|
|
| Type of
Test |
Set of 11
developmental questionnaires periodically sent to parents of
children who show potential developmental problems between 4 and 48
months. |
|
Purpose |
To
identify children as needing further testing and possible referral
to early intervention services. |
| Age
Range |
4 months
to 48 months old |
| Test
Components |
Areas
screened include gross motor, fine motor, communication,
personal-social, and problem-solving. There are 3
versions. |
| Testing
and Scoring Procedures |
The ASQ
was designed to be used by parents having a variety of income and
educational levels. |
| Time
for Administering Test |
Not
specified |
|
Standardization/Norms |
The test
was standardized on a sample of 2,008 children (who were 53% male;
the occupational an ethnic status of families were diverse).
Children with disabilities and those at environmental or medical
risk were included in this sample. Reliability and validity is
included in the manual. |
|
Examiner Training/Qualifications |
Not
specified |
|
Non-English Versions |
Spanish |
| |
|
|
Bayley Scales of Infant Development
II (BSID-II) Second edition 1993 |
| Type of
Test |
A
standardized assessment of infant development. |
|
Purpose |
The test
is intended to measure a child's level of development in three
domains, cognitive, motor and behavioral. |
| Age
Range |
One month
to 42 months old |
| Test
Components |
The
BSID-II consists of three scales: mental, motor and behavior rating
scales. The test contains items designed to identify young children
at risk for developmental delay. |
| Testing
and Scoring Procedures |
The
examiner presents test materials to the child and observes the
child's responses and behaviors. Performance results can be
expressed as a developmental age or developmental
quotient. |
| Time
for Administering Test |
The
administration time ranges from 30 minutes to 60
minutes. |
|
Standardization/Norms |
BSID
normative data reflects the U.S. population in terms of
race/ethnicity, infant gender, education level of parents and
demographic location of the infant. The Bayley was standardized on
1,700 infants, toddlers, and preschoolers between 1 and 42 months
of age. Norms were established using samples that did not include
disabled, premature, and other at-risk children. Corrected scores
may be used for these higher risk groups, but their use is
controversial. |
|
Examiner Training/Qualifications |
It is
recommended that the test be administered and scored by
appropriately trained clinical or school psychologists. |
|
Gesell Developmental Schedules |
| Type of
Test |
A standardized test of
a child's general development |
|
Purpose |
Intended to assess a
child's general development. |
| Age
Range |
0-72 months old. Use
age equivalents over 72 months old |
| Test
Components |
Test components
include: language, fine and gross motor, cognitive, and
personal-social domains. |
| Testing
and Scoring Procedures |
Results can be
expressed as developmental age or DQ. |
| Time
for |
Not
specified |
|
Administering Test Standardization /Norms |
Has a normative
reference group and assesses 350-400 behaviors from birth to 72
months of age. |
|
Examiner Training/ Qualifications |
Not
specified |
|
Vineland Adaptive Behavior Scales |
| Type of
Test |
Assesses
personal and social sufficiency of people from birth to
adulthood |
|
Purpose |
To assess
communication, daily living skills, socialization and motor skills
domains |
| Age
Range |
Newborn to
adult |
| Test
Components |
Three
forms are available: the Interview Edition Survey, the Expanded
Form, and the Classroom Edition. |
| Testing
and Scoring Procedures |
A
respondent (either a parent, a teacher, or another professional)
who knows the individual well answers behavior-oriented questions
about the individual's adaptive behavior. Results can be expressed
as a standard score, percentiles, or age equivalents in each
domain, as well as in the form of an Adaptive Behavior
Composite. |
| Time
for Administering Test |
Approximately 90 minutes |
|
Standardization / Norms |
The
Interview Edition Survey and Expanded Form were standardized on
3,000 individuals from birth through 18 years old. Separate norms
are available for children with mental retardation, emotional
disorders, and physical handicaps. An additional 3,000 children
ranging in age from 3 to 12 years served as the normative group for
the Classroom Edition. |
|
Examiner Training/Qualifications |
The
examiner needs some level of supervised training, as the Vineland
involves asking open-ended questions |
|
Clinical Evaluation of LANGUAGE
FUNCTIONS (CELF) - Preschool |
| Type of
Test |
Screening test of
language abilities and diagnostic test to identify language
disorders. |
|
Purpose |
Assesses wide range of
expressive and receptive language skills. |
| Age
Range |
3 years through 6 years
old |
| Test
Components |
Manual assists in
developing individualized treatment program based upon assessment
results. It includes syntax, morphology and semantic
areas. |
| Testing
and Scoring Procedure |
Children's responses
include pointing to pictures, repeating sentences and formulating
labels. Raw scores are converted into subtest standard scores,
composite scores, confidence intervals, percentile ranks and age
equivalents. |
| Time
for Administering Test |
Approximately 30-45
minutes depending on the age of the child. The CELF-P Quick Test
requires approximately 15-20 minutes. |
|
Standardization /Norms |
The standardization
sample included more than 1,500 children stratified on the basis of
age, gender, race/ethnicity, parent education level, and geographic
region based on 1988 Census of Population update. Reliability and
validity measures are provided in the test
manual. |
|
Examiner Training/Qualifications |
It's recommended that
examiners have experience administering, scoring, and interpreting
standardized tests before attempting to administer the
CELF-P. |
| Communication and Symbolic Behavior Scales
(CSBS) (1993) |
| Type of
Test |
The test
includes observation, interaction and parent interview using a
standardized format for sampling behavior. |
|
Purpose |
1) Early
identification of children who have or are at-risk for developing a
communication impairment
2) To establish a baseline profile
of a child's communicative, symbolic and social-affective
functioning which could provide direction for monitoring of
behavioral changes, and planning future assessments and
interventions.
|
| Age
Range |
8 months
to 2 years old, pre-verbal to verbal children |
| Test
Components |
Observation, interaction, and parent interview. Includes a
Caregiver Perception Rating form to complete to gain their
perceptions of the child's behavior and performance during
assessment. |
| Testing
and Scoring Procedures |
The
questionnaire is mailed ahead to the caregiver or completed as an
interview. When directly interacting with the child, the examiner
can vary the degree of structure to encourage spontaneous
communication and play behavior. |
|
Recording and Scoring Results |
Assessment
videotaped for analysis and scoring. |
| Time
for Administering Test |
Approximately 60 minutes. |
|
Standardization /Norms |
Standardization information reported in the manual. The CBSC has
also been tested for cultural bias with African American
children. |
|
Examiner Training/Qualifications |
It is
recommended that this test be given by speech language pathologists
or other professionals trained to perform developmental assessments
of young children. |
|
Expressive One-Word Picture
Vocabulary Test (EOWPVT) (revised) |
| Type of
Test |
Standardized test of
expressive language |
|
Purpose |
The test was developed
to help professionals obtain quick and valid estimates of a child's
expressive language reported in standard scores. Test can be used
to screen for possible speech defects, or learning disorders, to
estimate a bilingual student's fluency in English or to screen for
school readiness or placement. |
| Age
Range |
Designed for children
2-12 years old. |
| Test
Components |
The test contains 100
items intended to measure a child's verbal expression, including
the child's ability to make word-picture associations. Test items
are based on what the child has learned from home and from formal
education. |
| Testing
and Scoring Procedures |
The child is asked to
name presented black and white pictures. The test can be
administered in English or in Spanish. |
| Time
for Administering Test |
It is quick to
administer, 7-15 minutes. |
|
Standardization/Norms |
Administered to 1,118
children in San Francisco Bay Area. Reliability .84 to .92 with
median reliability of 0.90. |
|
Examiner Training/ Qualifications |
There are no special
requirements to administer, except fluency in Spanish is needed to
administer in Spanish. |
| Goldman-Fristoe Test of Articulation
(GFTA) |
| Type of
Test |
Articulation test. |
|
Purpose |
This test
is designed to provide a systematic means for assessing
articulation of consonant sounds. |
| Age
Range |
Ages 2-16
years or older |
| Test
Components |
The GFTA
subtests include sounds-in-Words, sounds-in-Sentences, and
Stimulability subtest (the child repeats the sound after the
clinician models correct production). |
| Testing
and Scoring Procedures |
The test
consists of full color test pictures to elicit spontaneous
responses from the child. Each sound production can be judged for
presence of error and type of error produced. Children's error
responses can be categorized using the Khan-Lewis Phonological
Analysis (KLPA). |
| Time
for Administering Test |
15-30
minutes |
|
Standardization/Norms |
Not
applicable. Reliability and validity information is available in
the test manual. |
|
Examiner Training/ Qualifications |
Examiners
must have basic training in phonetics and in the nature of
articulation disorders to analyze the types of errors
produced. |
| Communicative Development Inventories
(CDIs) |
| Type of
Test |
The test
is a parent report instrument that assesses the child's level of
language development. |
|
Purpose |
It is used
to obtain information on the course of language development from
children's first nonverbal gestures through expansion of early
vocabulary to the beginnings of grammar. |
| Age
Range |
The test
is available in 2 separate forms:
1. for infants from 8 to 16 months
old
2. for toddlers from 16 to 30 months
old.
|
| Test
Components |
The infant
form (CDI/Words and Gestures) is used to record information on the
infant's comprehension vocabulary, productive vocabulary, and use
of communicative and symbolic gestures. The toddler form, (CDI/
Words and Sentences) is designed to assess vocabulary knowledge and
grammatical skills. |
| Testing
and Scoring Procedures |
These are
included in the user's guide and technical manual. |
| Time
for Administering Test |
The time
for parents to complete the form is 20-40 minutes, depending on the
extent of the child's communicative skills. |
|
Standardization/Norms |
The CDIs
are norm referenced instruments. Norms were established from
samples of children in 3 cities: New Haven, Seattle, and San Diego.
The educational and occupational levels of the parents were well
above the national average but the sample obtained showed
considerable diversity. It was noted that the norms may not be
applicable to children from low education/low income
families. |
|
Examiner Training/Qualifications |
This is a
parent report instrument. The CDI forms are designed to be
self-explanatory. In the normative study, no additional
instructions were provided to the parents other than what appears
on the forms. There are scoring no special qualifications required
for the forms. |
| Type of
Test |
This test
is a screening tool to assess communication ability. Test is not
designed to provide an in-depth assessment of communication
skills. |
|
Purpose |
It
evaluates and documents critical interactive mother-infant behavior
to identify a high-risk situations. It qualifies participants for
additional assessment, preventive programs, and/or early
intervention. |
| Age
Range |
The
screening is mother-infant dyads with infants under 12 months
old. |
| Test
Components |
Test data
is based on a parent interview and professional observations of
mother-infant interactions. It uses an analysis format and is
designed to allow for cultural and personal variations in the ways
mothers and infants use attention strategies. It compares the
gazing, language, positioning and movement, facial expressions,
touching, gestural, and attention awareness of the
dyad. |
| Testing
and Scoring Procedures |
The test
can be administered in the home or clinic. |
| Time
for Administering Test |
Approximately 30-40 minutes; including a 10-minute
interview. |
|
Standardization/Norms |
The test
has not been standardized. Rather the observational items are
abased on the literature on parent-infant interactions. MICS was
piloted in two WIC clinics in Illinois. Approximately 50
mother-infant dyads were observed to qualify the mother-infant
interactions. |
|
Examiner Training/Qualifications |
The MICS
is designed to be used by any professional who has been trained to
conduct interviews for the purpose of acquiring unbiased and
objective information. |
| Peabody Picture Vocabulary Test (PPVT) -
Revised |
| Type of
Test |
The test
assesses receptive language skills; it is a screening test to
identify language comprehension difficulties. |
|
Purpose |
The test
should be seen as suggesting the level of present language
functioning of the individual. It can be used as part of a test
battery. |
| Age
Range |
2.5 to 40
years old |
| Test
Components |
PPVT-R
includes a series of 175 pictures. |
| Testing
and Scoring Procedures |
The child
is asked to point to a picture which is named by the examiner. The
pictures are black and white and are presented in a field of 4 at a
time. The use of a pointing response makes it useful for children
with expressive language deficits. |
| Time
for Administering Test |
The test
is easy to administer and quick, 5-15 minutes. |
|
Standardization/Norms |
The PPVT-R
is normed on 5,028 children and adults. The PPVT-R has not been
normed on a population with special needs. The test is normed for 2
years to adult. Stratification criteria used in the standardization
sample included: chronological age and sex, geographic
representation (US), occupation representation, ethnic
representation, and community size representation. Validity and
reliability information included in manual. |
|
Examiner Training/ Qualifications |
No special
qualifications are required, but practice in giving and scoring the
test is recommended |
|
Preschool Language Scale (PLS-3) |
| Type of
Test |
The test
assesses receptive and expressive language skills in infants and
young children. |
|
Purpose |
The PLS-3
is meant to comprise only one part of a total diagnostic
evaluation. Information from the PLS-3 helps to determine whether
or not a child has a language disorder and the severity of the
disorder. Task analyses can evaluate the child’s strengths,
emerging skills, and deficits. Areas can be identified for in-depth
testing prior to defining therapy goals. |
| Age
Range |
0 to 6
years old |
| Test
Components |
Auditory
comprehension and expressive communication. The auditory
comprehension subscale evaluates the child’s receptive
language skills in the areas of attention, semantics, structure,
and integrative thinking skills. There are 3 optional measures:
Articulation Screener, Language Sample Checklist, & Family
Information / Suggestion. |
| Testing
and Scoring Procedures |
The
examiner’s manual provides instructions for scoring
children’s responses. Response types include single-answer
responses, open-ended responses, and scoring of spontaneous
instances of tested behaviors. Raw scores are converted into
standard scores, confidence bands, percentile ranks, and age
equivalents. |
| Time
for Administering Test |
Approximately 30 minutes |
|
Standardization/Norms |
The
standardization sample included 1,200 children, ages 2 weeks to 6
years, 11 months. Within each age level, 50% of the sample was male
and 50% was female. A representative sampling (based on the 1986
Census of Population update) was stratified on the basis of parent
education level, geographic region, and race. |
|
Examiner Training/Qualifications |
No special
qualifications are required to administer the test. To obtain valid
scores, the examiner must have knowledge of test administration and
score interpretation. |
|
Photo Articulation Test (PAT) |
| Type of
Test |
The test
assesses a child’s articulation |
|
Purpose |
It is
designed for use by speech and language pathologists for children
who have articulation problems. |
| Age
Range |
3 to 12
years old |
| Test
Components |
The test
contains a set of 72 color photographs used to stimulate interest
and evoke spontaneous speech response. |
| Testing
and Scoring Procedures |
The child
is asked to name presented color pictures and the evaluator records
speech production to assess any possible errors of
articulation. |
| Time
for Administering Test |
Quick to
administer (5-15 minutes) |
|
Standardization/Norms |
This test
is normed for age 3-12 years old to test articulation within the
context of single words. The original photographs for the PAT were
tested on 500 children of all ages and socioeconomic backgrounds in
the Seattle Public Schools. Items that were not readily recognized
by young children were replaced. The revised PAT was used to screen
and diagnose over 3,000 elementary school children in the Seattle
Public Schools. Validity against 2 standard articulation tests was
.815 to .974. Reliability is .991. |
|
Examiner Training/Qualifications |
No special
training required, but the evaluator should have some knowledge of
phonetics to record responses. |
| Receptive-Expressive Emergent Language Scale
(REEL) |
| Type of
Test |
The REEL
is a checklist that uses observational information reported by
parents or guardians to assess speech and language
ability. |
|
Purpose |
To
identify potential receptive and expressive language problems in
children up to 3 years old and to determine the effect of physical
and/or environmental risks that cause primary delays in early
speech and language development. Primary uses of the checklist are
to describe the present developmental status of young children, to
assist in setting intervention goals, and to screen for medically
and environmentally at-risk children. |
| Age
Range |
0 to 3
years old |
| Test
Components |
The
Bzoch-League Receptive Expressive Emergent Language Scale (REEL)
has a relatively large number of items for the early ages (132 test
items). The test relies heavily on parent report. Subtests include
Receptive Language Age, Receptive Quotient, Expressive Language
Age, Expressive Quotient, Combined Language Age and Language
Quotient. |
| Testing
and Scoring Procedures |
The
checklist describes language and interactive behaviors that are
optimal for infants and toddlers. It may also be used for older
preschool children in whom obvious delays are expected. |
|
Standardization/Norms |
The basis
for age placement of the items is unclear and there is an absence
of reports of a published norming study. Comparison of age
placement for similar items on the BSID and SICD indicates that the
REEL expects behaviors at consistently earlier ages than the two
other instruments. |
|
Examiner Training/Qualifications |
It is
intended for use by physicians, speech and language pathologist and
early childhood professionals |
| Rossetti Infant Toddler Language
Scale |
| Type of
Test |
This is a
criterion referenced test to assess the language skills of young
children. |
|
Purpose |
The scale
assesses preverbal and verbal areas of communication and
interaction including: interaction-attachment, pragmatics, gesture,
play, language comprehension and language expression. The results
from this assessment tool reflect the child’s mastery of
skills in each of the areas assessed at three-month
intervals. |
| Age
Range |
0 to 3
years old |
| Test
Components |
The test
includes parent questionnaire and test protocol to gather observed,
elicited, and parent report information. Items are only included
when they are considered chronologically appropriate and
developmentally discriminating. |
| Testing
and Scoring Procedures |
The test
can be administered by any member of an infant-toddler assessment
team. The scale may be administered in the home, diagnostic center,
school, clinic or hospital setting with the child’s primary
caregiver present. |
| Time
for Administering Test |
Administration time may vary (10-30 minutes) |
|
Standardization/Norms |
The items
developed for the scale are a compilation of author observation,
descriptions from developmental hierarchies, and behaviors
recognized and used in the field of infant toddler assessment. Only
items which were considered discriminating and representative of a
skill at an age were included in the scale. Standardization,
validity, and reliability were not provided. |
|
Examiner Training/Qualifications |
The
examiner should have a thorough knowledge of child development and
language. |
| Screening Test of Language and Learning
Development (1986) |
| Type of
Test |
This is a
screening test to assess a child’s development in terms of
language, social/personal skills and motor skills. |
|
Purpose |
The
checklist was designed to provide a vital link between
norm-referenced assessment and intervention. |
| Age
Range |
0 to 3
years old |
| Test
Components |
The test
is designed to record observations of 85 child behaviors selected
from the checklist in 5 categories of development: language
comprehension, language expression, avenues to learning, social /
personal development and motor development. The categories
represent areas of behavior basic to children’s activities of
daily living, future academic success and feelings of self
worth. |
| Testing
and Scoring Procedures |
Examiners
elicit information from parents about specific behaviors to
determine if a behavior is present, emerging, or not within the
child’s repertoire of behaviors. |
| Time
for Administering Test |
Not
specified |
|
Standardization/Norms |
Norms were
based on a sample of 357 children age 4 to 36 months. Each age had
60 children (20 children from each for of 3 states). The sample was
divided by gender and type of community; attempts were also made to
include varying ethnic backgrounds and socioeconomic statuses.
Non-verbal children were excluded. 80% of children passed the test
at each level. Validity not reported. Reliability = .88 to
.99. |
|
Examiner Training/Qualifications |
Any person
who can reliably observe child behaviors, follow the designated
procedures and assess a sampling of at least six children who are
in the birth-to-three chronological or developmental
range. |
| Sequenced Inventory of Communication
Development (SICD) |
| Type of
Test |
This test
has two major sections: a receptive scale and an expressive
scale. |
|
Purpose |
This test
is designed to evaluate the communicative abilities of normal and
retarded children who are functioning between four months and four
years of age. It is useful in remedial programming of young child
with sensory impairments, language disorders, and varying degrees
of mental retardation. |
| Age
Range |
0 to 4
years old |
| Test
Components |
Test items
assess semantic-cognitive, syntactic, and pragmatic aspects of
communication. The receptive scale assesses awareness,
discrimination and understanding of language. The expressive scale
assesses initiating, imitating and responding behaviors as well as
verbal output and articulation. |
| Testing
and Scoring Procedures |
The test
may be given by one person, but is easier if there are both a test
administrator and a recorder. Testing begins at the level where
consistent success is anticipated; so a child is never given the
complete test. Testing continues until 3 consecutive items are
failed. Observable responses in testing situations are supplemented
by parent reports. |
| Time
for Administering Test |
30 to 75
minutes for children 24 months and older. |
|
Standardization/Norms |
Test items
are normed for ages 4 months to 48 months. Articulation testing is
for 2 years and above. The original study included 252 children, 21
at each of 12 age levels. There are three discrete age levels per
year from 4 months to 48 months of age. An equal number of children
in each age group were drawn from each of the 3 social classes.
Only Caucasian children were included; there were 124 males and 128
females. Exclusions were made for several reasons. The test was
later evaluated with a field test of 609 children from Detroit,
with 276 black children and 333 white children. |
|
Examiner Training/ Qualifications |
No special
qualifications are required, but it is recommended that examiners
be familiar with child language development. |
Test of Early Language Development
(TELD/TELD-2)
|
| Type of
Test |
The TELD
assesses receptive and expressive language skills in infants and
young children. |
|
Purpose |
This test
is designed to identify children in need of more prolonged clinical
appraisal. It was designed to complement rather than replace
systematic, naturalistic evaluation. |
| Age
Range |
The age
range for the TELD is from 3 years to 7 years, 11 months. For the
TELD-2 the age range is expanded to include children from 2 years
to 8 years. |
| Test
Components |
The
language dimensions of content (semantics) and form (phonology,
morphology, and syntax) are assessed in both receptive and
expressive language domains. |
| Testing
and Scoring Procedures |
Child
responses include picture pointing, short answers, gestures,
and word imitation. Children’s raw scores are converted to
language quotients (scaled scores), percentiles, and language
ages. |
| Time
for Administering Test |
On
average, 15-20 minutes. |
|
Standardization/Norms |
The TELD
was standardized on 1184 children from 11 states and one Canadian
province. Characteristics of children in the standardization sample
are provided in a table in the test manual. |
|
Examiner Training/ Qualifications |
The test
can be administered by anyone who is reasonably competent in
administration of tests in education, language, and
psychology. |