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