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Home Distributed by Dr. James Battle Tests Learning Disabilities, ADHD
Tests: Learning Disabilities, ADHD

Test of Memory and Learning-Senior Edition -TOMAL-SE

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TOMAL–SE: Test of Memory and Learning—Senior Edition

OUR PRICE:B13900-$304.00

Ages: 55 through 89 years
Testing Time: 25-35 minutes
Administration: Individual
Why a memory test just for the senior population?

After TBI patients, seniors are the most likely group to exhibit memory issues, yet most memory batteries are either too long for them—they fatigue more easily and become progressively more distractible than younger examinees—or are very short, assessing only 1 or 2 aspects of memory. The TOMAL-SE is just right! Long enough to assure a thorough assessment yet short enough to enhance motivation and the ability to stay on task and give appropriate effort on the entire battery.

The TOMAL-SE (a) includes 6 core subtests and 3 delayed recall tasks that evaluate general and specific memory functions; (b) features composite memory scores for Verbal Memory, Nonverbal Memory, and a Composite Memory Index; (c) has supplementary composite scores that include a Verbal Delayed Recall Index and a Learning Index; and (d) has highly interpretable and relevant scores, scaled to a common familiar metric.

TOMAL-SE provides comprehensive coverage of memory assessment in a senior friendly standardized battery.

Statistical Characteristics of the TOMAL-SE

The TOMAL-SE was normed on more 428 adults ages 55-0 through 89-11, drawn from 15 states representing all major regions of the United States. The sample was designed to be representative of the U.S. population as a whole on gender, age, ethnicity, urban/rural residence, and geographic distribution. The TOMAL-SE also was evaluated at the item and subtest levels for gender and ethnic bias. The results of these studies provide strong evidence for a lack of bias and favor consistency across gender and across U.S. born ethnic populations.

TOMAL-SE scores include standardized or scaled scores and percentiles. Subtest scaled scores appear in a familiar metric with a mean of 10 and a standard deviation of 3. Composite scores and indexes also are scaled to a familiar metric for ease of use and comparability with other tests (M = 100; SD = 15). Reliability was determined using standard methods for estimating the internal consistency of the subtests and composites. Reliability estimates are uniformly high across age levels and for various clinical samples, with all composite score average reliability coefficients having values of .94 or higher. Subtest scores have a majority of average reliability coefficients in the .90s as well, with the lowest value being .81 for Facial Memory. Test retest reliability coefficients are all .80 or higher for the subtest scores, and for the composite indexes all coefficients are .92 or higher.

TOMAL-SE Subtests and Composites

The 6 core and 3 delayed recall tasks are designed to give information on specific and general aspects of memory and are used to derive the Core Indexes and the Supplementary Indexes. Subtests include Memory for Stories (MFS), Facial Memory (FM), Word List Learning (WLL), Object Recall (OR), Visual Sequential Memory (VSM), and Memory for Location (MFL) along with 3 verbal delayed recall tasks.

Core Indexes: Verbal Memory Index, Nonverbal Memory Index, and Composite Memory Index.

Supplementary Indexes: Verbal Delayed Recall Index, Learning Index

Added feature!

Learning Curves For subtests in the Learning Index, you can also plot learning curves for each individual examinee against the standardized learning curves for persons the same age in the standardization sample — or, use the TOMAL-SE unlimited use computer scouring program and have it done automatically for you.

COMPLETE TOMAL–SE KIT INCLUDES:Examiner’s Manual, Picture Book, 25 Examiner Record Booklets, and 15 Chips in Vinyl Envelope, all in a sturdy storage box. ©2012 B13900-$304.00





TOMAL-SE CHIPS-B13900-E-$13.00




Test of Word Finding - Second Edition-TWF-2

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TWF-2: Test of Word Finding - Second Edition


OUR PRICE – B09140-$500.00


Ages: 4-0 through 12-11
Testing Time: 20 to 30 minutes
Administration: Individual
The Test of Word Finding-Second Edition (twf-2) is a new edition of the Test of Word Finding (twf), the standard in word finding assessment. Like the twf, the twf-2 is a nationally standardized, individually administered diagnostic tool for the assessment of children’s word finding skills. The twf-2 was developed to be administered to children 4 years through 12 years 11 months. Three forms are provided: a pre-primary form for preschool and kindergarten children; a primary form for the first and second grades; and an intermediate form for the third through sixth grades. These new norms extend the use of the twf-2 to include preschool-age children. twf-2 Sections

The twf-2 uses four different naming sections to test a student’s word finding ability:

  • Picture Naming Nouns- an assessment of a student’s accuracy and speed when naming compound and one- to four-syllable target words
  • Sentence Completion Naming- an assessment of a student’s accuracy when naming target words to complete a sentence read by the examiner
  • Picture Naming Verbs- an assessment of a student’s accuracy when naming pictures depicting verbs in the progressive and past tense forms
  • Picture Naming Categories- an assessment of a student’s accuracy and speed when naming objects and the distinct categories to which they belong

To be sure that the student’s word finding evaluation is based on words the student knows, the examiner uses the Comprehension Assessment to test the student’s comprehension of the items missed during the naming accuracy testing.

In addition, five supplemental analyses are provided as follow-up procedures to the twf-2 word finding measures. The examiner gains critical information from these analyses that will both enhance the interpretation of a student’s test performance and help to formulate a word finding intervention plan. Three of the informal analyses probe the nature of students’ word finding errors (i.e. the Phonemic Cueing Procedure, the Imitation Procedure, and the Substitution Analysis). The other two informal analyses contribute to interpreting the students Word Finding Quotient (i.e. the Delayed Response Procedure and the Secondary Characteristics Tally).

The twf-2 was normed on 1,836 students residing in 26 states from 1996 to 1999. Characteristics of the sample matched the national population in 1997. Test reliability was demonstrated using test­retest, coefficient alpha, interscorer reliability and item response theory (IRT) goodness-of-fit statistics. In all cases except one (.76), traditional reliability coefficients for typical performing students and students with word finding difficulties exceeded .84. Validity was studied extensively. Content validity was represented in test development: twf-2 content reflected child language literature and research; and IRT and classical methodologies along with differential item function analyses were conducted on select items. Concurrent and predictive validity of the twf-2 was demonstrated by correlating the twf-2 with commonly used vocabulary tests. Correlations between twf-2 and other tests of vocabulary showed a considerable relationship. Construct validity was established by demonstrating that the twf-2 differentiated between groups of children with and without word finding difficulties.

New Features for the twf-2

  1. New Norms. All new norms were collected in 1996 through 99 keyed to the current census data. Norms are completely representative of the U.S. population and stratified by age.
  2. Expanded Age Range. Designed for use with children from the ages of 4-0 to 12-11, the twf-2 adds 2 years downward extension to the original twf.
  3. Unbiased Test. twf-2 is proven to be unbiased relative to gender and race.
  4. Revised Naming Sections. Revised naming sections and items to include more multisyllabic words, compound words, and progressive and past tense verb forms.
  5. Word Finding Quotient. A Word Finding Quotient is provided to represent both a student’s accuracy and speed in naming.
  6. Theoretical Characteristics. The theoretical model underlying the twf-2 was expanded to accommodate current thinking on word retrieval.
  7. New Supplementary Analyses. New supplementary analyses, including phonemic cueing, were added to reflect the theoretical model and to enhance the differential diagnosis of a student’s word finding errors.
  8. Statistical Characteristics. Item Response Theory and classical item methodologies were used to choose statistically “reliable” items, and differential item function analyses was used to find and eliminate biased items.

Complete twf-2 Kit Includes: Examiner’s Manual, Picture Books 1 and 2, 10 Preprimary Profile/Examiner Record Forms, 10 Primary Profile/Examiner Record Forms, and 10 Intermediate Profile/Examiner Record Forms, all in a sturdy storage box. (©2000) -B09140-$500.00

  • TWF-2-Examiner's Manual -B09140-A-$120.00
  • TWF-2-Intermediate Profile/Examiner Record Forms (10) –B09140-B-$30.00
  • TWF-2-Preprimary Profile/Examiner Record Forms (10) B09140-C-$25.00
  • TWF-2-Primary Profile/Examiner Record Forms (10) –B09140-D-$32.00



Test of Adolescent/Adult Word Finding (TAW2)

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Ages: 12 through 80 (Grade 7 and higher)
Testing Time: 20 to 30 minutes
Administration: Individual

The Test of Adolescent/Adult Word Finding–Second Edition is a norm-referenced, single-word expressive language test expressly designed to assess the word-finding ability of adolescents and adults. It can be used to identify individuals who have word-finding problems, plan word finding intervention, and measure word finding ability in research studies.

Features of the TAWF-2

All new normative data were collected in 2009-2013

  • New noun and verb target words have been added
  • Contains both the 80-item Complete Test and the 28-item Brief Test for use with examinees or in situations where the Complete Test is not feasible
  • Studies showing the absence of racial and gender bias are reported
  • Information pertaining to the TAWF-2’s diagnostic accuracy (sensitivity, specificity, and ROC/AUC) is provided
  • The lexical processing model underlying TAWF-2 has been updated to reflect current thinking regarding word retrieval
  • The Comprehension Check functions as a built-in assessment of examinees’ word knowledge
  • Adolescents and adults with diagnosed word finding difficulties were included in the norming sample
  • The standardized assessment and informal analyses are integral features of comprehensive word finding assessments

The Standardized Assessment

The standardized assessment has four naming sections, the results of which are combined to form the overall Word Finding Index:

  • Picture Naming: Nouns—assesses efficiency in naming compound and 1 to 4 syllable target words
  • Sentence Completion Naming—assesses efficiency in naming words to complete sentences read aloud by the examiner
  • Picture Naming: Verbs—assesses efficiency in naming present and past-tense regular and irregular verbs
  • Picture Naming: Word Groups—assesses efficiency in naming nouns in semantic and phonemic word groups

The standardized assessment has ample evidence of reliability and validity:

  • The internal consistency (content sampling) reliability coefficient for the Complete Test = .88.
  • The test-retest (time sampling) coefficient for the Word Finding Index = .95 for the Complete Test.
  • The average correlation of the Word Finding Index with those of other well-known expressive language tests is large in magnitude.
  • Diagnostic accuracy studies indicate that the TAWF-2 is able to accurately identify students with word finding difficulties (i.e., sensitivity = .93, specificity = .82, ROC/AUC = .94, cut score = 90).
  • Considerable other validity evidence is provided in the manual.

The Informal Assessment

Five informal analyses are also provided. Three of these analyses (the Phonemic Cueing Procedure, the Imitation Procedure, and the Substitution Analysis) examine types of word finding errors individuals make. The remaining informal analyses (the Delayed Response Procedure and the Secondary Characteristics Tally) contribute to interpreting the Word Finding Index.

Complete TAWF-2 kit includes: Examiner’s Manual, Word Finding Assessment Picture Book, Comprehension Check Picture Book, and 25 Examiner Record Forms, all in a sturdy storage box. (2016) -

B14430-$482.00 complete kit

B14430-A-Examiner’s Manual-$100.00

B14430-B-Comprehension Check Picture Book-$144.00

B14430-C-Examiner Record Booklets-$74.00

B14430-D-Word Finding Assessment Picture Book-$164.00










































































Scales for Diagnosing Attention Deficit/Hyperactivity Disorder

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Scales for Diagnosing Attention Deficit/Hyperactivity Disorder


Ages: 5 through 18
Testing Time: 15 to 20 minutes
Administration: Individual

The Scales for Diagnosing Attention Deficit/Hyperactivity Disorder(SCALES) is an exciting new assessment tool that accurately identifies and evaluates Attention-Deficit/ Hyperactivity Disorder in children ages 5 through 18.

The SCALES breaks new ground in the assessment of ADHD by combining several notable features:

· the flexibility to evaluate a child's behavior using either normative benchmarks or DSM-IV-TR criteria

· the inclusion of four separate normative samples

· the inclusion of items that immediately address the child's ability to function within both school and home environments
The SCALES is modeled after the guidelines for ADHD in the Diagnostic and Statistical Manual of Mental Disorders-Fourth Edition-Text Revision (DSM-IV-TR) . Maintaining the internal coherency of those criteria, it evaluates the child's behavior using three subtests to measure inattention, hyperactivity, and impulsivity. In addition, the American Academy of Pediatrics (AAP) 2000 Practice Guidelines for the Diagnosis and Evaluation of ADHD were heavily consulted.

The SCALES is designed with two separate forms, one for the home environment and the other for the school setting. Generally, teachers and parents engage in the most interaction with the children and should therefore be best acquainted with the nuances of the child's behavior and the extent to which that behavior may or may not interfere with the child's ability to function within home and school environments. For this reason, the SCALES aims at gathering in-depth information from both parents and teachers using the two forms, rather than behavioral data from isolated clinical examinations. As well, the SCALES was standardized using more than 3,000 children and is designed with two sets of norms: persons not identified with or not suspected of having ADHD and individuals already diagnosed with ADHD. The SCALES employs a 4-point Lickert Scale to measure the extent to which the child's behavior interferes with his or her functioning within the school and home settings (0 indicating no interference and 4 representing consistent interference).

Reliability and validity for the SCALES are strong. The average internal consistency coefficients, across all ages, ranged from .88 to .96. Criterion-prediction validity studies were conducted using both the Conners' Rating Scales and the Attention Deficit/ Hyperactivity Disorder Test. Exploratory factor analysis confirms that the items on the rating scales do, in fact, accurately measure inattention and hyperactivity/impulsivity. The results of these studies attest to the SCALES's utility and effectiveness in the identification and evaluation of ADHD.

Examiner's manual, 25 Summary/School Rating Scale Forms and 25 Home Rating Scale Forms, all in a sturdy storage box - 2002. (B9670) $145.00

Individual Components:











Ross Information Processing Assessment - Second Edition [RIPA-2]

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RIPA-2: Ross Information Processing Assessment – Second Edition


Ross Information Processing Assessment - Second Edition [RIPA-2]

Deborah Ross-Swain
OUR PRICE-$240.00
Ages: 15-0 through 90
Testing Time: 60 minutes
Administration: Individual

The Ross Information Processing Assessment-Second Edition (RIPA-2) is a current revision of the popular Ross Information Processing Assessment. The addition of reliability and validity studies performed on individuals with traumatic brain injury (TBI) is a major improvement in the test.

The RIPA-2 enables the examiner to quantify cognitive-linguistic deficits, determine severity levels for each skill area, and develop rehabilitation goals and objectives. The RIPA-2 provides quantifiable data for profiling 10 key areas basic to communicative and cognitive functioning:

  • Immediate Memory
  • Recent Memory
  • Temporal Orientation (Recent Memory)
  • Temporal Orientation (Remote Memory)
  • Spatial Orientation
  • Orientation to Environment
  • Recall of General Information
  • Problem Solving and Abstract Reasoning
  • Organization
  • Auditory Processing and Retention

The study sample included 126 individuals with traumatic brain injury in 17 states. The sample was representative of TBI demographics for gender, ethnicity, and socioeconomic status.

Internal consistency reliability was investigated, and the mean reliability coefficient for RIPA-2 subtests was .85, with a range of .67 to .91. This indicates that test error was minimal and that the RIPA-2 can be used with confidence. Content, construct, and criterion-related validity also were thoroughly studied. Correlations between the RIPA-2 and selected subtests of The Woodcock-Johnson Tests of Cognitive Ability show a considerable relationship. The RIPA-2 scores distinguish dramatically between groups known to have cognitive deficits and those known to have normal cognitive skills. The investigations were done by independent researchers working in hospitals, rehabilitation centers, clinics, and private practices. Convincing evidence also is provided to demonstrate that RIPA-2 items are not biased with regard to age or gender.

New Features of the RIPA-2

  1. Internal consistency reliability is demonstrated.
  2. Criterion-related validity studies demonstrate a considerable relationship with other cognitive batteries.
  3. The provision of a factorial analysis has enhanced the construct validity of the test.
  4. Studies demonstrating the absence of age and gender bias have been added.
  5. A representative study sample of individuals with traumatic brain injury has been included.
  6. Administration procedures have been rewritten for improved clarity.
  7. Standard scores have been included in addition to raw scores and percentiles.
  8. Test items have proven to be unbiased.

Complete RIPA-2 Kit includes: Examiner’s Manual, 25 Record Forms, and 25 Profile/Summary Forms, all in a sturdy storage box. (©1996-(B02001) $240.00

Individual Components:

B02001 - A RIPA-2-Examiner's Manual $104.00

B02001-B RIPA-2-Record Forms (25) $84.00

B02001 – C RIPA-2-Profile/Summary Forms (25) $56.00




Ross Information Processing Assessment -Primary [RIPA-P]

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RIPA-P: Ross Information Processing Assessment – Primary

Ross Information Processing Assessment -Primary [RIPA-P]

Deborah Ross-Swain
OUR PRICE-$215.00
Ages: 5 Through 12 (4 subtests); 8 Through 12 (all 8 subtests)
Testing Time: 30 Minutes 

The RIPA-P is a valuable tool for speech pathologists, resource specialists, and special education teachers. It helps to identify and quantify information processing skill impairments in children who have had a traumatic brain injury, have experienced other neuropathologies that affect information processing (such as seizure disorders or anoxia), exhibit learning disabilities or weaknesses that interfere with learning acquisition or educational achievement.

The RIPA-P is unique in that its norms include children who have learning disabilities, and its eight subtests allow you to assess a wide range of information processing skills all in a single battery. This instrument provides specific information about processing skill areas quickly and easily. Percentile ranks and standard scores can be obtained.
The test was standardized on 115 individuals ages 5-12. Reliability coefficients were found to be .81 or above, and more than a third of them were over .90. Validity studies show that the coefficients for the RIPA-2 range from .39 to .94.

RIPA-P-Complete Kit Includes:
’s Manual, 25 Record Forms, and 25 Profile/Summary Forms, all in a sturdy storage box.

(B0121) $215.00

Individual Components:


RIPA-P-Examiner's Manual



RIPA-P-Record Forms (25)



RIPA-P-Profile/Summary Forms (25)



Ross Information Processing Assessment - Geriatric-2 [RIPA-G-2]

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RIPA-G:2RIPA-G:2: Ross Information Processing Assessment—Geriatric, Second Edition   OUR PRICE: $175.00     


Revision of the RIPA-G Test!

Ages: 55 years and older
Testing Time: 25 to 35 minutes
Administration: Individual
Qualification Level: B

The Ross Information Processing Assessment-Geriatric: Second Edition (RIPA-G:2) is a comprehensive, norm-referenced, assessment battery designed to identify, describe, and quantify cognitive-linguistic deficits in the geriatric population (individuals 55 years and older). Speech-language pathologist, neuropsychologists, psychologists, and other rehabilitation professionals can use the test. The RIPA-G:2 is an individually administer test, taking approximately 30 minutes to complete. It can be used to diagnosis (mild, moderate, or severe) cognitive-linguistic problems and to do research that focuses on the cognitive processing in the elderly population.

New Features of the RIPA-G:2

  • All new normative data were collected from a sample matched to the prevalence of cognitive disorders in the elderly population.
  • A new Degree of Severity rating based on raw score performance was added to provide a global evaluation of cognitive-linguistic functioning.
  • Numerous reliability and validity studies, including a ROC curve analysis, show that RIPA-G:2 is a highly reliable and valid assessment.
  • The RIPA-G:2 has been streamlined to 7 subtests reducing the administration length to approximately 30 minutes.
  • An all new Listening Comprehension subtest has been added while other subtests have been renamed to better reflect their contents.

RIPA-G:2 Subtests and Composite
The RIPA-G:2 subtests assess most aspects of geriatric cognitive-linguistic functioning. Their results can be combined to form an overall Information Processing Index.

  1. Immediate Memory-Repeats numbers, words, and sentences of increasing length and complexity.
  2. Temporal Orientation-Answers questions related to the concept of time. Elicitation of the accurate responses requires recall from recent and remote memory. Temporal concepts require functional organizational skills.
  3. Spatial Orientation-Answers questions related to the concept of locations or places. Elicitation of accurate responses requires recall from both recent and remote memory. Spatial concepts require organizational skills, including categorization and sequencing.
  4. General Information-Recalls general information encoded in remote memory. Most stimuli represent information learned by the sixth grade.
  5. Situational Knowledge-Responds to stimuli requiring problem-solving and reasoning strategies. The examinee is to generate response options based on relevant information. Once a solution is deduced, it must be checked against knowledge of reality and against reality itself.
  6. Categorical Vocabulary-Lists items in a category as well as name categories of items. This subtest is a measure of an individual’s semantic organization base, word finding abilities and general organization skills.
  7. Listening Comprehension-The examinee is to listen to a short narrative paragraph and answer specific questions about the content. The paragraphs are of increasing length and complexity. Skills of immediate memory, auditory sequential memory, receptive vocabulary and processing speed are required for success on this subtest.

Information Processing Index-Represents broad information processing concepts associated with information processing and language.

Statistical and Technical Characteristics of the RIPA-G:2

Norms: The RIPA-G:2 is normed on 229 individuals aged 55-97 years living in 10 states.

Scores: Information Processing Index, Subtest Scaled Scores, Percentile Ranks, SEM’s, Degree

of Severity, and Diacritical Scores Summary.

Reliability: Content, time, and scorer differences coefficients are consistently high.

Validity: Content-description, criterion-prediction, and construct-identification support that the RIPA-G:2 is a valid measure.

Special Populations: Data were collected on normal functioning adults and adults who were diagnosed with at least one of the following conditions: Mild Cognitive Impairment (MCI), Mild to moderate Alzheimer's Disease (MAD), Right Cerebrovascular Accident (RCVA), Traumatic Brain Injury (TBI).

COMPLETE RIPA-G:2 Kit includes: Examiner’s Manual and 25 Examiner Record Booklets, all in a sturdy storage box.©2012



B02000-B-RECORD FORMS-$77.00







The Learning Disabilities Diagnostic Inventory [LDDI]

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LDDI: The Learning Disabilities Diagnostic Inventory

The Learning Disabilities Diagnostic Inventory [LDDI]  

Donald D. Hammill and Brian R. Bryant
OUR PRICE-$187.00
Ages: 8-0 Through 17-11
Testing Time: 10
- 20

The LDDI is a rating scale designed to help psychologists, diagnosticians, LD specialists, speech-language pathologists, and others identify learning disabilities in individuals.

The inventory is composed of six independent scales: Listening, Speaking, Reading, Writing, Mathematics, and Reasoning. The LDDI is not an ability or achievement measure, instead, it will tell you which students
’ skill patterns in a particular area are consistent with those individuals known to have LD in that area (e.g. dyslexia, dysgraphia).

The LDDI was normed on 2,152 students with learning disabilities residing in 43 states. The demographic characteristics of the normative sample are representative of the population of students with learning disabilities in the United States with regards to gender, race, ethnicity, urban/rural residence, family income, educational attainment or parents, and geographic distribution. Scores obtained by the LDDI are reported as stanines (M=5; SD=1.96) and percentiles, and internal consistency reliability coefficients exceed .90 for all scales. Evidence for stability and interscorer reliability is also provided and coefficients are in the .80s and .90s allowing the LDDI to be used with confidence to yield consistent results.

LDDI-Complete Kit Includes:
Manual and 50 Rating Summary Booklets,
all in a sturdy storage box. (B0088) $187.00

Individual Components:



$ 75.00


LDDI-Rating Summary Booklets (50)



A Developmental Assessment for Students with Severe Disabilities:Third Edition (DASH-3)

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DASH-3DASH-3: Developmental Assessment for Individuals with Severe Disabilities—Third Edition,

COMPLETE KIT  OUR PRICE: $298.00 Revision of the DASH-2 Test!

Ages: 6 months through adulthood
Testing Time: 2 to 3 hours
Administration: Individual

The DASH-3 is a criterion-referenced measure of specific skill levels in persons of all ages who have severe and/or multiple physical/sensory disabilities, including persons with severe and profound intellectual disability (“mental retardation”) and autism spectrum disorders. The scales are also appropriate for individuals with mild to moderate disabilities; those who have single disabling conditions (e.g., individuals with visual impairment or paraplegia), and children who are functioning chronologically from birth to 6 years of age.

The DASH-3 (1) provides an initial assessment for intervention planning, (2) tracks individual progress for persons with severe and/or multiple disabilities aged 6 months through adulthood, and (3) evaluates individuals with other types of disabilities who require a detailed assessment for intervention planning. At intake, the DASH-3 can be used to estimate developmental level, analyze developmental strengths and weaknesses, select skills most ready for targeted intervention, and determine types of support needed by the individual (e.g., assistance from others, visual supports, modified equipment). It can be used to develop educational and therapeutic intervention plans, such as Individual Education Plan (IEPs) and Individual Family Support Plans (IFSPs). For comprehensive assessment, all five scales will be required; however, the specific clinical or referral questions may require administration of fewer scales (e.g., a speech pathologist may choose to only administer the Language Scale).

Because the DASH–3 items identify specific behaviors and scoring criteria describe graduated levels of support, it may be used to track progress with targeted skills, so that timely changes may be made to the individual’s intervention program (e.g., promoting a greater level of independence with a particular skill, targeting a new skill). Also, the DASH-3 may be re-administered at different times (e.g., at one year intervals) to track general developmental change. For individuals who move often, the DASH-3 may transition with the individual, so that appropriate goals, interventions and recent performance data continue without having to wait for an assessment to be conducted or intervention priorities to be determined.


The DASH–3 has five scales that assess an individual’s ability to demonstrate relevant skills in a developmental sequence.

  1. Sensory–Motor Scale: This scale measures the ability to receive and respond to environmental stimuli, as well as move reflexively and voluntarily. It has four subscales: Reflexes, Gross Motor, Sensory, and Hand Skills.
  2. Language Scale: This scale measures the ability to understand and use communicative behaviors and purposeful language. The subscales are nonsymbolic communication skills (N), expressive language (E), or receptive language (R).
  3. Social–Emotional Scale: This scale assesses awareness and understanding of self and of others, including interactions with others and social skills.
  4. Activities of Daily Living Scale: This scale measures an individual’s level of self-sufficiency and personal independence relative to daily living skills. This scale has five subscales: Feeding, Dressing, Toileting, Home Routines, and Travel and Safety.
  5. Academics Scale: This scale measures the ability to learn and use information related to concept formation, basic reading skills, and number skills. It has two subscales: Preacademic Skills and Academic Skills.

The examiner can complete each scale using any of three methods: (a) direct observation by the examiner during evaluative sessions, (b) interview of others who know the person well (e.g., parents, teachers), or (c) independent completion of the scales by people who know the person well with follow-up by the examiner. Data collected through direct observation by the examiner are considered to be most valid, though the other methods may be preferred when time is a factor or when comparing the individual’s skills across settings (e.g., home and school).

In addition to the five scales, the DASH-3 system includes three accompanying forms to assist in developing intervention priorities and strategies and track progress.

  1. Cumulative Summary Sheet – Scores from up to three DASH-3 administrations can be recorded on this sheet. This summary sheet allows the examiner to quickly compare performance across each of the five scales, as well as to evaluate progress over time. This form also provides opportunity to estimate the individual’s overall developmental age level through by averaging the five scale scores.
  2. Intervention Planning Worksheet – This form provides a basis for identifying skills most appropriate for intervention for up to three administrations of the DASH-3. It allows for easy identification of skills that could not be determined due to task resistance, skills performed independently, and skills that are considered priorities for intervention.
  3. Comprehensive Program Record – This form is used to document the individual’s ongoing progress in achieving targeted skills through recording of “performance level” data across weeks. This form provides the basis for making timely decisions regarding intervention for each targeted skill (e.g., changes regarding instructional strategies, adaptive supports).

COMPLETE DASH-3 KIT INCLUDES: Examiner’s Manual, 25 Comprehensive Program Record Forms, 25 Intervention Planning Worksheets, 25 Cumulative Summary Sheets, 10 Academics Scales, 10 Activities of Daily Living Scales, 10 Language Scales, 10 Sensory-Motor Scales, and 10 Social-Emotional Scales. COMPLETE KITS -B8890-$298.00




DASH-3-ACADEMICS SCALE (10)-B8890-C-$58.00-




DASH-3 LANGUAGE SCALE (10)-B8890-G-$65.00

DASH-3 SENSORY-MOTOR SCALE (10) B8890-H-$65.00







Boston Assessment Of Severe Aphasia [BASA]

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BASA: Boston Assessment of Severe Aphasia

Boston Assessment Of Severe Aphasia [BASA]

Nancy Helm-Estabrooks, Gail Ramsberger, Alisa R. Morgan, Marjorie Nicholas
OUR PRICE-$400.00

This aphasia test is designed to be given to poststroke cases soon after the onset of symptoms, preferably at bedside. It can be given long before most other assessments are appropriate. The BASA probes the spared language abilities of persons with sever aphasia and provide diagnostic information needed for immediate treatment. The 61 items measure a wide variety of tasks and modalities, including auditory comprehension, buccofacial or limb praxis, gesture recognition, oral and gestural expression, reading comprehension, writing, and visual-spatial tasks. Both gestural and verbal responses to the items are scored, and refusals, affective responses, and perseverative responses also are recorded. Gestural and verbal responses can be scored in combined or separately, and both scores can be expressed as fully or partially communicative.

Complete Kit Includes:
Examiner’s Manual Custom Clipboard, Manipulatives, Stimulus Cards, and 25 record forms, all in a cloth bag (B0131)- $400.00

Individual Components:

B0131-A- Examiner’s Manual-$100.00

B0131-B- Manipulatives-$108.00

B0131-C- Stimulus Cards-$ 75.00

B0131-D- Record Forms (25)- $ 66.00

B0131-E- Clipboard -$66.00




Attention-Deficit Hyperactivity Disorder Test : A Method for Identifying Individuals with ADHD [ADHDT]

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Attention-Deficit/Hyperactivity Disorder Test (ADHDT)

Attention-Deficit Hyperactivity Disorder Test : A Method for Identifying Individuals with ADHD [ADHDT]  


James E. Gilliam

OUR PRICE-$180.00
Ages: 3 Through 23

The Attention-Deficit/Hyperactivity Disorder Test is an effective instrument for identifying and evaluating attention-deficit disorders. Designed for use in schools and clinics, the test is easily completed by teachers, parents and others who are knowledgeable about the referred individual. Based on the diagnostic criteria for Attention-Deficit/Hyperactivity Disorder of the DSM-IV, the ADHDT contains 36 items that describe characteristic behaviors of persons with Attention-Deficit/Hyperactivity Disorder. These items comprise three subtests representing the core symptoms necessary for the diagnosis of ADHD: Hyperactivity, Impulsivity, and Inattention. The test is useful for screening and clinical assessment in schools, clinics, and private practices and can also be used for evaluating treatment strategies and in research projects.

Normed in1993 and 1994 on a representative national sample of more than 1,200 persons who were diagnosed with attention-deficit disorders, these results constitute the most current norms available. Demographics of the standardization sample are reported in the manual by age, gender, geographic location, race, and socioeconomic status. Separate norms are available for males and females. Internal consistency and test-retest reliability studies produced high (.90+) coefficients. Also, additional studies confirmed the test
’s content, construct, and criterion-related validity.

ADHDT -Complete Kit Includes:
’s Manual and 50 Summary/ Response Forms,
all in a sturdy storage box. (B0056) $180.00

Individual Components:


Examiner's Manual



Summary Response Forms (50)



Phonological Awareness Skills Program (PASP)

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Phonological Awareness Skills Program (PASP)

(Formerly the Green Readiness Book)

OUR PRICE: $135.00

The Phonological Awareness Skills Program (PASP) assesses and teaches the fundamental analysis and organization abilities that enable children to make sense out of reading and spelling. PASP is an updated and expanded version of the auditory skills component (Green Book) of PREP (which focused on analysis skills; PASP addresses analysis and organization skills). PASP is intended for use by speech pathologists, remedial reading specialists, and teachers who work with pre-kindergarten through elementary school-aged children with LD, ADD, or dyslexia, individually or in groups.

PASP consists of two components: the Test, which enables you to identify and determine the performance (instructional) level of those children who lack adequate phonological awareness skills; and the Curriculum, which provides methods for training those skills. The Curriculum is divided into two major sections: activities to improve phonological analysis and organization skills and activities to teach the words (verbal organizers) that support this process. Many of the activities are accompanied by worksheets that may be given to parents for supplemental use at home.

TARGET GROUP: School-age children with LD, ADD, or dyslexia

Curriculum Manual, Instrument Manual, Instrument Record Forms (25), all in a sturdy storage box.-B8870-$135.00

Record Forms(25)-B8870-B-$28.00