The Assessment of Basic Language and Learning Skills (ABLLS)
Assessment, curriculum guide, and skills tracking system for children with language delays. The ABLLS contains a task analysis of the many skills necessary to communicate successfully and to learn from everyday experiences.
PEP-R (Psychoeducational Profile-Revised)
This is a revised edition of the Psychoeducational Profile (PEP) which is a test developed to elicit and organize diagnostic information about children with autism. This revised PEP has been compiled in response to clinicians who need data for children in the preschool range, especially below the 2½-year level.
Asperger Syndrome Diagnostic Scale (ASDS)
Used to assess individuals ages 5 through 18-years-old who manifest the characteristics of Asperger's Syndrome. This quick and easy rating scale may be reliably completed by teachers, parents and others who have had sustained contact with the referred individual. In addition to identifying persons who have Asperger's Syndrome, results of the ASDS may be used to document behavioral progress, target goals for change and intervention on a student's IEP and for research purposes.
Assessment, Evaluation, and Programming System (AEPS)
Covering the developmental progress of children's functional skills in six key domains—fine motor, gross motor, adaptive, cognitive, social-communication, and social development—this tool helps early interventionists improve their assessments of the abilities and needs of young children who have disabilities or are at risk for developmental delays. This comprehensive guide includes the complete AEPS Test and parallel assessment/evaluation tools for families as well as: sample assessment activity plans; an associated set of written IEP/IFSP goals keyed to items on the AEPS test; and methods of developing intervention plans and evaluation procedures.
Autism Screening Instrument for Educational Planning (ASIEP-2)
The ASIEP-2 uses five components to provide data on five unique aspects of behavior with individuals from 18 months of age through adulthood. The components of the ASIEP-2 (a) examine behavior in five areas-sensory, relating, body concept, language, and social self-help; (b) sample vocal behavior; (c) assess interaction; (d) assess communication; and (e) determine learning rate. When combined, these subtests provide a profile of abilities in spontaneous verbal behavior, social interaction, education level, and learning characteristics. A major feature of this instrument is the empirical evidence of the strong intercorrelation among the ASIEP-2 subtests and the utility of the battery to distinguish among groups of persons with a variety of disabilities. Percentiles and standard scores are provided for the five subtests.
Dimensions of Communication
An assessment instrument designed to help teachers, educational specialist, speech-language therapists, psychologists, and other service providers evaluate the communication skills of children, adolescents, and young adults who have multiple disabilities, including severe or profound mental retardation and deaf-blindness.
Used with learners from birth to 48 months of age to determine their development level and track progress. Covers: Motor, Perceptual, Spatial and Object Perception, Social and Emotional, Language, Play and Daily Living Skills.
The Infant-Toddler Developmental Assessment (IDA)
Integrated clinical process that includes a developmental profile and the Provence Birth-to-Three Developmental Profile; is designed for use by a team of two or more professionals and consists of six phases. The IDA revolves around four team roles: assessment coordinator, parent interviewer, health reviewer, and child evaluator.
Vulpe Assessment Battery -Revised (VAB-R)
The Vulpe Assessment Battery - Revised (VAB-R) is a comprehensive, process-oriented, criterion-referenced assessment that emphasizes children's functional abilities. It is appropriate for children with atypical developmental patterns related to medical or social conditions that affect their development. The VAB-R provides an assessment/analysis of several key developmental domains to identify current competencies and to develop individualized education or treatment plans. Most appropriate for developmental ages birth-6. Utilizes familiar toys and equipment from the natural environment.
Transdisciplinary play-based assessment
Assesses children's developmental level, learning styles, interaction patterns, and other behaviors in each of the four domains: cognitive, social-emotional, communication and language, and sensorimotor. The result of the TPBA process is a wealth of data that professionals and parents can use to identify appropriate services for a child, develop intervention plans, and evaluate a child's ongoing progress.