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
|
Language |
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
|