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participate,participate,function, livefunction, live

Occupational Therapy Assessment Products

See pages 4–7

60018_OT Cat_CV_06_FIN 4/6/06 9:48 AM

Dear Colleague:

As we enter 2006, we cannot help but reflect on the eventsof 2005. I have spoken with many of you in recent monthswho have expressed that hurricanes Katrina and Rita havebrought back into focus the reason we entered into our profession…to make an impact on the lives of others. Weapplaud your tireless dedication to the individuals you serve.

At Harcourt Assessment, our mission is to develop and publish world class assessment solutionsthat will most effectively assist you in serving your clients. The development and sales teams atHarcourt Assessment include Psychologists, Speech Language Pathologists, OccupationalTherapists and Psychometricians, as well as committed professionals in Operations, InformationTechnology, Customer Service, Sampling and numerous other departments. We will be introducingyou to members of our team in this catalog. It is truly our goal to be your partner in deliveringassessment solutions that help you meet your desired outcomes.

In 2006, we will be introducing over fifteen new products that we believe will be of benefit to youas a professional and to your clients. In addition, we will continue our commitment to innovationand new product development with major investment in research, development and technology.

Your opinions are valued and a key ingredient to us in the development of new products. Weinvite you to visit our web site at HarcourtAssessment.com/ContactUs and let us know how weare doing.

Best wishes for a successful and fulfilling year.

Sincerely,

Aurelio Prifitera, Ph.D.Publisher, Harcourt Assessment, Inc.

60018_OT Cat_CV_06_FIN 4/6/06 9:48 AM

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PHONE 800-211-8378 • FAX 800-232-1223 • PsychCorp.com • PROMO CODE MT699

ASSESSMENT GUIDE 2

NEW PRODUCTS 3

ESSENTIAL SOLUTIONS 3

SENSORY 4

PARTICIPATION 9

MOTOR 11

VISUAL 17

FEEDING 17

HANDWRITING 19

DEVELOPMENT 20

AUTISM 24

SOCIAL-EMOTIONAL/ADAPTIVE BEHAVIOR 26

COGNITION 30

REQUIREMENTS TO QUALIFY FOR TEST PURCHASE 37

QUALIFICATIONS FORM 38

UNIVERSITY TRAINING PROGRAM 39

CLINICAL CONSULTANTS 40

ORDER FORM 42

BOOKS AND EQUIPMENT 43

AUTHOR INDEX 53

PRODUCT INDEX 55

Assessment andTherapy Resourcesfor OccupationalTherapists

T A B L E O F C O N T E N T S

Look for Innovative, New Products

Quality Assessments forSpanish-speaking Clients

Software Clinical Reports(Technical & Software)

LOOK FOR THESE SYMBOLSFOR SPECIAL PRODUCT INFORMATION!

CR

¡Sí!TRAINING

Product TrainingAvailable

Qualifications

A-C LEVEL

60018_OTCat06_p1-8_FIN 1/19/06 9:18 AM Page 1

2 PHONE 800-211-8378 • FAX 800-232-1223 • PsychCorp.com • PROMO CODE MT699

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Our Most Frequently UsedOccupational TherapyAssessments—Helping YourClients Achieve Success

A S S E S S M E N T G U I D E

AdministrationAges IDEA Domains Areas Assessed Scores Time Language

Adaptive Behavior Assessment System–Second Edition(ABAS–II) (2003) 28 ● ● ● ● ● ● ● ● ● ● ●

Adolescent/Adult Sensory Profile (2002) 6 ● ● ● ● ● ●

Alzheimer’s Quick Test (AQT) (2002) 34 ● ● ● ● ●

Bayley Scales of Infant and Toddler Development–Third Edition (Bayley–III), including Bayley–III Screening Test (2005)

20 ● ● ● ● ● ● ● ● ● ● ● ●

Bayley–III Motor Scale Kit (2005) 14 ● ● ● ● ● ● ● ●

Behavioural Assessment of the Dysexecutive Syndrome, The (BADS) (1996)

33 ● ● ● ● ● ● ●

Behavioural Assessment of the Dysexecutive Syndrome in Children, The (BADS-C) (2003)

33 ● ● ● ● ● ● ●

Brief Infant Toddler Social Emotional Assessment (BITSEA) (2006)

27 ● ● ● ● ●

Children’s Assessment of Participation and Enjoyment andPerformance for Activities of Children(CAPE/PAC) (2004)

10 ● ● ● ● ● ●

Cognitive Assessment of Minnesota (1993) 35 ● ● ● ● ● ● ●

Cognitive Linguistic Quick Test (CLQT) (2001) 31 ● ● ● ● ● ● ●

Contextual Memory Test (1993) 35 ● ● ● ● ●

Dysphagia Evaluation Protocol (1997) 17 ● ● ● ● ●

FirstSTEp (1993) 22 ● ● ● ● ● ● ● ● ● ● ● ● ●

Functional Assessment and Intervention System (FAIS) (2004) 27 ● ● ● ● ● ●

Greenspan Social-Emotional Growth Chart (2004) 26 ● ● ● ●

Helping Babies Learn/Hawaii Developmental Charts (1993) 47 ● ● ● ● ● ● ● ● ●

Independent Living Scales (1996) 29 ● ● ● ● ●

Infanib, The (1994) 16 ● ● ● ● ● ● ● ● ● ●

Infant/Toddler Sensory Profile (2002) 6 ● ● ● ● ● ●

Miller Assessment for Preschoolers (MAP) (1982) 23 ● ● ● ● ● ● ● ● ● ●

Miller Function and Participation Scales (2006) 9, 12 ● ● ● ● ● ● ● ● ●

Minnesota Handwriting Assessment (1999) 19 ● ● ● ● ●

Motor Skills Acquisition Checklist (2000) 16 ● ● ● ● ● ●

Movement Assessment Battery for Children (1992) 18 ● ● ● ● ● ● ● ●

Pediatric Evaluation of Disabilities Inventory (PEDI) (1992) 23 ● ● ● ● ● ● ● ● ●

Perceived Efficiency and Goal Setting System, The (PEGS) (2004)

10 ● ● ● ●

Pervasive Developmental Disorders Screening Test-II (PDDST-II) (2004)

24 ● ● ● ● ● ● ● ●

PrimerPASO (2003) 22 ● ● ● ● ● ● ● ● ● ● ● ● ●

Rivermead Behavioural Memory Test, The (RBMT-II) (2003) 32 ● ● ● ● ● ● ●

School Function Assessment (SFA) (1998) 9 ● ● ● ● ● ● ● ●

Sensory Profile (1999) 5 ● ● ● ● ● ●

Sensory Profile School Companion (2006) 4 ● ● ● ● ● ●

Shore Handwriting Screening for Early Handwriting Development (2004)

19 ● ● ● ● ● ●

Test of Everyday Attention, The (TEA) (1994) 32 ● ● ● ● ●

Test of Everyday Attention in Children, The (TEA-Ch) (1998) 32 ● ● ● ● ● ●

T.I.M.E. Toddler & Infant Motor Evaluation, The (1994) 11 ● ● ● ● ● ● ● ● ●

Transition to Work Inventory (TWI) (1996) 29 ● ●

Visual Object and Space Perception (VOSP) (1991) 33 ● ● ● ● ●

Western Aphasia Battery–Enhanced (WAB–E) (2006) 30 ● ● ● ● ● ●


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Newest companion to SensoryProfile —enables you to assesssensory information related to

school performancesee page 4

Assess a child’s functional performance related

to school participationsee pages 9 and 12

Identify motor delays in young children

see pages 14 and 20

Assess emerging social-emotional development

see page 27

Incorporate occupational therapyinto early interventon

see page 47

Two tools in one—a complete batteryand a bedside instrument to quickly

diagnose moderate to severe aphasiasee page 30

EARLY CH ILDHOOD SOLUT IONS

Sensory Integration Solution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .015-8100-328 $379.00• Infant/Toddler Sensory Profile 076-1649-549 SAVE 15.6%• Sensory Profile 076-1638-008• Pervasive Developmental Disorders Screening Test–II 076-1635-106

A D U LT S O L U T I O N S

Adult Memory Solution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .015-8100-212 $479.00• Cognitive Linguistic Quick Test Complete Kit 015-8328-000 SAVE 14.5%• The Rivermead Behavioural Memory Test Complete Kit 015-8054-415

Adult Attention Solution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .015-8100-263 $569.00• Cognitive Linguistic Quick Test Complete Kit 015-8328-000 SAVE 13.8%• The Test of Everyday Attention Complete Kit 015-8054-458

Adult Aphasia Solution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .015-8100-271 $399.00• Cognitive Linguistic Quick Test Complete Kit 015-8328-000 SAVE 13.3%• Western Aphasia–Enhanced Complete Kit w/ Manipulatives 015-8440-862

Adult Neurogenic Solution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .015-8100-107 $399.00• Alzheimer’s Quick Test Complete Kit 015-8237-269 SAVE 11.3%• Cognitive Linguistic Quick Test Complete Kit 015-8328-000

Essential Solutions

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Stretch your assessment budget with specially priced product groupingsfor confident decision making.



With the new Sensory Profile SchoolCompanion, clinicians now have the abilityto evaluate a child’s sensory processing skillsand how these skills affect the child’s class-room behavior and performance. Developed byDr. Winnie Dunn, well-known in the field ofsensory integration, and based on Dunn’sModel of Sensory Processing, this standard-ized assessment reflects the teacher’s observations of the child’s performance in the school environment.

Using the Sensory Profile School Companionin conjunction with the Sensory Profile offersclinicians a comprehensive evaluation as itaddresses the child’s behavior in various contexts—home, community, and classroom.Manual includes interpretation of results andcase studies.

MATERIALS AND PRICING

Sensory Profile School Companion Complete Kit . . . . . . . . . . . . . . . . . . . . . $140.00Introductory Pricing . . . . . . . . $115.00

available through August 31, 2006

Includes Manual, 25 Teacher Questionnaires,and 25 Summary Score Sheets

076-1600-205

Teacher Questionnaires. . . . . . . . . . . . $45.00Pkg of 25 076-1600-23X

Summary Score Sheets . . . . . . . . . . . . $29.00Pkg of 25 076-1600-256

Sensory Profile® School Companion 2006

Winnie Dunn, Ph.D., OTR, FAOTA

Newest companion to Sensory Profile enables you

to assess children’s sensory processing information

related to school performance

Using the Sensory Profile to bui

Ages3.0 to 11.11 years

NormsClassification system basedon normative information

ScoresCut Scores

Administration30 minutes

O V E R V I E W Ages

AdolescentAdult

Birth to ThreeChild

Infant/ToddlerSensoryProfile

SensoryProfile

Adolescent/AdultSensoryProfile

Sensory ProfileSupplement

*Available Fall 2006

Sensory ProfileSchool Companion

*Available Fall 2006

• To measure infants’ and toddlers’ sensoryprocessing abilities

• Profile the effect of sensory processing on functionalperformance in the daily life of an infant/toddler

• Measure children’s sensory processing abilities

• Profile the effect of sensory processing on functionalperformance in the daily life of a child

• Provide clinical reasoning and more in-depthintervention strategies

• Provide the current Sensory Profile user withquadrant cut scores and expanded cut scores

• Measure students’ sensory processing abilities

• Profile the effect that sensory processing has onfunctional performance in the school environment

• Measure an individual’s sensory processing abilities

• Profile the effect of sensory processing on functionalperformance in their daily life

0-3 years

3-10 years

Primarily 3-10 years

3-11 years

11 yearsand up

Autism,Developmental Delay, Down

Syndrome, SID, Reflux &more

Autism, ADHD,Fragile X,

Developmental Disorders

Schizophrenia,Bipolar Disorder

Autism,Asperger’s,

ADHD

Yes*

ScoringSoftware

AgeRangePurpose

Information onClinical

Populations

Yes*

Yes*

NEW!

NEW!

NEW!

Yes*

Yes*

N/A

* Software available Fall 2006—Computer/desktop version only (PDA version not available for new software purchases)

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MATERIALS AND PRICES

Complete Kit . . . . . . . . . . . . . . . . . . . . . $155.00

Includes User’s Manual, 25 CaregiverQuestionnaires, 25 Short Sensory Profile Sheets,25 Summary Score Sheets.

076-1638-008

User’s Manual . . . . . . . . . . . . . . . . . . . . $95.00076-1638-016

Caregiver Questionnaires . . . . . . . . . . $45.00Pkg of 25 076-1638-024

Short Sensory Profile . . . . . . . . . . . . . . $23.00Pkg of 25 076-1638-040


Spanish Caregiver Questionnaires, 25 . . . . . . . . . . . . . . . . $45.00

076-1638-075

Spanish Short Sensory Profile . . . . . . $23.00Pkg of 25 076-1638-113

Spanish Summary Score Sheets . . . . $29.00Pkg of 25 076-1638-091

Sensory Profile®1999


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Ages3.0-10.11 years

ScoresCut Scores; Standardized with 1,037 cases

Administration20 to 30 minutes


AdolescentAdult

Birth to ThreeChild

With Sensory Profile, you can determinehow well children ages 3 to 10 processsensory information in everyday situations. You can also profile the sensory system’seffect on functional performance. The resultsof Sensory Profile, when considered with other evaluation data, will give you greaterinsight about the child for diagnostic andintervention planning.

Sensory Profile will help you understand achild’s sensory processing patterns. Items aregrouped by sensory processing, modulation,and behavioral and emotional responses.

The nine factor groupings characterize children by their responsiveness to sensoryinput including:

• Sensory seeking• Emotional reactive• Low endurance/tone• Oral sensory sensitivity • Inattention/distractibility• Poor registration• Sensory sensitivity• Sedentary• Fine motor/perceptual

The development of this evaluation toolwas based on research on over a thousandchildren, including children with disabilities,ADHD, and autism. The manual describesadministration, scoring, and interpretation of scores and provides a worksheet of items and factors relating to ADHD. It also explains the rationale, theory, and development of Sensory Profile.

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SEE PAGE 3FOR DETAILS…Essential Solutions

e to build evidence in your practice

Use with any other SensoryProfile product to determine how

sensory processing impactsinterpersonal relations

Use with Sensory Profileto assess performance

in two contexts(home and school)

Use in conjuctionwith Sensory Profile

Use with Sensory ProfileSchool Companion to assessperformance in two contexts

(home and school)

Use with the Adolescent/AdultSensory Profile to determine

sensory processing styleof parent/caregiver

School

Caregiver

Teacher

SelfNo

No

Yes

Yes Caregiver

Home,Community

Home,Community,

School

Home,Community

Home,Community,

School

Quadrant Scoresbased on Dunn’sModel of Sensory

Processing

SpanishForms

AvailableCompleted

ByContextSpecific

Other Common Usesof the

Sensory Profile

Yes

Yes

Yes N/A N/A

Yes

Yes



Examine patterns in children from birth to 36 months who are at risk or have specificdisabilities related to sensory processing abilities. Caregivers complete a judgement-based questionnaire in 15 minutes, availablein either English or Spanish, reporting the frequency with which infants respond to various sensory experiences. Standardizedwith 589 cases (100 per age range),Infant/Toddler Sensory Profile provides validated and reliable scores, as well as interpretation of results and case studies for your review.

Infant/ToddlerSensory Profile®

2002

Winnie Dunn, Ph.D., OTR, FAOTAand Debora B. Daniels, M.A., CCC-SLP

Identify sensory processing patterns andeffects on functional performance on clients 11 years and older. Clients can evaluate them-selves through the use of a Self-Questionnaire.With the Adolescent/Adult Sensory Profile,you can also evaluate the possible contributionsof sensory processing to the client’s daily performance patterns and identify and developclient awareness and strategies to optimize the desired sensory environment.

Adolescent/Adult Sensory Profile®

2002

Catana Brown, Ph.D., OTR, FAOTA and Winnie Dunn, Ph.D., OTR, FAOTA

AgesBirth to 36 months

ScoresCut Scores; Standardized with 589 cases

Administration:15 minutes


AdolescentAdult

Birth to Three

Child

Ages11.0 years and older

ScoresCut Scores; Standardized with 950 cases



Adolescent

Adult

Birth to ThreeChild

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Complete Kit . . . . . . . . . . . . . . . . . . . . . $155.00

Includes User’s Manual, 25 English CaregiverQuestionnaires, and 25 Summary Score Sheets.

076-1649-549

User’s Manual . . . . . . . . . . . . . . . . . . . . $95.00076-1649-557

Caregiver Questionnaires, English . . $45.00 Pkg of 25 076-1649-565

Caregiver Questionnaires, Spanish. . $45.00 Pkg of 25 076-1649-603



Complete Kit . . . . . . . . . . . . . . . . . . . . $105.00

Includes User’s Manual and 25 Self-Questionnaires/Summary Reports.

076-1649-700

Self-Questionnaires/Summary Reports . . . . . . . . . . . . . . . . . $34.00Pkg of 25 076-1649-735

User’s Manual . . . . . . . . . . . . . . . . . . . . $85.00076-1649-719

Order Sensory Profile, andAdolescent/Adult Sensory ProfileSAVE $15.00 . . . . . . . . . . . . $245.00

076-1638-172

Order Sensory Profile,Infant/Toddler Sensory Profile,and Adolescent/Adult Sensory ProfileSAVE $50.00 . . . . . . . . . . . . $365.00

076-1638-180

S P E C I A L S


Visit SensoryProfile.com for product info

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uct information, research, and more!

In his role as a designer of HarcourtAssessment test materials, Mark Cooley helps

shape ideas into finished products that are attractive,easy to use, and that fulfill the teams’ visions of what their

products should be. During Mark’s six years at Harcourt, he’shad the opportunity to attend the annual conferences of profes-

sional organizations, where he learned first hand what customerswant in test materials. “The customer voice is definitely the

strongest,” Mark says of the input he receives from the variousgroups involved in building a test. “But the people I work within thecompany are extremely dedicated. They want to do so much goodin the world. They believe in what they’re doing, and that is whyworking here is so rewarding for me.”

Mark Cooley helps shape ideas into finished products. During Mark’s sixyears at Harcourt, he’s attended annual conferences of professional organizations

and learned what customers want in test materials. “The customer voice is

definitely the strongest,” Mark says of the input he receives from the various groups involved in building a test. “But the people I work with inthe company are extremely dedicated. They want to do so much good inthe world. They believe in what they’re doing, and that is why workinghere is so rewarding for me.”

– Mark CooleyDesigner, Publishing OperationsHarcourt Assessment, Inc.

“We all want to do good in the world.”


“We all want to do good in the world.”

Sensory Profile® Select Scoring Assistant 2006

Select Software that Fits with your ProfileOne software can meet your needs for all Sensory Profile products!

Sensory Profile Select Scoring Assistant supports the SensoryProfile (including expanded and quadrant cut scores), Infant/ToddlerSensory Profile, Adolescent/Adult Sensory Profile and the new Sensory Profile School Companion.

• Save time with automatic scoring, interpreting, reporting and storeyour results.

• Administer the profile from a desktop computer.

• Receive an annual subscription to any of the Sensory Profile products.

• Purchase software access to any Sensory Profile products or additional software subscriptions to other Sensory Profile products,based on your individual needs.

Desktop version only for new software purchases.If you already own Sensory Profile for Windows, you can purchase the enhanced software at a discounted price that includes quadrant and expandedscores for the Sensory Profile and receive a free annual subscription for theSensory Profile.


One Year subscription (includes free access to one Sensory Profile product) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $159.95

015-8338-634

Additional Subscriptions/RenewalSensory Profile 015-0004-044. . . . . . . . . $75.00Infant/Toddler 015-0004-028. . . . . . . . . $75.00Adolescent/Adult 015-0004-036. . . . . . . . . $75.00School Companion 015-0004-052. . . . . . . . . $75.00

Upgrade Sensory Profile Select Scoring Assistant(For previous Sensory Profile Windows users—includes a free annual subscription to the Sensory Profile)

015-0004-060. . . . . . . . . $79.95

Both Products Available Fall 2006!Current Sensory Profile software users may

renew their current license by visitingPsychCorp.com or SensoryProfile.com.

The Sensory Profile Supplement offers the latest research availableon sensory processing. This resource provides general informationabout sensory processing and problem solving strategies supported by clinical reasoning, along with expanded cut scores and quadrant cut scores. Use this supplement in conjunction with the current Sensory Profile to target effective intervention.


Complete Kit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $69.00

Includes Supplemental Manual and 25 Record Forms 015-8338-60X

Record Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $27.00Pkg of 25 015-8338-626

Sensory Profile® Supplement 2006


Now Available—Quadrant Scores and Expanded Cut Scores for Easier Interpretation



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Developed by the Reginald S. Lourie Center for Infants and Young Children, theInfant/Toddler Symptom Checklist puts parents in control by teaching them the warning signs to look for in their child's development.


Complete Kit . . . . . . . . . . . . . . . . . . . . . . $73.00Includes Manual, 6 sets of 5 Score Sheets in 25-page pads, and vinyl storage portfolio.

076-1643-559

Score Sheets . . . . . . . . . . . . . . . . . . . . . $45.00Set of 6 pads 076-1643-753

Infant/Toddler Symptom Checklist: A Screening Tool for Parents 2001

Georgia A. DeGangi, Ph.D., OTR, FAOTA; Susan Poisson, M.A.; Ruth Z. Sickel, Ph.D.; and Andrea Santman Wiener, MHS, PT, PCS

Screen for regulatory and sensory disorders


Complete Kit . . . . . . . . . . . . . . . . . . . . . $222.00Includes Manual, 25 Star Design Sheets and 25 Protocol Booklets.

076-1614-028• 36 items measure overall sensory integra-tion as well as three clinically significantsubdomains: Postural Control, BilateralMotor Integration, and Reflex Integration.

• The child performs specific tasks orresponds to various stimuli and the therapist rates the child’s performance on each item.

• When used as the basis for screening decisions, total scores demonstrate an 81 percent accuracy rate.

DeGangi-Berk Test of Sensory Integration (TSI) 1983

Georgia A. DeGangi, Ph.D., OTR and Ronald A. Berk, Ph.D.

Detect even subtle developmental deficits that can lead to

learning difficulties if they are ignored

Ages and Grades7 through 30 months



AdolescentAdult

Birth to Three

Child

Ages

3 through 5 years

NormsPass/Fail(Criterion Referenced)

Distributed Product


AdolescentAdult

Birth to ThreeChild

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P A R T I C I P A T I O N

Miller Function and Participation Scalesincorporates hands-on functional activities thatappeal to children with extensive itemsaddressing development in fine, gross, andvisual motor skills.

Key Features:• Individualized workbook for each child to

simulate early school activities—writing,drawing, tracing and cutting

• Gross motor activities typical of home andgym activities—jumping, hopping, kicking

• Functional, play and school-based activitiesthat are fun and engaging

• Scaled scores for fine motor, gross motor,and visual motor scales

• Sample data that includes individuals withmild to severe motor delays

Miller Function and Participation Scales isengaging for all children, including those withmild, moderate or severe motor impairment.Children with lower motor-function skills canalso participate in test activities.


Complete Kit with Manipulatives . . $349.00Includes Manual, 25 Record Forms for ages 2.6-3.11,25 Record Forms for ages 4.0-7.11, 25 Workbooks forages 2.6-3.11, 25 Workbooks for ages 4.0-7.11, 25Parent Questionnaires, 25 Teacher Questionnaires,Origami Pads, and set of manipulatives.

015-8015-886

Complete Kit without Manipulatives . . . . . . . . . . . . $299.00

015-8015-878

Manual . . . . . . . . . . . . . . . . . . . . . . . . . $100.00015-8015-975

Record Form Packages . . . . . . . . . . . $110.00For Ages 2.6-3.11Includes 25 Record Forms, 25 Workbooks, 25 ParentQuestionnaires, 25 Teacher Questionnaires

015-8015-894For Ages 4.0-7.11Includes 25 Record Forms, 25 Workbooks, 25 ParentQuestionnaires, 25 Teacher Questionnaires

015-8015-940

Miller Function and Participation Scales 2006

Lucy J. Miller, Ph.D., OTR, FAOTA

Assess motor skills with functional, fun and engaging activities

Ages 2.6 through 7.11 years

Scores Norm-Referenced

Administration 55 to 65 Minutes


AdolescentAdult

Birth to Three

Child

B LEVEL

Available Summer 2006!

*Actual manipulatives may vary.

See pages 12-13 for more information

• Help elementary school students with disabilities succeed by identifying theirstrengths and needs in important non-academic functional tasks

• Use the results to clarify the specific needs of a complex child

• Resolve potential adversarial situationswith families in a constructive way

• Use criterion-referenced scores to helpestablish eligibility for special services

• Use SFA to facilitate collaborative programplanning for students with a variety of disabling conditions

• Provides flexibility to evaluate a student through either a multi-disciplinary approachor by an individual professional


Complete Kit . . . . . . . . . . . . . . . . . . . . . $185.00Includes User’s Manual, 25 Record Forms, and 3 Rating Scale Guides.

076-1615-709

Record Forms . . . . . . . . . . . . . . . . . . . . . $74.0025 Record Forms, and 3 Rating Scale Guides.

076-1615-733

For more information about components sold separately,visit PsychCorp.com.

School Function Assessment (SFA) 1998

Wendy Coster, Ph.D., OTR/L; Theresa Deeney, Ed.D.; Jane Haltiwanger, Ph.D.; and Stephen Haley, Ph.D., PT

Evaluate and monitor a student’s performance of

functional tasks and activities

GradesK through 6

ScoresCriterion-Referenced Scores

Administration Untimed; individual scales may be completed in 5 to10 minutes


Adolescent

AdultBirth to Three

Child

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Administer the CAPE to explore an individual’sday-to-day participation for the purpose ofintervention planning or measuring outcomes.The PAC may be used to assess an individual’spreference for activities. Both measures areappropriate for clients with or without disabil-ities between the ages of 6 to 21.

• CAPE and PAC may be used independentlyor together

• Both measures may be administered eitherby having the client complete the recordform with assistance from the parent or caregiver or by using the activity and category cards

• Activity types addressed in both measuresinclude: recreational, physical, social, skill-based, and self-improvement.


Complete Kit . . . . . . . . . . . . . . . . . . . . . $104.00Includes Manual, 25 Record Forms,1 Activity Card, 1 Category Card, 1 CAPE and PAC Summary Score Sheet

076-1606-432

Record Forms . . . . . . . . . . . . . . . . . . . . . $37.00Pkg of 25 076-1606-467


Children’s Assessment of Participation and Enjoyment (CAPE) 2004

Preferences for Activities of Children (PAC) 2004

Gillian King, Ph.D., Mary Law, Ph.D., O.T. Reg (ONT), Susanne King, M.Sc., Patricia Hurley, B.A., Peter Rosenbaum, M.D., FRCP,Steven Hanna, Ph.D., Marilyn Kertoy, Ph.D., and Nancy Young, Ph.D.

Comprehensively measure various aspects of participation or engagement in activities

PEGS utilizes a child’s self-reported perform-ance on everyday tasks to establish and prioritize goals for intervention. Assess achild’s daily activities in the home, school, and community environments.

• Using colorful picture cards, enable evenyoung children to reflect on their participa-tion in daily activities and select areas for intervention

• Parent and teacher questionnaires give youinsight on their perceptions of the child’sperformance and participation

• Compare responses of the child, parent, andteacher to establish collaborative goals

• Can be administered to children diagnosedwith ADHD, cerebral palsy, autism, develop-mental coordination disorder, learning disabilities, medical conditions, and otherfunctional-motor impairments


Complete Kit . . . . . . . . . . . . . . . . . . . . . $105.00Includes Manual, 25 Child Score Sheets, 25 CaregiverQuestionnaires, 25 Teacher Questionnaires, and Stimulus Cards.

076-1606-211

Child Score Sheets . . . . . . . . . . . . . . . . $29.00Pkg of 25 076-1606-165

Caregiver Questionnaires (Green) . . . $24.00Pkg of 25 076-1606-181

Teacher Questionnaires (Pink) . . . . . . $24.00Pkg of 25 076-1606-203

The Perceived Efficacy and Goal Setting System (PEGS) 2004

Cheryl Missiuna, Ph.D., O.T. Reg (ONT), Nancy Pollock, M.Sc., O.T. Reg (ONT), and Mary Law, Ph.D., O.T. Reg (ONT)

Enable children to participate in goal setting with an innovative measure

Ages6 to 21 years

Administration 15 to 20 minutes – PAC30 to 45 minutes – CAPE


Adolescent

Adult

Birth to ThreeChild

Ages5 to 10 years

Administration 20 to 30 minutes


AdolescentAdult

Birth to ThreeChild

A LEVEL

A LEVEL


P A R T I C I P A T I O N


The ACS captures differences in activity patterns that have clinical usefulness and gives the practitioner an immediateimpression of the person’s activities to use in treatment planning.

More ACS benefits:

• Discover the impact of a disability on an individual’s activity pattern by appraising pre- and post-accident or illness performance

• Foster the use of treatment activities that are meaningful to the client

• Guide family members and friends toenable activity and social participation

• ACS is an excellent research tool

Activity Card Sort (ACS) 2004

Carolyn M. Baum, Ph.D., OTR/L, FAOTA and Dorothy F. Edwards, Ph.D.

Obtain the instrumental, leisure, and social activities of older

adults in a non-threatening and easily understood format

Ages6 to 21 years

Administration 20 minutes

Distributed Product


Adolescent

Adult

Birth to ThreeChild


Complete Kit . . . . . . . . . . . . . . . . . . . . $139.00Includes Manual, set of Activity Cards, and 25 Record Forms

076-1600-566

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Because a child’s skills drastically change overtime, especially in the first three years, youwill need a standardized assessment to keepaccurate records and document changes.

• Measure changes in children who haveatypical motor development

• Assess mobility, stability, motor organiza-tion, functional performance, and social-emotional abilities


Complete Kit . . . . . . . . . . . . . . . . . . . . . $399.00

Includes Examiner’s Manual, 10 RecordBooklets, Timer, Rattle, 2 Balls, Squeak Toy, Toy Car, 3 Containers, Toy Telephone, 2 Shoelaces, 6 Blocks, and nylon tote bag.

076-1642-846

Record Form Booklets . . . . . . . . . . . . . $45.00Pkg of 10 076-1643-508

The T.I.M.E.® Toddler and Infant Motor EvaluationA Standardized Assessment 1994

Lucy Jane Miller, Ph.D., OTR, FAOTA and Gale H. Roid, Ph.D.

Evaluate the overall quality of infant and toddler movement

Ages Birth to 3.5 years

NormsStandard Scores,Percentile Ranks


“The T.I.M.E.” is a trademark of Harcourt Assessment, Inc.


AdolescentAdult

Birth to Three

Child

A LEVEL BESTSELLER


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Miller Function & Participation Scales is aneconomically-priced standardized assessmentdeveloped in conjuction with world-renownedmotor development expert, Dr. Lucy Miller.

Miller Function & Participation Scales incorporates hands-on functional activities that appeal to children with many items examining children’s development in fine,gross, and visual motor skills.

Key Features:• Individualized workbook for each child to

simulate early school activities— writing,drawing, tracing and cutting

• Gross motor activities typical of home andgym activities—jumping, hopping, kicking

• Functional, play and school-based activitiesthat are fun and engaging

• Scaled scores, percentile ranks and ageequivalents for fine motor, gross motor, andvisual motor

• Research data that includes individuals withmild to severe motor delays

Miller Function & Participation Scales isengaging for all children, including those withmild, moderate or severe motor impairment.Children with lower motor-function skills canalso participate in test activities.

Other items not provided in kit such as penniesand crackers.


Complete Kit with Manipulatives . . $349.00Includes Manual, 25 Record Forms for ages 2.6-3.11,25 Record Forms for ages 4.0-7.11, 25 Workbooks forages 2.6-3.11, 25 Workbooks for ages 4.0-7.11, 25Parent Questionnaires, 25 Teacher Questionnaires,Origami Pads, and set of manipulatives.

015-8015-886

Complete Kit without Manipulatives . . . . . . . . . . . . $299.00

015-8015-878

Manual . . . . . . . . . . . . . . . . . . . . . . . . . $100.00015-8015-975

Record Form Packages . . . . . . . . . . . $110.00For Ages 2.6-3.11Includes 25 Record Forms, 25 Workbooks, 25 ParentQuestionnaires, 25 Teacher Questionnaires

015-8015-894For Ages 4.0-7.11Includes 25 Record Forms, 25 Workbooks, 25 ParentQuestionnaires, 25 Teacher Questionnaires

015-8015-940

Miller Function & Participation Scales 2006


The all-inclusive motor skills assessment

Actual manipulatives may vary.*

Assess motor skills with fun, fun

“One of the great features of theMiller Function and ParticipationScales is that it is like having multiple tests all in one. Thissaves both time and moneybecause one scale captures all the data you need.”

Stephanie Foster, MS, OTR/LOccupational Therapist (Field Examiner for MillerFunction & Participation Scales)


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Ages 2.6 through 7.11 years

Scores Norm-Referenced

Administration 55 to 65 Minutes


AdolescentAdult

Birth to Three

Child

B LEVEL


un, functional and engaging activities

Includes These Fun Age-Appropriate Activities:

• Amazing Mazes• Race Car Game• Clay Play• Make a Fish• Bouncing Ball Game

“I intend to replace other tests I was previously using–Miller

Function and Participation Scalesdoes a better job at capturing theattention of the children you areworking with and represents what

children need to be able to do within the educational setting.”

Rob Noack, OTR/LOccupational Therapist (Field Examiner for MillerFunction & Participation Scales)


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Bayley Scales of Infant and Toddler Development—Third EditionMotor Scale (Bayley–III Motor Scale) 2006

Nancy Bayley, Ph.D.

Identify motor delays in young children

Ages 1 to 42 months

ScoresScaled scores, compositescore, percentile ranks, andgrowth scores

Administration1 to 3 months: 10 minutes4 to 8 months: 15 minutes 9 to months: 20 minutes


AdolescentAdult

Birth to Three

Child

B LEVEL

Everything you need to assess motor develop-ment is now complete in one convenient package. The new Bayley–III Motor Scale isan assessment instrument used to identifyyoung children with developmental delay ofmotor function and the assist the practioner inintervention planning.

• New items have been added to bothgross and fine motor subtests to expand thecoverage across age

• The new Bayley–III Motor Scale providesgreater content coverage in keeping withthe field of motor development

• Ideal for occupational therapists, physicaltherapists, early intervention and early childhood specialists or cross disciplinary professionals

• Identifies motor delays in infants and toddlers and provides information for intervention planning

• Includes growth charts for plotting motor growth over time

• Easy to administer and score

• Playful, engaging toys and activities

• Indicates strengths and weaknesses

• Excellent reliability and validity

The Motor Scale Administration and TechnicalManual is a new component that provides allthe necessary information to administer andscore the Motor Scale assessment.

• Newly revised from the BSID–II Motor Test. • Increased focus on quality of movement. • Administration time—10-20 minutes,

depending on child’s age. • Scores—Scaled scores, composite scores,

growth scores. Includes percentile ranks and age equivalents.

Subtests:The Fine Motor Subtest assesses fine motorskills associated with prehension, perceptual-motor integration, motor planning, and motorspeed. Visual tracking, reaching, object manipulation, and grasping are also measured.

The Gross Motor Subtest assesses the movement of the limbs and torso. Items assess static positioning, dynamic movement, includinglocomotion and coordination, balance, andmotor planning.


Complete Kit . . . . . . . . . . . . . . . . . . . . . $295.00

Includes Motor Scale Administration andTechnical Manual, 25 Motor Scale Record Forms(with Tracing Design Sheet), and necessaryMotor Scale manipulatives.

015-8027-264

Motor Scale Administration and Technical Manual . . . . . . . . . . . . . . . . $175.00

015-8027-493

Record Forms, 25 . . . . . . . . . . . . . . . . . . $55.00015-8027-310

Record Forms, 100 . . . . . . . . . . . . . . . . $210.00015-8276-698

For information about components sold separately, visit PsychCorp.com.

Now Available!

Visit Bayley-III.com Your source for all things Bayley

– product details, training,technical information

and more!



M O T O R

• Subtests for Locomotor and Object Controlhelp you identify children who are significantly behind their peers in grossmotor skill development and who should be eligible for special education servicesin physical education

• Use the results to develop instructional programs, monitor progress, evaluate treat-ment, and conduct further research in grossmotor development


Complete Kit . . . . . . . . . . . . . . . . . . . . . $115.00

Includes Manual and 50 Profile-ExaminerRecord Booklets in a sturdy storage box.

076-1618-201

Profile-Examiner Record Booklets . . . . . . . . . . . . . . . . . . . . . . . . . $58.00

076-1618-228

Test of Gross Motor Development, Second Edition (TGMD–2) 1997

Dale A. Ulrich

Identify children with gross motor skill

development problems

If you need to quickly analyze central nervoussystem deficits in infants and children, putthis guide to work for you. You’ll be able to:

• Quickly reference 44 reflexes and reactionswith step-by-step line drawings of posi-tions, stimulus procedures, and responses

• Gain a comprehensive overview and historical perspective of the theories ofmotor control

• Easily administer as age span, position, and procedures are included on back of card

Spatial, Temporal, and Physical Analysis ofMotor Control 1997

Diane Berg McCormack, M.S., OTR and Kathy Riske Perrin, Ph.D., OTR

Help analyze reflexes and reactions in children

with central nervous system deficits

Ages 3 through 10 years

Norms• Standard Scores• Percentile Ranks• Age Equivalents

AdministrationLess than 20 minutes

Distributed Product

O V E R V I E WAges

AdolescentAdult

Birth to ThreeChild

Ages Infants and children

AdministrationUntimed


AdolescentAdult

Birth to Three

Child

A LEVEL

Ages Birth through 6 years

NormsStandard Scores, PercentileRanks, and Age Equivalents

Administration20 to 30 minutes for each motor-related subtest or 45 to 60 minutes for entireassessment


AdolescentAdult

Birth to Three

Child

A LEVEL


Complete Kit . . . . . . . . . . . . . . . . . . . . . . $95.00

Includes Manual, 15 Record Forms, and 44 Cards.

076-1643-788


Reflex and Reaction Cards . . . . . . . . . $36.00076-1644-30X

A LEVEL

• Measure developing motor skills with thesesubtests: Reflexes, Stationary, Locomotion,Object Manipulation, Grasping, and Visual-Motor Integration

• After assessing the child’s motor skills andcompleting the Profile/ Summary Form, usethe Peabody Motor Activities Programcomponent to facilitate the child’s development in the specific skill areas

Peabody Developmental Motor Scales, Second Edition (PDMS–2) 2000

M. Rhonda Folio and Rebecca R. Fewell

Assess motor skills of children


Complete Kit . . . . . . . . . . . . . . . . . . . . . $457.00

Includes Examiner’s Manual, 25 Profile/SummaryForms, 25 Examiner/Record Booklets, Guide toAdministering and Scoring, Peabody MotorActivities Program Manual, Peabody MotorDevelopment Chart, and Manipulatives, all in asturdy storage box.

076-1618-21X


Profile/Summary Forms . . . . . . . . . . . . $32.00Pkg of 25 076-1618-503


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Motor Skills Acquisition in the First YearAn Illustrated Guide to Normal DevelopmentLois Bly, M.A., PT

Learn how specific motor components build the foundation

for babies’ developmental milestones

Motor Skills Acquisition ChecklistLois Bly, M.A., PT

A companion to the best-selling Motor Skills

Acquisition in the First Year

This convenient checklist helps you identifythe proper milestones for each month ofdevelopment from neonatal to 12 months.Monitor motor development over time, andhelp treat infants with motor developmentdelays. Follow a child’s progress with up to 4 evaluations per checklist.

Whether you’re testing children affected by illness or prematurity, The Infanib is a valuable tool for assessing their neuromotor capabilities.

Scoring guidelines and a concise two-pageassessment form are included.


Complete Kit . . . . . . . . . . . . . . . . . . . . . $105.00

Includes Manual and 50 Screening Forms.076-1642-668

Screening Forms . . . . . . . . . . . . . . . . . . $32.00Pad of 50 076-1643-605

The Infanib 1994

Patricia H. Ellison, M.D.

Assess tone and posture of infantsAges 4 to 18 months



AdolescentAdult

Birth to Three

Child

A LEVEL

S P E C I A L S

Order Motor Skills Acquisition inthe First Year and Motor SkillsAcquisition ChecklistSAVE $10.00076-1615-490 $82.00

M O T O R


Motor Skills Acquisition ChecklistIndividual checklist, 48-page $15.00

076-1602-011

Checklist Booklets . . . . . . . . . . . . . . . . $51.00Pkg of 10 076-1602-02X


Motor Skills Acquisition in the First Year . . . . . . . . . . . . . . . . . . . $77.00

232-page softbound manual076-1642-285

Three hundred photographs clearly illustrateskill progression — whether children aresupine, prone, sidelying, standing or walking.

This guide helps you understand the differencebetween normal variations and pathology. Bly’sinformative discussion includes an overview ofspecific developmental characteristics.

BESTSELLER

BESTSELLER

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Developmental Test of VisualPerception, Second Edition 1993

Donald D. Hammill, Nils A. Pearson, and Judith K. Voress

Test visual perception and visual-motor integration skills of children

Dysphagia Evaluation Protocol 1997

Developed at the New York Hospital-Cornell Medical Center; Wendy Avery-Smith, M.S., OTR; Abbey Brod Rosen, OTR; and Donna M. Dellarosa, OTR

Evaluate patients for swallowing disorders

Oral-Motor/Feeding Rating Scale 1990

Judy Michels Jelm, M.S., CCC-SLP

Screen and categorize oral-motor movements

In less than one hour, you’ll be on your way to developing a therapy plan for those with feeding concerns.

• Analyze and discern patterns in thelip/cheek movement, tongue move-ment, and jaw movement of yourclients as they eat a typical meal

• The manual helps you to perform initial observations of skill levels andto re-evaluate previously observedskills. It also serves as a frameworkfor developing your own therapy plan

• Provides guidelines for conducting a feeding trial at bedside

• Helps determine when to initiate, continue, or stop a swallowing evaluation

• Determines whether a patient is appropriate for videofluo-roscopy and identify the contributing factors in apatient’s dysphagia


Complete Kit . . . . . . . . . . . . . . . . . . . . . . $79.00

Includes Manual, Pocket Manual,and 15 Record Forms.

076-1643-583For more information on components sold separately, visit PsychCorp.com.


Complete Kit . . . . . . . . . . . . . . . . . . . . . . $48.00

Includes Manual and 25 Progress Charts.076-1647-023

Progress Charts . . . . . . . . . . . . . . . . . . . $29.00Pkg of 25 076-1647-015A LEVEL


Complete Kit . . . . . . . . . . . . . . . . . . . . . $211.00

Includes Examiner’s Manual, Picture Book, 25 Profile/Examiner Record Forms; and 25Response Booklets in a sturdy storage box.

015-8175-662

Profile/Examiner Record Forms . . . . . $32.00Pkg of 25 015-8175-794

Response Booklets . . . . . . . . . . . . . . . . $73.00Pkg of 25 015-8175-948

Distributed Product

A LEVEL

A LEVEL

Use the TVMI to assess individuals with wide ranges of visual-motor ability.

For ages 4 through 17 years.Administration time is 20 minutes.

• Examinees copy a series of increasingly complex geometric figures

• Normed on a sample of 2,000 students


Complete Kit

Includes Examiner’s Manual and 50 Summary/Response Forms in a sturdy storage box.

076-1618-511 $135.00

Summary/Response Forms, 50076-1618-52X $79.00

Distributed Product

A LEVEL

These tests help measure visualperception in 4- to 9-year-oldchildren in an hour or less.

• Measure and provide scoresfor both visual perception andvisual-motor integration skills

• The subtests–Eye-HandCoordination, Copying, SpatialRelations, Position in Space,Figure-Ground, Visual Closure,Visual-Motor Speed, andForm Constancy–are basedon updated theories of visualperceptual development

Test of Visual-Motor Integration (TVMI)

Donald D. Hammill, Nils A. Pearson, and Judith K. Voress

Obtain a reliable measure of visual-motor ability



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The Movement Assessment Battery forChildren is conveniently packaged withinstructions, forms and manipulatives stored in a portable case, ready for you to use whentesting children.

• Based on a revision of the well-established Test of Motor Impairment(TOMI), it provides one integrated packagefor screening, comprehensive assessment,and management guidelines for childrenwith motor skill impairments

• The fast, easily administered Checklist can be used as a screening test andincludes 60 items

• The norm-referenced Performance test is composed of 32 child-friendly items

• Intervention guidelines and case studies are provided

• Use with a wide variety of clinical and research populations, includingDevelopmental Coordination Disorder(DCD), Dyspraxia, Prematurity, LowBirthweight and other “at risk” populations,Muscular Dystrophy, Spina Bifida, LearningDisability, and Asperger’s Syndrome

Movement Assessment Battery for Children (Movement ABC) 1992

Sheila E. Henderson and David A. Sugden

Identify and describe impairments of motor function in children

We value your opinion. Feedback from customers is a barometer of our success in providing assessment solutions that meet clinicians’ needs. Your perspective

provides important insight for your colleagues and for us.Now it’s easy to comment on our products and services.

Go to HarcourtAssessment.com/CustomerView or call 800-228-0752, extension 5378.


Complete Kit . . . . . . . . . . . . . . . . . . . . . $599.00

Includes Manual, Checklist, Record Forms, andall necessary manipulatives in an attaché case.

015-8541-308

Record Forms . . . . . . . . . . . . . . . . . . . . . $55.00Pkg of 25 Ages 4-6 015-8541-324Pkg of 25 Ages 7-8 015-8541-332Pkg of 25 Ages 9-10 015-8541-340Pkg of 25 Ages 11-12 015-8541-359


Ages4 through 12 years

FormsOne checklist form and fourforms by age level

NormsPercentiles by age group; standardized on 400 U.S. children


Distributed Product


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Birth to ThreeChild

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This early administered screening tool enablesyou to examine handwriting skills of childrenfrom preschool to third grade. SHS coversmany aspects of handwriting including:

• Postural control

• Hand control

• Letter/number formation

• Environmental factors

The manual also provides information aboutdevelopmental handwriting milestones.

• Resource for over 30 research articles andbooks in one publication

• Offers visual samples of typical handwriting development

• Offers case studies for review

• Easy to use checklist style tool


Complete Kit . . . . . . . . . . . . . . . . . . . . . . $95.00

Includes Examiner’s Manual and Shore RecordForm Complete Package

076-1603-131

Complete Record Form Packages . . . $37.00

Includes 25 Individual Record Forms, 25 Worksheet A, 25 Worksheet B, and 25 Worksheet C.

076-1603-239

For information about individual components sold separately, please visit PsychCorp.com.

Shore Handwriting ScreeningFor Early Handwriting Development (SHS) 2004

Leann Shore, MA,OTR/L

Evaluate major components of effective handwriting

With the Minnesota HandwritingAssessment, you can both test handwritingskills and monitor the progress of the programs you use to develop 1st and 2ndgraders’ skills.

• Analyze handwriting skills, including stan-dard manuscript and D’Nealian styles ofprint to identify how students are perform-ing in relationship to their peers.

• Monitor progress as a result of intervention.

• Test students individually or in groups.

Normative information substantiatestest/retest reliability.


Complete Kit . . . . . . . . . . . . . . . . . . . . . . $69.00

Includes Manual, 1 Manuscript and 1 D’Nealian Pad, 25 sheets.

076-1637-001

4 D’Nealian Print Pads . . . . . . . . . . . . . $21.00Pad of 25 sheets 076-1637-060

4 Standard Manuscript Print Pads . . . . . . . . . . . . . . . . . . . . . . . . $21.00Pad of 25 sheets 076-1637-079

Minnesota Handwriting Assessment 1999

Judith Reisman, Ph.D., OTR, FAOTA

Handwriting evaluation that addresses manuscript

and D’Nealian print

Ages3 to 7 years



AdolescentAdult

Birth to ThreeChild

GradesGrades 1 and 2

NormsCut scores

Administration2.5 minutes; with scoring experience, less than 10 minutes


AdolescentAdult

Birth to ThreeChild

A LEVEL

A LEVEL



D E V E L O P M E N TD

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Cognitive Visual preference, attention, mem-ory, sensorimotor, exploration andmanipulation, concept formation

Motor Fine motor and gross motor subtests

LanguageReceptive and expressive language subtests

Social-emotional Communicating needs,self-regulation usingemotional signals.Developed by Stanley Greenspan,M.D. one of the world’s leadingexperts in child development

Adaptive BehaviorCommunication, self-care, self-direction.Written by ABAS®-IIauthors Patti L. Harrison, Ph.D.and Thomas Oakland, Ph.D.

M E AS U R E T H E CO M P L E T E C H I L D I NALL F IVE IDEA AREAS

Who can use Bayley–III?You can.

If you are an appropriately trained,experienced practitioner in these areas,you are qualified to use Bayley–III

• Early intervention specialist• Early childhood specialist• Childhood development specialist• Cross-disciplinary professional• School psychologist• Assessment specialist• Clinical psychologist

Measure the complete child in all five of


Complete Kit . . . . . . . . . . . . . . . . . . . . . $895.00Administration Manual, Technical Manual, 25 Cognitive/Language/Motor Combination RecordForms, Stimulus Book, Complete Manipulative Set, 25 Social-Emotional/Adaptive BehaviorQuestionnaires, 25 Caregiver Report Forms,Fundamental Administration Videotape, Rolling Case

015-8027-248

Scoring Assistant©

(with PDA Administration) . . . . . . . . $199.00Includes scoring software, PDA administration soft-ware, 10 electronic record forms for PDA

015-8027-620

Enhanced Administration . . . . . . . . . . $85.00DVD 015-8027-612

Combination Cognitive/Language/MotorRecord Forms . . . . . . . . . . . . . . . . . . . . . $98.00Pkg of 25 015-8027-302

Social-Emotional and Adaptive BehaviorQuestionnaires. . . . . . . . . . . . . . . . . . . . $75.00Pkg of 25 015-8027-566

For more information about componentssold separately, visit Bayley-III.com

Rolling case portability for easier travel

Bayley Scales of Infant and Toddler Development–Third Edition (Bayley–III™) 2005

Nancy Bayley, Ph.D.

An expanded instrument to examine all the

facets of a young child’s development

Putting Family First With Bayley–III, the family becomes an integral part of assessing the child and impacting his or her future.

• Enhances parent and caregiver involvementin the child’s natural environment

• Provides valuable information useful indevelopment of Individualized FamilyService Plans and eligibility for early intervention services

• Helps the parent and service provider planintervention strategies for the child

• Useful in program evaluation, ongoing moni-toring of progress and intervention outcomes

Key Features• Ideal for team-testing or multi-

disciplinary teams• Caregiver Report Form• Scoring Assistant/PDA Administration

available as option• Behavior Observation Inventory• Extensive clinical and validity studies

Training Assistance — You choose the format!Available in several forms to suit the needsand desires of the clinician:• Fundamental Administration

(Videotape included in kit)• Enhanced Administration/Scoring

Resource (DVD)• Live workshops

Call 888-782-7882 today for details and thebest options for your training needs.

Additions• Social-Emotional subtest—

by Stanley Greenspan, M.D.• Adaptive Behavior subtest—

by Patti L. Harrison, Ph.D. and Thomas Oakland, Ph.D.

• Screening Test—Determine if furthertesting is indicated

• Caregiver Report—With suggestions tohelp parents plan for their child

• Growth Scores and Growth Charts—Chart a child’s growth over time

Improvements• Easier to administer• Extended floor and ceiling• Improved clinical studies• New norms• Simplified scoring rules• More parent/caregiver involvement—

New test items allow for family input


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D E V E L O P M E N T

Ages1 to 42 monthsFormsCore battery of five subtests –cognitive, language, motor,social-emotional and adaptivebehavior

ScoresScaled score for each subtest,Standard scores, Age equiva-lents, Percentiles, Growthscores

Administration30 to 90 minutes (depending upon age of child)

Qualifications LevelQualified professionals meetingappropriate early childhoodtraining/ experience require-ments may qualify.


AdolescentAdult

Birth to Three

Child

Bayley–III Comprehensive KitIncludes Bayley–III Complete Kit and Bayley–III Scoring Assistant (with PDA Administration)SAVE $99.00015-8027-23X $995.00

Bayley–III Complete Kit Combination PackageIncludes Bayley–III Complete Kit andBayley–III Screening TestSAVE $175.00015-8027-272 $945.00

Bayley–III Comprehensive KitCombination PackageIncludes Bayley–III Comprehensive Kitand Bayley–III Screening TestSAVE $175.00015-8027-639 $1,045.00

S P E C I A L S

TRAININGCRC LEVEL

ve of the IDEA areas

Visit Bayley-III.com Your source for all things Bayley

– product details, training,technical information

and more!

Produce comprehensive score reportsand administer with an electronicrecord form or traditional paperYou choose the functionality best for you. Use the software as a Scoring Assistant only.Administer with the electronic record formsloaded on your PDA. Or, utilize both for the total efficiency you demand.

Scoring Assistant® Software – Quickand Easy Results Save time and effort by generating reports andinterpreting results with this timesaving soft-ware program. Allows you to obtain:

• Tables and Graphs Report

• Scaled scores for all areas

• Composite score and scaled score profiles

• Behavior Observation Inventory

• Item level data included if you administer with PDA

• Caregiver Report

Personal Digital Assistant (PDA)Electronic Administration Software Now you can use a PDA to administer theCognitive, Language and Motor scales.The intuitive and user-friendly software comes preloaded with 10 electronic record forms,with additional forms available.

Bayley–III™ Scoring Assistant®

and PDA Administration SoftwareTwo timesaving tools in one!

Scoring Assistant System

Requirements:

Windows 98, 2000, ME, XP, NT 4.0, 300 MHz processor, 128 MB RAM, 175 MB free hard disk space if installing initial PsychCorp Assessment Center, (75MB free hard disk space if PsychCorpAssessment Center already installed),CD-ROM drive

PDA Equipment Requirements:

Recommended: 16 MB built-in storagePalm OS® V5 or higher200 MHz processor 160x160 or higher pixels, color screen Minimum:8 MB built-in storagePalm OS® V3.5 or higher126 MHz processor160x160 pixels screen

“Bayley Scales of Infant and ToddlerDevelopment™–Third Edition” and“Scoring Assistant” are trademarks ofHarcourt Assessment, Inc.


AdolescentAdult

Birth to Three

Child

C LEVEL

Bayley–III™ Screening Test 2005

Nancy Bayley, Ph.D.

Screens for cognitive, language, and motor developmental delays

Ages1 to 42 months

NormsCut scores by age forCognitive, Language, andMotor Scales



AdolescentAdult

Birth to Three

Child

B LEVEL

Features:• Cognitive, language, and motor domains

tested• Ideal for use in early intervention centers,

Early Head Start programs, pediatric offices,day care centers — settings where manychildren are cared for on a regular basis


Bayley–III Screening Test Kit . . . . . . $225.00Screener Manual (Technical and Administration),Screener Stimulus Book, 25 Screener Record Form,Picture Book, Manipulative Set

015-8027-256

Record FormsPkg of 25 015-8027-388 $35.00Pkg of 100 015-8027-701 $130.00


Bayley–III Scoring Assistant® with PDA Administration Software . . . . . $199.00Includes 10 PDA electronic Record Forms (credits)

015-8027-620

PDA Electronic Record Forms 25 credits 015-8027-760 $75.00100 credits 015-8027-779 $250.00



D E V E L O P M E N TD

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• Includes adaptations for Spanish-speakersand new pictures that are culturally sensitive

• Meets the growing need for a quick screening test to identify Spanish-speakingchildren at risk for developmental delays inthe five areas mandated by the Individualswith Disabilities Education Act (IDEA)

• Appropriate for large-scale screening since it identifies children who are in need of more comprehensive evaluation


Complete Kit . . . . . . . . . . . . . . . . . . . . . $299.00FirstSTEp™ and PrimerPASO™ Manual, FirstSTEp Stimulus Book, Manipulatives,PrimerPASO Stimulus Cards, 25 PrimerPASORecord Forms, 25 PrimerPASO Adaptive BehaviorForms, and 25 Parent/Social-Emotional Forms.

076-1650-067

Upgrade Kit. . . . . . . . . . . . . . . . . . . . . . $139.00 (For FirstSTEp Users) PrimerPASO Manual,PrimerPASO Stimulus Cards, 25 PrimerPASORecord Forms, 25 PrimerPASO Adaptive Behavior Forms, and 25 PrimerPASOParent/Social-Emotional Forms.

076-1650-075


For information about components sold separately visit PsychCorp.com.

PrimerPASO™2003


Spanish version of FirstSTEp™

• Screen to identify developmental delays in the IDEA mandated domains

• Identify children who need in-depth diagnostic testing

• Address IDEA domains: Cognition,Communication, Motor, Social, Emotional,and Adaptive Behavior

• Reports classify results as WithinAcceptable Limits, Caution, or At-Risk


Complete Kit . . . . . . . . . . . . . . . . . . . . . $240.00Includes Manual; Stimulus Booklet; 5 Record Forms each for Levels 1, 2, and 3; 25 Social-Emotional/Adaptive Behavior Booklets;25 Parent Booklets; Manipulatives in a PlasticCase with handle.

015-8182-707

Record Forms . . . . . . . . . . . . . . . . . . . . . $42.00Pkg of 25 Level 1 (Ages 2.9–3.8) 015-8182-731Pkg of 25 Level 2 (Ages 3.9–4.8) 015-8182-74XPkg of 25 Level 3 (Ages 4.9–6.2) 015-8182-758


FirstSTEp™: Screening Test for EvaluatingPreschoolers 1993


Detect even mild developmental delays

AgesLevel 1: 2.9 through 3.8 yearsLevel 2: 3.9 through 4.8 yearsLevel 3: 4.9 through 6.2 years

ScoresSchool scores by age for Three domains, and One Composite ScoreParent/Social-EmotionalForms and Adaptive Behavior Form


“FirstSTEp,” and “PrimerPASO” are trademarks of HarcourtAssessment, Inc. registered in the U.S. and/or other jurisdictions.


AdolescentAdult

Birth to ThreeChild

AgesLevel 1: 2.9 through 3.8 yearsLevel 2: 3.9 through 4.8 yearsLevel 3: 4.9 through 6.2 years

NormsScores stratified by age for Three Domains and One Composite ScoreSocial/Emotional andAdaptive Checklist


“FirstSTEp,” and “PrimerPASO” are trademarks of HarcourtAssessment, Inc. registered in the U.S. and/or other jurisdictions.


AdolescentAdult

Birth to ThreeChild

A LEVEL ¡Sí!

B LEVEL ¡Sí!

S P E C I A L S

Order FirstSTEp Complete Kit and PrimerPASO Upgrade KitSAVE $45.00076-1650-172 $329.00


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• Measure both capability and performance by observing self-care, mobility, and social function

• Identify treatment progress and areas for new functional intervention

• Use it to evaluate older children whosefunctional abilities are lower than those ofseven-year-olds without disabilities

• Administration 10 to 15 minutes

• Qualifications: B-level


Manual . . . . . . . . . . . . . . . . . . . . . . . . . $110.00076-1617-647

Scoring Forms . . . . . . . . . . . . . . . . . . . . $35.00Pkg of 25 076-1617-655

Distributed Product

Use the game-like activities in the MillerAssessment for Preschoolers™ to helpidentify developmental delays in sensorimotorand cognitive abilities

• With five indices — Neuro Foundations,Coordination, Verbal, Nonverbal, andComplex Tasks

• Appropriate for ages 2.9 to 5.8 years

• Administration 30 to 40 minutes

• Qualifications: B-level

Miller Assessment for Preschoolers™(MAP™) 1982


Identify preschoolers with moderate-to-severe

developmental delays


Complete Kit . . . . . . . . . . . . . . . . . . . . . $699.00Includes Examiner’s Manual, Score Sheets, and all items needed for administration and scoring in a briefcase.

015-8181-832

Record Booklets . . . . . . . . . . . . . . . . . . $42.00Pkg of 25 015-8181-913

Pediatric Evaluation of Disability Inventory (PEDI) 1992

Stephen M. Haley, Ph.D., P.T.; Wendy J. Coster, Ph.D., OTR/L; Larry H. Ludlow, Ph.D.; Jane T. Haltiwanger, M.A., Ed.M.; and Peter J. Andrellos, Ph.D.

Assess key functional capabilities

• The five domains — Adaptive Behavior, Cognition,Communication, Physical Development, and Social-Emotional Development —reflect areas mandated for assessment and intervention in IDEA for young children

• Provides a General Development Quotient (GDQ) if all five subtests are completed


Complete Kit . . . . . . . . . . . . . . . . . . . . . $220.00Includes Examiner’s Manual; 25 each of Adaptive,Cognitive, Communication, Physical, and Social-Emotional Domain Scoring Forms; and 25Profile/Summary Forms in a sturdy storage box.

076-1618-244

Developmental Assessment of Young Children (DAYC) 1998

Judith K. Voress and Taddy Maddox

Identify children who may have possible delays

Score Sheets . . . . . . . . . . . . . . . . . . . . . $42.00 Pkg of 25 Age I (2.9-3.2 years) 015-8181-840Pkg of 25 Age II (3.3-3.8 years) 015-8181-859Pkg of 25 Age III (3.9-4.2 years) 015-8181-867Pkg of 25 Age IV (4.3-4.8 years) 015-8181-875Pkg of 25 Age V (4.9-5.2 years) 015-8181-883Pkg of 25 Age VI (5.3-5.8 years) 015-8181-891

“Miller Assessment for Preschoolers” and “MAP” aretrademarks of Harcourt Assessment, Inc. registered in theU.S. and/or other jurisdictions.

Profile/Summary Forms . . . . . . . . . . . . $19.00Pkg of 25 076-1618-309

Scoring Forms . . . . . . . . . . . . . . . . . . . . $32.00Pkg of 25 Adaptive 076-1618-252 Pkg of 25 Cognitive 076-1618-260 Pkg of 25 Communication 076-1618-279 Pkg of 25 Physical 076-1618-287Pkg of 25 Social/Emotional 076-1618-295


Distributed Product

D E V E L O P M E N T



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This easily administered tool is designed toscreen for several autistic spectrum disordersin children as young as 18 months, includingautistic disorder, pervasive developmentaldelay, and Asperger’s disorder.

• Designed to be a parent-report screening measure.

• Facilitates early identification to give early childhood professionals, parents, and caregivers the opportunity to imple-ment the best early intervention optionsfor the child.

• Almost 1,000 subjects from different indexand comparison samples took part in thedevelopment of PDDST–II.

• Consists of three stages that were developed to be used in various clinical settings.

Step 1 - Primary Caregiver Screener

Step 2 - Developmental Screener

Step 3 - Autism Clinical Severity


Complete Kit . . . . . . . . . . . . . . . . . . . . $139.00Includes Examiner’s Manual, 25 each of Stage IResponse Forms, Stage II Response Forms, andStage III Response Forms.

076-1635-106

Response Forms . . . . . . . . . . . . . . . . . . $34.00Pad of 25 Stage I 076-1635-114Pad of 25 Stage II 076-1635-122Pad of 25 Stage III 076-1635-130

Response Forms, Spanish. . . . . . . . . . $34.00Pad of 25 Stage I 076-1600-175Pad of 25 Stage II 076-1600-183Pad of 25 Stage III 076-1600-191

Combination Stage I, II & III English Forms . . . . . . . . . . . . . . . . . . . . $99.00Pad of 25 each 076-1635-181

Pervasive Developmental Disorders Screening Test–II (PDDST-II)

Early Childhood Screener For Autistic Spectrum Disorders 2004

Bryna Siegel, Ph.D.

Detect autism at an early age to begin intervention

Ages18 to 48 months


O V E R V I E WAges

AdolescentAdult

Birth to Three

Child

A LEVEL ¡Sí!



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Childhood Autism Rating Scale (CARS) 1998

Eric Schopler, Ph.D.; Robert L. Reichler, M.D; and Barbara Rochen Renner, Ph.D.

Identify children

with autism

Gilliam Autism Rating Scale (GARS) 1995

James E. Gilliam

Helps identify and

diagnose autism;

estimate severity

Asperger Syndrome Diagnostic Scale (ASDS) 2000

Brenda Myles, Stacy Jones-Bock,and Richard Simpson

Quickly identify children

who might have

Asperger Syndrome

Gilliam Asperger’s Disorder Scale (GADS) 2000

James E. Gilliam

Help identify children who might have

Asperger’s Disorder

Ages2 years and older

NormsCriterion or Cutscores

AdministrationUntimed

Distributed Product


AdolescentAdult

Birth to ThreeChild

A LEVEL


NormsStandard Scores,Percentiles


Distributed Product


Adolescent

Adult

Birth to ThreeChild

A LEVEL




Distributed Product


Adolescent

AdultBirth to Three

Child

A LEVEL




Distributed Product


Adolescent

Adult

Child

A LEVEL

Brief, 15-item behavior ratingscale

• Helps to identify and classify children with autism

• Distinguish children withautism from developmentallydelayed children who do nothave autism


Complete Kit . . . . . . . . . . . .$79.00Includes Manual and 25 RatingScales.

076-1614-001

Rating Scale . . . . . . . . . . . .$32.00Pkg of 25 076-1614-01X

Core subtests:

• Describe specific and measurable behaviors

• Enables parents to contributedata about their child’s development during the first three years of life


Complete Kit . . . . . . . . . . . .$99.00Includes Examiner’s Manual, 25 Summary/Response Forms, and a sturdy storage box.

076-1618-341

Summary/Response Forms . . . . . . . . . . . . . . . . . .$45.00Pkg of 25 076-1618-35X

Answer the 50 yes/no itemsdrawn from five specific areas of behavior:

• Cognitive

• Maladaptive

• Language

• Social

• Sensorimotor


Complete Kit . . . . . . . . . . .$115.00Includes Examiner’s Manual, 50 Summary/Response Forms, and storage box.

076-1618-384

Summary/Response Forms . . . . . . . . . . . . . . . . . .$53.00Pkg of 50 076-1618-392

• Evaluate children with uniquebehavioral problems who mayhave Asperger’s Disorder and differentiate from those whohave autism or other relatedpervasive developmental dis-abilities

• Use in the assessment process, to document behavioralprogress, to target goals forIEPs, and for research purposes


Complete Kit . . . . . . . . . . .$105.00Includes Examiner’s Manual, 25 Summary/Response Forms, and storage box.

076-1618-368

Summary/Response Forms . . . . . . . . . . . . . . . . . .$45.00Pkg of 25 076-1618-376

Birth to Three


S O C I A L - E M O T I O N A L / A D A P T I V E B E H A V I O R


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Ages 0 to 42 months (Items are presented according to agetypical of mastery)


ScoresCut scores


AdolescentAdult

Birth to Three

Child

A LEVEL

Greenspan Social-Emotional Growth Chart— A Screening Questionnaire for Infants and Young Children 2004

Stanley I. Greenspan, M.D.

Monitor the milestones of social-emotional development in infants and very young children

Stanley Greenspan, M.D., one of the world’sleading experts in child development, hasdeveloped a screening tool to measure social-emotional milestones in young children ages 0 to 42 months.

Early identification of social-emotional deficitsand compromises leads to more successfulinterventions. Greenspan Social-EmotionalGrowth Chart offers a brief and reliable toolto meet your needs:• Determine the mastery of early capacities

of social-emotional growth• Monitor healthy social and emotional

functioning • Establish goals for early intervention

planning• Monitor progress in early intervention

programs• Detect deficits or problems with develop-

mental social-emotional capacities

Parent/Caregiver QuestionnairesGreenspan Social-Emotional Growth Chart is aquestionnaire completed by the child’s parent,

educator, or other caregiver to understand howthe child uses all capacities to meet needs, dealwith feelings, think, and communicate.

The questionnaire has the following characteristics:• Contains 35 items• Items are ordered developmentally,

according to age at which each item is typically mastered

• Prior to mastering a more developmentallyadvanced behavior, the child is expected toshow mastery in the less advanced behav-iors that occur at a younger age

• Items are rated using a 5-point scale

Clinical UtilityThe Greenspan Social-Emotional Growth Chartshould be given as a preliminary step in childcarescreenings, early identification screenings, andpediatric screenings. It should be used to deter-mine whether further assessment/referral iswarranted and can assist in monitoring growthand planning intervention.


Complete Kit . . . . . . . . . . . . . . . . . . . . . . $99.00Includes Manual, 25 Questionnaires and 25 Caregiver Reports

015-8280-229

Manual . . . . . . . . . . . . . . . . . . . . . . . . . . $80.00015-8280-237

Questionnaires. . . . . . . . . . . . . . . . . . . . $35.00Pkg of 25 015-8280-245

Questionnaires. . . . . . . . . . . . . . . . . . . . $65.00Pkg of 50 015-8280-253

Caregiver Report . . . . . . . . . . . . . . . . . . $25.00Pad of 25 015-8280-261

GREENSPAN D E V E LO P M E N TA L M I L E STO N E S BY AG E G R O U P S

0-3 months Exhibits growing self-regulation and interest in the world4-5 months Engages in relationships6-9 months Uses emotions in an interactive, purposeful manner10-14 months Uses a series of interactive, emotional signals, or gestures to communicate15-18 months Uses a series of interactive, emotional signals, or gestures to solve problems19-30 months Uses ideas to convey feelings, wishes, or intentions31-42 months Creates logical bridges between emotions and ideas


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The growing importance of early interventionincreases the need to identify emerging socialemotional problems in infants and toddlers. The nationally-normed BITSEA is an effectivescreener and of children ages 12 to 36 months.

BITSEA quickly determines the possibility of a problem or delay.

• Cost-effective routine screener—ideal for monitoring progress over time

• Quick and easy to administer

• 36-item Parent Form completed on-site or in family environment

• Child Care Provider Form allows you to look at behavior across settings

• Especially suited for settings with limitedtime, resources, and/or technical training

• Determine if further assessment is recommended

Benefits of BITSEA• Ideal for evaluating eligibility for IDEA early

intervention services

• Assesses competencies that may positivelyinfluence treatment outcome

• Family-centered assessment— relies on par-ent/caregiver input and level of concern

• Can be administered as a structured interview

• Spanish Language Parent and Child CareProvider Forms

National NormsThe psychometrically sound BITSEA is highlytargeted to the subtle growth and developmentalstages of infants with norms presented in 6-month age bands. Validation studies includeABAS-II and Greenspan Social-EmotionalGrowth Chart.

• Help students achieve social competencegoals by designing intervention strategiesbased on the functions or intents of bothsocially competent and challenging behaviors.

• Teachers, parents, and the student completechecklists by direct observation or knowledgeof the student; you can then use the data tocreate an assessment record and theFunctional Assessment Report.

• Includes general guidelines for understandinga student’s behavioral challenges; compre-hensive social competence goals; a specificprotocol for documenting and using perform-ance-based information to create interventionstrategies; and a detailed list of resources and materials.

Brief Infant Toddler Social Emotional Assessment (BITSEA™) 2006

Alice Carter, Ph.D. and Margaret Briggs-Gowan, Ph.D.

Assess emerging social emotional development

Functional Assessment and InterventionSystem™— Improving School Behavior 2004

Karen Callan Stoiber, Ph.D. and Thomas R. Kratochwill, Ph.D.

Use assessment record to design

interventions based on socially

competent and challenging behaviors

Ages12 to 36 months


Norms (Parent Form)National sample of 600 children. Clinical groupsincluded language delayed,premature, and other diagnosed disorders.Problem Total Score andCompetence Total Score

ScoringHand score


AdolescentAdult

Birth to Three

Child

B LEVEL

Ages Children throughAdolescents


Adolescent

AdultBirth to Three

Child

B LEVEL


Complete Kit . . . . . . . . . . . . . . . . . . . . . . . $95.00

Includes Manual and 25 Record Forms.015-8004-353

Manual . . . . . . . . . . . . . . . . . . . . . . . . . . . . $60.00015-8004-388

Record Forms . . . . . . . . . . . . . . . . . . . . . . $45.00Pkg of 25 015-8004-396

Social Competence Checklist . . . . . . . . $25.00Pad of 25 015-8004-40X


BITSEA Kit . . . . . . . . . . . . . . . . . . . . . . . $99.00

Includes BITSEA Manual, 25 each of Parent Forms and Child Care Provider Forms

015-8007-352

Available Spring 2006!

Visit Itsea-Bitsea.com for more information!



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Adaptive Behavior Assessment System®—Second Edition (ABAS®–II) 2003

Patti Harrison, Ph.D. and Thomas Oakland, Ph.D.

Get a complete assessment of adaptive skills functioning

The Adaptive Behavior AssessmentSystem—Second Edition (ABAS–II) is theonly instrument to incorporate currentAmerican Association of Mental Retardation(AAMR) guidelines. ABAS–II also measuresbehaviors important to determining eligibilityunder the Individuals with DisabilitiesEducation Act (IDEA), DSM-IV-TR,Supplemental Security Income (SSI), andDisability Insurance (DI).

Features• Evaluates the three general areas of adap-

tive behavior (Conceptual, Social, Practical)

• Provides an overall adaptive behavior score(General Adaptive Composite)

• Links to Wechsler® Scales

DSM–IV–TR Skill Areas Assessed• Communication

• Community Use

• Functional Academics

• Home Living

• Health and Safety

• Leisure

• Self-Care

• Self-Direction

• Social

• Work

• Motor Skills (for young children)

In-depth Reliability and Validity Data Available• Inter-rater and cross-form consistency

• Mean performance of various clinicalgroups compared to matched control groups

Scoring SoftwareThe ABAS–II Scoring Assistant ®, Windows®

eliminates the need to manually score results.

• Produces technical report with compositescores

• Provides analysis of strengths and weak-nesses, and plots Skill Area and CompositeScore Profiles


ABAS–II Examination Kit. . . . . . . . . . $175.00 Includes Manual, 5 Parent/Primary Caregiver Forms(ages 0-5), 5 Teacher/ Daycare Provider Forms (ages2-5), 5 Parent Forms (ages 5-21), 5 Teacher Forms(ages 5-21), and 5 Adult Forms (ages 16-89).

015-8004-507

ABAS–II Infant and Preschool Kit . . $175.00Includes Manual, 25 Parent/Primary Caregiver Forms,and 25 Teacher/Daycare Provider Forms.

015-8007-107

ABAS–II School Kit . . . . . . . . . . . . . . . $175.00 Includes Manual, 25 Parent Forms (ages 5-21), and 25 Teacher Forms (ages 5-21).

015-8004-671

ABAS–II Adult Kit . . . . . . . . . . . . . . . . $175.00 Manual and 25 Adult Forms (ages 16-89).

015-8004-68X

Parent/Primary Caregiver Forms(Ages 0-5) Infant and Preschool FormsPkg of 25 015-8004-523 $59.00Pkg of 100 015-8004-54X $225.00

Spanish Parent/Primary Caregiver Forms(Ages 0-5)Pkg of 25 015-8004-604 $59.00

Teacher/Daycare Provider Forms(Ages 2-5)Pkg of 25 015-8004-531 $59.00Pkg of 100 015-8004-558 $225.00

Spanish Teacher/Daycare Provider Forms(Ages 2-5)Pkg of 25 015-8004-574 $59.00

Parent Forms (Ages 5-21)Pkg of 25 015-8004-612 $59.00Pkg of 100 015-8004-620 $225.00

Spanish Parent Forms (Ages 5-21)Pkg of 25 015-8004-566 $59.00

Teacher Form(Ages 5-21)Pkg of 25 015-8004-655 $59.00Pkg of 100 015-8004-663 $225.00

Adult Form. . . . . . . . . . . . . . . . . . . . . . . . $59.00 (ages 16-89)Pkg of 25 015-8004-639

ABAS–II Scoring Assistant® . . . . . . . $199.00Windows® CD-ROM 015-8004-698

Windows® 95/98/2000/Me/XP/NT®4.0Workstation Operating System, 133MHz Pentium processor (Recommended:300 MHz), 32 MB RAM; more memoryimproves performance (Recommended:128 MB), 2 MB video card capable of800x600 resolution (16-bit color)(Recommended: 1024 x 768 resolution;32-bit color), 100 MB free hard diskspace when installing PsychCorpCenterfor the first time (Recommended: 175MB of free hard disk space), 25 MB offree hard disk space if PsychCorpCenterhas been installed with another product, CD-ROM drive (Recommended: 31/2” Floppy Disk Drive)

S Y S T E MR E Q U I R E M E N T S

Ages Birth through 89

Norms5 Forms–Parent/PrimaryCaregiver Form, Birth-5; Parent Form, 5-21;Teacher/Daycare Provider Form, 2-5;Teacher Form, 5-21;Adult Form, 16-89

AdministrationApproximately 15 to 20 minutes for respondents to complete checklist

“Adaptive Behavior AssessmentSystem,” “ABAS,” “Wechsler,” and“Scoring Assistant” are registeredtrademarks of Harcourt Assessment,Inc. “Windows” is a registered trade-mark of Microsoft Corporation.


Adolescent

Adult

Birth to Three

Child

B LEVEL ¡Sí!BESTSELLER


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Transition-to-Work Inventory™(TWI™) 1996

Lee Friedman, Carl Cameron, and Jennifer Fletcher

Help place workers with severe disabilities

• This reliable, standardized tool helps youidentify areas of competence and deter-mine the most appropriate living setting forclients experiencing a decline in cognitivefunctioning

• Assess abilities in five areas: Memory andOrientation, Managing Money, ManagingHome and Transportation, Health andSafety, and Social Adjustment

• A screening test is included to determinewhether to administer the test orally or inwritten form, and as an aid in interpretingperformance on the five scales


Complete Kit . . . . . . . . . . . . . . . . . . . . . $299.00

Includes Manual; Stimulus Booklet; 25 RecordForms; and Facsimile Driver’s License, CreditCard, and Key in a storage pouch.

015-8147-073

Record Forms . . . . . . . . . . . . . . . . . . . . . $48.00Pkg of 25 015-8147-09X


• Identify the job, work activities, and condi-tions most suitable for the individual

• Items reflect real life job demands such as social interaction, communication andmotor and visual activities

“Transition-to-Work Inventory” and “TWI” are trademarks of Harcourt Assessment, Inc.


Complete Kit . . . . . . . . . . . . . . . . . . . .$105.00

Includes User’s Manual and AccommodationGuide, 10 Job Analysis Booklets, 25 WorkerAnalysis Booklets, and 25 Profile Sheets.

015-8958-25X

User’s Manual . . . . . . . . . . . . . . . . . . . .$68.00015-8958-268

Job Analysis Booklets . . . . . . . . . . . .$23.00Pkg of 10 015-8958-284

Worker Analysis Booklets . . . . . . . . .$41.00Pkg of 25 015-8958-276

Profile Sheets . . . . . . . . . . . . . . . . . . . .$22.00Pkg of 25 015-8958-292

Independent Living Scales (ILS) 1996

Patricia Anderten Loeb

Evaluate cognitive functioning to determine appropriate living setting



C O G N I T I O N


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Maintains structure, content and clinical value with key improvementsThe Western Aphasia Battery–Enhanced(WAB–E) is the updated version of the highlyrespected and widely used instrument forassessing adult patients with aphasia. It is anindividually administered assessment foradults with acquired neurological disorders(e.g., as a result of stroke, head injury, demen-tia). Like the previous edition, WAB–E assessesthe linguistic skills most frequently affected byaphasia, in addition to key nonlinguistic skills,and provides differential diagnosis information.

New Features Mean Enhanced UtilityThe WAB–E, a full battery of 8 subtests (32 short tasks), maintains the structure and overall content and clinical value of the current measure while creating theseimprovements:• Two new supplementary tasks (reading

and writing of irregular and non-words) will aid the clinician in distinguishingbetween surface, deep (phonological), and visual dyslexia.

• Revision of approximately 15 items• Bedside WAB–E – provides a quick look

at patient’s functioning• Examiner’s manual with technical/psycho-

metric properties information, test interpre-tation relevant to aphasic populations,historical evidence of reliability and validity, and information about the uniqueaspects of assessing the language ability of individuals with dementia

• Spiral-bound stimulus book replacing loosestimulus cards

• Revised administration directions – moreuser-friendly with directions to the examineefor all subtests

• Expanded scoring guidelines for clarity


WAB–E Complete Kit (with Manipulatives) . . . . . . . . . . . . . $275.00

Includes Examiner’s Manual, Stimulus Book,25 Record Forms, 25 Bedside Record Forms,Raven‘s Coloured Progressive Matrices TestBooklet, Manipulative Set (includes 4 Kohsblocks), large, soft-side carrying case.

015-8440-862

WAB–E Complete Kit (without Manipulatives) . . . . . . . . . . $235.00

015-8440-870

WAB–E Basic Kit (without Manipulatives or Raven‘s booklet) . . . . . . . . . . . . . . . $199.00

Includes Examiner’s Manual, Stimulus Book, 25 Record Forms, 25 Bedside Record Forms.

015-8440-889


Bedside WAB–E Record Forms . . . . . $25.00Pkg of 25 015-8440-846

Examiner’s Manual . . . . . . . . . . . . . . . . $75.00015-8440-811

Ages18 to 89 years

ScoresCriterion cut scores:• Aphasia Quotient• Cortical Quotient• Auditory Comprehension

Quotient• Oral Expression Quotient• Reading Quotient• Writing Quotient• Bedside WAB–E scores

AdministrationFull battery – 30-45 minutes,additional 45-60 minutes for the reading, writing, praxis, and construction sectionsBedside WAB–E – 15 minutes


AdolescentA

dultBirth to Three

Child


Identifies and classifies aphasia types • Global • Wernicke’s• Broca’s • Transcortical• Isolation Sensory• Transcortical • Conduction

Motor • AnomicAssesses linguistic skills most frequently affected by aphasia• Content• Fluency• Auditory Comprehension• Repetition and Naming • Reading• WritingAssesses nonlinguistic skills • Drawing • Block Design• Calculation • Praxis

WHAT DOES THE WAB–E DO?

B LEVEL

Western Aphasia Battery—Enhanced (WAB–E) 2006

Andrew Kertesz, M.D., F.R.C.P.

Two tools in one—a complete battery and a bedside

instrument to quickly diagnose moderate to severe aphasia.


MEMORY EXECUTIVEFUNCTION

ATTENTION

COGNITION

APHASIA

The RivermeadBehavioural

Memory Test–Second Edition (RBMT–II)

The Test forEverydayAttention

(TEA)

BehaviouralAssessment

of the DysexecutiveSyndrome (BADS)

Western AphasiaBattery–Enhanced

(WAB–E)

The MiddlesexElderly Assessment

of Mental State(MEAMS)

Alzheimer’sQuick Test

(AQT)

and/or

If CLQT indicates

executive function

deficits

If CLQT indicates

attention problems

If CLQT indicates

memory problems

If CLQT indicates

cognitive/language

issues or aphasia

If CLQT indicatescognitive problems

CLQT

MULTIPLE USESOF THE CLQT

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Enables you to quickly determine severity ratings for five primary domains of cognition:

• Attention

• Memory

• Executive Functions

• Language

• Visiospatial Skills

Obtain Composite Severity Rating for adults withknown or suspected neurological impairment.

CLQT can be administered at a table or at bedsideto examinees who can sit up and use a pen.

Special effort was made to create some taskswith minimal language demands to assist inevaluating the cognitive functions of examineeswith language disorders such as aphasia.

Cognitive Linguistic Quick Test (CLQT) 2001

Nancy Helm-Estabrooks, Sc.D., CCC-SLP

Quickly obtain severity ratings

for five cognitive domains

Ages18 through 89

NormsCriterion Referenced

Administration12-30 minutes


AdolescentA

dultBirth to Three

Child

A LEVEL ¡Sí!



Complete Kit . . . . . . . . . . . . . . . . . . . . . $185.00

Includes Examiner’s Manual, Stimulus Manual,15 Response Booklets, and 15 English RecordForms.

015-8328-000

Examiner’s Manual . . . . . . . . . . . . . . . . $85.00015-8328-019

Stimulus Manual . . . . . . . . . . . . . . . . . . $85.00015-8328-027

English Record Forms / Response Booklets . . . . . . . . . . . . . . . . $59.00Pkg of 25 015-8328-035

Spanish Record Forms/ Response Booklets . . . . . . . . . . . . . . . . $39.00Pkg of 25 015-8328-043

CLQT is the ideal instrument to beginyour client assessment and will helpyou determine the direction of furtherin-depth assessment. This diagram outlines the additional assessmentoptions to strengthen your knowledgeof the client’s needs.

Use the CLQT to Determine Next Steps in Assessment and to Direct Treatment Planning

Note: Essential Solutions Packages, with cost-saving pricing, are available for theabove products. See page 3.

For more information on MEAMS,

visit PsychCorp.com


The Test of Everyday Attention (TEA) 1994

Ian H. Robertson, Tony Ward, Valerie Ridgeway and Ian Nimmo-Smith

Measure selective attention, sustained attention and attentional switching


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The Rivermead Behavioural Memory Test, Second Edition (RBMT–II) 2003

Barbara A. Wilson, Janet Cockburn and Alan Baddeley

Identify everyday memory problems and monitor change over timeAges 16 to 96 years

Norms 118 U.K. controls aged from 14 to 69 years and 119 people aged 70 to 96 years. 176 people with brain injury

Administration 25 to 30 minutes


Adolescent

Adult

Birth to ThreeChild

B LEVEL

The RBMT-II allows for repeated assessmentsusing everyday examples to monitor stability,improvement, or deterioration over time. Kitincludes four parallel versions for minimizedpractice effects in retesting.

Simple ScoringFor each subtest two scores are produced, a simple pass/fail or screening score and astandardized profile score.


Complete Kit . . . . . . . . . . . . . . . . . . . .$375.00

Includes Manual, 25 Record Forms, 2 Supplements, 4 Stimulus books, CD and Timer

015-8054-415

Record Forms.........................................$75.00Pkg. of 50 015-8054-423

For more information on components sold separately,visit PsychCorp.com

The Test of Everyday Attention gives abroad-based measure of three important clinical and theoretical aspects of attention.

The TEA has a wide range of applications,from patients with Alzheimer’s disease toyoung normal subjects.

It is the only test of attention based largelyon every day materials; the real-life scenariomeans that patients enjoy the test and find itrelevant to the problems faced in life.

• Appropriate for ages 18 to 80 years

• Normed with UK control groups

Building on the international reputation ofthe TEA, the Test of Everyday Attentionfor Children comprises 9 subtests whichmeasure children’s abilities to selectivelyattend, to sustain their attention, to dividetheir attention between two tasks, to switch

attention from one thing to another and towithhold (inhibit) verbal and motor responses.

• Appropriate for ages 6 to 16 years

• Normed with UK control groups

• Provides Percentile Ranks, Scaled Scores




TEA Complete Kit . . . . . . . . . . . . . . . .$475.00

Includes Manual, 25 Record Forms,Administration Book, Stimulus Cards andMaps, 3 Audiotapes, and 1 DVD

015-8054-458

TEA-Ch Complete Kit . . . . . . . . . . . . .$530.00

Includes Manual, 25 Record Forms,Administration Book, 2 Audiotapes, Stimulus Cards and Maps

015-8054-474

For more information on components sold separately,visit PsychCorp.com

Add these assessments to your Ps

The Test of Everyday Attention for Children (TEA-Ch) 1998

Tom Manly, Ian H. Robertson, Vicki Anderson, and Ian Nimmo-Smith

Assess the different attentional capacities in children and adolescents


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AgesBADS: 16 to 87 yearsBADS-C: 8 to 16 years

NormsBADS: 216 U.K. controls and 92 patient study. Aged scaledscores and percentile ranksBADS-C: 259 U.K. controls, 8 age groups, 3 ability bands,aged scaled scores and percentile ranks

AdministrationBADS: 40 minutesBADS-C: 35 to 45 minutes


Adolescent

Adult

Birth to ThreeChild

B LEVEL

VOSP consists of eight tests each designed toassess a particular aspect of object or space per-ception, while minimizing the involvement ofother cognitive skills. The VOSP will enable anassessor to compare the scores of a subject withthose of a normal control sample and thoseobtained by patients with right- and left-cerebrallesions. The tests can be individually or groupadministered, as a whole battery, and apart fromthe initial screening test, in any order.

Qualifications Level: B-level.

Behavioural Assessment of the Dysexecutive Syndrome (BADS)

Barbara A. Wilson, Nick Alderman, Paul W. Burgess, Hazel Emslie and Jonathan J. Evans

Predict everyday problems associated with the dysexecutive syndrome

Behavioural Assessment of the Dysexecutive Syndrome for Children (BADS–C) (2003)

Hazel Emslie, F. Colin Wilson, Vivian Burden, Ian Nimmo-Smith, and Barbara A. Wilson

Assist in early identification of deficits in executive functioning in children

Visual Object and Space Perception Battery (VOSP) 1991

Elizabeth K. Warrington and Merle James

Assess object and space perception

Dysexecutive Syndrome includes disorders ofplanning, organization, problem solving, settingpriorities, and attention.

BADS:

• Specifically assess skills and demands of everyday life

• Is sensitive to capacities affected by frontal lobe damage

BADS-C is a scientifically valid and reliablebattery of tests of executive functioning for children and adolescents with neuro-developmental disorders such as ADHD, pervasive development disorder and traumatic brain injury.


BADS Complete Kit . . . . . . . . . . . . . . . $425.00

Includes Manual, 25 Record Forms, 5 StimulusBooks, Stimulus Cards, Three-dimensionalPlastic Materials, Timer, 25 DEX Self-RaterQuestionnaires and 25 DEX Independent-RaterQuestionnaires

015-8054-350

BADS–C Complete Kit . . . . . . . . . . . . $475.00

Includes Manual, 25 Record Forms, Stimulus Cards, Three-dimensional PlasticMaterials, Timer, 25 DEX-C Independent Rater Questionnaires, Beads, Nuts, Bolts and Washers

015-8054-385

our PsychCorp™ product toolbox


Complete Kit . . . . . . . . . . . . . . . . . . . . . $238.00

Includes Manual, 25 Scoring Sheets, 3 Stimulus Books.

015-8055-11X

For more information on components sold separately, visit PsychCorp.com

For more information on components sold separately, visit PsychCorp.com



C O G N I T I O N

DOTCA-Ch™ consists of 22 subtests in 5 cognitive areas:

• Orientation

• Spatial Perception

• Praxis

• Visual Motor Organization

• Thinking Operations

For each subtest there is an option of a structured 5-step mediation.

Measures of short-term memory and time ofperformance are included in the visualmotororganization area.

The goals of the assessment are to identifythe strengths and deficits of the child in the different cognitive areas and measurelearning potential, as well as to recognize the child's thinking strategies utilizingdynamic procedures.

Data for typical children ages 6-12 years,groups of children with learning disabilitiesand brain injury was collected to establish the standardization, reliability and validityproperties of the test.


Complete Kit . . . . . . . . . . . . . . . . . . . . . $699.00Includes Examiner’s Manual, Photo Book, 25 ScoreSheets, marble Box, Wooden Maze, Geometric CardSets, Pegboard with Pegs, Tetra Set, Colored andPlain Cubes, Puzzle, Clock Parts, 10 Category Cards,and 10 Plastic Picture Cards

076-1600-116

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Dynamic Occupational Therapy CognitiveAssessment for Children (DOTCA-Ch) (2004)

Noomi Katz and Shula Parush

Measure the cognitive abilities and learning potential for

children with special needs


NormsPercentiles based on over 400 typical children

Administration1.5 hours

Distributed Product


AdolescentAdult

Birth to ThreeChild

Ages

AdolescentA

dultBirth to Three

Child

B LEVEL

• Use in conjunction with brain imaging (e.g. CT Scan, MRI, etc.) and other neuro-psychiatric procedures to detect impairedtemporal parietal function and support early diagnosis

• Includes three Naming tasks that are highlyreliable and consistent over repeated trials;results are independent of cultural and educational background. Two additional tasks are provided as alternatives

• Easy and quick to administer, score, and interpret

• Independent of gender differences, education,and cultural-linguistic background

Alzheimer’s Quick Test —Assessment of Parietal Function (AQT) 2002

Elisabeth H. Wiig, Ph.D.; Niels Peter Nielsen, M.D.; Lennart Minthon, M.D.; and Siegbert Warkentin, Ph.D

Quickly screen for parietal-lobe disorder, including

Alzheimer’s disease

AgesAdults

ScoresCriterion-Referenced Scoresbased on naming time andaccuracy

Administration3-5 minutes for screening

O V E R V I E W

B LEVEL


Complete Kit . . . . . . . . . . . . . . . . . . . . . $265.00

Includes Examiner’s Manual, Stimulus Manual,and 25 Record Forms.

015-8237-269

Record Forms–English . . . . . . . . . . . . . $53.00015-8237-234

Record Forms–Spanish . . . . . . . . . . . . $53.00015-8237-242



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C O G N I T I O N

• Computer-administered and scored test of visual attention determines the visualfield area (useful field of view) over which a driver can process rapidly presented visual information.

• Recommended for individuals who haveconcerns about their driving ability.

Useful Field of View (UFOV®) 1998

Karlene Ball, Ph.D. and Daniel Roenker, Ph.D.

Determine a driver’s risk of

accident involvement

• Assess the awareness of memory capacity,strategy of memory use, and recall inclients with memory dysfunction.

• Use with a variety of client diagnoses, including head trauma, cerebralvascular disorders, multiple sclerosis,depression, schizophrenia, and chronic alcohol abuse.

Contextual Memory Test 1993

Joan P. Toglia, M.A., OTR

Assess awareness of memory

Subtests measure attention span, memory orientation, visual neglect, temporal aware-ness, safety and judgement, recall/recognition,auditory memory and sequencing, and simplemath skills.

The Cognitive Assessment of Minnesota 1993

Ruth A. Rustad, OTR; Terry L. DeGroot, OTR; Margaret L. Jungkunz, OTR; Karen S. Freeberg, OTR;Laureen G. Borowick, OTR; and Ann M. Wanttie, OTR

Measure the cognitive abilities of adults

with neurologic impairments

AgesAdults

NormsProbability Ratios


“UFOV” is a registered trademark ofHarcourt Assessment, Inc. registeredin the U.S. and/or other jurisdictions.


AdolescentA

dultBirth to Three

Child

AgesAdults

NormsNormative data gathered on 200 individuals



AdolescentA

dultBirth to Three

Child

AgesAdults



AdolescentA

dultBirth to Three

Child


Complete Kit . . . . . . . . . . . . . . . . . . . . . . $165.00

Includes User’s Manual, Reference Card, CD, and Use Counter (preloaded with five credits).

015-8969-901

Credits10 credits 015-8969-91X $115.0025 credits 015-8969-928 $254.00100 credits 015-8969-936 $928.00


Complete Kit . . . . . . . . . . . . . . . . . . . . . . $125.00

Includes Manual, 2 Test Cards, 14 cut-apartsheets (80 Picture Cards), and 25 Score Sheets in a vinyl carrying case.

076-1647-503

Score Sheets . . . . . . . . . . . . . . . . . . . . . . $47.00Pkg of 25 076-1647-511


Complete Kit . . . . . . . . . . . . . . . . . . . . . . $132.00

Includes Examiner’s Manual, 8 Test Cards, and 25 Score Booklets in a vinyl carrying case.

076-1647-457

Score Booklets . . . . . . . . . . . . . . . . . . . . $47.00Pkg of 25 076-1647-465

B LEVEL

A LEVEL

A LEVEL



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Quick and Easy!

Current CustomersIf you are a current customer, please provide us with your Account Numberwhen ordering. Use our convenient Order Form (page 42) when you call, fax, mail, or order online.

New CustomersIf this is your first order, you will need to provide us with a completed Qualifications Form (page 38) along with your order.

Please follow these 3 easy steps:Step 1 – Review the Qualifications Requirements (page 37)Step 2 – Fax or mail a completed Qualifications Form (page 38)Step 3 – Place an order by using our convenient Order Form (page 42)

when you call, fax, mail, or order online.

Call us at 800-211-8378 or e-mail us at [email protected] check on the status of your order or if you have any suggestions, comments, or questions.

See the following pages to learn more about:37: Qualifications Requirements for Purchase38: Qualifications Form39: 40% University Training Program Discount42: Order Form

Visit PsychCorp.com to learn more about:Our 100% Product Satisfaction, Volume Discounts, Software Policy, and Terms and Conditions of PurchaseInformation on Copyright and Licensing and Student ResearchHow to Qualify for Test Purchase

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WEB: SECURE ONLINE ORDERING

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R E Q U I R E M E N T S T O Q U A L I F Y F O R T E S T P U R C H A S E

Harcourt Assessment has established a policy for qualifying individuals, organizations, or agencies to purchase tests. A three-level(A, B, C) classification system differentiates products according to the types of purchasers to whom tests may be sold. Depending onthe Qualifications Level assigned to the product(s) being ordered, the order must also include the following information to qualify anindividual, organization, or agency for test purchase:

Harcourt Assessment publishes a wide variety of tests for all kinds of users—tests that may be administered by paraprofessionals, tests that maybe administered by educational specialists with differing backgrounds in assessments, and tests that require an advanced level of training toadminister and interpret the test results.

Some tests, such as intelligence tests, are restricted to individuals with specific training. Others, such as some checklists of adaptive behaviors,provide examiners with useful information and do not require a great deal of interpretation.

We differentiate assessment products in our catalog by classifying them as A-, B-, or C-level instruments.

Generally, A-level instruments are those that do not require an individual to have advanced training in assessment and interpretation. These typesof tests include products such as School Function Assessment (SFA), Early Reading Diagnostic Assessment (ERDA), and Adolescent/Adult SensoryProfile. There are no special qualifications to order these products.

B-level instruments require more expertise on the part of the examiner than A-level tests. The administration procedures and interpretation oftest results are generally more complex than A-level products. Examples of B-level instruments include products such as Bayley InfantNeurodevelopmental Screener, Miller Assessment for Preschoolers, and Brown Attention–Deficit Disorder Scales for Children.

B-level tests may be purchased by individuals who are certified by a professional organization recognized by Harcourt Assessment to require train-ing and experience in a relevant area of assessment.

These professional organizations include as part of their code of ethics the requirement that practitioners engage in aspects of their professionsthat are within the scope of their competence. Therefore, practitioners who do not have a master’s degree but who have completed specializedtraining or have developed expertise in a specific area (e.g. neurodevelopmental treatment or infant development) may order B-level products toassess skills in the practitioner’s area of expertise.

If you are a member of a professional organization such as the American Speech-Language-Hearing Association (ASHA) or the AmericanOccupational Therapy Association (AOTA), you are eligible to purchase B-level products.

B-level tests may also be purchased by individuals with a master’s degree in psychology, education, or a related field with relevant training inassessment.

C-level tests require verification of a doctorate in psychology, education, or a related field or licensure. If you have certification by certain agenciesor national organizations, such as ASHA or NBCOT, you may be able to purchase C-level products based on your training or expertise.

If you belong to one of the professional organizations listed in our catalog, are licensed to practice in your state or have experience and training in a specific area of assessment, and would like to purchase B- or C-level products, our Customer Service Center staff would be happy to talk with youabout qualifying you to purchase a test relevant to your practice. Please call our Customer Service Center at 800-211-8378 if you have questions orconcerns about ordering any product.

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Helping You Help OthersChoosing the best products to meet the needs of your clients is easier than everwhen you call upon our Customer Service staff. They can provide you withthe most up-to-date and accurate information available about our com-plete line of psychological, speech and language assessments, occupa-tional therapy and talent assessment resources. Working closely withour product development staff, Customer Service associates areuniquely trained to offer in-depth information and answer yourquestions with confidence.

To further enhance your ordering experience, our expedited shippingoptions help you meet deadlines and our flexible return policies guar-antee your satisfaction.

To order products or for your free catalog, please call Customer Service at 800-211-8378.



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Name _________________________________________________ Phone _______________________Fax ____________________________

Address: Street ____________________________________________City______________________State _____________ Zip ___________

Email Address _______________________________________________________________________________________________________

Responsible Party___________________________________Position/Title ______________________________________________________

1. Type of Business:

■■ Public School ■■ Non-Public School ■■ College: 4 year, 2 year, Trade/Technical Institute, Graduate

■■ Government: Federal, State, County ■■ Military ■■ Early Childhood and Intervention ■■ Clinic/Medical Facility

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2. Primary Area of Specialty: (based on training, or supervised experience) Check only one

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■■ Bachelor’s Degree: Year ____________ Institution ___________________________________ Major ____________

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■■ Fellow ■■ Associate ■■ Student ■■ Other ______________________________________________________________________

I certify that I and/or persons who may use the test materials being ordered by me have a general knowledge of measurement principles and of thelimitations of test interpretations as called for in the Standards for Educational and Psychological Tests and that I/we are qualified to use and interpretthe results of these tests being purchased as recommended in these Standards. Each person or institution purchasing a test must agree to comply withthe following basic principles of minimum test security: Test takers must not receive test answers before beginning the test; test users must adherestrictly to the copyright law and under no circumstances photocopy or otherwise reproduce answer forms, test books, or manuals; access to test materialsmust be limited to qualified persons who agree to safeguard their use. Test materials may not be resold or distributed under any circumstances. I additionallycertify that I have read the Terms and Conditions of Purchase and other policies set forth in this catalog and that I understand and accept such Terms andConditions of Purchase and policies.

Your signature indicates acceptance of and compliance with the statements above.

You may fax this form to our Qualifications Group at 888-200-4880, or mail to P.O. Box 708912, San Antonio, TX 78270-8912

Signature_________________________________________________________________________Date____________________________

Harcourt Assessment maintains a high commitment to professional practices in testing and assessment. Many of the tests andmaterials presented in this catalog are available only to qualified professionals in accordance with the principles stated in TheAmerican Psychological Association’s Ethical Principles of Psychologists and Code of Conduct. Eligibility to purchase certainrestricted materials is determined on the basis of training and experience.Current qualified customers must update their qualification information every 2 years.


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Copy and return with purchase order to:Harcourt Assessment, Inc. • Qualifications Group, Customer Service • PO Box 708912, San Antonio, TX 78270-8912

You may fax this form to our Qualifications Group at 888-200-4880

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A training program discount of 40 percent is granted on the purchase of materials for usein college or university measurement courses, internships, and clinical practices and notfor resale. The training program assumes responsibility for proper use of materialsconsistent with user qualifications and applicable testing standards. This applies only topublications of Harcourt Assessment or its divisions. No training discount is given on distributed materials for other publishers. This discount may not be used with any other discounts, special offers, or introductory pricing.

Orders must be submitted in writing on a University Purchase Order and must be accompanied by a completed andapproved University Training Program Discount Form.

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Amy Dilworth Gabel, Ph.D. 12881 Crouch DriveFairfax, VA 22030Tel: 703-815-0905 Fax: [email protected]: DC, DE, MD, NJ, PA, VA, WV

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41PHONE 800-211-8378 • FAX 800-232-1223 • PsychCorp.com • PROMO CODE MT699

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Helps you plan strategiesfor children birth to 12years old affected by sensory processing dysfunction, cerebralpalsy, Down’s syndrome,and autism.

Combining Neuro-DevelopmentalTreatment and Sensory IntegrationPrinciplesErna I. Blanche, Ph.D., OTR/L, FAOTA; Tina M. Botticelli, M.S., PT; and Mary K. Hallway, OTR

Design comprehensive intervention plans

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B O O K S A N D E Q U I P M E N T : S E N S O R Y

This book covers diversepopulations, case studiesand is applicable to thoseworking with a variety of clients.

Understanding the Nature ofSensory Integration With DiversePopulationsSusanne Smith Roley, M.S., OTR/L, FAOTA; Erna Imperatore Blanche, Ph.D., OTR/L, FAOTA;and Roseann C. Schaaf, Ph.D., OTR/L, FAOTA

Reference applicable case studies by leading sensory integrationresearchers

This book presentsspecific assessmenttools and strategies,interventions, anddetailed case studies,grounded in solid clinical reasoningframework.

SI: Applying Clinical Reasoning toPractice with Diverse PopulationsRoseann C. Schaaf, Ph.D., OTR/L, FAOTA andSusanne Smith Roley, M.S., OTR/L, FAOTA

Operationalize sensory integration principles and applythem to real clinical situations

Is It Sensory or Is It Behavior?Betty A. Paris, PT, M.Ed. andCarolyn Murray-Slutsky, MS, OTR

Interpret a child’s behaviors andplan appropriate interventions

Manual with Laminated Cards . . .$49.95076-1644-245

Laminated Cards . . . . . . . . . . . . . . . .$5.00076-1644-237

Oh Behave! Sensory Processingand Behavioral Strategies

Kellivest®

Maryann Colby Trott, M.A.

32-page softbound booklets . . . . .$42.95Set of 10 076-1649-76X

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With more than 150 activi-ties to choose from, thismanual offers occupationalor physical therapists newways to help school-aged children with sensory processing or sensorimotordifficulties. Activities are

organized by the systems, themes, and develop-mental approaches, and are adaptable forgroups or individuals.

Sensorimotor Processing Activity PlansConstance H. Sheda, M.S., OTR and Patricia R. Ralston, M.S., PT

Create contemporary activity plans

224-page spiral-bound manual . . .$49.95076-1647-678

240-page softbound manual . . . . . .$59.95076-1615-458

Your team will make gooduse of this sensory-integrative treatment program, designed forchildren from 1 to 3 yearswith mild to moderatedevelopmental delays anddisabilities. Topics includelegislation, program design

and management, appropriate activities andcase studies.

SI for Early Intervention: A TeamApproachKatherine Newton Inamura, M.A., OTR

Make informed decisions

• Illustrates how to prevent difficult behaviorsand determine appropriate interventions

• Addresses the ways sensory processing and behavior strategies work together

• Offers practical examples of concepts

313-page hardcover manual . . . . .$39.95076-1644-202 464-page softbound manual ..........$59.95

076-1615-156175-page spiral-bound manual ....$69.95

076-1643-346

This book provides infor-mation and strategies fordistinguishing betweensensory-based and non-sensory-based behaviors,as well as interventiontechniques for ages 4 years and older.



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This book is appropriate for clients with cognitive,sensory, and physical impairments and providesinformation parents, refer-ring physicians, and insurancecompanies count on.

• Streamline your recordkeeping • Create comprehensive checklists • Eliminate the need for long written narratives

Documenting Sensorimotor Progress:A Pediatric Therapist’s GuideGeorgia A. DeGangi, Ph.D., OTR, FAOTA

Create objective documentation

30-page softbound booklets . . . . .$49.95Set of 10 076-1620-01X

The Sensory MotorHandbook is a greatresource for occupationaltherapists, speech-language pathologists,teachers and parents that provides a troubleshooting sectionwith ideas for classroommodifications for individual students.

Sensory Motor Handbook—Second EditionJulie Bissell, M.A., OTR; Jean Fisher, M.A., OTR;Carol Owens, OTR; and Patricia Polcyn, OTR

220-page softbound manual . . . . . . . . $54.95076-1643-869



128-page spiralbound manual . . . . . . $54.95076-1643-532

Using a transdisciplinaryapproach, this resource combines tactile and sensory stimulation withcommunication goals. Itincludes assessments, inter-vention strategies, activities,record-keeping forms, andcarry-over materials.

Chapters include family-centered services,team building, and adapting activities for mixedage/ability groups for children birth to 5 years.

Every Move Counts–Sensory-BasedCommunication TechniquesJane Edgar Korsten M.A., Dixie K. Dunn,M.A., OTR, Teresa Vernon Foss, M.Ed., and Mary Kay Francke, COTA

SenseAbilitiesUnderstanding Sensory IntegrationMaryann Colby Trott, M.A.; Marci Laurel, M.A., CCC-SLP; and Susan L. Windeck, M.S., OTR/L

Complete Kit . . . . . . . . . . . . . . . . . . .$89.95

10 minute, full color VHS videotape;and 162-page manual 076-1647-49X

Manual . . . . . . . . . . . . . . . . . . . . . . . .$64.95076-1685-43X

Making It Easy–SensorimotorActivities at Home and School

174-page spiralbound manual . . . .$54.95076-1643-494

Parents, teachers, and therapists can easily incorporate these activitiesinto the daily routines ofpreschoolers and youngchildren. You’ll find them a valuable resource forkeeping your clients

motivated and increasing their attention in the classroom.

Mary Haldy, M.S., OTR and Laurel Haack, M.S., OTR

Promote basic skill developmentwith sensorimotor activities

An Introduction to SensoryIntegration

Develop ways to help chil-dren synthesize, organize,and process information fromthe senses and environment— then produce useful, goal-directed responses via the tactile, vestibular, andproprioceptive systems.

This introduction also shows how parents andteachers can reinforce therapy at home and in the classroom.

Nan Arkwright, MOT, OTR

Include sensory integration in your work with learning-disabledchildren

Pediatric Massage–RevisedFor the Child with Special NeedsKathy Fleming Drehobl, B.S., OTR/L and Mary Gengler Fuhr, B.S., OTR/L

Learn the special strokes for targeted body areas

Classroom Intervention for the School-Based Therapist–An Integrated ModelKathy Bryte, OTR/L

Includes helpful ideas foradapting your clients’environment, reproducingtraining resources, casestudies and informationabout sensory domains.


Activity-Based Intervention GuideMarcia Cain Coling, M.A. and Judith Nealer Garrett, Ph.D., CCC-SLP

Provides multisensorylearning activities and intervention strategiesfor those with develop-mental delays, attentiondeficits and traumaticbrain injury.

Complete Kit . . . . . . . . . . . . . . . . . . .$79.95

5, 69-page softbound booklets; 69 reproduciblelooseleaf pages; storage folder 076-1642-838

Booklets . . . . . . . . . . . . . . . . . . . . . . .$39.95Set of 5 076-1640-088

This guide offers detailedinstructions for parentsand caregivers to effectively massage children up to 11 yearswith cerebral palsy, Downsyndrome, autism, sensoryintegrative disorders,developmental delays, and other impairments.


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475-page softbound manual . . . . . . . . $79.95

076-1641-904

136-page softbound manual . . . . . .$54.95076-1648-50X

This problem-orientedapproach integrates the information you gather—from diagnosis to long-term implications.

Feeding and Swallowing Disordersin InfancyAssessment and ManagementLynn S. Wolf, M.O.T., OTR and Robin P. Glass, M.S., OTR

Evaluate and treat children up to 1 year old with sucking, swallowing,or breathing disorders

This manual is a greatresource for parents ofinfants and children withfeeding and nutrition concerns. Each of these195 reproducible handoutscan be customized with aspecial section for provid-ing individual information.

Feeding and Nutrition for the Child with Special NeedsHandouts for ParentsMarsha Dunn Klein, M.Ed., OTR/L and Tracy A. Delaney, Ph.D., RD

Offer guidance regarding feedingand nutrition issues

Thanks to detailed illustra-tions and tables, the reproducible guidelines inthis manual make conduct-ing a video-fluoroscopicstudy easy to understand.Geared toward infants and older children, you

can also review a child's anatomy and motordevelopment as it relates to feeding.

The narrow, shallow bowls of these spoons allowfood to slide off easily, and the durable plasticconstruction stands up against reflex biting.

Pediatric VideofluoroscopicSwallow Studies

Maroon Spoons

Joan C. Arvedson, Ph.D., CCC-SLP and Maureen A. Lefton-Greif, Ph.D., CCC-SLP

Review motor development as it relates to feeding

601-page spiralbound manual . . . . . . $99.95

076-1643-32X

Pre-Feeding Skills—Second EditionA Comprehensive Resource for Mealtime Development


076-1674-071

Small (1" bowl), set of 20. . . . . . . . . $22.95

076-1641-580

Large (1 1/4" bowl), set of 20. . . . . . $20.95

076-1641-599

This updated and referenced edition by the authors of the best-selling Pre-Feeding Skills is a must for pediatric feeding specialists working with clients from birth to adolescence. Thebook contains nearly 12 new chapters with information aboutmealtime roles and influences, supportive diagnostic testing, gastrointestinal influences on feeding, autism, sensory influenceson feeding, children who do not eat enough to grow, foundationsfor mealtime, and oral motor skills limitations.

Suzanne Evans Morris, Ph.D., CCC-SLP and Marsha Dunn Klein, M.Ed., OTR/L

A valuable feeding resource

Mouth Madness–Oral Motor Activities for Children

The illustrations, photographs and detailed instructions in this manualenable you to help preschool and primary school children with hearingimpairment, oral dyspraxia and articulation deficits.

Catherine Orr, M.A., OTR, BCP

Help children learn feeding and verbal skills

520-page softbound manual . . . . . .$69.95076-1674-08X

Mealtime Participation GuideSuzanne Evans Morris, Ph.D., CCC-SLP andMarsha Dunn Klein, M.Ed., OTR/L

Valuable mealtime and feeding resources

¡Sí! Parent Questionnaire available in Spanish

Distributed Product

The authors of the best-selling Pre-Feeding Skillsbring you another invalu-able resource. Guides youthrough the physicalmealtime experiences,as well as imaginedmealtime developmental,sensory, and interactionalexperiences.


076-1632-28X



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Adventures at Hand!—Games forVisual Motor Skills Development

These six games make learning an adventurefor children ages 4 to 11. Appropriate for chil-dren affected by dyspraxia, sensory integrationdysfunction, developmental delay, or ADHD.

Patricia A. Volpe, OTR

Fine Motor Dysfunction—TherapeuticStrategies in the Classroom

This best-selling book helps you target the individual needs of yourclients with strategies thatwill show you how to adaptregular classroom program-

ming and materials for your preschool andschool-age clients.

Kristin Johnson Levine, M.S. Ed., OTR

Developmental Hand Dysfunction(Second Edition)

This manual offersthe theory, assess-ment, and treatmentof prehension or handdysfunction for all ages.

Rhoda P. Erhardt, M.S., OTR, FAOTA

Complete Kit . . . . . . . . . . . . . . . . . . $149.95

Includes six games, instructions, alphabet cards,game markers, bulb syringes, puff balls, WikkiStix®, reward tokens, and dice.

076-1616-004

208-page spiral-bound manual . . . $54.95076-1643-80X

96-page softbound manual . . . . . . . $49.95076-1645-101 313-page manual

in a 3-ring binder . . . . . . . . . . . . . . . $79.95076-1643-567

243-page softbound manual. . . . . . $69.95076-1641-874

96-page softbound manual. . . . . . . $59.95076-1644-806


Motor Development Program forSchool-Age Children —Second Edition

593 loose-leaf pages in a 3-ring binder . . . . . . . . . . . . .$94.95

076-1647-04X

CD-ROM for PC and Macintosh; User’s manual . . . . . . . . . . . . . . .$129.95

076-1646-906

Hands at Work and Play—Developing Fine Motor Skills at School and HomeJanice Miller Knight, M.S.Ed. and Mary Jo Gilpin Decker, B.S., OTR/L

Whether cutting, coloring, or writing,these activities willhelp teachers andparents refine coordi-nation in at-risk 5-to7-year-olds.

PT Activities for Pediatric Groups

Help children ages 3- to 5-years old build self-confidenceand create social interaction whilethey’re developingtheir gross motor skills.

Karen L. Kane, MPT and Melissa Moore Anderson, PT

Posture and Fine Motor Assessmentof Infants

Use this early intervention assessment tool for children ages 2- to 12-months old.

Jane Case-Smith, Ed.D., OTR/L andRosemarie Bigsby, Sc.D., OTR/L

Normal Development of Functional Motor Skills —The First Year of Life

Convenient chartsand illustrations thatlead you through thestages of motordevelopment in thefirst year of life.

Rona Alexander, Ph.D., CCC-SLP; Regi Boehme, OTR; and Barbara Cupps, PT

Jeanne Shanks Sellers, Ed.D., PT

Easily create individualized pro-grams to assess themotoric developmentlevel of children from4 to 12 years old.

Pre-Dressing Skills152-page softbound manual . . . . . .$40.95

076-1646-892

Pre-Writing Skills (Revised)119-page softbound manual . . . . . .$40.95

076-1620-893

Pre-Scissor Skills (3rd Edition) 96-page softbound manual . . . . . . .$40.95

076-1631-011

Pre-Dressing SkillsPre-Writing Skills (Revised)Pre-Scissor Skills (3rd Edition)Marsha Dunn Klein, M.Ed., OTR/L


B O O K S A N D E Q U I P M E N T : D E V E L O P M E N T & H A N D W R I T I N G

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250-page paperback book . . . . . . .$59.95076-1644-229

213-page spiral-bound manual . . . $59.95076-1642-315

220-looseleaf pages, 3-ring binder with tabbed dividers . . . . . . . . . . . . $67.00

076-1695-214

215-page manualin a 3-ring binder . . . . . . . . . . . . . . . $59.95

076-1641-335

192-page spiral-bound manual . . .$49.95076-1647-66X

288-page spiral-bound manual and set of5 Hawaii Developmental Charts . .$79.00

076-1678-980

Hawaii Developmental Charts . . .$24.00Set of 5 076-1630-023

Loops and Other Groups—A Kinesthetic Writing System

Big Strokes For Little Folks

Mary D. Benbow, M.S., OTR/L

H A N D W R I T I N G

Complete Kit . . . . . . . . . . . . . . . . . . .$59.95Includes Instructor’s Manual; Level 1 Manual;Level 2 Manual; Alphabet Models, and LetterGroup Charts Manual.

076-1641-890

Level 1 Booklet (First Years of Handwriting)64-page softbound . . . . . . . . . . . . . .$54.95Pkg of 10 076-1641-467

Level 2 Booklet (lower case letter review & focus on capital letters)32-page softbound . . . . . . . . . . . . . .$49.95Pkg of 10 076-1641-483

An Overview of Early InterventionE.J. Brown with Jane P. Sorensen, Ph.D., OTR, ND

Incorporate Occupational Therapyinto Early Intervention

Setsu Furuno, Ph.D.; Katherine A. O’Reilly, PT, MPH; Carol M. Hosaka, M.A.; Takayo T. Inatsuka, OTR; and Barbara Zeisloft Falbey, M.S., CCC-SP

Helping Babies Learn/HawaiiDevelopmental Charts

Play CalendarsWeekly Activities for Infants, Toddlers, and Preschoolers

Show parents how tostimulate their child’soverall developmentthrough play.Appropriate for children 18 months to 5 years.

Rachel B. Diamant, M.S., OTR/L

Rachel B. Diamant, M.S., OTR/L

Use this collection ofmore than 70 repro-ducible activitysheets with childrenbirth to 3 years oldwho have develop-mental delays or whoare at risk.

Positioning for PlayHome Activities for Parents of Young Children

Partners in MovementA Family-Centered Approach toPediatric KinesiologyVickie Meade, MPH, PT

Help parents and care-givers in the rehabilitationprocess of infants andtoddlers with altered postural alignment due to muscle imbalance orpathology. Each chapterincludes an outline,

objectives, and corresponding questions.Reproducible record-keeping forms are included.


246-looseleaf pages in a 3-ring binder . . . . . . . . . . . . . .$69.95

076-1643-672

Home Program Instruction Sheets for Infants and Children

Augment therapyprovided by thephysical therapistwith these informa-tive and easy-to-use instruction sheets.

D. LaVonne Jaeger, M.A., PT and Joan Gertz, M.S., PT

Parent Articles for Early Intervention

Give these reproducible articles to parents ofchildren ages birth through 3 years who havecommunication and physical disorders.Articles are grouped by 12 major topics,including communication, cognitive develop-ment and play, personal care, emotional devel-opment, and family support. Articles includeanswers to frequently asked questions,detailed instructions, and suggestions forrelated activities and materials.

Edited by Marsha Dunn Klein, M.Ed., OTR/L Bonnie Levine Rubell, OTR/L

Get the “little folks”you work with ready towrite! This develop-mental training pro-gram is designed for5- to 9-year-olds whoalready recognize letters but haven’t hadmuch success learningto write them.

This book includes information on family-centered care, identify-ing markers in prenatalfactors, issues concern-ing the family and homeenvironments, and muchmore!

Help parents learn how to observe theirchildren from birth to 36 months.


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MB O O K S A N D E Q U I P M E N T : A U T I S M

This resource explainshow to effectively treat children frombirth to 18 years whohave Autism or related pervasivedevelopmental disorders.

Exploring the Spectrum of Autismand Pervasive DevelopmentalDisorders— Intervention Strategies

Read about diagnosticcriteria, range of symp-toms and behaviors,and impact on familyfunctioning.

Autism, Second EditionA Comprehensive Occupational Therapy ApproachEdited by Heather Miller-Kuhaneck, M.S.,OTR/L, BCP

Understand symptoms and behaviors of Autism

This manual, developedfor therapists, teachers,and caregivers of autistic childrenexplores sensory motorissues for individualswith Autism.

Sensory Motor Issues in AutismJohanna Anderson, OTR

Gain a new understanding about sensory processing disorders and Autism

Understanding the Nature of Autism, Second Edition

499-page softbound manual . . . . . . $69.95076-1641-262

Appropriate for usewith any age andability level,this newedition presents anintegrated approachto teaching andintervention, incor-porating strategiesfrom recognizedmodels that matchthe specific needs ofeach individual.

Janice E. Janzen, M.S.

Gain practical strategies for dealing with Autism

Carolyn Murray-Slutsky, M.S., OTR and Betty A. Paris, PT

Gain knowledge necessary totreat children with Autism

413-page softbound manual . . . . . . $59.95076-1655-00X

Now in a fully updatedThird Edition, this comprehensive work provides a thorough review of these disorders, drawing on findings and clinical experience from a number of related disciplines.

Handbook of Autism and PervasiveDevelopmental Disorders, Third Edition, Two Volume Set By Fred R. Volkmar

Two Volume Set, 1488 pages $150.00047-1716-987

Distributed Product

Autism Facts and Strategies for ParentsJanice E. Janzen, M.S.

Learn additional information about and strategies in dealingwith Autism

This book is intended forparents of children recentlydiagnosed with autism orone of the Autism Spectrumdisorders includingAsperger’s Syndrome.

In his role as a designer of HarcourtAssessment test materials, Mark Cooley helps

shape ideas into finished products that are attractive,easy to use, and that fulfill the teams’ visions of what their

products should be. During Mark’s six years at Harcourt, he’shad the opportunity to attend the annual conferences of profes-

sional organizations, where he learned first hand what customerswant in test materials. “The customer voice is definitely the strongest,”

Mark says of the input he receives from the various groups involvedin building a test. “But the people I work within the company areextremely dedicated. They want to do so much good in the world.They believe in what they’re doing, and that is why working here isso rewarding for me.”

“The Bayley Scales have long been considered the standard to whichother infant/toddler assessments have been compared. The BSID–II raised

this standard and brought it to a state-of-the-art level and the newBayley–III reflects yet another progressive milestone in the discipline.The Bayley–III now aligns with IDEA by providing comprehensiveassessment of development in areas of cognitive, communicative,motor, social-emotional, and adaptive development.”

“Bayley Scales, the standard to which other infant/toddlerdevelopment assessments have been compared.”“Bayley Scales, the standard to which other infant/toddlerdevelopment assessments have been compared.”

– Max McFarland, Ed.D., NCSPInterim Department Co-Chair, Department of Counseling and School Psychology; Program Director, Ed.S. School Psychology; Training Program, University of Nebraska at Kearney

88-page semi-concealed manual . . . . . . . . . . . . . . . . . . . . . . . . .$24.95

076-1671-005339-page softbound manual . . . . . . $89.00

076-1600-124

Distributed Product




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Progressive IndividualizedExercises (PIE)

Joelle Schneider, PT and Joan Cecil Passanisi, PT




“Aston” is a trademark of Judith Aston.

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Baby Treatment Based on NDT Principles

Lois Bly, M.A., PT

This manual provides step-by-step instructionsand photographsdemonstrating positioning tech-niques and how tofacilitate function.

Facilitation Techniques Based on NDT Principles

Lois Bly, M.A., PT and Allison Whiteside, PT

It’s the first “howto” manual aimedat helping clientsof all ages reachtheir highest functional levels.

Pediatric Strengthening ProgramReproducible Exercises

These playful activitieshelp to increase thestrength of your pediatricclients who have hadselective dorsal rhizotomy (SDR) surgery,myelomeningocele,Guillain-Barré, spinalcord injury, or orthopedic surgery.

Text by Linda Stern, PT, Illustrations by Kathryn Steidle, PT

Pediatric Balance ProgramSieglinde Martin, M.S., PT

Help children ages 1-18 yearsachieve early independencethrough balance training.

Posture and Movement of the Child With Cerebral PalsyMarcia Hornbrook Stamer, PT, PC

Use this collectionof more than 70reproducible activitysheets with parentsof children birth to 3 years old whohave developmentaldelays or who are at risk.

Aston™ Postural AssessmentWorkbook— Skills for Observing and Evaluating Body Patterns Judith Aston, M.F.A.

Learn how to efficientlyand effectively evaluateadult clients with orthopedic conditionsand other alignment orpain syndromes contributing to muscu-loskeletal dysfunction.

Transferring and Lifting Children and Adolescents (Revised)Home Instruction SheetsD. LaVonne Jaeger, M.A., PT

Give caregivers the reproducible instructionsheets they need fortransferring and liftinginfant through adolescentclients who have motor disabilities.

Neuro-Developmental TreatmentApproachJanet M. Howle in collaboration with NDTA Theory Committee

Learn theory behindNDT and how NDT can improve functional activities

440-reproducible pages in a 3-ring binder with tabbed dividers . . . . . . . . $59.95

076-1641-629

This complete collection of repro-ducible exercisesheets can be usedwith adolescent andadult clients withorthopedic and neurological involve-ment who need toregain strength andrange of motion.



BOOKS AND EQUIPMENT: ADHD, CASTING/SPLINTING, & SOCIAL-EMOTIONAL/ADAPTIVE BEHAVIOR

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Attention Deficit Disorder Strategies for School-Age Children

Clare B. Jones, Ph.D., Foreword by Sam Goldstein, Ph.D.

This practical manual provides information useful inmanaging attention deficit disorder in children andadolescents from 6- through 18- years old. Use as amultimodality approach to instruction that emphasizesbuilding your students’ self-esteem.

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Sourcebook for Children with Attention Deficit Disorder, SecondEdition— A Management Guide For Early Childhood Professionals and ParentsClare B. Jones, Ph.D.

This revised guide containsupdated and expandedinformation for workingwith children ages 3- to 6-years old in the preschoolclassroom. It provides successful ADD strategiesand original activities ofthe earlier edition.

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Parent Articles About ADHDEdited by Clare B. Jones, Ph.D.

Parental involvement ismandatory for success-ful intervention withchildren who have atten-tion-deficit hyperactivitydisorder (ADHD). Thiscollection of reproduciblearticles, written by leaders in the field ofADHD, gives parents theinformation they need to assist in their child’s therapy.

Follow the manual’sillustrations, photographs,and step-by-step instructions to learn howto adapt or fabricatesplints for children ages1-18 years who need protection, support, correction, or intervention of the upper extremity.

Laura Hogan, OTR, BCP and Tracy Uditsky, OTR, BCP

Pediatric SplintingSelection, Fabrication, and ClinicalApplication of Upper Extremity Splints

This innovative resourceprovides a thoroughreview of developmentalbiomechanics and relatedassessment proceduresfor detecting lowerextremity alignment problems in children frombirth through 7 years withcerebral palsy.

Beverly D. Cusick, M.S., PT

Progressive Casting and SplintingFor Lower Extremity Deformities inChildren with Neuromotor Dysfunction

Promoting Social Competence

Appropriate for children between the ages of 3 and 12 years. It emphasizes peer interactionwith age appropriate activities for effectingchanges in social and play behavior, self-regulation, communication, presocialskills, and social decision making.

G. Gordon Williamson, Ph.D., OTR, FAOTA and Wilma J. Dorman, OTR

Enhance social competence

Living In My SkinThe Insider’s View of Life With aSpecial Needs ChildLori A. Hickman, M.S., CCC-SLP

Gain a better understand-ing of how to provideinformation and supportto parents with specialneeds children from birthto adolescence. This professional resourcedescribes in parents’ own

words the emotions, ideas, and situations theyface daily when parenting a special needs child.


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076-1667-962


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A Practitioner’s Guide to Clinical Occupational TherapyMoya Kinnealey, Ph.D., OTR/L, FAOTA; Donna Weiss, Ph.D., OTR/L, FAOTA; and Marlene Morgan, Ed.D., OTR/L

Increase your efficiency in analyzing data and designing intervention

The Consulting TherapistBarbara E. Hanft, M.A., OTR/L, FAOTA and Patricia A. Place, Ph.D.

Work effectively withteachers, aides, and parents to help your preschool-and school-age clients achieve academic success as well as enhance their non academic performance in the

gym, lunchroom, and on the playground. Learn how to apply your therapeutic knowl-edge and skills to provide consultation in a school setting.

Training the Physical Therapist AideA Guide for the Rehabilitation ProfessionalDeveloped by Catherine Thut, M.B.A., PT for Baylor Institute for Rehabilitation

OT GOALs COTA Exam Study GuideStrategies for Success

Functional DocumentationA Process for the Physical Therapist

Use this resourcefulhandbook to keepeffective, conciserecords of initial eval-uations, daily progressnotes, discharge summaries, teammeeting notes, andreimbursement letters.

Marcia Hornbrook Stamer, PT and Judith C. Bierman, PT

This study guide hasbeen designed toidentify areas ofcompetence andweakness and toorganize study intological steps.

Susan G. Ahmad, M.S., OTR/L and Donald Kallembach, M.S., OTR/L

Quickly completerequired paperworkfor your preschool to high school case-load. This manualhelps you to incor-porate measurabletherapy goals andobjectives into yourtherapy reports,

treatment plans, IEPs, and other programsrequiring individualized lists of goals.

Partners in GOALs

The Recycling OccupationalTherapist— Hundreds of SimpleTherapy Materials You Can MakeBarbara Smith, M.S., OTR

Driver Rehabilitation A Guide for Assessment andInterventionWendy B. Stav, Ph.D., OTR/L, CDRS

Addressing growingconcerns about ouraging population, thissourcebook includesinformation related todriver rehabilitation,implications of elderlyand medically impairedindividuals operating

a motor vehicle, driving assessment, and intervention.

Easily review clinicalsynopses and decisions, contextualconsiderations, andcase studies in thisextensive guidebookessential for occupa-tional therapy practice. The bookalso provides addi-

tional resources for numerous developmental,behavioral, and neurological disorders.

• Encourages efficiency in gathering andanalyzing data and in developing interven-tion that is grounded in theory and alsorelated to client experience

• Aids in developing client-centered, activity-based treatment programs

• Contains information on an array of diagnostic categories frequently seen by occupational therapists

• Addresses the clinical and social challengescurrently facing occupational therapists


Find everything you needto know about creatingtherapy materials fromcommon household itemsin this resource. Make the items yourself, orinclude your clients in thecreative process. Use the recycled therapy

materials to assist clients of all ages with thefine motor activities, gross motor skills, andsensory activities described in the book.

These reproducibleoutlines and illustra-tions help you providecomprehensive andconsistent training foryour physical therapyaide. The easy-to-usematerial provides a basic science background and psycho-motor information.


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B O O K S A N D E Q U I P M E N T : E S S E N T I A L R E S O U R C E S

This book includes information fornew and experienced practitionersthat will help them to develop andimplement effective procedures forreferral and evaluation, documenta-tion and data collection, teamingand collaboration, and servicedetermination. In addition, the IDEAand IEP process are defined, includ-ing examples of their components.

Practical Considerations for School-BasedOccupational TherapistsBy Lynne Pape, M.Ed., OTR/L and Kelly Ryba, OTR/L

A complete overview of evaluation andassessment, this book focuses on under-standing the broad evaluation process inthe context of determining the need for intervention, rather than on the use of specific assessment tools.

Evaluation: Obtaining and Interpreting DataEdited By Jim Hinojosa, Ph.D., OT, FAOTA; and Paula Kramer, Ph.D., OTR, FAOTA

This book presents the Home EnvironmentalSkill-Building Program (ESP), an evidence-based intervention that can be implemented by occupational therapists in a variety of settings, including home care and assistedliving. Includes a CD-ROM containing repro-ducible screening indicators and questions,checklists, caregiver and environmental assessment forms, and treatment receipt forms.

Occupational Therapy and Dementia Care:The Home Environmental Skill-Building Programfor Individuals and Families (With CD-ROM)By Laura N. Gitlin, Ph.D.; Mary A. Corcoran, Ph.D., OTR/L, FAOTA; and Contributors

287-page book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $52.00156-9001-960

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are standardized to improve predictability and to produce better assessments.Our tests help people all over the world make informed decisions about helping individuals realize their potential.”

– Hector SolisSampling Supervisor of Recruiting,Harcourt Assessment, Inc.

“Our assessments help people realize their potential.”“Our assessments help people realize their potential.”

315-page book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $79.00156-9002-069

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AAhmad, Susan G. ....................51

Alderman, Nick ........................33

Alexander, Rona ......................46

Anderson, Johanna ................48

Anderson, Melissa Moore ......46

Anderson, Vicki ........................32

Andrellos, Peter J.....................23

Arkwright, Nan ........................44

Arvedson, Joan C. ..................45

Aston, Judith ............................49

Avery-Smith, Wendy ................17

BBaddeley, Alan ........................32

Ball, Karlene ............................35

Baum, Carolyn M. ....................11

Bayley, Nancy ..............14, 20, 21

Benbow, Mary D. ....................47

Berk, Ronald A. ..........................8

Bierman, Judith C. ..................51

Bigsby, Rosemarie ..................46

Bissell, Julie..............................44

Blanche, Erna Imperatore ...... 43

Bly, Lois ..............................16, 49

Boehme, Regi. ..........................46

Borowick, Laureen G. ..............35

Boticelli, Tina M. ......................43

Brown, Catana............................6

Brown, E.J. ..............................47

Bryte, Kathy ..............................44

Burden, Vivian ..........................33

Burgess, Paul W. ....................33

CCameron, Carl ..........................29

Carter, Alice ..............................27

Case-Smith, Jane ....................46

Coling, Marcia Cain ................44

Cockburn, Janet ......................32

Corcoran, Mary ........................52

Coster, Wendy J. ..................9, 23

Cupps, Barbara ........................46

Cusick, Beverly D. ....................50

DDaniels, Debora B. ....................6

Decker, Mary Jo Gilpin ............46

Deeney, Theresa ........................9

DeGangi, Georgia A.............8, 44

DeGroot, Terry L. ......................35

Delaney, Tracy A. ......................45

Dellarosa, Donna......................17

Diamant, Rachel B. ..................47

Dorman, Wilma J. ....................50

Drehobl, Kathy Fleming ..........44

Dunn, Dixie K. ..........................44

Dunn, Winnie..................4, 5, 6, 7

EEdwards, Dorothy. ....................11

Ellison, Patricia H. ....................16

Emslie, Hazel ............................33

Erhardt, Rhoda P.......................46

Evans, Jonathan J. ................33

FFalbey, Barbara Zeisloft ..........47

Fewell, Rebecca R. ..................15

Fisher, Jean ..............................44

Fletcher, Jennifer......................29

Folio, M. Rhonda......................15

Foss, Teresa Vernon..................44

Francke, Mary Kay ..................44

Freeberg, Karen S. ..................35

Friedman, Lee ..........................29

Furh, Mary Gengler ................44

Furuno, Setsu ..........................47

GGarrett, Judith Nealer..............44

Gertz, Joan ..............................47

Gilliam, James E. ....................25

Gitlin, Laura .............................52

Glass, Robin P. ........................45

Gowan, Margaret Briggs ........27

Greenspan, Stanley I. . ............26

HHaack, Laurel ............................44

Haldy, Mary ..............................44

Haley, Stephen M. ..............9, 23

Hallway, Mary K. ......................43

Haltiwanger, Jane T. ............9, 23

Hammill, Donald D. ................17

Hanft, Barbara E.......................51

Hanna, Steven ..........................10

Harrison, Patti ..........................28

Helm-Estabrooks, Nancy ........31

Henderson, Sheila E. ..............18

Hickman, Lori A. ......................50

Hinojosa, Jim ..........................52

Hogan, Laura ............................50

Hosaka, Carol M.......................47

Howle, Janet M. ......................49

Hurley, Patricia ........................10

IInamura, Katherine Newton....43

Inatsuka, Takayo T. ....................47

JJaeger, D. LaVonne ............47, 49

James, Merle............................33

Janzen, Janice E.......................48

Jones, Clare B. ........................50

Jones-Bock, Stacy....................25

Jungkunz, Margaret L. ............35

KKallembach, Donald ................51

Kane, Karen L. ..........................46

Katz, Noomi..............................34

Kertoy, Marilyn ........................10

Kertsz, Andrew ........................30

King, Gillian ..............................10

King, Susanne ..........................10

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Klein, Marsha Dunn ........45, 46, 47

Knight, Janice Miller................46

Korsten, Jane Edgar ................44

Kramer, Paula ..........................52

Kratochwill, Thomas R. ............27

LLaurel, Marci ............................44

Law, Mary ..........................10, 45

Lefton-Greif, Maureen A. ........45

Levine, Kristin Johnson ..........46

Loeb, Patricia Anderten ..........29

Ludlow, Larry H. ......................23

MMaddox, Taddy ........................23

Manly, Tom................................32

Martin, Sieglinde......................49

McCormack, Diane Berg..........15

Meade, Vickie............................47

Michels Jelm, Judy..................17

Miller, Lucy Jane ..9, 11, 12, 13, 22, 23

Miller-Kuhaneck, Heather ........48

Minthon, Lennart ....................34

Missiuna, Cheryl ......................10

Morgan, Marlene ....................51

Morris, Suzanne Evans............45

Murray-Slutsky, Carolyn ...... 43, 48

Myles, Brenda ..........................25

NNielsen, Niels Peter ................34

Nimmo-Smith, Ian ............32, 33

OO’Reilly, Katherine A. ..............47

Oakland, Thomas......................28

Orr, Catherine ..........................45

Owens, Carol............................44

PPape, Lynne ..............................52

Paris, Betty A. ....................43, 48

Partners in GOALs ..................51

Parush, Shula ..........................34

Passanisi, Joan Cecil ..............49

Pearson, Nils A.........................17

Perrin, Kathy Riske ..................15

Place, Patricia A. ......................51

Poisson, Susan ..........................8

Polcyn, Patricia ........................44

Pollock, Nancy ..........................10

RRalston, Patricia R. ..................43

Reichler, Robert L. ....................25

Reisman, Judith ......................19

Renner, Barbara Rochen..........25

Ridgeway, Valerie ....................32

Robertson, Ian H. ....................32

Roenker, Daniel ........................35

Roid, Gale H. ............................11

Roley, Susanne Smith ............43

Rosen, Abbey Brod ..................17

Rosenbaum, Peter....................10

Rubell, Bonnie Levine..............47

Rustad, Ruth A. ........................35

Ryba, Kelly................................52

SSchaaf, Roseann C. ..................43

Schneider, Joelle......................49

Schopler, Eric............................25

Sellers, Jeanne Shanks ..........46

Sheda, Constance H. ..............43

Shore, Leann ............................19

Sickel, Ruth Z. ..........................8

Siegel, Bryna ............................24

Simpson, Richard ....................25

Smith, Barbara ........................51

Sorensen, Jane P. ....................47

Stamer, Marcia Hornbrook ..49, 51

Stav, Wendy B. ........................51

Steidle, Kathryn ......................49

Stern, Linda ..............................49

Stoiber, Karen Callan ..............27

Sugden, David A. ....................18

TThut, Catherine ........................51

Toglia, Joan P. ..........................35

Trott, Maryann Colby ........43, 44

UUditsky, Tracy............................50

Ulrich, Dale A. ..........................15

VVolkmar, Fred ..........................52

Volpe, Patricia A. ......................46

Voress, Judith K. ................17, 23

WWanttie, Ann M. ......................35

Ward, Tony ................................32

Warkentin, Siegbert ................34

Warrington, Elizabeth K. ........33

Weiss, Donna ..........................51

Whiteside, Allison ....................49

Wiener, Andrea Santman ..........8

Wiig, Elisabeth H. ..................34

Williamson, G. Gordon............50

Wilson, Barbara A. ............32, 33

Wilson, F. Colin ........................33

Windeck, Susan L. ..................44

Wolf, Lynn S. ..........................45

YYoung, Nancy ..........................10

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AActivity-Based Intervention Guide ......................................44

Activity Card Sort (ACS) ..........11Adaptive Behavior Assessment System—Second Edition, (ABAS–Second Edition) ........28

Adolescent/Adult Sensory Profile ........................................6

Adventures at Hand! ..............46Alzheimer’s Quick Test (AQT) ..34Asperger Syndrome Diagnostic Scale (ASDS) ......25

Aston Postural Assessment Workbook................................49

Autism—A Comprehensive Occupational Therapy Approach, Second Edition ....48

Autism—Facts and Strategies for Parents ..............................48

Attention Deficit Disorder ......50

BBaby Treatment Based on NDT Principles........................49

Bayley Scales of Infant and Toddler Development,Third Edition (Bayley-III) ........20

Bayley Scales of Infant and Toddler Development,ThirdEdition (Bayley-III) Motor Scale Kit ..................................14

Bayley Scales of Infant and Toddler Development,Third Edition (Bayley-III) Screening Test ........................21

Behavioural Assessment of the Dysexecutive Syndrome(BADS) ....................................33

Behavioural Assessment of theDysexecutive Syndrome for Children (BADS-C)..................33

Big Strokes for Little Folks ......47Brief Infant-Toddler Social Emotional Assessment (BITSEA)..................................27

CChildhood Autism Rating Scale (CARS) ..........................25

Children’s Assessment of Participation and Enjoyment and Preferences for Activities of Children (CAPE/PAC) ........10

Classroom Intervention for the School-Based Therapist ....44

Cognitive Assessment of Minnesota, The ......................35

Cognitive Linguistic Quick Test (CLQT) ............................31

Combining Neuro-DevelopmentalTreatment and Sensory Integration Principles ............43

Consulting Therapist, The ........51Contextual Memory Test..........35COTA Exam Study Guide ........51

DDeGangi-Berk Test of Sensory Integration (TSI) ......................8

Developmental Assessment of Young Children (DAYC) ......23

Developmental HandDysfunction, Second Edition ..46

Developmental Test of Visual Perception, Second Edition ..17

Documenting Sensorimotor Progress ..................................44

Driver Rehabilitation................51Dynamic Occupational Therapy Cognitive Assessment for Children (DOTCA-Ch) ............34

Dysphagia Evaluation Protocol ..17

EEvaluation: Obtaining and Interpreting Data ....................52

Every Move Counts ................44Exploring the Spectrum of Autism and Pervasive Developmental Disorders......48

FFacilitation Techniques Based on NDT Principles ..................49

Feeding and Nutrition for the Child with Special Needs ......45

Feeding and Swallowing Disorders in Infancy ..............45

Fine Motor Dysfunction ..........46

Fine Motor Dysfunction, CD-ROM Version ....................46

FirstSTEp: Screening Test for Evaluating Preschoolers ........22

Functional Assessment and Intervention System (FAIS) ..27

Functional Documentation......51

GGilliam Asperger’s Disorder Scale (GADS) ..........................25

Gilliam Autism Rating Scale (GARS) ....................................25

Greenspan Social-Emotional Growth Chart: A Screening Questionnaire for Infants and Young Children ................26

HHawaii Development Charts ..47Handbook of Autism and Pervasive DevelopmentalDisorders, Third Edition ........48

Hands at Work and Play ..........46Helping Babies Learn ..............47Home Program Instruction Sheets for Infants and Children ............47

IIndependent Living Scales (ILS) ........................................29

Infanib, The ..............................16Infant/Toddler Sensory Profile ..6Infant/Toddler Symptom Checklist ....................................8

Introduction to Sensory Integration, An........................44

Is It Sensory or Is It Behavior? ..43

KKellimat ....................................43Kelliquilt ....................................43Kellivest ....................................43

LLiving in My Skin ....................50Loops and Other Groups ........47

MMaking It Easy..........................44Maroon Spoons ......................45

*Bold indicates new product

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Mealtime Participation Guide ..45Miller Assessment for Preschoolers (MAP)................23

Miller Function & Participation Scales (M-FUN-PS) ......9, 12, 13

Minnesota Handwriting Assessment ............................19

Motor Development Programfor School-Age Children ........46

Motor Skills Acquisition Checklist ..................................16

Motor Skills Acquisition in the First Year ..........................16

Mouth Madness ......................45Movement Assessment Battery for Children (Movement ABC) ....................18

NNeuro-Developmental Treatment Approach ..............49

Normal Development of Functional Motor Skills..........46

OOccupational Therapy and Dementia Care........................52

Oh Behave! Sensory Processing and Behavioral Strategies................................43

Oral-Motor Feeding Rating Scale ............................17

OT GOALs ................................51Overview of Early Intervention, An......................47

PParent Articles About ADHD....50Parent Articles for Early Intervention ............................47

Partners in Movement ............47Peabody Developmental Motor Scales, Second Edition (PDMS–2) ................................15

Pediatric Balance Program......49Pediatric Evaluation of Disability Inventory (PEDI) ....23

Pediatric Massage....................44Pediatric Splinting....................50Pediatric Strengthening Program ..................................49

Pediatric Videofluoroscopic Swallow Studies ....................45

Perceived Efficacy and Goal Setting System (PEGS) ..........10

Pervasive Developmental Disorders Screening Test–II (PDDST–II) ..............................24

Play Calendars ........................47Positioning for Play ................47Posture and Fine Motor Assessment of Infants ..........46

Posture and Movement of the Child with Cerebral Palsy ......49

Practical Considerations forSchool-Based Occupational Therapists ..............................52

Practitioner’s Guide to Clinical Occupational Therapy, A........51

Pre-Dressing Skills ..................46Pre-Feeding Skills, Second Edition ......................45

Pre-Scissor Skills, Third Edition ..........................46

Pre-Writing Skills, Revised ......46PrimerPASO..............................22Progressive Casting and Splinting..................................50

Progressive Individualized Exercises (PIE) ........................49

Promoting Social Competence............................50

PT Activities for Pediatric Groups ....................................46

RRecycling Occupational Therapist, The ........................51

Rivermead Behavioural Memory Test—Second Edition, The (RBMT-II) ............32

SSchool Function Assessment(SFA)..........................................9

SenseAbilities ..........................44Sensorimotor Processing Activity Plans..........................43

Sensory Motor Handbook, Second Edition ......................44

Sensory Motor Issues in Autism ....................................48

Sensory Profile ..........................5

Sensory Profile School Companion ..............................4

Sensory Profile SelectScoring Assistant ....................7

Sensory Profile Supplement ....7

Shore Handwriting Screener ..19SI For Early Intervention ........43SI: Applying Clinical Reasoning to Practice with Diverse Populations ..............43

Sourcebook for Children with Attention Deficit Disorder, Second Edition ......................50

Spatial, Temporal, and Physical Analysis of Motor Control ........................15

TTest for Everyday Attention (TEA)........................................32

Test for Everyday Attention for Children (TEA-Ch) ............32

Test of Gross Motor Development Second Edition (TGMD-2) ................................15

Test of Visual Motor Integration (TVMI) ..................17

The T.I.M.E. Toddler and Infant Motor Evaluation ........11

Training the Physical Therapist Aide ........................51

Transferring and LiftingChildren and Adolescents,(Revised) ................................49

Transition-to-Work Inventory (TWI)........................................29

UUnderstanding the Nature of Autism, Second Edition ........48

Understanding the Nature of Sensory Integration with Diverse Populations ..............43

Useful Field of View (UFOV)....35

VVisual Object and SpacePerception (VOSP)....................33

WWestern Aphasia Battery–Enhanced ..................30

60018_OTCat06_53-56_FIN 1/19/06 9:28 AM Page 56

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• Our representatives will verify the pricefor each of the items you have ordered.

• You will receive a confirmation numberfor your order.

• Please record your confirmation num-ber on your order notes. This allows anyof our representatives to retrieve yourorder immediately should you need toinquire.

If you are ordering by fax:• Fax your order to: 800-232-1223

Meet today’s economic challenges:• Volume discounts to stretch your budget

• University/college discounts for training tomorrow’s professionals

• Essential Solutions packages for your assessment needs at special pricing

Shop Online• Now you can order materials on

our Web site.• Visit PsychCorp.com for

assessment resources, articles,and information.

Stretch your budget while youorder all the materials you need for a quality assessmentprogram. The more you order,the more you save.

Total Single Order* Save

$1,500-$4,999 2.5%

$5,000-$7,499 5%

$7,500-$49,999 10%

$50,000+ 15%

* If any materials are returned, the orderwill be re-billed at applicable prices.

Volume DiscountsON MATERIALS

If you mail your order:

• Use the order form on page 42. We suggest that you visitPsychCorp.com to review the Terms and Conditions. It shouldanswer any questions you mayhave, but if it does not, please callus for assistance.

• Make a copy of the completed orderform for your records.

• Mail the completed form, along withyour Purchase Order (if applicable) to:Harcourt Assessment, Inc.Customer ServiceP.O. Box 708912San Antonio, Texas 78270-8912

Customer ServiceCall us at 800-211-8378• To ask about products

• To check on the status of an order

Orderingis quick& easy

Save time and money with convenient ordering

of products and services with our new

Solution Specialist.

HarcourtAssessment.com/SolutionSpecialist

60018_OT Cat_CV_06_FIN 4/6/06 9:48 AM Page 3

Harcourt Assessment, Inc.19500 Bulverde RoadSan Antonio, Texas 78259-3701

PRSRT STDUS POSTAGE

PAIDDALLAS, TX

PERMIT NO. 1204

• Ages 2.6–7.11 years

• Functional, play and school-based activities that are fun and engaging

• Scaled scores for all motor areas

• Research data provided for children with mild to severe motor delays

Call 800-211-8378 Fax 800-232-1223 PsychCorp.com

Copyright © 2006 by Harcourt Assessment, Inc.

See pages 12-13!

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