document resume title institution - eric · 1999. 7. 13. · document resume. ed 478 429 tm 035...
TRANSCRIPT
DOCUMENT RESUME
ED 478 429 TM 035 114
TITLE Assessment for Special Education Services, EligibilityDetermination Program Planning.
INSTITUTION Alabama State Dept. of Education, Montgomery.PUB DATE 2001-04-00NOTE 127p.
PUB TYPE Guides Non-Classroom (055)EDRS PRICE EDRS Price MF01/PC06 Plus Postage.DESCRIPTORS *Diagnostic Tests; Educational Diagnosis; Educational
Planning; *Eligibility; Screening Tests; *Special Education;*Student Evaluation
IDENTIFIERS *Alabama; Individualized Learning Plans
ABSTRACT
This document is a guide to student assessment for specialeducation services, eligibility determination, and program planning forAlabama students. To present an accurate and fair picture of the individualassessed requires more than one test score or observation. This document,which is formatted for easy desk reference for daily use by the evaluator andothers, addresses each area for each specific disability assessed. There is abrief summary of the purpose for using a particular instrument, and then mostof the available instruments are listed in a table format. The followinginformation is given: name of test; publisher, with contact information inAppendix B; areas tested, usually listing the domains; norm- or criterion-reference indicator; ages for which appropriate; type of scores; andcomments, usually from the publisher's manual or assessment tests. Followinga chart of Alabama special education required evaluations for eligibility,instrument descriptions are grouped in these categories: (1) adaptivebehavior; (2) attention deficit disorder/attention deficit hyperactivitydisorder; (3) autism; (4) behavior; (5) developmental delay; (6) generalachievement; (7) gifted; (8) intelligence, including nonverbal intelligence;(9) mathematics; (10) observation; (11) reading; (12) speech and language;and (13) vision screening. Appendixes contain information to enhance theability to choose the best instruments for the student. (SLD)
Reproductions supplied by EDRS are the best that can be madefrom the original document.
ASS
ESS
ME
NT
FO
R S
PEC
IAL
ED
UC
AT
ION
SE
RV
ICE
S,
EL
IGIB
ILIT
Y D
ET
ER
MIN
AT
ION
PRO
GR
AM
PL
AN
NIN
G
PE
RM
ISS
ION
TO
RE
PR
OD
UC
EA
ND
DIS
SE
MIN
AT
E T
HIS
MA
TE
RIA
LH
AS
BE
EN
GR
AN
TE
D B
Y
g ra
m_
TO
TH
E E
DU
CA
TIO
NA
LIN
FO
RM
AT
ION
RE
SO
UR
CE
SF
OR
MA
TIO
N C
EN
TE
R (
ER
IC)
1
Ed
Ric
hard
son
Stat
e Su
peri
nten
dent
of
Edu
catio
n
Stat
e of
Ala
bam
aD
epar
tmen
t of
Edu
catio
nD
ivis
ion
of I
nstr
uctio
nal S
ervi
ces
Spec
ial E
duca
tion
Serv
ices
Bul
letin
200
0, N
o. 1
1
U.S
, DE
PA
RT
ME
NT
OF
ED
UC
AT
ION
Offi
ce o
Edu
catio
nal R
esea
rch
and
Impr
ovem
ent
ED
UC
ION
AL
RE
SO
UR
CE
S IN
FO
RM
AT
ION
CE
NT
ER
(E
RIC
)hi
s do
cum
ent h
as b
een
repr
oduc
ed a
sre
ceiv
ed fr
om th
e pe
rson
or
orga
niza
tion
orig
inat
ing
it.
1:1
Min
or c
hang
es h
ave
been
mad
e to
impr
ove
repr
oduc
tion
qual
ity.
Poi
nts
of v
iew
or
opin
ions
sta
ted
in th
isdo
cum
ent d
o no
t nec
essa
rily
repr
esen
tof
ficia
l OE
RI p
ositi
on o
r po
licy.
ASS
ESS
ME
NT
FO
R S
PEC
IAL
ED
UC
AT
ION
SE
RV
ICE
S,
EL
IGIB
ILIT
Y D
ET
ER
MIN
AT
ION
PRO
GR
AM
PL
AN
NIN
G
Apr
il 20
01
Ed
Ric
hard
son
Stat
e Su
peri
nten
dent
of
Edu
catio
nA
laba
ma
Stat
e D
epar
tmen
t of
Edu
catio
nD
ivis
ion
of I
nstr
uctio
nal S
ervi
ces
Mon
tgom
ery,
Ala
bam
a
Bul
letin
200
0, N
o. 1
1
It is
the
offi
cial
pol
icy
of th
e A
laba
ma
Stat
e D
epar
tmen
t of
Edu
catio
n th
at n
o pe
rson
in A
laba
ma
shal
l, on
the
grou
nds
of r
ace,
col
or, d
isab
ility
,sex
, rel
igio
n,na
tiona
l ori
gin,
or
age,
be
excl
uded
fro
m p
artic
ipat
ion
in, b
e de
nied
the
bene
fits
of,
or
be s
ubje
cted
to d
iscr
imin
atio
n un
der
any
prog
ram
, act
ivity
, or
empl
oym
ent.
PRE
FAC
E
Ass
essm
ent!
The
re a
re ti
mes
whe
n th
e ve
ry w
ord
stri
kes
fear
in th
e br
aves
t of
hear
ts. H
owev
er, a
dmin
iste
red
prop
erly
and
inte
rpre
ted
accu
rate
ly, a
sses
smen
ts w
ill p
rodu
ce r
esul
ts to
det
erm
ine
elig
ibili
ty f
or s
peci
al e
duca
tion
serv
ices
and
pro
gram
pla
nnin
g. T
he e
valu
ator
mus
tpr
esen
t an
accu
rate
, fai
r pi
ctur
e of
eac
h in
divi
dual
ass
esse
d. T
o do
this
req
uire
s m
ore
than
one
test
sco
re o
r ob
serv
atio
n. I
t req
uire
s th
e us
e of
both
for
mal
and
info
rmal
test
inst
rum
ents
and
met
hods
.
Form
al I
nstr
umen
ts a
nd I
nfor
mal
Ins
trum
ents
Form
al te
sts
are
norm
-ref
eren
ced
inst
rum
ents
whi
ch h
ave
been
sta
ndar
dize
d an
d yi
eld
deri
ved
(qua
ntita
tive)
sco
res
base
d on
a g
iven
mea
n an
dst
anda
rd d
evia
tion.
The
se s
core
s m
ay b
e in
term
s of
sta
ndar
d sc
ores
incl
udin
g IQ
-typ
e st
anda
rd s
core
s, T
sco
res,
per
cent
iles
and
stan
ines
. One
may
als
o ob
tain
age
- an
d gr
ade-
equi
vale
nt s
core
s kn
own
as d
evel
opm
enta
l sco
res.
Der
ived
sco
res
allo
w f
or c
ompa
ring
a s
tude
nt to
a n
orm
grou
p w
hich
is c
ompo
sed
of li
ke p
erso
ns, t
hat i
s, li
ke in
age
, gra
de, e
thni
city
, soc
ioec
onom
ic le
vel,
geog
raph
ic r
egio
n, e
tc. A
lso
deri
ved
scor
es, b
ased
on
the
norm
al c
urve
, will
pro
vide
a b
ench
mar
k of
how
a s
tude
nt p
erfo
rmed
/beh
aved
in c
ompa
riso
n to
his
/her
pee
rs.
Info
rmal
inst
rum
ents
/met
hods
yie
ld c
urre
nt in
form
atio
n ab
out a
stu
dent
's in
divi
dual
ness
in b
ehav
ior
and
achi
evem
ent.
Exa
mpl
es in
clud
ete
ache
r-m
ade
test
s, te
xtbo
ok te
sts,
cri
teri
on-r
efer
ence
d te
sts,
obs
erva
tions
, int
ervi
ews,
rec
ords
, por
tfol
ios,
che
cklis
ts, q
uest
ionn
aire
s, ta
skan
alys
is, e
tc. T
hese
inst
rum
ents
/met
hods
foc
us o
n th
e de
man
ds o
f th
e en
viro
nmen
t, th
e st
uden
t's in
tera
ctio
n, a
nd th
e re
sults
.
Bot
h ty
pes
of in
stru
men
ts/m
etho
ds, f
orm
al a
nd in
form
al, y
ield
val
uabl
e in
form
atio
n. T
he f
orm
al in
stru
men
t is
impo
rtan
t whe
n co
mpa
ring
the
stud
ent t
o hi
s/he
r pe
ers,
but
is o
ften
times
not
use
ful i
n cl
assr
oom
inst
ruct
ion
whe
n de
term
inin
g in
stru
ctio
nal/b
ehav
iora
l str
ateg
ies
for
indi
vidu
als.
Inf
orm
al te
stin
g pr
ovid
es s
peci
fic
info
rmat
ion
to th
e cl
assr
oom
teac
her
and
is u
sual
ly m
ore
rele
vant
for
dev
elop
ing
inst
ruct
iona
l/beh
avio
ral s
trat
egie
s fo
r in
divi
dual
s.
Form
at o
f th
is D
ocum
ent
Thi
s do
cum
ent i
s fo
rmat
ted
for
easy
des
k re
fere
nce
for
daily
use
by
the
eval
uato
r an
d ot
hers
. Eac
h ar
ea, f
or e
ach
spec
ific
dis
abili
ty a
sses
sed,
isad
dres
sed.
The
re is
a b
rief
sum
mar
y of
the
purp
ose
for
usin
g a
part
icul
ar in
stru
men
t, an
d th
en m
ost o
f th
e av
aila
ble
inst
rum
ents
are
list
ed in
ata
ble
form
at. T
he f
ollo
win
g is
giv
en:
Nam
e of
test
.Pu
blis
her,
in p
aren
thes
is, w
ith c
onta
ct in
form
atio
n in
App
endi
x B
.A
reas
test
ed, u
sual
ly li
stin
g th
e do
mai
ns.
Nor
m-
or c
rite
rion
ed-r
efer
ence
d in
dica
tor.
Age
s ap
prop
riat
e.T
ype
of s
core
s.C
omm
ents
- u
sual
ly f
rom
the
publ
ishe
r's m
anua
l or
asse
ssm
ent t
exts
.
Furt
herm
ore,
in th
e A
ppen
dice
s of
this
doc
umen
t, in
form
atio
n is
incl
uded
to f
urth
er e
nhan
ce o
ne's
abi
lity
to c
hoos
e th
e be
st in
stru
men
ts f
or th
est
uden
t. In
clud
ed a
re it
ems
such
as:
a p
ublis
her's
dir
ecto
ry, h
ow to
det
erm
ine
if a
n in
stru
men
t is
suita
ble
for
a pa
rtic
ular
pur
pose
, and
how
toin
terp
ret t
est s
core
s.
PRE
FAC
E: P
age
i
The
doc
umen
t is
thre
e-ho
le p
unch
ed a
nd p
agin
ated
acc
ordi
ng to
sec
tions
. Org
aniz
ing
the
docu
men
t in
this
man
ner
will
allo
w f
or e
asie
r an
dfa
ster
rev
isio
ns. W
hen
test
inst
rum
ents
are
rev
ised
or
new
one
s ar
e pu
blis
hed,
onl
y th
e se
ctio
n af
fect
ed w
ill b
e re
vise
d an
d di
stri
bute
d. I
n th
ism
anne
r, th
e do
cum
ent w
ill s
tay
curr
ent.
Gen
eral
Com
men
ts
If a
test
is s
peci
fied
as
a "s
cree
ner"
or
"sho
rt f
orm
," d
o no
t use
it f
or in
itial
elig
ibili
ty. S
cree
ners
and
sho
rt-f
orm
ver
sion
s of
test
inst
rum
ents
may
not
be
used
for
ree
valu
atio
n if
ree
valu
atio
n is
for
elig
ibili
ty. T
hese
test
s m
ay b
e us
ed f
or o
ther
pur
pose
s.
Thi
s lis
ting
is b
y no
mea
ns e
xhau
stiv
e of
the
man
y te
st in
stru
men
ts a
vaila
ble.
It i
s m
eant
to b
e a
guid
e as
pro
fess
iona
ls c
hoos
e w
hich
inst
rum
ent m
ost a
ccur
atel
y an
d fa
irly
dep
icts
eac
h in
divi
dual
stu
dent
's n
eeds
.
PRE
FAC
E: P
age
ii
ASS
ESS
ME
NT
FO
R S
PEC
IAL
ED
UC
AT
ION
SE
RV
ICE
S
Tab
le o
f C
onte
nts
Page
Pref
ace
i
Tab
le o
f C
onte
nts
iii
Ack
now
ledg
men
tsv
Ala
bam
a Sp
ecia
l Edu
catio
n R
equi
red
Eva
luat
ions
for
Elig
ibili
ty (
Cha
rt)
vi
Ada
ptiv
e B
ehav
ior
AB
-1
Atte
ntio
n D
efic
it D
isor
der/
Atte
ntio
n D
efic
it H
yper
activ
ity D
isor
der
(AD
D/A
DH
D)
AD
D-1
Aut
ism
AU
-1
Beh
avio
rB
-1
Dev
elop
men
tal D
elay
DD
-1
Gen
eral
Ach
ieve
men
tG
A-1
Cr)
Gif
ted
G-1
Inte
llige
nce
(Inc
ludi
ng N
onve
rbal
Int
ellig
ence
)IN
-1
Non
verb
al A
bilit
yN
V-1
Mat
hem
atic
sM
-1
Obs
erva
tion
0-1
Rea
ding
R-1
Tab
le o
f C
onte
nts
(con
tinue
d)Pa
ge
Spee
ch-L
angu
age
L-1
- A
rtic
ulat
ion/
Phon
olog
yL
-2-
Com
preh
ensi
veL
-7-
Exp
ress
ive
L-1
2-
Rec
eptiv
eL
-19
TA
BL
E O
F C
ON
TE
NT
S: P
age
i
- B
irth
-3L
-21
- Fl
uenc
yL
-23
- V
oice
L-2
6-
Prag
mat
ics
L-2
7
- Ph
onol
ogic
al A
war
enes
s Pr
oces
sing
L-2
8
- A
udito
ry P
roce
ssin
g/Pe
rcep
tion/
Dis
crim
inat
ion
L-2
9-
Ora
l Mot
orL
-33
- T
raum
atic
Bra
in I
njur
yL
-35
- H
eari
ng I
mpa
ired
L-3
7-
ESL
Stu
dent
sL
-39
- C
once
pts
L-4
1-
Mis
cella
neou
s (L
angu
age)
L-4
2-
Wri
tten
Lan
guag
e Sk
ills
L-4
6-
Scre
enin
gL
-47
Vis
ion
Scre
enin
gV
-1
App
endi
ces
App
endi
x A
.ID
EA
'97
Exc
erpt
Con
cern
ing
Eva
luat
ion
A-1
App
endi
x B
.D
eter
min
ing
Tes
t App
licab
ility
B-1
App
endi
x C
.In
terp
retin
g T
est R
esul
tsC
-1
Ref
eren
ces
Dir
ecto
ry o
f T
est P
ublis
hers
Inde
x of
Ass
essm
ent I
nstr
umen
ts
TA
BL
E O
F C
ON
TE
NT
S: P
age
ii
AC
KN
OW
LE
DG
ME
NT
S
Thi
s do
cum
ent w
as d
evel
oped
to a
ssis
t sch
ool p
erso
nnel
in c
hoos
ing
test
inst
rum
ents
in th
e ve
ry im
port
ant t
ask
of a
ppro
pria
tely
iden
tifyi
ng s
tude
nts
for
spec
ial
educ
atio
n se
rvic
es. M
any
offe
red
assi
stan
ce a
nd s
ugge
stio
ns, b
ut in
par
ticul
ar th
e D
epar
tmen
t wis
hes
to r
ecog
nize
the
follo
win
g:
For
thei
r as
sist
ance
in r
eadi
ng th
e do
cum
ent f
or lo
cal s
choo
l sys
tem
util
ity:
-B
aldw
in C
ount
y Sp
ecia
l Edu
catio
n D
epar
tmen
t-
Esc
ambi
a C
ount
y Sp
ecia
l Edu
catio
n D
epar
tmen
t
For
cont
inuo
us p
rofe
ssio
nal i
nput
:-
Spec
ial E
duca
tion
Serv
ices
sta
ff m
embe
rs
For
her
exce
llent
typi
ng:
-Ja
ckie
Ric
hbur
g
Tha
nk y
ou to
eve
ryon
e fo
r th
eir
assi
stan
ce in
the
prep
arat
ion
of th
is im
port
ant d
ocum
ent.
AC
KN
OW
LE
DG
ME
NT
S: P
age
iii
ALA
BA
MA
SP
EC
IAL
ED
UC
AT
ION
RE
QU
IRE
D E
VA
LU
AT
ION
FOR
EL
IGIB
ILIT
Y
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abili
ties
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Aut
ism
XX
Xan
d/or
XX
XX
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Dea
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lind
XX
XX
X
Dev
elop
-m
enta
lD
elay
XX
X (
2)X
X
Em
otio
nal
Dis
-tu
rban
ceX
XX
X(3
)X
XX
Hea
ring
Impa
ir-m
ent
XX
XX
Men
tal
Ret
arda
-tio
nX
XX
XX
*X
Mul
tiple
Dis
abili
ties
XX
(Mee
ts a
ll cr
iteria
for
at le
ast t
wo
othe
r ar
eas
of d
isab
ilitie
s.)
Ort
hope
dic
Impa
ir-m
ent
XX
XX
X
Oth
erH
ealth
Impa
ir-m
ent
XX
(For
AD
D/
AD
HD
)X
(3)
XX
X
Spe
cific
Lear
ning
Dis
abili
ties
XX
XX
XX
XX
Spe
ech/
Lang
uage
Impa
ir-m
ent
XX
XX
Tra
umat
icB
rain
Inju
ryX
XX
X
Vis
ual
Impa
ir-m
ent
XX
XX
Sou
rce:
Ala
bam
a A
dmin
istr
ativ
e C
ode,
10/ 2
/00
Not
e: T
his
char
t lis
ts h
e ar
eas
to b
e as
sess
ed fo
r ea
ch d
isab
ility
. For
mor
e de
taile
d in
form
atio
n co
nsul
t the
Cod
e.*C
hang
ed fr
om 7
/13/
99 C
hart
RE
QU
IRE
D E
VA
LU
AT
ION
S C
HA
RT
: Pag
e vi
16M
BE
ST
CO
PY
AV
AIL
AB
LE
AD
API
EW
E B
EIJ
IAFI
OR
Ada
ptiv
e be
havi
or in
stru
men
ts s
eek
to d
eter
min
e a
stud
ent's
dai
ly f
unct
ioni
ng w
ithin
the
envi
ronm
ent.
As
a re
sult
of f
eder
al le
gisl
atio
n an
d va
riou
s ca
se la
w, a
dapt
ive
beha
vior
ass
essm
ent i
s no
w w
ell e
ntre
nche
d as
a m
easu
re to
be
used
in d
eter
min
ing
men
tal r
etar
datio
n fo
llow
ed b
y pr
ogra
m in
terv
entio
n.
Thr
ee p
urpo
ses
for
usin
g ad
aptiv
e be
havi
or in
stru
men
ts a
nd a
dvis
es c
aref
ul a
ttent
ion
to th
e pu
rpos
e fo
r th
ete
st r
esul
ts b
efor
e ch
oosi
ng a
n in
stru
men
t for
adm
inis
trat
ion.
(T
aylo
r, 1
997,
pp.
206
-207
) Sp
ecif
ical
ly,
Tay
lor
disc
usse
s:
1.E
ligib
ility
dec
isio
ns: F
or th
is p
urpo
se, t
he in
stru
men
t sho
uld
mea
sure
a n
umbe
r of
are
as a
nd b
eno
rmed
on
a ge
nera
l pop
ulat
ion.
2.D
eter
min
ing
Indi
vidu
al E
duca
tion
Prog
ram
(IE
P) g
oals
: The
se te
sts
incl
ude
very
spe
cifi
c sk
ills,
in a
seq
uent
ial m
anne
r, w
hich
may
be
used
whe
n de
velo
ping
an
IEP.
3.Sc
reen
ing:
Usu
ally
use
d as
a d
eter
min
er f
or m
ore
in-d
epth
pro
bing
. The
se te
sts
are
shor
t and
quic
k an
d sh
ould
not
be
used
for
elig
ibili
ty p
urpo
ses
beca
use
they
lack
dep
th a
nd b
read
th.
AD
APT
IVE
BE
HA
VIO
R: P
age
AB
-1
ASS
ESS
ME
NT
OF:
AD
APT
IVE
BE
HA
VIO
R
INST
RU
ME
NT
AR
EA
S T
EST
ED
V-)
-7:
1 0 0
,t_:)
tv
P4r: 2
.20
0,z
..a. 0
AG
E R
AN
GE
TY
PE O
F SC
OR
ES
CO
MM
EN
TS
2 en
cot
W3
4)to
4..
-t,5
,
--a*
.6(l
dr, ta
41 ¢
,--,
"C, c
'lv"
.8
&up
.
cr, '" 8
< a
l-,
5.,
Ada
ptiv
e B
ehav
ior
Ass
essm
ent S
yste
m
(The
Psy
chol
ogic
alC
orpo
ratio
n)
Tea
cher
For
mC
omm
unic
atio
nC
omm
unity
Use
Func
tiona
l Aca
dem
ics
Hom
e L
ivin
gH
ealth
and
Saf
ety
Lei
sure
Self
-Car
eSe
lf-D
irec
tion
Soci
alW
ork
Hom
e Fo
rmA
ll th
e sa
me
exce
pt s
choo
lliv
ing
is r
epla
ced
by h
ome
livin
g
NX (5
)
XX
XSt
anda
rd s
core
sM
ean
= 1
00S.
D. =
15
Perc
entil
e ra
nks
Skill
are
a pr
ofile
Com
preh
ensi
veT
each
er a
nd P
aren
t For
mav
aila
ble
Adu
lt Fo
rm a
vaila
ble
toag
e 89
Ada
ptiv
e B
ehav
ior
Inve
ntor
y
(Pro
Ed)
Self
-car
e Sk
ills
Com
mun
icat
ion
Skill
sSo
cial
Ski
llsA
cade
mic
Ski
llsO
ccup
atio
nal S
kills
NX
XPe
rcen
tile
rank
sSt
anda
rd s
core
sM
ean
= 1
00S.
D. =
15
Use
ful f
or d
iagn
osis
and
plac
emen
t dec
isio
ns
AD
APT
IVE
BE
HA
VIO
R: P
age
AB
-2
ASS
ESS
ME
NT
OF:
AD
APT
IVE
BE
HA
VIO
R
INST
RU
ME
NT
AR
EA
S T
EST
ED
(.2
wiz
) 0 o
..4:
,..,.)
t.s., xi g
.20
ci.,
z 'a U
AG
E R
AN
GE
TY
PE O
F SC
OR
ES
CO
MM
EN
TS
^0
,..!,
4 0.a
4: Q
c,'
,4
,0 ,w
<
..--,
0"9 ,
..c8
,...;
=.
8et
u.
vl <
"--F
-
...,o
,_77
,_,
0 -0 .
<4
'A ;5.,
AA
MR
Ada
ptiv
e B
ehav
ior
Scal
e -
Scho
olSe
cond
Edi
tion
(Pro
Ed)
10 D
omai
nsIn
depe
nden
t Fun
ctio
ning
Phys
ical
Dev
elop
men
tE
cono
mic
Act
ivity
Lan
guag
e D
evel
opm
ent
Num
bers
and
Tim
eD
omes
tic A
ctiv
ityPr
evoc
atio
nal/V
ocat
iona
lA
ctiv
itySe
lf-D
irec
tion
Soci
aliz
atio
nM
alad
aptiv
e B
ehav
ior
8 D
omai
ns
NX
XX (21)
Perc
entil
e ra
nks
Stan
dard
sco
res
Mea
n =
100
S.D
. = 1
5
Use
ful f
or e
ligib
ility
deci
sion
sR
esid
entia
l and
com
mun
ity e
ditio
n al
soav
aila
ble
The
Ada
ptiv
e B
ehav
ior
Eva
luat
ion
Scal
es -
Rev
ised
(Haw
thor
ne)
Com
mun
icat
ion
Skill
sSe
lf-C
are
Hom
e L
ivin
gSo
cial
Ski
llsC
omm
unity
Use
Self
-Dir
ectio
nH
ealth
& S
afet
yFu
nctio
nal A
cade
mic
sL
eisu
reW
ork
Skill
s
NX (5
)
XX
Perc
entil
e ra
nks
Stan
dard
sco
res
Mea
n =
100
S.D
. = 1
5
Span
ish
vers
ion
avai
labl
eC
ompu
teri
zed
scor
ing
Use
ful f
or e
ligib
ility
Inte
rven
tion
man
ual
avai
labl
eH
ome
and
scho
ol f
orm
sav
aila
ble
AD
APT
IVE
BE
HA
VIO
R: P
age
AB
-3
ASS
ESS
ME
NT
OF:
AD
APT
IVE
BE
HA
VIO
R
INST
RU
ME
NT
AR
EA
S T
EST
ED
g Y
--I
:10,
AG
E R
AN
GE
TY
PE O
F SC
OR
ES
CO
MM
EN
TS
, . .
,c7
; .'
, c :
- .°
.-7
?..)
.,.(
i)*
..-
..
'3 - 1:
,03 -0
. .
a,.5
.I4
1z)
,%
).z
0 V
I. .
"C)
612
< 0
.20
a,z
.-.0a.
4 S
'7'4
<c'
' -1'
Scal
es o
f In
depe
nden
t4
Clu
ster
sN
XX
XX
Age
equ
ival
ent s
core
sSp
anis
h ve
rsio
n av
aila
ble
Beh
avio
r -
Rev
ised
Mot
or S
kills
(80)
Stan
dard
sco
res
Com
pute
rize
d Sc
orin
g(S
IB-R
)So
cial
Int
erac
tion
and
Infa
n-M
ean
= 1
00Sy
stem
Com
mun
icat
ion
Clu
ster
Cy
S.D
. = 1
5Fo
rms
avai
labl
e: F
ull
Pers
onal
Liv
ing
Skill
sPe
rcen
tile
rank
sSc
ale,
Sho
rt F
orm
, Ear
lyC
omm
unity
Liv
ing
Skill
sIn
stru
ctio
nal r
ange
sD
evel
opm
ent
Mal
adap
tive
Beh
avio
rR
elat
ive
perf
orm
ance
inde
xes
Use
ful f
or e
ligib
ility
deci
sion
sFu
nctio
ning
leve
lsSu
ppor
t sco
reSu
ppor
t sco
re h
elpf
ul f
orpl
acem
ent
(Riv
ersi
de P
ublis
hing
)
Full
Scal
e E
ditio
n sh
ould
be u
sed
for
initi
alpl
acem
ent
Vin
elan
d A
dapt
ive
Beh
avio
rSc
ales
4 D
omai
nsC
omm
unic
atio
nN
XX
XSt
anda
rd s
core
sM
ean
= 1
00U
sefu
l for
elig
ibili
tyde
cisi
ons
Dai
ly L
ivin
g Sk
ills
S.D
. = 1
5Fo
rms
avai
labl
e:So
cial
izat
ion
Perc
entil
e ra
nks
Cla
ssro
om, I
nter
view
:M
otor
Ski
llsA
ge e
quiv
alen
t sco
res
incl
udin
g Su
rvey
and
Mal
adap
tive
Beh
avio
rsSt
anin
esE
xpan
ded
(AG
S)
In th
e C
lass
room
Edi
tion,
teac
hers
may
not
hav
eob
serv
ed th
e be
havi
or a
ndst
ill m
ust a
nsw
er, a
lso
only
may
be
used
age
s 3
thro
ugh
13.
AD
APT
IVE
BE
HA
VIO
R: P
age
AB
-4
AT
TE
NT
ION
WH
aff
a, S
:A
TT
EN
TIO
ND
EFI
CIE
RIM
E ic
urtil
lr_E
kt_1
I
For
child
ren
susp
ecte
d of
hav
ing
AD
D/A
DH
D s
yndr
ome,
beh
avio
r ra
ting
scal
es o
r A
DD
/AD
HD
sca
les
mus
t be
com
plet
ed. T
hey
can
prov
ide
a di
men
sion
fro
m th
e pa
rent
's a
nd te
ache
r's p
oint
of
view
con
cern
ing
the
child
's b
ehav
ior.
"T
hey
offe
r st
ruct
ure
to a
n as
sess
men
t or
eval
uatio
n an
d ca
n be
use
d in
alm
ost a
nyen
viro
nmen
t to
gath
er d
ata
from
alm
ost a
ny s
ourc
e. T
he im
port
ant c
once
pt to
rem
embe
r is
that
rat
ing
scal
espr
ovid
e an
inde
x of
som
eone
's p
erce
ptio
n of
a s
tude
nt's
beh
avio
r."
(Sal
via
and
Yss
eldy
ke, 1
998,
p. 6
00)
AD
D/A
DH
D: P
age
AD
D-1
ASS
ESS
ME
NT
OF:
AD
D/A
DH
D
INST
RU
ME
NT
AR
EA
S T
EST
ED
&?'
I'2`
u
0.,
.....
,..4.
)
1-)t
)r=
4
E -
E0 z
.a U
AG
E R
AN
GE
TY
PE O
F SC
OR
ES
CO
MM
EN
TS
....
i0
re,
&,
;30
DA
4-1
`L
0,,
0,0
h)r,
4)tA
)
ill <
,
V''
0 .
8 ea
(1)
<
-' cr)
d 0,
,, -,t
Atte
ntio
nD
efic
it/H
yper
activ
ityD
isor
der
Tes
t
(Haw
thor
ne)
Hyp
erac
tivity
Impu
lsiv
ityIn
atte
ntio
n
NX
XX
X (23)
Subs
cale
sta
ndar
d sc
ores
Perc
entil
e sc
ores
Hom
e an
d sc
hool
ver
sion
avai
labl
eIn
terv
entio
n m
anua
lav
aila
ble
Com
pute
r pr
ogra
m
Atte
ntio
n D
efic
it D
isor
ders
Eva
luat
ion
Scal
e
(Haw
thor
ne)
Hyp
erac
tivity
Impu
lsiv
ityIn
atte
ntio
n
NX
XX
X (20)
Perc
entil
e sc
ores
Subs
cale
sta
ndar
d sc
ores
Hom
e an
d sc
hool
ver
sion
avai
labl
eIn
terv
entio
n m
anua
lav
aila
ble
Com
pute
r pr
ogra
m
AD
D-H
Com
preh
ensi
onT
each
er's
Rat
ing
Scal
e(S
econ
d E
ditio
n)
(Sto
eltin
g)
Atte
ntio
n
Hyp
erac
tivity
Soci
al S
kills
Opp
ositi
onal
Beh
avio
r
NX
XX
AD
D /A
DH
D: P
age
AD
D-2
ASS
ESS
ME
NT
OF:
AD
D/A
DH
D
INST
RU
ME
NT
AR
EA
S T
EST
ED
g (-
"?-c
)a)
0 0
2 6
tt, t, 4.
),..
9.,' It E
.8 0 0
ZU
AG
E R
AN
GE
TY
PE O
F SC
OR
ES
CO
MM
EN
TS
,...,
(...7
.
2tA
(.,.
,..,8
1)_,
.e4
in.
:-..5
.
-1,-
'0, a.
),
g v
r)to
ill '
c'.2
_,°
.,ac.
i0 o
0co
.), &
(/)
<
'4--
--
.=-;
. F.
.E
n_,
..cu
-",
to "
Beh
avio
r A
sses
smen
t Sys
tem
for
Chi
ldre
n (B
ASC
)
5 C
ompo
nent
sT
each
er R
atin
g Sc
ales
(TR
S) 3
age
leve
lsPa
rent
Rat
ing
Scal
es(P
RS)
3 a
ge le
vels
Self
-Rep
ort o
fPe
rson
ality
(SR
P) 2
age
leve
lsSt
ruct
ured
Dev
elop
-m
enta
l His
tory
(SD
H)
Stud
ent O
bser
vatio
nSy
stem
(SO
S)
(AG
S)
TR
S, P
RS,
SR
P 5
area
s:E
xter
naliz
ing
Prob
lem
sIn
tern
aliz
ing
Prob
lem
sSc
hool
Pro
blem
sO
ther
Pro
blem
sA
dapt
ive
Skill
sSD
H -
com
plet
ed in
an
inte
rvie
w o
r m
ay b
e gi
ven
to p
aren
t for
com
plet
ion
SOS
- di
rect
cla
ssro
omob
serv
atio
n
NX
XX
T-S
core
sM
ean
= 5
0S.
D. =
10
Perc
entil
e ra
nks
Use
ful f
or e
ligib
ility
deci
sion
s an
d de
velo
ping
beha
vior
pla
nsT
-Sco
res
easi
ly c
onve
rted
to M
ean
=10
0; S
.D. =
15
usin
g no
rmal
cur
veH
as g
ener
al, c
linic
al a
ndge
nder
nor
ms.
Gen
der
norm
s ar
e a
subs
et o
f th
ege
nera
l nor
m s
ampl
eR
espo
nse
item
s ar
e ag
esp
ecif
icU
se g
ener
al n
orm
s fo
rel
igib
ility
Clin
ical
sig
nifi
canc
e is
2st
anda
rd d
evia
tions
fro
mth
e m
ean
Con
nors
' Rat
ing
Scal
es -
Rev
ised
(C
RS-
R)
(The
Psy
chol
ogic
alC
orpo
ratio
n)
Hyp
erac
tivity
Con
duct
Pro
blem
sE
mot
iona
l Ove
rind
ulge
nce
Anx
ious
/Pas
sive
Aso
cial
Day
drea
m-A
ttend
ance
Prob
lem
NX
XX
Subs
cale
sco
res
T-s
cale
Mea
n =
50
S.D
. = 1
0
Lon
g an
d sh
ort v
ersi
ons
Com
pute
r pr
ogra
m
AD
D/A
DH
D: P
age
AD
D-3
Aut
ism
, bei
ng th
e co
mpl
ex d
isor
der
that
it is
, req
uire
s a
vari
ety
of m
easu
res,
bot
h fo
rmal
and
info
rmal
, to
reac
h a
deci
sion
con
cern
ing
a st
uden
t's e
ligib
ility
. One
type
of
mea
sure
, the
aut
ism
rat
ing
scal
e, b
ased
on
ast
ruct
ured
obs
erva
tion,
is d
esig
ned
spec
ific
ally
to d
iscr
imin
ate
amon
gst a
hos
t of
beha
vior
s an
d sk
ills
perf
orm
ed b
y th
e st
uden
t. It
sho
uld
"tap
a p
rede
term
ined
set
of
soci
al, c
onve
rsat
iona
l, an
d be
havi
oral
qual
ities
, usi
ng a
sta
ndar
d se
t of
ratin
gs...
" (S
chop
ler
& M
esib
ov, 1
988,
p. 2
4).
AU
TIS
M: P
age
AU
-1
ASS
ESS
ME
NT
OF:
AU
TIS
M
INST
RU
ME
NT
AR
EA
S T
EST
ED
VI')
-c, 0
,,,;-
,1.
.4t)
,2 t
.....
.I
'8
z -
0 0)
z .t U
AG
E R
AN
GE
TY
PE O
F SC
OR
ES
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MM
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cial
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elop
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evel
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ent o
f Pl
ay
XX
XR
atin
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ecif
ic a
ttent
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pmen
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0 m
onth
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ths
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pare
dto
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rent
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elop
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t
Inve
stig
ativ
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yle
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rvie
w
Aut
ism
Dia
gnos
ticO
bser
vatio
n Sc
hedu
le
(In
pres
s)
Mod
ules
Use
d w
ith th
ose
who
do
not c
onsi
sten
tly u
se p
hras
esp
eech
Use
d w
ith th
ose
who
use
phra
se s
peec
h bu
t are
not
verb
ally
flu
ent
Use
d w
ith c
hild
ren
who
are
verb
ally
flu
ent
Use
d w
ith v
erba
lly f
luen
tad
oles
cent
s an
d ad
ults
Soci
al b
ehav
iors
Com
mun
icat
ive
beha
vior
s
XX
XSt
anda
rdiz
edin
terv
iew
/obs
erva
tion
AU
TIS
M: P
age
AU
-2
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ESS
ME
NT
OF:
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TIS
M
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ME
NT
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EA
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ED
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eeni
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duca
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nnin
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Seco
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ditio
n
(Pro
- E
d)
Voc
al B
ehav
ior
Inte
ract
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Com
mun
icat
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Det
erm
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earn
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eB
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iora
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rcen
tile
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anda
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core
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reen
er
Chi
ldho
od A
utis
m R
atin
gSc
ale
(CA
RS)
(Pro
Ed)
Rel
atin
g to
Peo
ple
Imita
tion
Em
otio
nal R
espo
nse
Bod
y U
seO
bjec
t Use
Oth
er
X (2)
XX
XR
anki
ng s
cale
Stan
dard
ized
Use
ful f
or o
bser
vatio
nPo
ssib
le s
cree
ner
(11t
hM
M Y
earb
ook,
p. 1
71)
Gill
iam
Aut
ism
Rat
ing
Scal
e(G
AR
S)
(Pro
. Ed)
Ster
eoty
ped
Beh
avio
rsC
omm
unic
atio
nSo
cial
Int
erac
tion
Dev
elop
men
tal
Dis
turb
ance
s
NX
XX
X (22)
Perc
entil
e ra
nks
Stan
dard
sco
res
Mea
n =
100
S.D
. = 1
5
May
be
used
for
elig
ibili
ty
AU
TIS
M: P
age
AU
-3
Whe
n st
uden
ts a
re r
efer
red
for
spec
ial s
ervi
ces
base
d on
beh
avio
r, th
e in
dica
tion
is th
at th
e st
uden
t'sbe
havi
or in
the
educ
atio
nal e
nvir
onm
ent i
s vi
ewed
as
bein
g in
appr
opri
ate
for
the
stud
ent's
age
and
/or
grad
ele
vel.
The
stu
dent
may
be
actin
g ou
t, in
atte
ntiv
e, a
ggre
ssiv
e, d
isob
edie
nt, u
ncoo
pera
tive,
with
draw
n, o
rde
pres
sed.
In a
sses
sing
beh
avio
r pr
oble
ms,
it is
impo
rtan
t not
to v
iew
them
in is
olat
ion
beca
use
stud
ents
with
beh
avio
rpr
oble
ms
may
als
o ha
ve o
ther
acc
ompa
nyin
g di
sabi
litie
s su
ch a
s m
enta
l ret
arda
tion
or le
arni
ng d
isab
ilitie
s.T
he a
sses
smen
t of
a st
uden
t's b
ehav
ior
in th
e ed
ucat
iona
l env
iron
men
tal b
egin
s w
ith q
uest
ioni
ng th
est
uden
t's c
urre
nt s
tatu
s in
the
educ
atio
nal e
nvir
onm
ent a
s w
ell a
s th
e st
uden
t's le
vel o
f so
cio-
emot
iona
lde
velo
pmen
t. A
sses
smen
t the
n pr
ogre
sses
to c
onsi
deri
ng a
spec
ts o
f be
havi
or th
at in
clud
e th
e st
uden
t's s
elf-
conc
ept;
feel
ings
abo
ut p
eers
, tea
cher
s, a
nd f
amily
; the
cla
ssro
om e
nvir
onm
ent;
stud
ent i
nter
ests
and
attit
udes
abo
ut s
choo
l and
lear
ning
; and
mot
ivat
iona
l fac
tors
(M
cLau
ghlin
and
Lew
is, 1
990)
.
BE
HA
VIO
R: P
age
B-1
ASS
ESS
ME
NT
OF:
BE
HA
VIO
R
INST
RU
ME
NT
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EA
S T
EST
ED
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avio
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smen
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tem
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Chi
ldre
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ASC
)
5 C
ompo
nent
sT
each
er R
atin
g Sc
ales
(TR
S) 3
age
leve
lsPa
rent
Rat
ing
Scal
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RS)
3 a
ge le
vels
Self
-Rep
ort o
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rson
ality
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P) 2
age
leve
lsSt
ruct
ured
Dev
elop
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enta
l His
tory
(SD
H)
Stud
ent O
bser
vatio
nSy
stem
(SO
S)
(AG
SM
TR
S, P
RS,
SR
P 5
area
s:E
xter
naliz
ing
Prob
lem
sIn
tern
aliz
ing
Prob
lem
sSc
hool
Pro
blem
sO
ther
Pro
blem
sA
dapt
ive
Skill
sSD
H -
com
plet
ed in
an
inte
rvie
w o
r m
ay b
e gi
ven
to p
aren
t for
com
plet
ion
SOS
- di
rect
cla
ssro
omob
serv
atio
n
NX
XX
T-S
core
sM
ean
= 5
0S.
D. =
10
Perc
entil
e ra
nks
Use
ful f
or e
ligib
ility
deci
sion
s an
d de
velo
ping
beha
vior
pla
nsT
-Sco
res
easi
ly c
onve
rted
to M
ean
= 1
00; S
D =
15
usin
g no
rmal
cur
veH
as g
ener
al, c
linic
al a
ndge
nder
nor
ms
- ge
nder
norm
s ar
e a
subs
et o
f th
ege
nera
l nor
m s
ampl
eR
espo
nse
item
s ar
e ag
esp
ecif
icU
se g
ener
al n
orm
s fo
rel
igib
ility
.C
linic
al s
igni
fica
nce
is 2
stan
dard
dev
iatio
ns f
rom
the
mea
n
Beh
avio
r R
atin
g Pr
ofile
- 2
(BR
P-2)
4 C
ompo
nent
sSt
uden
t Rat
ing
Scal
es -
Hom
e, S
choo
l, an
dPe
erT
each
er R
atin
g Sc
ale
Soci
ogra
m
(Pro
.Ed)
Scho
olH
ome
Peer
s
NX
XSt
anda
rd s
core
sM
ean
= 1
0S.
D. =
3Pe
rcen
tile
rank
s
Use
ful i
nstr
umen
t for
dete
rmin
ing
beha
vior
s
BE
HA
VIO
R: P
age
B-2
ASS
ESS
ME
NT
OF:
BE
HA
VIO
R
INST
RU
ME
NT
AR
EA
S T
EST
ED
9, 3
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-)
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a)a)
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Bur
ks B
ehav
ior
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ing
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tern
Psy
chol
ogic
alSe
rvic
es)
19 B
ehav
ior
Cat
egor
ies
NX
XR
aw s
core
s w
ithde
scri
ptiv
ein
terp
reta
tions
Som
ewha
t use
ful f
orsc
reen
ing
Has
lim
ited
use
for
scho
olse
tting
- c
linic
ally
ori
ente
dC
hild
Beh
avio
r C
heck
list
(The
Psy
chol
ogic
alC
orpo
ratio
n)
Invo
lvem
ent w
ith s
ocia
lor
gani
zatio
nsFr
iend
ship
sB
ehav
ior
Prob
lem
s
NX (2
)X
X (16)
T-s
core
sM
ean
= 5
0S.
D. =
10
Chi
ld B
ehav
ior
Prof
ile
Use
ful f
or e
ligib
ility
Prof
iles
for
boys
and
gir
lsC
ompo
nent
s av
aila
ble:
Tea
cher
Rep
ort F
orm
Dir
ect O
bser
vatio
n Fo
rmY
outh
Sel
f-R
epor
t
Con
ners
' Rat
ing
Syst
em -
Rev
ised
(C
RS-
R)
(Wes
tern
Psy
chol
ogic
alSe
rvic
es)
Opp
ositi
onal
Cog
nitiv
e Pr
oble
ms
Hyp
erac
tive-
Impu
lsiv
eA
DH
D I
ndex
Anx
ious
/Shy
Perf
ectio
nism
Soci
al P
robl
ems
DSM
-IV
Sym
ptom
Subs
cale
s
NX
XX
Ran
king
Pare
nt a
nd te
ache
r fo
rms
Ado
lesc
ent s
elf-
repo
rtsc
ale
Lon
g an
d sh
ort v
ersi
ons
Dev
ereu
x B
ehav
ior
Rat
ing
Scal
e-Sc
hool
For
m
(The
Psy
chol
ogic
alC
orpo
ratio
n)
Inte
rper
sona
l Pro
blem
sIn
appr
opri
ate
Beh
avio
rs/F
eelin
gsD
epre
ssio
nPh
ysic
al S
ympt
oms/
Fear
s
NX (5
)
XX
Stan
dard
sco
res
Mea
n =
10
S.D
. = 3
Perc
entil
e ra
nks
App
ropr
iate
for
elig
ibili
tyde
cisi
ons
BE
HA
VIO
R: P
age
B-3
ASS
ESS
ME
NT
OF:
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HA
VIO
R
INST
RU
ME
NT
AR
EA
S T
EST
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avio
r E
valu
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nL
earn
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Prob
lem
sN
XX
XPe
rcen
tile
rank
sH
ome
and
scho
ol v
ersi
onSc
ale
-2In
terp
erso
nal D
iffi
culti
es(K
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anda
rd s
core
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terv
entio
n m
anua
lIn
appr
opri
ate
Beh
avio
rsM
ean
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00C
ompu
ter
prog
ram
Unh
appi
ness
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ress
ion
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awth
orne
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ysic
al S
ympt
oms/
Fear
sT
he W
alke
r Pr
oble
mA
ctin
g O
utN
XT
-sco
res
Scre
enin
g in
stru
men
tB
ehav
ior
Iden
tific
atio
nW
ithdr
awal
Mea
n =
50
Che
cklis
tD
istr
actib
ility
S.D
. = 1
0
Dis
turb
ed P
eer
Rel
atio
nsIm
mat
urity
(Wes
tern
Psy
chol
ogic
alSe
rvic
es)
BE
HA
VIO
R: P
age
B-4
The
req
uire
men
t to
iden
tify
child
ren
by tr
aditi
onal
dis
abili
ty c
ateg
orie
s in
the
earl
y ye
ars
mig
ht r
esul
t in
apr
emat
ure
cate
gori
zatio
n or
mis
cate
gori
zatio
n of
chi
ldre
n an
d co
nseq
uent
ly in
appr
opri
ate
serv
ices
;th
eref
ore,
Ala
bam
a ha
s ch
osen
to a
llow
the
use
of D
evel
opm
enta
l Del
ay a
s a
cate
gory
of
elig
ibili
ty f
or a
llch
ildre
n 3-
thro
ugh
8-ye
ars
of a
ge. D
evel
opm
enta
l Del
ay is
a c
ondi
tion
whi
ch r
epre
sent
s a
sign
ific
ant
dela
y in
the
proc
ess
of d
evel
opm
ent.
It d
oes
not r
efer
to a
con
ditio
n in
whi
ch a
chi
ld is
slig
htly
or
mom
enta
rily
lagg
ing
in d
evel
opm
ent.
The
pre
senc
e of
Dev
elop
men
tal D
elay
is a
n in
dica
tion
that
the
proc
ess
of d
evel
opm
ent i
s si
gnif
ican
tly a
ffec
ted
and
that
with
out s
peci
al in
terv
entio
n, it
is li
kely
that
educ
atio
nal p
erfo
rman
ce w
ill b
e af
fect
ed. I
n or
der
to p
rope
rly
iden
tify
a ch
ild a
s de
velo
pmen
tally
del
ayed
,th
e as
sess
men
t req
uire
s co
nsid
erat
ion
of th
e w
hole
chi
ld th
roug
h th
e us
e of
mul
tiple
sou
rces
, inf
orm
ants
,se
tting
s, a
nd m
easu
res.
DE
VE
LO
PME
NT
AL
DE
LA
Y: P
age
DD
-1
ASS
ESS
ME
NT
OF:
DE
VE
LO
PME
NT
AL
DE
LA
Y
INST
RU
ME
NT
AR
EA
S T
EST
ED
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Ass
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luat
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Prog
ram
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g Sy
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Mea
sure
men
t for
Thr
ee to
Six
Yea
rs
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l H. B
rook
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Cog
nitiv
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dapt
ive
Soci
al-E
mot
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lSo
cial
-Com
mun
icat
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Fine
Mot
orG
ross
Mot
or
C
,...
c'd >, o o m
Dom
ain
perc
ent s
core
sIn
clud
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amily
ques
tionn
aire
s an
das
soci
ated
cur
ricu
lum
Bat
telle
Dev
elop
men
tal
Inve
ntor
y
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ersi
de P
ublis
hing
Com
pany
)
Ada
ptiv
eSo
cial
Em
otio
nal
Com
mun
icat
ion
Mot
orC
ogni
tion
N
. ,... al a) >-,
VD o t ..... PO
Stan
dard
sco
res
Mea
n =
100
S.D
. = 1
5D
evel
opm
enta
lpe
rcen
tiles
Age
equ
ival
ents
Bri
ganc
e In
vent
ory
of E
arly
Dev
elop
men
t-R
(Cur
ricu
lum
Ass
ocia
tes)
Prea
mbu
lato
ry M
otor
Gro
ss M
otor
Fine
Mot
orSe
lf H
elp
Spee
ch a
nd L
angu
age
Gen
eral
Kno
wle
dge
Rea
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ssB
asic
Rea
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ritin
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asic
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Est
imat
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tal a
gesc
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VE
LO
PME
NT
AL
DE
LA
Y: P
age
DD
-2
ASS
ESS
ME
NT
OF:
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VE
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Ass
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sses
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hild
ren
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nitiv
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divi
dual
s w
ith S
ever
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s -
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Soci
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mot
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angu
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Sens
ory
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m '- cd 4, kr1 o 1
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timul
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kills
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dard
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AL
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LA
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age
DD
-5
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OF:
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INST
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DEVELOPMENTAL DELAY:
Page
DD
-7
Ass
essm
ent o
f ge
nera
l aca
dem
ic a
chie
vem
ent d
eter
min
es th
e le
vel o
f th
e st
uden
t's c
urre
nt s
choo
lpe
rfor
man
ce. T
he p
erfo
rman
ce m
ay b
e m
easu
red
base
d on
a n
orm
gro
up o
f si
mila
r st
uden
ts, a
spe
cifi
ccu
rric
ulum
, or
a sp
ecif
ic c
ours
e. D
ata
gain
ed f
rom
ass
essi
ng th
e st
uden
t's c
urre
nt le
vel o
f ac
adem
icpe
rfor
man
ce m
ay b
e us
ed in
mak
ing
deci
sion
s re
gard
ing
adeq
uacy
of
perf
orm
ance
com
pare
d to
expe
ctat
ions
for
gra
de/a
ge, a
ppro
pria
tene
ss o
f cu
rric
ulum
, sev
ere
disc
repa
ncy
betw
een
inte
llect
ual a
bilit
yan
d ac
hiev
emen
t, el
igib
ility
for
spe
cial
edu
catio
n se
rvic
es, a
nd d
evel
opm
ent o
f a
prog
ram
of
spec
ializ
edse
rvic
es.
Indi
vidu
al a
chie
vem
ent t
ests
pro
vide
ass
essm
ent o
f th
e pr
ogre
ss m
ade
by s
tude
nts
with
dis
abili
ties.
The
test
s ar
e us
ually
unt
imed
and
oft
en p
rovi
de f
lexi
bilit
y fo
r ob
tain
ing
the
best
res
pons
es. A
lso,
the
test
adm
inis
trat
or is
abl
e to
mor
e re
adily
asc
erta
in w
hen
the
stud
ent's
beh
avio
r in
terf
eres
with
the
test
adm
inis
trat
ion.
GE
NE
RA
L A
CH
IEV
EM
EN
T: P
age
GA
-1
ASS
ESS
ME
NT
OF:
GE
NE
RA
L A
CH
IEV
EM
EN
T
INST
RU
ME
NT
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EA
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EST
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gnos
tic A
chie
vem
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Bat
tery
-3
(Pro
Ed)
Lis
teni
ngSp
eaki
ngR
eadi
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ritin
gM
athe
mat
ics
Spok
en L
angu
age
Wri
tten
Lan
guag
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NX
X (14)
Stan
dard
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rcen
tile
rank
s
Com
posi
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core
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red
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akin
gel
igib
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dec
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Dia
gnos
tic A
chie
vem
ent T
est
for
Ado
lesc
ents
-2
(Pro
Ed)
13 S
ubte
sts
in:
Lan
guag
eR
eadi
ngM
athe
mat
ics
Wri
ting
Supp
lem
enta
l
NX
Stan
dard
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rcen
tile
rank
sA
chie
vem
ent s
cree
ner
Goo
d fo
r ad
oles
cent
over
all a
chie
vem
ent
Use
sub
test
s w
ith c
autio
nC
ompu
ter
scor
ing
avai
labl
e
Scie
nce
Soci
al S
tudi
esR
efer
ence
Ski
llsH
amil
Mul
tiabi
lity
Ach
ieve
men
t Tes
t
(Pro
-Ed)
Rea
ding
Wri
ting
Mat
hem
atic
sFa
cts
NX (7
)
XSt
anda
rd s
core
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ean
= 1
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D. =
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NE
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L A
CH
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EN
T: P
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-2
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OF:
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TE
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U)
(Riv
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preh
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mat
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licat
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NX
XX
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Form
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Com
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as g
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alys
is g
uide
lines
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com
preh
ensi
ve f
orm
for
elig
ibili
tyC
ompu
ter
scor
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avai
labl
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Peab
ody
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vidu
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Gen
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(NC
E)
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Com
pute
r pr
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mav
aila
ble
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NE
RA
L A
CH
IEV
EM
EN
T: P
age
GA
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CA
)
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ESS
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NT
OF:
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l Exp
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X (19)
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deeq
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sPe
rcen
tile
rank
sSt
anin
esN
orm
al c
urve
equi
vale
nts
Co-
norm
ed w
ith W
ISC
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and
has
a lin
king
sam
ple
with
WPP
SI-R
and
WA
IS-R
Mea
sure
s di
scre
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r th
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aila
ble
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NE
RA
L A
CH
IEV
EM
EN
T: P
age
GA
-4
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ESS
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ests
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eadi
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alcu
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pplie
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h Fl
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l Bat
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ttack
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ntita
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pute
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ieve
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aila
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abili
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orpo
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T: P
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telle
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ifte
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uden
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se th
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erfo
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se th
ey a
re f
ound
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ll po
pula
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oss
all e
cono
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ata,
and
in a
ll hu
man
ende
avor
s, th
e sc
reen
ing
and
elig
ibili
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stru
men
ts u
sed
in th
e id
entif
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ess
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eac
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e se
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ts.
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ESS
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llige
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lieri
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orm
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n)
Inte
llige
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XX
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dard
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res
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Eff
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ion
Use
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TE
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age
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ESS
ME
NT
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Inte
llige
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NX
Perc
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atri
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ecom
men
ded
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gift
edIn
divi
dual
adm
inis
trat
ion
Use
d fo
r pl
acem
ent
Scal
es f
or R
atin
g B
ehav
iora
lC
hara
cter
istic
s of
Sup
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rSt
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ts (
SRB
CSS
). A
lso
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n as
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zulli
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tman
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ativ
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earn
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Gif
ted
Beh
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XW
eigh
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scor
esL
EA
mus
t dev
elop
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lno
rms
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se th
is s
cale
for
elig
ibili
ty d
eter
min
atio
nIn
divi
dual
adm
inis
trat
ion
Use
d fo
r pl
acem
ent
Scre
enin
g A
sses
smen
t for
Gif
ted
Ele
men
tary
Stu
dent
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Apt
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Ach
ieve
men
tC
reat
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NX (5
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XX (1
2.11
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Stan
dard
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tient
Perc
entil
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nks
The
re a
re tw
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rsio
ns:
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for
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5.0
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.11
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2.11
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vidu
al a
dmin
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sed
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cree
ner
GIF
TE
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ME
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Inte
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XX
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core
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Tes
t of
Ear
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athe
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Abi
lity:
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MA
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ieve
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tN
XX (8.11)
Stan
dard
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res
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n =
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5Pe
rcen
tile
rank
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ge e
quiv
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ts
Des
crib
ed a
s ".
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st th
atca
n be
use
d to
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entif
ygi
fted
stu
dent
s"In
divi
dual
adm
inis
trat
ion
Use
d fo
r pl
acem
ent
Tes
t of
Mat
hem
atic
alA
bilit
ies
for
Gif
ted
Stud
ents
(TO
MA
GS)
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froc
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Ach
ieve
men
tN
XSt
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core
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roup
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TE
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Inte
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NX (5
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XX
Stan
dard
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A b
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Gro
up o
r in
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dual
adm
inis
trat
ion
Use
d fo
r pl
acem
ent
Tor
ranc
e T
ests
of
Cre
ativ
eT
hink
ing
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CT
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Figu
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tic T
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rvic
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c.)
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ge5)
XX
XSt
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core
sPe
rcen
tile
rank
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inde
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up o
r in
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dual
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Use
d fo
r pl
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ent
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it, A
ptitu
de, B
ehav
iors
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B)
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vers
ity o
f G
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Gif
ted
Beh
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core
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airn
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back
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TE
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rank
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Ent
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nver
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and
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sU
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r in
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ltura
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iver
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ckgr
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hsle
r In
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e Sc
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ldre
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Inte
llige
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Ver
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Perf
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ance
NX (6
)X
X (16.
11)
Stan
dard
sco
res
Mea
n =
100
S.D
. = 1
5
Indi
vidu
al a
dmin
istr
atio
nU
sed
for
plac
emen
t
GIF
TE
D: P
age
G-9
INE
UL
TIM
AK
__,
par
140,
iLm
enua
uto
D
Ass
essm
ent o
f in
telli
genc
e m
easu
res
the
abili
ty to
app
ly a
nd g
ener
aliz
e le
arni
ng o
ver
a w
ide
rang
e of
life
expe
rien
ces.
The
ass
essm
ent o
f le
arni
ng a
ptitu
de is
trad
ition
ally
ass
ocia
ted
with
sta
ndar
dize
d m
easu
res
ofin
telle
ctua
l per
form
ance
. Ass
essm
ents
of
inte
llige
nce
are
usef
ul in
det
erm
inin
g el
igib
ility
, pla
cem
ent,
and
prog
ram
min
g. I
ndiv
idua
l int
ellig
ence
test
s ar
e pr
efer
red
over
gro
up te
sts
beca
use
of th
eir
relia
bilit
y an
dpr
edic
tive
capa
bilit
ies.
How
ever
, eve
n w
ith r
elia
ble
and
valid
mea
sure
s of
inte
llige
nce,
the
follo
win
gsh
ould
be
cons
ider
ed:
1. R
esul
ting
IQ s
core
s ca
n ch
ange
, som
etim
es d
ram
atic
ally
, fro
m o
ne te
stin
g to
the
next
. Thi
sis
a p
rim
ary
reas
on f
or n
ot r
elyi
ng s
olel
y on
a s
ingl
e as
sess
men
t mea
sure
to m
ake
elig
ibili
ty d
ecis
ions
.2.
All
IQ te
sts
are
cultu
rally
bia
sed
to s
ome
degr
ee. I
t is
impo
rtan
t to
cons
ider
the
stud
ent's
age,
cul
ture
, lan
guag
e, a
nd e
xper
ient
ial b
ackg
roun
d w
hen
choo
sing
an
appr
opri
ate
IQ te
st.
3. T
he y
oung
er th
e ch
ild, t
he le
ss r
elia
ble
and
valid
are
the
test
sco
res.
IQ te
sts
may
be
verb
al o
r no
nver
bal.
Ver
bal I
Q te
sts,
whi
ch a
re la
ngua
ge lo
aded
, are
dis
adva
ntag
eous
toX
>,
cert
ain
grou
ps o
f in
divi
dual
s. T
here
fore
, non
verb
al I
Q te
sts
may
be
used
for
ass
essi
ng in
telli
genc
e in
stud
ents
"...
who
hav
e sp
eech
, lan
guag
e, o
r he
arin
g im
pair
men
ts, c
olor
-vis
ion
defi
cien
cies
; dif
fere
ntcu
ltura
l and
lang
uage
bac
kgro
unds
; and
thos
e w
ho a
re n
onco
mm
unic
ativ
e" (
Bra
cken
and
McC
allu
m, 1
998,
page
1).
INT
EL
LIG
EN
CE
: Pag
e IN
-1
C)
ASS
ESS
ME
NT
OF:
IN
TE
LL
IGE
NC
E
INST
RU
ME
NT
AR
EA
S T
EST
ED
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E R
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GE
TY
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F SC
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ES
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TS
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to
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lieri
Cog
nitiv
eA
sses
smen
t Sys
tem
(C
AS)
Inte
llige
nce
NX
XSt
anda
rd s
core
sM
ean
= 1
00S.
D. =
15
Faci
litat
es th
eid
entif
icat
ion
ofgi
fted
ness
. Spe
cial
atte
ntio
n w
as p
aid
tom
akin
g th
e C
AS
fair
for
min
ority
gro
ups.
Indi
vidu
al a
dmin
istr
atio
n(R
iver
side
Pub
lishi
ng)
Use
d fo
r pl
acem
ent
Det
roit
Tes
ts o
f L
earn
ing
Subt
ests
NX
XSt
anda
rd s
core
sU
se a
s an
apt
itude
test
Apt
itude
- 3
3 D
omai
nsL
ingu
istic
Atte
ntio
nal
Mot
oric
Mea
n =
100
S.D
. = 1
5Pe
rcen
tiles
ran
ksA
ge e
quiv
alen
ts
Som
e su
btes
ts m
ay b
eus
ed w
ith s
tude
nts
with
visu
al o
r he
arin
gim
pair
men
ts
(AG
S)
INT
EL
LIG
EN
CE
: Pag
e IN
-2
ASS
ESS
ME
NT
OF:
IN
TE
LL
IGE
NC
E
INST
RU
ME
NT
AR
EA
S T
EST
ED
g ('2
'7:
1-c
s4.
) o
AG
E R
AN
GE
TY
PE O
F SC
OR
ES
CO
MM
EN
TS
(1)
I....
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j1
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ig c
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a,c,
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_,
U
Dif
fere
ntia
l Abi
lity
Scal
esC
ogni
tive
Bat
tery
NX
XX
Stan
dard
sco
res
Use
Gen
eral
Con
cept
ual
(DA
S)Pr
esch
ool L
evel
(3-
1/2
to6)
Mea
n =
100
S.D
. = 1
5A
bilit
y (G
CA
) sc
ore
for
over
all a
bilit
ySc
hool
Age
(6-
17)
Perc
entil
e ra
nks
Has
gui
delin
es f
orSc
hool
Ach
ieve
men
t Tes
ts(6
-17)
Age
equ
ival
ents
Gra
de e
quiv
alen
ts"e
xten
ded"
and
"ou
t-of
-le
vel t
estin
g" f
or s
tude
nts
high
er o
r lo
wer
than
age
peer
sA
dmin
istr
atio
n tim
e:ap
prox
imat
ely
40-5
0m
inut
esO
ut-o
f-le
vel u
se is
allo
wed
mak
ing
this
test
esp
ecia
llyus
eful
for
chi
ldre
n hi
gh in
abili
ty(T
he P
sych
olog
ical
Cor
pora
tion)
May
be
used
for
gif
ted
plac
emen
tK
aufm
an A
sses
smen
t Bat
tery
Sequ
entia
l Pro
cess
ing
NX
XSc
aled
sco
res
Lim
ited
in u
se f
or o
lder
for
Chi
ldre
n (K
-AB
C)
Sim
ulta
neou
s Pr
oces
sing
(2:0
6)(1
2:06
)St
anda
rd s
core
sch
ildre
n te
stin
g fo
r gi
fted
Ach
ieve
men
tM
ean
= 1
00S.
D. =
15
Perc
entil
e ra
nks
Soci
ocul
tura
l per
cent
ilera
nks
Non
disc
rim
inat
ory
asse
ssm
ent w
as a
maj
orco
nsid
erat
ion
inde
velo
pmen
tM
ay b
e us
ed f
or g
ifte
del
igib
ility
(AG
S)
INT
EL
LIG
EN
CE
: Pag
e IN
-3
ASS
ESS
ME
NT
OF:
IN
TE
LL
IGE
NC
E
INST
RU
ME
NT
AR
EA
S T
EST
ED
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ia)
0 0
O W
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.$1.
c...,
a)
0.2
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AG
E R
AN
GE
TY
PE O
F SC
OR
ES
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MM
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TS
... 0 rn
..c 4:: ;
5_,
-,
= t)
m <
4''
(.1
0 ,-
.
cn <
4
.z.'
'`=
:5_,
Stan
ford
-Bin
et I
ntel
ligen
ceSc
ale
- Fo
urth
Edi
tion
(SB
IS-4
)
(Riv
ersi
de P
ublis
hing
)
Gen
eral
Int
ellig
ence
3 B
road
Fac
tors
Cry
stal
ized
abi
litie
sFl
uid-
anal
ytic
abi
litie
sSh
ort-
term
mem
ory
NX
XX
XSt
anda
rd s
core
sM
ean
= 1
00S.
D. =
16
Use
the
glob
al c
ompo
site
scor
e fo
r de
term
inin
gse
vere
dis
crep
ancy
for
LD
Not
e: W
hen
usin
g fo
r SL
Dto
det
erm
ine
a se
vere
disc
repa
ncy,
the
scor
em
ust f
irst
be
conv
erte
d to
the
met
ric:
mea
n =
100
,S.
D. =
15
May
be
used
for
gif
ted
plac
emen
t.T
orre
nce
Tes
ts o
f C
reat
ive
Thi
nkin
g (T
TC
T)
- Fi
gura
lan
d V
erba
l
(Sch
olas
tic T
estin
g Se
rvic
es)
Ver
bal C
reat
ivity
Figu
ral C
reat
ivity
NX
XX
T-s
cale
sco
res
Mea
n =
50
S.D
. = 1
0
May
be
used
for
gif
ted
plac
emen
t
Wec
hsle
r In
telli
genc
e Sc
ale
for
Chi
ldre
nT
hird
Edi
tion
(WIS
C-I
II)
(The
Psy
chol
ogic
alC
orpo
ratio
n)
Gen
eral
Int
ellig
ence
Ver
bal
Perf
orm
ance
NX
XSt
anda
rd s
core
sM
ean
= 1
00S.
D. =
15
Inde
x sc
ore
equi
vale
nts
Nor
med
con
curr
ently
with
Wec
hsle
r In
divi
dual
Ach
ieve
men
t Tes
t (W
IAT
)Sp
anis
h ve
rsio
n av
aila
ble
Wec
hsle
r Pr
esch
ool a
ndPr
imar
y Sc
ale
of I
ntel
ligen
ce-
Rev
ised
(The
Psy
chol
ogic
alC
orpo
ratio
n)
Gen
eral
Int
ellig
ence
Ver
bal
Perf
orm
ance
NX
X (7:0
3)St
anda
rd s
core
sM
ean
= 1
00S.
D. =
15
INT
EL
LIG
EN
CE
: Pag
e IN
-4
ASS
ESS
ME
NT
OF:
IN
TE
LL
IGE
NC
E
INST
RU
ME
NT
AR
EA
S T
EST
ED
g Y
ms
vv
0 6 r:4 4
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)
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.)
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E R
AN
GE
TY
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ES
CO
MM
EN
TS
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0 8 8,
cna
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-
Wec
hsle
r A
dult
Inte
llige
nce
Scal
e -
III
(The
Psy
chol
ogic
alC
orpo
ratio
n)
Gen
eral
Int
ellig
ence
Ver
bal
Perf
orm
ance
NX (1
6)X
Stan
dard
sco
res
Mea
n =
100
S.D
. = 1
5In
dex
scor
e eq
uiva
lent
s
Span
ish
vers
ion
avai
labl
e
Woo
dcoc
k-Jo
hnso
n -
III
(Cog
nitiv
e)
(The
Psy
chol
ogic
alC
orpo
ratio
n)
Ver
bal A
bilit
yT
hink
ing
Abi
lity
Cog
nitiv
e E
ffic
ienc
y
NX
XX
XSt
anda
rd s
core
sM
ean
= 1
00S.
D. =
15
Perc
entil
e ra
nks
Age
equ
ival
ent
Span
ish
vers
ion
avai
labl
eM
ay b
e us
ed f
or e
ligib
ility
Com
pute
r sc
orin
g
INT
EL
LIG
EN
CE
: Pag
e IN
-5
CJ7
CZ
)
ASS
ESS
ME
NT
OF:
NO
NV
ER
BA
L A
BIL
ITY
INST
RU
ME
NT
AR
EA
S T
EST
ED
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Com
preh
ensi
ve T
est o
fN
onve
rbal
Int
ellig
ence
(CT
ON
I)
(Pro
Ed)
Pict
oria
l Ana
logi
esPi
ctor
ial C
ateg
orie
sPi
ctor
ial S
eque
nces
Geo
met
ric
Ana
logi
esG
eom
etri
c C
ateg
orie
sG
eom
etri
c Se
quen
ces
NX
XX (9
0)
Stan
dard
sco
res
Mea
n =
100
S.D
. = 1
5Pe
rcen
tile
rank
sSt
anin
es
Des
igne
d to
be
unbi
ased
with
reg
ard
to g
ende
r,ra
ce, e
thni
city
, and
lang
uage
spo
ken
in h
ome
Rec
omm
ende
d fo
rin
divi
dual
s w
ho a
rebi
lingu
al, E
SL,
econ
omic
ally
disa
dvan
tage
d, o
r de
af.
Spec
ial e
ffor
ts w
ere
mad
eto
elim
inat
e so
urce
s of
cultu
ral,
gend
er, r
acia
l, or
lingu
istic
bia
s.M
ay b
e us
ed f
or g
ifte
del
igib
ility
Lei
ter-
R
(Sto
eltin
g)
Flui
d R
easo
ning
Fund
amen
tal V
isua
lizat
ion
Atte
ntio
nR
ecog
nitiv
e M
emor
yA
ssoc
iativ
e M
emor
yM
emor
y Sp
an
NX
XX (2
0 11
)'
Stan
dard
sco
res
Mea
n =
100
S.D
. = 1
5Pe
rcen
tile
rank
s
Com
plet
ely
nonv
erba
lD
oes
not r
equi
re a
spo
ken
wor
d fr
om e
xam
iner
or
exam
inee
Esp
ecia
lly s
uite
d fo
rdi
sadv
anta
ged,
ESL
, and
hear
ing
impa
ired
. Sho
ws
exce
ptio
nal f
airn
ess
for
all
cultu
ral a
nd e
thni
c
back
grou
nds
May
be
used
for
gif
ted
plac
emen
t
NO
NV
ER
BA
L A
BIL
ITY
: Pag
e N
V-1
ASS
ESS
ME
NT
OF:
NO
NV
ER
BA
L A
BIL
ITY
INST
RU
ME
NT
AR
EA
S T
EST
ED
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AG
E R
AN
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F SC
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Mat
rix
Ana
lysi
s T
est-
Rea
soni
ng A
bilit
ies
NX
XX
Stan
dard
sco
res
Req
uire
s m
inim
al v
erba
lE
xpan
ded
Form
Ana
logy
(5)
(17)
Mea
n =
100
com
preh
ensi
onSe
rial
Rea
soni
ngS.
D. =
15
No
verb
al r
espo
nse
.
Spat
ial V
isua
lizat
ion
Perc
entil
e ra
nks
.
(The
Psy
chol
ogic
alPa
ttern
Com
plet
ion
Stan
ines
Cor
pora
tion)
Nag
lieri
Non
verb
al A
bilit
yN
onve
rbal
Rea
soni
ngN
XX
XN
onve
rbal
abi
lity
inde
xN
o re
adin
g or
wri
ting
Tes
t -In
divi
dual
Adm
inis
trat
ion
(17)
Perc
entil
e ra
nks
Use
d as
scr
eene
r or
plac
emen
t for
gif
ted
(NN
AT
)
(The
Psy
chol
ogic
alC
orpo
ratio
n)
Eff
ectiv
e fo
r id
entif
ying
gift
ed a
nd ta
lent
edst
uden
ts f
rom
div
erse
cultu
ral g
roup
s
Rav
en's
Pro
gres
sive
Mat
rice
sSc
hool
Abi
lity
XX
XX
Perc
entil
e ra
nks
Lev
eled
- 3
ver
sion
s
(5)
- C
olou
red
Prog
ress
ive
Mat
rice
s (5
-11
year
s)-
Stan
dard
Pro
gres
sive
Mat
rice
s (6
-16+
)-
Adv
ance
d Pr
ogre
ssiv
eM
atri
ces
(12-
16+
)(T
he P
sych
olog
ical
Cor
pora
tion)
Rec
omm
ende
d fo
r gi
fted
plac
emen
t
NO
NV
ER
BA
L A
BIL
ITY
: Pag
e N
V-2
ASS
ESS
ME
NT
OF:
NO
NV
ER
BA
L A
BIL
ITY
INST
RU
ME
NT
AR
EA
S T
EST
ED
.. _.
)
I:,
o0
1.4
(1)
'15
ati '' 0
E -
20
.z
.0 U
AG
E R
AN
GE
TY
PE O
F SC
OR
ES
CO
MM
EN
TS
0 ° = 0 w . 4
(A Cn Pt
cl - Z CL
) E 4)
VZ
)
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, -"r
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8 r)
0 pi
)
;LI
...-'
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c
Tes
t of
Non
verb
alIn
telli
genc
e-3
(TO
NI-
3)
(Pro
.Ed)
Abs
trac
t Rea
soni
ngPr
oble
m S
olvi
ngN
XX
XX (9
0)St
anda
rd s
core
sM
ean
= 1
00S.
D. =
15
Perc
entil
e ra
nks
Wel
l-su
ited
for
indi
vidu
als
with
com
mun
icat
ion
diso
rder
sE
quiv
alen
t for
ms
for
pre-
and
post
-tes
ting
Idea
l for
sch
ools
see
king
abi
as-f
ree,
cul
ture
-fai
r,in
stru
men
t for
iden
tifyi
ngth
e gi
fted
and
tale
nted
May
be
used
for
gif
ted
plac
emen
t
Uni
vers
al N
onve
rbal
Inte
llige
nce
Tes
t (U
NIT
)
(Riv
ersi
de P
ublis
hing
)
Rea
soni
ngM
emor
ySy
mbo
licN
on-S
ymbo
lic
NX (5
)
XX (1
7)St
anda
rd s
core
sM
ean
= 1
00S.
D. =
15
Perc
entil
e ra
nks
Ent
irel
y no
nver
bal
adm
inis
trat
ion
and
resp
onse
for
mat
sU
npre
cede
nted
fai
rnes
sfo
r in
divi
dual
s w
ithcu
ltura
lly d
iver
seba
ckgr
ound
sM
ay b
e us
ed f
or g
ifte
dpl
acem
ent
NO
NV
ER
BA
L A
BIL
ITY
: Pag
e N
V-3
Mat
hem
atic
s as
sess
men
ts s
eek
to d
eter
min
e a
stud
ent's
mat
hem
atic
al s
kill
in th
e fo
llow
ing
area
s:ap
plic
atio
n of
con
cept
s in
dai
ly li
fe, c
ompu
tatio
n, r
easo
ning
, and
voc
abul
ary
(con
tent
, ope
ratio
ns, a
ndap
plic
atio
ns).
Aut
hori
ties
now
rec
ogni
ze th
at p
robl
ems
in m
athe
mat
ics
are
seco
nd o
nly
to r
eadi
ngdi
sabi
litie
s as
aca
dem
ic p
robl
ems
for
stud
ents
with
lear
ning
dis
abili
ties
(Hal
laha
n an
d K
auff
man
, 199
7).
As
with
all
acad
emic
are
a as
sess
men
t ins
trum
ents
, the
res
ults
are
use
d th
ree-
fold
:
1.de
term
inin
g el
igib
ility
/pla
cem
ent o
f st
uden
ts,
2.de
term
inin
g IE
P go
als
and
benc
hmar
ks, a
nd3.
dete
rmin
ing
rem
edia
tion
stra
tegi
es, a
ccom
mod
atio
ns, a
nd m
odif
icat
ions
that
will
fac
ilita
teac
adem
ic s
ucce
ss f
or th
e st
uden
t.
MA
TH
EM
AT
ICS:
Pag
e M
-1
ASS
ESS
ME
NT
OF:
MA
TH
EM
AT
ICS
INST
RU
ME
NT
AR
EA
S T
EST
ED
g U
T_,
7:3
00.
.)0
0 ,:.4.
...)
4) i
0 .2
0 a,
Zu-'a
'
AG
E R
AN
GE
TY
PE O
F SC
OR
ES
CO
MM
EN
TS
.2
,n
LI
ellr
''.
4..,
,32:
,
h 6
,--,
,t3.
..,, e
l
r),
po
0,,.. : 0
.0
Key
-Mat
h-R
evis
ed/N
U
(AG
S)
Bas
ic C
once
pts
Ope
ratio
nsA
pplic
atio
ns
NX
XSt
anda
rd s
core
sM
ean
= 1
00S.
D. =
15
Age
/gra
de e
quiv
alen
tsPe
rcen
tile
rank
sSt
anin
es
Com
pute
r sc
orin
gav
aila
ble
Alte
rnat
e fo
rms
avai
labl
e
Stan
ford
Dia
gnos
ticM
athe
mat
ics
Tes
t
(The
Psy
chol
ogic
alC
orpo
ratio
n)
Num
ber
Syst
ems
and
Num
erat
ion
Com
puta
tion
App
licat
ions
NX
XPe
rcen
tile
rank
sSt
anin
esG
rade
equ
ival
ent
Scal
ed s
core
sPr
ogre
ss in
dica
tor
Com
pute
r sc
orin
gav
aila
ble
4 L
evel
s av
aila
ble
Red
- G
rade
s 1,
2G
reen
- G
rade
s 3,
4, 5
Bro
wn
- T
ests
ski
lls ta
ught
by e
nd o
f G
rade
6B
lue
- O
verl
aps
som
e of
Bro
wn
cont
ent a
ndin
clud
es s
kills
taug
ht b
yen
d of
Gra
de 8
Tes
t of
Ear
ly M
athe
mat
ics
Abi
lity
- Se
cond
Edi
tion
(TE
MA
-2)
(Pro
Ed)
Con
cept
s of
Rel
ativ
eM
agni
tude
Rea
ding
and
Wri
ting
Num
eral
sC
ount
ing
Skill
sN
umbe
r Fa
cts
Cal
cula
tion
Cal
cula
ted
Alg
orith
ms
Bas
e-T
en C
once
pts
NX
X (8)
Perc
entil
e ra
nks
Age
equ
ival
ents
Stan
dard
sco
res
Mea
n =
100
S.D
. = 1
5
Incl
udes
a b
ook
ofre
med
ial t
echn
ique
s
MA
TH
EM
AT
ICS:
Pag
e M
-2
ASS
ESS
ME
NT
OF:
MA
TH
EM
AT
ICS
INST
RU
ME
NT
AR
EA
S T
EST
ED
gC
)'- -o-c
i 0 N U
N ,-
E.2 ..a
'U
AG
E R
AN
GE
TY
PE O
F SC
OR
ES
CO
MM
EN
TS
.2 A
P,,ba
0-,
sz,
t'r.6
74 <,t
-gN
r1)
x
Tes
t of
Mat
hem
atic
alA
bilit
ies
-2(T
OM
A-2
)
(Pro
Ed)
Voc
abul
ary
(Mat
h R
elat
ed)
Com
puta
tion
Gen
eral
Inf
orm
atio
n(M
ath
Rel
ated
)St
ory
Prob
lem
sA
ttitu
de T
owar
d M
ath
NX
XSt
anda
rd s
core
sPe
rcen
tile
rank
sO
vera
ll qu
otie
nt
MA
TH
EM
AT
ICS:
Pag
e M
-3
"Obs
erva
tion
invo
lves
the
exam
inat
ion
of s
tude
nt b
ehav
ior
with
in c
onte
xt o
f th
e na
tura
len
viro
nmen
t...p
rodu
cing
info
rmat
ion
that
can
not b
e ob
tain
ed f
rom
any
oth
er ty
pe o
f as
sess
men
tpr
oced
ure.
" (M
cLau
ghlin
, Lew
is, 1
994,
p. 9
7.)
Thi
s in
form
atio
n be
com
es c
ruci
al to
edu
cato
rs w
hen
deve
lopi
ng p
rere
ferr
al in
terv
entio
n pl
ans.
It i
s im
port
ant i
nfor
mat
ion
as th
e IE
P T
eam
det
erm
ines
elig
ibili
ty f
or s
peci
al e
duca
tion
serv
ices
.
OB
SER
VA
TIO
N: P
age
0-1
ASS
ESS
ME
NT
OF:
OB
SER
VA
TIO
N
INST
RU
ME
NT
AR
EA
S T
EST
ED
()'
"o N 0
P.k.
1ai
t,V
gZ
0 .zo
a)Z
..a.
'(.
)
AG
E R
AN
GE
TY
PE O
F SC
OR
ES
CO
MM
EN
TS
8 C7)
)
ei::
(3 . 1.)
......
C0
70
V0
cid
e, .<L
T4
/1t .
? 2
0.
"P..
esi
0-4.
)a)
t),)
ri)
.<
-17
0\'S _.
,..".
.,to <4
Beh
avio
r A
sses
smen
t Sys
tem
for
Chi
ldre
n (B
ASC
)St
uden
t Obs
erva
tion
Syst
em(S
OS)
(AG
S)
Obs
erva
tion
of C
lass
room
Env
iron
men
t (Fo
r ot
her
area
s te
sted
, see
Beh
avio
rse
ctio
n in
this
doc
umen
t.)
X (2)
XX
Non
eIn
divi
dual
rat
ings
may
be c
ompa
red
to s
elf
orot
hers
Obs
erva
tion
is c
ompl
eted
usin
g th
e SO
S pr
otoc
olan
d in
fere
nces
are
deve
lope
d
Chi
ld B
ehav
ior
Che
cklis
tD
irec
t Obs
erva
tion
Form
(Riv
ersi
de P
ublis
hing
)
Obs
erva
tion
of C
lass
room
Env
iron
men
t (Fo
r ot
her
area
s te
sted
, see
Beh
avio
rse
ctio
n in
this
doc
umen
t.)
X (4)
XX
Non
eIn
divi
dual
rat
ings
may
be c
ompa
red
to s
elf
orot
hers
Rec
ord
prob
lem
s an
d on
-ta
sk b
ehav
ior
The
Ins
truc
tiona
lE
nvir
onm
ent S
yste
m -
II
(Sop
ris
Wes
t)
Obs
erva
tion
of C
lass
room
Env
iron
men
tIn
terv
iew
of
Pare
nt,
Tea
cher
, Stu
dent
XX
XN
one
Dat
a ga
ther
ing
and
inte
rven
tion
mat
eria
lsH
as s
ome
repr
oduc
ible
form
s
OB
SER
VA
TIO
N: P
age
0-2
Rea
ding
in e
lem
enta
ry s
choo
l is
criti
cal t
o ga
inin
g ba
sic
skill
s. I
n hi
gh s
choo
l, st
uden
ts u
se th
eir
read
ing
skill
s to
gai
n in
form
atio
n fr
om c
ours
es in
whi
ch th
ey a
re e
nrol
led.
Bec
ause
man
y pe
ople
do
not m
eet t
hese
expe
ctat
ions
, rea
ding
is a
maj
or c
once
rn in
ass
essm
ent o
f st
uden
ts f
or s
peci
al e
duca
tion
serv
ices
(McL
ough
lin a
nd L
ewis
, 199
0).
Succ
essf
ul r
eadi
ng is
a p
ivot
al s
kill
nece
ssar
y to
suc
cess
in o
ther
aca
dem
ic a
reas
, and
bey
ond
scho
ol, i
not
her
life
ende
avor
s. P
robl
ems
with
rea
ding
may
als
o di
rect
ly a
ffec
t dis
abili
ty a
sses
smen
t, th
eref
ore,
accu
rate
ly d
eter
min
ing
read
ing
achi
evem
ent i
s pa
ram
ount
to a
n ac
cura
te a
sses
smen
t of
and
prog
ram
plan
ning
for
the
stud
ent i
n ge
nera
l.
RE
AD
ING
: Pag
e R
-1
ASS
ESS
ME
NT
OF:
RE
AD
ING
INST
RU
ME
NT
AR
EA
S T
EST
ED
V2-
7:3
a)
6) 6
1-,
,LI)
AG
E R
AN
GE
TY
PE O
F SC
OR
ES
CO
MM
EN
TS
- ,.
0,
o,,'
es -1
2_,)
;Li
°'`
^n,
..= e
n=
vD
,..,
c.I.
4,%
-+__
,''
f =
a))
kii
0 oo
t)
&0
cn8
g?.°
6' 14
E .2
c:,
cl)
4: <
,.5,
iii <
tcn
<;5
,Z
' (..)
Gra
y O
ral R
eadi
ng T
est-
Para
grap
h R
eadi
ngN
XX
Perc
entil
e ra
nks
Prof
ile s
heet
ava
ilabl
e fo
rD
iagn
ostic
(G
OR
T-D
)D
ecod
ing
(5 -
U2)
(12)
Stan
dard
sco
res
plot
ting
scor
esW
ord
Atta
ckSu
btes
ts:
Wor
k Id
entif
icat
ion
Mea
n =
10
Mor
phem
ic A
naly
sis
S.D
. = 1
5
Con
text
ual A
naly
sis
Com
posi
te q
uotie
nts
(The
Psy
chol
ogic
alC
orpo
ratio
n)W
ord
Ord
erin
gM
ean
= 1
00S.
D. =
15
Stan
ford
Dia
gnos
tic R
eadi
ngT
est-
4V
ocab
ular
yPh
onet
ic A
naly
sis
NX
XX
Perc
entil
e ra
nks
Stan
ines
6 L
evel
s -
each
des
igne
dfo
r di
ffer
ent a
ge r
ange
s
Com
preh
ensi
onSc
anni
ng
Gra
de e
quiv
alen
tSc
aled
sco
res
Com
pute
r sc
orin
gav
aila
ble
(The
Psy
chol
ogic
alG
roup
adm
inis
trat
ion
Cor
pora
tion)
Goo
d sc
reen
er
Tes
t of
Ear
ly R
eadi
ng A
bilit
yC
onte
xtua
l Mea
ning
NX
XPe
rcen
tile
rank
sA
ltern
ate,
equ
ival
ent
- Se
cond
Edi
tion
(TE
RA
-2)
Alp
habe
t(9
)N
CE
sfo
rms
avai
labl
e
Con
vent
ions
Stan
dard
sco
res
Mea
n =
100
S.D
. = 1
5
(Pro
.Ed)
RE
AD
ING
: Pag
e R
-2
ASS
ESS
ME
NT
OF:
RE
AD
ING
INST
RU
ME
NT
.
AR
EA
S T
EST
ED
9 : .
)c.
-i
-o 0 0 0
2 6 , ,..
42, t
)0
r=4
c4,..
..e
.E
.2 ,(1
)
Z . U
AG
E R
AN
GE
TY
PE O
F SC
OR
ES
CO
MM
EN
TS
,...^
0 -
.4 r
nL
)4°
3
r.)
007.
..,_.
..'''-
'=
-=
- ,e
:-.'
Z V
)
adr,
nt)
0.)
.....,
Tf4
' :5-
/1, c
; 2..
.
"C":
1-,
0 0 .
U.2
)0.
)pi
)v)
<
-'T'
.- .
a,-
'."'L
l<
lazt 7-
Tes
t of
Rea
ding
Com
preh
ensi
on-3
(TO
RC
-3)
(A G
S)
Gen
eral
Voc
abul
ary
Synt
actic
Sim
ilari
ties
Para
grap
h R
eadi
ngSe
nten
ce S
eque
ncin
gC
onte
nt -
Are
aV
ocab
ular
ies
(Mat
hem
atic
s, S
ocia
lSt
udie
s, S
cien
ce)
Rea
ding
the
Dir
ectio
ns o
fSc
hool
wor
k
NX
XA
ge a
nd g
rade
equi
vale
nts
Perc
entil
e ra
nks
Stan
dard
sco
res
Subt
ests
:M
ean
= 1
0S.
D. =
3
Rea
ding
com
preh
ensi
onqu
otie
ntM
ean
= 1
00S.
D. =
15
Mea
sure
s co
mpr
ehen
sion
of s
ilent
rea
ding
with
onl
ya
smal
l por
tion
test
ing
pass
age
com
preh
ensi
on in
a tr
aditi
onal
way
, (i.e
.re
adin
g a
pass
age
and
then
answ
erin
g qu
estio
ns.)
Woo
dcoc
k-R
eadi
ng M
aste
ryT
ests
-Rev
ised
/NU
(A G
S)
Vis
ual A
udito
ry L
earn
ing
(For
m G
, onl
y)L
ette
r Id
entif
icat
ion
(For
mG
, onl
y)W
ord
Iden
tific
atio
nW
ord
Atta
ckW
ord
Com
preh
ensi
onPa
ssag
e C
ompr
ehen
sion
Supp
lem
enta
ry L
ette
rC
heck
list (
Form
G, o
nly)
NX
XX
Perc
entil
e ra
nks
Stan
dard
sco
res
Mea
n =
100
S.D
. = 1
5
Age
/gra
de e
quiv
alen
tsR
elat
ive
perf
orm
ance
inde
x
2 Fo
rms:
Form
G c
onta
ins
all 6
subt
ests
Form
H c
onta
ins
4
Com
pute
r sc
orin
gav
aila
ble
May
be
used
as
adi
agno
stic
rea
ding
tool
d
RE
AD
ING
: Pag
e R
-3
Asp
eech
or
lang
uage
dis
abili
ty u
nderIDEA
adve
rsel
y af
fect
s a
child
's e
duca
tiona
l par
ticip
atio
n an
d/or
perf
orm
ance
in th
e ge
nera
l cur
ricu
lum
or
envi
ronm
ent.A
disa
bilit
y m
ay b
e m
anif
este
d in
one
or
mor
e of
the
follo
win
g ar
eas:
Art
icul
atio
n:T
he "
atyp
ical
pro
duct
ion
of s
peec
h so
unds
...th
at m
ay in
terf
ere
with
inte
lligi
bilit
y"(ASHA, 1993, p. 40).
Phon
olog
ical
pro
cess
err
ors
are
ofte
nco
nsid
ered
fro
m a
ling
uist
ic p
ersp
ectiv
e. F
or p
urpo
ses
of a
sses
smen
tde
linea
tion,
they
are
incl
uded
with
art
icul
atio
n in
this
test
boo
klet
.
Lan
guag
e:".
..im
pair
ed c
ompr
ehen
sion
and
/or
use
of s
poke
n, w
ritte
n, a
nd/o
r ot
her
sym
bol
syst
ems"
(ASHA, 1993, p. 40).
Impa
irm
ents
may
be
man
ifes
ted
in th
e ar
eas
ofm
orph
olog
y, s
ynta
x, s
eman
tics,
and
/or
prag
mat
ics.
1=`4
6
Flue
ncy:
Voi
ce:
SPE
EC
H-L
AN
GU
AG
E: P
age
L-1
"...a
n in
terr
uptio
n in
the
flow
of
spea
king
, cha
ract
eriz
ed b
y at
ypic
al r
ate,
rhyt
hm, a
nd r
epet
ition
s in
sou
nds,
syl
labl
es, w
ords
, and
phr
ases
. Thi
s m
ay b
eac
com
pani
ed b
y ex
cess
ive
tens
ion,
str
uggl
e be
havi
or, a
nd s
econ
dary
man
neri
sms"
(ASHA, 1993, p. 40).
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he a
bnor
mal
pro
duct
ion
and/
or a
bsen
ce o
f vo
cal q
ualit
y, p
itch,
loud
ness
,re
sona
nce,
and
/or
dura
tion
whi
ch is
inap
prop
riat
e fo
r an
indi
vidu
al's
age
and
/or
sex"
(ASHA, 1993, p. 40).
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ESS
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nN
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essm
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chol
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n)(P
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cess
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or p
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t of
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Phon
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cess
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one
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Gol
dman
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S)
Art
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nN
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XX
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dard
sco
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with
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sults
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ana
lysi
sX
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Phon
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t
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Ass
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sin
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angu
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nten
ce S
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ente
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allin
g Se
nten
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pto 21
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posi
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ish
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Perc
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nks
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S)
Lan
guag
e Pr
oces
sing
Tes
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btes
ts:
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anda
rd s
core
Ass
esse
s ab
ility
toR
evis
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abel
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Stat
ing
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tions
Ass
ocia
tions
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Perc
entil
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nks
Age
equ
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ency
proc
ess,
org
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ndat
tach
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ning
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udito
ryin
form
atio
n
Cat
egor
izat
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Sim
ilari
ties
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fere
nces
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guis
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ms)
Mul
tiple
Mea
ning
sA
ttrib
utes
Lin
dem
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Aud
itory
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cept
ualiz
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n T
est
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C)
Spee
ch S
ound
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crim
inat
ion
Sing
leSo
unds
and
in S
eque
nce
CX
XX
XG
rade
leve
lsN
ot r
ecom
men
ded
for
use
with
low
er in
telle
ctua
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nctio
ning
stu
dent
s
(Pro
.Ed)
(Riv
ersi
de P
ublis
hing
)
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EC
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AN
GU
AG
E: P
age
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ESS
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NT
OF:
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EC
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SCA
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XSt
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pute
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orin
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vaila
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Tes
t of
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itory
Per
cept
ual
Skill
s -
Rev
ised
(TA
PS-R
)
(Pro
Ed)
(Spe
ech-
Bin
)
Subt
ests
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udito
ry N
umbe
r M
emor
yFo
rwar
dA
udito
ry N
umbe
r M
emor
yR
ever
sed
Aud
itory
Wor
d M
emor
yA
udito
ry I
nter
pret
atio
n of
Dir
ectio
nsA
udito
ry W
ord
Dis
crim
inat
ion
NX (4
)X
X (13)
Stan
dard
sco
res
Scal
ed s
core
sPe
rcen
tile
rank
sSt
anin
es
May
be
used
as
part
of
CA
PD b
atte
ry o
r as
ase
cond
test
for
SL
Iel
igib
ility
SPE
EC
H-L
AN
GU
AG
E: P
age
L-3
0
ASS
ESS
ME
NT
OF:
SPE
EC
HL
AN
GU
AG
E: A
UD
ITO
RY
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ION
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ME
NT
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cept
ual
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pper
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el(T
APS
:UL
)
(Pro
.Ed)
Subt
ests
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udito
ry N
umbe
r M
emor
yFo
rwar
dA
udito
ry N
umbe
r M
emor
yR
ever
sed
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Wor
d M
emor
yA
udito
ry I
nter
pret
atio
n of
Dir
ectio
nsA
udito
ry W
ord
Dis
crim
inat
ion
XSt
anda
rd s
core
sSc
aled
sco
res
Perc
entil
e ra
nks
Stan
ines
May
be
used
as
part
of
CA
PD b
atte
ry o
r as
ase
cond
test
for
SL
Iel
igib
ility
Tes
t of
Aud
itory
Rea
soni
ngan
d Pr
oces
sing
Ski
lls(T
AR
PS)
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ech
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cess
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incl
udin
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akin
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nces
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win
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ns, a
ndIn
terp
reta
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N ,
X (5)
XX (1
4)St
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rd s
core
s
The
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teni
ng T
est
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guis
yste
ms)
Mai
n id
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etai
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once
pts
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soni
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ory
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preh
ensi
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NX
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dard
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nks
Age
equ
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ency
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ults
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lass
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EC
HL
AN
GU
AG
E: P
age
L-3
1
ASS
ESS
ME
NT
OF:
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EC
H-L
AN
GU
AG
E: A
UD
ITO
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tern
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chol
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crim
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betw
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Com
mon
ly u
sed
Eng
lish
Phon
emes
NX (4
)X (8
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anda
rd s
core
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aled
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Perc
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Stan
ines
Chi
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H-L
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age
L-3
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ESS
ME
NT
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EC
H-L
AN
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AG
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lder
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rite
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or f
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Scre
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est f
orD
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l Apr
axia
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ch (
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AS)
(Pro
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Dif
fere
ntia
l Dia
gnos
is o
fSp
eech
Apr
axia
X (4)
XX (1
2)A
ge s
core
sSc
reen
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test
tode
term
ine
the
need
for
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l tes
ting
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mun
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Skill
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lder
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or S
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ncin
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efic
itsX
XX (1
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iffe
rent
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of
deve
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ss o
ver
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E: P
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ESS
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ESS
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Imm
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te M
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ory
Rem
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Mem
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Spat
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tatio
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Env
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men
tR
ecal
l of
Gen
eral
Info
rmat
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Prob
lem
Sol
ving
and
Abs
trac
t Rea
soni
ngO
rgan
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Aud
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cess
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and
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NX 15
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btes
t sco
res
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nks
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s In
form
atio
n Pr
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sing
Ass
essm
ent -
Pri
mar
y
(Pro
. Ed)
Subt
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:A
ges
5-12
Imm
edia
te M
emor
yR
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t Mem
ory
Spac
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rien
tatio
nR
ecal
l of
Gen
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Info
rmat
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Age
s 8-
12T
empo
ral O
rien
tatio
nO
rgan
izat
ion
Prob
lem
Sol
ving
Abs
trac
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soni
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NX (5
)
XX 12(t
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)
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e ra
nks
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dard
sco
res
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n =
100
S.D
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5
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AN
GU
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E: P
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ESS
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NT
OF:
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E: T
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h Pe
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Aud
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XX
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res
Com
pute
rize
d re
cord
-Sp
eech
and
Lan
guag
e Sc
reen
Gra
mm
arSe
man
tics
(4.5
)ke
epin
g sy
stem
-sc
reen
ing
use
only
- n
otfo
r el
igib
ility
(Pro
Ed)
Jolie
t 3-M
inut
e Sp
eech
and
Phon
olog
yX
XX
Cut
-off
sco
res
Des
igne
d fo
r us
e w
ithL
angu
age
Scre
enG
ram
mar
Sem
antic
s(5
)ch
ildre
n in
kin
derg
arte
n,se
cond
and
fif
th g
rade
s
(Pro
Ed)
Kin
derg
arte
n L
angu
age
Rec
eptiv
e an
d E
xpre
ssiv
eN
XX
Cut
-off
sco
res
Hel
ps to
iden
tify
child
ren
Scre
enin
g T
est
(KL
ST-2
)L
angu
age
Com
pete
nce
(7)
who
are
at r
isk
for
acad
emic
fai
lure
due
tola
ngua
ge d
efic
its
(Pro
Ed)
SPE
EC
HL
AN
GU
AG
E: P
age
L-4
8
ASS
ESS
ME
NT
OF:
SPE
EC
H-L
AN
GU
AG
E: S
CR
EE
NIN
G
INST
RU
ME
NT
AR
EA
S T
EST
ED
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E R
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GE
TY
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F SC
OR
ES
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y A
rtic
ulat
ion
and
Lan
guag
e T
est -
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ised
(RA
LT
-R)
(Slo
sson
)
Subt
ests
:L
angu
age
Prof
icie
ncy
Art
icul
atio
n Fu
nctio
nL
angu
age
Func
tion
N(5
)X
Art
icul
atio
n an
dla
ngua
ge lo
ss s
core
sL
angu
age
func
tion
scor
e
Des
igne
d fo
r us
e w
ithG
rade
s K
, 1, 2
Scre
enin
g K
it of
Lan
guag
eD
evel
opm
ent (
SKO
LD
)
(Slo
sson
)
Voc
abul
ary
Com
preh
ensi
onSt
ory
Com
plet
ion
Sent
ence
Rep
etiti
onC
omm
ands
X (2.6
- 4)
Prof
iles
May
be
used
with
old
erch
ildre
n w
ho a
rede
velo
pmen
tally
del
ayed
Scre
enin
g T
est f
orD
evel
opm
enta
l Apr
axia
of
Spee
ch (
STD
AS)
(Pro
Ed)
Ass
ists
in D
iffe
rent
ial
Dia
gnos
is o
f A
prax
iaC
X (4)
XX (1
3)R
aw s
core
sW
eigh
ted
scor
esSc
reen
ing
inst
rum
ent o
nly
- no
t to
be u
sed
for
elig
ibili
ty
SPE
EC
H-L
AN
GU
AG
E: P
age
L-4
9
ASS
ESS
ME
NT
OF:
SPE
EC
HL
AN
GU
AG
E: S
CR
EE
NIN
G
INST
RU
ME
NT
AR
EA
S T
EST
ED
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)
6) 6
a.)
,-,
1-,
4.4
t!).
0r: E
-2
0 .
z -a U
AG
E R
AN
GE
TY
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F SC
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ES
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TS
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o 0
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o 8 (g
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to :S
Slos
son
Art
icul
atio
n,L
angu
age
Tes
t with
Phon
olog
y (S
AL
T-P
)
(Slo
sson
)
Scre
ens
area
s of
Art
icul
atio
nPh
onol
ogy
Lan
guag
e
NX
Tot
al c
ompo
site
sco
reC
ut-o
ff s
core
sSc
reen
ing
form
atH
elps
iden
tify
child
ren
inne
ed o
f fu
rthe
r as
sess
men
t
Spee
ch-E
ase
Scre
enin
gIn
vent
ory
(K-1
)
(Pro
.Ed)
Art
icul
atio
nE
xpre
ssiv
e an
d R
ecep
tive
Voc
abul
ary
Com
preh
ensi
on A
bilit
y
X (5-
7)
Cut
-off
sco
res
Iden
tifie
s ne
ed f
or f
urth
erte
stin
gD
esig
ned
for
use
in g
rade
sK
-1
Tes
t of
Chi
ldre
n's
Lan
guag
e(T
OC
L)
(Pro
.Ed)
Lan
guag
eR
eadi
ngW
ritin
g
X (5)
X (8.1
1)St
anda
rd s
core
sPe
rcen
tile
rank
sA
ge e
quiv
alen
ts
Hel
ps id
entif
yst
reng
ths
/wea
knes
ses
inla
ngua
ge c
ompo
nent
s an
dch
ildre
n at
ris
k fo
r fa
ilure
in r
eadi
ng a
nd w
ritin
g
SPE
EC
HL
AN
GU
AG
E: P
age
L-5
0
VIS
ION
S'
Vis
ion
scre
enin
g is
app
ropr
iate
for
app
aren
tly n
orm
al c
hild
ren.
Rec
ent e
vide
nce
sugg
ests
that
par
ents
are
ofte
n th
e fi
rst t
o no
tice
an e
ye o
r vi
sion
pro
blem
, inc
ludi
ng s
erio
us p
robl
ems
such
as
low
vis
ion
orbl
indn
ess
or c
onge
nita
l cat
arac
ts. P
aren
ts w
ho s
uspe
ct a
n ey
e or
vis
ion
prob
lem
sho
uld
be e
ncou
rage
d to
get a
dia
gnos
tic e
xam
inat
ion
for
thei
r ch
ild. S
ince
scr
eeni
ng is
not
dia
gnos
tic, a
vis
ion
scre
enin
g is
an
insu
ffic
ient
bas
is to
tell
whe
ther
or
not t
he c
hild
act
ually
has
a p
robl
em. I
t sim
ply
tells
us
we
need
ath
orou
gh v
isio
n ev
alua
tion.
Any
chi
ld c
an f
ail a
vis
ual a
cuity
scr
eeni
ng f
or v
isua
l or
non-
visu
al r
easo
ns. I
n so
me
case
s, th
e sc
reen
erm
ay f
eel q
uite
cer
tain
that
a r
efer
ral i
s ne
eded
. For
inst
ance
, a c
hild
who
doe
s qu
ite w
ell w
ith o
ne e
yecl
earl
y un
ders
tand
s th
e te
st a
nd is
cap
able
of
resp
ondi
ng a
ccur
atel
y. I
f th
e ch
ild's
res
pons
es a
re w
orse
with
the
othe
r ey
e, a
n im
med
iate
ref
erra
l is
appr
opri
ate.
Oth
er f
acto
rs, s
uch
as a
fam
ily h
isto
ry o
f vi
sion
prob
lem
s or
obv
ious
ano
mal
ies
to th
e ey
es o
r ey
e ar
ea, m
ay m
ake
imm
edia
te r
efer
ral t
he b
est c
ours
e.
VIS
ION
SC
RE
EN
ING
: Pag
e v-
1
ASS
ESS
ME
NT
OF:
VIS
ION
SC
RE
EN
ING
INST
RU
ME
NT
AR
EA
S T
EST
ED
g C
''')7:
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.)
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1)t
cl)
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AG
E R
AN
GE
TY
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F SC
OR
ES
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MM
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TS
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kla)
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, <''-
'-
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a '"
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)a)
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4. C
:7 \
"' < O
t
Tel
ler
Acu
ity C
ards
Vis
ual a
cuity
CX
XV
isua
l acu
ityPa
ss/f
ail
The
se c
an o
nly
be u
sed
ina
diag
nost
ic s
ettin
g as
the
info
rmat
ion
obta
ined
mus
tbe
pro
fess
iona
llyin
terp
rete
d
HO
TV
Tes
t(H
OT
V le
tters
on
char
t)
(Log
Mar
Cha
rts)
Vis
ual a
cuity
C*
XX
XFo
r ap
pare
ntly
nor
mal
child
ren
with
no
obvi
ous
visi
on p
robl
em
LE
A P
resi
cion
Vis
ion
(App
le, h
ouse
, um
brel
la)
(Log
Mar
Cha
rts)
Vis
ual a
cuity
C*
XX
Pass
/fai
lIf
ther
e ar
e sc
hool
pers
onne
l or
pare
ntal
conc
erns
, the
scr
eeni
ngsh
ould
be
skip
ped
and
are
ferr
al m
ade
for
opto
met
ric
orop
htha
lmol
ogic
eval
uatio
n.*C
ompa
red
to S
nelle
n A
cuity
Cha
rt
VIS
ION
SC
RE
EN
ING
: Pag
e V
-2
ASS
ESS
ME
NT
OF:
VIS
ION
SC
RE
EN
ING
INST
RU
ME
NT
AR
EA
S T
EST
ED
g L
'2'
-c)
00
0 ,-.
$-0
..c2
.)f.
4?-
co0
P4P4
..
= E 0 .
z -.
.d'
C.)
AG
E R
AN
GE
TY
PE O
F SC
OR
ES
CO
MM
EN
TS
0 ''?
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.4 c&,)
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al ''''
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c`l r
11
.--,
0 .
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v) .<
"'<
op d
Low
Vis
ion
Eva
luat
ion
Vis
ion
CX
XX
XM
easu
res
resi
dual
vis
ion
and
eval
uate
s ho
w v
isio
nca
n be
max
imiz
edth
roug
h th
e us
e of
low
visi
on a
ids
Rec
orde
d in
vis
ual
acui
ties
and
fiel
d of
vis
ion
as w
ell a
s ca
use
of v
isio
nlo
ss, p
rogn
osis
, and
sugg
este
d ai
ds
Func
tiona
l Abi
lity
Eva
luat
ion
How
res
idua
l vis
ion
isus
edC
XX
XX
Mea
sure
s ho
w s
tude
ntfu
nctio
ns w
ith v
isio
nlo
ss a
nd h
ow h
e us
es h
isre
sidu
al v
isio
n
Rec
orde
d in
per
form
ance
capa
bilit
ies
usin
g th
em
easu
rem
ent o
f tim
eta
ken
to p
erfo
rm ta
sks,
size
of
obje
ct, a
nddi
stan
ce f
rom
obj
ect
VIS
ION
SC
RE
EN
ING
: Pag
e V
-3
ASS
ESS
ME
NT
OF:
VIS
ION
SC
RE
EN
ING
INST
RU
ME
NT
AR
EA
S T
EST
ED
V2'
ni 0
a.)
=z
0
CI)
g
2.2
0 o.
)Z
(.)
-"a.
'
AG
E R
AN
GE
TY
PE O
F SC
OR
ES
CO
MM
EN
TS
76 c
f)
cnO
wl)
U.,1
) a¢P'
-'--
=-'
-='
E4/
3
0 ti)
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<
°.-2
0 V
I8
ate)
cn ¢
+-.
"0u,
- 'g
o -a
Vis
ion
His
tory
Ver
bal t
est
CX
XX
XQ
uest
ions
rel
ated
to:
-T
he c
hild
's e
yes
orvi
sion
as
obse
rved
by p
aren
t;-
Rel
evan
t fam
ilyhi
stor
y of
eye
diso
rder
s or
ear
lyus
e of
gla
sses
;-
Whe
ther
vis
ion
prob
lem
sus
pect
edby
par
ent;
-Pa
st m
edic
al h
isto
ryto
exa
min
e ri
skfa
ctor
s fo
r vi
sion
prob
lem
s.
Fam
ily h
isto
ry o
fco
ngen
ital c
atar
acts
,re
tinob
last
oma,
pos
itive
syst
emic
fac
tors
,pr
emat
ure
birt
h, to
rche
s,m
etab
olic
, gen
etic
dise
ases
, etc
., gi
ves
caus
eto
ski
p vi
sion
scr
eeni
ngan
d m
ake
an im
med
iate
refe
rral
for
a v
isio
nev
alua
tion
Ext
erna
l ins
pect
ion
of th
eey
es a
nd e
ye a
rea
Eye
s an
d fa
cial
are
aC
XX
XX
Obs
erve
d ab
norm
ality
No
obse
rved
abno
rmal
ity
Exa
mpl
es o
f pr
oble
ms
that
war
rant
a r
efer
ral f
or a
vis
ion
eval
uatio
n:re
dnes
s of
eye
ssw
ellin
g of
lids
cros
sed
eyes
or
eye
turn
rubb
ing
eyes
exc
essi
vely
ecce
ntri
c vi
ewin
ghe
adac
hes
squi
ntin
ghe
ad tu
rns
VIS
ION
SC
RE
EN
ING
: Pag
e V
-4
115
C)
APP
EN
DIX
A
IDE
A '9
7 E
XC
ER
PT C
ON
CE
RN
ING
EV
AL
UA
TIO
NS
The
Ind
ivid
uals
with
Dis
abili
ties
Edu
catio
n A
ct A
men
dmen
ts o
f 19
97 (
IDE
A 1
997)
pro
vide
s sp
ecif
ic g
uida
nce
as to
the
"Con
duct
of
Eva
luat
ion,
" Se
c.61
4.(b
)(2)
(A-C
) an
d ad
ditio
nal r
equi
rem
ents
in 6
14(b
)(3)
(A-D
).
Spec
ific
ally
, the
Am
endm
ents
sta
te:
b)E
VA
LU
AT
ION
PR
OC
ED
UR
ES
(1)
NO
TIC
E-
The
loca
l edu
catio
nal a
genc
y sh
all p
rovi
de n
otic
e to
the
pare
nts
of a
chi
ld w
ith a
dis
abili
ty, i
n ac
cord
ance
with
sub
sect
ions
(b)
(3),
(b)(
4), a
nd (
c) o
f se
ctio
n 61
5, th
at d
escr
ibes
any
eva
luat
ion
proc
edur
es s
uch
agen
cy p
ropo
ses
to c
ondu
ct.
(2)
CO
ND
UC
T O
F E
VA
LU
AT
ION
- In
con
duct
ing
the
eval
uatio
n, th
e lo
cal e
duca
tiona
l age
ncy
shal
l --
(3)
(A)
use
a va
riet
y of
ass
essm
ent t
ools
and
str
ateg
ies
to g
athe
r re
leva
nt f
unct
iona
l and
dev
elop
men
tal i
nfor
mat
ion,
incl
udin
g in
form
atio
npr
ovid
ed b
y th
e pa
rent
, tha
t may
ass
ist i
n de
term
inin
g w
heth
er th
e ch
ild is
a c
hild
with
a d
isab
ility
and
the
cont
ent o
f th
e ch
ild's
indi
vidu
aliz
ed e
duca
tion
prog
ram
, inc
ludi
ng in
form
atio
n re
late
d to
ena
blin
g th
e ch
ild to
be
invo
lved
in a
nd p
rogr
ess
in th
e ge
nera
lcu
rric
ulum
or,
for
pre
scho
ol c
hild
ren,
to p
artic
ipat
e in
app
ropr
iate
act
iviti
es;
(B)
not u
se a
ny s
ingl
e pr
oced
ure
as th
e so
le c
rite
rion
for
det
erm
inin
g w
heth
er a
chi
ld is
a c
hild
with
a d
isab
ility
or
dete
rmin
ing
anap
prop
riat
e ed
ucat
iona
l pro
gram
for
the
child
; and
(C)
use
tech
nica
lly s
ound
inst
rum
ents
that
may
ass
ess
the
rela
tive
cont
ribu
tion
of c
ogni
tive
and
beha
vior
al f
acto
rs, i
n ad
ditio
n to
phys
ical
or d
evel
opm
enta
l fac
tors
.
AD
DIT
ION
AL
RE
QU
IRE
ME
NT
S- E
ach
loca
l edu
catio
nal a
genc
y sh
all e
nsur
e th
at -
-
(A)
test
s an
d ot
her
eval
uatio
n m
ater
ials
use
d to
ass
ess
a ch
ild u
nder
this
sec
tion
--(i
)ar
e se
lect
ed a
nd a
dmin
iste
red
so a
s no
t to
be d
iscr
imin
ator
y on
a r
acia
l or
cultu
ral b
asis
; and
(ii)
are
prov
ided
and
adm
inis
tere
d in
the
child
's n
ativ
e la
ngua
ge o
r ot
her
mod
e of
com
mun
icat
ion,
unl
ess
it is
cle
arly
not
fea
sibl
eto
do
so; a
nd
(B)
any
stan
dard
ized
test
s th
at a
re g
iven
to th
e ch
ild -
-(i
)ha
ve b
een
valid
ated
for
the
spec
ific
pur
pose
for
whi
ch th
ey a
re u
sed;
(ii)
are
adm
inis
tere
d by
trai
ned
and
know
ledg
eabl
e pe
rson
nel;
and
(iii)
are
adm
inis
tere
d in
acc
orda
nce
with
any
inst
ruct
ions
pro
vide
d by
the
prod
ucer
of
such
test
s;
APP
EN
DIX
A: P
age
A-1
(C)
the
child
is a
sses
sed
in a
ll ar
eas
of s
uspe
cted
dis
abili
ty; a
nd
(D)
asse
ssm
ent t
ools
and
str
ateg
ies
that
pro
vide
rel
evan
t inf
orm
atio
n th
at d
irec
tlyas
sist
s pe
rson
s in
det
erm
inin
g th
e ed
ucat
iona
l nee
ds o
f
the
child
are
pro
vide
d.
APP
EN
DIX
A: P
age
A-2
APP
EN
DIX
B
DE
TE
RM
ININ
G T
EST
APP
LIC
AB
ILIT
Y
Bec
ause
infe
renc
es a
re m
ade
from
test
info
rmat
ion,
it is
impo
rtan
t for
edu
cato
rs to
hav
e a
basi
c un
ders
tand
ing
of te
st v
alid
ity, r
elia
bilit
y, a
nd n
orm
s. T
his
isno
tm
eant
to b
e St
atis
tics
101,
rat
her
a re
min
der
of th
e im
port
ance
of
usin
g th
e la
test
, bes
t ins
trum
ents
ava
ilabl
e w
hen
mak
ing
deci
sion
s th
at w
ill a
ffec
t stu
dent
s'liv
es.
Val
idity
Tes
t val
idity
is th
e m
ost i
mpo
rtan
t tec
hnic
al a
spec
t of
a te
st in
stru
men
t. V
alid
ity is
the
umbr
ella
und
er w
hich
all
othe
r te
chni
cal a
spec
ts a
re c
over
ed. T
hati
s, in
orde
r to
mak
e va
lid in
fere
nces
abo
ut s
tude
nts,
a te
st m
ust h
ave
good
rel
iabi
lity,
ade
quat
e no
rms,
and
be
as f
ree
of b
ias
as p
ossi
ble.
Tes
t val
idat
ion
is a
ctua
lly a
proc
ess
whe
reby
info
rmat
ion
is g
athe
red
over
tim
e to
sub
stan
tiate
the
infe
renc
es p
ossi
ble
with
a p
artic
ular
test
inst
rum
ent.
"The
type
and
the
qual
ity o
f a
test
gene
rally
rel
ates
to th
e va
lidity
of
the
infe
renc
es th
at c
an b
e dr
awn
from
it."
(Sa
lvia
, Yss
eldy
ke, 1
998,
p. 1
66)
A te
st's
val
idity
may
als
o be
det
erm
ined
by:
con
tent
val
idity
, cri
teri
on-r
elat
ed v
alid
ity, a
nd c
onst
ruct
val
idity
.
1. C
onte
nt v
alid
ity r
efer
s to
whe
ther
or
not t
he te
st m
easu
res
the
dom
ain
it pu
rpor
ts to
mea
sure
.2.
Cri
teri
on-r
elat
ed v
alid
ity m
ay b
e vi
ewed
in tw
o w
ays:
a.C
oncu
rren
t cri
teri
on-r
elat
ed v
alid
ity r
efer
s to
the
rela
tions
hip
of th
is te
st to
ano
ther
cur
rent
test
or
mea
sure
of
the
sam
e or
sim
ilar
dom
ain.
b.Pr
edic
tive
crite
rion
-rel
ated
val
idity
ref
ers
to h
ow w
ell a
stu
dent
may
per
form
at a
late
r tim
e.3.
Con
stru
ct v
alid
ity r
efer
s to
the
degr
ee to
whi
ch th
e te
st m
easu
res
a th
eore
tical
con
stru
ct s
uch
as in
telli
genc
e.
Rel
iabi
lity
Tes
t rel
iabi
lity
lets
the
eval
uato
r kn
ow w
heth
er o
r no
t the
inst
rum
ent w
ill y
ield
sim
ilar
resu
lts a
dmin
istr
atio
n af
ter
adm
inis
trat
ion.
Tes
t rel
iabi
lity
is m
easu
red
byde
term
inin
g th
e co
rrel
atio
n be
twee
n tw
o te
sts.
The
mea
sure
men
t ter
m f
or th
e co
rrel
atio
n is
a "
corr
elat
ion
coef
fici
ent"
exp
ress
ed b
y "r
". [
r =
.75;
r =
.63;
etc.
]T
he "
r" is
exp
ress
ed a
s a
num
ber
betw
een
+1.
0 to
-1.
0. A
per
fect
cor
rela
tion
of +
1.0
is r
are
to n
on-e
xist
ent.
How
ever
, the
clo
ser
to +
1.0
the
corr
elat
ion
coef
fici
ent,
the
stro
nger
the
rela
tions
hip
betw
een
the
two
test
s. T
here
fore
, +.8
5 in
dica
tes
a st
rong
er r
elat
ions
hip
than
+.6
0.A
coe
ffic
ient
of
+.6
0 is
con
side
red
adeq
uate
whi
le +
.80
and
abov
e is
con
side
red
very
goo
d to
exc
elle
nt. T
he te
st u
ser
mus
t con
side
r th
e te
st's
pur
pose
.Fo
rex
ampl
e, if
the
stud
ent's
ada
ptiv
e be
havi
or is
bei
ng te
sted
, the
exa
min
er w
ants
to b
e su
re to
che
ck th
e te
st's
inte
rrat
er r
elia
bilit
y. I
f pe
rfor
min
g pr
e- a
ndpo
st-t
ests
with
the
sam
e in
stru
men
t, th
en e
quiv
alen
t rel
iabi
lity
is n
eces
sary
. Tes
ts u
sed
for
elig
ibili
ty p
urpo
ses
shou
ld h
ave
as h
igh
a re
liabi
lity
coef
fici
ent a
s po
ssib
le.
The
type
s of
rel
iabi
lity
are:
Tes
t-R
etes
t: T
he s
ame
test
is a
dmin
iste
red
twic
e w
ith a
per
iod
of ti
me
betw
een
each
adm
inis
trat
ion.
Thi
s pr
oduc
es a
way
of
look
ing
at p
artic
ular
trai
tsbe
ing
mea
sure
d ov
er ti
me.
Equ
ival
ent F
orm
s or
Alte
rnat
e Fo
rms:
Tw
o fo
rms
of th
e sa
me
inst
rum
ent a
re u
sed
and
each
stu
dent
is a
dmin
iste
red
both
test
s. A
hig
h co
rrel
atio
nbe
twee
n th
e tw
o w
ould
indi
cate
that
bot
h fo
rms
of th
e te
st a
re m
easu
ring
the
trai
t con
sist
ently
.
APP
EN
DIX
B: P
age
B-1
Inte
rnal
Con
sist
ency
: Res
earc
hers
will
usu
ally
use
the
split
-hal
f re
liabi
lity
met
hod
whe
rein
a te
st is
lite
rally
spl
it in
hal
f fo
rmin
g "t
wo"
hal
f-fo
rm te
sts.
Thi
s al
low
s fo
r de
term
inin
g th
e re
liabi
lity
of th
e ite
ms
for
the
one
test
.In
terr
ater
or
Inte
rsco
rer:
It i
s im
port
ant t
o kn
ow h
ow d
iffe
rent
peo
ple
wou
ld r
ate
the
sam
e in
divi
dual
. Usu
ally
ass
ocia
ted
with
test
s th
at h
ave
a gr
eat
deal
of
subj
ectiv
ity s
uch
as b
ehav
ior
ratin
g sc
ales
, ada
ptiv
e be
havi
or s
cale
s, e
tc.
Nor
ms
Bec
ause
an
indi
vidu
al's
per
form
ance
on
a te
st is
eva
luat
ed in
term
s of
oth
er p
eopl
e's
perf
orm
ance
, i.e
., no
rm ta
bles
, the
dev
elop
men
t of
test
nor
ms
is c
ruci
al.
Ifth
e no
rms
are
inad
equa
te th
en th
e in
divi
dual
's s
core
may
be
mis
lead
ing
or n
ot tr
ue.
Nor
ms
shou
ld b
e re
pres
enta
tive
of th
e po
pula
tion
livin
g in
the
Uni
ted
Stat
es in
clud
ing
its te
rrito
ries
. Rep
rese
ntat
iven
ess
incl
udes
fac
tors
suc
h as
age
, gen
der,
soci
oeco
nom
ic le
vel,
geog
raph
y, r
ace,
cul
ture
, and
gra
de. A
lso,
the
sam
ple
shou
ld b
e of
an
adeq
uate
siz
e in
ord
er to
incl
ude
all o
f th
ese
fact
ors.
Cur
rent
ly,t
est
publ
ishe
rs tr
y to
incl
ude
3,00
0 or
mor
e st
uden
ts in
the
norm
ing
grou
p.
APP
EN
DIX
B: P
age
B-2
APP
EN
DIX
C
INT
ER
PRE
TIN
G T
EST
RE
SUL
TS
Raw
sco
res
are
usel
ess
whe
n in
terp
retin
g a
norm
-ref
eren
ced
test
. The
refo
re, t
est p
ublis
hers
cha
nge
the
raw
sco
res
to d
eriv
ed s
core
s in
ord
er th
at o
ne s
tude
nt's
test
sco
re m
ay b
e co
mpa
red
to th
e ot
hers
in th
e no
rm g
roup
. Thi
s al
low
s te
st u
sers
to d
eter
min
e th
e st
uden
t's r
elat
ive
stan
ding
in th
e gr
oup
and
infe
renc
esco
ncer
ning
the
stud
ent m
ay b
e m
ade.
All
inte
rpre
tatio
ns a
re m
ade
by c
ompa
ring
the
stud
ent t
o th
e no
rmin
g gr
oup
usin
g de
rive
d sc
ores
. Der
ived
sco
res
may
be
grou
ped
into
two
cate
gori
es: d
evel
opm
enta
l sco
res
and
scor
es o
f re
lativ
e st
andi
ng (
Salv
ia a
nd Y
ssel
dyke
, 199
8).
Dev
elop
men
tal S
core
s
Age
equ
ival
ent s
core
s: T
he s
core
that
is in
rel
atio
n to
the
aver
age
scor
e fo
r th
at a
ge le
vel.
Exp
ress
ed in
term
s of
yea
rs a
nd m
onth
s su
chas
8-5
. (E
ight
yea
rs,
five
mon
ths.
)G
rade
equ
ival
ent s
core
s: T
he s
core
that
is in
rel
atio
n to
the
aver
age
scor
e fo
r th
at g
rade
leve
l. E
xpre
ssed
in te
rms
of g
rade
s an
d te
nths
of
grad
es s
uch
as 3
.2.
(Thi
rd g
rade
, sec
ond
mon
th.)
Scor
es o
f R
elat
ive
Stan
ding
Perc
entil
e ra
nks:
Ind
icat
e th
e pe
rcen
tage
of
peop
le o
r sc
ores
that
fal
l abo
ve o
r be
low
a g
iven
sco
re. T
he 5
0th
perc
entil
e ra
nk is
at t
he m
ean.
Dec
iles
are
perc
entil
e ba
nds
that
are
10
perc
entil
es r
anks
in w
idth
.tV
Qua
rtile
s ar
e pe
rcen
tile
band
s th
at a
re 2
5 pe
rcen
tile
rank
s in
wid
th.
Stan
dard
sco
res:
Ind
icat
e th
at th
e se
t of
scor
es a
re tr
ansf
orm
ed in
ord
er th
at th
e m
ean
and
stan
dard
dev
iatio
n ha
ve s
tand
ard
valu
es.
z-sc
ores
: Set
of
scor
es w
here
in th
e m
ean
is z
ero
and
the
stan
dard
dev
iatio
n is
one
.T
-sco
res:
Set
of
scor
es w
here
in th
e m
ean
is 5
0 an
d th
e st
anda
rd d
evia
tion
is 1
0.D
evia
tion
IQs:
Set
of
scor
es w
here
in th
e m
ean
is 1
00 a
nd th
e st
anda
rd d
evia
tion
is 1
5 or
16.
Nor
mal
-Cur
ve E
quiv
alen
ts: S
et o
f sc
ores
with
a m
ean
of 5
0 an
d a
stan
dard
dev
iatio
n of
21-
06. T
he n
orm
al c
urve
is d
ivid
ed in
to 1
00 e
qual
par
ts.
Stan
ines
: Ban
ds th
at d
ivid
e th
e se
t of
scor
es in
to n
ine
equa
l par
ts. S
tani
ne m
eans
sta
ndar
d ni
nes.
Sta
nine
s on
e th
roug
h th
ree
are
in th
e lo
w r
ange
;st
anin
es f
our
thro
ugh
six
are
in th
e av
erag
e ra
nge;
and
sta
nine
s se
ven
thro
ugh
nine
are
in th
e hi
gh r
ange
.
Exp
lana
tion
of N
orm
al C
urve
All
scor
es o
f re
lativ
e st
andi
ng a
re in
terp
rete
d ba
sed
on th
e no
rmal
cur
ve a
s sh
own
on P
age
C-3
. Not
e th
at th
e sc
ores
of
rela
tive
stan
ding
are
grap
hica
lly d
epic
ted
on th
is c
hart
.
In a
dditi
on, t
he n
orm
al c
urve
cha
rt d
epic
ts s
ubte
st s
cale
d sc
ores
, with
a m
ean
of te
n an
d a
stan
dard
dev
iatio
n of
thre
e, w
hich
are
som
etim
es u
sed
in a
dditi
on to
devi
atio
n IQ
sco
res,
and
may
be
conv
erte
d to
suc
h. A
lso,
a s
cale
dep
ictin
g st
anda
rd d
evia
tions
and
thei
r re
latio
nshi
p to
the
mea
n is
the
firs
t sca
leon
the
char
t.
APP
EN
DIX
C: P
age
C-1
The
are
a fr
om -
1SD
to +
1SD
is c
onsi
dere
d th
e A
vera
ge R
ange
whi
ch in
clud
es 6
8% o
f th
e po
pula
tion.
The
are
a fr
om +
1SD
to +
2SD
is c
onsi
dere
da
high
ave
rage
rang
e w
hich
incl
udes
13%
of
the
popu
latio
n. T
he a
rea
from
+25
SD to
+3S
D is
con
side
red
abov
e av
erag
e w
hich
incl
udes
2%
of
the
popu
latio
n. T
he -
1SD
to -
2SD
is c
onsi
dere
d th
e lo
w a
vera
ge r
ange
whi
ch in
clud
es 1
3% o
f th
e po
pula
tion.
The
-2S
D to
-3SD
is c
onsi
dere
d be
low
ave
rage
incl
udin
g 2%
of
the
popu
latio
n.
The
refo
re, i
f St
uden
t A h
as a
n IQ
sco
re o
f 97
, and
ach
ieve
men
t sco
re o
f 82
, one
may
con
clud
e th
at:
the
IQ s
core
is in
the
Ave
rage
ran
geth
e ac
hiev
emen
t sco
re is
in th
e L
ow A
vera
ge r
ange
APP
EN
DIX
C: P
age
C-2
Perc
ent o
f Po
pula
tion
Bel
ow
Ave
rage
Low
Ave
rage
Ave
rage
Hig
hA
vera
geA
bove
Ave
rage
Stan
dard
Dev
iatio
ns-3
SD
-2 S
D-1
SD
0+
1 SD
+2
SD
(S.D
.)
z sc
ores
Stan
ines
-4-3
1
-2 1
2
Mea
n T
est S
core
s
-1
3I
45
L
67
+1
8
+2
9
+3
SD
+3
T-
Scor
esS.
D. =
10
II
II
60I
I
2030
4050
7080
Perc
entil
es1
1
1
II
I1
1I
I1
I1
11
11
510
20 3
040
5060
7080
9095
11
1I
99
Subt
ests
Sca
led
Scor
eS.
D. =
3I
II
47
1013
1619
Dev
iatio
n IQ
/I
Stan
dard
Sco
res
S.D
. =15
5570
8510
011
513
014
5
Rel
atio
nshi
p of
Sta
ndar
d Sc
ores
to th
e N
orm
al C
urve
APP
EN
DIX
C: P
age
C-3
RE
FER
EN
CE
S
Bra
cken
, Bru
ce A
. & M
cCal
lum
, R. S
teve
(19
98).
Uni
vers
al N
onve
rbal
Int
ellig
ence
Tes
t Exa
min
er's
Man
ual.
Illin
ois:
The
Riv
ersi
de P
ublis
hing
Com
pany
.
Dir
ecto
ry o
f Sp
eech
-Lan
guag
e Pa
thol
ogy
Ass
essm
ent I
nstr
umen
ts (
1998
). R
ockv
ille:
Am
eric
an S
peec
h-L
angu
age-
Hea
ring
Ass
ocia
tion.
Har
ris,
L. G
. & S
helto
n, I
. S. (
1996
). D
esk
Ref
eren
ce o
f A
sses
smen
t Ins
trum
ents
in S
peec
h an
d L
angu
age.
San
Ant
onio
:C
omm
unic
atio
n Sk
ill B
uild
ers.
Kra
mer
, Jac
k J.
& C
onol
y, J
ane
Clo
se (
Eds
.) (
1992
). T
he E
leve
nth
Men
tal M
easu
rem
ent Y
earb
ook.
Neb
rask
a: U
nive
rsity
of
Neb
rask
a Pr
ess.
McL
ough
lin, J
ames
A. &
Lew
is, R
ena
B. (
1994
). A
sses
sing
Spe
cial
Stu
dent
s, F
ourt
h E
ditio
n. N
ew Y
ork:
Mac
mill
an C
olle
ge P
ublis
hing
Com
pany
.
Rut
ter,
Mic
hael
& S
chop
ler,
Eri
c (1
988)
. Aut
ism
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CE
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