Case Two. A 10-year-old shows strong sound-word level edge and lower TILLS scores in both listening and TILLS™ is a groundbreaking assessment that tests listening, skills on phonemic awareness and all the nonword tasks reading comprehension, as well as problems with vocabu- speaking, reading, and writing skills in students ages 6–18. (repetition, reading and spelling), but scores significantly lary awareness and social communication. This is the below age level on story retelling (immediate and delayed), lower right-hand corner of the quadrant model. as well as on subtests of listening and reading comprehen- sion, vocabulary awareness, social communication, and c. A diagnosis of general spoken-written language-impair- written expression. A focus on phonics and phonological ment, which may also be called language-learning word structure would not be the best use of treatment time disability, would be consistent with a pattern of low skills for this student. A better use of treatment time would be to across both language levels and all four modalities, Discover a better way to assess language and literacy skills! focus on vocabulary, syntax, and discourse skills that could although perhaps still with some areas of relative improve comprehension and expression across spoken and strength. This is the lower left-hand corner of the quad- Find out more in this Q&A with the TILLS developers! written communication modalities, preferably using the rant model. student’s actual curricular materials. d. If students’ scores fall in an area of marginal concern, Q. What are the next steps a school should take after a TILLS school teams might decide to recommend further assessment? Does TILLS include guidance on what to do instruction in a response to intervention (RTI) model that next? does not include special education placement. TILLS could be readministered 6 months to a year later to add A. The results of the TILLS assessment can be used by to other evidence regarding the student’s need for special Multidisciplinary Evaluation Teams in schools as a critical education. piece of valid and reliable evidence in deciding whether a student meets eligibility criteria as having a language A companion tool, the TILLS Student Rating Scale, can be impairment or learning disability. used to document parent, teacher, and student perceptions and priorities related to the student’s strengths and needs. TILLS results also may be used to support more specific Use of both tools is consistent with the requirements of IDEA diagnoses. Consider the following examples: that multiple methods and sources of input must be used to Nickola Wolf Nelson, Ph.D., CCC-SLP Elena Plante, Ph.D., CCC-SLP Nancy Helm-Estabrooks, Sc.D., CCC-SLP Gillian Hotz, Ph.D., CCC-SLP determine eligibility for services in schools. By considering a. A diagnosis of dyslexia would be consistent with a the pattern of specific strengths and weaknesses for a given pattern of low TILLS scores in sound and word structure student, along with information on the TILLS Student Rating knowledge, reading fluency, and reading comprehension, Scale, the team can prioritize intervention targets and know Q. What’s the major goal of the TILLS assessment? What need Q. Can you tell us a little about how TILLS was developed? but higher TILLS scores in listening comprehension and which areas of strength to draw on. does it satisfy? story retelling. This is the upper left-hand corner of the A. The four authors of TILLS (Nickola Nelson, Elena Plante, quadrant model. Q. When will I be able to get TILLS? A. The major goal of the TILLS assessment is to identify oral Nancy Helm-Estabrooks, and Gillian Hotz) have been working and written language disorders and learning disabilities in as a team for more than a decade to develop companion tools b. A diagnosis of specific deficit in the area of comprehen- A. TILLS will publish in the summer of 2015. school-age students (ages 6;0-18;11 years). TILLS is unique in for assessing the cognitive-linguistic skills of two broad groups sion would be consistent with a pattern of relatively assessing both oral AND written language in a manner that of school-age children and adolescents: 1) those affected by better TILLS scores in sound and word structure knowl- allows comparisons of a student’s sound-word and sentence- traumatic brain injury, and 2) those affected by developmental discourse level abilities across the four modalities of listening, impairments of language and literacy including primary speaking, reading, and writing. In addition, TILLS includes some language disorder, learning disabilities, and dyslexia as well as

Take a closer look at the new subtests aimed directly at measuring aspects of memory that language problems secondary to other conditions. language and literacy test are relevant to classroom performance and performance on the Learn more about TILLS other subtests. TILLS addresses three major assessment goals: The Test of Integrated Language and Literacy Skills™, or TILLS™, is a norm-referenced assessment for which standard- Visit www.brookespublishing.com/tills to sign up for alerts, download a TILLS Coming Summer 2015 • To identify students between the ages of 6 and 18 who ization was completed in 2015. The authors based the theoreti- product brochure, and a FREE 28-page sampler that includes descriptions of test have language and literacy impairments. cal model for TILLS at least partially on literature regarding SAMPLER components and all 15 subtests, case studies, and frequently asked questions. Stay differential diagnosis of spoken and written language disorders Introducing TILLS ...... 3 Test Materials ...... 4 The TILLS Model ...... 5 Subtest Descriptions ...... 6 The TILLS Quadrant Model ...... 21 tuned for more information and updates as the o cial launch gets closer! Using TILLS to Understand Students’ Needs ...... 22 Additional Case Studies ...... 26 Frequently Asked Questions ...... 27 • To provide information about patterns of language and (Bishop & Snowling, 2004; Catts, Adlof, Hogan, & Ellis Weismer, A product of literacy strengths and areas of concern that will guide next 2005), which is represented with a quadrant model, as shown

References steps in assessment and intervention. in the graphic on the next page. Bishop, D. V. M., & Snowling, M. J. (2004). Developmental dyslexia and specific language impairment: Same or different? Psychological Bulletin, 130, 858-886. Catts, H. W., Adlof, S. M., Hogan, T. P., & Ellis Weismer, S. (2005). Are specific language impairment and dyslexia distinct disorders. Journal of Speech-Language-Hearing Research, 48, 1378-1396. • To track changes in students’ language and literacy About the Developers abilities over time (intervals 6 months or longer).

Nickola Wolf Nelson, Ph.D., CCC-SLP, is the Director of the PhD program in Interdisciplinary Health Sciences at Western Michi- MORE INSIDE! gan University, Kalamazoo, Michigan. Elena Plante, Ph.D., CCC-SLP, is a Professor, Department of Speech, Language, and Hearing Sciences, The University of Arizona, Tucson. Nancy Helm-Estabrooks, Sc.D., CCC-SLP, is the Brewer Smith Professor Emerita, Western Carolina University, Cullowhee, North Carolina. Gillian Hotz, Ph.D., CCC-SLP, is the Director of the KiDZ Neuroscience Center, Research Professor, Department of Neurosurgery, University of Miami Miller School of Medicine in Miami, Florida.

A product of A product of 1-800-638-3775 | www.brookespublishing.com/tills 1-800-638-3775 | www.brookespublishing.com/tills DEVELOPER Q&A DEVELOPER Q&A DEVELOPER Q&A DEVELOPER Q&A DEVELOPER Q&A DEVELOPER Q&A DEVELOPER Q&A DEVELOPER Q&A DEVELOPER Q&A DEVELOPER Q&A DEVELOPER Q&A DEVELOPER Q&A DEVELOPER Q&A DEVELOPER Q&A DEVELOPER Q&A DEVELOPER Q&A DEVELOPER Q&A DEVELOPER Q&A DEVELOPER Q&A DEVELOPER Q&A DEVELOPER Q&A DEVELOPER Q&A

7KHFULWHULRQUHIHUHQFHG3HGLDWULF7HVWRI%UDLQ,QMXU\ NQRZOHGJHDQGQDUUDWLYHGLVFRXUVHNQRZOHGJH,Q Q. What are the major advantages of using TILLS over Q. Is TILLS fairly easy to implement? Does it require The 37%,+RW]+HOP(VWDEURRNV1HOVRQ 3ODQWH TILLS Quadrant Model Asaddition, shown in the Table TILLS 1, the subtests 15 subtests purposefully of TILLS includeare designed to The outcomesimilar is a tools? psychometrically How does strong it do aset better of tests job with of meetingQ. In whichspecial settings training do you and see TILLSexpertise being to used? administer? 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The relevant to measuring difficulties students have when facing information needed to administer each subtest and video The authors based the theoretical model for the TILLS profilesThe outcome that result is a have psychometrically implications for strong differential battery diagno with - the complex,WKDWSURYLGHVLQIRUPDWLRQRQGLDJQRVWLFDFFXUDF\ LH integrated language/literacy demands of the A. TILLS is intended for use in schools, clinics, and private sis of disorders, such as specific language impairment (SLI) general education curriculum as outlined within the practices.examples It can be administeredand other training by speech-language materials will bepathol- available at least partially on literature regarding differential VFRUHVWKDWFDQEHLQWHUSUHWHGDVSURŵOHVRIUHODWLYH VHQVLWLYLW\DQGVSHFLŵFLW\ IRUHYHU\DJHDWZKLFKWKHWHVW and dyslexia. Common Core State Standards and other state-generated ogists, neuropsychologists,demonstrating how educational to administer, psychologists, score, and and interpret GLDJQRVLVRIVSRNHQDQGZULWWHQODQJXDJHGLVRUGHUVHigh listening ODQJXDJHOLWHUDF\VWUHQJWKVDQGFRQFHUQV7KHWHVWLV LVQRUPHG7KLVLVFULWLFDOIRUHYLGHQFHEDVHGSUDFWLFH curricular standards. others trained in individualized test administration with comp & sentence In this respect, the TILLS stands in contrast to most, if HDFKVXEWHVW0RVWVSHHFKODQJXDJHSDWKRORJLVWVDUH %LVKRS 6QRZOLQJ&DWWV$GORI+RJDQ (OOLVformulation UsingUHOHYDQWWRPHDVXULQJGLIŵFXOWLHVVWXGHQWVKDYHZKHQ scientific evidence gathered in numerous pilot studies children, such as reading specialists, special educators, and High in both not all, other tests, which either provide no information already familiar with phonological and syntactic elements :HLVPHU $VVKRZQLQ7DEOHWKHVXEWHVWVRI andIDFLQJWKHFRPSOH[LQWHJUDWHGODQJXDJHOLWHUDF\ field trials, a national beta trial, and a standardization Q. 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Items and subtests have DJHV7KLVOHDYHVFOLQLFLDQVZLWKLQVXIŵFLHQWHYLGHQFHWRtraining Q.and Can expertise you provide to administer? a short case example illustrating Level Ability goneSome through elements extensive of the testing, TILLS wereincluding developed item response in A. First, TILLS will be the only test available that provides OLVWHQLQJVSHDNLQJUHDGLQJDQGZULWLQJ 7KHSURŵOHV NQRZZKHWKHUWKHWHVWVFRUHVHDUQHGE\DQ\JLYHQFKLOG WKHEHQHŵWVRI7,//6" High sound/word theorytandem analysis with theand PTBI,traditional which test is criterion-referenced standardization research. information on diagnostic accuracy (i.e., sensitivity and A. With a little practice, TILLS is easy to give, score, and that result have implications for differential diagnosis of DFWXDOO\UHŶHFWQRUPDORULPSDLUHGSHUIRUPDQFH skills & surface Exploratoryand designed factor to analysis be sensitive indicates to changes that TILLS during assesses the two specificity) for every age at which the test is normed. This is interpret.A. The &DVH2QH$\HDUROGVFRUHVEHORZDJHH[SHFWHG Examiner’s Manual and Record Form include GLVRUGHUVVXFKDV6/,DQGG\VOH[LDreading Low in both latentDFXWHVWDJHVDQGHDUO\VWDJHVRIUHFRYHU\IURP7%,7KH factors—sound and word structure knowledge and critical for8VLQJWKH7,//6FOLQLFLDQVFDQFRQGXFWDFRPSUHKHQVLYH evidence-based practice. In this respect, TILLS key informationlevels on needed phonemic to administer awareness, each nonword subtest, the reading and Low comprehension sentence and discourse knowledge, which support the stands in contrast to most, if not all, other tests, which either Examiner’s Practice Workbook provides practice materials for 'XULQJQXPHURXVSLORWVWXGLHVDQGŵHOGWULDOVDVZHOO TILLS, on the other hand, is a fully normed, standardized DVVHVVPHQWRIVWXGHQWVőVSRNHQDQGZULWWHQODQJXDJH QRQZRUGVSHOOLQJWDVNVDVZHOODVRQUHDGLQJŶXHQF\DQG in listening theoretical model on which the test was constructed. 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Can youassociation provide a andshort morphological case example illustrating awareness the at the word &RQŵUPDWRU\IDFWRUDQDO\VLVLQGLFDWHVWKDWWKH7,//6 HOHPHQWVEXWQRWRWKHUV Using theadminister TILLS, clinicians multiple can tests conduct over a multiple comprehensive sessions and benefits OHYHOKRZHYHUWKHFOLQLFLDQOLNHO\FDQWDNHDGYDQWDJHRIof TILLS? Table 1 assessment of students’ oral and written language skills and DVVHVVHVWZRODWHQWIDFWRUVŏVRXQGZRUGVWUXFWXUH patch together results across measures to conduct VWURQJHURUDOODQJXDJHDWWKHVHQWHQFHGLVFRXUVHOHYHO construct a complete profile that is meaningful to parents, A. Case One. A 7-year-old scores below age-expected levels DFRPSUHKHQVLYHDVVHVVPHQWRIVSRNHQDQGZULWWHQ DQGVRFLDOVNLOOVLQSODQQLQJLQWHUYHQWLRQDQGGRHVQRW teachers, and others involved in making educational on phonemic awareness, nonword reading, and nonword Language LanguageLanguage Dimension Level decisionsODQJXDJHVNLOOV7KLVLVDSV\FKRPHWULFDOO\TXHVWLRQDEOH for students. 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The oral and written composite scores that sentence-discourselistening and level reading and social comprehension, skills in planning vocabulary Reading 1RQZRUGUHDGLQJ 7. Reading Comprehension Is it designed to be given only by SLPs, or can other Reading 5HDGLQJFRPSUHKHQVLRQ result from administering a wide mixture of items on some intervention and may not need to target those areas in 11.5HDGLQJŶXHQF\ Reading Fluency professionals administer it, too? awareness, social communication, and written currently available measures also do not yield easily inter- intervention. 5.1RQZRUGVSHOOLQJ Nonword Spelling E:ULWWHQH[SUHVVLRQGLVFRXUVHVFRUH12b. Written Expression – Discourse Score H[SUHVVLRQ$IRFXVRQSKRQLFVDQGSKRQRORJLFDOZRUG WritingWriting pretable profiles that can inform intervention. When scores 12a.D:ULWWHQH[SUHVVLRQZRUGVFRUH Written Expression – Word Score F:ULWWHQH[SUHVVLRQVHQWHQFHFRPELQLQJVFRUH12c. Written Expression – Sentence Combining Score A. 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TILLS avoids this problem by 9HUVLRQ %URRNHV3XEOLVKLQJ&R,QF includingadministration both oral and writtenwith children, language such subtests as reading within specialists the and written communication modalities, perhaps using assessmentDQGRWKHUHGXFDWLRQDOVSHFLDOLVWV and basing standard scores on a common WKHVWXGHQWőVDFWXDOFXUULFXODUPDWHULDOV 1 The7KHŵQDOVWDJHVRIWKLVUHVHDUFKKDYHEHHQVXSSRUWHGE\*UDQW5$IURPWKH,QVWLWXWHRI(GXFDWLRQ6FLHQFHV86'HSDUWPHQWRI Test of Integrated Language and Literacy Skills™ (TILLS™) by Nickola Wolf Nelson, Ph.D., Elena Plante, Ph.D., Nancy Helm-Estabrooks, Sc.D., and Gillian Hotz, Ph.D. Copyright © 2015 by Paul H. Brookes normative sample. Publishing(GXFDWLRQ+RZHYHUWKHRSLQLRQVH[SUHVVHGKHUHDUHWKRVHRIWKHDXWKRUVDQGQRWWKH86JRYHUQPHQW Co. All rights reserved. Test of Integrated Language & Literacy Skills™ and TILLS™ are trademarks of Paul H. Brookes Publishing Co. The contents of TILLS were developed under Grant No. R324A100354 from the Institute of Education Sciences of the U.S. Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. 1-800-638-3775 I www.brookespublishing.com/TILLS A product of A product of 1-800-638-3775 I www.brookespublishing.com/TILLS A product ofA product of 1-800-638-3775 | www.brookespublishing.com/tills 1-800-638-3775 | www.brookespublishing.com/tills