Evaluations

The Modified Checklist for Autism in Toddlers, Revised with Follow-Up (MCHAT-R/F; Robbins, Fein, & Barton, 2009), designed to screen for autism in toddlers from 16 to 30 months, was developed for use during well-child checkups.

The Monteiro Interview Guidelines for Diagnosing the Autism Spectrum, Second Edition (MIGDAS-2; Monteiro, 2018) is a sensory-based, systematic, qualitative assessment tool designed to gather information needed to diagnose autism in children, adolescents, and adults.

The Motivation Assessment Scale (MAS; Durand & Crimmins, 1988, 1992; Haim, 2002) is a rating scale designed to help identify the motivation behind a target problem behavior. It yields scores on subscales that represent possible functions of behavior.

The Movement Assessment Battery for Children – Second Edition (Movement ABC-2/MABC-2; Henderson, Sugden, & Barnett, 2007) is a norm-referenced instrument that helps identify children between 3 years and 16 years, 11 months who have motor function impairment. It can be administered individually or in group format. There are two parts: a performance test and, for children 5-12 years, a checklist.

The Mullen Scales of Early Learning (Mullen, 1995) is an individually administered, norm-referenced measure of early intellectual development and school readiness designed to be used with children from birth through 68 months.

The NEPSY-II (Korkman, Kirk, & Kemp, 2007) is a comprehensive instrument designed to assess neuropsychological development in preschool and school-aged children from 3 years to 16 years, 11 months. It has a strong theoretical foundation that emphasizes the interrelatedness of brain operations.

The Oral and Written Language Scales – Second Edition (OWLS-II: Carrow-Woolfolk, 2011) offers an integrated, global approach to language assessment.

The Parent’s Observations of Social Interactions (POSI; The SWYC.org, 2015) is a seven-item screening instrument for autism spectrum disorders (ASD) for children under age 5 ½ years.

The Peabody Developmental Motor Scales – Second Edition (PDMS-2; Folio & Fewell, 2000) is a individually-administered, norm-referenced test of gross- and fine-motor development for children from birth to 5 years old.

The Peabody Picture Vocabulary Test Fifth Edition (PPVT-5; Dunn, 2018) is an individually-administered, norm-referenced measure of receptive vocabulary for use with individuals ages 2 years, 6 months to 90 years and older. It is co-normed with the Expressive Vocabulary Test- Third Edition (EVT-3).

The Pediatric Evaluation of Disability Inventory - Computer Adaptive Test (PEDI-CAT; Haley, Coster, Dumas, Fragala-Pinkham, & Moed, 2012) is an interview-based, norm-referenced questionnaire that is designed to measure abilities of persons birth through 21 years of age in four domains: Daily Activities, Mobility, Social/Cognitive, and Responsibility. It is used for persons birth through 21 years old.

The Pragmatic Language Observation Scale (PLOS; Newcomer, & Hammill, 2009) is a norm-referenced checklist that is completed by teachers or other professionals to provide a quick assessment of spoken language used in the classroom. It is especially useful as a pre-referral tool.

Preschool and Kindergarten Behavior Scales- Second Edition (PKBS-2; Merrell, 2003) is an individually-administered, norm-referenced parent- and/or teacher-completed rating scale that measures social and emotional problems in young children ages 3 to 6 years. It yields scores in two different scales: Social Skills and Problem Behaviors.

The Preschool Language Scale Fifth Edition (PLS-5; Zimmerman, Steiner, & Pond, 2011) is an individually administered, play-based instrument that assesses developmental language skills in children from birth to 7 years, 11 months.

The Prevocational Assessment Screen (PAS; Rosinek, 1985) is a direct, standardized screener of motor and perceptual abilities of students with mild disabilities, ages 14–21. It can be administered individually or in groups of up to five students.

The Profile of Social Difficulty (POSD; Coucouvanis, 2005) was developed to help identify gaps in skills needed for successful social interaction. It can be used for children 6-11 years old.

The Psychoeducational Profile – Third Edition (PEP-3; Schopler, Lansing, Reichler, & Marcus, 2005) is an individually-administered, norm-referenced instrument designed to assess skills and behaviors of children with autism and communication disabilities, identifying learning strengths, uneven development, emerging abilities, and other information useful in educational programming.

The Qualitative Reading Inventory, Sixth Edition (QRI-6; Leslie & Caldwell, 2017) is a criterion-referenced instrument emphasized the authentic assessment of students’ reading abilities from emergent to advanced readers, PK-12, to assess oral reading accuracy, rate of reading, and comprehension of passages read orally and silently.

The Questions About Behavioral Function (QABF; Matson & Vollmer, 1995; Paclawskyj, Matson, Rush, Smalls, & Vollmer, 2000) is a 25-item rating scale that is designed to identify variables maintaining problem behavior in persons with intellectual disability and/or autism. It yields scores on five factors/functions.

The Quick Neurological Screening Test – Third Edition, Revised (QNST-3R; Mutti, Martin, Sterling & Spalding, 2017) is an individually-administered, norm-referenced standardized instrument that measures the development of motor coordination and sensory integration.

The Reading-Free Vocational Interest Inventory – Second Edition (R-FVII:2; Becker, 2000) is a norm-referenced measure of vocational interests presented in a reading-free format. It is used for students age 13 years and older and can be administered individually or in groups.

The Receptive-Expressive Emergent Language Scale-Third Edition (REEL-3; Bzoch, League, & Brown, 2006) is a norm-referenced caregiver interview that is typically used to screen for emergent language learning problems in both receptive and expressive domains among infants and toddlers up to 3 years of age.

The Reynolds Adaptable Intelligence Test (RAIT; Reynolds, 2014) is an intelligence test that can be administered individually or to a group; it is used for persons 10-75 years of age.

The Scales of Independent Behavior – Revised (SIB-R; Bruininks, Woodcock, Weatherman, & Hill, 1996) is a comprehensive, norm-referenced assessment of adaptive and problem behaviors.

The School Function Assessment (SFA; Coster, Deeney, Haltiwanger, & Haley, 1998) is a criterion-referenced assessment used to measure a student’s performance of non-academic functional tasks that support participation in elementary school (K-6).

The School Motivation and Learning Strategies Inventory (SMALSI; Stroud & Reynolds, 2006) is a self-report inventory that measures 10 areas related to success in learning, learning-related motivation, and study habits. Three forms are available: The Child Form (147 items) is for students 8–12 years; the Teen Form (170 items) is for 13–18 year olds); and the new College Form (164 items) is for college students at all levels.

The Screening Tool for Autism in Two-Year-Olds (STAT™; Stone, Coonrod, & Ousley, 2000) is an instrument for screening for autism in children between the ages of 24 and 36 months.

The Sensory Integration and Praxis Tests (SIPT; Ayres, 1989) are a clinician-administered, norm-referenced series of tests designed to measure the sensory integration processes that underlie learning and behavior among children 4 years through 8 years, 11 months.

The Sensory Integration Inventory – Revised for Individuals with Developmental Disabilities (SII-R; Reisman & Hanschu, 1992) is a non-standardized checklist that can be used to screen for the possibility of sensory integration problems.

The Sensory Processing Measure (SPM; 2007) and Sensory Processing Measure – Preschool (SPM-P; 2010) (Parham, Ecker, Kuhaneck, Henry, & Glennon, 2007, 2010) are norm-referenced rating scales that measure sensory processing difficulties at school and home for children 2 through 12 years of age.

The Sensory Profile 2 (Dunn, 2014) is a set of norm-referenced, parent and teacher questionnaires designed to assess the sensory processing patterns of children from birth through 14 years, 11 months across settings.

The Skills Assessment Module (SAM; Rosinek, 1985) is a criterion-referenced, standardized assessment of students’ affective, cognitive, and manipulative strengths and weaknesses in relation to vocational skills required in various training programs within a school system. It is for students 14-18 years old.