New Zealand Speech-language Therapists' Association Resource Library. ALFA (Assessment of Language-related Functional Activities) (1999) For adults

Size: px
Start display at page:

Download "New Zealand Speech-language Therapists' Association Resource Library. ALFA (Assessment of Language-related Functional Activities) (1999) For adults"

Transcription

1 Resource Library By borrowing this test(s) it is understood that you will: 1. Comply with all international copyright legislation. Courier Costs (GST inclusive): 2. Return the test in the same condition it was received, checking all items against the inventory on receiving and Within Auckland (<25kg) - $8.00 dispatching the test. North island (<5kg) - $ Package the test in such a manner that damage in transit should not occur. South Island (<5kg) - $ Arrange for the full or partial replacement cost of the test should it be returned in a damaged condition. 5. Accept full liability for the security of the test borrowed under this agreement and agree to compensate the SLT Resource room in full for any loss while it is in your possession. Our Insurance covers this resource only when in the SLT Resource Room. 6. Return the test by courier or in person on or before the date stated (The loan period is 4 weeks). ALFA (Assessment of Language-related Functional Activities) (1999) For adults Hirage Cost Scoresheet Scoresheet Hirage Cost Useful in determining functional skill level in patients with Acquired brain injury, CVA, TBI, and progressive neurological diseases. Assesses a person s ability to perform 10 languagerelated functional tasks. Augmentative and Alternative Communication Profile: A continuum of learning (2009) 0-2yrs yrs Uses Light's (1989) communicative competencies to determine the skills needed to achieve AAC goals, in areas supporting the development of communicative competence. Identifies skill performance, supports functional communication & helps to describe the development of communicative competence. $10.00 Record Form Scoresheet $2.80

2 Provides a systematic way to measure progress towards goals. Helps to direct efficient & effective intervention. CAT (Comprehensive Aphasia Test) (2004) For adults A standardised, norm-referenced test for people who have acquired aphasia. Contains a cognitive screen, a language battery and a disability questionnaire. The cognitive section assesses people s abilities across a range of tasks that can affect rehabilitation. The language battery provides a profile of performance across all modalities of language production & comprehension. The disability questionnaire (optional) explores the impact of aphasia from the perspective of the person with aphasia. The CAT helps to identify underlying impairments, provide direction for further, to determine the functional, psychological & social impact of aphasia & to create a profile of strengths & weaknesses to guide therapy. The CAT also helps therapists to track changes over the course of recovery & provides a guide to likely outcomes on the basis of early data. Scoring Booklet $10.00 CELF-4 (Clinical Evaluation of Language Fundamentals Fourth Edition) (2003) 5yrs 21yrs A tool for identification, diagnosis and follow up evaluation of language and communication disorders. It evaluates general language ability, and whether a language disorder is present. CELF-P2 (Clinical Evaluation of Language Fundamentals Preschool Second Edition) (2006) 3yrs 6yrs Normed on the NZ population. A clinical tool for identifying, diagnosing and performing follow up evaluations of language deficits in children. $15.00 $15.00 Record Form 1(Ages 5-8) $9.00 Record Form 2 (Ages 9-21) $9.00 Observational Rating Scale Record Form $7.40 Pre-Literacy Rating Scale $3.00

3 CREVT-2 (Comprehensive Receptive and Expressive Vocabulary Test Second Edition) (2002) 4yrs (on receptive vocab test) or 5yrs (on expressive vocab test) 8yrs, 9yrs, 11yrs. For children through to adults. A standardised. Identifies deficiencies in oral vocabulary, discrepancies between receptive and expressive vocabulary & documents progress in instructional programmes (serves as a research tool). DEAP (Diagnostic Evaluation of Articulation and Phonology) (2002) 3yrs 6yrs, 11yrs A differential diagnostic test battery consisting of diagnostic screen, phonology, inconsistency, articulation and oro motor s. FCTP (Functional Communication Therapy Planner) (2000) For adults A tool that assists the clinician through the decision making processes involved in providing aphasic clients with intervention. Uses profile checklists. IFCI (Impatient Functional Communication Interview) (2004) For adults $10.00 Form A $0.70 Form B $0.70 Phonology Assessment $2.90 Articulation and Oro-motor $2.90 Assessment Summary Sheet and Diagnostic Screen $2.90 Inconsistency Assessment $2.90 Error Pattern Analysis $2.90 The IFCI is a measure of functional communication in the acute hospital setting. Administered in four steps using interviews and identifying communication situations that may be the focus of direct intervention. InterACCtion strategies for intentional and unintentional communicators (2004) For adolescents / adults with multiple and complex disability No Scoresheets n/a

4 Sequel to the Triple C. Includes manual and training video. INCH (Interaction Checklist for Augmentative Communication) (1984) Primary school ages and older Criterion-referenced. INCH helps you plan remediation strategies for nonspeaking clients who use either electronic or manual augmentative/alternative communication (AAC) systems. The simple protocol uses a checklist format to evaluate skill areas, including: responding to greetings from others; introducing self when appropriate; using AAC system without prompting; seeking help; using pauses for greater clarity. This yields a score or detailed comments to guide intervention. The manual includes goals, objectives, and many intervention ideas for clients at all severity levels. MCLA (Measure of Cognitive Linguistic Abilities) (1995) 16yrs adult Checklist $1.50 Test Booklet $3.00 A comprehensive battery for the of traumatically induced cognitive- linguistic deficits. Information gained allows examiners to develop appropriate intervention programmes to treat linguistic deficits following mild and moderate TBI. NZAT (New Zealand Articulation Test) (2004) 5yrs 8yrs, 11yrs The New Zealand Articulation Test is a locally normed appropriate for the New Zealand context. Evaluation Summary $3.80 Family Questionnaire: Communication Skills. Master copies also stored with scoresheets. Nuffield (The Nuffield Centre Dyspraxia Programme) (2004) A comprehensive and therapy programme for dyspraxia. $10.00

5 Personal collection and return only due to weight and bulk. Peter and the Cat (2003) 5yrs - 9yrs This is a criterion-referenced [not norm referenced] that gives a descriptive profile of a child s development of key narrative competencies. Can be used to plan developmentally appropriate goals. Scoresheets included on PLAI-2 (Preschool Language Assessment Instrument, 2 nd Edition, 2003) 3 yrs 5yrs, 11yrs A norm-referenced. A test of children's discourse abilities. Includes four levels of language abstraction (matching perception, selective analysis of perception, reordering perception, reasoning about perception), two modes of response (receptive and expressive language) and two aspects of pragmatic behaviour (adequacy of response and interfering behaviours). PLS-4 (Preschool Language Assessment Instrument Fourth Edition) (2002) Birth 6yrs, 11yrs Record Booklet Aged 3 years $0.80 Record Booklet Aged 4-5 years $0.80 A standardised individually administered to identify children who have a language disorder or delay. Consists of two subscales: Auditory Comprehension and Expressive Communication. Supplemental measures include an articulation screener, language sample checklist and caregiver questionnaire. Stimulus materials include a picture manual and manipulatives (objects). $10.00 Test Booklet $10.20 Personal collection and return only, due to weight and bulk. Pyramids and Palm Trees Test (1992) A tool to assess a person s ability to access detailed semantic representations from words Scoresheet $1.00 and from pictures. Intended for adolescents/adults who have TBI (Traumatic Brain Injury).

6 REEL-3 (Receptive-Expressive Emergent Language Test Third Edition)(2003) Infants and toddlers up to 3 years of age (birth 36 months) A norm-referenced. Identifies major receptive and expressive language problems. Format involves a detailed questionnaire to administer with an informant. Record Booklet $1.70 Reynell/RDLS (The New Reynell Development Language Scales) (2011) Ages 2 yrs 7yrs A standardised. Assesses the comprehension and production of single words and simple and complex sentences. Included materials for testing include coloured pictures, a coloured picture book and objects. Also includes a Multilingual Toolkit. $10.00 Record Booklet $4.00 The Rossetti Infant-Toddler Language Scale: A measure of communication and Interaction including CD (2006) Birth to 3 years (36 months) A criterion-referenced. Assesses preverbal and verbal areas of communication & interaction, including: Interaction-attachment, pragmatics, gesture, play, language comprehension and language expression. CD includes sections of the book in PDF format. Scoresheet $2.30 Social Language Development Test - Elementary (2008) Ages 0yrs 11yrs Standardised. A diagnostic test of social language skills, including nonverbal communication. Does not include all pragmatic skills. Focuses on social interpretation & interaction with friends. Subtests include: Making Inferences (including expressing someone's thoughts & stating visual clues), Interpersonal Negotiation (including stating problems, stating solutions & justifying solutions), Multiple Interpretations and Supporting Peers. Scoresheet $1.10

7 TAPS-R (Test of Auditory Perceptual Skills - Revised) (1996) 4yrs 13yrs The Taps R assesses various areas of a subject s auditory perceptual skills in seven subtests. Administration time is approximately 15 to 25 minutes. Test Booklet Test of Morpheme Usage (2004) Child-adult A quick screening test used to gain an overview of grammatical development. Enables the assessor to easily identify any of the 10 key morphemes that may cause difficulty. Consists of 20 colour photos to which the child/adult responds after a specific prompt. Test of Narrative Language (2004) 5yrs - 11yrs A standardised. A measure of comprehension and production of connected speech used to tell stories, in three formats: (a) with no picture cues, (b) with five sequenced pictures, and (c) with a single picture. Measures children's ability to answer questions about stories, to retell stories and to create their own stories. Record Booklet $1.10 TONI-3 (Test of Non-Verbal Intelligence) (1997) 6yrs - adult The TONI-3 assesses the aptitude of children and adults whose cognitive, linguistic or motor skills might adversely affect performance on more traditional intelligence tests. Record Booklet $1.10 TOPA-2+ (Test of Phonological Awareness Second Edition Plus) (2004) 5yrs 8yrs (can be administered to groups of young children or individuals) A norm-referenced. Measures young children's ability to isolate individual Version phonemes in spoken words and their knowledge of relationships between letters and Student Booklet: Elementary Student Booklet: Kindergarten Version Summary Form: Kindergarten

8 phonemes in English. Triple C (Checklist of Communication Competencies) (1999) For adolescents / adults with multiple and complex disabilities A screening checklist to assess communication skills. Includes manual, checklist forms, video &/or DVD. Version Summary Form: Elementary Checklist $1.00 TROG-2 (Test for Reception of Grammar) (2003) 4yrs 16 yrs and adults A receptive language test assessing understanding of English grammatical contrasts, marked by inflections, function words and word order. Takes minutes to administer. Australian normed. WABC (Wiig Assessment of Basic Concepts) (2004) 2yrs, 6 7yrs, 11yrs $10.00 Scoresheet $5.70 Level 1 - A Day at the Zoo $1.20 The WABC is a norm-referenced designed to evaluate a child s understanding and use of basic word opposites and related concepts. The layout is in the form of a colourful storybook. The Word Test 2 Adolescent: A Test of Expressive Vocabulary and Semantics (2005) 12yrs 17yrs Level 2 - A Day at the Park $1.20 A standardised test of expressive vocabulary and semantics. The test assesses associations, synonyms, semantic absurdities, antonyms, definitions and flexible word use in both common and unique contexts. Scoresheet $1.20 The Word Test 2 Elementary: A Test of Expressive Vocabulary and Semantics (2004) 6yrs 11yrs Scoresheet $1.20

9 A standardised test of expressive vocabulary and semantics. The test assesses associations, synonyms, semantic absurdities, antonyms, definitions and flexible word use.

Technical Report. Overview. Revisions in this Edition. Four-Level Assessment Process

Technical Report. Overview. Revisions in this Edition. Four-Level Assessment Process Technical Report Overview The Clinical Evaluation of Language Fundamentals Fourth Edition (CELF 4) is an individually administered test for determining if a student (ages 5 through 21 years) has a language

More information

The Clinical Evaluation of Language Fundamentals, fourth edition (CELF-4;

The Clinical Evaluation of Language Fundamentals, fourth edition (CELF-4; The Clinical Evaluation of Language Fundamentals, Fourth Edition (CELF-4) A Review Teresa Paslawski University of Saskatchewan Canadian Journal of School Psychology Volume 20 Number 1/2 December 2005 129-134

More information

INCREASE YOUR PRODUCTIVITY WITH CELF 4 SOFTWARE! SAMPLE REPORTS. To order, call 1-800-211-8378, or visit our Web site at www.pearsonassess.

INCREASE YOUR PRODUCTIVITY WITH CELF 4 SOFTWARE! SAMPLE REPORTS. To order, call 1-800-211-8378, or visit our Web site at www.pearsonassess. INCREASE YOUR PRODUCTIVITY WITH CELF 4 SOFTWARE! Report Assistant SAMPLE REPORTS To order, call 1-800-211-8378, or visit our Web site at www.pearsonassess.com In Canada, call 1-800-387-7278 In United Kingdom,

More information

ALBUQUERQUE PUBLIC SCHOOLS

ALBUQUERQUE PUBLIC SCHOOLS ALBUQUERQUE PUBLIC SCHOOLS Speech and Language Initial Evaluation Name: Larry Language School: ABC Elementary Date of Birth: 8-15-1999 Student #: 123456 Age: 8-8 Grade:6 Gender: male Referral Date: 4-18-2008

More information

Categories of Exceptionality and Definitions

Categories of Exceptionality and Definitions 7. CATEGORIES and DEFINITIONS of EXCEPTIONALITIES Purpose of the standard To provide the ministry with details of the categories and definitions of exceptionalities available to the public, including parents

More information

Reading Competencies

Reading Competencies Reading Competencies The Third Grade Reading Guarantee legislation within Senate Bill 21 requires reading competencies to be adopted by the State Board no later than January 31, 2014. Reading competencies

More information

School Psychology Resources Catalog

School Psychology Resources Catalog For questions about the implementation of these materials/kits, please contact Shirley Cutshall, Director of Special Programs & Services at 360-299-4098 or scutshall@nwesd.org. To reserve materials, please

More information

Early Childhood Measurement and Evaluation Tool Review

Early Childhood Measurement and Evaluation Tool Review Early Childhood Measurement and Evaluation Tool Review Early Childhood Measurement and Evaluation (ECME), a portfolio within CUP, produces Early Childhood Measurement Tool Reviews as a resource for those

More information

Exceptional Student Education K 12

Exceptional Student Education K 12 Exceptional Student Education K 12 Section 61 1 Knowledge of foundations of exceptional student education 1. Identify state and federal legislation and case law that have affected the education of students

More information

DR. PAT MOSSMAN Tutoring

DR. PAT MOSSMAN Tutoring DR. PAT MOSSMAN Tutoring INDIVIDUAL INSTRuction Reading Writing Math Language Development Tsawwassen and ladner pat.moss10.com - 236.993.5943 tutormossman@gmail.com Testing in each academic subject is

More information

SPEECH OR LANGUAGE IMPAIRMENT EARLY CHILDHOOD SPECIAL EDUCATION

SPEECH OR LANGUAGE IMPAIRMENT EARLY CHILDHOOD SPECIAL EDUCATION I. DEFINITION Speech or language impairment means a communication disorder, such as stuttering, impaired articulation, a language impairment (comprehension and/or expression), or a voice impairment, that

More information

MICHIGAN TEST FOR TEACHER CERTIFICATION (MTTC) TEST OBJECTIVES FIELD 062: HEARING IMPAIRED

MICHIGAN TEST FOR TEACHER CERTIFICATION (MTTC) TEST OBJECTIVES FIELD 062: HEARING IMPAIRED MICHIGAN TEST FOR TEACHER CERTIFICATION (MTTC) TEST OBJECTIVES Subarea Human Development and Students with Special Educational Needs Hearing Impairments Assessment Program Development and Intervention

More information

62 Hearing Impaired MI-SG-FLD062-02

62 Hearing Impaired MI-SG-FLD062-02 62 Hearing Impaired MI-SG-FLD062-02 TABLE OF CONTENTS PART 1: General Information About the MTTC Program and Test Preparation OVERVIEW OF THE TESTING PROGRAM... 1-1 Contact Information Test Development

More information

Comprehensive Reading Assessment Grades K-1

Comprehensive Reading Assessment Grades K-1 Comprehensive Reading Assessment Grades K-1 User Information Name: Doe, John Date of Birth: Jan 01, 1995 Current Grade in School: 3rd Grade in School at Evaluation: 1st Evaluation Date: May 17, 2006 Background

More information

SPECIFIC LEARNING DISABILITIES (SLD)

SPECIFIC LEARNING DISABILITIES (SLD) Together, We Can Make A Difference Office 770-577-7771 Toll Free1-800-322-7065 www.peppinc.org SPECIFIC LEARNING DISABILITIES (SLD) Definition (1) Specific learning disability is defined as a disorder

More information

Literacy and Numeracy for Learning and Life

Literacy and Numeracy for Learning and Life Literacy and Numeracy for Learning and Life Literacy Session 3 Deaf and Hard of Hearing Literacy and Numeracy for Learning and Life Outline 1 big picture understanding 2 good assessment 3 focused and purposeful

More information

TECHNICAL ASSISTANCE AND BEST PRACTICES MANUAL Speech-Language Pathology in the Schools

TECHNICAL ASSISTANCE AND BEST PRACTICES MANUAL Speech-Language Pathology in the Schools I. Definition and Overview Central Consolidated School District No. 22 TECHNICAL ASSISTANCE AND BEST PRACTICES MANUAL Speech-Language Pathology in the Schools Speech and/or language impairments are those

More information

Asset 1.6 What are speech, language and communication needs?

Asset 1.6 What are speech, language and communication needs? 1 of 5 The National Strategies Asset 1.6 What are speech, language and needs? a) Summary of key points Taken from the Primary and Secondary Inclusion Development Programme (IDP): Dyslexia and speech, language

More information

How To Teach Reading

How To Teach Reading Florida Reading Endorsement Alignment Matrix Competency 1 The * designates which of the reading endorsement competencies are specific to the competencies for English to Speakers of Languages (ESOL). The

More information

SPEECH OR LANGUAGE IMPAIRMENT

SPEECH OR LANGUAGE IMPAIRMENT I. DEFINITION "Speech or Language Impairment" means a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child's educational

More information

Developmental Verbal Dyspraxia Nuffield Approach

Developmental Verbal Dyspraxia Nuffield Approach Developmental Verbal Dyspraxia Nuffield Approach Pam Williams, Consultant Speech & Language Therapist Nuffield Hearing & Speech Centre RNTNE Hospital, London, Uk Outline of session Speech & language difficulties

More information

3030. Eligibility Criteria.

3030. Eligibility Criteria. 3030. Eligibility Criteria. 5 CA ADC 3030BARCLAYS OFFICIAL CALIFORNIA CODE OF REGULATIONS Barclays Official California Code of Regulations Currentness Title 5. Education Division 1. California Department

More information

Any Town Public Schools Specific School Address, City State ZIP

Any Town Public Schools Specific School Address, City State ZIP Any Town Public Schools Specific School Address, City State ZIP XXXXXXXX Supertindent XXXXXXXX Principal Speech and Language Evaluation Name: School: Evaluator: D.O.B. Age: D.O.E. Reason for Referral:

More information

SPECIFIC LEARNING DISABILITY

SPECIFIC LEARNING DISABILITY SPECIFIC LEARNING DISABILITY 24:05:24.01:18. Specific learning disability defined. Specific learning disability is a disorder in one or more of the basic psychological processes involved in understanding

More information

Standards for Certification in Early Childhood Education [26.110-26.270]

Standards for Certification in Early Childhood Education [26.110-26.270] I.B. SPECIFIC TEACHING FIELDS Standards for Certification in Early Childhood Education [26.110-26.270] STANDARD 1 Curriculum The competent early childhood teacher understands and demonstrates the central

More information

From the 2011 Accreditation Council for Occupational Therapy Education (ACOTE ) Standards and Interpretive Guide:

From the 2011 Accreditation Council for Occupational Therapy Education (ACOTE ) Standards and Interpretive Guide: From the 2011 Accreditation Council for Occupational Therapy Education (ACOTE ) Standards and Interpretive Guide: FOUNDATIONAL CONTENT REQUIREMENTS: Program content must be based on a broad foundation

More information

ELIGIBILITY GUIDELINES SPEECH PATHOLOGY

ELIGIBILITY GUIDELINES SPEECH PATHOLOGY ELIGIBILITY GUIDELINES SPEECH PATHOLOGY These guidelines are consistent with the Texas Speech- Language-Hearing Association s (TSHA) eligibility templates. It is recommended that you contact the TSHA Vice

More information

Dyspraxia Foundation USA

Dyspraxia Foundation USA Dyspraxia Foundation USA Presentation to The US Department of Education September 19, 2014 I. Introduction Agenda Dyspraxia USA II. III. IV. What is Developmental Coordination Disorder (DCD)/Dyspraxia

More information

Special Education Program Descriptions School-Based Program Delivery Model

Special Education Program Descriptions School-Based Program Delivery Model Special Education Program Descriptions School-Based Program Delivery Model Resource Room Services Resource Room Services, available in all MCPS schools, provide students with disabilities with the support

More information

Register of Students with Severe Disabilities

Register of Students with Severe Disabilities Department of Education Learners first, connected and inspired Register of Students with Severe Disabilities Department of Education Register of Students with Severe Disabilities 1. Eligibility Criteria

More information

Patterns of Strengths and Weaknesses in L.D. Identification

Patterns of Strengths and Weaknesses in L.D. Identification Patterns of Strengths and Weaknesses in L.D. Identification October 3, 2013 Jody Conrad, M.S., N.C.S.P School Psychologist, SOESD Definitions of SLD Federal and State A disorder in one or more basic psychological

More information

OCR Levels 2 and 3 in Supporting Teaching and Learning in Schools. Unit 39 Support pupils with communication and interaction needs

OCR Levels 2 and 3 in Supporting Teaching and Learning in Schools. Unit 39 Support pupils with communication and interaction needs OCR Levels 2 and 3 in Supporting Teaching and Learning in Schools Unit 39 Support pupils with communication and interaction needs UNIT SUMMARY Who is this unit for? This unit is for those who provide support

More information

Guidelines for Documentation of a A. Learning Disability

Guidelines for Documentation of a A. Learning Disability Guidelines for Documentation of a Learning Disability A. Learning Disability B. Attention Deficit Disorder C. Psychiatric Disabilities D. Chronic Health Disabilities A. Learning Disability Students who

More information

Comprehensive Special Education Plan. Programs and Services for Students with Disabilities

Comprehensive Special Education Plan. Programs and Services for Students with Disabilities Comprehensive Special Education Plan Programs and Services for Students with Disabilities The Pupil Personnel Services of the Corning-Painted Post Area School District is dedicated to work collaboratively

More information

Test Administrator Requirements

Test Administrator Requirements CELF 4 CTOPP Clinical Evaluation of Language Fundamentals, Fourth Edition Comprehensive Phonological Processing The CELF 4, like its predecessors, is an individually administered clinical tool for the

More information

Professional Learning Guide

Professional Learning Guide Professional Learning Guide Professional Learning Guide Published by the Student Wellbeing and Health Support Division Office for Government School Education Department of Education and Early Childhood

More information

Reading Assessment BTSD. Topic: Reading Assessment Teaching Skill: Understanding formal and informal assessment

Reading Assessment BTSD. Topic: Reading Assessment Teaching Skill: Understanding formal and informal assessment Reading Assessment BTSD Topic: Reading Assessment Teaching Skill: Understanding formal and informal assessment Learning Outcome 1: Identify the key principles of reading assessment. Standard 3: Assessment,

More information

SPECIFIC LEARNING DISABILITY

SPECIFIC LEARNING DISABILITY I. DEFINITION "Specific learning disability" means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself

More information

Vannesa Mueller CURRICULUM VITAE

Vannesa Mueller CURRICULUM VITAE Vannesa Mueller CURRICULUM VITAE EDUCATION 2008 University of Iowa, Iowa City, IA Ph.D. in Speech and Hearing Science Dissertation: The Effects of a Fluent Signing Narrator in the Iowa E-Book on Deaf Children

More information

Ph.D in Speech-Language Pathology

Ph.D in Speech-Language Pathology UNIT 1 SPEECH LANGUAGE PRODUCTION Physiology of speech production. Physiology of speech (a) Respiration: methods of respiratory analysis (b) Laryngeal function: Laryngeal movements, vocal resonance (c)

More information

Guidelines for Documentation of a Learning Disability (LD) in Gallaudet University Students

Guidelines for Documentation of a Learning Disability (LD) in Gallaudet University Students Guidelines for Documentation of a Learning Disability (LD) in Gallaudet University Students Gallaudet University Office for Students with Disabilities Washington, D.C. 20002 2 Guidelines for Documentation

More information

Encyclopedia of School Psychology Neuropsychological Assessment

Encyclopedia of School Psychology Neuropsychological Assessment Encyclopedia of School Psychology Neuropsychological Assessment Contributors: Cynthia A. Riccio & Kelly Pizzitola Jarratt Edited by: Steven W. Lee Book Title: Encyclopedia of School Psychology Chapter

More information

Recommended Practices For Assessment, Diagnosis and Documentation of Learning Disabilities

Recommended Practices For Assessment, Diagnosis and Documentation of Learning Disabilities LEARNING DISABILITIES ASSOCIATION OF ONTARIO Recommended Practices For Assessment, Diagnosis and Documentation of Learning Disabilities Diagnosis of Learning Disabilities Accurate diagnosis of learning

More information

SPEECH-LANGUAGE ASSESSMENT

SPEECH-LANGUAGE ASSESSMENT SPEECH-LANGUAGE ASSESSMENT OVERVIEW OF INSTRUMENTS Speech and language pathologists (SLPs) are nationally certified by the American Speech, Language and Hearing Association (ASHA). To practice in the state

More information

National Academy of Sciences Committee on Educational Interventions for Children with Autism

National Academy of Sciences Committee on Educational Interventions for Children with Autism National Academy of Sciences Committee on Educational Interventions for Children with Autism Conclusion and (The following is an adapted excerpt from Chapter 16, and, ( pp. 211-229), National Research

More information

APPENDIX A GLOSSARY OF TERMS AND ABBREVIATIONS

APPENDIX A GLOSSARY OF TERMS AND ABBREVIATIONS APPENDIX A GLOSSARY OF TERMS AND ABBREVIATIONS GLOSSARY OF TERMS AND ABBREVIATIONS Special Education Terms/Legal Terms Annual Goals Educational performance to be achieved by a student within one year.

More information

Chapter 4: Eligibility Categories

Chapter 4: Eligibility Categories 23 Chapter 4: Eligibility Categories In this chapter you will: learn the different special education categories 24 IDEA lists different disability categories under which children may be eligible for services.

More information

Reading Specialist (151)

Reading Specialist (151) Purpose Reading Specialist (151) The purpose of the Reading Specialist test is to measure the requisite knowledge and skills that an entry-level educator in this field in Texas public schools must possess.

More information

Standards for the Speech-Language Pathologist [28.230]

Standards for the Speech-Language Pathologist [28.230] Standards for the Speech-Language Pathologist [28.230] STANDARD 1 - Content Knowledge The competent speech-language pathologist understands the philosophical, historical, and legal foundations of speech-language

More information

Traumatic Brain Injury

Traumatic Brain Injury Traumatic Brain Injury NICHCY Disability Fact Sheet #18 Updated, July 2014 Susan s Story Susan was 7 years old when she was hit by a car while riding her bike. She broke her arm and leg. She also hit her

More information

Predicting the development of communication skills by children with motor disorders

Predicting the development of communication skills by children with motor disorders Predicting the development of communication skills by children with motor disorders Dr Lindsay Pennington, Dr Mark Pearce, Professor Allan Colver, Professor Helen McConachie, Newcastle University Dr Mary

More information

Developmental Assessment. School of Child & Youth Care University of Victoria

Developmental Assessment. School of Child & Youth Care University of Victoria Developmental Assessment Jessica Ball, M.P.H., Ph.D. School of Child & Youth Care University of Victoria What is developmental assessment? Developmental assessment is the process of observing and recording

More information

Communication Strategies for Primary Progressive Aphasia & FTD s:

Communication Strategies for Primary Progressive Aphasia & FTD s: Communication Strategies for Primary Progressive Aphasia & FTD s: Maura English Silverman, MS, CCC/SLP Triangle Aphasia Project FTD Conference July 12, 2011 summary Individuals with cognitive and communication

More information

PSYCHOLOGICAL AND NEUROPSYCHOLOGICAL TESTING

PSYCHOLOGICAL AND NEUROPSYCHOLOGICAL TESTING Status Active Medical and Behavioral Health Policy Section: Behavioral Health Policy Number: X-45 Effective Date: 01/22/2014 Blue Cross and Blue Shield of Minnesota medical policies do not imply that members

More information

Fact Sheet 10 DSM-5 and Autism Spectrum Disorder

Fact Sheet 10 DSM-5 and Autism Spectrum Disorder Fact Sheet 10 DSM-5 and Autism Spectrum Disorder A diagnosis of autism is made on the basis of observed behaviour. There are no blood tests, no single defining symptom and no physical characteristics that

More information

TESOL Standards for P-12 ESOL Teacher Education 2010. 1 = Unacceptable 2 = Acceptable 3 = Target

TESOL Standards for P-12 ESOL Teacher Education 2010. 1 = Unacceptable 2 = Acceptable 3 = Target TESOL Standards for P-12 ESOL Teacher Education 2010 1 = Unacceptable 2 = Acceptable 3 = Target Standard 1. Language: Candidates know, understand, and use the major theories and research related to the

More information

PPVT -4 Publication Summary Form

PPVT -4 Publication Summary Form PPVT -4 Publication Summary Form PRODUCT DESCRIPTION Product name Peabody Picture Vocabulary Test, Fourth Edition Product acronym PPVT 4 scale Authors Lloyd M. Dunn, PhD, and Douglas M. Dunn, PhD Copyright

More information

Patterns of Strengths and Weaknesses Standards and Procedures. for. Identification of Students with Suspected Specific Learning Disabilities

Patterns of Strengths and Weaknesses Standards and Procedures. for. Identification of Students with Suspected Specific Learning Disabilities Patterns of Strengths and Weaknesses Standards and Procedures for Identification of Students with Suspected Specific Learning Disabilities March, 2010 Table of Contents Patterns of Strengths and Weaknesses

More information

Speech-Language Pathology Interventional Services for Autism Spectrum Disorders

Speech-Language Pathology Interventional Services for Autism Spectrum Disorders Last Review Date: September 11, 2015 Number: MG.MM.ME.45bv2 Medical Guideline Disclaimer Property of EmblemHealth. All rights reserved. The treating physician or primary care provider must submit to EmblemHealth

More information

HOFSTRA UNIVERSITY Department of Speech-Language-Hearing Sciences Knowledge & Skills Acquisition Report

HOFSTRA UNIVERSITY Department of Speech-Language-Hearing Sciences Knowledge & Skills Acquisition Report HOFSTRA UNIVERSITY Department of Speech-Language-Hearing Sciences Knowledge & Skills Acquisition Report Name: Student ID No.: Prerequisite Courses: Phonetics (5) Anatomy and Physiology (6) Language Development

More information

Florida Teacher Certification Examination Test Preparation Guide for Speech-Language Impaired K-12

Florida Teacher Certification Examination Test Preparation Guide for Speech-Language Impaired K-12 Florida Teacher Certification Examination Test Preparation Guide for Speech-Language Impaired K-12 FLORIDA DEPARTMENT OF EDUCATION www.fldoe.org Second Edition Developed, produced, and printed under the

More information

SPECIAL EDUCATION and RELATED SERVICES SPARTA SCHOOL DISTRICT - SPECIAL SERVICES DEPT. JULY 28, 2014

SPECIAL EDUCATION and RELATED SERVICES SPARTA SCHOOL DISTRICT - SPECIAL SERVICES DEPT. JULY 28, 2014 SPECIAL EDUCATION and RELATED SERVICES SPARTA SCHOOL DISTRICT - SPECIAL SERVICES DEPT. JULY 28, 2014 TODAY S OBJECTIVES To provide an overview regarding: Child Study Team general procedures to include

More information

(26) used to obtain self-reports of abilities in variety of communication situations, tasks

(26) used to obtain self-reports of abilities in variety of communication situations, tasks Table 1 Results of survey in Appendix A. Standardized tests recommended by speech-language pathologists (n = 30) and rationale for their use. Numbers in parentheses refer to the individual respondent.

More information

TCHP Behavioral Health Psychological/Neuropsychological Testing Child/Adolescent Guidelines

TCHP Behavioral Health Psychological/Neuropsychological Testing Child/Adolescent Guidelines TCHP Behavioral Health Psychological/Neuropsychological Testing Child/Adolescent Guidelines Psychological testing involves the culturally and linguistically competent administration and interpretation

More information

Joseph K. Torgesen, Department of Psychology, Florida State University

Joseph K. Torgesen, Department of Psychology, Florida State University EMPIRICAL AND THEORETICAL SUPPORT FOR DIRECT DIAGNOSIS OF LEARNING DISABILITIES BY ASSESSMENT OF INTRINSIC PROCESSING WEAKNESSES Author Joseph K. Torgesen, Department of Psychology, Florida State University

More information

IDENTIFICATION AND ASSESSMENT OF ENGLISH LANGUAGE LEARNERS

IDENTIFICATION AND ASSESSMENT OF ENGLISH LANGUAGE LEARNERS IDENTIFICATION AND ASSESSMENT OF ENGLISH LANGUAGE LEARNERS CHAPTER 3 INDEX 3.1 PURPOSE AND SCOPE... 3 1 3.2 IDENTIFICATION AND REFERRAL OF ENGLISH LEARNERS SUSPECTED OF HAING A DISABILITY... 3 1 3.3 SPECIAL

More information

Common Educational Tests used for Assessments for Special Education

Common Educational Tests used for Assessments for Special Education Cognition/Intelligence Ability to reason, to think abstractly, and to solve problems. Wechsler tests: WISC-III, WAIS-R, WPPSI-R Stanford-Binet: Fourth Edition Differential Ability Scales (DAS) Verbal Intelligence

More information

Traumatic Brain Injury

Traumatic Brain Injury Traumatic Brain Injury NICHCY Disability Fact Sheet #18 Resources updated, March 2011 Susan s Story Susan was 7 years old when she was hit by a car while riding her bike. She broke her arm and leg. She

More information

Mystery of Brain Injury November 13, 2015. Speaker Objectives. Speaker Title Objectives Understanding Neuropsychology in the Rehabilitation Setting

Mystery of Brain Injury November 13, 2015. Speaker Objectives. Speaker Title Objectives Understanding Neuropsychology in the Rehabilitation Setting Mystery of Brain Injury November 13, 2015 Speaker Objectives Speaker Title Objectives Dr. John Walker Understanding Neuropsychology in the Rehabilitation Setting 1. Attendees will be able to describe the

More information

School-based Support Personnel

School-based Support Personnel L. SUPPORT SERVICES School-based Support Personnel Yukon Education provides both professional and paraprofessional support to schools to address the diverse learning of students. Learning Assistance Program

More information

Career Paths for the CDS Major

Career Paths for the CDS Major College of Education COMMUNICATION DISORDERS AND SCIENCES (CDS) Advising Handout Career Paths for the CDS Major Speech Language Pathology Speech language pathologists work with individuals with communication

More information

Alignment of the Hawaii Preschool Content Standards With HighScope s Preschool Child Observation Record (COR), 2nd edition

Alignment of the Hawaii Preschool Content Standards With HighScope s Preschool Child Observation Record (COR), 2nd edition Alignment of the Hawaii Preschool Content Standards With HighScope s Preschool Child Observation Record (COR), 2nd edition The following chart shows how items from the Hawaii Preschool Content Standards

More information

Functional Auditory Performance Indicators (FAPI)

Functional Auditory Performance Indicators (FAPI) Functional Performance Indicators (FAPI) An Integrated Approach to Skill FAPI Overview The Functional (FAPI) assesses the functional auditory skills of children with hearing loss. It can be used by parents,

More information

Differentiated Strategies to Promote Inclusion

Differentiated Strategies to Promote Inclusion Differentiated Strategies to Promote Inclusion By Adewunmi Payne-Akinhanmi At The Bett Show EXCEL London UK Thursday 22 nd January 2015 What is differentiation? Differentiation- Differentiation is a combination

More information

Using Direct Instruction Programs as Intervention Programs in Grades K 3

Using Direct Instruction Programs as Intervention Programs in Grades K 3 Using Direct Instruction Programs as Intervention Programs in Grades K 3 Direct Instruction News Volume 5, Number 2 Summer 2005 Introduction This article is about the use of Direct Instruction as an intervention

More information

Grace Fleming, School of Graduate Studies

Grace Fleming, School of Graduate Studies MEMORANDUM To: From: Graduate Curriculum Committee Grace Fleming, School of Graduate Studies Date: 2/11/2008 Subject: Minutes for January 30, 2008 The Graduate Curriculum Committee met in Victor 219, Wednesday,

More information

ASSESSMENT REPORT CMDS Master s 2014. I. CMDS Master s Degree (MS/MCD) student performance on the National Examination in Speech Language Pathology

ASSESSMENT REPORT CMDS Master s 2014. I. CMDS Master s Degree (MS/MCD) student performance on the National Examination in Speech Language Pathology ASSESSMENT REPORT CMDS Master s 04 I. CMDS Master s Degree (MS/MCD) student performance on the National Examination in Speech Language Pathology Expected Outcome: Students nearing the completion of their

More information

Components of an Effective Evaluation for Autism Spectrum Disorder

Components of an Effective Evaluation for Autism Spectrum Disorder Components of an Effective Evaluation for Autism Spectrum Disorder Lara M. Mattox, Ph.D. Clinical Psychologist Tulsa Developmental Pediatrics & Center for Family Psychology Why is Evaluation Important??

More information

Identifying dyslexia and other learning problems using LASS

Identifying dyslexia and other learning problems using LASS Identifying dyslexia and other learning problems using LASS 1 Outline of presentation What is LASS? What is dyslexia? Indicators of dyslexia Components and features of LASS Uses of LASS for screening and

More information

Sarah Levin Allen, Ph.D., CBIS Executive Director, Brain Behavior Bridge Assistant Professor, Philadelphia College of Osteopathic Medicine Pediatric

Sarah Levin Allen, Ph.D., CBIS Executive Director, Brain Behavior Bridge Assistant Professor, Philadelphia College of Osteopathic Medicine Pediatric Sarah Levin Allen, Ph.D., CBIS Executive Director, Brain Behavior Bridge Assistant Professor, Philadelphia College of Osteopathic Medicine Pediatric & NJ School Neuropsychologist www.brainbehaviorbridge.com

More information

Guidelines for the Documentation of a Learning Disability in Adolescents and Adults

Guidelines for the Documentation of a Learning Disability in Adolescents and Adults C O N C O R D I A C O L L E G E M O O R H E A D M I N N E S O TA COUNSELING CENTER, 901 8 TH STREET SOUTH, MOORHEAD, MN 56562 Guidelines for the Documentation of a Learning Disability in Adolescents and

More information

Marcia E. Humpal, M.Ed., MT-BC Ronna S. Kaplan, M.A. MT-BC. Journal of Music Therapy

Marcia E. Humpal, M.Ed., MT-BC Ronna S. Kaplan, M.A. MT-BC. Journal of Music Therapy American Music Therapy Association 8455 Colesville Rd., Ste. 1000 Silver Spring, Maryland 20910 Tel. (301) 589-3300 Fax (301) 589-5175 www.musictherapy.org Annotated Bibliography of Articles from Music

More information

Universal Design for Learning (UDL) Checklist for Early Childhood Environments

Universal Design for Learning (UDL) Checklist for Early Childhood Environments Universal Design for Learning (UDL) Checklist for Early Childhood Environments Universally Designed Learning (UDL) environments are designed from the onset in consideration of the widest diversity of learners

More information

A SAMPLE INDIVIDUALIZED EDUCATION PROGRAM (IEP)

A SAMPLE INDIVIDUALIZED EDUCATION PROGRAM (IEP) A SAMPLE INDIVIDUALIZED EDUCATION PROGRAM (IEP) -INDIVIDUALIZED EDUCATION PROGRAM (IEP) Format **************************************************************** School Age IEP Team Meeting Date: November

More information

Behavioral Health Psychological/Neuropsychological Testing Guidelines

Behavioral Health Psychological/Neuropsychological Testing Guidelines Behavioral Health Psychological/Neuropsychological Testing Guidelines Psychological testing (procedural code 96101) and Neuropsychological Testing (procedural code 96118) involve the culturally and linguistically

More information

ACADEMIC DIRECTOR: Carla Marquez-Lewis Email Contact: THE PROGRAM Career and Advanced Study Prospects Program Requirements

ACADEMIC DIRECTOR: Carla Marquez-Lewis Email Contact: THE PROGRAM Career and Advanced Study Prospects Program Requirements Psychology (BA) ACADEMIC DIRECTOR: Carla Marquez-Lewis CUNY School of Professional Studies 101 West 31 st Street, 7 th Floor New York, NY 10001 Email Contact: Carla Marquez-Lewis, carla.marquez-lewis@cuny.edu

More information

ROLE OF SCHOOL PSYCHOLOGIST AS A RELATED SERVICE PROVIDER

ROLE OF SCHOOL PSYCHOLOGIST AS A RELATED SERVICE PROVIDER ROLE OF SCHOOL PSYCHOLOGIST AS A RELATED SERVICE PROVIDER I. Related Services Definition - IDEA According to the Individuals with Disabilities Education Act, psychological services include: Administering

More information

IDENTIFICATION, EVALUATION AND INTERVENTION FOR ELL STUDENTS WITH COMMUNICATION DISORDERS

IDENTIFICATION, EVALUATION AND INTERVENTION FOR ELL STUDENTS WITH COMMUNICATION DISORDERS IDENTIFICATION, EVALUATION AND INTERVENTION FOR ELL STUDENTS WITH COMMUNICATION DISORDERS INTRODUCTION Public school systems in the United States have experienced a significant increase in the number of

More information

Eligibility for DD Services and the SIB-R

Eligibility for DD Services and the SIB-R Eligibility for DD Services and the SIB-R For adults and children with intellectual and related developmental disabilities Stacy Waldron, PhD (With assistance from Monique Marrow, PhD and Meredith Griffith,

More information

Create stories, songs, plays, and rhymes in play activities. Act out familiar stories, songs, rhymes, plays in play activities

Create stories, songs, plays, and rhymes in play activities. Act out familiar stories, songs, rhymes, plays in play activities PRESCHOOL Language Arts Literacy Expectation 1 Children listen and respond to environmental sounds, directions, and conversations. NJCCC K-12 Standard 3.4 Listening Strand A: Active Listening Strand B:

More information

School Psychologist PK 12 Section 36

School Psychologist PK 12 Section 36 School Psychologist PK 12 Section 36 1 Knowledge of measurement theory, test construction, research, and statistics 1. Identify theories of measurement and test construction. 2. Demonstrate knowledge of

More information

Central Auditory System

Central Auditory System Auditory Processing Disorder Sarah (King) Zlomke, Au.D., CCC-A September 16, 2011 Kansas Speech-Language-Hearing Association Conference Auditory processing is not only what we hear, it is how we process

More information

Accommodations STUDENTS WITH DISABILTITES SERVICES

Accommodations STUDENTS WITH DISABILTITES SERVICES Accommodations Otis College of Art and Design is committed to providing equality of education opportunity to all students. To assist in increasing the student s learning outcome, Students with Disabilities

More information

THE FRAMEWORK FOR SPECIAL EDUCATION GRADES PRE K- 8 & 7-12 PROGRAM GUIDELINES PENNSYLVANIA DEPARTMENT OF EDUCATION

THE FRAMEWORK FOR SPECIAL EDUCATION GRADES PRE K- 8 & 7-12 PROGRAM GUIDELINES PENNSYLVANIA DEPARTMENT OF EDUCATION THE FRAMEWORK FOR SPECIAL EDUCATION GRADES PRE K- 8 & 7-12 PROGRAM GUIDELINES PENNSYLVANIA DEPARTMENT OF EDUCATION TABLE OF CONTENTS Why Quality Teacher Preparation Programs Are Important...3 Philosophy

More information

STAFF DEVELOPMENT in SPECIAL EDUCATION

STAFF DEVELOPMENT in SPECIAL EDUCATION STAFF DEVELOPMENT in SPECIAL EDUCATION Learning Disabilities AASEP s Staff Development Course LEARNING DISABILITIES Copyright AASEP (2006) 1 of 7 Objectives To understand what is a learning disability

More information

TEXAS RISING STAR WEBINAR SERIES: CURRICULUM AND EARLY LEARNING GUIDELINES RECORDED OCTOBER 29, 2015 NOTES

TEXAS RISING STAR WEBINAR SERIES: CURRICULUM AND EARLY LEARNING GUIDELINES RECORDED OCTOBER 29, 2015 NOTES TEXAS RISING STAR WEBINAR SERIES: CURRICULUM AND EARLY LEARNING GUIDELINES RECORDED OCTOBER 29, 2015 NOTES The topics that will be addressed during these webinars include: 1. The General Overview: Curriculum

More information

CDDH FACT SHEET. Working with people with intellectual disabilities in healthcare settings

CDDH FACT SHEET. Working with people with intellectual disabilities in healthcare settings CDDH FACT SHEET Working with people with intellectual disabilities in healthcare settings People with intellectual disabilities have the same right as other community members to access community based

More information

Assessment, Case Conceptualization, Diagnosis, and Treatment Planning Overview

Assessment, Case Conceptualization, Diagnosis, and Treatment Planning Overview Assessment, Case Conceptualization, Diagnosis, and Treatment Planning Overview The abilities to gather and interpret information, apply counseling and developmental theories, understand diagnostic frameworks,

More information

Autism and Intellectual Disabilities

Autism and Intellectual Disabilities Autism and Intellectual Disabilities (DSM IV & V) Accessibility Politecnico di Milano Autism (I) A total of six (or more) items from (A), (B), and (C), with at least two from (A), and one each from (B)

More information

Central Auditory Processing Disorder (CAPD)

Central Auditory Processing Disorder (CAPD) Central Auditory Processing Disorder (CAPD) What is CAPD? Central Auditory Processing Disorder (CAPD) - also known as Auditory Processing Disorder (APD) - is an umbrella term for a variety of disorders

More information