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EZ Access Suitcase Ramp 8 foot - 179712
Available for Loan Disability Action Center (DAC) - Moscow, ID Moscow, ID

EZ Access Suitcase Ramp 8 foot

Woodcock - Johnson IV: WJIV - 179709
Available for Loan Idaho SESTA Assessment Lending Library 1 Boise , ID

A comprehensive assessment system on the cutting edge of clinical practice.

The Woodcock-Johnson® IV (WJ IV) system is structured to offer the ease of use and flexibility that examiners need to accurately evaluate learning problems for children and adults in a way that no other assessment solution can.

1. Facilitate exploration of strengths and weaknesses across cognitive, oral language, and academic abilities

2. Batteries can be used in conjunction with one another or as standalone assessments

3. Clusters engineered to provide the most diagnostically useful interpretations

4. Simplified and reframed procedures for evaluating ability/achievement comparisons and intra-ability variations

4. Expanded focus beyond the original broad CHC
theory that was the foundation for the WJ III®

Goldman-Fristoe Test of Articulation 3: GFTA-3 - 179708
Available for Loan Idaho SESTA Assessment Lending Library 1 Boise , ID

The Goldman-Fristoe Test of Articulation™ 3 (GFTA™-3) provides accurate scores for making diagnostic and placement decisions.

Age range: 2:0 - 21:11

The third edition of the Goldman-Fristoe Test of Articulation offers updated norms, new digital test administration and scoring options.

Benefits

1. Assess multiple occurrences of high frequency phonemes in the same amount of time (under 15 minutes).

2. Quickly and easily administer and score.

3. Make informed diagnostic and placement decisions.

Features

The GFTA-3 test features include:

1. Two new art sets: one appropriate for very young children and one for older students with articulation and intelligibility concerns.

2. Dialect-sensitive scoring for a wide range of American English dialects, as well as English influenced by other languages.

3. New criterion-referenced assessment of vowels.

4. Digital administration and on-the-fly scoring on Q-interactive.

5. Digital manuals and digital stimulus book available, as well as automated scoring on Q-global.

Delis-Kapan Executive Function System - 179707
Available for Loan Idaho SESTA Assessment Lending Library 1 Boise , ID

The Delis-Kaplan Executive Function System™ (D-KEFS™) is the first nationally standardized set of tests to evaluate higher level cognitive functions in both children and adults.

Age range: Ages 8 through 89 years

D-KEFS assesses the key components of executive functions believed to be mediated primarily by the frontal lobe. With nine stand-alone tests, D-KEFS allows examiners to comprehensively assess the key components of executive functions within verbal and spatial modalities.

Benefits

1. Assess the integrity of the frontal system of the brain.

2. Determine how deficits in abstract, creative thinking may impact daily life.

3. Plan coping strategies and rehabilitation programs tailored to each patient's profile of executive-function strengths and weaknesses.

4. Choose from two forms: Standard and Alternate.

5. Generate D-KEFS score reports faster and easier with D-KEFS Scoring Assistant® software.

Features

The D-KEFS game-like format is engaging for examinees, encouraging optimal performance without providing "right/wrong" feedback that can create frustration in some children and adults.

1. Standard Record Forms, including all nine D-KEFS tests.

2. Alternate Record Forms, including alternate versions of D-KEFS Sorting, Verbal Fluency, and 20 Questions tests.

3. Alternate set of Sorting Cards available.

4. Subtests can be recorded and scored as a complete battery or as individual subtests.

Behavior Assessment System for Children: BASC 3 - 179706
Available for Loan Idaho SESTA Assessment Lending Library 1 Boise , ID

A comprehensive set of rating scales and forms, BASC-3 helps you understand the behaviors and emotions of children and adolescents.

Age range: 2:0 - 21:11 (TRS and PRS); 6:0 through college age (SRP)

BASC-3 uses a comprehensive set of rating scales and forms to provide a complete picture of a child's or adolescent’s behavior and emotions.

Benefits

1. Differentiate between hyperactivity and attention problems

2. Identify behavior problems as required by IDEA, and for developing FBAs, BIPs, and IEPs.

3. Strong base of theory and research gives a thorough set of highly interpretable scales.

4. Access to efficient and extensive reports using computer scoring and interpretation.

Features

BASC-3 applies a triangulation method for gathering information. It analyzes a child’s behavior from three perspectives: self, teacher, and parent.

1. Teacher Rating Scales (TRS) measure adaptive and problem behaviors in the preschool or school setting.

2. Parent Rating Scales (PRS) measure both adaptive and problem behaviors in the community and home setting.

3. Parenting Relationship Questionnaire (PRQ).

4. Self-Report of Personality (SRP) provides insight into a child’s or adult’s thoughts and feelings.

5. Student Observation System (SOS) enables clinicians and other qualified observers to code and record direct observations of a child’ behavior in a classroom setting.

6. Structured Developmental History (SDH) offers a comprehensive history and background survey that supplies a thorough review of social, psychological, developmental, educational, and medical information on the child.

Stuttering Severity Instrument: SSI-4 - 179702
Available for Loan Idaho SESTA Assessment Lending Library 1 Boise , ID

Ages: 2-10 and up
Testing Time: 15 to 20 minutes
Administration: Individual

Stuttering Severity Instrument–Fourth Edition (SSI-4) is a reliable and valid norm-referenced stuttering assessment that can be used for both clinical and search purposes. It measures stuttering severity in both children and adults in the four areas of speech behavior:

1. frequency
2. duration
3. physical concomitants
4. naturalness of the individual’s speech.

Frequency is expressed in percent syllables stuttered and converted to scale scores of 2-18. Duration is timed to the nearest one tenth of a second and converted to scale scores of 2-18. The four types of Physical Concomitants are and converted to scale scores of 0-20. The SSI-4 can also be used in conjunction with the Stuttering Prediction Instruments for Young Children (SPI).

SSI-4 was normed on a sample of 72 preschool-aged children, 139 school-aged children, and 60 adults. It has four components, each of which is used to assess and monitor the stuttering severity in both children and adults for clinical and research use: (1) Examiner’s Manual and Picture Plates, (2) Test Record and Frequency Computation Forms, and (3) Subjective Stuttering Scales.

Social Language Development Test Elementary: Normative Update - 179701
Available for Loan Idaho SESTA Assessment Lending Library 1 Boise , ID

Ages: 6-0 through 11-11
Testing Time: 45 minutes
Administration: Individual

The Social Language Development Test–Elementary: Normative Update (SLDT-E: NU) assesses language-based skills of social interpretation and interaction with friends, the skills found to be most predictive of social language development. Specifically, it measures the language required to appropriately infer and express what another person is thinking or feeling within a social context, to make multiple interpretations, take mutual perspectives, and negotiate with and support their peers. These tasks reflect the developmental refinement of social language comprehension and expression and differentiate typically developing children from those with autism spectrum disorder.

New Features

1. Updated norms based on the 2015 U.S. Census.

2. New standard score metric for subtests and composites (M=10, SD=3; M=100, SD=15).

3. All new item analysis and item bias studies provide convincing evidence of content-description validity.

4. All new reliability and validity studies were prepared, including diagnostic accuracy analyses, which are considered the most rigorous techniques for establishing validity today. These analyses involve the computation of sensitivity and specificity indexes and the receiving operating characteristic/area under curve statistic (ROC/AUC).

Description of the Test

The test has four subtests, which require students to make inferences, interpret photographed scenes, and explain how they would resolve problems with peers. The Examiner’s Manual includes a comprehensive discussion of the test’s theoretical and research-based foundation, item development, standardization, administration and scoring procedures, norms tables, and guidelines for using and interpreting the test’s results. Reliability and validity studies were conducted out with individuals with normal language abilities and individuals who had previously been diagnosed with autism spectrum disorder.

The average coefficient alpha ranges between .77 and .92 for the subtests and is .94 for the Social Language Development Index. Studies were conducted to examine the ability of the test to differentiate students who are autistic from those who are not. The results demonstrate that a Social Language Development Index cutoff score of 90 resulted in a sensitivity of .82, a specificity of .86, and a receiver operating characteristic/area under the curve of .91.

Social Language Development Test Adolescent: Normative Update - 179699
Available for Loan Idaho SESTA Assessment Lending Library 1 Boise , ID

Ages: 12-0 through 17-11
Testing Time: 45 minutes
Administration: Individual

The Social Language Development Test–Adolescent: Normative Update (SLDT-A: NU) assesses language-based social skills. Specifically, it measures students’ ability to make inferences, and interpret and respond to social interaction. Performance on the test differentiates typically developing students from those with autism spectrum disorder.

New Features

1. The norms have been updated to reflect the demographics of the 2016 U.S. Census.

2. The normative sample (N = 868) is stratified by age relative to geographic region, gender, race, and ethnicity.

3. New standard score metric for subtests and composites (M = 10, SD = 3; M = 100, SD = 15).

4. All-new item analysis and item bias studies provide convincing evidence of content-description validity.

5. All-new reliability and validity studies were prepared, including diagnostic accuracy analyses, which are considered the most rigorous techniques for establishing validity today. These analyses involve the computation of sensitivity and specificity indexes and the receiving operating characteristic/area under curve (ROC/AUC) statistic.

6. The audio files for the Interpreting Ironic Statements subtest are available for use or download online.

Description of the Test

The test has five subtests (Making Inferences, Interpreting Social Language, Problem Solving, Social Interpretation, and Interpreting Ironic Statements) that yield scaled scores. A composite score, called the Social Language Development Index, represents overall performance on the subtests. The Examiner’s Manual discusses the test’s theoretical and research-based foundation, item development, standardization, administration and scoring procedures, normative tables, and guidelines for using and interpreting the test’s results. Reliability and validity studies were conducted with students with typical language abilities and students who had previously been diagnosed with autism spectrum disorder.

The average coefficient alpha ranges between .76 and .86 for the subtests and is .95 for the composite. New validity studies demonstrate the test’s ability to differentiate students with autism spectrum disorder from typically developing students. The results demonstrate that a Social Language Development Index cutoff score of 90 resulted in a sensitivity of .71, a specificity of .96, and a ROC/AUC of .90.

Preschool Language Scales: PLS 5: Combo of English and Spanish - 179698
Available for Loan Idaho SESTA Assessment Lending Library 1 Boise , ID

PLS-5 is a comprehensive developmental language assessment designed for children from ages birth through 7:11 that evaluates pre-verbal skills through emerging reading skills. This assessment focuses on receptive and expressive language skills and provides both norm-referenced and criterion-referenced scores. The diagnostic test can be administered by a trained professional. PLS-5 also offers screening tests for a broad spectrum of speech and language skills and a diagnostic test to identify students at risk for language and speech disorders. The tests can be administered in English and Spanish.

Kaufman Speech Praxis Test: KSPT thumbnail

Kaufman Speech Praxis Test: KSPT - 179697
Available for Loan Idaho SESTA Assessment Lending Library 1 Boise , ID

The KSPT assists in the diagnosis and treatment of developmental apraxia (dyspraxia) of speech in preschool children.

The KSPT identifies the level of breakdown in a child’s ability to speak in order to establish treatment and track improvement. Easy to administer and score, the test helps measure a child’s imitative responses to the clinician, locates where the child’s speech system is breaking down, and points to a systematic course of treatment.

Results of the KSPT are useful beyond establishing an initial diagnosis. Measure and quantify gains in motor-speech several ways. Individual sections of the test help the clinician establish treatment goals and measure progress. Use KSPT results to generate goals for Individualized Education Programs (IEPs). This assessment tool is critical for speech-language pathologists who work with children in public schools, hospitals, universities, and private practice.

Highlights of the KSPT:

1. Items organized from simple to complex motor-speech movements, using meaningful words whenever possible

2. Imitative, stimulus/response format that can be administered easily without pictorial stimulation

3. Norm-referenced and standardized items that provide a raw score, a standard score, and a percentile ranking for each part of the test

4. A diagnostic rating scale that assists in delineating severity levels on a continuum

5. Normative information related to the "normal" speaking population of children and the "disordered" population

Comprehensive Test of Phonological Processing: CTOPP-2 - 179696
Available for Loan Idaho SESTA Assessment Lending Library 1 Boise , ID

Identifies students with phonological difficulties who may be at risk for reading problems

AGES: 4-0 to 24-11

The CTOPP-2 is a revision of the widely used CTOPP, which was first published in 1999 to meet the need for an assessment of reading-related phonological processing skills. Since its publication CTOPP has been popular with both psychology and education professionals and has been used in many studies with both typical and clinical populations. For CTOPP-2, new normative data were collected in 2008 and 2009 on a nationally representative sample of 1,900 individuals.

The CTOPP-2 has four principal uses:

1. Identify individuals who are significantly below their peers in important phonological abilities

2. Determine strengths and weaknesses in already developed phonological processes

3. Document individuals’ progress in phonological processing as a consequence of special intervention programs

4. Serve as a measurement device in research studies investigating phonological processing

In addition to the new normative data, the floor effects in the first-edition version for 5- and 6-year-olds have been eliminated by adding easier items. The ceilings have been extended by adding more difficult items. With the addition of these new items, it is now appropriate to administer CTOPP-2 to 4-year-olds. A new phonological awareness subtest (Phoneme Isolation) has also been added.

CTOPP-2 Subtests:

Elision
Blending Words
Sound Matching
Phoneme Isolation
Blending Nonwords
Segmenting Nonwords
Memory for Digits
Nonword Repetition
Rapid Digit Naming
Rapid Letter Naming
Rapid Color Naming
Rapid Object Naming

Clinical Evaluation of Language Fundamentals: CELF-5 - 179695
Available for Loan Idaho SESTA Assessment Lending Library 1 Boise , ID

CELF-5 provides clinicians with a streamlined, flexible battery to assess semantics, morphology, syntax, and pragmatics for students ages 5-21. CELF-5 features structured and authentic tests of language ability (including observational and interactive measures) for a complete picture of students' language skills.

Age range: 5:0 –21:11

The new CELF-5 is a comprehensive battery of 16 standalone tests that provides a streamlined, flexible and interactive approach to language assessment.

Benefits

1. Compare written skills to oral language skills.

2 Assess reading comprehension, structured writing, and social language skills.

3. Report standard scores, percentile ranks, and growth scale values for the Pragmatics Profile.

Features

CELF-5 provides highly accurate diagnostic information with updated normative data.

1. Automatically converted total raw scores to test scaled scores, percentile ranks, age equivalents and growth scale values.

2. Automatically converted sums of scaled scores to composite scores.

3. Full set of paper record forms, reading and writing supplements, and observational rating scales.

4. Item analysis of performance on individual tests.

5. Graphical and narrative reporting data.

6. New normative data based on the March 2010 U.S. Census.

Tests included

Observational Rating Scale
Sentence Comprehension
Word Structure
Following Directions
Formulated Sentences
Recalling Sentences
Understanding Spoken Paragraphs
Word Definitions
Sentence Assembly
Semantic Relationships
Reading Comprehension
Structured Writing
Pragmatics Profile
Pragmatics Activities Checklist

Clinical Evaluation of Language Fundamentals: CELF-4: Spanish Version thumbnail

Clinical Evaluation of Language Fundamentals: CELF-4: Spanish Version - 179694
Available for Loan Idaho SESTA Assessment Lending Library 1 Boise , ID

Quickly and accurately identify and diagnose language disorders for Spanish-speaking children and young adults

Age range: 5:0-21:11

Through customer feedback and research, CELF–4 Spanish has been enhanced to better address the needs of clinicians who serve Spanish-speaking children and young adults. CELF–4 Spanish was developed specifically for Spanish speakers living in the U.S. as a parallel test to the English edition of CELF-4.

It is NOT a translation of the English edition of CELF–4. Test items incorporate grammatical forms appropriate for Spanish speakers and themes familiar to Spanish speaking students. Extensive professional review panel from different countries of origin ensures cultural appropriateness of the test items and art.

Features & Benefits

1. Evaluates both interpersonal communication (BICS) and elements of more advanced academic language (CALP)

2. Includes new Clasificación Pragmática (Pragmatics Profile)

3. Enhanced Scoring Assistant offers Spanish and English Parent Reports to assist in communicating with parents who do not speak English

Comprehensive Assessment of Spoken Language: CASL 2 - 179693
Available for Loan Idaho SESTA Assessment Lending Library 1 Boise , ID

AGES: 3 to 21 years

Overview

The Comprehensive Assessment of Spoken Language, Second Edition is the most up-to-date measure of oral language skills available. It offers the flexibility of 14 stand-alone tests in one comprehensive yet specific battery. Preserving the strengths of the original and highly regarded test, the second edition introduces new and enhanced features to increase validity, functionality, and ease of use.

The CASL-2 shares the same underlying theory as the new Oral Passage Understanding Scale (OPUS) and the popular Oral and Written Language Scales, Second Edition (OWLS-II). Since all three tests are based on the Integrative Language Theory developed by author Elizabeth Carrow-Woolfolk, they provide a cohesive evaluation across a broad range of language areas. While the OWLS-II provides an evaluation of oral and written language, the CASL-2 offers a more in-depth picture of 14 spoken language skills. The new OPUS measures listening comprehension and tells you how well a person can apply many of these skills.

Applications and Uses

The CASL-2 can be used by speech–language pathologists and other professionals in a variety of settings, including schools, clinics, hospitals, private practices, and intervention programs. When you need to evaluate response to intervention (RTI), you can use the CASL-2 to track improvement over time. It can help you answer a variety of referral questions, including eligibility for speech services, placement in special education, determining if a language delay or disorder is present, or measuring language abilities in English language learners. The CASL-2 provides important information for everyone involved in treatment, so you can help children and young adults reach their potential at school, at home, at work, and in the community.

What It Measures

For children and young adults ages 3 to 21, the CASL-2 measures spoken language across four structural categories:

1. Lexical/Semantic: Knowledge and use of words and word combinations

2. Syntactic: Knowledge and use of grammar

3. Supralinguistic: Knowledge and use of language in which meaning is not directly available from the surface lexical and syntactic information

4. Pragmatic Language: Knowledge of language that is appropriate across different situational contexts and ability to modify language according to the social situation

Within these categories, 14 stand-alone tests give you the flexibility to measure only the specific area or areas that you are interested in. You can interpret each test separately and/or combine test scores to get a wider picture of oral language skills. The CASL-2 tests feature extended age ranges so you can start assessing and intervening earlier, as well as track progress in the same child over many years using the test. Many of the tests now include younger ages, and all of them extend to age 21.

Test items are designed to focus on the main area of interest (for example, synonyms, antonyms, idioms, and so on) to reduce or eliminate the need for memory where possible. This is achieved by using pictures and repeating words at the beginning and end of an item. Please see the table on 6 for a description of each test. The CASL-2 Pragmatic Language Test is particularly useful for measuring social communication skills in people with autism spectrum disorder or social (pragmatic) communication disorder, since it measures the ability to understand and apply societal rules and expectations. It is the only performance test that measures pragmatic language abilities in children under age 6.

Standard scores are available for the following:

1. Each of the 14 tests (specific skill scores)

2. Lexical/Semantic Index, Syntactic Index, Supralinguistic Index (categorical index scores)

3. Receptive Language Index and Expressive Language Index (language processing index scores)

4. General Language Ability Index (GLAI) (overall skill index score)

You can quickly isolate the specific skill, category, or processing ability that you want to assess. And if you need a single score to help determine a student’s eligibility for speech services or placement in special education, the GLAI can be determined by administering just 4 to 5 tests, depending on the child’s age. On the back of the record forms there is a chart that clearly shows which tests are required to obtain the different index scores based on the examinee’s age. This chart is also accessible at www.wpspublish.com/CASL2. Specific skill scores are available as descriptive ranges, confidence intervals, percentile ranks, test-age equivalents, and grade equivalents, enhancing their detail and functionality. Index scores are available as descriptive ranges, confidence intervals, and percentile ranks. Alternative scoring guidelines offer criteria for scoring results with individuals who speak with African-American dialect. This allows you to accurately measure spoken language skills and not worry about how dialectical differences may impact test results.

How It Works

Using one of three self-standing test easels, you read items aloud and the examinee responds by speaking or pointing. All of the easels now feature full-color illustrations that make administration more engaging, especially for young children, and updated items to address current technology. In addition, the easels include instructions, examples, pictures, items, prompts, sample correct and incorrect answers, scoring criteria to streamline the administration process, and tabs so you can easily flip to the test you want.

There are two CASL-2 record forms, the Comprehensive Form and the Preschool Form, both described in the table (below). Using the appropriate form, you record the examinee’s responses by hand. Across the 14 tests, suggested Start Items allow you to skip the items that are not applicable to the individual’s age. Consistent basal and ceiling rules (four correct items in a row and four incorrect items in a row, respectively) save you time by making it easy to remember when you can stop an administration.

Both CASL-2 record forms now include a fold-out panel making it easier to transfer raw scores to the Score Summary page, where you can easily convert them to standard scores. In addition, both forms include an Item Analysis Worksheet for each test, providing qualitative information that is helpful for writing IEP goals and intervention plans. It tells you exactly what the examinee’s strengths and areas for improvement are, giving you a level of detail that extends beyond a standard score.

Woodcock Munoz Language Survey: Spanish WMLS 3 - 179692
Available for Loan Idaho SESTA Assessment Lending Library 1 Boise , ID

Assess Language Dominance, Proficiency, and More
What happens when a student doesn’t seem to grasp English material, despite displaying aptitude in other areas? Or, what if a student participating in EL studies is not progressing at the expected pace? For students in these situations—and many others—districts can turn to the Woodcock-Muñoz Language Survey® III (WMLS™ III), the trusted measure of language proficiency.

Description & Features

Designed for use with examinees as young as 3 and as old as 22, WMLS III provides quick and reliable assessment in the areas of listening, speaking, reading, and writing to determine language dominance and proficiency. WMLS III also offers examiners insight into whether a student’s learning deficits are solely language related. Plus, WMLS III is the first test in the Woodcock assessment family to offer a Digital Test Record!

WMLS III features:

1. All-new norms, item content, and artwork

2. Support for assessing and monitoring language proficiency in dual language programs

3. New test organization that helps examiners efficiently evaluate and monitor basic and applied language skills

4. New checklists to better illustrate the impact of language background and academic language exposure on test results

5. Two English forms and one Spanish form to help determine language proficiency, eligibility for EL services, and readiness for English-only instruction

WMLS III assessment results are calculated in real time through a streamlined, web-based scoring and reporting platform. The Teacher Report includes a plot of scores as well as a narrative description of the student’s results. The Parent Report includes a plot of scores and language proficiency definitions to help parents better understand their child’s performance. The Parent Report can be generated in English or Spanish.

Woodcock Munoz Language Survey: English: WMLS 3 - 179691
Available for Loan Idaho SESTA Assessment Lending Library 1 Boise , ID

Ortiz Picture Vocabulary Acquisition Test: PVAT thumbnail

Ortiz Picture Vocabulary Acquisition Test: PVAT - 179690
Available for Loan Idaho SESTA Assessment Lending Library 1 Boise , ID

Assess receptive vocabulary acquisition with the only dual normed test for both English Speakers and English Learners

Overview

The Ortiz PVAT is the first receptive vocabulary assessment that can be used to fairly and accurately assess both English speakers and English learners. With unique dual norms (English Speaker norms as well as English Learner norms that control for exposure to English), the Ortiz PVAT makes it possible to evaluate an individual from any language background, determine whether an individual’s English vocabulary performance follows expected patterns (as either a native English speaker or an English learner), or rather, is suggestive of a language problem or disorder.

Key Features and Benefits:

Assess both English Speakers and English Learners (irrespective of their primary language) accurately with one, user-friendly test

Easy administration in English to allow for use by any English-speaking practitioner

Exposure to English controlled for in the creation of the assessment’s English Learner norms

Ecologically valid visual stimuli using photographs of real objects/actions and pre-recorded audio for target word presentation with neutral pronunciation and voicing

Psychometrically equivalent parallel forms (Form A and Form B) for progress monitoring (included in software; no separate purchase necessary)

Multidimensional Anxiety Scale for Children: MASC 2 thumbnail

Multidimensional Anxiety Scale for Children: MASC 2 - 179689
Available for Loan Idaho SESTA Assessment Lending Library 1 Boise , ID

Age range: 8 to 19 years

Multidimensional Anxiety Scale for Children Second Edition™ (MASC 2™) assesses the presence of symptoms related to anxiety disorders in youth. The measure distinguishes between important anxiety symptoms and dimensions that broadband measures do not capture.

The MASC 2 aids in the early identification, diagnosis, treatment planning and monitoring of anxiety-prone youth.

Benefits

1. Assess a broad range of emotional, physical, cognitive and behavioral symptoms that represent important dimensions of childhood anxiety.

2. Differentiate children with the disorder from the general population with the help of Generalized Anxiety Disorder (GAD) Index.

3. Easily administer, score, and interpret results.

4. Excellent reliability and validity.

Features

MASC 2 is a multi-rater assessment with parent and self-report ratings in order to gather in-depth, multi-perspective information. It uses the following scales:

1. Separation Anxiety/Phobias
2. Social Anxiety
3. Obsessions & Compulsions
4. Physical Symptoms
5. Harm Avoidance
6. GAD Index and Inconsistency Index

Gilliam Autism Rating Scale: GARS 3 - 179688
Available for Loan Idaho SESTA Assessment Lending Library 1 Boise , ID

AGES: 3 to 22 years

The Gilliam Autism Rating Scale, Third Edition (GARS-3) helps clinicians identify autism, assess its severity, and determine appropriate intervention. Items in the third edition of this widely used test reflect criteria for diagnosing Autism Spectrum Disorder (ASD) found in the new Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5).

Fifty-six items clearly describe typical behaviors of individuals with ASD, and are grouped into six subscales:

1. Restrictive and Repetitive Behaviors
2. Social Interaction
3. Social Communication
4. Emotional Responses
5. Cognitive Style
6. Maladaptive Speech

Administration of the GARS-3 provides standard scores, percentile ranks, severity level, and probability of autism.

Reliability and Validity

Internal consistency (content sampling) reliability coefficients exceed .85 for the subscales and .93 for the Autism Indexes. Test-retest (time sampling) reliability coefficients exceed .80 for the subscales and .90 for the Autism Indexes.

Interrater reliability intraclass coefficients exceed .80 and .84 for the Autism Indexes. There is very strong correlation between the GARS-3 scores and those of other widely used diagnostic tests for ASD. All-new validity studies show that test results are valid for a wide variety of subgroups as well as for the general population. Binary classification studies indicate that the GARS-3 can be used to accurately discriminate children with ASD from those without (i.e., sensitivity = .97, specificity = .97, ROC/AUC = .93). Theoretical and empirical validity of the subscales is proven through confirmatory and exploratory factor analysis. More information about the validity of the GARS-3 is included in the Examiner's Manual.

New in the GARS-3

Items and subscales reflecting DSM-5 diagnostic criteria for ASD Diagnostic validation form assuring test results meet DSM-5 criteria for ASD Forty-four new items Six subscales that are valid and sensitive for identification of ASD New norms based on a sample of 1,859 individuals representing demographic characteristics of U.S. Census data for 2011 Interpretation guide offering an easy and efficient method for identifying the presence and severity of ASD

Emotional Disturbance Tree: EDDT - 179687
Available for Loan Idaho SESTA Assessment Lending Library 1 Boise , ID

Age range: 5 years to 18 years

NEW! Administration and scoring for the EDDT-SR is now available on PARiConnect! The new EDDT-SR Score Report provides scores and profiles based on response data from children and adolescents ages 9-18 years.

NEW! The EDDT Multi-Rater Summary Report is also now available for FREE for a limited time. This report combines EDDT scores from up to four raters (parent, teacher, and self-report) to provide a well-rounded view of student functioning. It includes a combined score profile to represent similarities and differences between raters graphically and highlights statistically significant score differences. The EDDT Criteria Table aligns each rater’s scores to the federal criteria for ED diagnosis. To view a sample report, click the Resources tab above.

New white papers available! A white paper on identifying emotional disturbance using PAR products, including the EDDT, is now available. Click the Resources tab above or here to view or download. Supplemental material from Jenny A. Greene and EDDT author Bryan L. Euler explains how to use the EDDT family of rating forms to gain multiple perspectives. Click the Resources tab above or here to view or download.

The first instrument of its kind to provide a standardized approach to the assessment of emotional disturbance (ED), the EDDT encompasses all the federal criteria and addresses the broad emotional and behavioral nuances of children who may require special education services for ED.

Features and benefits

1. From the U.S. Code of Federal Regulations (2002) and the reauthorization of IDEA (2004), the federal criteria mandate that certain conditions be present in order to receive services but don’t provide assessment guidelines. The EDDT includes five sections that correlate with the specific components of the federal criteria, enabling you to work through each criterion one by one.

2. Because the criteria specify that socially maladjusted children can’t qualify for services unless they are both socially maladjusted and emotionally disturbed, the EDDT treats social maladjustment as a supplemental trait and assesses it separately from ED.

Test structure

1. Emotional Disturbance Characteristics scales include Inability to Build or Maintain Relationships, Inappropriate Behaviors or Feelings, Pervasive Mood/Depression, and Physical Symptoms or Fears.

2. Screening items are included within the Attention-Deficit Hyperactivity Disorder cluster and the Possible Psychosis/Schizophrenia cluster.

3. The Level of Severity cluster and the Educational Impact cluster address how emotional and behavioral problems affect students and aid in the development of recommendations and interventions.

4. Multi-Rater Summary Forms can be used in conjunction with the EDDT-PF and EDDT-SR to review responses from multiple raters over time to create a well-rounded picture of an individual's functioning.

Technical information

1. Norms are based on a sample of 601 children who were demographically matched to U.S. Census statistics. Data were also collected on a sample of 404 children eligible for special education due to an ED diagnosis.

2. Internal consistency was high (r = .94) for the EDDT Total Score and ranged from .75 to .88 for the scales. In addition, test-retest stability was high (r = .92) and interrater reliability was good (r = .84) for the EDDT Total Score.

3. Convergent validity was examined using the CAB™ Teacher and Parent Forms, the BASC-2 Teacher Form, and the Teacher Report Form of the CBCL. Validity also was examined in populations of children with specific learning disabilities, speech/language impairment, mental retardation, ADHD, autism spectrum disorder, and social maladjustment.

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