Assessments
The following assessments are available to affiliates of Clemson University’s College of Education only. These materials are purchased by the special education program and may require their permission for use. Please contact the EMC for all assessments collection inquiries and requests.
| BASC-2 | The Behavior Assessment System for Children 2nd Edition (BASC?2) is a normreferenced diagnostic tool designed to assess the behavior and self?perceptions of children and young adults ages 2 to 25 years. The BASC?2 is a multidimensional and multi?method tool since it measures numerous behavioral and personality characteristics through several report based measures. |
| Behavior Assessment for School Psychologists | Description (coming soon) |
| Brigance Diagnostic Comprehensive Inventory of Basic Skills | The CIBSR is a valuable resource for programs serving students with special needs and continues to be indispensable in IEP development, program planning, and management of basic skills instruction. CIBSR keeps pace with todays assessment needs by combining criterion-referenced assessment with normed/standardized test option for key skill areas. |
| Brigance Diagnostic Inventory of Early Development | The Brigance Inventory of Early Development is a sufficient standardized assessment to measure progress, diagnose delays, and identify age equivalents of the development of children from birth to age seven. The Brigance Inventory measures progress in areas of perambulatory, gross motor skills, fine motor skills, pre-speech, speech and language, general knowledge, readiness, basic reading, manuscript writing, and basic math skills. |
| Brigance Diagnostic Inventory of Essential Skills | Test designed for use in secondary programs serving the student with special needs, to provide a tracking of the student's mastery of those skills that have been identified as essential if the sudent is to be able to function successfully and independently within society. |
| Brigance Diagnostic Life Skills Inventory | Assess listening, speaking, reading, writing, computing, and comprehension skills within the context of everyday situations such as words on common signs and warning labels, telephones, money and finances, and health related words. |
| Brigance Prescriptive Readiness: Strategies and Practice | The BRIGANCE® Prescriptive Readiness: Strategies and Practice is a comprehensive resource that provides a wealth of information, teaching activities, techniques and references for you to strengthen the readiness skills of your students. |
| Burks' Behavior Rating Scales | The second edition of the Burks Behavior Rating Scales (BBRS) helps you diagnose and treat children with behavior problems. Administered and scored in minutes, these scales identify the nature and severity of pathological symptoms in children from prekindergarten to 12th grade. |
| Comprehensive Test of Phonological Processing (CTOPP) | The CTOPP can be used for these purposes: (a) to identify individuals who are significantly below their peers in important phonological abilities, (b) to determine strengths and weaknesses among developed phonological processes, (c) to document progress in phonological processing as a consequence of special intervention programs, and (d) to serve as a measurement device in research studies investigating phonological processing. |
| Detroit Tests of Learning Aptitude Examiner's Handbook | The DTLA-P:3 is a quick, easily administered test for measuring the general aptitude of young children. It is particularly useful with low-functioning school-age children ages 3-0 through 9-11. It comprises six subtests, measuring cognitive ability in areas such as language, attention, and motor abilities. |
| Developmental Test of Visual Perception Administraton and Scoring Manual | The DTVP-3 is the most recent revision of Marianne Frostig's popular Developmental Test of Visual Perception. Of all the tests of visual perception and visual-motor integration, the DTVP-3 is unique in that its scores are reliable at the .80 level or above for all subtests and .90 or above for the composites for all age groups; its scores are validated by many studies; it yields scores for both visual perception (no motor response) and visual-motor integration ability; and it is shown to be unbiased relative to race, gender, and handedness. |
| Developmental Test of Visual-Motor Integration Administration and Scoring Manual | The Beery VMI, now in its sixth edition, offers a convenient and economical way to screen for visual-motor deficits that can lead to learning, neuropsychological and behaviour problems. |
| DIAL-3 | The DIAL-3 is a norm-referenced screening instrument. It is meant to identify young children at-risk or with delays in one or more of the following five developmental areas: cognitive/basic concepts, language, motor, self-help, and social-emotional. |
| Dynamic Assessment of Test Accommodations (DATA) | Designed to assist the teacher in determining the appropriate accommodations that will allow students with learning disabilities to demonstrate academic ability independent of their handicapping conditions. |
| EVT-2 Form A | The EVT-2 is a measure of expressive vocabulary and word retrieval for Standard American English. Developed over a five-year period, the EVT-2 test was co-normed along with the PPVT-4 test. |
| EVT-2 Form B | The EVT-2 is a measure of expressive vocabulary and word retrieval for Standard American English. Developed over a five-year period, the EVT-2 test was co-normed along with the PPVT-4 test. |
| Gray Oral Reading Tests (GORT 4) | The Gray Oral Reading Tests, Fourth Edition (GORT4) helps you identify oral reading difficulties and measure growth in oral reading. |
| Illinois Test of Psycholinguistic Abilities Examiner's Mannual | The Illinois Test of Psycholinguistic AbilitiesThird Edition is an effective measure of children's spoken and written linguistic abilities. The authors present four intended uses of the ITPA-3: (1) early identification of weaknesses in linguistic processes, (2) determination of strengths and weaknesses, (3) documentation of progress, and (4) research. |
| Intelligent Testing w/ the WISC-R | Rationally integrates arguments for and against intelligence tests to synthesize a sensible approach to the interpretation of the WISC-R. Integrates research and theory so that extrinsic factors are intelligently applied. Personally developed by the author, the method is based firmly on--and justified by--empirical, statistical grounds with a focus on logical interpretation of a WISC-R profile. |
| Kaufman Assessment Battery for Children Administration and Scoring Manual | Kaufman Assessment Battery for Children | Second Edition Normative Update (KABC-II NU) is a culturally fair ability test for all children. It is an effective and individually administered measure of cognitive ability. |
| Kaufman Assessment Battery for Children Interpretive Manual | KABC-II is designed to assess the intellectual functioning of children, pre-school through adolescent, with a focus on determining areas of processing strengths and weaknesses. |
| Key Math 3 ASSIST Scoring and Reporting System | The term ASSIST refers to an assessment scoring platform that was created by AGS Publishing, now owned by Pearson. The software was created and released during the late 1990s and early 2000s. |
| KeyMath 3 [kit] : diagnostic assessment / Austin J. Connolly. | KeyMath-3 Diagnostic Assessment is an individually administered measure of essential mathematical concepts and skills that are typically taught in kindergarten through ninth grade. |
| KTEA II | Kaufman Test of Educational Achievement | Second Edition (KTEA-II) is an individually administered battery for in-depth assessment and evaluation of key academic skills. KTEA-II also measures progress or response to intervention, and supports identification of learning disabilities |
| Lindamood Phoneme Sequencing (LiPS) Program for Reading, Spelling & Speech | The LiPS: Lindamood Phoneme Sequencing® Program for Reading, Spelling, and Speech- Fourth Edition is a comprehensive multisensory program that uses explicit, systematic instruction to develop phonological awareness, decoding, spelling, and reading skills. The goal of LiPS is to develop fluent readers and competent spellers. |
| Monitoring Basic Skills Progress: Basic Math Computation | The Monitoring Basic Skills Progress (MBSP) Blackline Masters E-Book Kit contains a set of researched-based standardized measurement and evaluation procedures. The test probes help teachers of students with learning problems to focus intensively on the math progress, to evaluate formatively, and improve those students programs. |
| Monitoring Basic Skills Progress: Basic Math Concepts & Applications | The Monitoring Basic Skills Progress (MBSP) Blackline Masters E-Book Kit contains a set of researched-based standardized measurement and evaluation procedures. The test probes help teachers of students with learning problems to focus intensively on the math progress, to evaluate formatively, and improve those students programs. |
| Organic Brain Pathology and the Bender-Gestalt Test | Description (coming soon) |
| Peabody Individual Achievement Test - Revised | The PAIT-R is an efficient individual measure of academic achievement and can be used to identify specific learning disabilities. |
| Peabody Picture Vocabulary Test - Third Edition | PPVT-III is the leading measure of receptive vocabulary for standard English and a screening test of verbal ability. |
| Peabody Picture vocabulary test, fifth edition. | Peabody Picture Vocabulary Test Fifth Edition (PPVT-5) is a norm-referenced and individually administered measure of receptive vocabulary based on words in Standard American English. PPVT-5 maintains the basic format and qualities of the PPVT-4 with additional upgrades and refinement of the digital applications. |
| Peabody picture vocabulary test, fourth edition. | The Peabody Picture Vocabulary Test Fourth Edition (PPVT-4) is the outstanding vocabulary assessment unsurpassed for nearly a half century. Quick, easy, and reliable as ever, the test helps foster growth in language and literacy. PPVT-4 is also allows for direct comparisons between receptive and expressive vocabulary performance for Standard American English. |
| Social Skills Rating System | The Social Skills Rating System allows you to obtain a more complete picture of social behaviors from teachers, parents, and even students themselves. Evaluate a broad range of socially validated behaviors-behaviors that affect teacher-student relationships, peer acceptance, academic performance, and more. |
| Test of Phonological Awareness (TOPA) | The TOPA-2+ is a group-administered, norm-referenced measure of phonological awareness for children ages 5 through 8 years. The TOPA-2+ has two versions, a Kindergarten version and an Early Elementary version, that measure young children's ability to (a) isolate individual phonemes in spoken words and (b) understand the relationships between letters and phonemes in English. |
| Test of Written Spelling (TWS-4) | The revised TWS-4 is a norm-referenced test of spelling administered using a dictated word format. The results of the TWS-4 may be used for four specific purposes: to identify students whose scores are significantly below those of their peers and who might need interventions designed to improve spelling proficiency, to determine areas of relative strength and weakness in spelling, to document overall progress in spelling as a consequence of intervention programs, and to serve as a measure for research efforts designed to investigate spelling. |
| The phonological awareness test [kit] / Carolyn Robertson, Wanda Salter. | Use a success-oriented program to build requisite reading skills in rhyming, segmenting, and sound placement and blending. This well-established program links phonological awareness instruction with phonetically-controlled reading and spelling activities to build success and carryover. |
| TOWL 4 | The fourth edition of Test of Written Language (TOWL-4) is a norm-referenced, comprehensive diagnostic test of written expression. It is used to (a) identify students who write poorly and, therefore, need special help, (b) determine students' particular strengths and weaknesses in various writing abilities, (c) document students' progress in special writing programs, and (d) measure writing in research. |
| TOWL 4 Scoring Software and Reporting System | The TOWL-4 Scoring and Software Report System, Version 4.00.02 is a quick, efficient tool that: (a) converts TOWL-4 subtest raw scores into age-based and grade-based standard scores, percentile ranks, and age equivalents; (b) generates composite quotients; (c) compares test scores to identify significant intraindividual differences (including up to five non- TOWL4 scores); and (d) provides a printed analytical report of the students TOWL-4 performance. |
| TOWL-3 | The TOWL-3 is a norm-referenced measure of writing competence for students 7-6 through 17-11 years of age. The eightsubtests measure a students writing competence through both essay-analysis (spontaneous) and traditional test (contrived) formats. The TOWL-3 subtests are Spontaneous Formats: Contextual Conventions, Contextual Language, Story Construction, and Contrived Formats: Vocabulary, Spelling, Style, Logical Sentences, and Sentence Combining. |
| TOWRE: Test of Word Reading Efficiency [kit] | The Test of Word Reading Efficiency (TOWRE) is a nationally normed measure of word reading accuracy and fluency. Because it can be administered very quickly, the test provides an efficient means of monitoring the growth of two kinds of word reading skills that are critical in the development of overall reading ability: the ability to accurately recognize familiar words as whole units or sight words and the ability to sound out words quickly. |
| Vineland III | Vineland Adaptive Behavior Scales Third Edition is the leading instrument for supporting the diagnosis of intellectual and developmental disabilities. Vineland-3 not only aids in diagnosis, but provides valuable information for developing educational and treatment plans. |
| Vineland-II | Vineland-II is the leading measure of daily living skills. Psychologists and other professionals continue to depend on it to identify and classify individuals who have learning difficulties, developmental delays, autism spectrum disorders and other impairments. |
| Wechsler Adult Intelligence Scale Manual | The Wechsler Adult Intelligence Scale | Fourth Edition (WAIS-IV) is the most advanced adult measure of cognitive ability, based on recent research in the area of cognitive neuroscience and the theories and work of David Wechsler PhD. WAIS-IV was developed to provide the most advanced measure of cognitive ability and results when addressing the changing clinical landscape. |
| Wechsler Adult Intelligence Scale Rev Manual (WAIS-R) | The WAIS-R was released in 1981 and consisted of six verbal and five performance subtests. The verbal tests were: Information, Comprehension, Arithmetic, Digit Span, Similarities, and Vocabulary. The Performance subtests were: Picture Arrangement, Picture Completion, Block Design, Object Assembly, and Digit Symbol. A verbal IQ, performance IQ and full scale IQ were obtained |
| Wechsler Intelligence Scale for Children (WISC-R)- Rev Manual | The revised WISC, has been designed and organized as a test of general intelligence. The author believes that general intelligence exists, that it is possible to measure it objectively, and that, by so doing, one can obtain a meaningful and useful index of a subject's mental capacity. |
| Wechsler Preschool and Primary Scale of Intelligence Manual | The Weschler Preschool and Primary Scale of Intelligence (WPPSI) is based on the assumption that the 4 to 6 year-old may be systematically appraised through an appropriate battery of tests. It continues the methodological and theoretical approaches to the measurement of mental ability which were the guiding principles in the construction of the Wechsler Intelligence Scale for Children. |
| WIAT III Scoring Assistant | The term ASSIST refers to an assessment scoring platform that was created by AGS Publishing, now owned by Pearson. The software was created and released during the late 1990s and early 2000s. |
| WISC IV kit | The WISC-IV provides essential clinical information and insights, enabling you to use your experience, skills and judgment to relate test results to referral questions. The WISC-IV is designed to meet goals such as expand and strengthen clinical utility to support your decision making, and improve the assessment of fluid reasoning, working memory, and processing speed. |
| WISC-R Prescriptions | Description (coming soon) |
| WISC-V | Wechsler Intelligence Scale for Children® Fifth Edition (WISC®-V) is an intelligence test that measures a childs intellectual ability and 5 cognitive domains that impact performance. |
| Woodcock Johnson Tests of Achievement | Woodcock-Johnson IV is a comprehensive set of assessments which are administered to identify learning difficulties and improve instructional outcomes. |
| Woodcock Reading Mastery Test (WRMT) Revised NU | WRMT-III is an individual assessment of reading skills for children and adults. Identify specific strengths and weaknesses in reading skills to plan targeted remediation for students and determine reading strategies for students with special needs. |
| Woodcock Reading Mastery Test III: Form A | WRMT-III is an individual assessment of reading skills for children and adults. This assessment helps identify specific strengths and weaknesses in reading skills to plan targeted remediation, determine reading strategies for students with special needs, evaluate struggling readers and screen for reading readiness, and guide educational selection and placement decisions. |
| Woodcock Reading Mastery Tests Manual | WRMT-III is an individual assessment of reading skills for children and adults. This assessment helps identify specific strengths and weaknesses in reading skills to plan targeted remediation, determine reading strategies for students with special needs, evaluate struggling readers and screen for reading readiness, and guide educational selection and placement decisions. |
| Young Children's Achievement Test (YCAT) | The Young Childrens Achievement Test (YCAT) represents a major improvement in the early identification of children at risk for school failure. It yields an overall Early Achieve-ment standard score, and individual subtest standard scores for General Information, Reading, Writing, Mathematics, and Spoken Language. |