Assesments Chart

8/12/2019 Assesments Chart

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Common Educational Tests used for Assessments for Special Education

PROCESS DEFINITION TESTS WHICH GIVE INFORMATION

Cognition/Intelligence

Ability to reason, to think

abstractly, and to solveproblems.

Wechsler tests: WISC-III, WAIS-R,

WPPSI-R Stanford-Binet: Fourth Edition Differential Ability Scales (DAS)

Verbal Intelligence

Ability to use cognitiveprocesses which relyprimarily on verballanguage

Wechsler: Verbal Scales Stanford-Binet: FE-Verbal

Comprehension Factor DAS: Verbal Ability

Wechsler: Performance Scales Stanford-Binet: FE: Nonverbal

Non VerbalIntelligence

Ability to use cognitiveprocesses which do notrely primarily on verballanguage.

Reasoning/Visualization Factor DAS: Nonverbal Ability Kaufman Assessment Battery for

Children (K-ABC): Nonverbal Scale Leiter International Performance

Scale Columbia Mental Maturity Scale Ravens Progressive Matrices

Language

Wechsler: Verbal Scales

Receptive VerbalLanguage

Ability to understandincoming spokenlanguage.

Test of Language Development-2(TOLD-2): Listening Composite

Test of Auditory Comprehension ofLanguage-Revised

Clinical Evaluation of LanguageFundamentals (CELF-R): Receptive

Subtests Peabody Picture Vocabulary Test-Revised

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Wechsler: Verbal Scales

Expressive VerbalLanguage

Ability to convey ideasand relate informationthrough oral language.

TOLD-2: Speaking Composite CELF-R: Expressive Subtests Woodcock-Johnson, Revised-Rests

of Cognitive Ability (WJ-R COG):Oral Language Cluster

Speech Exam and Language Sample

Receptive NonverbalLanguage

Ability to derive meaningfrom pictures, gestures,

and facial expressions,and to interpret socialsituations without verbalclues.

Wechsler: Picture Completion,Picture Arrangement, Object

Assembly

Stanford-Binet: FE Absurdities K-ABC: Gestalt Closure, PhotoSeries, Face Recognition

Detroit Tests of Learning Aptitude-2(DTLA-2): Conceptual Matching

Observations of behavior

Expressive NonverbalLanguage

Ability to conveymeaning throughgestures, facial

expressions, anddrawings.

Goodenough-Harris Drawing Test Kinetic Family Drawing ITPA: Manual Expression

Observations of behavior

Auditory Skills

Auditory

Discrimination

Ability to detect subtlelikenesses and

difference betweenspeech sounds.

Wepman Auditory DiscriminationTest 2nd Edition

Test of Auditory Perceptual Skills(TAPS): Auditory Word

Discrimination Goldman-Fristoe-Woodcock Test

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Auditory Discrimination

Auditory Analysis

Ability to break wordsinto syllables and/ordiscrete soundcomponents

WJ-R, Cognitive: Incomplete Words Slingerland: Test 7, Echolalia Auditory Analysis Task (plant = p-l-a-

n-t)

Auditory Synthesis

Ability to combinesupplied sounds orsyllables into words

(sound blending).

WJ-R, Cognitive: Sound Blending Mann-Suiter Sound Blending

Auditory ImmediateMemory

Ability to retaininformation just heard fora short period of time(no storage involved).

Wechsler: Digit Span Stanford-Binet: FE- Memory for

Sentences, Memory for Digits K-ABC: Number Recall, Word Order WJ-R, Cognitive: Memory for

Sentences, Memory for Words DTLA-2: Sentence Imitation, Word

Sequences, Oral Directions

Auditory RecentMemory

Ability to store and recallrecently heard auditorymaterial.

Slingerland: Tests 6, 8 Ray Auditory-Verbal Learning Test

Wechsler: Information, Similarities,

Auditory Remote

Memory

Ability to store and recallauditory material heard

several moths or yearsearlier.

Vocabulary, Comprehension Stanford-Binet: FE Vocabulary,

Comprehension, Verbal Relations

WJ-R, Achievement: KnowledgeCluster Peabody Individual Achievement

Test- Revised: General Information

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Visual Skills

Wechsler: Performance ScaleAbility to detect subtlelikenesses and

WJ-R, Cognitive: Visual Matching,Cross Out

Visual Discrimination differences in visualstimuli such as symbols,pictures, and designs.

Motor Free Visual Perception Test Slingeland: Test 4 Test of Visual Perceptual Skills

(TVPS): Visual Discrimination

Wechsler: Performance Scale

Visual Analysis

Ability to identify theparts of a visual stimulusand to differentiate figurefrom ground.

K-ABC: Gestalt Closure, Triangles,Matrix Analogies, Photo Series

Slingerland: Tests 1, 2, 3, 8 Motor Free Visual Perception Test Jordan Left-Right Reversal Test

(1990 Edition) Observations of word list and

paragraph reading

Ability to identify the Wechsler: Picture Arrangement,Visual parts of a visual stimulus Block Design, Object AssemblyAnalysis/Synthesis and to combine visual K-ABC: Triangles, Photo Series

elements into a whole. Ravens Progressive Matrices

Visual ImmediateMemory

Ability to retaininformation just seen fora short period of time(no storage involved).

Wechsler: Coding Stanford-Binet:FE Bead Memory, Memory forObjects

K-ABC: Hand Movements, SpatialMemory

WJ-R, Cognitive, Picture Recognition

Visual RecentMemory

Ability to store and recallrecently seen visualinformation

Slingerland: Tests 3, 5 Ray Complex Figure Drawing Weekly Spelling Tests

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Ability to store and recall Wechsler: Picture Completion,

Visual Remote visual information seen Object AssemblyMemory several months or years Achievement tests: word recognition,earlier. oral reading, spelling

Visual-SpatialOrientation

Ability to perceive spatialrelationships involvingones own body and theenvironment. Ability toorganize and interpretspatial relationships on a

two-dimensional level asin copying, writing, orreading.

Slingerland Tests: 1, 2 Bender Visual-Motor Gestalt Test Jordan Left-Right Reversal Test

(1990) Wechsler: Block Design Right-Left Discrimination Test

Observations of written work,reading, and behavior

Visual Scanning

Ability to investigatevisual material in asystematic, organizedway.

Slingerland: Tests 3, 4, 8 Motor Free Visual Perception Test Jordan Left-Right Reversal Test

(1990) Observations of paragraph reading

Motor Skills

Wechsler: Coding, Mazes

Fine MotorCoordination

Ability to control finemuscle movements, asin writing, drawing, andcutting

Stanford-Binet: FE Copying Bender-Gestalt Developmental Test of Visual-Motor

Integration (VMI) Slingerland: Tests 1, 2, 5, 6 Observations of writing, drawing, and

cutting

Fine MotorCoordination Speech

Ability to coordinatearticulatory movementpatterns for speech

Speech Exam Slingerland: Echolalia

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Tactile-KinestheticDiscrimination

Ability to identify and

interpret informationgained through touchand movement

Task: Examiner moves childs

fingers to form letters or numberswith eyes closed; child identifies

Task: Examiner teaches a new word

Kinesthetic MemoryAbility to rememberinformation gainedthrough movement

through repeated writing; childreproduces letter

Observations of motor patterns inwriting

Gross MotorCoordination

Ability to coordinate

large musclemovements as inrunning, walking,skipping, and throwing.

Bruininks Oseretsky Test of MotorProficiency Observation of gross motor activities

Modality Integration

Ability to transferinformation from onesensory modality toanother. Ability tocoordinate two or three

modalities in theproduction of outgoingresponses.

Slingerland Halstead Reitan and Reitan

Indiana Neuropsychological TestBatteries

WJ-R, Cognitive: Visual AuditoryLearning

Comparisons of performance onacademic tasks such as reading,copying, and dictated spelling

Social and Emotional Adjustment

Self-Concept andRelationships with

Others

Projective Drawing Tests Apperception Tests (CAT, TAT,

Roberts) Piers-Harris Self Concept Scale Sentence Completion Tests Rorschach

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Social Maturity andAppropriateness ofBehavior

Woodcock-Johnson Scales of

Independent Behavior (SIB) Vineland Adaptive Behavior Scale Developmental Profile II Child Behavior Checklist Conners Parent & Teacher Rating

Scales Behavior Evaluation Scale 2

Academic Skills and Achievement

Wechsler Individual Achievement

Reading and PhonicsSkills

Ability to decodeunfamiliar words, torecognize familiar words,and to understandwritten material.

Test (WIAT): Reading Composite Woodcock-Johnson, Revised-Tests

of Achievement (WJ-R ACH):Reading Subtests

Kaufman Test of EducationalAchievement (K-TEA): ReadingComposite

Ekwall Reading Test Informal survey of phonics skills

Spelling Skills

Ability to encode wordsin written form. Use ofspelling rules, visualrecall, and auditoryanalysis skills inencoding words.

WIAT: Spelling K-TEA: Spelling Wide Range Achievement Test-3

(WRAT-3): Spelling Dictated Spelling Tasks

Handwriting Skills

Neatness, spatial

organization, andknowledge of manuscriptand/or cursivealphabets.

WIAT: Written Expression Test of Written Language 2 (TOWL-

2) Slingerland, Tests 1, 2, 5, 6 Alphabet writing task Classroom Writing Samples

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WIAT: Writing Composite

Written LanguageSkills

Ability to organize andrelate ideas in writtenform. Knowledge ofwritten languagemechanics skills.

Test of Written Language 2 Test of Early Written Language(TEWL)

Test of Written English WJ-R, Achievement: Written

Language Subtests

Mathematics Skills

Ability to performarithmetic computationsand to solve problems

involving mathematicalconcepts and reasoning.

WIAT: Mathematics Composite Key Math-Revised WJ-R, Achievement: Mathematics

Subtests

K-TEA: Mathematics Composite WRAT-3: Arithmetic

Physical Health and Development

Visual ActivityKeenness ofvision.

Snellen Vision Screening Titmus Test

Auditory Activity Keenness ofhearing Pure Tone Audiometric Screening Tympanometry

Health &DevelopmentalHistory

Health & Developmental Interview Neurodevelopmental Exam

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Assesments Chart

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