Assessments Chart

Process Definition Tests Which Give Information
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 Ability to use cognitive processes which rely primarily on verbal language
  • Wechsler: Verbal Scales
  • Stanford-Binet: FE-Verbal Comprehension Factor
  • DAS: Verbal Ability
Non Verbal Intelligence Ability to use cognitive processes which do not rely primarily on verbal language.
  • Wechsler: Performance Scales
  • Stanford-Binet: FE: Nonverbal Reasoning/Visualization Factor
  • DAS: Nonverbal Ability
  • Kaufman Assessment Battery for Children (K-ABC): Nonverbal Scale
  • Leiter International Performance Scale
  • Columbia Mental Maturity Scale
  • Raven’s Progressive Matrices
Receptive Verbal Language Ability to understand incoming spoken language.
  • Wechsler: Verbal Scales
  • Test of Language Development-2(TOLD-2): Listening Composite
  • Test of Auditory Comprehension of Language-Revised
  • Clinical Evaluation of Language Fundamentals (CELF-R): Receptive Subtests
  • Peabody Picture Vocabulary Test- Revised
Expressive Verbal Language Ability to convey ideas and relate information through oral language.
  • Wechsler: Verbal Scales
  • TOLD-2: Speaking Composite
  • CELF-R: Expressive Subtests
  • Woodcock-Johnson, Revised-Restsof Cognitive Ability (WJ-R COG):Oral Language Cluster
  • Speech Exam and Language Sample
Receptive Nonverbal Language Ability to derive meaning from pictures, gestures, and facial expressions, and to interpret social situations without verbal clues.
  • Wechsler: Picture Completion, Picture Arrangement, Object Assembly
  • Stanford-Binet: FE – Absurdities
  • K-ABC: Gestalt Closure, Photo Series, Face Recognition
  • Detroit Tests of Learning Aptitude-2 (DTLA-2): Conceptual Matching
  • Observations of behavior
Expressive Nonverbal Language Ability to convey meaning through gestures, facial expressions, and drawings.
  • Goodenough-Harris Drawing Test
  • Kinetic Family Drawing
  • ITPA: Manual Expression
  • Observations of behavior
Auditory Skills
Auditory Discrimination Ability to detect subtle likenesses and difference between speech sounds.
  • Wepman Auditory Discrimination Test –2nd Edition
  • Test of Auditory Perceptual Skills (TAPS): Auditory Word Discrimination
  • Goldman-Fristoe-Woodcock Test
Auditory Discrimination
Auditory Analysis Ability to break words into syllables and/or discrete sound components
  • WJ-R, Cognitive: Incomplete Words
  • Slingerland: Test 7, Echolalia
  • Auditory Analysis Task (plant = p-l-a-n-t)
Auditory Synthesis Ability to combine supplied sounds or syllables into words (sound blending).
  • WJ-R, Cognitive: Sound Blending
  • Mann-Suiter Sound Blending
Auditory Immediate Memory Ability to retain information just heard for a 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 Recent Memory Ability to store and recall recently heard auditory material.
  • Slingerland: Tests 6, 8
  • Ray Auditory-Verbal Learning Test
Auditory Remote Memory Ability to store and recall auditory material heard several moths or years earlier.
  • Wechsler: Information, Similarities, Vocabulary, Comprehension
  • Stanford-Binet: FE – Vocabulary, Comprehension, Verbal Relations
  • WJ-R, Achievement: Knowledge Cluster
  • Peabody Individual Achievement Test- Revised: General Information
Visual Skills
Visual Discrimination Ability to detect subtle likenesses and differences in visual stimuli such as symbols, pictures, and designs.
  • Wechsler: Performance Scale
  • WJ-R, Cognitive: Visual Matching,Cross Out
  • Motor Free Visual Perception Test
  • Slingeland: Test 4
  • Test of Visual Perceptual Skills(TVPS): Visual Discrimination
Visual Analysis Ability to identify the parts of a visual stimulus and to differentiate figure from ground.
  • Wechsler: Performance Scale
  • 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
Visual Analysis/Synthesis Ability to identify the parts of a visual stimulus and to combine visual elements into a whole.
  • Wechsler: Picture Arrangement, Block Design, Object Assembly
  • K-ABC: Triangles, Photo Series
  • Raven’s Progressive Matrices
Visual Immediate Memory Ability to retain information just seen for a short period of time (no storage involved).
  • Wechsler: Coding Stanford-Binet: FE – Bead Memory, Memory for Objects
  • K-ABC: Hand Movements, Spatial Memory
  • WJ-R, Cognitive, Picture Recognition
Visual Recent Memory Ability to store and recall recently seen visual information
  • Slingerland: Tests 3, 5
  • Ray Complex Figure Drawing
  • Weekly Spelling Tests
Visual Remote Memory Ability to store and recall visual information seen several months or years earlier.
  • Wechsler: Picture Completion, Object Assembly
  • Achievement tests: word recognition, oral reading, spelling
Visual-Spatial Orientation Ability to perceive spatial relationships involving one’s own body and the environment. Ability to organize and interpret spatial relationships on a two-dimensional level as in copying, writing, or reading.
  • 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 investigate visual material in a systematic, organized way.
  • Slingerland: Tests 3, 4, 8
  • Motor Free Visual Perception Test
  • Jordan Left-Right Reversal Test(1990)
  • Observations of paragraph reading
Motor Skills
Fine Motor Coordination Ability to control fine muscle movements, as in writing, drawing, and cutting
  • Wechsler: Coding, Mazes
  • Stanford-Binet: FE – Copying
  • Bender-Gestalt
  • Developmental Test of Visual-Motor Integration (VMI)
  • Slingerland: Tests 1, 2, 5, 6
  • Observations of writing, drawing, andcutting
Fine Motor Coordination – Speech Ability to coordinate articulatory movement patterns for speech
  • Speech Exam
  • Slingerland: Echolalia
Tactile-Kinesthetic Discrimination Ability to identify and interpret information gained through touch and movement
  • Task: Examiner moves child’s fingers to form letters or numbers with eyes closed; child identifies
Kinesthetic Memory Ability to remember information gained through movement
  • Task: Examiner teaches a new word through repeated writing; child reproduces letter
  • Observations of motor patterns in writing
Gross Motor Coordination Ability to coordinate large muscle movements as in running, walking, skipping, and throwing.
  • Bruininks – Oseretsky Test of Motor Proficiency
  • Observation of gross motor activities
Modality Integration Ability to transfer information from one sensory modality to another. Ability to coordinate two or three modalities in the production of outgoing responses.
  • Slingerland
  • Halstead – Reitan and Reitan –Indiana Neuropsychological Test Batteries
  • WJ-R, Cognitive: Visual – Auditory Learning
  • Comparisons of performance on academic tasks such as reading, copying, and dictated spelling
Social and Emotional Adjustment
Self-Concept and Relationships with Others
  • Projective Drawing Tests
  • Apperception Tests (CAT, TAT,Roberts)
  • Piers-Harris Self Concept Scale
  • Sentence Completion Tests
  • Rorschach
Social Maturity and Appropriateness of Behavior
  • 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
Reading and Phonics Skills Ability to decode unfamiliar words, to recognize familiar words, and to understandwritten material.
  • Wechsler Individual Achievement Test (WIAT): Reading Composite
  • Woodcock-Johnson, Revised-Tests of Achievement (WJ-R ACH): Reading Subtests
  • Kaufman Test of Educational Achievement (K-TEA): Reading Composite
  • Ekwall Reading Test
  • Informal survey of phonics skills
Spelling Skills Ability to encode words in written form. Use of spelling rules, visual recall, and auditory analysis skills in encoding words.
  • WIAT: Spelling
  • K-TEA: Spelling
  • Wide Range Achievement Test-3(WRAT-3): Spelling
  • Dictated Spelling Tasks
Handwriting Skills Neatness, spatial organization, and knowledge of manuscript and/or cursivealphabets.
  • WIAT: Written Expression
  • Test of Written Language –2 (TOWL-2)
  • Slingerland, Tests 1, 2, 5, 6
  • Alphabet writing task
  • Classroom Writing Samples
Written Language Skills Ability to organize and relate ideas in written form. Knowledge of written language mechanics skills.
  • WIAT: Writing Composite
  • 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 perform arithmetic computations and to solve problems involving mathematical concepts 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 Activity Keenness of vision.
  • Snellen Vision Screening
  • Titmus Test
Auditory Activity Keenness of hearing
  • Pure Tone Audiometric Screening
  • Tympanometry
Health & Developmental History
  • Health & Developmental Interview
  • Neurodevelopmental Exam