230 Student Book . . . . . . . . . . . . . . . . . . . . . . . . . . . .$59 .00 


Test of Early Reading Ability 

(TERA-3) 

third Edition, d. Kim Reid, Wayne P. hresko, 

donald d. hammill, 2001 


The Test of Early Reading Ability, Third Edition (TERA-3) measures the 

reading ability of children ages 3-6 through 8-6 years. This edition provides 

the examiner with three subtests: Alphabet, Conventions, and Meaning with 

pictures drawn in color. Additionally, items have been added to make the test 

more reliable and valid for upper and lower ages. Studies show the absence of 

gender, racial, disability, and ethnic bias. 

Y17-923462 Form A Profile/Examiner Record Forms, 

Pkg . 25 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$35 .00 

Y17-923463 Form B Profile/Examiner Record Forms, 

Pkg . 25 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$35 .00 


Gray Oral Reading 

Tests (GORT-4) 

Fourth Edition, J. Lee Wiederholt, 

Brian R. Bryant, 2001 


The latest edition of the Gray Oral Reading Tests, Fourth Edition (GORT-4) 

consists of two parallel forms, each containing 14 developmentally sequenced 

reading passages with five comprehensive questions. All test content is aligned 

with current content standards, curriculum frameworks, and instructional 

materials. Scores from both forms can be used interchangeably because of the 

use of a linear equating procedure to adjust scores. Studies show the absence of 

gender and ethnic bias. 

Y17-923231 Form A Profile/Examiner Forms, 

Pkg . 25 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$59 .00 

Y17-923234 Form B Profile/Examiner Forms, 

Pkg . 25 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$59 .00 



127 




Overview 

Purpose: Measures silent reading 

comprehension ability 


Ages: 7 to 24 


Scores: PR, AE, and GE 


Y17-1043744 GSRT Complete Kit . . . . . . . . . . . . . . . . . . . . . . .$184 .00 

(Includes Manual, 25 Profile/Response Forms, and 10 each 

of Reading Book Forms A and B in a storage box) 

Y17-1043745 GSRT Manual . . . . . . . . . . . . . . . . . . . . . . . . . . .$82 .00 

Y17-1043746 GSRT Profile/Response Forms Pkg . 25 . . . . . . . . . . $29 .00 


Gray Silent Reading 

Tests (GSRT) 

J. Lee Wiederholt, ginger Blalock, 2000 


The Gray Silent Reading Tests (GSRT) help practitioners quickly and efficiently 

measure an individual’s silent reading comprehension ability. This test consists 

of two parallel forms each containing 13 developmentally sequenced reading 

passages with five multiple-choice questions. It can be given individually or to 

groups. 

The GSRT can be administered with confidence in a variety of settings such as 

elementary and secondary schools, clinics, reading centers, and post secondary 

environments. The two forms of the test allow you to study an individual’s 

reading progress over time. 

Y17-1043747 GSRT Reading Book, Form A Pkg . 10 . . . . . . . . . . .$41 .00 

Y17-1043748 GSRT Reading Book, Form B Pkg . 10 . . . . . . . . . . .$41 .00 



Reading/Basic Achievement Additional Resources 

Essentials of Evidence-Based Academic Interventions 

Barbara J. Wendling, nancy Mather, 2008 

Essentials of Evidence-Based Academic 

Interventions puts at your fingertips the successful 

instructional techniques and materials necessary 

for accurate and effective use of evidence-based 

interventions. Written by Barbara Wendling 

and nancy Mather, two experts in educational 

assessment and intervention, this interventionoriented 

reference presents clear descriptions 

of research-based interventions in the areas of: 

phonological awareness and beginning reading 

Response to Intervention: 

Principles and Strategies for Effective Practice 

Rachel Brown-Chidsey, Mark W. Steege, 2005 

This is a comprehensive guide to implementing a 

schoolwide RtI program. the book is geared to 

helping practitioners understand and respond to the 

new special education eligibility guidelines outlined 

in IdEA 2004. A clear, 10-step model for conducting 

RtI procedures with students experiencing learning 

difficulties is presented. Special features include 

This volume offers a complete primer on conducting 

problem-solving based assessments in school 

or clinical settings. A framework for identifying 

and remediating factors that may contribute to a 

student’s difficulties and for improving educational 

outcomes is presented. The volume includes case 

examples, tips on collaborating with teachers 

planning and implementation worksheets and more 

than two dozen transparency masters for use in RtI 

training sessions. 


Y17-1016804 176 Pages . . . . . . . . . . . . . . . . . . . . . .$35 .00 


Assessment for Intervention: A Problem-Solving Approach 

Rachel Brown-Chidsey, Jack A. Cummings, 2005 

phonics; phonics and sight word instruction; reading 

fluency; vocabulary and reading comprehension; 

spelling, handwriting, and written expression; basic 

math skills; and math problem-solving. 


Y17-1429985 304 Pages . . . . . . . . . . . . . . . . . . . . . . $36 .95 


and administrators, writing solution-focused 

psychoeducational reports, and evaluating the 

effectiveness of interventions. 


Y17-1016805 382 Pages . . . . . . . . . . . . . . . . . . . . . .$60 .00 



129 




Models of Curriculum-Based Assessment, Fourth Edition: 

A Blueprint for learning 

Fourth Edition, Lorna Idol, 2007 

Overcoming underachieving 

Sam goldstein, nancy Mather, 1998 


Revised in 2007, this volume is a “how-to” book 

suitable for special education and classroom 

teachers responsible for the education of 

exceptional learners. It is intended to support 

educators in identifying and measuring students’ 

skill achievements at specified grade levels of 

difficulty, in the general education curriculum. 

Included are examples of CBAs that have been 

constructed and used by teachers for a wide range 

of subjects (e.g., literary reading, writing, spelling, 

The ABCs of CBM: 

A Practical Guide to Curriculum-Based Measurement 

Michelle K. hosp, John L. hosp, Kenneth W. howell, 2007 

This book provides hands-on instructions for 

conducting curriculum-based measurement (CBM) 

in grades K–8. The authors provide everything 

needed to evaluate student learning in reading, 

spelling, writing, and math; graph the resulting 

data; and use this information to make sound 

instructional decisions, plan interventions, and 

monitor progress. 

two nationally recognized experts in children’s 

school problems explain how to become a 

child’s advocate, coach, and guide through the 

educational process. using case examples, they 

help professionals pinpoint a child’s unique learning 

patterns and the problems that interfere with 

learning, behavior, and achievement. With the help 

of Overcoming underachieving, professionals can 

math, science, social studies, dictionary use, and 

study skills). They are purely intended to serve as 

models rather than as definitive statements. Also 

accompanying each example is a description of 

administration procedures. 


Y17-1016856 374 Pages . . . . . . . . . . . . . . . . . . . . . . $47 .00 



Y17-1042916 165 Pages . . . . . . . . . . . . . . . . . . . . . .$35 .00 


learn proven methods of assessing a child’s pattern 

of learning and behaving, develop strategies that 

use strengths to overcome weaknesses, etc. 


Y17-923096 312 Pages . . . . . . . . . . . . . . . . . . . . . . .$37 .95 



132 Bender Visual-Motor Gestalt Test, Second Edition 

133 Koppitz-2 Developmental Scoring System 

for the Bender Gestalt Test 

133 The Clinical and Projective Use of the Bender-Gestalt Test 

134 Comprehensive Trail-Making Test 

134 Developmental Test of Visual Perception, Second Edition 

135 Developmental Test of Visual Perception 

—Adolescent and Adult 

135 Wide Range Assessment of Visual Motor Ability 

136 Purdue Pegboard 

136 Grooved Pegboard 


131

Bender-Gestalt Visual-Motor II Assessments 

VisuAl-Motor AssessMents 

132 

Overview 

Purpose: Assesses visual-motor integration 

functioning 




Scores: PR, SS, T scores, and CI 

Benefits 

• Provides a recall procedure to assess visual-motor 

memory that provides a more comprehensive 

assessment of visual-motor skills 

• Offers supplemental tests of simple motor and 

perceptual ability that help to identify specific 

visual-motor deficits 

• Includes a comprehensive testing observations 

system including physical demeanor, drawing 

technique, and test-taking behavior and attitude 

• Includes a timing component option that 

measures drawing time for the Copy and Recall 

phases 

• Provides a quick, easy, and comprehensive scoring 

criteria in the Global Scoring System 

• Co-normed with the Stanford-Binet Intelligence 

Scales, Fifth Edition 

riverside | Houghton Mifflin Harcourt 

Bender ® Visual-Motor Gestalt Test 

(Bender ® -Gestalt II) 

Second Edition, Gary Brannigan, Scott Decker, 2003 


The Bender Visual-Motor Gestalt Test, originally published in 1938 by Lauretta 

Bender, M.D., is one of the most widely used psychological tests in the past 

half century. The Bender Visual-Motor Gestalt Test, Second Edition (Bender- 

Gestalt II) continues its tradition as a brief test of visual-motor integration that 

can provide interpretive information about an individual’s development and 

psychological functioning. 

Uses 

Appropriate for ages 4 to 85+ years, the Bender-Gestalt II is designed for use 

with both children and adults and is useful in the identification of learning 

difficulties including: 

• poor perceptual discrimination ability, 

• poor fine motor skills, 

• visual-motor integration problems, 

• weak organizational and planning skills, 

• attentional and impulsivity problems, 

• personality and behavioral characteristics, as exhibited by the drawing 

activities, 

• memory storage and retrieval problems, and 

• general maturation delays. 


Administration of the Bender-Gestalt II involves two phases: the Copy phase 

and the Recall phase. The examinee is shown stimulus cards with different 

designs. In the Copy phase, the examinee is asked to copy each of the designs 

on a blank sheet of paper. In the Recall phase, the examinee is asked to redraw 

the designs from memory. 

In addition to the two phases, examiners are asked to record examinee 

behavior on an Observation Form. The Observation Form contains areas for 

recording times and different types of test-taking behavior.

The Bender-Gestalt II includes two supplemental tests to 

provide a brief screening of specific motor and perceptual 

abilities. The purpose of these tests is to help understand 

low performance on the Bender-Gestalt II Copy and Recall 

phases by detecting the presence of motor or perceptual 

difficulties. The supplemental tests should be administered 

following the recall phase. 


The Bender-Gestalt II Global Scoring System (GSS) is based 

on a simplified adaptation of the Qualitative Scoring System. 

Examiners use the GSS to evaluate the overall representation 

of each design the examinee produces during the Copy 

and Recall phases of administration. The GSS consists of a 

5-point rating scale that is designed to yield individual scores 

for each item and a total score for each test. The essence 

of the scoring system emphasizes the examination of 


Y17-920648 Bender-Gestalt II Complete Kit . . . . . . . . . . . . . . .$192 .00 

25 Test Records, 25 Motor Test Booklets, 

and 25 Perception Test Booklets) 

Y17-920643 Observation Forms Pkg . 25 . . . . . . . . . . . . . . . . . .$19 .75 

The new KOPPITZ–2 is true to Koppitz’s original 

conceptualization and has been redeveloped to 

meet current psychometric standards. The age 

range has been extended for evaluation of special 

education students through age 21 and to assist 

in the evaluation of the visual-motor integration 

deficits of seniors. This kit does not include the 

Bender-Gestalt II cards. They can be ordered 

separately above (920641). 


Y17-920644 Motor Test Booklets Pkg . 25 . . . . . . . . . . . . . . . . . $19 .75 

Y17-920645 Perception Test Booklets Pkg . 25 . . . . . . . . . . . . . . $19 .75 

Y17-920641 Cards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$58 .00 

Y17-920649 Manual . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$96 .50 

Koppitz Developmental Scoring System for the Bender-Gestalt Test 

Second Edition, Cecil R. Reynolds, 2006 

The Clinical and Projective Use of the Bender-Gestalt Test 

Eugene X. Perticone, 1998 

In this book, the author describes a method to 

increase the scope of the test subject’s performance 

so that both verbal and nonverbal behaviors may 

be observed, and demonstrates an approach to 

generate clinically useful hypotheses on what the 

observed behaviors may signify. 

discrepancy between the actual design on the stimulus card 

and the examinee’s drawing. 

Although many systems of analysis are available for the 

Bender-Gestalt, an approach that integrates an individual’s 

test scores and test behaviors is advocated. The former 

includes quantitative test results based on the Global Scoring 

System, and the latter involves qualitative observations of 

general test behavior as well as the specifics of reproducing 

the designs. 


The Bender-Gestalt II was normed on more than 4,000 

individuals ranging in age from 4 to 85+ years. The 

standardization sample is representative of the 2000 U.S. 

population. The Bender-Gestalt II was co-normed with the 

Stanford-Binet Intelligence Scales, Fifth Edition (see pages 

55–58 for more information). 


Y17-1016857 Complete KOPPITZ–2 Kit 

without Cards . . . . . . . . . . . . . . . . . . $234 .00 

(Includes Examiner’s Manual, 25 Record Forms 

Ages 5–7, 25 Record Forms Ages 8–85+, 

25 Emotional Indicator Record Forms, and a 

Scoring Template, all in a sturdy storage box) 

Y17-1016844 Record Forms Ages 5–7 Pkg . 25 . . . . . .$45 .00 

Y17-1016845 Record Forms Ages 8–85+ Pkg . 25 . . . .$45 .00 

Y17-1016848 Emotional Indicator Record Forms 

Pkg . 25 . . . . . . . . . . . . . . . . . . . . . . . . $28 .00 

Y17-1016846 Examiner’s Manual . . . . . . . . . . . . . . . . $91 .00 



Y17-1426648 Paperback . 150 pages . . . . . . . . . . . . . .$27 .95 



133 

VisuAl-Motor AssessMents


134 


Overview 

Purpose: Evaluates and diagnoses brain injury 







Comprehensive Trail-Making Test 

(CTMT) 

Cecil R. Reynolds, 2002 

Y17-925222 Comprehensive Trail-Making Test (CTMT) Kit . . . . .$132 .00 

(Kit includes a sturdy storage box with Examiner’s Manual 

and 10 Response Booklets) 

Overview 

Purpose: Measures visual perception and 

visual-motor integration 




Scores: PR, SS, AE, and NCE 


Y17-925184 DTVP-2 Kit . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$229 .00 

(Includes Examiner’s Manual, Picture Book, 

25 Profile/Examiner Record Forms, and 25 Response 

Booklets in a sturdy storage box) 

Y17-925187 Profile/Exam Record Forms Pkg . 25 . . . . . . . . . . . .$35 .00 

The Comprehensive Trail-Making Test (CTMT) 

is a standardized set of five visual search and 

sequencing tasks that are heavily influenced by 

attention, concentration, resistance to distraction, and cognitive flexibility (or 

set-shifting). Its primary use is the evaluation and diagnosis of brain injury and 

other forms of central nervous system compromise. More specific purposes 

include the detection of frontal lobe deficits; problems with psychomotor speed, 

visual search and sequencing, and attention; and impairments in set-shifting. 




Developmental Test of Visual 

Perception (DTVP-2) 

Second Edition, Donald D. Hammill, Nils A. Pearson, 


The Developmental Test of Visual 

Perception, Second Edition (DTVP-2) 

measures both visual-perception and 

visual-motor integration skills. The eight 

subtests of the DTVP-2 include: Eye- 

Hand Coordination, Copying, Spatial 

Relations, Position in Space, Figure- 

Ground, Visual Closure, Visual-Motor 

Speed, and Form Constancy. 


Y17-925186 Picture Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$64 .00 



Overview 

Purpose: Measures visual perception and 

visual-motor integration 




Scores: PR, SS, AE, and NCE 




Perception–Adolescent and Adult 

(DTVP-A) 

Cecil R. Reynolds, 

Nils A. Pearson, 


Y17-925225 DTVP-A Kit . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$229 .00 

(Includes Examiner’s Manual, Picture Book, 

25 Profile/Examiner Record Forms, and 

25 Response Booklets in a sturdy storage box) 

Y17-925228 Profile/Exam Record Forms Pkg . 25 . . . . . . . . . . . .$62 .00 

Overview 

Purpose: Assesses visual-motor integration 




per subtest 



Y17-923120 WRAVMA Complete Test Kit . . . . . . . . . . . . . . . .$310 .00 

(Includes all components listed below in a carrying case) 

Y17-923122 Drawing Forms Pkg . 25 . . . . . . . . . . . . . . . . . . . .$63 .00 

Y17-923123 Visual Matching Forms Pkg . 25 . . . . . . . . . . . . . . .$63 .00 

Y17-923124 Examiner Forms Pkg . 25 . . . . . . . . . . . . . . . . . . . .$58 .00 


The Developmental Test of Visual 


(DTVP-A) measures different but 

interrelated visual-perceptual 

and visual-motor abilities and is especially useful in the evaluation of the 

neuropsychological integrity of TBI and stroke patients where right-hemisphere 

function may be at issue. The six subtests include Copying, Figure-Ground, 

Visual-Motor Search, Visual Closure, Visual-Motor Speed, and Form Constancy. 

This assessment can be administered by psychologists, neuropsychologists, 

occupational therapists, physical therapists, general and special educators, and 

diagnosticians who are interested in examining the visual-perceptual status 

and visual-motor integration skills of adolescents and adults. The DTVP-A is 

appropriate for ages 11 to 73 years and can be administered in 25 minutes. 


Y17-925227 Picture Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$64 .00 



Wide Range 

Assessment of 

Visual Motor Ability 

(WRAVMA) 

Wayne Adams, David Sheslow, 1995 

The Wide Range Assessment of Visual Motor Ability (WRAVMA) assesses 

visual-motor integration by measuring its component parts: visual-motor, visualspatial, 

and fine-motor abilities. These three areas can be assessed individually 

or in combination. This test is attractive to children and easy to administer. The 

WRAVMA was standardized nationally on a stratified sample of over 2,600 

children. 

Y17-923125 Pegboard & Pegs . . . . . . . . . . . . . . . . . . . . . . . . .$75 .00 

Y17-923126 Pencil & Marker Resupply Pack . . . . . . . . . . . . . . .$20 .00 

Y17-923121 Manual for Administration & Scoring . . . . . . . . . . .$58 .00 



135 

VisuAl-Motor AssessMents


136 


Overview 

Purpose: Measures finger and hand dexterity 



Administration Time: 90–150 seconds 


Y17-923086 Purdue Pegboard . . . . . . . . . . . . . . . . . . . . . . . .$120 .00 

(Includes Pegboard, 50 Pins, 40 Washers, 

20 Collars, Manual, 25 Record Blanks) 

Overview 

Purpose: Assesses manipulative dexterity and 

complex fine-motor coordination 


Ages: 5 to Adult 

Administration Time: 90 seconds 


Y17-923088 Grooved Pegboard . . . . . . . . . . . . . . . . . . . . . . .$100 .00 

(Includes Pegboard, 30 Pegs, Manual) 



Purdue Pegboard 

The Purdue Pegboard measures finger and 

hand dexterity. Originally developed for 

employment selection, it has also been shown 

to be useful in neuropsychological assessment. 

The Purdue Pegboard comes complete with 

pins, collars, washers and an examiner’s 

manual with norms for ages 5 through 70+ 

years. 

The pegboard contains two parallel rows of 

25 holes each. The client places the pegs first with the preferred hand, then 

the other hand, and then both hands simultaneously. Each condition lasts 

30 seconds—total actual testing time is 90 seconds. The score is the number 

of pegs placed correctly. In a fourth condition, the client uses both hands 

alternately to construct “assemblies” combining pins, washers, and collars to 

complete as many assemblies as possible within 60 seconds. The score is the 

number of parts assembled. 

For employee selection, the Purdue Pegboard is appropriate for positions 

requiring gross movements of the hands, fingers, and arms as well as fingertip 

dexterity. As part of the neuropsychological assessment, the test has been 

applied to localization and lateralization of lesions and motor dexterity. 

Y17-923087 Record Blanks Pkg . 25 . . . . . . . . . . . . . . . . . . . . . $12 .00 


Grooved Pegboard 

The Grooved Pegboard assesses manipulative dexterity 

and complex fine-motor coordination. It consists of a small 

board containing a 5 x 5 set of 25 holes with randomly 

positioned slots and a number of pegs, each with a square 

ridge along one side requiring it to be rotated into position 

for correct insertion into a slotted hole. Pegs are conveniently stored under the 

nameplate. Norms range from age 5 years through adulthood. 

Clients are asked to put the pegs in the holes in a prescribed order, first with the 

dominant hand and then with the nondominant hand. The score is the time to 

completion and the number of pegs dropped during each trial. 

The complexity of the Grooved Pegboard makes it sensitive to generalized 

psychomotor slowing due to advancing age or the progression of disease 

processes. It can also aid in identifying lateralized brain impairment. Researchers 

have suggested that a right/left hand score ratio greater than 1.0 suggests right 

hemisphere disease, and a ratio less than one may be indicative of damage 

involving the left hemisphere, but these ratios are highly variable. Findings 

suggestive of lateralization should be cross-validated elsewhere in your test 

battery. 

For more information on the Lafayette Hand 

Dynamometer, see page 51. 



138 Test for Auditory Comprehension of Language, 

Third Edition 

138 Test of Language Development, Fourth Edition 

139 Receptive-Expressive Emergent Language Test, 

Third Edition 

139 Test of Word Finding in Discourse 

140 Expressive One-Word Picture Vocabulary Test, 

Fourth Edition 

140 Receptive One-Word Picture Vocabulary Test, 

Fourth Edition 

141 Lindamood Auditory Conceptualization Test, Third Edition 

141 Lindamood Phoneme Sequencing Program for Reading, 

Spelling, and Speech 

142 Test of Phonological Awareness Skills 

142 Test of Phonological Awareness in Spanish 

143 Boston Diagnostic Aphasia Examination, Third Edition 

144 Test of Adolescent/Adult Word Finding 

144 Word-Finding Intervention Program, Second Edition 

145 Test of Pragmatic Language, Second Edition 

145 Test of Written Language, Fourth Edition 

146 Stuttering Severity Instrument, Fourth Edition 

146 Speech/Language Additional Resources 


137

Speech/LAnguAge ASSeSSmentS 

138 


Overview 

Purpose: Measures receptive auditory 

comprehension 






Y17-923275 TACL-3 Complete Kit . . . . . . . . . . . . . . . . . . . . . $315 .00 

(Includes all components listed below in a sturdy storage 

box) 

Y17-923278 Profile/Examiner Record Booklets Pkg . 25 . . . . . . .$53 .00 

Overview 

Purpose: Identifies children with language 

disorders and isolates areas of deficit in 

language development 


Ages: Primary: 4 to 8 years; 

Intermediate: 8 to 17 years 

Administration Time: Primary: 60 

minutes; Intermediate: 30 –60 minutes 

Scores: PR, SS, and AE (for Primary Edition) 


TOLDP-4 

Y17-1043813 TOLD-4 Primary Complete Kit . . . . . . . . . . . . . . . $331 .00 

(Includes Examiner’s Manual and 25 Profile/Examiner 

Record Forms in a storage box) 

Y17-1048432 Profile/Examiner Record Forms Pkg . 25 . . . . . . . . . $79 .00 


Y17-1048434 Picture Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . $133 .00 


Test for Auditory Comprehension of 

Language (TACL-3) 

Third Edition, Elizabeth Carrow-Woolfolk, 1998 


The Test for Auditory Comprehension of Language, Third 

Edition (TACL-3) is a popular measure of receptive spoken 

vocabulary, grammar, and syntax. The test consists of 

142 items, divided into three subtests, that assess a child’s 

ability to understand the following categories of English 

language forms: Vocabulary, Grammatical Morphemes, and Elaborated Phrases 

and Sentences. 

Y17-923277 Picture Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . $178 .00 



Test of Language Development 

(TOLD-4) 

Fourth Edition, Phyllis L. Newcomer, 

Donald D. Hammill, 2008 


Newly revised, the Test of Language 

Development (TOLD-4) is an assessment for 

identifying children who have language disorders 

and for isolating areas of deficit in language 

development. 

TOLD-4 Primary includes nine subtests: 

Picture Vocabulary, Relational Vocabulary, Oral 

Vocabulary, Syntactic Understanding, Sentence 

Imitation, Morphological Completion, Word 

Discrimination, Word Analysis, and Word Articulation. 

TOLD-4 Intermediate includes six subtests: Sentence Combining, Picture 

Vocabulary, Word Ordering, Relational Vocabulary, Morphological 

Comprehension, and Multiple Meanings. 

TOLDI-4 

Y17-1043815 TOLD: I-4 Intermediate Complete Kit . . . . . . . . . . $229 .00 

(Includes components listed below) 

Y17-1048428 Profile/Examiner Record Forms Pkg . 25 . . . . . . . . .$58 .00 


Y17-1048430 Picture Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $89 .00 


Overview 

Purpose: Identifies infants and toddlers who 

have language impairments 


Grade: Birth to 3-0 


per student 


Benefits 

• Provides diagnosis of disabilities that affect 

language development 

• Aids in planning intervention programs 


Y17-1016837 Complete REEL-3 Kit . . . . . . . . . . . . . . . . . . . . . .$113 .00 

(Includes Examiner’s Manual and 25 Profile/Examiner 

Record Booklets) 

Overview 

Purpose: Assesses expressive vocabulary 


Ages: 6 years, 6 months to 12 years 


Scores: PR, SS, and PI 


Receptive-Expressive 

Emergent Language Test 

(REEL-3) 

Third Edition, Kenneth R. Bzoch, Richard League, 

Virginia L. Brown, 2003 



The Receptive-Expressive Emergent Language Test, Third Edition (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 supplementary subtest, Inventory of Vocabulary 

Words. Results are obtained from a caregiver interview. 

Y17-1016839 Profile/Examiner Record Booklets Pkg . 25 . . . . . . . $51 .00 



Test of Word Finding in Discourse 

(TWFD) 

Diane J. German, 1991 

Y17-921815 TWFD Complete Kit . . . . . . . . . . . . . . . . . . . . . . $137 .00 

(Includes items below) 



The Test of Word Finding in Discourse 

(TWFD) provides a format for sampling 

a child’s language using storytelling 

and a model for analyzing wordfinding 

errors in the child’s narrative. 

TWFD includes five naming sections: 

Picture Naming: Nouns; Picture Naming: Verbs; Sentence Completion Naming; 

Description Naming; and Category Naming. Both the TWF and the TAWF 

include a special sixth comprehension section that allows the examiner to 

determine if errors are a result of word-finding problems or are due to poor 

comprehension. 



phone 800-323-9540 | Fax 630-467-7192 | www.riversidepublishing.com 

139 

Speech/LAnguAge ASSeSSmentS


140 


Overview 

Purpose: Measures verbal expression of 

language 


Ages: 2–95+ 



Y17-1474753 EOWPVT-4 Test Kit . . . . . . . . . . . . . . . . . . . . . . .$175 .00 

(Manual, Test Plates, 25 English Record Forms, in vinyl 

folder) 

Y17-1474754 EOWPVT-4 Manual . . . . . . . . . . . . . . . . . . . . . . .$55 .00 

Y17-1474755 EOWPVT-4 190 Color Test Plates, 

Easel-bound . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$80 .00 

Y17-1474756 EOWPVT–4 25 English Record Forms . . . . . . . . . .$40 .00 

Overview 

Purpose: Assesses receptive vocabulary 


Ages: 2–95+ 



Y17-1474757 ROWPVT-4 Test Kit . . . . . . . . . . . . . . . . . . . . . . .$175 .00 

(Manual, Test Plates, 25 English Record Forms, 

in vinyl folder) 

Y17-1474758 ROWPVT-4 Manual . . . . . . . . . . . . . . . . . . . . . . .$55 .00 

Y17-1474759 ROWPVT 190 Color Test Plates, Easel-bound . . . . .$80 .00 

Y17-1474976 ROWRVT-4 English Record Forms Pkg . 25 . . . . . . .$40 .00 


Expressive One-Word 

Picture Vocabulary Test– 

4th Edition (EOWPVT-4) 

Nancy A. Martin, PhD, Rick Brownell, MA, 2010 


The Expressive One-Word Picture Vocabulary Test, 4th Edition (EOWPVT-4) 

now features norms through geriatric ages (80+). The EOWPVT-4 is an 

individually administered, norm-referenced assessment of how well persons 

age 2 years 0 months to over 80 years can name (in English) the objects, 

actions, or concepts presented in full-color pictures. The EOWPVT-4 features 

additional items for younger children, as well as items applicable to older 

adults. The EOWPVT-4 has been co-normed with the ROWPVT-4 to provide a 

comprehensive assessment of expressive and receptive vocabulary. 

Y17-922335 EOWPVT-Spanish-Bilingual Kit . . . . . . . . . . . . . . .$149 .00 

(Includes components listed below plus Test Plates) 

Y17-922337 Spanish-Bilingual Record Forms Pkg . 25 . . . . . . . . .$30 .00 

Y17-922336 Spanish-Bilingual Examiner’s Manual . . . . . . . . . . $44 .00 


Receptive One-Word Picture 

Vocabulary Test–4th Edition 

(ROWPVT-4) 

Nancy A. Martin, PhD, Rick Brownell, MA, 2010 


The Receptive One-Word Picture Vocabulary Test, 4th Edition (ROWPVT-4) 

now features norms through geriatric ages (80+). The ROWPVT-4 is an 

individually administered, norm-referenced assessment of how well persons age 

2 years 0 months to over 80 years can match a word that is heard (in English) 

to objects, actions, or concepts presented in full-color pictures (in a multiplechoice 

format). The ROWPVT-4 features additional items for younger children 

as well as for older adults. The ROWPVT-4 has been co-normed with the 

EOWPVT-4 to provide a comprehensive assessment of expressive and receptive 

vocabulary. 

Y17-922338 ROWPVT-Spanish-Bilingual Kit . . . . . . . . . . . . . . .$149 .00 

(Includes components listed below plus Test Plates) 

Y17-922340 Spanish-Bilingual Record Forms Pkg . 25 . . . . . . . . .$30 .00 

Y17-922339 Spanish-Bilingual Examiner’s Manual . . . . . . . . . . $44 .00 


Overview 

Purpose: Measures ability to perceive and 

conceptualize speech sounds using a visual 

medium 





Y17-923931 LAC-3 Complete Kit . . . . . . . . . . . . . . . . . . . . . . $218 .00 

(Includes Examiner’s Manual, 25 Examiner Record 

Booklets, 24 blocks, 1 Audio CD, and 6 felts in a sturdy 

storage box) 

Overview 

Purpose: Provides tools to develop 

phoneme-sequencing ability 


Grades: K to Adult 



Lindamood ® Auditory 

Conceptualization Test (LAC-3) 

Third Edition, Patricia C. Lindamood, Phyllis Lindamood, 2005 


The Lindamood Auditory 

Conceptualization Test, 

Third Edition (LAC-3) is an 

individually administered, 

norm-referenced assessment 

that measures an individual’s 

ability to perceive and 

conceptualize speech sounds 

using a visual medium. 

Because of the importance of 

these auditory skills to reading, 

the results are helpful for speech-language pathologists, special educators, and 

reading specialists. LAC-3 also measures the cognitive ability to distinguish and 

manipulate sounds, which success in reading and spelling requires. 

Y17-923930 Examiner Record Booklets Pkg . 25 . . . . . . . . . . . . .$79 .00 



Lindamood Phoneme Sequencing 

Program for Reading, Spelling, and 

Speech (LiPS) 

Patricia Lindamood, 

Phyllis Lindamood, 1998 

Y17-923232 LiPS Classroom Version . . . . . . . . . . . . . . . . . . . .$568 .00 

(Includes Trainer’s Manual, Research Booklet, Audio 

Cassette, Mouth Pictures, 4 Card Decks of Mouth Pictures 

and symbols, felt nose and ear squares, 24 colored felt 

squares, 28 consonant felt squares, 23 vowel felt squares, 

2 sets of 5 static cling symbols and mouth pictures, 

Videotape, 4 sets of 24 colored plastic blocks, and 4 sets 

of 63 letter symbol tiles) 



The Lindamood Phoneme 

Sequencing Program for Reading, 

Spelling, and Speech (LiPS ) provides 

the tools to develop phonemesequencing 

ability. The procedures 

work to develop phonemic 

awareness, decoding, and spelling, even when a variety of other teaching 

procedures have not proven effective. 

Y17-923233 LiPS Clinical Version . . . . . . . . . . . . . . . . . . . . . .$340 .00 

(Includes Trainer’s Manual, Research Booklet, Audio 

Cassette, 15 colored felt squares, nose and ear felt 

squares, 24 colored plastic blocks, 63 letter symbol tiles, 

5 static cling symbols and mouth pictures, and Videotape) 

Y17-923240 Videotape . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $44 .00 

Y17-923242 Audio Cassette . . . . . . . . . . . . . . . . . . . . . . . . . . . $7 .00 

Y17-923248 Trainer’s Manual . . . . . . . . . . . . . . . . . . . . . . . . $112 .00 



141 



142 


Overview 

Purpose: Measures phonological awareness 

ability 





Benefits 

• Identifies children who may benefit from 

instructional activities to enhance their 

phonological abilities 

• Provides reliability coefficients 



Test of Phonological Awareness 

Skills (TOPAS) 

Phyllis Newcomer, 2003 

Y17-1016832 Complete TOPAS kit . . . . . . . . . . . . . . . . . . . . . .$124 .00 

(Includes Examiner’s Manual, 25 Examiner Record 

Booklets, Block Kit, Block Kit Instructional Manual, and an 

Audio Cassette, in a storage box) 

Overview 

Purpose: Measures phonological awareness 

ability in Spanish-speaking children 


Grade: 4 to 10 


Scores: SS 

Benefits 

• Identifies children who may benefit from 

instructional activities to enhance their 

phonological abilities 

• Includes a normative sample that reflects 

composition of the Spanish-speaking population 

in the U.S. 


Y17-1016829 Complete TPAS Kit . . . . . . . . . . . . . . . . . . . . . . .$94 .00 

(Includes Examiner’s Manual and 25 Examiner Record 

Booklets, in a storage box) 


The Test of Phonological Awareness 

(TOPAS) is helpful in identifying children, 

ages 5 through 10, who have problems in 

phonological awareness. It has four subtests 

(Rhyming, Incomplete Words, Sound 

Sequencing, and Sound Deletion) that measure 

three areas of phonological awareness: 

sound comparison, phoneme blending, and 

phoneme segmentation. TOPAS was normed 

on a national sample of 926 children. The 

demographic characteristics of the sample were matched to those of the United 

States according to the census. The normative sample was stratified on the 

basis of age, gender, race, ethnic group membership, and geographic location. 

Test of Phonological Awareness in 

Spanish (TPAS) 

Cynthia A. Riccio, Brian Imhoff, 

Jan E. Hasbrouck, G. Nicole Davis, 

2004 

Y17-1016835 Examiner Record Booklets Pkg . 25 . . . . . . . . . . . . $44 .00 





The Test of Phonological Awareness in 

Spanish (TPAS) measures phonological awareness ability in Spanish-speaking 

children. TPAS can be used to help identify children who may benefit from 

instructional activities to enhance their phonological abilities to aid reading 

instruction. 

TPAS subtests consist of: 

Initial Sounds—determining if a second word begins with the same sound as a 

target word, Final Sounds—determining if a second word ends with the same 

sound as a target word, Rhyming Words—determining whether a second word 

rhymes or sounds like the target word, and Deletions—repeating a specific 

word while leaving out a syllable or sound at the beginning, middle, or end of 

the word. 

Y17-1016830 Examiner Record Booklets Pkg . 25 . . . . . . . . . . . . $44 .00 



Overview 

Purpose: Identify and distinguish among 

disorders of language function and 

neurologically recognized aphasic syndromes. 


Ages: Adults 



Y17-1473767 BDAE-3 Complete Kit . . . . . . . . . . . . . . . . . . . . .$458 .00 

Y17-1473768 BDAE-3 Manual . . . . . . . . . . . . . . . . . . . . . . . . .$104 .00 

Y17-1473769 BDAE-3 Long Form Kit . . . . . . . . . . . . . . . . . . . . .$219 .00 

Y17-1473770 BDAE-3 Long Form Record Booklets Pkg . 25 . . . . . .$46 .00 

Y17-1473771 BDAE-3 Long Form Stimulus Cards 

Picture Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $87 .00 

Boston Diagnostic 

Aphasia Examination 

(BDAE-3) 

Third Edition, Harold Goodglass, 

Edith Kaplan, and Barbara Barresi, 2000 


This new spectrum of tools helps you identify 

and distinguish among disorders of language function and neurologically 

recognized aphasic syndromes. The two versions of the BDAE give you the 

options to perform extended testing or a brief, no-frills assessment. At the 

center of this comprehensive array of resources, the manual, The Assessment of 

Aphasia and Related Disorders, for this assessment offers complete coverage of: 

• the nature of aphasia, its definition and characteristics 

• the normative basis for the BDAE scoring system 

• specific explanation of how to administer the exam 

• how to interpret the Test Score profiles and recognize aphasic syndromes 

and their origins 

• a severity rating scale that measures your client’s communicative ability 

• testing of visuospatial and quantitative skills after brain injury 

In addition to the BDAE, the Boston Naming Test – Second Edition is a 60-item 

test helps you determine the extent of your client’s visual confrontation naming 

abilities. A 15-item short form and a multiple-choice version of the test can 

be used to retest comprehension of any words missed on the confrontation 

naming exercise. 

On the available DVD, Examining for Aphasia with the BDAE, Drs. Goodglass, 

Kaplan, and Barresi demonstrate the test materials, examiner/patient 

interactions, and scoring techniques through real-life examinations of three 

aphasic patients. 

Y17-1473772 BDAE-3 Short Form Kit . . . . . . . . . . . . . . . . . . . . .$92 .00 

Y17-1473783 BDAE-3 Short Form Record Booklets Pkg . 25 . . . . . $41 .00 

Y17-1473784 BDAE-3 Short Form Stimulus Cards Picture Book . . . $69 .00 

Y17-1473785 Boston Naming Test, 2nd Edition Kit . . . . . . . . . .$104 .00 

Y17-1473786 BDAE-3 DVD . . . . . . . . . . . . . . . . . . . . . . . . . . . .$46 .00 



143 



144 


Overview 

Purpose: Assesses expressive vocabulary 




Scores: PR, SS, and GS 



Test of Adolescent/Adult Word 

Finding (TAWF) 


Y17-921801 TAWF Complete Kit . . . . . . . . . . . . . . . . . . . . . $344 .00 

(Includes items to the right plus Test Book and Technical 

Manual) 

Overview 

Purpose: Intervention program 


Ages: 6 years to Adult 



The Test of Adolescent/ 

Adult Word Finding (TAWF), 

nationally standardized on 

more than 1,750 individuals, 

includes five naming sections— 

Picture Naming: Nouns; Picture 

Naming: Verbs; Sentence Completion Naming; Description Naming; and 

Category Naming. It also includes a 40-item Brief Test. 

Y17-921795 Response Forms Pkg . 25 . . . . . . . . . . . . . . . . . . . .$53 .00 



Word-Finding 

Intervention Program 

Second Edition, Diane German, 2005 


The Word-Finding Intervention Program presents 

a three-part intervention program based on proven 

retrieval strategies covering remediation, compensatory 

modification, and self-advocacy instruction. 

Lesson plans for teaching retrieval strategies and remedial techniques, and 

minimizing gestures and extra verbalizations are included. It also includes 

long- and short-term objectives for IEPs, recommendations for modifying 

language environments, a self-assessment survey, reproducible forms for 

planning, vocabulary lists for grades 1.0 to 6.0, and a master vocabulary chart 

for creating individualized word lists. 

Y17-923920 Word-Finding Intervention Program . . . . . . . . . . . .$83 .00 Volume discounts do not apply

Overview 

Purpose: Comprehensive assessment of a 

student’s ability to effectively use pragmatic 

language 


Age: 5 to 13 years 


Scores: SS 


Y17-1043774 Complete TOPL-2 Kit . . . . . . . . . . . . . . . . . . . . . .$247 .00 

(Includes Examiner’s Manual, Picture Book, and 25 Profile/ 

Examiner Record Forms, in a storage box) 


Y17-1043779 Picture Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $76 .00 

Overview 

Purpose: Assesses written composition 



Grades: 2 to 12 




Y17-1101263 TOWL-4 Complete Kit . . . . . . . . . . . . . . . . . . . . .$263 .00 



Y17-1101265 Student Response Booklets, Form A, Pkg . 25 . . . . . $57 .00 

Test of Pragmatic 

Language (TOPL-2) 

Second Edition, Diana Phelps-Terasaki, 

Trisha Phelps-Gunn, 2007 



The Test of Pragmatic Language-2 (TOPL-2) expands the original test for an 

even more in-depth and comprehensive analysis of social communication in 

context. 

This updated edition addresses reviewers’ concerns with the previous edition, 

including adding and improving on important components, extended norms, 

and more. 

Y17-1043776 Examiner Record Booklets, ages 6–7 Pkg . 25 . . . . .$53 .00 

Y17-1043777 Examiner Record Booklets, ages 8–18 Pkg . 25 . . . .$59 .00 


Test of Written 

Language (TOWL-4) 

Fourth Edition, Donald D. Hammill, 

Stephen C. Larsen, 2008 


The fourth edition of Test of Written Language (TOWL-4) is a normreferenced, 

comprehensive diagnostic test of written expression. It is used 

to (a) identify students who write poorly and, therefore, need special help, 

(b) determine students’ particular strengths and weaknesses in various writing 

abilities, (c) document students’ progress in special writing programs, and 

(d) measure writing in research. The test was normed on 2,505 individuals 

from 18 states whose demographic characteristics approximate those of the 

U.S. population in 2005. The sample was stratified by age. The TOWL-4 has 

two forms (i.e., Form A and Form B), each of which contains seven subtests. 

The subtests represent the conventional, linguistic, and conceptual aspects of 

writing. Subtests 1–5 use contrived formats; subtests 6–7 use a spontaneously 

written story to assess important aspects of language. 

Y17-1101266 Student Response Booklets, Form B, Pkg . 25 . . . . . .$57 .00 

Y17-1101267 Record/Story Scoring Forms, Pkg . 50 . . . . . . . . . . .$53 .00 

Y17-1101268 Picture Cards . . . . . . . . . . . . . . . . . . . . . . . . . . . .$25 .00 



145 



146 


Overview 

Purpose: Measures stuttering severity in both 

children and adults in the four areas of speech 

behavior 


Ages: 2-10 and up 



Y17-1473825 SSI-4 Complete Kit . . . . . . . . . . . . . . . . . . . . . . .$154 .00 

Y17-1473765 SSI-4 Examiner’s Manual and Picture Plates . . . . . . $74 .00 

Y17-1473766 SSI-4 Test Record and Frequency 

Computations Forms Pkg . 50 . . . . . . . . . . . . . . . . .$57 .00 


Stuttering Severity 

Instrument (SSI-4) 

Fourth Edition, Glyndon D. Riley, 2009 

The Stuttering Severity Instrument, Fourth Edition, 

(SSI-4) is a reliable and valid norm-referenced stuttering 

assessment that can be used for both clinical and search 

purposes. It measures stuttering severity in both children and adults in the four 

areas of speech behavior: (1) frequency, (2) duration, (3) physical concomitants, 

and (4) naturalness of the individual’s speech. Frequency is expressed in percent 

syllables stuttered and converted to scale scores of 2–18. Duration is timed 

to the nearest one tenth of a second and converted to scale scores of 2–18. 

The four types of Physical Concomitants are and converted to scale scores of 

0–20. The SSI-4 can also be used in conjunction with the Stuttering Prediction 

Instruments for Young Children (SPI). 

Y17-1474592 SSI-2 Software . . . . . . . . . . . . . . . . . . . . . . . . . . .$26 .00 


Speech/Language Additional Resources 

It’s on the Tip of My Tongue 


A common difficulty reported by individuals of 

all ages is the inability to remember names and 

words that they know and have said before. 

When individuals have this name- or word-finding 

difficulty, they often report that they have the 

word on the “Tip of their Tongue.” They know it, 

but can’t think of it. It’s on the Tip of My Tongue 

provides easy-to-use strategies to help remember 

elusive names and words. 

This book will help educators increase proficiency 

in analyzing and teaching writing to students 

with learning disabilities. The focus is on specific 

interventions for students who have learning 

disabilities, but the majority of the accommodations 

and strategies are applicable to all students with 

writing difficulties. 


Y17-1016909 220 Pages . . . . . . . . . . . . . . . . . . . . . . $24 .95 


Informal Assessment and Instruction in Written Language 

Nancy Mather, Rhia Roberts, 1996 


Y17-922048 400 Pages . . . . . . . . . . . . . . . . . . . . . . $95 .00 



148 Adolescent Psychopathology Scale—Short Form 

148 Adolescent Psychopathology Scale 

149 Multidimensional Self Concept Scale 

149 Adolescent Anger Rating Scale 

150 Roberts Apperception Test for Children, Second Edition 

151 Thematic Apperception Test 

152 Personality Inventory for Children, Second Edition 

152 Rorschach Test Plates 

153 Projective/Personality Additional Resources 


147

Projective/PersonAlity Assessments 

148 


Overview 

Purpose: Evaluates the psychopathology and 

personality characteristics derived from the APS 





Y17-921270 APS-SF Introductory Kit . . . . . . . . . . . . . . . . . . . .$260 .00 

(Includes APS-SF Scoring Program with On-Screen 

Users Guide, Professional Manual, 25 Test 

Booklets, 25-use Key Disk–3 .5" disk) 

Y17-921298 Test Booklets Pkg . 25 . . . . . . . . . . . . . . . . . . . . . .$50 .00 

Overview 

Purpose: Evaluates the presence and severity 

of symptoms of psychological disorders and 

distress 





Y17-921099 APS Introductory Kit . . . . . . . . . . . . . . . . . . . . . .$415 .00 

(Includes APS Unlimited-Use Scoring Program 

CD-ROM with On-Screen User’s Guide, 

Administration and Interpretation Manual, 

Psychometric and Technical Manual, and 25 Test 

Booklets) 



Adolescent Psychopathology 

Scale-Short Form 

(APS-SF ) 

William M. Reynolds, 1998 


The Adolescent Psychopathology Scale-Short Form (APS-SF) consists of 

115 items in twelve clinical scales. It is a quick evaluation of psychopathology 

and personality characteristics derived from the APS. The APS-SF requires 

only a third-grade reading level and takes approximately 15 to 20 minutes to 

administer. 

Adolescent Psychopathology 

Scale (APS ) 

William M. Reynolds, 1998 


System requirements for APS-SF 



The Adolescent Psychopathology Scale (APS) is a multidimensional self-report 

that measures a range of psychopathology, personality, and social-emotional 

problems and competencies in individuals ages 12 to 18. APS is a broad-based 

instrument composed of 40 scales that measure four content domains—Clinical 

Disorder Scales, Personality Disorder Scales, Psychosocial Problem Content 

Scales, and Response Style Indicator Scales. The unique, multiple-response 

format conforms to specific DSM-IV symptom criteria. 

After the paper-and-pencil administration, the user enters the adolescent’s 

responses to the 346 items using the APS Scoring Program, which is included 

with the kit. The software calculates scores for all scales, based on the 

appropriate normative comparison group, and generates a clinical score report. 

The normative sample includes more than 1,800 school-based adolescents 

stratified by gender, age, and gender-by-age. 


System requirements for APS 


Overview 

Purpose: Assesses global self-concept 





Y17-921830 MSCS Complete Program . . . . . . . . . . . . . . . . . .$127 .00 

(Includes Examiner’s Manual and 50 Record 

Booklets, all in a sturdy storage box) 

Overview 

Purpose: Assesses level and type of adolescent 

response to anger 



Administration Time: 5–10 minutes for 

individuals; 10–20 minutes for groups 


Multidimensional 

Self Concept Scale 

(MSCS) 

Bruce A. Bracken, 1992 

Y17-921454 AARS Introductory Kit . . . . . . . . . . . . . . . . . . . . .$167 .00 

(Includes Professional Manual, 50 Test Booklets) 



The Multidimensional Self Concept Scale (MSCS) assesses global self-concept 

and six context-dependent domains that are functionally and theoretically 

important in the social-emotional adjustment of individuals ages 9 to 18 years. 

Each domain can be administered and scored independently of the others. 

Using all six domains, a measure of the individual’s global self-concept can be 

obtained. The MSCS can be used for clinical appraisal or research in a variety 

of settings such as counseling, school, mental health, hospital, corrections, and 

social service. It can also be used for guiding interviews and treatment and 

evaluating effectiveness of programs/treatment. 



Adolescent Anger 

Rating Scale (AARS ) 

DeAnna McKinnie Burney, 2001 


The Adolescent Anger Rating Scale (AARS) consists of 41 items that assess the 

intensity and frequency of anger expression in adolescents. Items are consistent 

with behaviors identified by the DSM-IV. AARS can be given individually or in 

group settings and can help to identify conduct disorder, oppositional defiant 

disorder, or attention-deficit/hyperactivity disorder. Practitioners using the 

AARS will be able to select the most appropriate intervention program for each 

individual. The normative sample consists of more than 4,180 adolescents in 

middle and high schools. 




149 

Projective/PersonAlity Assessments


150 


Overview 

Purpose: Measures social perception using 

storytelling 




Scores: SS 

Benefits 

• Provides updated Test Pictures featuring current 

clothing and hairstyles 

• Offers parallel sets of Test Pictures featuring Black, 

Hispanic, or White children and teens 


Y17-1016895 Roberts-2 Introductory Kit . . . . . . . . . . . . . . . . . . $199 .00 

(Includes Manual, 1 Set of Pictures Featuring White 

Children and Adolescents, 25 Record Forms, and case 

book) 

Y17-1016896 Roberts-2 Test Pictures—Black Children 

and Adolescents . . . . . . . . . . . . . . . . . . . . . . . . .$62 .50 


Roberts Apperception Test for 

Children (Roberts-2) 

Second Edition, Glen E. Roberts, 2005 


The Second Edition of the Roberts Apperception 

Test for Children (Roberts-2) again uses storytelling 

to evaluate children’s social perception. With an 

objective scoring system and updated norms, the 

Roberts-2 focuses on the child’s social understanding 

as expressed in free narrative. It assesses two 

independent dimensions: adaptive social perception and the presence of 

maladaptive or atypical social perception. The scales on the Roberts-2, now 

refined for easier scoring and interpretation, reflect both developmental and 

clinical concerns. 

Y17-1016897 Roberts-2 Test Pictures—Hispanic Children 

and Adolescents . . . . . . . . . . . . . . . . . . . . . . . . .$62 .50 

Y17-1016898 Roberts-2 Record Forms Pkg . 25 . . . . . . . . . . . . . .$37 .50 


Overview 

Purpose: Identifies an individual’s perception of 

interpersonal relationships 

Restriction Level: High with Projectives 

Ages: Children and adults 

Administration Time: Varies, as few as 

15 minutes 


Y17-923065 TAT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$91 .00 

(Includes Manual, 31 Cards) 

Thematic Apperception 

Test (TAT) 

Henry A. Murray, 1973 




The Thematic Apperception Test (TAT) is a projective 

test of personality dynamics that assesses an individual’s 

dominant drives, emotions, traits, and conflicts. Intended for use with children 

and adults, the TAT was the first widely used storytelling test. It has ranked 

among the top 10 psychological tests in usage surveys for more than 50 years. 

Testing time may be as short as 15 minutes, depending upon the number of 

stories elicited. 

TAT consists of 31 cards, with specific subtests that are recommended for male 

and female children and adults. The test is flexible and may be modified to 

answer specific referral questions. 

A number of scoring and interpretive systems are available, with varying 

degrees of practicality and psychometric rigor. Morgan and Murray suggested 

that the stories produced can be analyzed for characteristics of the hero; 

motives, trends, needs, and feelings of the hero; forces in the hero’s 

environment and their effect on the hero; positive or negative outcomes to 

each story; recurrent themes; and interests and sentiments. TAT results may be 

used for diagnosis, therapy, and research. 


151 



152 


Overview 

Purpose: Multidimensional measure 

adjustment 




Scores: SS 

Benefits 

• Includes updated items and expanded content 

coverage from previous editions 

• Provides a 4th grade reading level for ease of use 


Y17-1016899 Complete PIC-2 Kit . . . . . . . . . . . . . . . . . . . . . . .$218 .00 

(Includes 2 Reusable Administration Booklets, 50 

Answer Sheets, 1 Set of Scoring Templates, 25 

Behavioral Summary Autoscore Forms, 50 Standard 

Form Profile Sheets, 25 Behavioral Summary Profile 

Sheets, 50 Critical Items Summary Sheets, and 

Manual) 

Y17-1016901 Reusable Administration Booklet . . . . . . . . . . . . . .$32 .00 

Y17-1016902 Reusable Administration Booklet Pkg . 5 . . . . . . . . $128 .00 

Rorschach ® Test Plates 

Hans Huber, 1945 


Personality 

Inventory for 

Children 

(PIC-2) 

Second Edition, David Lachar, 

Christian P. Gruber, 2001 


This highly regarded rating scale is 

widely used by clinical and school 

psychologists to evaluate the 

emotional, behavioral, cognitive, and interpersonal adjustment of children 

and teens. The Personality Inventory for Children (PIC-2) assesses the full 

range of developmental, cognitive, adjustment, and interpersonal issues, with 

subscales that supply detail and an optional critical items list divided into nine 

content categories (Cognitive Impairment, Family Dysfunction, Psychological 

Discomfort, Impulsivity and Distractibility, Reality Distortion, Social Withdrawal, 

Delinquency, Somatic Concern, and Social Skill Deficits). The 96-item Behavioral 

Summary offers brevity and broad summary measures useful in evaluating 

change. 

Y17-1016903 Administration Booklet Spanish Pkg . 5 . . . . . . . . . .$22 .50 

Y17-1016904 Answer Sheet pad of 100 . . . . . . . . . . . . . . . . . . .$24 .00 

Y17-1016900 Manual . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$64 .00 

Y17-1016905 Standard Form Profile pad of 100 . . . . . . . . . . . . .$24 .00 

Y17-1016906 Behavioral Summary Profile pad of 100 . . . . . . . . .$24 .00 

Y17-1016907 Critical Items Summary Sheet pad of 100 . . . . . . . .$24 .00 



The Rorschach is the most widely used projective 

test. Scores are based on the examinee’s responses 

to ten unique ink blot designs. Y17-923156 Psychodiagnostic Plates, Set of 10 . . . . $104 .00 


Projective/Personality Additional Resources 

Essentials of Rorschach Assessment 

Tara Rose, Nancy Kaser-Boyd, Michael P. Maloney, 2000 

This title provides a quick reference to 

administration, interpretation, and scoring of 

the Rorschach. Chapters cover strengths and 

weaknesses, clinical applications, as well as offering 

an illustrative case report. 



Y17-923401 228 Pages . . . . . . . . . . . . . . . . . . . . . . $36 .95 


Essentials of TAT and Other Storytelling Techniques Assessment 

Second Edition, Hedwig Teglasi, Alan S. Kaufman, 2010 

Available in April 2010, storytelling techniques 

are a popular projective approach for assessing 

many aspects of a person’s personality, such as 

cognitive processes, emotional functioning, and 

self-regulation. This is a resource every school 

psychologist, clinical psychologist, and child 

psychologist should own. 


Y17-1426618 328 Pages . . . . . . . . . . . . . . . . . . . . . . $36 .95 


Storytelling, Narrative, and the Thematic Apperception Test 

Phebe Cramer, 1996 

A systematic approach to storytelling, this book 

provides clinicians with an effective method for 

investigating those original and highly personal 

themes that constitute the unique personality of 

each individual. This book illuminates the meaning 

of narratives and explores their clinical implications 

by integrating a variety of interpretive approaches 

to the TAT that are informed by psychodynamic 

theory and empirical research. 


Y17-923254 374 Pages . . . . . . . . . . . . . . . . . . . . . .$35 .00 



153 




Handbook of Psychological & Educational Assessment 

of Children: Personality, Behavior, and Context 

Second Edition, Cecil R. Reynolds, Randy W. Kamphaus, 2003 


Now in an extensively revised and updated second 

edition, these essential volumes cover all aspects of 

child and adolescent assessment. With an emphasis 

on practical clinical considerations, chapters also 

delve into issues related to test development, 

psychometrics, and bias. 


Y17-924718 539 Pages . . . . . . . . . . . . . . . . . . . . . .$80 .00 


Handbook of Psychological & Educational Assessment 

of Children: Intelligence, Aptitude and Achievement 

Second Edition, Cecil R. Reynolds, Randy W. Kamphaus, 2003 

This handbook covers assessment of intelligence, 

learning styles, learning strategies, academic skills, 

and special populations, and discusses special topics 

of mental testing. 


Y17-924742 539 Pages . . . . . . . . . . . . . . . . . . . . . .$90 .00 



156 General Information and Conditions of Sale 

160 Test Materials Order Form 

161 Test Purchaser Qualification Form 

162 University Training Program Order Form 

163 University Bookstore and Library Agreement 

U.S. Orders 

Customer Service Department 

Riverside 

3800 Golf Road, Suite 200 

Rolling Meadows, IL 60008 

Customer Service: 800-323-9540 

General Number: 630-467-7000 

Fax: 630-467-7192 

Order online at: 


Canadian Orders 

The Canadian distributor for Riverside 

products is Nelson Education Ltd. For 

a Canadian catalog and price list, or to 

place an order, contact: 

Nelson Education Ltd. 

1120 Birchmount Road 

Scarborough, ON M1K 5G4 

Canada 

Phone: 800-268-2222 

General Number: 416-752-9100 

Fax: 800-430-4445 

www.assess.nelson.com 

International Orders 

Customers outside of the U.S. and 

Canada (including those in the Virgin 

Islands, Pacific Islands, and APO/FPO 

facilities) should send their orders to: 

International Customer Service 

Riverside 



Phone: 630-467-7000 

Fax: 630-467-7192 

Order online at: 


Customers in Canada must contact 

Nelson Education Ltd. at: 

www.assess.nelson.com 

or 800-268-2222 

Note: All payments must be made in U.S.funds. All international orders must be prepaid or 

charged to a credit card and should include a shipping service fee of 25% of the total price 

of all materials purchased. All invoiced orders will include a shipping service fee. All orders 

must include a phone number, street address, and contact name. 


155

CuStOmer SuppOrt a n d OrderIng InfOrmatIOn 

156 


General Information and Conditions of Sale 

Some tests published or distributed by River side 

Pub lish ing must be ad min istered by a trained, certified 

examiner. Purchase of these tests is restricted to qualified 

institutions and examiners, as defined below. Some products 

in this catalog, including many books and intervention or 

instructional materials, are not restricted. 

Qualifications for Ordering Tests 

Proper administration and interpretation of individuallyadministered 

assessment batteries generally requires formal 

education and training. The minimum user qualifications by 

test restriction must be met to place an order. 

Riverside Publishing requires all first-time test purchasers to 

furnish evidence of their qualifications to use tests (see Test 

Purchaser Qualification Form, page 161). Riverside re serves 

the right to require evidence of qualification on any or all 

subsequent purchases. Riverside reserves the right to accept, 

reject, or withdraw whole or partial orders for materials 

when the recommended standards are not met. Riverside 

may also reject orders that conflict with local school district 

or state department of education policies that restrict the 

distribution of test materials. 

EDUCATIONAL INSTITUTIONS 

Accredited schools and colleges must submit orders on an 

official purchase order form or the school’s official stationery. 

The order must be signed by a school administrator. Initial 

orders from private schools must be submitted with the Test 

Purchaser Qualification Form. 

UNIVERSITy BOOKSTORES AND LIBRARIES 

Riverside Publishing requires that university libraries and 

bookstores include a signed statement accepting the terms 

and conditions for monitoring the release of secure 

materials. Refer to page 163 for the University Bookstore 

and Library Agreement. 

TEAChERS 

Teachers must submit orders on the school’s stationery, 

accompanied by a purchase order if required by the school. 

The order must be countersigned by the school principal or 

by another authorized administrator. 

hOSPITALS, REhABILITATION CENTERS, AND 

PRIVATE PRACTICES 

Accredited hospitals, rehabilitation centers, and other 

medical facilities must submit orders on an official purchase 

order form or the institution’s official stationery. The order 

must be signed by an administrator. Initial orders from 

private practice groups must be submitted with the Test 

Purchaser Qualification Form. 


INDIVIDUALS, NON-EDUCATIONAL 

INSTITUTIONS, AND hOME SChOOLS 

Individuals in private practice and business and government 

agency staff members who have not previously ordered 

Riverside Publishing test materials must submit a statement 

of purchase eligibility with their orders. The Test Purchaser 

Qualification Form, or a letter outlining all the information 

requested on the Test Purchaser Qualification Form, must 

be used for this purpose. The form may be photocopied. 

Additional verification of qualifications may be required. 

home schools and tutoring agencies must arrange for 

testing with a school or agency approved by the publisher. 

UNIVERSITy STUDENTS 

Graduate and undergraduate students and researchers may 

order test materials for research purposes. Their orders must 

be countersigned by the professor heading the research 

study or by another qualified administrator who is willing 

to accept responsibility for guaranteeing security and proper 

use of materials and services. 

University Training Programs 

Riverside supports and encourages the use of its individually 

administered clinical assessments in college and university 

courses for training professionals. Faculty who teach these 

courses know the need for test security and the ethical and 

professional standards for valid use of these tests. 

College or university faculty using tests published by 

Riverside Publishing may qualify for a 40% discount on 

complete/basic test kits or packages of record forms. This 

discount does not apply to tests that Riverside distributes 

but does not publish, training materials, central scoring, or 

university libraries ordering tests for uses other than training 

students in a specific course. 

To qualify for this discount, all orders must be placed using 

the University Training Program Order Form on page 162. 

All orders are subject to a shipping service fee. 

30-Day Preview 

Riverside Publishing offers a 30-day preview on selected 

kits. An invoice for the kit will be generated at the time 

of shipment. If the material is returned within this 30-day 

period, a credit will be applied to the invoice, less a shipping 

service fee. All shipping service fees are the responsibility 

of the customer.

Prohibition Against Sale and Distribution of 

Tests 

Riverside products may not be resold or distributed without 

prior written permission from the publisher. 

Prices, Terms, and Conditions of Sale 

The sale of Riverside test materials and services is based on 

acceptance of the prices, terms, and conditions described 

here. A purchaser accepts these prices, terms, and conditions 

by signing an order form or purchase order. Riverside 

Publishing is not bound to any modification or addition 

to the prices, terms, or conditions of sale unless agreed to 

in writing by an officer of the company. The prices in this 

catalog are effective January 1, 2011 through December 31, 

2011, and are subject to change without notice. 

Test Security 

The following statement appears on most Riverside products 

and all of Riverside’s invoices and packing slips: 

These tests contain questions that are to be used solely for 

testing purposes. No test items may be disclosed or used 

for any other reason. By accepting delivery of or using 

these tests, the recipient acknowledges responsibility for 

maintaining test security that is required by professional 

standards, applicable state and local policies, and the 

most-current Riverside Publishing catalog. Recipient also 

acknowledges responsibility for adhering to regulations 

governing proper use of tests and for complying with 

federal copyright law, which prohibits unauthorized 

reproduction and use of copyrighted test materials. 

Maintaining test security is the direct responsibility of 

the test purchaser and/or user. Test security involves 

procedures for shipping, receiving, storing, disseminating, 

and controlling test materials. Materials should be released 

only to qualified persons designated as participants in 

the local testing program. School officials are responsible 

for providing in-service to ensure that all examiners are 

qualified to administer and use the tests. Test examiners 

must not reproduce the tests or paraphrase the directions 

when administering the tests because such practices may 

invalidate results. Also, administrators must follow test 

directions exactly as prescribed and strictly observe the 

administration times for timed tests to avoid invalidating 

the results. Practice tests may be used as an orientation to 

various tests. Under no circumstances, however, are old test 

editions to be used in place of practice tests. 

Some state or local laws or regulations require that a 

student, parent, or guardian be allowed to review a 

test and/or the examinee’s responses to the test. When 

honoring a request for test review, the school must have a 

representative of the school present at all times. 


Warranties 

The Riverside Publishing Company warrants that each 

test offered for purchase is suitable for its intended use, 

meets educational and professional standards, and is 

manufactured in usable quality. Unless expressly agreed 

to in writing by an officer of the company, the company 

makes no other warranties, expressed or implied, including 

implied warranties of merchantability and fitness for a 

particular purpose. The purchaser and/or user assumes 

all responsibility for use or misuse of the tests. Return, 

replacement, or refund of all or part of the purchase price, 

based on usability of the test materials and services, is the 

company’s sole option and constitutes the sole and exclusive 

remedy of purchaser, in lieu of actual, consequential, special, 

incidental, or other damages in connection with a test, test 

materials, scoring, or other services, and any misuse of 

same. Riverside will not, under any circumstances, be liable 

for the purchaser’s and/or user’s expenses in using a test; for 

delays; for costs of substitute materials and shipping; or for 

possible lost income, grants, profits, or any other damages. 

Copyright Restrictions 

All Riverside publications and many specialized forms 

and services are copyrighted. The purchaser and/or 

user acknowledges and agrees when ordering that the 

contents of the company’s tests, including proprietary and 

confidential material, property, procedures, and information 

owned by Riverside and/or its authors, constitute what is 

legally termed trade secrets. 

The tests and ancillary test materials, including answer 

documents, score reports, software, and norms tables, 

are copyrighted. As such, they may not be reproduced, 

replicated, or transmitted, for any purpose, in whole or in 

part, in any form or by any means, electronic or mechanical, 

or be stored in a database or retrieval system, without prior 

written permission by an officer of the company. 

Permissions and Licensing 

Riverside requires a license of all users of norms tables, 

including users in nonprofit institutions. Test norms are 

an integral part of the test. Copying test norms without 

authorization is a violation of copyright. Information about 

licensing procedures for use of norms tables and similar 

copyrighted tables may be obtained by writing to: 

Permissions 

Riverside Publishing 



phone 800-323-9540 | fax 630-467-7192 | www.riversidepublishing.com 

157 

CuStOmer SuppOrt a n d OrderIng InfOrmatIOn

CuStOmer SuppOrt a n d OrderIng InfOrmatIOn 

158 


Requests for permission to reproduce, translate, or modify 

all or any part of Riverside’s copyrighted materials, including 

out-of-print titles, should be forwarded to Riverside 

Permissions prior to the time any work has begun. The 

requests should include information about the nature and 

purpose of the research study, thesis, report, or publication 

for which the reproduction is needed. The exact description 

of what is to be reproduced, how the reproduction is to be 

made, and information about the distribution and/or sales 

of the publication in which the reproduction will appear 

must be provided. 

Answer documents—answer cards, answer sheets, answer 

folders, and answer booklets—are an integral part of 

the tests and are protected by copyright laws. All users, 

including school personnel, who wish to reproduce, modify, 

or adapt answer documents in any manner, including 

overprinting of generalized documents, are required to 

obtain licenses. Procedures for royalty payment, based 

on number of answer sheets reproduced, are included in 

the licensing arrangement. Write Riverside Permissions for 

additional information. 

Software Licenses 

Select products have single and multiuser licenses available 

for clinical software products. you may install Riverside 

Publishing clinical software products only onto a single 

computer for use solely with that computer. If you need 

to use multiple computers, you must purchase a separate 

copy of the software for each computer from Riverside 

Publishing. Riverside offers a quantity discount on all orders 

of five or more software products. 

Large-Print and Braille Editions 

Large-print and Braille editions of several Riverside 

Publishing tests are now available in this catalog. For 

information about other tests available in large-print 

and Braille, contact the American Printing house for 

the Blind, P.O. Box 6085, Louisville, Ky 40206, 

502-895-2405. For information about other large-print 

editions only, contact Library Reproduction Services, 14214 

S. Figueroa St., Los Angeles, CA 90061-1034, 800-255- 

5002. For further information about special editions, call the 

Riverside Publishing Customer Service Department. 

How to Order Test Materials 

Orders for test materials should be placed at least six weeks 

before the testing dates. This allows adequate time for 

shipping, checking materials upon receipt, and providing 

in-service prior to testing. Please allow at least 21 calendar 

days from the date of your order for receipt of materials. 

Materials are usually shipped by UPS ® . All orders within the 

continental U.S. will be shipped standard ground delivery. 


Next Day and Second Day Air shipping is available upon 

request, except for orders placed online. Alaska and hawaii 

orders will be shipped second-day air. Ground transportation 

is available for Alaska and hawaii orders upon request and 

should be indicated on the order form or purchase order. 

Test results will be shipped second-day air. A shipping 

service fee is prepaid and added to the invoice. 

The shipping service fee includes the cost of storing 

material, order entry, picking and packing at our warehouse 

and shipping. Please use the following chart to estimate the 

shipping service fee for your order: 

Order Subtotal Standard Ground Shipping 

Service Fee 

Under $100.00 $10.00 minimum 

$100.00–$3,000.00 10% of subtotal 

$3,000.01–$10,000.00 8% of subtotal 

$10,000.01–$50,000.00 7.5% of subtotal 

$50,000.01–$100,000.00 7% of subtotal 

$100,000.01–$200,000.00 6% of subtotal 

Over $200,000.01 5% of subtotal 

The shipping service fee for Next Day Air is 17% of 

the order subtotal ($20.00 minimum) and 15% of the 

order subtotal ($10.00 minimum) for Second Day Air. 

International shipments should estimate 25% of the order 

subtotal ($27.50 minimum). 

Rush orders with short timelines will be shipped by the 

most efficient means needed to meet the date requested 

and should be authorized by, and will be charged to, the 

purchaser. 

Check all shipments for accuracy as soon as they are 

received. All claims relating to any shipment and/or 

applicable invoice and/or merchandise must be made 

in writing within 45 days of the date of invoice. When 

reporting discrepancies, include name of purchaser, shipping 

address, billing address if different, purchase order number 

and date, and a description of the order. Also provide the 

invoice number and date if available. 

Inquiries and Orders 

U.S. orders can be placed online at 

www.riversidepublishing.com or can be sent to: 

Riverside Publishing—Customer Service 



Payments for all U.S. billing should be made to the 

remittance address on your invoice or monthly statement. 

Terms are net 30 days. Cash discounts are not available.

Visit www.riversidepublishing.com to track orders and 

request copies of invoices. 

Inquiries about payments and account balances should be 

directed to: 

houghton Mifflin harcourt—Credit Department 

6277 Sea harbor Drive, 8th Floor 

Orlando, FL 32887 

Phone: 800-521-3185 

Fax: 888-313-2059 

Email: creditdepartment@hmhpub.com 

Return Policy 

Unless otherwise noted in this catalog, materials will be 

authorized for return for credit provided that the materials 

are a for-sale edition and were invoiced within the prior 

twelve months, and the materials are in unused and 

undamaged salable condition. Packages of materials, kits, 

or software must be unopened. Call or write Riverside’s 

Customer Service Department to request an authorization 

for the return. Unauthorized returns are subject to 

restocking fees or may be refused or returned to the 

customer. Shipping charges for returning materials are the 

responsibility of the purchaser. 

Scoring service reports, including magnetic tapes and disks, 

are not returnable for credit. 

Authorized returns should be sent to: 

Riverside Publishing 

c/o RR Donnelley Fulfillment Center 

1003 Discovery Road 

Green Bay, WI 54311 


Discount Policy and Schedule 

Items not specifically listed are not eligible for any quantity 

discounts. Discounts are not available for distributed 

products. Discounts apply to same test, title, level, and form 

for materials purchased on a single purchase order and 

invoiced to a single address. Discounts apply to orders for 

customer use only, not for resale. Quantity discounts cannot 

be combined with any other discount. 

QUANTITY DISCOUNT SCHEDULE 

10% 

DISCOUNT 

15% 

DISCOUNT 

Complete Test Kits* 15–49 50+ 

Pkg. of 15 100–249 250+ 

Pkg. of 25 60–149 150+ 

Pkg. of 50 35–175 176+ 

Pkg. of 100 18–87 88+ 

Manuals/Guides 15–49 50+ 

Complete Software Programs 5–9 10+ 

*Does not apply to toy/manipulative kit 


159 

CuStOmer SuppOrt a n d OrderIng InfOrmatIOn

2011 Test Materials Order Form 

Date ____ / ____ / ____ 

Payment Information 

Please enclose a check, money order, or valid purchase order with all orders. 

Purchase Order enclosed. Number 

Check enclosed. Number 

Money Order enclosed. 

IMPORTANT NOTE FOR CREDIT CARD USERS: For your security, we can only accept 

credit card orders through our secure website, www.riversidepublishing.com, or by 

phone at 800-323-9540. 

Exempt from state sales tax. (Please attach copy of certificate) 

Cert. no. 

Cert. Expiration Date 

Charge to: (See note above) Ship to: (if different from billing address) 

Name 

Position 

Organization 

Billing Address 

City State Zip 

Phone: ( ) Fax: ( ) 

E-mail address 

Item and Packaging Code Number Quantity Catalog Price Total Price 

Certain clinical assessments include manipulatives with small parts that 

may present a choking hazard for children under the age of eight. Do 

not allow the child to place any manipulative in their mouth. A trained 

adult examiner must always closely supervise the administration of 

clinical tests and the use of manipulatives by children. 

3800 Golf Road, Suite 200, Rolling Meadows, IL 60008 

phone 800-323-9540 

fax 630-467-7192 


Note: orders from first time purchasers require a completed 

test Purchaser Qualification Form. 

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Choose One: 

Test Purchaser Qualification Form attached 

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License Expiration Date 

Member of professional organizations (Circle all that apply.) 

Name 

AACD AERA APA ASHA CEC NASP 

PRSE NCME Other 

Position 

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Promo Code = Y17 

Order Subtotal 

State Sales Tax 

Shipping Service Fee* 

Order Total 

*A shipping service fee is prepaid and added to the invoice. Estimate 

10% ($10.00 minimum) for ground shipping; 15% ($10.00 minimum) 

for Second Day Air and shipping to AK and HI; 17% ($20.00 minimum) 

for Next Day Air shipping and 25% for international shipments. Ground 

transportation available for AK and HI upon request.

Test Purchaser Qualification Form 

The Riverside Publishing Company requires all first-time test purchasers to furnish evidence of their qualifications to use tests. Test use should be 

consistent with sound professional practice, particularly those principles outlined in the 1999 APA, AERA, NCME publication, Standards for Educational 

and Psychological Testing and APA’s guidelines for test user’s qualifications, (2001), American Psychologist, 56, 1099–1113. Supply the information 

requested below, read carefully the “Principles of Effective Test Use,” and sign the form to indicate acceptance of the responsibility for proper use of tests. 

Identification Information (Please print or type and complete all blanks.) 

Name _________________________________________________ Employer ______________________________________________ 

Phone ( ) ________________ Fax ( ) __________________ Phone ( ) ________________ Fax ( ) __________________ 

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City ____________________________ State ______ Zip ________ City ___________________________ State ______ Zip ________ 

E-mail Address __________________________________________ Sales Tax Exempt No. ____________________________________ 

(Attach copy of certificate.) 

A. Evidence of Appropriate Training in the Use of Tests 

1. Your level of training (Check as many as apply.) 

Bachelor’s Degree Year _________ Institution ____________________ Major field of study ________________________ 

Master’s Degree Year _________ Institution ____________________ Major field of study ________________________ 

Doctorate Year _________ Institution ____________________ Major field of study ________________________ 

2. Your professional credentials (Check as many as apply.) 

Licensed In: Area ________________________ State _____ License Expiration Date ___________ 

Member of professional organizations (Circle all that apply.) ACA AERA AMA APA ASHA CEC NASP NCME Other _________ 

Formally recognized professional competence (fellow, diplomate, special certificate) fellow diplomate other certification 

Organization _______________________________________________________________________________________________________ 

3. Your educational background (courses and other study) 

a. Courses (Check each course completed and circle level at which course was completed.) 

U=Undergraduate, G=Graduate, O=Other (special courses you have completed, workshops, in-service training, etc.) 

Basic tests and measurements U G O Use of tests in counseling U G O 

Descriptive statistics U G O Career assessment U G O 

Intelligence/cognitive testing U G O Neuropsychological assessment U G O 

Speech, hearing, language assessment U G O Projective techniques U G O 

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autHOrS IndeX 

authors Index 

A 

Achenbach, Thomas M., 94 

Adams, Wayne, 68, 135 

Alfonso, Vincent C., 71, 73 

Almond, Patricia J., 107 

Alvarado, Criselda G., 37, 39 

Anderson, Jean L., 48 

Arick, Joel R., 107 

Attermeier, S.M., 89 

B 

Bagnato, Stephan J., 95 

Barkley, Russell A., 115 

Barnes, Marcia A., 74 

Baron, Ida Sue, 52 

Baroody, Arthur J., 88 

Barram, R. Andrew, 57 

Barresi, Barbara, 143 

Berlin, Laura J., 92 

Blacher, Jan, 96 

Blalock, Ginger, 128 

Blank, Marion, 92 

Boatwright, Barbara S., 102, 103 

Boehm, Ann E., 95 

Bracken, Bruce A., 60, 62, 102, 103, 

104, 105, 149 

Brannigan, Gary, 132 

Brassard, Marla R., 95 

Bridges, Deanna L., 91 

Briere, John, 109, 111, 112 

Brown, James I., 123 

Brown, Linda, 66 

Brown, Virginia, 125, 139 

Brown-Chidsey, Rachel, 129 

Brownell, Rick, 140 

Bruce, Timothy J., 114 

Bruininks, Robert h., 44, 45, 46, 47, 

48 

Bryant, Brian R., 127 

Burney, DeAnna McKinnie, 149 

Bzoch, Kenneth R., 139 

C 

Callahan, Carolyn M., 111 

Campbell, Jonathan M., 113 

Campbell, Susan B., 94 

Carrow-Woolfolk, Elizabeth, 138 

Chafouleas, Sandra, 116 

Chall, Jeanne S., 118, 120 


Charman, Tony, 116 

Conners, C. Keith, 98, 100 

Corn, Anne L., 69 

Cramer, Phebe, 153 

Cummings, Jack A., 129 

Cummins, Jim, 37 

Curtis, Mary E., 118, 120 

D 

Das, J.P., 63 

Davis, G. Nicole, 142 

Dean, Raymond, 49 

Decker, Scott, 132 

Dehn, Milton J., 70, 72, 74 

DeMatteo, David, 74 

DeVries, Melissa, 113 

Dumont, Ron, 71 

DuPaul, George J., 115 

E 

Ehrler, David J., 66 

Epstein, Michael h., 107 

Erikson, Joanna, 82, 83 

F 

Festinger, David, 74 

Fewell, Rebecca, 86 

Fishco, Vivian Vick, 123 

Flanagan, Dawn P., 28, 71, 73 

Fletcher, Jack M., 74 

Folio, M. Rhonda, 84 

Folstein, Marshal F., 59, 110 

Folstein, Susan E., 59, 110 

Freshwater, Shawna M., 67 

Fuchs, Lynn S., 74 

G 

Gavin, M. Katherine, 111 

German, Diane J., 139, 144, 146 

Getzfeld, Andrew R., 115 

Gilliam, James E., 103, 105, 108 

Gilman, Cheri J., 48 

Gioia, Gerard A., 58, 109 

Ginsburg, herbert P., 88 

Golden, Charles, 67 

Goldstein, Sam, 52, 113, 114, 130 

Goodglass, harold, 143 

Gruber, Christian P., 152 

Gumbiner, Jann, 112 

Guy, Steven C., 109 

H 

hammill, Donald D., 67, 125, 126, 

127, 134, 138, 145 

hanna, Gerald S., 123 

hartman, Robert K., 111 

hasbrouck, Jan E., 142 

hebben, Nancy, 51 

hecker, B.J., 89 

herron, Shelley R., 91 

hersen, Michael, 73 

hill, Bradley K., 44, 45, 46, 47 

homack, Susan R., 72 

horner, Robert h., 96 

hosp, John L., 130 

hosp, Michelle K., 130 

howell, Karen, 104 

howell, Kenneth W., 130 

hresko, Wayne P., 91, 127 

huber, hans, 152 

I 

Idol, Lorna, 130 

Imhoff, Brian, 142 

Isquith, Peter K., 58, 109 

J 

Jaffe, Lynne E., 28, 71 

Johnsen, Susan K., 66, 69 

Johnson-Martin, N.M., 89 

Jones-Bock, Stacy, 106 

Jongsma, Arthur E., Jr., 96, 114 

K 

Kamphaus, Randy W., 59, 113, 154 

Kaplan, Edith, 143 

Kaser-Boyd, Nancy, 153 

Kaufman, Alan S., 51, 71, 72, 153 

Kaufman, Nadeen L., 51, 72 

Kearns, Gail, 118 , 120 

Keith, Lori K., 102 

Kenworthy, Lauren, 109 

Klin, Ami, 116 

Knowlton, Marie, 45 

Krug, David A., 107 

L 

Lachar, David, 152 

Lansing, Margaret D., 110 

Larsen, Stephen C., 126, 145 

Latshaw, Richard J., 59

League, Richard, 139 

Lee, Inkyung, 45 

Lerner, Steve, 115 

Lezak, Muriel Deutsch, 51 

Lichtenberger, Elizabeth O., 72 

Lidz, Carol S., 94 

Lindamood, Patricia C., 141 

Lindamood, Phyllis, 141 

Linder, Toni W., 90 

Love, Steven R., 106 

Luby, Joan L., 95 

Lyon, G. Reid, 74 

M 

Maddox, Taddy, 91 

Mather, Nancy, 71, 114, 129 

Maloney, Michael P., 153 

Marcus, Lee M., 110 

Marczyk, Geoffrey R., 74 

Martin, Nancy A., 140 

Mascolo, Jennifer T., 28 

Mather, Nancy, 12, 13, 15, 19, 22, 

26, 28, 31, 32, 33, 34, 42, 52, 72, 

109, 128, 130, 146 

McArdle, John J., 73 

McBride, Guy, 71 

McCallum, R. Steve, 60, 62 

McGhee, Ronnie L., 66 

McGrew, Kevin S., 12, 13, 15, 19, 22, 

26, 31, 32, 33, 34 

Mchugh, Paul R., 59 

Merrell, Kenneth W., 93 

Messer, Melissa A., 110 

Milberg, William, 51 

Miller, Daniel C., 28, 51 

Moats, Louisa, 126 

Morreau, Lanny E., 48 

Muñoz-Sandoval, Ana F., 31, 32, 33, 

34, 37 

Murphy, Kevin R., 113 

Murray, henry A., 151 

Myles, Brenda, 106 

N 

Naglieri, Jack A., 63, 65, 113 

Neisworth, John T., 108 

Newborg, Jean, 77, 80 

Newcomer, Phyllis L., 138, 142 

O 

Odom, Samual L., 96 

Ortiz, Samuel O., 73 

P 

Palmeri, Saro, 82 

Peak, Pamela K., 91 

Pearson, Nils A., 67, 134, 135 

Perticone, Eugene X., 133 

Phelps-Gunn, Trisha, 145 

Phelps-Terasaki, Diana, 145 

Pickering, Eric B., 65 

Prior, Margot, 116 

Prizant, Barry, 92 

Provence, Sally, 82 

Q 

Qualls, Audrey, 87 

R 

Ramsay, Michael C., 113 

Rashotte, Carol, 125, 126 

Reichler, Robert J., 110 

Reid, D. Kim, 127 

Reis, Sally M., 111 

Renzulli, Joseph S., 111 

Rescorla, Leslie A., 94 

Reynolds, Cecil R., 52, 59, 68, 72, 

113, 133, 134, 135, 154 

Reynolds, William M., 148 

Riccio, Cynthia A., 142 

Riley, Glyndon D., 146 

Riley-Tillman, T. Chris, 113 

Roberts, Glen E., 150 

Roberts, Rhia, 146 

Robertson, Gary J., 124 

Roid, Gale h., 54, 56, 57, 84 

Rose, Susan A., 92 

Rose, Tara, 153 

Roswell, Florence G., 118, 120 

Roth, Robert M., 58 

Ruef, Mary L., 37 

Ruiz, Mark A., 59 

S 

Salvia, John, 108 

Samuda, Ronald J., 36 

Schmidt, Mary W., 108 

Schmitt, Ara J., 74 

Schopler, Eric, 106, 110 

authors Index 

Schrank, Fredrick A., 10, 12, 19, 26, 

28, 37, 39, 42, 50 

Sharma, Jennifer M., 107 

Sherbenou, Rita J., 66 

Sheslow, David, 68, 135 

Siegle, Del, 111 

Simpson, Richard, 106 

Smith, Linda h., 111 

Snell, Martha E., 96 

Sparrow, Sara S., 116 

Steege, Mark W., 129 

Stone, Wendy, 116 

Stoner, Gary, 115 

Sugai, George, 113 

Sytsma, Rachel E., 111 

T 

Teglasi, hedwig, 153 

Torgesen, Joseph K., 125, 126 

Torrance, E. Paul, 69 

U 

Urbina, Susana, 72 

V 

Van Bourgondien, Mary E., 106 

Vater, Susan, 82 

Volkmar, Fred R., 116 

Voress, Judith K., 68, 91, 134, 135 

W 

Wagner, Richard, 125, 126 

Wasserman, John D., 62 

Weatherman, Richard F., 44, 45, 

46, 47 

Wellman, Glenna Janette, 106 

Wendling, Barbara J., 10, 28, 39, 50, 

52, 129 

Westberg, Karen L., 111 

Wetherby, Amy Miller, 92 

White, Alan J., 111 

White, Travis, 110 

Wiederholt, J. Lee, 67, 125, 127, 

128 

Wilkinson, Gary S., 124 

Willis, John O., 71 

Wilmshurst, Linda, 112 

Winkelstern, Julie A., 96 

Wodrich, David L., 74 

Woodcock, Richard W., 10, 12, 13, 

15, 19, 22, 26, 28, 31, 32, 33, 34, 

39, 42, 44, 45, 46, 47, 49, 50, 73 


165 

autHOrS IndeX

tItle IndeX 

title Index 

A 

ABC’s of CBM, 130 

Adaptive Living Skills Curriculum 

(ALSC), 48 

ADhD in the Schools, Second 

Edition, 115 

Adolescent Anger Rating Scale 

(AARS), 149 

Adolescent Assessment, 112 

Adolescent Psychopathology Scale 

(APS), 148 

Adolescent Psychopathology Scale– 

Short Form (APS-SF), 148 

Advances in Cross-Cultural 

Assessment, 36 

Asperger Syndrome, 116 

Asperger Syndrome Diagnostic Scale 

(ASDS), 106 

Assessment for Intervention: A 

Problem-Solving Approach, 129 

Attention Deficit/hyperactivity 

Disorder Test (ADHDT), 103 

Attention-Deficit hyperactivity 

Disorder, Third Edition: A Clinical 

Workbook, 115 

Attention-Deficit hyperactivity 

Disorder, Third Edition: A 

handbook for Diagnosis and 

Treatment, 115 

Authentic Assessment for Early 

Childhood Intervention, 95 

Autism Screening Instrument for 

Educational Planning–3rd Ed 

(ASIEP-3), 107 

B 

Batería III Examiner Training 

Workbooks, 35 

Batería III Private Training, 35 

Batería III Training Video Packages, 

35 

Batería III Woodcock-Muñoz NU 

Complete Battery, 31 

Batería III Woodcock-Muñoz NU: 

Pruebas de aprovechamiento, 32 


Pruebas de habilidades cognitivas, 

33 



pruebas habilidades cognitivas, 34 

Battelle Developmental Inventory, 

Second Edition (BDI-2), 77 

Battelle Developmental Inventory– 

Spanish, Second Edition (BDI-2 

Spanish), 80 


Behavior Problems in Preschool 

Children, Second Edition: Clinical 

and Developmental Issues, 94 

Behavior Rating Inventory of 

Executive Function (BRIEF), 109 

Behavioral and Emotional Rating 

Scale, Second Edition (BERS-2), 

107 

Bender Visual-Motor Gestalt Test, 

Second Edition (Bender-Gestalt 

II), 132 

Bilingual Verbal Ability Tests 

Normative Update (BVAT-NU), 

37 

Boston Diagnostic Aphasia 

Examination (BDAE-3), 143 

C 

Carolina Curriculum for Infants and 

Toddlers with Special Needs, 89 

Carolina Curriculum for Preschoolers 

with Special Needs, 89 

CAS Rapid Score, 65 

CAS University Training CD-ROM, 

65 

Checklist of Adaptive Living Skills 

(CALS), 48 

Childhood Autism Rating Scale, 

Second Edition (CARS-2), 106 

Clinical Assessment of Attention 

Deficit–Adult (CAT-A), 102 

Clinical Assessment of Attention 

Deficit–Child (CAT-C), 103 

Clinical and Projective Use of the 

Bender–Gestalt Test, 133 

Clinical Assessment of Behavior 

(CAB), 102 

Clinical Assessment of Depression 

(CAD), 104 

Clinical Assessment of Interpersonal 

Relationships (CAIR), 105 

Communication and Symbolic 

Behavior Scales, Normed Edition 

(CSBS), 92 

Comprehensive Evaluations: Case 

Reports for Psychologists, 

Diagnosticians, and Special 

Educators, 71 

Comprehensive handbook of 

Psychological Assessment, 73 

Comprehensive Test of Nonverbal 

Intelligence, Second Edition 

(CTONI-2), 67 

Comprehensive Test of Phonological 

Processing (CTOPP), 126 

Comprehensive Trail-Making Test 

(CTMT), 134 

Compuscore for the ICAP, 47 

Connors, Third Edition, 98 

Conners Comprehensive Behavior 

Rating Scales, 100 

D 

Das•Naglieri Cognitive Assessment 

System (CAS), 63 

Dean-Woodcock Neuropsychological 

Battery (DW), 49 

Defiant Children, Second Edition, 115 

Developmental Assessment of young 

Children (DAYC), 91 



(DTVP-A), 135 


Perception–Second Edition 

(DTVP-2), 134 

Diagnostic Assessments of Reading, 

Second Edition (DAR), 118 

Diagnostic Supplement to the 

WJ III NU Tests of Cognitive 

Abilities (DS), 26 

E 

Early Childhood Assessment, 94 

Early Childhood Education 

Intervention Treatment Planner, 

96 

Emotional Disturbance Decision Tree 

(EDDT), 110 

Essentials of Abnormal Psychology, 

115 

Essentials of Assessment Report 

Writing, 72 

Essentials of Assessment with Brief 

Intelligence Tests, 72 

Essentials of Behavioral Assessment, 

113 

Essentials of CAS Assessment, 65 

Essentials of Child Psychopathology, 

112 

Essentials of Cross Battery 

Assessment, Second Edition, 73 

Essentials of Evidence-Based 

Academic Interventions, 129 

Essentials of IDEA for Assessment 

Professionals, 71 

Essentials of Neuropsychological 


Essentials of Nonverbal Assessment, 

62 

Essentials of Processing Assessment, 

72

Essentials of Psychological Testing, 

72 

Essentials of Research Design and 

Methodology, 74 

Essentials of Rorschach Assessment, 

153 

Essentials of School 

Neuropsychological Assessment, 

51 

Essentials of Specific Learning 

Disability Identification, 71 

Essentials of Stanford-Binet (SB5) 


Essentials of TAT and Other 

Storytelling Techniques 


Essentials of WJ III Cognitive Abilities 


Essentials of WJ III Tests of 

Achievement Assessment, 28 

Evidence-Based Treatment Planning 

for Disruptive Child and 

Adolescent Behavior, 114 

Expressive One-Word Picture 

Vocabulary Test–2000 Edition 

(EOWPVT), 140 

F 

Family Centered Assessment of 

young Children at Risk: The IDA 

Readings, 83 

G 

Gilliam Asperger’s Disorder Scale 

(GADS), 105 

Gilliam Autism Rating Scale, Second 

Edition (GARS-2), 108 

Gray Oral Reading Tests, Fourth 

Edition (GORT-4), 127 

Gray Silent Reading Tests (GSRT), 

128 

Grooved Pegboard, 136 

H 

handbook of Developmental 

Disabilities, 96 

handbook of Neurodevelopmental 

and Genetic Disorders in Children, 

52 

handbook of Preschool Mental 

health: Development, Disorders, 

and Treatment, 95 

handbook of Psychological and 

Educational Assessment of 

Children: Intelligence, Aptitude 

and Achievement, Second Edition 

154 

handbook of Psychological and 

Educational Assessment of 

Children: Personality, Behavior, 

and Context, Second Edition, 154 

helping Children Learn: Intervention 

handouts for Use in School and 

at home, 65 

human Cognitive Abilities in Theory 

and Practice, 73 

I 

Infant-Toddler Developmental 

Assessment (IDA), 82 

Informal Assessment and Instruction 

in Written Language, 146 

Inventory for Client and Agency 

Planning (ICAP), 47 

It’s on the Tip of My Tongue, 146 

K 

Koppitz-2 Developmental Scoring 

System for the Bender-Gestalt 

Test, 133 

L 

Lafayette hand Dynamometer, 51 

Learning and Attention Disorders 

in Adolescence and Adulthood: 

Assessment and Treatment, 113 

Learning and Behavior Problems in 

Asperger Syndrome, 116 

Learning Disabilities and Challenging 

Behaviors, Second Edition, 114 

Learning Disabilities From 

Identification to Intervention, 74 

Lindamood Auditory 

Conceptualization Test, Third 

Edition (LAC-3), 141 

Lindamood Phoneme Sequencing 

Program for Reading, Spelling, 

and Speech (LiPS), 141 

Long-Term Memory Problems 

in Children and Adolescents: 

Assessment, Intervention, and 

Effective Instruction, 70 

M 

Models of Curriculum-Based 

Assessment, Fourth Edition: A 

Blueprint for Learning, 130 

Multicultural Understanding of Child 

and Adolescent Psychopathology: 

Implications for Mental health 


Multidimensional Self Concept Scale 

(MSCS), 149 

title Index 

N 

Nelson-Denny Reading Test, 123 

Neuropsychological Assessment, 51 

Neuropsychological Evaluation of the 

Child, 52 

O 

Overcoming Underachieving, 130 

P 

Patterns of Learning Disorders: 

Working Systematically from 

Assessment to Intervention, 74 

Peabody Developmental Motor 

Scales, Second Edition (PDMS-2), 

86 

Personality Inventory for Children, 

Second Edition (PIC-2), 152 

Preschool and Kindergarten Behavior 

Scales, Second Edition (PKBS-2), 

93 

Preschool Assessment: Principles and 

Practices, 95 

Preschool Language Assessment 

Instrument, Second Edition 

(PLAI-2), 92 

Primary Test of Nonverbal 

Intelligence (P-TONI), 66 

Psychological Assessment and 

Treatment of Children with 

Autism Spectrum Disorders: 

An Integrated Action Guide 

to Diagnosis, Treatment, and 

Educational Planning, 113 

Psychological Profile (PEP-3), 110 

Purdue Pegboard, 136 

Q 

Qualls Early Learning Inventory 

(QELI), 87 

R 

Receptive-Expressive Emergent 

Language Test, Third Edition 

(REEL-3), 139 

Receptive One-Word Picture 

Vocabulary Test–2000 

(ROWPVT), 140 

Renzulli Scales, see Scales for Rating 

the Behavioral Characteristics of 

Superior Students, 69 

Response to Intervention: Principles 

and Strategies for Effective 

Practice, 129 

Responsibility and Independence 

Scale for Adolescents (RISA), 108 

Reynolds Adolescent Depression 

Scale (RADS-2), 104 


167 

tItle IndeX

tItle IndeX 

title Index 

Roberts Apperception Test for 

Children, Second Edition 

(Roberts-2), 150 

Rorschach Test Plates, 152 

S 

SB5 Interpretive Manual, 56 

SB5 Private Training, 57 

SB5 ScoringPro, 56 

SB5 University Training Resources, 

57 

Scales for Rating the Behavioral 

Characteristics of Superior 

Students (Renzulli Scales), 111 

Scales of Independent Behavior– 

Revised (SIB-R), 44 

School Based Behavioral Assessment: 

Informing Intervention and 

Instruction, 116 

Scoring and Reporting Program for 

the SIB-R, 46 

SIB-R Short Form for the Visually 

Impaired, 45 

Screening Assessment for Gifted 

Elementary and Middle School 

Students (SAGES-2), 69 

Social and Communication 

Development in Autism Spectrum 

Disorders: Early Identification, 

Diagnosis, and Intervention, 116 

Spanish ICAP, 47 

Stanford-Binet Intelligence Scales, 

Fifth Edition (SB5), 54 

Stanford-Binet Intelligence Scales for 

Early Childhood (Early SB5), 84 

Storytelling, Narrative, and the 

Thematic Apperception Test, 153 

Stuttering Severity Instrument 

(SSI-4), 146 

Stroop Color and Word Test, Second 

Edition, 67 

T 

Test for Auditory Comprehension 

of Language, Third Edition 

(TACL-3), 138 

Test of Adolescent/Adult Word 

Finding (TAWF), 144 

Test of Early Mathematics Ability 

(TEMA-3), 88 


Test of Early Reading Ability, Third 

Edition (TERA-3), 127 

Test of Language Development, 

Third Edition (TOLD-4), 138 

Test of Memory and Learning 

(TOMAL-2), 68 

Test of Nonverbal Intelligence, 

Fourth Edition (TONI-4), 66 

Test of Phonological Awareness in 

Spanish (TPAS), 142 

Test of Phonological Awareness Skills 

(TOPAS), 142 

Test of Pragmatic Language, Second 

Edition (TOPL-2), 145 

Test of Reading Comprehension, 

Fourth Edition (TORC-4), 125 

Test of Word Finding in Discourse 

(TWFD), 139 

Test of Word Reading Efficiency 

(TOWRE), 125 

Test of Written Language, Fourth 

Edition (TOWL-4), 145 

Test of Written Spelling, Fourth 

Edition (TWS-4), 126 

Thematic Apperception Test (TAT), 

151 

Time Minder, 73 

Torrance Tests of Creative Thinking 

(TTCT), 69 

Transdisciplinary Play-Based 


Transdisciplinary Play-Based 

Intervention, 90 

Transition Planning Inventory 

(TPI-UV), 70 

Trauma Symptom Checklist for 

Children (TSCC), 109 

Trauma Symptom Checklist for 

young Children (TSCYC), 111 

Trauma Symptom Inventory (TSI), 

112 

Trial Teaching Strategies, 120 

U 

UNIT Compuscore, 62 

UNIT University Training CD-ROM, 

62 

Universal Nonverbal Intelligence Test 

(UNIT), 60 

W 

Wide Range Achievement Test, 

Fourth Edition (WRAT-4), 124 

Wide Range Assessment of Memory 

and Learning, Second Edition 

(WRAML2), 68 

Wide Range Assessment of Visual 

Motor Ability (WRAVMA), 135 

WJ III Audio CDs, 30 

WJ III Clinical Use and Interpretation, 

28 

WJ III Diagnostic Reading Battery 

(WJ III DRB), 42 

WJ III Examiner Training Workbooks, 

29 

WJ III NU Diagnostic Supplement, 26 

WJ III Private Training, 29 

WJ III Self-Study Training Package, 

29 

WJ III Training Video Packages, 29 

WJ III University Training Package, 

29 

Woodcock Interpretation and 

Interventions Program (WIIIP), 

10, 50 

Woodcock-Johnson III NU (WJ III 

NU) Complete Battery, 13 

Woodcock-Johnson III Normative 

Update (WJ III NU), 12 

Woodcock-Johnson III NU Tests 

of Achievement, Form C/Brief 

Battery, 19 

Woodcock-Johnson III NU Tests of 

Achievement, Forms A and B, 15 

Woodcock-Johnson III NU Tests of 

Cognitive Abilities, 22 

Woodcock-Johnson III: Reports, 

Recommendations, and 

Strategies, 28 

Woodcock-Muñoz Language 

Survey– Revised Normative 

Update (WMLS-R NU), 39 

Word-Finding Intervention Program, 

Second Edition, 144 

Working Memory and Academic 

Learning: Assessment and 

Intervention, 74 

Y 

young Children’s Achievement Test 

(YCAT), 91

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why we’ve made it easier to order the assessments you need to measurably impact their 

growth and achievement. 

Now you can order online at www.riversidepublishing.com! * 

• Conveniently place your order online 24/7 

• Pay using a credit card or purchase order number 

• Track your order 

• Review past orders 

Questions? Contact Customer Service at 800-323-9540. 

*All Riverside products can be purchased online except, Assess2Know ® , CogAT ® , Criterion ® Online Writing Evaluation service, DataDirector , Edusoft ® Assessment Management System, 

The Iowa Tests ® (including iRM), and Logramos ® .



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Saxon • traDe anD reference PubliSHerS • ProfeSSional DeVeloPMent SerViceS 

Visit us online at www.riversidepublishing.com 

800.323.9540 

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© Houghton Mifflin Harcourt Publishing Company. All rights reserved. Printed in the U.S.A. 1/2011 1473545 

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