EVALUATION AND TEST INSTRUMENTS
The evaluation instruments listed below are examples of those typically used in an assessment of a child’s abilities. The list does not
include every test that might be used, nor may all those listed be used. The evaluator will choose tests that are best for the child’s age,
grade and physical abilities. Parents will be given specific information on the tests used at the time the results are reviewed and at
any subsequent placement and IEP meetings.
VISION: A visual screening to determine the child’s visual acuity through the use of a Snellen Chart or a Titmus machine. If additional
testing is indicated the child may be referred to a medical eye specialist for further evaluation. If visual problems are indicated, other tests
(achievement, psychological, etc.) will be selected to be non-discriminatory in terms of the visual impairment or these tests may be
postponed until the visual problem can be corrected.
HEARING: An audiometric screening to determine the child’s hearing acuity. This screening may include puretone or impedance audiometry.
If additional testing is indicated the child may be referred to an audiologist or medical specialist. if a hearing impairment is indicated, other
tests (achievement, psychological, etc.) will be selected to be non-discriminatory in terms of the hearing impairment or if the impairment is
correctable, these tests may be postponed until the hearing problem can be corrected.
ACHIEVEMENT: These tests may be group or individual tests to determine the child’s current level of academic functioning. Areas which
may be included are: oral expression; listening comprehension; written expression; basic reading skills; reading comprehension;
mathematics calculation and/or reasoning. Tests used may include:
TEST OF WRITTEN LANGUAGE (TOWL-4)
GRAY ORAL READING TESTS-5
STANFORD DIAGNOSTIC MATH TEST (SDMT)
DIAGNOSTIC ACHIEVEMENT BATTERY-3
WECHSLER INDIVIDUAL ACHIEVEMENT TESTS III
BATTELLE DEVELOPMENTAL INVENTORY
WOODCOCK READING MASTERY TEST-REVISED
BRIGANCE INVENTORY OF BASIC SKILLS (CIBS-R)
BRIGANCE INVENTORY OF ESSENTIAL SKILLS
WOODCOCK-JOHNSON PSYCHOEDUCTIONAL BATTERY-REVISED
PEABODY INDIVIDUAL ACHIEVEMENT TEST-REVISED (PIAT-R NU)
MOTOR: These tests determine the overall ability of a child to perform basic tasks and activities that require fine and gross coordination.
Testing may call for the child to walk, run, sit or perform other physical activities. In addition, the following tests may be given:
BENDER VISUAL-MOTOR GESTALT TEST
KOPPITZ-2
DEVELOPMENTAL TESTS OF VISUAL-MOTOR INTEGRATION-6
PSYCHOLOGICAL: An individually administered test of general intelligence. These tests are used to measure different types of abilities
such as comprehension, visual and auditory perception, visual and auditory memory, vocabulary, etc. A test of this kind is required for
entry into certain programs in special education. Tests used may include:
WECHSLER INTELLIGENCE SCALES IV
WOODCOCK-JOHNSON 4
STANFORD-BINET INTELLIGENCE SCALE (SB-5)
BAYLEY SCALES OF INFANT DEVELOPMENT
WECHSLER ADULT INTELLIGENCE SCALE IV
SLOSSON INTELLIGENCE TEST-REVISED (SIT-R3)
KAUFMAN ASSESSMENT BATTERY FOR CHILDREN-2
KAUFMAN BRIEF INTELLIGENCE TEST (KBIT-2)
TEST OF NON-VERBAL INTELLIGENCE (TONI-4)
COMPREHENSIVE TEST OF NONVERBAL INTELLIGENCE (CTONI-2)
BATTELLE DEVELOPMENTAL INVENTORY II (PRESCHOOL)
SPEECH/LANGUAGE: Testing includes assessment of the child’s articulation, language, fluency, voice, and adequacy of the oral mechanism.
For the non-verbal child, the assessment will explore alternative communication systems. For a child suspected of having a voice
disorder, an evaluation by a laryngologist (a medical doctor) is also necessary. Tests used may include:
GOLDMAN-FRISTOE TEST OF ARTICULATION-2
TEST OF LANGUAGE DEVELOPMENT PRIMARY-3 (TOLDP-3)
STUTTERING SEVERITY INSTRUMENT (SSI-3)
PEABODY PICTURE VOCABULARY TEST-REVISED (PPVT-III)
TEST OF AUDITORY COMPREHENSION OF LANGUAGE-3 EXPRESSIVE ONE WORD PICTURE VOCABULARY TEST-R (EOWPVT-2000)
TEST OF AUDITORY-PERCEPTUAL SKILLS-R (TAPS-R)
PRESCHOOL LANGUAGE SCALE 4
THE LISTENING TEST
CLINICAL EVAL. OF LANGUAGE FUNDAMENTALS-REVISED (CELF-4)
BEHAVIORAL: Testing includes an assessment of the child’s ability to act and interact appropriately in everyday situations within the
family, the school, and the community. Such tests may include checklists and parental and/or teacher interviews as well as paper-pencil
tasks for the child and observation in the classroom. Such tests are:
BURKS’ BEHAVIOR RATING SCALES-2
VINELAND ADAPTIVE BEHAVIOR SCALE-2
GOODENOUGH DRAW-A-PERSON
CULTURE-FREE SELF ESTEEM INVENTORY-2
ADAPTIVE BEHAVIOR EVALUATION SCALE-2
QUAY-PETERSON BEHAVIOR PROBLEM CHECKLIST
BEHAVIOR EVALUATION SCALE (BES-3)
PIERS-HARRIS CHILDREN’S SELF CONCEPT SCALE
CONNER’S RATING SCALES
OTHER: In the process of assessing a child’s strengths and weaknesses the evaluator may need to use additional tests in order to gain
a more complete picture of the child. Other assessments which may be required:
OCCUPATIONAL AND/OR PHYSICAL THERAPY ASSESSMENT
PEC-03B
ATTENTION DEFICIT DISORDER ASSESSMENT
Revised 01/15