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BRACKEN BASIC CONCEPT SCALE – Revised

This test measures the understanding of more abstract vocabulary items such as direction/position, size, quantity, texture/material, time/sequence, and self/social awareness concepts. For the Total Test, Abcd achieved a standard score of 100 and a percentile rank of 50 with a concept age of 0-0. For the six sub-tests comprising the School Readiness portion, Abcd received a standard score of 100 and a percentile rank of 50. These results are in the average range of ability.

PEABODY PICTURE VOCABULARY TEST – III Form A

This test is designed to assess the understanding of single word vocabulary via a picture pointing response. Abcd achieved a standard score of 100 and a percentile rank of 50. This is in the average range of ability.

EXPRESSIVE VOCABULARY TEST

This test is designed to assess single word picture naming vocabulary. Abcd received a standard score of 100 and a percentile rank of 50. This is in the average range of ability.

TEST OF SEMANTIC SKILLS – PRIMARY

This is a receptive and expressive test designed to assess a child’s semantic skills through scenes and themes designed to represent aspects of everyday life that are familiar and important to children. Abcd received a Receptive Total standard score of 100 and a percentile rank of 50; and an Expressive Total standard score of 100 and a percentile rank of 50. For the Total Test, Abcd received a standard score of 100 and a percentile rank of 50. This is in the average range of ability.

The standard scores and percentiles for the individual subtest are listed below.

Standard Score Percentile Rank

Identifying Labels Identifying Categories Identifying Attributes Identifying Functions Identifying Definitions RECEPTIVE TOTAL Stating Labels Stating Categories Stating Attributes Stating Functions Stating Definitions EXRESSIVE TOTAL TOTAL TEST Page 2 of 16

TEST OF SEMANTIC SKILLS – INTERMEDIATE

This is a receptive and expressive language test designed to assess semantic and vocabulary skills in the areas related to labeling, categories, attributes, functions and definitions. Abcd received a Receptive Total standard score of 100 and a percentile rank of 50; and an Expressive Total standard score of 100 and a percentile rank of 50. For the Total Test, Abcd received a standard score of 100 and a percentile rank of 50. This is in the average range of ability.

The standard scores and percentiles for the individual subtest are listed below.

Standard Score Percentile Rank

Identifying Labels Identifying Categories Identifying Attributes Identifying Functions Identifying Definitions RECEPTIVE TOTAL Stating Labels Stating Categories Stating Attributes Stating Functions Stating Definitions EXRESSIVE TOTAL TOTAL TEST

THE ELEMENTARY WORD TEST-2

This test measures the ability to recognize, understand and use critical semantic features to attach meaning to words. Abcd received a total test standard score of 100 and a percentile rank of 50. This is in the average range of ability.

The Standard Scores and Percentiles of the individual subtests are listed below.

Scoring Summary Standard Score Percentile Rank Associations Synonyms Semantic Absurdities Antonyms Definitions Flexible Word Use Total Test Page 3 of 16

EXPRESSIVE ONE-WORD PICTURE VOCABULARY TEST

This test is designed to assess a child’s ability to name objects, actions and concepts which are pictured in illustrations. Abcd received a standard score of 100 and a percentile rank of 50. This is in the average range of ability.

THE ELEMENTARY HELP TEST

This test assesses general language competency in the areas of semantic and syntactical skills. For the Total Test, Abcd achieved a standard score of 100 and a percentile rank of 50. This is in the average range of ability.

The standard scores and percentiles for the individual subtest are listed below.

Scoring Summary Standard Score Percentile Rank Semantics Specific Vocabulary Word Order General Vocabulary Question Grammar Defining

Total Test

THE LISTENING TEST

This test is a measure of a child’s ability to attend to, process, and respond to information presented orally. It identifies a student’s strengths and weaknesses in specific listening skill areas related to classroom listening situations. Abcd received a Total Test standard score of 100 and a percentile rank of 50. This is in the average range of ability.

The Standard Scores and Percentiles of the individual subtests are listed below.

Scoring Summary Standard Score Percentile Rank Main Idea Details Concepts Reasoning Story Comprehension Total Test Page 4 of 16

TEST OF AUDITORY-PERCEPTUAL SKILLS - Revised

This test is a measure of how the student responds to auditory stimuli. For the Total Test, Abcd achieved an Auditory Quotient of 100 and a percentile rank of 50 with a Median Auditory-Perceptual Age of *. This is in the average range of ability.

The Standard Scores and Percentiles of the individual subtests are listed below.

Scoring Summary Standard Score Percentile Rank

Auditory Number Memory: Forward Auditory Number Memory: Reversed Auditory Sentence Memory Auditory Word Memory Auditory Interpretation of Directions Auditory Word Discrimination Auditory Processing Auditory-Perceptual Quotient

TEST OF AUDITORY-PROCESSING SKILLS – 3

This test assesses auditory skills necessary for the development, use, and understanding of language commonly utilized in academic and everyday activities. Four standard scores are derived from the nine subtests given which deal with memory, phonological processes, comprehension and reasoning. Abcd received an overall total test standard score of 100 and a percentile rank of 50. This is in the average range of ability.

The standard scores and percentiles of the Composite Scores are listed below.

Composite Scores Standard Score Percentile Overall Phonologic Memory Cohesion

The scaled scores and percentiles for the individual subtest are listed below.

Core Subtests Scaled Score Percentile Word Discrimination Phonological Segmentation Phonological Blending Number Memory Forward Number Memory Reversed Word Memory Sentence Memory Auditory Comprehension Page 5 of 16

Auditory Reasoning AUDITORY PROCESSING ABILITIES TEST

This test designed to assess auditory processing skills in school age children. Abcd achieved a Total Test Standard Score of 100 and a percentile rank of 50. This is in the average range of ability.

The Composite Index Scores and Percentiles are listed below.

Composite Index Scores Standard Score Percentile Rank Global Index Auditory Memory Index Linguistic Processing Index

Global Index measures children’s overall competence with auditory processing skills. This index score is derived from the sum of the scaled scores for all of the subtests. Because it represents many different auditory processing abilities, this index is usually the best indicator of a child’s overall auditory processing abilities.

Auditory Memory Index measures a child’s auditory memory skills. This includes both immediate and working memory skills.

Linguistic Processing Index measures a child’s ability to process a number of types of auditory linguistic information. The subtests include the tasks of phonemic awareness, repetition of words and sentences, sentence and passage comprehension and association tasks.

The scaled scores for the individual subtest are listed below.

Scoring Summary Scaled Score Phonemic Awareness Word Sequences Semantic Relationships Sentence Memory Cued Recall Content Memory, Immediate Content Memory, Delayed Complex Sentences Sentence Absurdities Following Directions Passage Comprehension

Abcd scored below average on the following individual subtests:

Phonemic Awareness - the ability to perform specific tasks associated with sound awareness within word structures; these skills are necessary for the acquisition of written language skills.

Word Sequences - the ability to repeat word sequences of increasing length.

Semantic Relationships - the ability to recognize the common associations between words.

Sentence Memory - the ability to repeat sentences of increasing length and linguistic complexity.

Cued Recall - -the ability to recall word pairs with no linguistic similarities. Page 6 of 16

Content Memory - the ability to recall information contained in a brief story, immediately and after a delay.

Complex Sentences - the ability to understand grammatically complex sentences and answer questions about content.

Sentence Absurdities - the ability to recognize incongruities in sentence content.

Following Directions - the ability to follow oral instructions of increasing length and complexity.

Passage Comprehension - the ability to understand and recall details of a passage-length material of increasing length and complexity.

LANGUAGE PROCESSING TEST-3 Elementary

This is a receptive and expressive language test designed to assess a student’s ability to attach meaning to auditory stimuli. Abcd achieved a Total Test Standard Score of 100 and a percentile rank of 50. This is in the average range of ability.

The Standard Scores and Percentiles of the individual subtests are listed below.

Scoring Summary Standard Score Percentile Rank Associations Categorization Similarities Differences Multiple Meanings Attributes Total Test

Discussion of individual subtests follows:

Associations: This subtest requires the student to name an additional item that is typically associated with specific nouns presented.

Categorization: This subtest requires the student to recognize associated items within a specific group.

Similarities: This subtest requires the student to compare two items and recognize the similar aspects which place them in the same category.

Differences: This subtest requires the student to contrast two items and determine the unique traits.

Multiple Meanings: This subtest requires the student to recognize and define a word in varying contexts. Each word is presented in three different sentence contexts. The student must state appropriate synonym or definition.

Attributes: This subtest is a composite task that evaluates a student’s ability to independently attach meaning to a stimulus item. Page 7 of 16

PRESCHOOL LANGUAGE SCALE – Fourth Edition

This test assesses a young child’s receptive and expressive language skills in the areas of semantics (vocabulary, concepts and word meaning), language structure (syntax and grammar), and pre-literacy (phonological awareness, ability to tell a story in sequence). Abcd achieved a Total Language Score for of 100 and a percentile rank of 50. This is in the average range of ability.

Standard Scores and Percentiles are listed below.

Scoring Summary Standard Score Percentile Rank

Auditory Comprehension Expressive Communication Total Language Score

On the Auditory Comprehension portion of the test, Abcd was able to…

On the Expressive Reasoning portion of the test, Abcd was able to…

TEST OF PROBLEM SOLVING-3: Elementary

This test assesses a student’s critical thinking abilities based on the student’s language strategies using logic and experience. Abcd achieved a Total Test Standard Score of 100 and a percentile rank of 50. This is in the average range of ability.

The Standard Scores and Percentiles of the individual subtests are listed below.

Scoring Summary Standard Score Percentile Rank Making Inferences Sequencing Negative Questions Problem Solving Predicting Determining Causes Total Test

TEST OF PRAGMATIC LANGUAGE

This test assesses how language is used in its social sense. It evaluates not only what is said, but why and for what purpose something is said. Abcd received a standard score of 100 and a percentile rank of 50. This is in the average range of ability.

Quotient Percentile Rank Age Equivalent Summary Of Results Page 8 of 16

(CELF-4 Ages 5-8)

CLINICAL EVALUATION OF LANGUAGE FUNDAMENTALS – 4

This test is a measure of a student’s receptive and expressive language abilities as related to content, memory and form. The Core Language and Index Scores are listed below:

Core Language and Index Scores Scaled Score Percentile Rank

Core Language Score Receptive Language Index Expressive Language Index Language Content Index Language Structure Index Working Memory Index

Core Language Score: This is a measure of general language ability that quantifies a student’s overall language performance. Abcd received a Core Language score of 100, which yielded a percentile rank of 50. This is in the average range of ability.

Receptive Language Index: This is a measure of listening and auditory comprehension. Abcd received a Receptive Language index score of 100, which yielded a percentile rank of 50. This is in the average range of ability.

Expressive Language Index: This is an overall measure of expressive language skills. Abcd received an Expressive Language Index Score of 100, which yielded a percentile rank of 50. This is in the average range of ability.

Language Content Index: This is a measure of various aspects of semantic development. Abcd received a Language Content Index Score of 100, which yielded a percentile rank of 50. This is in the average range of ability.

Language Structure Index: This is an overall measure of receptive and expressive components of interpreting and producing sentence structure. Abcd received a Language Structure Index Score of 100, which yielded a percentile rank of 50. This is in the average range of ability.

Language Memory Index: This is a measure of the ability to recall spoken directions, formulate sentences and identify semantic relationships. Abcd received a Language Memory Index of 100, which yielded a percentile rank of 50. This is in the average range of ability.

Results of individual subtests follow:

Subtest Scoring Summary Scaled Score Percentile Rank Concepts and Directions Word Structure Recalling Sentences Formulated Sentences Word Classes-Receptive Word Classes-Expressive Page 9 of 16

Word Classes-Total Sentence Structure Expressive Vocabulary Understanding Spoken Paragraphs Number Repetition-Forward Number Repetition-Backward Number Repetition-Total Familiar Sequences 1

A discussion of each subtest follows:

Concepts and Directions: This subtest measures the ability to interpret spoken directions of increasing length and complexity, containing concepts that require logical operations. Students who perform below average often have difficulty following directions for seatwork and projects; remembering homework assignments; and following teacher instructions for managing classroom activities and interactions.

Word Structure: This subtest measures the ability to apply word structure rules (grammar) and select and use appropriate pronouns to refer to people, objects and possessive relationships. Students who perform below average often have difficulty substituting pronouns for nouns; indicating number, time and possessive relationships; making comparisons of characteristics; and describing pictures and events.

Recalling Sentences: This subtest measures the ability to listen to sentences of increasing length and complexity and repeat them without changing word meanings or sentence structure. Students who perform below average often have difficulty following directions, writing to dictation, taking notes, learning vocabulary and subject content.

Formulated Sentences: This subtest measures the ability to formulate complete, semantically and grammatically correct spoken sentences of increasing length and complexity, using given words and contextual constraints imposed by illustrations. Students who perform below average often have difficulty forming simple, compound, and complex sentences, and producing them orally or applying them in creation of written text.

Word Classes-Receptive and Expressive: These subtests measure the ability to understand and explain relationships between words. Students who perform below average often have difficulty using word associations to pair words with shared or opposite meanings, substituting synonyms for earlier acquired word forms and facilitating word retrieval.

Sentence Structure: This subtest evaluates the ability to understand spoken sentences of increasing length and complexity and select the pictures to illustrate the meaning of the sentence. Students who perform below average often have difficulty understanding relationships between spoken language and real-life situations.

Expressive Vocabulary: This subtest measures the student’s ability to name pictures of people, objects, and actions. Students who perform below average may have difficulty labeling and remembering names for people, objects and actions and using them to express concise meaning in spontaneous situations.

Understanding Spoken Paragraphs: This subtest measures the ability to sustain attention and focus while listening to spoken paragraphs of increasing length and complexity; interpret information and think critically to arrive at logical answers. Students who perform below average exhibit difficulties in classroom listening and reading comprehension. These students may have difficulty retaining facts and details and understanding implied meaning.

Number Repetition-Forward/Backward: This subtest measures the ability to repeat random number sequences of graduated length. This task requires attention, concentration and auditory/verbal working memory. In the Page 10 of 16 classroom, students who perform below average may have difficulty attending or sustaining attention long enough for learning to occur.

(CELF-4 Ages 9-21)

CLINICAL EVALUATION OF LANGUAGE FUNDAMENTALS – 4

This test is a measure of a student’s receptive and expressive language abilities as related to content, memory and form. The Core Language and Index Scores are listed below:

Core Language and Index Scores Scaled Score Percentile Rank

Core Language Score Receptive Language Index Expressive Language Index Language Content Index Language Memory Index Working Memory Index

Core Language Score: This is a measure of general language ability that quantifies a student’s overall language performance. Abcd received a Core Language score of 100, which yielded a percentile rank of 50. This is in the average range of ability.

Receptive Language Index: This is a measure of listening and auditory comprehension. Abcd received a Receptive Language index score of 100, which yielded a percentile rank of 50. This is in the average range of ability.

Expressive Language Index: This is an overall measure of expressive language skills. Abcd received an Expressive Language Index Score of 100, which yielded a percentile rank of 50. This is in the average range of ability.

Language Content Index: This is a measure of various aspects of semantic development. Abcd received a Language Content Index Score of 100, which yielded a percentile rank of 50. This is in the average range of ability.

Language Structure Index: This is an overall measure of receptive and expressive components of interpreting and producing sentence structure. Abcd received a Language Structure Index Score of 100, which yielded a percentile rank of 50. This is in the average range of ability.

Language Memory Index: This is a measure of the ability to recall spoken directions, formulate sentences and identify semantic relationships. Abcd received a Language Memory Index of 100, which yielded a percentile rank of 50. This is in the average range of ability.

Results of individual subtests follow:

Subtest Scoring Summary Scaled Score Percentile Rank Concepts and Directions Recalling Sentences Formulated Sentences Word Classes-Receptive Word Classes-Expressive Word Classes-Total Word Definitions Expressive Vocabulary Sentence Assembly Page 11 of 16

Semantic Relationships Understanding Spoken Paragraphs Number Repetition-Forward Number Repetition-Backward Number Repetition-Total Familiar Sequences 1/2

A discussion of each subtest follows:

Concepts and Directions: This subtest measures the ability to interpret spoken directions of increasing length and complexity, containing concepts that require logical operations. Students who perform below average often have difficulty following directions for seatwork and projects; remembering homework assignments; and following teacher instructions for managing classroom activities and interactions.

Word Structure: This subtest measures the ability to apply word structure rules (grammar) and select and use appropriate pronouns to refer to people, objects and possessive relationships. Students who perform below average often have difficulty substituting pronouns for nouns; indicating number, time and possessive relationships; making comparisons of characteristics; and describing pictures and events.

Recalling Sentences: This subtest measures the ability to listen to sentences of increasing length and complexity and repeat them without changing word meanings or sentence structure. Students who perform below average often have difficulty following directions, writing to dictation, taking notes, learning vocabulary and subject content.

Formulated Sentences: This subtest measures the ability to formulate complete, semantically and grammatically correct spoken sentences of increasing length and complexity, using given words and contextual constraints imposed by illustrations. Students who perform below average often have difficulty forming simple, compound, and complex sentences, and producing them orally or applying them in creation of written text.

Word Classes-Receptive and Expressive: These subtests measure the ability to understand and explain relationships between words. Students who perform below average often have difficulty using word associations to pair words with shared or opposite meanings, substituting synonyms for earlier acquired word forms and facilitating word retrieval.

Sentence Structure: This subtest evaluates the ability to understand spoken sentences of increasing length and complexity and select the pictures to illustrate the meaning of the sentence. Students who perform below average often have difficulty understanding relationships between spoken language and real-life situations.

Expressive Vocabulary: This subtest measures the student’s ability to name pictures of people, objects, and actions. Students who perform below average may have difficulty labeling and remembering names for people, objects and actions and using them to express concise meaning in spontaneous situations.

Understanding Spoken Paragraphs: This subtest measures the ability to sustain attention and focus while listening to spoken paragraphs of increasing length and complexity; interpret information and think critically to arrive at logical answers. Students who perform below average exhibit difficulties in classroom listening and reading comprehension. These students may have difficulty retaining facts and details and understanding implied meaning.

Number Repetition-Forward/Backward: This subtest measures the ability to repeat random number sequences of graduated length. This task requires attention, concentration and auditory/verbal working memory. In the classroom, students who perform below average may have difficulty attending or sustaining attention long enough for learning to occur. Page 12 of 16

COMPREHENSIVE ASSESSMENT OF SPOKEN LANGUAGE

This test measures oral language knowledge and the language skills needed for academic success. The following subtests were administered: antonyms, synonyms, sentence completion, syntax construction, paragraph comprehension, grammatical morphemes, grammatical judgment, non-literal language, inference and pragmatic judgment. Abcd achieved a Total Test standard score of 100 and a percentile rank of 50. This is in the average range of ability. Composite standard scores and percentile ranks are listed below.

Composite Scores Standard Score Percentile Rank Lexical/Semantic Syntactic Supra-linguistic Receptive Expressive Total Test

The standard scores and percentiles for the individual subtest are listed below.

Scoring Summary Standard Score Percentile Rank Antonyms Synonyms Sentence Completion Syntax Construction Paragraph Comprehension Grammatical Morphemes Grammatical Judgment Non-literal Language Inference Pragmatic Judgment

A description of each subtest follows:

Antonyms: This subtest measures the ability to identify words that have opposite meanings and the ability to retrieve, generate, and produce a single word when its opposite is given as a stimulus.

Synonyms: This area measures the ability to identify words that have similar meanings when given four single word response options.

Sentence Completion: This measures the ability to retrieve and express appropriate words that fit the meaning of a spoken sentence. To be successful at this task the student must comprehend the vocabulary and sentence structure of the stimulus sentence and have adequate real world experiences/knowledge to generate an acceptable completion of the sentence using a single word.

Syntax Construction: This area measures the ability to use sentence formulation rules in order to generate sentences that are consistent with Standard English language.

Paragraph Comprehension: This measures the comprehension of syntax (sentence structure) through a series of spoken narratives. Each narrative begins with a sentence that has a designated level of syntactic difficulty. Each subsequent sentence in the narrative adds to the syntactic complexity of the previous sentence. For example the Page 13 of 16 beginning sentence in the first narrative is a simple declarative sentence and the last paragraph has complex clauses, passive voice, etc.

Grammatical Morphemes:

Grammatical Judgment:

Non-literal language: The ability to understand the intended meaning of a spoken phrase/sentence as apposed to the literal meaning. An example of a test item includes, “At 8:00 p.m. Dad said to his young daughter, ‘I think your doll is yawning.’ What did Dad really mean?” A correct response would refer to the Dad wanting his daughter to go to bed. Success on this sub-test indicates that Abcd has the ability to jump from the here and now events and concrete interpretations to a more inferential level, as well as the ability to suspend (remember) meaning until a relationship is found between the events and what the speaker is attempting to communicate.

Inference:

Pragmatic Judgment: This measures the ability to judge the appropriateness of language used in specific life/social situations and use the appropriate language in those situations. For example, introducing friends to one another, answering the telephone, consoling a friend.

TEST OF LANGUAGE DEVELOPMENT-2: Primary

This is a receptive and expressive language test designed to assess the areas of spoken language, listening, organizing, semantics and syntactical skills through six core subtests. Abcd achieved a Composite Test Score of 100 and a percentile rank of 50. This is in the average range of ability.

The Scaled Scores and Percentiles of the individual subtests are listed below.

Scoring Summary Scaled Score Percentile Rank

Picture Vocabulary Relational Vocabulary Oral Vocabulary Grammatic Understanding Sentence Imitation Grammatic Completion

The Standard Scores and Percentiles of the Composite Scores are listed below.

Composite Scores Standard Score Percentile Rank

Spoken Language Listening Organizing Speaking Semantics Page 14 of 16

Syntax

TEST OF LANGUAGE DEVELOPMENT-3: Primary

This is a receptive and expressive language test designed to assess the areas of spoken language, listening, organizing, semantics and syntactical skills. Abcd achieved a Composite Test Score for Spoken Language of 100 and a percentile rank of 50. This is in the average range of ability.

The Quotients and Percentiles of the individual subtests are listed below.

Scoring Summary Quotient Percentile Rank

Spoken Language Listening Organizing Speaking Semantics Syntax

STRUCTURED PHOTOGRAPHIC EXPRESSIVE LANGUAGE TEST II

This test measures the student’s ability to use specific grammatical forms. Abcd achieved a Standard Score of 100 and a percentile rank of 50. This is in the average range of ability.

TEST FOR EXAMINING EXPRESSIVE MORPHOLOGY

This test measures the student’s ability to understand and use grammatical markers. Abcd received an age-level estimate of 7-0 thru 7-12. Abcd scored in the average range of ability.

ANALYSIS OF THE LANGUAGE OF LEARNING

This is a receptive and expressive test that measures a child’s level of awareness of the structural aspects of language. Abcd achieved a Total Test Standard Score of 100 and a percentile rank of 50. This is in the average range of ability.

The Standard Scores and Percentiles of the individual subtests are listed below.

Scoring Summary Standard Score Percentile Rank Defining Concepts Giving Concept Examples Recognizing Concepts Segmenting Sentences Generating Words Segmenting Words Page 15 of 16

Repairing Sentences Total Test

THE PHONOLOGICAL AWARENESS TEST

This test designed to assess a student’s knowledge in sound/symbol correspondence, basic decoding skills and spelling. Abcd achieved a Total Test Standard Score of 100 and a percentile rank of 50. This is in the average range of ability.

The Standard Scores and Percentiles of the individual subtest totals are listed below.

Scoring Summary Standard Score Percentile Rank

Rhyming Segmentation Isolation Deletion Substitution Blending Graphemes Decoding Total Test

A discussion of individual subtests follows:

Rhyming Subtest: Consists of two tasks – discrimination assesses the student’s ability to identify rhyming words presented in pairs; and production assesses the student’s ability to provide a rhyming word when given a stimulus word.

Segmentation Subtest: Consists of three tasks – sentences assess the student’s ability to divide sentences into their constituent words; syllables assess the student’s ability to divide words into syllables; and phonemes assess the student’s ability to segment words by phoneme or sound.

Isolation Subtest: Assesses a student’s ability to identify one phoneme by position in a word.

Deletion Subtest: Assesses a student’s ability to manipulate root words, syllables, and phonemes in words. The student is asked to say a word, and then say it again deleting one root word, syllable or phoneme.

Substitution Subtest: Assesses a student’s ability to isolate a phoneme in a word, and then change it to another phoneme forming a new word.

Blending Subtest: Assesses the student’s ability to blend units of sound together to form words.

Grapheme Subtest: Assesses the student’s knowledge of sound/symbol correspondence.

Decoding Subtest: Assesses the student’s ability to generalize knowledge of sound/symbol correspondences and to blend sounds into unknown words. Page 16 of 16

THE EXPRESSIVE LANGUAGE TEST

This test measures language knowledge and flexibility with expressive language skills that students need in the classroom and in activities of daily living. Abcd achieved a Total Test Standard Score of 100 and a percentile rank of 50. This is in the average range of ability.

The Standard Scores and Percentiles of the individual subtests are listed below.

Scoring Summary Standard Score Percentile Rank Sequencing  Defining  Generating Examples Metalinguistics Total Grammar/Syntax Concepts  Identifying Categories  Defining Categories  Generating Examples Categorizing and Describing Total TOTAL TEST

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