Adaptive-Behavior Compendium Instruments Publishers

Adaptive Behavior Assessment System, 2nd Edition (ABAS-II)
Authors: Harrison, P., and Oakland, T.

Ages: Birth to eighteen years.
Published: 2003, The Psychological Corporation.
Qualifications to Administer: Graduate training in clinical psychology and assessment.
Stated Purpose: An assessment of an individual’s responses to daily demands and
capacity to live independently.
Type of Instrument: Normative-referenced assessment instrument.
Comments: The Adaptive Behavior Assessment System-2nd Edition (ABAS-II) is an
assessment of an individual’s daily living skills, developed along the guidelines of the
American Association of Mental Retardation. The three major areas of functioning
assessed include Conceptual Reasoning, Social Interactions, and Practical Functioning.
Specific aspects of functioning assessed include, communication, community use,
functional activities, home living, health and safety, leisure, self-care, self-direction,
social, work, and motor skills (for children). An overall Adaptive Behavior Score is
derived. Information is gathered from parents, caregivers, teachers, and the individual
assessed, assuming he/she is an adult. Computer scoring is available.
Normative Data: Norms are age-based, but one can also obtain a profile of strengths and
weaknesses with the scoring software. There is no specific mention of inclusion of those
with visual impairment and multiple disabilities in the normative studies. It is unclear
how applicable the available normative data may be for those with visual impairment or
multiple disabilities.
Standardization: The ABAS-3 does not require standardization in terms of
administration procedure and interpretation for individuals with visual impairment or
multiple disabilities as it is a series of checklists completed by parents, teachers and/or
caregivers.
Adaptations: No adaptations have been made or are required, as it is a questionnaire
completed by others either independent of or with the individual with visual impairment
or multiple disabilities.
Arizona Articulation Proficiency Scale, 3rd Revision (Arizona-3)

Authors: Fudala, J. B.
Ages: One to eighteen years.
Published: 2001, Western Psychological Services.
Qualifications to Administer: Completion of graduate training as a speech-language
pathologist.
Stated Purpose: A clinical measure of articulatory competence in children and
adolescents.
Comments: The Arizona Articulation Proficiency Scale, Third Revision (Arizona-3),
contains an updated set of picture stimuli that are utilized to assess single phoneme or
consonant and vowel pronunciation. Both Intelligibility Ratings and Severity Ratings, as
well as standardized scores and percentile rankings can be calculated. The examinee is
asked to name pictures viewed or to read the names of the pictures from a single card, as
adolescents frequently prefer. In addition, on the back of most picture cards, a question
about the card can be asked of the examinee to elicit information about vocabulary. One
major difficulty with the Arizona-3 is that the examiner must make accurate judgments
concerning sound pronunciation by the student. Thus the Arizona-3, according to the
authors, must only be administered by professionally trained speech pathologists. The
visual stimuli were not designed to assess students with visual impairment or multiple
disabilities.
Normative Data: New to this edition, norms are gender specific up to age six years,
reflecting differences in language development between the sexes during these years.
The publisher states that the normative data collected assessed only those without visual
impairment, and no set of data was collected for administration to individuals with visual
impairment or multiple disabilities. It is unclear how applicable the available normative
data may be for those with visual impairment or multiple disabilities.
Standardization: The Arizona-3 has not been standardized in terms of administration
procedure and interpretation for individuals with visual impairment or multiple
disabilities. In addition, the new optional assessment tasks have not been standardized
for any population.
Adaptations: The publisher also states that no adaptations have been made specifically
for individuals with visual impairment or multiple disabilities. Any informally adapted
items require standardization and normalization before comparison of performance on
adapted items to existing normative data.
Assessment of Phonological Processes-Revised (APP-R)

Author: Hodson, B. W.
Ages: Three to twelve years.
Published: 1986, PRO-ED.
Qualifications to Administer: Speech-language pathologist or student with speech-
language assessment training.
Stated Purpose: To identify and evaluate the severity of phonological disorders.
Comments: The Assessment of Phonological Processes-Revised (APP-R) yields three
scores: Total Score, Phonological Deviation Score, and Severity Interval Rating for
Phonology. The APP-R also elicits an interpretable Miscellaneous Error Patterns score.
There are two kinds of omission measures: Phonological Omissions (Syllabic Reduction,
Consonant Sequence Reduction, and Consonant Singleton Omissions) and Class
Deficiencies (Stridents, Velar, Obstruents, Liquid-l, Liquid-r, Nasals, and Glides). The
APP-R is described by many clinicians as complicated to use and score. Visual stimuli
may present significant difficulty for students with visual impairment.
Normative Data: The publisher states that the normative data collected assessed only
those without visual impairment, and no set of data was collected for administration to
individuals with visual impairment or multiple disabilities. It is unclear how applicable
the available normative data may be for those with visual impairment or multiple
disabilities. Further, the normative data available is dated, and should be applied at this
time with caution.
Standardization: The APP-R has not been standardized in terms of administration
disabilities.
Battelle Developmental Inventory, 2nd Edition (BDI-2)

Authors: Newborg, J.
Ages: Birth to eight years.
Published: 2004, Riverside Publishing Company.
Qualifications to Administer: Completion of graduate training in early childhood
testing, or special appraisal methods appropriate for an early development test.
Stated Purpose: To identify the developmental strengths and weaknesses of handicapped
and nonhandicapped children in infant, preschool, and primary programs.
Comments: The Battelle Development Inventory, 2nd Edition (BDI-2) assesses five
domains: Personal-Social (Adult Interaction, Self-Concept and Social Growth, and Peer
Interaction), Adaptive (Personal Responsibility, and Self-Care), Motor (Fine Motor,
Perceptual Motor, and Gross Motor), Communication (Receptive and Expressive), and
Cognitive (Perceptual Discrimination/Conceptual Development, Reasoning and
Academic Skills, and Attention and Memory). This revision of the original BDI seeks to
provide information both for the assessment and classification of students and about
students developmental progress with intervention in terms of meeting developmental
milestones by evidencing critical skills or behaviors. The BDI-2 can be administered in
its standardized structured or observational formats which are largely a series of
activities, but there is also a set of Interview items, which the examiner asks of parents
and/or teachers.
Normative Data: Normative data was collected based upon the 2000 census, and there
are both computerized and hand scoring options available. Though the publisher states
that the BDI-2 was designed to assess those with visual, speech, hearing orthopedic
emotional and/or other health impairments, there is no mention of their inclusion in the
data set, nor of any specific data collected for application to students with visual
impairment. It is therefore unclear precisely how applicable the available normative data
may be for those with visual impairment.
Standardization: The BDI-2 has been standardized in terms of administration for those
with visual impairment and multiple disabilities by eliminating items requiring vision.
Reliability studies have demonstrated both reliable and valid domain and total scores.
Adaptations: Given the availability of the interview format, reliable conclusions can be
drawn about those with too little vision to complete the standard administration formats.
Bayley Scales of Infant and Toddler Development, 3rd Edition

(Bayley-III)
Author: Bayley, N.
Ages: Birth to four years.
Qualifications to Administer: Completion of doctoral training in psychology or
education, with relevant clinical experience.
Stated Purpose: To assess the current developmental functioning of infants and children.
Comments: The Bayley Scales of Infant Development, 3rd Edition (Bayley-III), is
composed of five major developmental domains: Cognitive (assessing mental processing,
planning, memory, sensorimotor, and concept formation), Language (assessing gestural
vocabulary, morphology, social referencing, visual communication, and comprehension),
Motor (assessing prehension, visual-motor, perceptual-motor integration, static
positioning, dynamic movement, and balance) , Social-Emotional (assessing joint
attention, affect, and social referencing), and Adaptive Behavior (assessing
communication, self0care, and self-direction). An optional Behavior Rating Scale can
also be completed by the examiner. There is also scoring software available for use with
a PDA. Parents and/or caregivers are now a larger part of the assessment for a more
realistic perspective on a child’s abilities.
students with visual impairment or multiple disabilities. It is unclear how applicable the
available normative data may be for those with visual impairment or multiple disabilities.
Standardization: The Bayley-III was standardized on a large population of full-term
infants and toddlers, children born prematurely, and those with medical conditions
affecting normal cognitive development. However, the author stipulates that the use of
the Bayley-III with children with visual or auditory disabilities is problematic, since the
three scale scores must be calculated without inclusion of items requiring response to
visual stimulation.
Adaptations: In the test manual, the author suggests some adaptations for children with
visual impairment or multiple disabilities, but stipulates that there has been no
standardization of these adapted items. As such, comparison of performance on adapted
items with performance on non-adapted items, as well as inclusion of adapted items with
standard items for the calculation of scores on the three scales, may not be valid.
Bayley-III Screening Test

Author: Bayley, N.
Stated Purpose: To quickly screen the developmental functioning of infants and children
for more comprehensive assessment.
Comments: The Bayley-III Screening Test is a shortened version of the Bayley Scales of
Infant and Toddler Development-3rd Edition. It is comprised of select items from three of
the subtests: Cognitive, Language, and Motor. It is estimated to take roughly 15-25
minutes to administer. It will be published in the Fall of 2005.
Standardization: The Bayley-III Screening Test was standardized on a large population
of full-term infants and toddlers, children born prematurely, and those with medical
conditions affecting normal cognitive development. However, the author stipulates that
the use of the Bayley-III Screening Test with children with visual or auditory disabilities
is problematic, since the three scale scores must be calculated without inclusion of items
requiring response to visual stimulation.
Bayley Infant Neurodevelopmental Screener (BINS)

Author: Aylward, G.
Ages: Birth to two years.
Qualifications to Administer: Master’s degree or equivalent training, with relevant
clinical experience.
Stated Purpose: To quickly screen for infants at risk for neurological impairment or
developmental delay.
Comments: The Bayley Infant Neurodevelopmental Screener (BINS), is composed of
eleven of the main items chosen from the Bayley Scales of Infant Development – Second
Edition. It assesses basic neurological function, auditory and visual receptive abilities,
verbal and motor expressive abilities, and basic cognitive processes. The BINS first
discriminates a student into either clinical or nonclinical classifications. Those falling
into the clinical range are classified as being at low, moderate or high risk for
impairment/delayed development.
Standardization: The BINS was standardized on a large population of full-term infants,
children born prematurely, and those who returned for NICU follow-up care. However,
the author stipulates that the use of the BINS with children with visual or auditory
disabilities is problematic, since the three scale scores must be calculated without
inclusion of items requiring response to visual stimulation.
Behavior Rating Inventory of Executive Function (BRIEF)

Author: Gioia, G.A., Isquith, P.K., Guy, S.C., and Kenworthy, L.
Ages: Five to eighteen years.
Published: 2003, Psychological Assessment Resources.
Stated Purpose: To measure impairment of executive function.
Comments: The Behavior Rating Inventory of Executive Function (BRIEF) is a rating
form completed by the parent and/or teacher. It was designed to assess the executive
functioning of individuals with development or acquired neurological conditions in the
home and school setting. There are 86 items organized according to scales: Behavior
Regulation (Inhibit, Shift, Emotional Control), and Metacognition (Initiate, Working
Memory, Plan/Organize, Organization of Materials, and Monitor).
Normative Data: There is no mention of the inclusion of individual’s with visual
impairment and multiple disabilities in the normative studies that were conducted. It is
unclear how applicable the available normative data may be for those with visual
impairment or multiple disabilities.
Standardization: As the BRIEF is a questionnaire completed by the parent and /or
teacher, standard administration and scoring procedures are appropriate.
Adaptations: As an interview-type instrument that may be given to a student’s parent(s)
and/or teacher(s), there is no need to adapt the BRIEF.
Behavior Rating Inventory of Executive Function-Preschool Version

(BRIEF-P)
Author: Gioia, G.A., Espy, K.A., and Isquith, P.K.,
Ages: Two to six years.
Stated Purpose: To measure impairment of executive function in preschool-age
children.
Comments: The Behavior Rating Inventory of Executive Function-Preschool Version
(BRIEF-P) is a rating form completed by the parent and/or teacher. It was designed to
assess the executive functioning of individuals with development or acquired
neurological conditions in the home and school setting. There are 63 items that assess a
child’s Inhibition, Shifting of Attention, Emotional Control, Working Memory,
Planning/Organizing, Organization of Materials, and Monitoring. A Global Executive
Composite score is obtained.
Standardization: As the BRIEF-P is a questionnaire completed by the parent and /or
teacher, standard administration and scoring procedures are appropriate.
and/or teacher(s), there is no need to adapt the BRIEF-P.
Behavior Rating Inventory of Executive Function-Self-Report Version

(BRIEF-SR)
Author: Guy, S.C., Isquith, P.K., and Gioia, G.A.
Ages: Eleven to eighteen years.
Stated Purpose: To measure an adolescent’s view of his/her ability to guide, direct, and
manage cognitive, emotional and behavioral functions.
Comments: The Behavior Rating Inventory of Executive Function-Self-Report Version
(BRIEF-SR) is a rating form completed by the individual who is the subject of the
assessment. It was designed to assess the executive functioning of adolescents with
development or acquired neurological conditions. It was designed to complement the
information obtained from the standard forms of the BRIEF completed by a parent or
teacher. It provides a greater degree of information with respect to insight into the
adolescents’ difficulties/limitations. There are 80 items that assess ones ability to Inhibit
Attention, Shift Attention, Emotional Control, Working Memory, Plan/Organize,
Organization of Materials, Monitor, and Task Completion.
Standardization: As the BRIEF-SR is a questionnaire completed by the adolescent, it
must be administered either as a structured interview or after ascertaining that there are
no reading difficulties.
Adaptations: There are no adaptations specifically for individuals with visual
impairment or multiple disabilities. Any informally adapted items may require
standardization and normalization before comparison of performance on adapted items to
existing normative data.
Behavioral and Emotional Rating Scale, 2nd Edition (BERS-2)

Author: Epstein, M.H.
Ages: Five to nineteen years.
Stated Purpose: To measure a child’s strengths and competencies.
Comments: The Behavioral and Emotional Rating Scale, 2nd Edition (BERS-2) is a
rating of an individual’s behavioral and emotional strengths and weaknesses. There are
three forms completed, one by the subject of assessment (Youth Rating Form), a parent’s
observational report (Parent Rating Scale), and the observations of another professional,
such as a caregiver/teacher (Teacher Rating Scale). It was designed to assess
interpersonal functioning, in/at school and home, affective strength, intrapersonal
strength, family involvement, and career strength
Normative Data: For each of the forms, there are two sets of normative data, one for
those identified with behavioral and/or emotional disorders, and those not identified as
such. There is no mention of the inclusion of individual’s with visual impairment and
multiple disabilities in the normative studies that were conducted. It is unclear how
applicable the available normative data may be for those with visual impairment or
Standardization: The form completed by the subject of assessment may require a non-
standard administration, such as a structured interview format. However, for the other
tow forms, as they are questionnaires completed by the parent and /or teacher, standard
administration and scoring procedures are appropriate.
Adaptations: There are no adaptations available for those with vision impairment and
multiple disabilities. Any informally adapted items require standardization and
normalization before comparison of performance on adapted items to existing normative
data.
Bender Visual-Motor Gestalt Test, 2nd Edition (BVMGT-II)

Author: Bender, L.
Ages: Four to 85 years.
Stated Purpose: To measure perceptual-motor abilities.
Comments: The Bender Visual Motor Gestalt Test, Second Edition (BVMGT-II) is the
first significant overhaul of the original BVGMT from 1963. It was designed to assess an
individual’s ability to organize visual stimuli into configural wholes. The person is asked
to reproduce a figure that is viewed in an untimed format. By virtue of its quick
administration and interpretation, the BVMGT-II is likely to be used as part of a battery
of instruments. The visually demanding nature of this test is not well suited to those with
visual impairment. It is difficult to assess how well an individual visualizes the stimuli
and, consequently, how well the task can be completed.
disabilities.
Standardization: The BVMGT-II has not been standardized in terms of administration
procedures and interpretation for individuals with visual impairment or multiple
disabilities.
Beyond Arms Reach: Enhancing Distance Vision

Authors: Smith, A., and O’Donnell, L. M.
Ages: Four years to adult.
Published: 1992, Pennsylvania College of Optometry Press.
Qualifications to Administer: Training as an orientation and mobility specialist or a
teacher of the visually impaired.
Stated Purpose: To assist a child in becoming more proficient in identifying and using
visual cues.
Type of Instrument: Non-assessment focused teaching curriculum.
Comments: The Beyond Arms Reach: Enhancing Distance Vision program is a series of
sequential lessons from which a child can build a visual foundation and develop skills.
The child learns to identify cues, such as simple form discrimination, and develop more
complex visual skills, such as distance and depth cues. The program covers basic visual-
motor skills; feature, shape, and object formation; moving through the environment
(position, distance, and depth cues); and increasing experiential knowledge through
visual exploration.
Normative Data: The Beyond Arms Reach: Enhancing Distance Vision program is not
an assessment tool, but rather a teaching curriculum. As such, normative data is not
provided for determination of age appropriateness of skills level development.
Standardization: This program was designed specifically for students with visual
Adaptations: As Beyond Arms Reach: Enhancing Distance Vision is designed
specifically for students with visual impairment or multiple disabilities, adaptations are
not necessary.
Bielefeld Developmental Test for Blind Infants and Preschoolers

Authors: Brambring, M., Dobslaw, G., Hauptmeier, M., Hecker, W., Latta-Webster, E.,
and Troester, H.
Ages: Nine months to four years.
Published: Not yet available commercially.
Qualifications to Administer: Not specified.
Stated Purpose: To evaluate crawling, walking, and advanced locomotive behavior.
Comments: The Bielefeld Developmental Test for Blind Infants and Preschoolers was
designed as a locomotive, orientation and mobility assessment for infants and preschool-
age children. The test is a series of 183 tasks, for which the evaluator is to assign up to
340 points. The test manual states that the test was designed to be administered in the
child’s house. The Bielefield Developmental Test for Blind Infants and Preschoolers
takes up to three hours to administer, including breaks. A structured interview of the
child’s parents is also conducted.
Normative Data: The Bielefeld Developmental Test for Blind Infants and Preschoolers
is currently being normed on a larger representative sample of students with visual
impairment than the samples used in determining norms for the experimental form
currently used for research purposes only.
Adaptations: Not necessary for visual impairment, although there is no mention
regarding adaptation for those with multiple disabilities.
Blind Learning Aptitude Test (BLAT)

Author: Newland, T. E.
Ages: Six to sixteen years.
Published: 1971, University of Illinois Press (Out of print).
Qualifications to Administer: Graduate training in tests and measurement, with relevant
Stated Purpose: To obtain a picture of the learning potential of young blind children.
Comments: To reduce the use of cultural learning, the Blind Learning Aptitude Test
(BLAT) uses six types of nonverbal items, such as geometric shapes, and assesses
intelligence through the subjects’ ability to discern their interrelationships. Although the
stimuli are raised dots on cards, the ability to read Braille is not a requirement of the
BLAT, since the stimuli can be perceived simply as patterns of dots. A raw score is
obtained based on the number of correct responses, which is transformed into a “Learning
Aptitude Age Equivalent.” This age equivalent is similar to the mental age of other
intelligence quotient tests.
Normative Data: The normative sample for the BLAT was large and representative of
the blind population as a whole. However, normative data has not be made available
since it’s original release, and the numbers must be currently applied with great caution.
As such, the BLAT may presently be more useful as a criterion measure, a guide for
determining the student’s functional level, rather than as an instrument providing
standardized scores per se. It is not clear if the BLAT assesses aptitude equivalently in
those with low vision, as compared with those who are blind. Reliability and validity
data for the BLAT, however, are poor and incomplete.
Standardization: The BLAT was designed for those without vision. The manual states
that aptitude is reliably discerned only up to twelve years of age.
Adaptation: As an instrument designed for students with visual impairment or multiple
disabilities, the BLAT does not require adaptation.
Body Image Screening Test for Blind Children
Author: Cratty, B.
Ages: Five years to adult.
Published: 1968, American Foundation for the Blind (Out of Print).
Stated Purpose: To assess orientation and mobility and perceptual motor skills of blind
children.
Type of Instrument: Criterion-referenced assessment instrument.
Comments: The Body Image Screening Test for Blind Children was designed to provide
information about movement, spatial awareness, and body-image concepts, which are
essential to the development of effective travel skills in children who are blind.
Normative Data: As a criterion-referenced assessment tool, the Body Image Screening
Test for Blind Children is only designed to provide a general picture of orientation and
mobility skills, rather than determination of age appropriateness of skills level
development. A “Developmental Stage” can be determined. Given that the Body Image
Screening Test for Blind Children is criterion-based, the fact that it is dated does not
necessarily lead to doubts as to its current validity as an orientation and mobility
assessment instrument.
Standardization: The Body Image Screening Test for Blind Children was designed for
those without vision. It is not clear if the Body Image Screening Test for Blind Children
assesses orientation, movement and perceptual awareness skills equivalently in those
with low vision, as compared with those who are blind.
Adaptation: As an instrument designed for those who are blind, the Body Image
Screening Test for Blind Children does not require adaptation.
Boehm Test of Basic Concepts – 3 Preschool (Boehm – 3 Preschool)

Author: Boehm, A.
Ages: Three to five years.
Qualifications to Administer: Master’s degree in psychology, with courses and relevant
Stated Purpose: To measure understanding of basic concepts to pinpoint specific areas
of reduction.
Comments: The Boehm Test of Basic Concepts-Preschool Version (Boehm – 3
Preschool) is a downward extension of the Boehm Test of Basic Concepts – Third
Edition. The Boehm – 3 Preschool was designed as a screening instrument for the
identification of cognitive and language concepts in preschool children, such as size,
direction, position in space, quantity, and time. It purports to measure concepts relevant
to early childhood curricula efficiently.
young children with visual impairment or multiple disabilities. It is unclear how
Standardization: The Boehm – 3 Preschool has not been standardized in terms of
administration procedures and interpretation for individuals with visual impairment or
multiple disabilities. Parents are also asked for information, which does help make this
test more appropriate for use with students with visual impairment or multiple
disabilities. A Spanish-Language version of the test has been released for those who are
primarily Spanish speakers.
Adaptations: The publisher states that no adaptations have been made specifically for
individuals with visual impairment or multiple disabilities. An adapted form of the
Boehm – 3 Preschool is currently being standardized and normed. Any informally
adapted items require standardization and normalization before comparison of
performance on adapted items to existing normative data.
Boehm Test of Basic Concepts – 3rd Edition (Boehm – 3)

Author: Boehm, A.
Ages: Five to nine years.
Qualifications to Administer: Master’s degree in Psychology, with courses and relevant
Stated Purpose: To measure understanding of basic concepts to pinpoint specific areas
of reduction.
Comments: The Boehm Test of Basic Concepts – Third Edition (Boehm - 3) was
designed as a screening instrument for the identification of relational concepts of space,
quantity, and time in terms of persons, objects, and situations. It was intended to be part
of a battery of tests for assessing readiness or identify those who may be at risk for
learning difficulty and who may need referral for additional testing.
disabilities.
Standardization: The Boehm – 3 has not been standardized in terms of administration
disabilities. Parents are also asked for information, which does help make this test more
appropriate for use with students with visual impairment or multiple disabilities. A
Spanish-Language version of the test has been released for those who are primarily
Spanish speakers.
individuals with visual impairment or multiple disabilities. An adapted form of the
Boehm – 3 is currently being standardized and normed. Any informally adapted items
require standardization and normalization before comparison of performance on adapted
items to existing normative data.
Bracken Basic Concept Scale-Revised (BBCS-R)
Author: Bracken, B. A.
Ages: Two to eight years.
Qualifications to Administer: Master’s degree in psychology or education, with
relevant courses and clinical experience.
Stated Purpose: To measure a subset of children’s receptive vocabulary-basic concepts.
Comments: The Bracken Basic Concept Scale-Revised (BBCS-R) was designed to
measure basic concepts, which the author defines as word labels for colors, letters,
numbers/counting, sizes, comparisons, shapes, direction/position, self-awareness, social
awareness, texture/materials, quantity, and time/sequence. The examiner names the
concept displayed, and the student must identify the appropriate picture verbally or by
pointing. While the new items are presented in color, stimuli may be difficult for
children with visual impairment or multiple disabilities to discern because they may lack
the fine visual acuity necessary for distinguishing elements of a picture. The publisher
states that children with limited vision are at a disadvantage because the stimuli are
presented visually. Spanish-Language components have been recently added to asses
those individuals presenting with Spanish as their primary language.
disabilities.
Standardization: The BBCS-R has not been standardized in terms of administration
disabilities. The author has created a standardized system for evaluating students with
color blindness, which is discussed in the test manual.
individuals with visual impairment or multiple disabilities. The author has suggested
prorating scores for students with visual impairment, but even this non-standard
administration may not appropriately assess students with visual impairment or multiple
disabilities.
Bracken School Readiness Assessment (BSRA)

Author: Bracken, B. A.
Ages: Two to eight years.
relevant courses and clinical experience.
Stated Purpose: To measure a child’s knowledge and mastery of school “readiness”
traditionally mastered in preschool and kindergarten.
Comments: The Bracken School Readiness Assessment (BSRA) was designed to
measure a child’s knowledge of and facility with concepts upon entry to formal; primary
education. Concepts assessed include colors, letters, numbers/counting, sizes,
comparisons, and shapes. Essentially a screening test, these represent the first six tasks
of the Bracken Basic Concept Scale-Revised. The examiner names the concept
displayed, and the student must identify the appropriate picture verbally or by pointing.
While the new items are presented in color, stimuli may be difficult for children with
visual impairment or multiple disabilities to discern because they may lack the fine visual
acuity necessary for distinguishing elements of a picture. The publisher states that
children with limited vision are at a disadvantage because the stimuli are presented
visually. Spanish-Language components have been recently added to asses those
individuals presenting with Spanish as their primary language.
disabilities.
Standardization: The BSRA has not been standardized in terms of administration
disabilities. The author has created a standardized system for evaluating students with
color blindness, which is discussed in the test manual.
individuals with visual impairment or multiple disabilities. The author has suggested
prorating scores for students with visual impairment, but even this non-standard
administration may not appropriately assess students with visual impairment or multiple
disabilities.
Brief Infant-Toddler Social Emotional Assessment (BITSEA)

Authors: Carter, A. and Briggs-Gowan, M..
Ages: One to three years.
Qualifications to Administer: Graduate training in psychology with coursework in
development and assessment.
Stated Purpose: To provide a brief screen of social-emotional development.
Comments: There Brief Infant-Toddler Social Emotional Assessment (BITSEA) is a
short (42-item) screen of social-emotional development in young children. It is based on
the more comprehensive Infant-Toddler Social Emotional Assessment (ITSEA) discussed
later. As with the ITSEA, there are both a Parent Form and a Care Provider Form, which
may also be administered as a structured interview. Spanish-Language forms are also
being made available when the instrument is released in the Fall of 2005.
Normative Data: The normative studies were large and representative. The publisher
states that children with language delays, premature birth, and other “diagnosed
disorders” were included, yet there is no mention of inclusion of children with visual
impairment or multiple disabilities, it is unclear how applicable the available normative
data may be for these individuals.
Standardization: As a parent or caregiver completed questionnaire, or a structure
interview administered to these individuals, standard procedures are appropriate.
Adaptations: No adaptations are necessary, as the BITSEA is a questionnaire completed
by the parent and caregiver about a child’s abilities.
Brigance Comprehensive Inventory of Basic Skills, Revised Braille

Edition (CIBS-R)
Author: Brigance, A. H.
Ages: Five to thirteen years.
Published: 2004, American Printing House for the Blind.
supervised clinical experience.
Stated Purpose: To assess basic skills in the areas of readiness, reading, listening,
research and study skills, spelling, language, and mathematics.
Comments: There are 198 test items in the Brigance Diagnostic Comprehensive
Inventory of Basic Skills (CIBS). They are organized into seven categories: Readiness,
Reading, Listening, Research and Study Skills, Spelling, Language, and Mathematics.
Some of the tasks are too broadly designed for students with visual impairment or
multiple disabilities. This is a Braille format version of the standard instrument of
achievement published by Curriculum Associates.
Normative Data: There are separate normative data for the ITBS-Braille Edition, based
on how sighted students performed on the items selected from the standard form of the
Iowa Tests of Basic Skills, Forms K, L, and M.
Standardization: This form of the ITBS was designed specifically for use with students
with visual impairment or multiple disabilities. The student must demonstrate
proficiency in Braille to use this format of the ITBS. Administration of the Braille
adaptation is considered nonstandard, and time limits may be exceeded.
Adaptations: Braille adaptations are not available for each test level, and the publisher
should be contacted regarding availability. Items that could not be adapted were
eliminated from the Braille Edition.
Brigance Diagnostic Inventory of Early Development-II (IED-II)

Ages: Birth to seven years.
Published: 2004, Curriculum Associates.
Stated Purpose: To determine the developmental or performance level of the infant or
child.
Type of Instrument: Normative-referenced assessment instrument. There is also a
criterion-referenced tactile supplement.
Comments: The Brigance Diagnostic Inventory of Early Development-II (IED-II)
measures five aspects of development: Pre-Ambulatory Motor Skills and Behaviors
(Supine Position, Prone Position, Sitting Position, and Standing Position), Gross Motor
Skills and Behaviors (Standing, Walking, Stairs and Climbing, Running, Hopping,
Kicking, Balance Beam, Catching, and Rolling, Throwing), Fine Motor Skills and
Behaviors (Eye/Finger Manipulation, Tower Building, Pre-Handwriting and Cutting),
Self-Help Skills (Feeding/eating, Dressing, Undressing, Toileting, Grooming, and
Bathing), Speech and Language Skills (Prespeech Gesturing/Vocalization, Receptive
Language, Sentence Length, Verbal Directions, Picture Vocabulary, Sentence Memory,
Social Speech, and Singing) and Social-Emotional Development (Play Skills and
Behavior, and Initiative/Engagement. General knowledge is assessed, asking about body
parts, colors, shapes, and other classification categories, as well as knowledge of how to
deal with particular social situations. Early academic performance is assessed in terms of
basic reading skills, manuscript writing and basics of mathematics. The IED-II was
designed as a form of the Brigance Comprehensive Inventory of Basic Skills for
preschool-age and younger school-age children.
disabilities. The tactile supplement provides no normative information, rather an
overview of a student’s abilities on those items.
Standardization: The IED-II has not been standardized in terms of administration
disabilities.
Adaptations: The American Printing House for the Blind has produced a tactile
supplement for the original IED. This is not available yet for the newly-released IED-II.
Brigance Employability Skills Inventory (ESI)

Ages: Thirteen years and older.
Stated Purpose: To assess an individual’s potential for employment.
Comments: The Brigance Employability Skills Inventory (ESI) was designed to assess
the individual’s readiness for employment, and to help the individual select a type of
employment. In all, 124 skills are assessed including speaking and listening, reading
level, pre-employment writing skills, mathematics skills and concepts, career awareness
and self understanding, and job seeking abilities.
Normative Data: As a criterion-referenced assessment tool, the EI is only designed to
provide a general picture of employment potential, rather than determination of age
appropriateness of the individual’s employment potential.
Standardization: As the EI is primarily a series of questions to be responded to by an
observer, standard administration and scoring procedures are appropriate for evaluating
individuals with visual impairment or multiple disabilities.
Adaptations: As the EI is completed by an observer based upon the responses of the
individual being evaluated, no adaptations are necessary. Items not completed by
students are eliminated.
Brigance Life Skills Inventory (LSI)

Ages: Thirteen years and older.
Stated Purpose: To assess an individual’s functioning within daily life situations.
Comments: The Brigance Life Skills Inventory (LSI) was designed to assess the
individual’s ability to conduct daily life activities. A series of questions are answered by
the assessor, based upon observations of the individual. The student also directly
responds to some items. Areas of assessment include speaking and listening skills,
functional writing skills, knowledge of words on common signs and warning labels,
telephone skills, money and finance, knowledge of food vocabulary and labels,
knowledge of acquiring and selection of clothing, knowledge of basic health matters, and
knowledge of travel and transportation,
Normative Data: As a criterion-referenced assessment tool, the LSI is only designed to
provide a general picture of daily living skills, rather than determination of age
appropriateness of daily living skills development.
Standardization: As the LSI is primarily a series of questions to be responded to by an
observer, standard administration and scoring procedures are appropriate for evaluating
Adaptations: As the LSI is completed by an observer based upon the responses of the
individual being evaluated, no adaptations are necessary. Items not completed by
students are eliminated.
Bruininks-Oseretsky Test of Motor Proficiency

Author: Bruininks, R. H.
Ages: Four to fifteen years.
Qualifications to Administer: Completion of graduate training in tests, measurement,
guidance, or psychological assessment.
Stated Purpose: To assess the motor functioning of children.
Comments: The Bruininks-Oseretsky Test of Motor Proficiency contains eight subtests
that are grouped according to two categories: Gross Motor Development (Running Speed
and Agility, Balance, Bilateral Coordination, and Strength) and Fine Motor Development
(Response Speed, Visual-Motor Control, Upper Limb Speed, and Dexterity). In addition,
Gross Motor and Fine Motor Composite scores can be computed. This instrument was
meant to assess proficiency, particularly of those with physical impairment.
disabilities. The normative data is likewise old, and must be used cautiously for
interpretation of age-appropriate development of skills.
Standardization: The Bruininks-Oseretsky Test of Motor Proficiency has not been
standardized in terms of administration procedure and interpretation for individuals with
visual impairment or multiple disabilities. The publisher states that the Bruininks-
Oseretsky Test of Motor Proficiency is poorly suited to students with visual impairment
or multiple disabilities since a significant number of items require the integration of
visual and motor skills.
California Verbal Learning Test, 2nd Edition (CVLT-II)

Author: Delis, D.C., Kramer, J.H., Kaplan, E., and Ober, B.A.
Ages: Sixteen to 89 years.
Stated Purpose: To assess the verbal memory abilities of students and adults.
Comments: The California Verbal learning Test-2nd Edition (CVLT-II) is a list learning
task with repetition. A series of 16 words categorized according to vegetable, furniture,
means of transportation, and animal are presented five times during the learning phase.
After a second distraction list, the free and cued recall trials are administered. This
verbal memory tasks with repetition, but no context, is well suited for those with visual
individuals with visual impairment or multiple disabilities. However, as it is entirely
verbal, there is no reason the normative data should not be suitable.
Standardization: The CVLT-II has not been standardized in terms of administration
disabilities, but standard procedures are appropriate.
for individuals with visual impairment or multiple disabilities, but none are needed.
Callier-Azusa Scale: G Edition

Author: Stillman, R.
Ages: Birth to twelve years.
Published: 1978, Callier Center for Communication Disorders, University of Texas at
Dallas.
Stated Purpose: To aid in the assessment of deaf-blind and severely/profoundly
handicapped children so that developmentally appropriate activities can be provided.
Comments: The Callier-Azusa Scale: G Edition has eighteen measures in six different
areas: Motor Development (Postural Control, Locomotion, Fine Motor, and Visual
Motor), Perceptual Development (Vision, Auditory, and Tactile), Daily Living Skills
(Dressing, Personal Hygiene, Feeding, and Toileting), Cognition, Communication and
Language (Receptive, Expressive, and Speech), and Social Development (Adults, Peers,
and Environment).
Normative Data: The normative sample is representative of the blind population as a
whole. Obviously, all the normative data available are appropriate for students who are
deaf-blind, but the utility for those who do use some vision, those with only visual
impairment, or those with multiple impairments not including deafness, is unclear.
Standardization: The Callier-Azusa Scale: G Edition was designed for those without
vision, and standard administration and scoring procedures are appropriate. It is
completed by a trained assessor, based on observation. The author stipulates that an
examiner who is thoroughly familiar with the student must administer the Callier-Azusa
Scale: G Edition, and that observation should last for at least two weeks, after which the
scale is completed.
Adaptation: As an instrument designed for students who are blind or those that have
multiple disabilities, the Callier-Azusa Scale: G Edition does not require adaptation.
Callier-Azusa Scale: H Edition

Author: Stillman, R., and Battle, C.
Ages: Two to seventeen years.
Published: 1985, Callier Center for Communication Disorders, University of Texas at
Dallas.
Stated Purpose: To view the communicative abilities of deaf-blind and
severely/profoundly handicapped persons.
Comments: The Callier-Azusa Scale: H Edition has four measures: Representational and
Symbolic Activities, Receptive Communication, Intentional Communication, and
Reciprocity. The Callier-Azusa Scale H Edition provides assessment information needed
to plan individualized, communication-based interventions, and a means of documenting
changes in communication development, and its cognitive and social processes.
Normative Data: The normative sample is representative of the blind population as a
whole. Obviously, all the normative data available are appropriate for students who are
deaf-blind, but the utility for those who do use some vision, those with only visual
impairment, or those with multiple impairments not including deafness, is unclear.
Standardization: The Callier-Azusa Scale: H Edition was designed for those without
vision, and standard administration and scoring procedures are appropriate. It is
completed by a trained assessor, based on observation. The author stipulates that an
examiner who is thoroughly familiar with the student must administer the Callier-Azusa
Scale: H Edition, and that observation should last for at least two weeks, after which the
scale is completed.
Adaptation: As an instrument designed for students who are blind or those that have
multiple disabilities, the Callier-Azusa Scale: H Edition does not require adaptation.
Cardiff Acuity Test

Authors: Woodhouse,J.M.
Published: 1993, Keeler UK Ltd.
Qualifications to Administer: An individual who is suspected of having a visual
impairment must have an acuity test administered and interpreted by a M.D. or O.D.
Stated Purpose: To measure distance acuity in children one to three years old.
Comments: The Cardiff Acuity Test was designed for younger children for whom
standard letter or number based acuity tests would not be appropriate. It is a preferential
looking task with vanishing optotypes. Each stimulus card features a picture and a plain
area. The premise is that an infant or toddler will fixate on the visible object (a house,
car, duck, etc.), rather then on the plain stimulus area of each card. There are a total of
eleven acuity levels for precise determination. Eye movements are observed and
recorded, based upon a viewing distance of either 50 centimeters or one meter.
Normative Data: The Cardiff Acuity Test is a criterion-referenced assessment tool,
designed to provide an accurate measure of distance acuity, rather than any normative
information
Standardization: The Cardiff Acuity Test was designed specifically for those with
visual impairment or multiple disabilities.
Adaptations: As the Cardiff Acuity Test is designed specifically for assessment of visual
acuity, adaptations are not necessary.
Career Assessment Inventory, Revised Edition (CAI)

Author: Johansson, C. B.
Ages: Thirteen years to adult.
Published: 1982, NCS Professional Assessment Services.
Qualifications to Administer: School guidance counselors, psychologists, and other
similarly trained individuals.
Stated Purpose: A vocational interest tool for individuals planning to enter occupations
requiring up to two years of post-secondary training.
Comments: The Career Assessment Inventory (CAI) is composed of six Basic Interests
Scales (Realistic, Investigative, Artistic, Social, Enterprising, and Conventional), and
scores for 111 Occupational and Nonoccupational Scales. The CAI was developed for
those who want to enter a career immediately after graduating from high school, or those
interested in entering a technical or trade school. It compares an individual’s interests
with those of employed adults who have not attained a four-year college education. The
subject marks answers next to questions. Items are divided into Activities, School
Subjects, and Occupations. The CAI has been found to be especially helpful for those
with a moderate degree of ability. It was worded according to a sixth-grade reading
level. Interpretation demands the skills of a trained expert in the areas of interpretation
and integration of vocational interests.
Further, the instrument is somewhat dated, and may not reflect changes to respect to
current vocational interests and opportunities.
Standardization: The CAI has not been standardized in terms of administration
disabilities. It must likewise be ascertained that the occupational options suggested can in
actuality be performed by one with visual impairment or multiple disabilities.
Career Decision Making System-Revised (CDM)

Authors: Harrington, T. F., and O’Shea, A. J.
Ages: Eight years to adult.
Published: 2004, American Guidance Service.
Stated Purpose: To clarify interests, values, and abilities, allowing people to make
successful career choices.
Comments: The Career Decision Making System-Revised (CDM) is available for two
levels: Middle School/Junior High School (Level One) and High School and Adults
(Level Two). The Level One version is written at a fourth-grade reading level,
containing 96 gender-neutral items. The Level Two version is written at a seventh-grade
reading level, containing 120 gender-neutral items. Potential college majors are also
suggested by the Level Two version. The CDM-Revised aims to match the students
“abilities, interests and values” to the best career option, while contemplating from
among 400 career options. Specifics about education and training requirements are
considered.
Standardization: The CDM has not been standardized in terms of administration
disabilities. It must likewise be ascertained that the occupational options suggested can in
actuality be performed by one with visual impairment or multiple disabilities.
Career Occupation Preference System (Picture Inventory of Careers)

Author: Knapp-Lee, L.
Ages: Elementary school age to adult.
Published: 1993, EdITS/Educational and Industrial Testing Service.
Stated Purpose: To measure career interest for persons with language difficulties.
Comments: There are fourteen scores to the Career Occupation Preference System:
Science-Professional, Science-Skilled, Technical-Professional, Technical-Skilled,
Consumer Economics, Outdoor, Business-Professional, Business-Skilled, Clerical,
Communication, Arts-Professional, Arts-Skilled, Service-Professional, and Service-
Skilled. Although the picture items of this instrument may make it appropriate for use
with individuals with visual impairment or multiple disabilities, the clarity of test items
must be determined at the outset.
Standardization: Career Finder Plus has not been standardized in terms of
administration procedure and interpretation for individuals with visual impairment and
multiple disabilities. It must likewise be ascertained that the occupational options
suggested can in actuality be performed by one with visual impairment or multiple
disabilities.
Adaptations: The publisher also states that the Career Occupation Preference System has
not been formally adapted for students with visual impairment or multiple disabilities.
Any informally adapted items require standardization and normalization before
comparison of performance on adapted items to existing normative data.
Carolina Curriculum for Infants & Toddlers with Special Needs–2nd Ed.
Authors: Johnson-Martin, N., Jens, K. G., Attermeier, S. M., and Hacker, B. J.
Published: 1986, Paul H. Brookes Publishing Company.
Stated Purpose: To assess infants and toddlers with special needs.
Type of Instrument: Criterion-referenced assessment focused teaching curriculum.
Comments: The Carolina Curriculum for Infants and Toddlers with Special Needs–2nd
Edition was developed to assess infants and toddlers up to two years’ developmental age
across a broad range of impairments. Five domains are assessed: Cognition,
Communication, Social Adaptation, Fine Motor Skills, and Gross Motor Skills. The
curriculum sequences twenty-four different content areas. It also offers teaching
suggestions and information about motor development.
Normative Data: The Carolina Curriculum for Infants and Toddlers with Special Needs–
2nd Edition curriculum is not a norm-referenced assessment tool, but rather a criterion-
referenced one, which measures the ability to complete a task. As such, normative data is
not provided for determination of age appropriateness of skills level development, rather
an overall view of a child’s abilities is determined.
Standardization: The Carolina Curriculum for Infants and Toddlers with Special Needs–
2nd Edition curriculum is designed for students with visual impairments as well as other
disabilities.
Adaptations: Specific adaptations to test items are provided for infants and toddlers with
visual impairment. As an instrument to be completed by a child’s caregiver, the Carolina
Curriculum for Infants and Toddlers with Special Needs–2nd Edition is suited for use
with children with visual impairment or multiple disabilities.
Chicago Early Assessment and Remediation LaboratorY

(Chicago EARLY)
Author: Board of Education of the City of Chicago.
Published: 1988, Educational Teaching Aids.
Qualifications to Administer: Classroom or special education teacher.
Stated Purpose: To assess individual abilities and provide remedial instructional
activities in weak areas of functioning.
Type of Instrument: Normative-referenced assessment and instruction instrument.
Comments: The Chicago Early Assessment and Remediation LaboratorY (Chicago
EARLY) has five scores: Gross Motor, Fine Motor, Language, Visual Discrimination,
and Memory. The Chicago EARLY is described in material included with the test as a
complete evaluation, whereas some of the supporting material refers to it as a screening
test.
Normative Data: The publisher does not specify whether the studies conducted to gather
normative data assessed only those without visual impairment, or if those with visual
impairment or multiple disabilities were included. It is unclear how applicable the
normative data provided are to draw conclusions about those with visual impairment or
multiple disabilities. Further, the normative data is dated, and any functional
determinations may not accurately reflect current normative functional levels.
Standardization: Chicago EARLY has not been standardized in terms of administration
disabilities.
Adaptations: The publisher also states that the Chicago EARLY has not been formally
adapted for students with visual impairment or multiple disabilities. Any informally
Children’s Memory Scale (CMS)

Authors: Cohen, M.
Ages: Five to sixteen years.
Stated Purpose: To comprehensively compare memory and learning to ability, attention,
achievement.
Comments: The Children’s Memory Scale (CMS) has seven subtests grouped according
to three domains assessed: Auditory Verbal (Stories I and II, and Word Lists I and II),
Attention/Concentration (Numbers, Sequences, and Picture Locations), and
Visual/Nonverbal (Dot Locations, Faces I and II, and Family Pictures). This test
measures both immediate and delayed recall of visual and verbal information.
Conceptually, this test is analogous to a downward extension of the Wechsler Memory
Scale used for adults. It has been linked to the Wechsler Intelligence Scale for Children-
IV in terms of validation/normative studies. Visual stimuli are large, but the efficient
attention to detail may render many of the nonverbal memory and the visual
attention/concentration tasks of limited use for those with low vision.
Normative Data: The normative sample was large and representative of most children,
but the publisher states that the children included in the normative studies did not have
any visual, physical, speech, language, learning, mental, or attention impairments or
disorders. It is unclear how applicable the available normative data may be for those with
Standardization: The CMS has not been standardized in terms of administration
disabilities.
for children with visual impairment or multiple disabilities. Any informally adapted items
Clinical Evaluation of Language Fundamentals Preschool, 2nd Edition

(CELF Preschool-2)
Authors: Wiig, E. H., Secord, W. A. and Semel, E.
Ages: Three to six years.
Stated Purpose: To measure a broad range of expressive and receptive language skills in
preschool-age children.
Comments: The Clinical Evaluation of Language Skills Preschool-2nd Edition (CELF
Preschool-2) has nine scores grouped according to two broad categories: Receptive
Language Total (Linguistic Concepts, Sentence Structure, and Basic Concepts),
Expressive Language Total (Recalling Sentences in Context, Formulating Labels, and
Word Structure), and an overall Total score. The CELF Preschool-2 was designed to be a
downward extension of the Clinical Evaluation of Language Fundamentals-4th Edition,
with some of the subtests being eliminated because they were not deemed appropriate for
preschool age children. It purports to measure language skills necessary for the
classroom, pre-literacy, and phonological awareness. It relies heavily on color pictures.
Normative Data: The normative sample was large and representative of most children,
but the publisher states that the children included in the normative studies did not have
any visual, physical, speech, language, learning, mental, or attention impairments or
Standardization: The CELF Preschool-2 has not been standardized in terms of
Clinical Evaluation of Language Fundamentals, 4th Edition (CELF-4)

Authors: Semel, E., Wiig, E. H., and Secord, W. A.
Ages: Five to twenty-one years.
Qualifications to Administer: Master’s degree in psychology, with relevant courses and
clinical experience in tests and measurement.
Stated Purpose: To identify, diagnose, and do follow-up evaluation of language-skill
deficits in school-age children.
Comments: The Clinical Evaluation of Language Fundamentals-4th Edition (CELF-4)
utilizes a fundamentally different approach from previous editions. With this “Four-
Level Process Model” approach, the first issue is whether a language disorder is present.
It determines if a student qualifies for services. Second, Language skills are explored in
terms of Receptive and Expressive abilities (see below), and a determination of strengths
and weaknesses is made. Language Content, Structure and Memory are also considered
during this phase of assessment. Third, the clinical skills or behaviors behind the
language disorder are determined. Finally, an evaluation of the impact of the language
disorder on classroom is conducted. Rating scales are used during this phase. Subtests
for language assessment include Expressive Vocabulary, Word Definitions, Number
Repetition, Familiar Sequences, Phonological Awareness, and the Pragmatics Profile and
Observational rating Scales. The subtests generate Language Content, Language
Memory, and Working Memory Index scores.
Normative Data: The normative sample was large and representative of most people, but
the publisher states that the individuals included in the normative studies did not have any
visual, physical, speech, language, learning, mental, or attention impairments or
Standardization: The CELF-4 has not been standardized in terms of administration
disabilities.
Clinical Evaluation of Language Fundamentals, 4th Edition Screening

Test (CELF-4 Screening Test)
Authors: Semel, E., Wiig, E. H., and Secord, W. A.
Ages: Five to twenty-one years.
Qualifications to Administer: Master’s degree in psychology, with relevant courses and
clinical experience in tests and measurement.
Stated Purpose: To identify, school-age children at risk for a language disorder prior to
formal in-depth testing.
Comments: The Clinical Evaluation of Language Fundamentals-4th Edition Screening
Test (CELF-4 Screening Test) is a brief measure of language development in school-age
children. It does not use the in-depth “Four-Level Process Model” approach of the
CELF-4, rather it is a brief measure of Receptive Language, Expressive Language,
Grammatical, and semantic language skills. Items parallel those of the CELF-4, but are
different.
Normative Data: The normative sample was large and representative of most people, but
the publisher states that the individuals included in the normative studies did not have any
visual, physical, speech, language, learning, mental, or attention impairments or
Standardization: The CELF-4 has not been standardized in terms of administration
disabilities.
adapted items to existing normative data
Clinical Observations of Motor and Postural Skills, 2nd Edition

(COMPS-2)
Authors: Wilson, B. N., Pollock, N., Kaplan, B. J., and Law, M.
Ages: Five to fifteen years.
Stated Purpose: To assist occupational therapists in performing assessments of children
with suspected developmental and coordination disorders.
Comments: The Clinical Observations of Motor and Postural Skills-2nd Edition
(COMPS-2) has six measures: Slow Movement, Finger-to-Nose Touching, Rapid
Forearm Rotation, Prone Extension Posture, Asymmetrical Tonic Neck Reflex, and
Supine Flexion Posture. The COMPS-2 takes between fifteen and twenty minutes to
administer and was intended to be used as a screening device. Raters must be trained
professionals with the ability to assess these skills, which places limits on who may
administer this instrument.
Normative Data: The publisher does not specify whether individuals with visual
impairment or multiple disabilities were included in the normative studies conducted. It
is unclear how applicable the available normative data from these studies may be for
drawing conclusions about those with visual impairment or multiple disabilities.
Standardization: The COMPS-2 has not been standardized in terms of administration
procedure and interpretation for individuals with visual impairment and multiple
disabilities. While the COMPS-2 poses tasks that are appropriate for students with visual
impairment or multiple disabilities it must be standardized on a sample of such students.
for such individuals with visual impairment or multiple disabilities. Any informally
Cognitive Test for the Blind and Visually Impaired (CTB)

Author: Dial, J. G.
Published: 1992, McCarron Dial Systems
Stated Purpose: To measure cognitive, intellectual, and information processing skills.
Comments: The Cognitive Test for the Blind and Visually Impaired (CTB) consists of a
Verbal Scale and a non-visual Performance Scale, from which a Total score is derived.
There are six Verbal Subtests: Auditory Analysis and Sound Repetition, Immediate Digit
Recall, Language Comprehension and Memory, Letter-Number Learning, Vocabulary,
and Abstract Reasoning. There are five non-visual Performance tests: Category
Learning, Category Memory, Memory Recognition, Pattern Recall, and Spatial Analysis.
Six factors are derived from both the Verbal and Performance tasks: Conceptual,
Learning, Verbal Memory, Non-Verbal Memory, Language, and Spatial. The CTB
differs from most measures of intelligence, claims its author, in that it focuses on active
problem solving, learning, and memory.
Normative Data: A separate set of normative data is available for those with visual
impairment and those who are blind. The publisher does not specify whether individuals
with multiple disabilities were included in studies resulting in the available normative
data.
Standardization: The CTB is a central component of the Comprehensive Vocational
Evaluation System, an assessment curriculum designed specifically for individuals who
are blind or visually impaired. Standardization procedures have been established
separately for individuals with visual impairment, as well as those who are blind.
Adaptations: There is no need for any adaptation, as the CTB was designed for
individuals with visual impairment.
Color Vision Testing Made Easy

Author: Waggoner, T.L.
Published: 1999, Bernell Corporation.
Qualifications to Administer: Individuals suspected of having a visual impairment must
have tests administered and interpreted by a M.D. or O.D.
Stated Purpose: To test for inherited and acquired defects in color vision.
Comments: Color Vision Testing Made Easy contains a series of 14 cards, which is
divided into two parts. The first part has a series of simple symbols (circles, stars,
squares, etc.) that are each printed in colored dots against a background. The cards also
display two other objects in a different color, to study for particular color deficiency, and
to prevent a child from being discouraged from not seeing a particular color. The second
part of the test has other objects that require either matching or tracing based upon color.
Normative Data: Color Vision Testing Made Easy is a criterion-referenced assessment
tool, designed to provide an accurate measure of distant acuity, rather than any normative
information
Standardization: Color Vision Testing Made Easy was designed specifically for those
with visual impairment or multiple disabilities.
Adaptations: As Color Vision Testing Made Easy was designed specifically for
assessment of those with visual impairment, adaptations are not necessary.
Comprehensive Receptive and Expressive Vocabulary Test, 2nd Edition

(CREVT 2)
Author: Wallace, G., and Hammill, D.D.
Qualifications to Administer: Completion of graduate training in tests and measurement
with relevant supervised clinical experience.
Stated Purpose: To obtain an estimate of an individual’s expressive and receptive
vocabulary.
Comments: Comprehensive Receptive and Expressive Vocabulary Test, 2nd Edition
(CREVT 2) measures receptive vocabulary through the ability to identify each of a series
of objects printed on a single page, arranged around a single theme. Identification is after
the examiner asks for the target object. Each of the 61 items requires the individual to
provide a one-word response that best describes a picture. The recently updated stimulus
book is a collection of color pictures, with six items assessing an individual theme.
Those with visual impairment may not perceive the critical elements of a picture. This
does not, however, indicate that the expected word is not a part of the individual’s
vocabulary. This would likely underestimate the student’s maximal performance level.
The expressive vocabulary test asks the individual to define the 25 words read by the
examiner. These items too are arranged around a series of themes.
Normative Data: The publisher states that the recently updated normative data collected
assessed only those without visual impairment, and no set of data was collected for
administration to students with visual impairment or multiple disabilities. It is unclear
Standardization: The (CREVT 2) has not been standardized in terms of administration
disabilities. Obviously, the (CREVT 2) may not be used to assess the vocabulary of a
student who is blind. The (CREVT 2) is one of many visually loaded vocabulary tests,
and thus, the publisher states that it is not suitable for use with students with visual
impairment.
Conners’ Rating Scales-Revised (CRS-R)

Author: Conners, C. K.
Ages: Three to seventeen years.
Stated Purpose: To evaluate the reported problem behavior of the child.
Comments: The Conners’ Rating Scale-Revised (CRS-R) is composed of three
instruments: the Parent Form, the Teacher Form, and the Adolescent Self-Report form.
As was the case for the original Conners’ Rating Scales, there are long and short forms
for the assessment of problem behaviors. The CRS-R has been widely used for the
identification of ADHD, specifically for the identification of inattentiveness,
hyperactivity, conduct problems, perfectionism, social-emotional problems, and anger
control. The publisher reports that items for the Self-Report instruments may be
presented verbally, and responses are recorded for scoring.
Standardization: Parent and teacher forms are completed in their regular format,
assuming that these individuals have no visual or other impairment. For the student with
visual impairment or multiple disabilities, items are to be read aloud, and the examiner
records responses.
Adaptations: Specific items of the CRS-R do not require adaptation, as an adapted
format, in the form of reading items aloud and recording responses, is allowed.
DeGangi-Berk Test of Sensory Integration

Authors: DeGangi, G. A. and Berk, R. A.
Qualifications to Administer: Completion of graduate training as an occupational or
physical therapist.
Stated Purpose: To overcome problems in detecting sensory integrative dysfunction in
the early years.
Comments: There are four scores to the DeGangi-Berk Test of Sensory Integration:
Postural Control, Bilateral Motor Integration, Reflex Integration and a Total. This
instrument was designed for the early detection of sensory integration deficits, permitting
the initiation of intervention. The DeGangi-Berk Test of Sensory Integration is not well
suited, according the publisher, to children with visual impairment or multiple
disabilities, since all the tasks are physical and visual.
Further, the normative data is dated and must be used with caution when making
normative characterizations of a student’s skills and abilities.
Standardization: The DeGangi-Berk Test of Sensory Integration has not been
Denver Developmental Screening Test-II (DDST-II)

Authors: Frankenberg, W. K., Dodds, J., Archer, P., Shapiro, H., and Bresnick, B.
Ages: Birth to six years.
Published: 1992, Denver Developmental Materials.
Qualifications to Administer: Two days of training by a Denver Developmental
Materials master trainer.
Stated Purpose: To screen for developmental delays.
Comments: The Denver Developmental Screening Test-II (DDST-II) has item scores in
four areas: Personal-Social, Fine-Motor-Adaptive, Language, and Gross Motor. In
addition, it has five test behavior ratings: Typical, Compliance, Interest in Surroundings,
Fearfulness, and Attention Span. The DDST-II was designed for administration to
children presumed to be healthy, as a screen for developmental impairment. However, it
is far from a complete assessment; it merely indicates the need for a more complete
assessment of those evidencing developmental deficits or delays. Parents are asked a
number of questions, and children are asked to perform a number of tasks. According to
age-based norms, children are classified as being Normal, Questionable, or Abnormal.
those without visual, hearing or other impairment, and no set of data was collected for
Standardization: The DDST-II has not been standardized in terms of administration
disabilities. However, the publisher states that roughly three fourths of the items do not
require vision.
for individuals with visual impairment or multiple disabilities. It is possible that
elimination of items requiring vision may lead to an adapted version of the DDST-II,
which must then be standardized and normed on a representative group of children. Any
informally adapted items require standardization and normalization before comparison of
Detroit Test of Learning Aptitude, 4th Edition (DTLA-4)

Author: Hammill, D. D.
Ages: Six to seventeen years.
Qualifications to Administer: Graduate training in tests and measurement.
Stated Purpose: To measure general intelligence and discrete ability areas.
Comments: The Detroit Test of Learning Aptitude, 4th Edition (DTLA-4) has ten subtest
scores: Word Opposites, Design Sequences, Imitation, Reversed Letters, Story
Construction, Design Reproduction, Basic Information, Symbolic Relations, Word
Sequences, and Story Sequences. There are also sixteen composite scores: General
Mental Ability Composite, Optimal Level Composite, Domain Composites (Verbal,
Nonverbal, Attention-Enhanced, Attention-Reduced, Motor-Enhanced, and Motor-
Reduced), and Theoretical Composites (Fluid Intelligence, Crystallized Intelligence,
Associative Level, Cognitive Level, Simultaneous Processing, Successive Processing,
Verbal Scale, and Performance Scale).
Normative Data: Although the publisher specifies the inclusion of students with
impairments, it is unclear whether students with visual impairment or multiple disabilities
are adequately sampled. It is unclear how applicable the available normative data may be
for those with visual impairment or multiple disabilities.
Standardization: The DTLA-4 has not been standardized in terms of administration
disabilities.
Detroit Test of Learning Aptitude-Primary, 3rd Edition (DTLA-P3)

Author: Hammill, D. D., and Bryant, B.R.
Qualifications to Administer: Graduate training in tests and measurement.
Stated Purpose: To measure general intelligence and discrete ability areas.
Comments: The Detroit Test of Learning Aptitude-Primary, 3rd Edition (DTLA-P3) has
six subtest scores that collectively measure language, attention/concentration, and motor
abilities. This instrument relies heavily on pictoral content to assess skills, and may not
be well suited for use with those with visual impairment and multiple disabilities.
Normative Data: Although the normative data collected is from a broad spectrum of
students based upon recent census data, the does not specify the inclusion of and students
with visual impairment or multiple disabilities, or if they were adequately sampled. It is
Standardization: The DTLA-P3 has not been standardized in terms of administration
disabilities.
Developmental Activities Screening Inventory, 2nd Edition (DASI-II)

Authors: Fewell, R. R. and Langley, M. B.
Ages: Birth to five years.
Stated Purpose: To provide early detection of developmental difficulties.
Comments: The Developmental Activities Screening Inventory-2nd Edition (DASI-II)
assesses fifteen primary functions: Sensory Intactness, Sensorimotor Organization,
Visual Pursuit/Object Permanence, Means-End Relationships, Causality, Imitation,
Behaviors Relating to Objects, Constructing Objects in Space, Memory, Discrimination,
Association, Quantitative Reasoning, Seriation, Spatial Relationships, and Reasoning.
Items are grouped according to eleven developmental levels (1-2 months, 3-5 months, 6-
11 months, 12-17 months, 18-23 months, 24-29 months, 30-35 months, 36-41 months,
42-47 months, 48-53 months and 54-60 months).
those without visual or other impairment, and no set of data was collected for
multiple disabilities. Further, the normative data is older, and must be used cautiously for
interpretation purposes, perhaps best as a descriptive measure of a student’s abilities.
Standardization: The DASI-II has been standardized in terms of administration
procedure and interpretation for individuals with visual impairment. The child is to rely
on tactile experience in place of visual exploration. Specifically, the child evaluates size,
shape, and texture rather than color and position in space.
Adaptations: In the test manual, the authors specify using the tactile adaptation for
children with visual impairment, but no adaptations for students with multiple
disabilities.
Developmental Indicators for the Assessment of Learning, 3rd Edition

(DIAL-3)
Authors: Mardell-Czudnowski, C. and Goldenberg, D. S.
Ages: Three to seven years.
Stated Purpose: To identify children with potential developmental problems and
children who appear to be developing in an advanced manner.
Comments: The Developmental Indicators for the Assessment of Learning, 3rd Edition
(DIAL-3), has five subtests: Language (Personal Data, Articulation, Naming Objects or
Actions, Phonemic Awareness, and Rhyming), Concepts (Naming Colors, Identifying
Body Parts, Rote Counting, Counting Blocks, Positioning, Identifying Concepts, and
Sorting Shapes), Motor (Catching, Jumping, Hopping, Skipping, Building with Blocks,
Cutting, Copying Shapes and Figures, and Finger Touching), Social Development (Social
Skills with Peers and Parents, Rule Compliance, Sharing, Self-Control, Empathy), and
Self-Help Development (Dressing, Eating, and Grooming). The administrator observes
the child engaging in a behavior and scores his or her willingness to perform the task and
the manner in which it is performed. Recently, Spanish Language materials have been
included for use with students for whom Spanish is their primary language.
impairments in the normative studies, students with visual impairment were not included.
It is unclear how applicable the available normative data may be for those with visual
Standardization: The DIAL-3 has not been standardized in terms of administration
disabilities. The publisher states that the DIAL-3 is not suitable for the assessment of
students with visual impairment or multiple disabilities, since most test items require the
use of vision.
Developmental Profile II (DP-II)

Authors: Alpern, G., Boll, T., and Shearer, M.
Ages: Birth to nine years.
Stated Purpose: To assess a child’s functional, developmental age level.
Comments: The Developmental Profile II (DP-II) is composed of five scales: Physical
Age, Self-Help Age, Social Age, Academic Age, and Communication Age. It was
designed as a parent/teacher report of a student’s developmental abilities with respect to
independent functioning. The test manual states that the functional utility is reliable only
until seven years of age, despite a stated upper age limit of nine years.
impairments, no psychometric information is provided for the establishment of norms for
these children, nor is there mention of inclusion children with visual or multiple
impairments. It is unclear how applicable the available normative data may be for those
with visual impairment or multiple disabilities. Further, the normative data is older, and
must be used cautiously for interpretation purposes, perhaps best as a descriptive measure
of a student’s abilities.
Standardization: The DP-II may be administered as an interview with parents, a
combination of an interview and direct testing of the child, or an interview completed by
the teacher. As such, there is a set of administration procedures for those with visual
and/or teacher(s), there is no need to adapt the DP-II.
Developmental Test of Visual-Motor Integration, 5th Edition (VMI)

Authors: Beery, K. E., Buktenica, N. A., and Beery, N.A.
Ages: Two to eighteen years.
Stated Purpose: To screen for visual-motor problems.
Comments: The Developmental Test of Visual-Motor Integration, 5th Edition (VMI),
evaluates a child’s ability to copy a series of geometric designs presented in order of
increasing difficulty. There are a total of twenty-seven items in the VMI, which yields a
Developmental Age score and a standard score from which a percentile is derived. It is
meant to assess children with neurological impairments, learning disabilities, and
motor/perceptual problems. The performance score is based on the number of correct
reproductions. The newer version was extended downward with simpler copy-paradigm
items. Further, supplemental visual perceptive and motor coordination tasks may be
utilized.
Normative Data: The publisher states that the large set of normative data collected
Standardization: The VMI has not been standardized in terms of administration
disabilities. The publisher states that the VMI is not suited to students with significant
visual impairment, since they likely will have difficulty recognizing fine details of the
more complex figures, and the quality of their reproductions’ may be adversely affected.
An inability to clearly view a figure does not imply a lack of motor reproductive ability,
and a student’s abilities may be underestimated.
Diagnostic Achievement Battery, 3rd Edition (DAB-3)

Authors: Newcomer, P. L.
Ages: Six to fourteen years.
Stated Purpose: To assess student’s abilities in listening, speaking, reading, writing, and
mathematics.
Comments: The Diagnostic Achievement Battery, 3rd Edition (DAB-3), has fourteen
subtests: Story Comprehension, Alphabet/Word Knowledge, Spelling, Math Calculation,
Characteristics, Reading Comprehension, Contextual Language, Phonemic Analysis,
Synonyms, Capitalization, Story Construction, Grammatic Completion, Punctuation, and
Math Reasoning. These subtests can be used to calculate the following composites: Total
Achievement, writing, Listening, Mathematics, Speaking, Spoken Language, Reading,
and Written Language.
Normative Data: The large, representative, new set of normative data was collected only
on those without visual impairment, and no set of data was collected for administration to
Standardization: The DAB-3 has not been standardized in terms of administration
disabilities.
Diagnostic Reading Scales, Braille Edition (DRS)

Author: Spache, G. D.
Ages: Children six to twelve years, and poor reading adolescents age thirteen to eighteen
years.
Stated Purpose: To identify strengths and weaknesses that affect reading proficiency at
the grade levels in which reading is normally taught.
Comments: The Diagnostic Reading Scales, Braille Edition (DRS) yield three outcome
scores: Instructional Level, Independent Level, and Potential Level. The Instructional
Level score is determined by asking a student to read the questions out loud and then
answer them. For the Independent Level score, the student is asked to read the questions
silently and then answer them out loud. For the Potential Level score, the student
answers questions based on a passage read out loud by the examiner. Oral-reading skills,
silent-reading skills, listening comprehension skills, word analysis, and behaviors related
to reading are assessed.
Normative Data: There are separate normative data for the Diagnostic Reading Scales,
Braille Edition, based on how sighted students performed on the items selected from the
standard form of the Diagnostic Reading Scales.
Standardization: The Braille format of the DRS was designed specifically for use with
students with visual impairment or multiple disabilities. The student must demonstrate
proficiency in Braille to use this format of the DRS. Administration of the Braille
Adaptations: As the Braille adaptation of the DRS was designed for those with visual
impairment or multiple disabilities, no additional adaptations are necessary.
Diagnostic Reading Scales, Large Print Edition (DRS)

Author: Spache, G. D.
Ages: Children six to twelve years, and poor reading adolescents age thirteen to eighteen
years.
Stated Purpose: To identify strengths and weaknesses that affect reading proficiency at
the grade levels in which reading is normally taught.
Comments: The Diagnostic Reading Scales, Large Print Edition (DRS) yield three
outcome scores: Instructional Level, Independent Level, and Potential Level. The
Instructional Level score is determined by asking a student to read the questions out loud
and then answer them. For the Independent Level score, the student is asked to read the
questions silently and then answer them out loud. For the Potential Level score, the
student answers questions based on a passage read out loud by the examiner. Oral-
reading skills, silent-reading skills, listening comprehension skills, word analysis, and
behaviors related to reading are assessed.
Normative Data: There are separate normative data for the Diagnostic Reading Scales,
Large Print Edition, based on how sighted students performed on the items selected from
the standard form of the Diagnostic Reading Scales.
Standardization: The Large Print Edition of the DRS was designed specifically for use
with students with visual impairment or multiple disabilities.
Adaptations: As the adapted Large Print Edition of the DRS was designed for those with
visual impairment or multiple disabilities, no additional adaptations are necessary.
Early Coping Inventory (ECI)

Authors: Zeitlin, S., Williamson, G. G., and Szczepanski, M.
Ages: Birth to three years.
Published: 1988, Scholastic Testing Service.
Qualifications to Administer: A professional or paraprofessional trained in the specific
use of this instrument by someone with knowledge of it.
Stated Purpose: To measure adaptive behavior.
Comments: There are four scores to the Early Coping Inventory: Sensorimotor
Organization (behaviors used to regulate psychophysiological functions and to integrate
sensory and motor information), Reactive Behavior, Self-Initiated Behavior (to meet
demands of the environment), and Total. The administrator rates the child’s efficacy for
the demonstrated behaviors. An Adaptive Behavior Index (an average of the three
scores) may be determined as well. The Coping Profile indicates the strengths and
weaknesses of the various areas assessed.
available older set of normative data may be for those with visual impairment or multiple
disabilities.
Standardization: While the ECI has not been specifically standardized in terms of
multiple disabilities, the format of an administrator assigning scores for completed
behaviors renders standard administration techniques appropriate for those with visual
impairment.
Adaptations: Specific items of the ECI do not require adaptation, as oral presentation of
items and recording of responses by the assessor suit a child with visual impairment or
Early Learning Accomplishment Profile (E-LAP)

Authors: Glover, M. E., Preminger, J. L. and Stanford, A. R.
Published: 1978, Kaplan Companies.
Qualifications to Administer: Teacher, special educator or parent.
Stated Purpose: To assess a child’s development in the areas of motor skills, cognition,
language, self-help, and social-emotional.
Comments: The Early Learning Accomplishment Profile (E-LAP) is a criterion-
referenced instrument that breaks down the stages of development to be assessed. Items
to be administered are to be selected from nineteen developmental assessments. The
items are organized into the following areas: motor development (gross and fine),
cognitive development, language development, self-help behaviors, and social-emotional
development.
Normative Data: As a criterion-referenced assessment tool, the E-LAP is only designed
to provide a general picture of early development of motor, cognitive, language, self-
help, and social skills, rather than determination of age appropriateness and metrically
determined degree of skills level development. The fact that this instrument is older does
not diminish its overall value for making statements regarding a student’s abilities, as it is
criterion referenced.
Standardization: The E-LAP has not been standardized in terms of administration
disabilities.
Adaptation: The test manual contains instructions regarding several adaptations for use
with children with visual impairment or multiple disabilities. However, there is little
discussion of standardization of these adaptations, and there is no normative data for
them.
Early Reading Success Indicator (ERSI)

Authors: Not Specified.
Ages: Six to twelve years.
education with relevant clinical experience.
Stated Purpose: To assess the processes and skills predictive of early reading ability,
difficulties and failure.
Comments: There are five subtests to the Early Reading Success Indicator (ERSI): Rapid
automatic Naming-Letters, Phonological Processing, Speeded Naming, Pseudoword
Decoding, and Word Reading. The tasks are drawn from the {Process Assessment of the
Learner, The Wechsler Individual Achievement Test, and the NEPSY described below. It
was designed as an abbreviated tests measuring both cognitive/intellectual and
achievement skills without needing to administer each of the source tests separately.
Standardization: The ERSI has not been specifically standardized in terms of
Emotional or Behavior Disorder Scale-Revised (EBDS-R)

Author: McCarney, S. B. and Arthaud, T.J.
Ages: Five to eighteen years for the Behavioral component, twelve to eighteen years for
the Vocational component.
Published: 2003, Hawthorne Educational Services.
Stated Purpose: To identify behavior problems of students in the home or school
environment.
Comments: The Behavioral component of the Emotional or Behavior Disorder Scale-
Revised (EBDS-R) assesses Academic Progress, Social Relationships, and Personal
Adjustment. The Vocational; Component of the EBDS-R assesses Work Related Issues,
Interpersonal Relations, and Social/Community Expectations. This is a rating scale
completed by a parent(s) and/or teacher(s). There is also a companion Emotional or
Behavioral Disorder Intervention Manual – Revised offering advice and therapeutic
interventions for students with emotional or behavioral disorders.
Standardization: Parent or teacher forms are completed in their regular format,
assuming that these individuals have no visual or other impairment.
Adaptations: Specific items of the EBDS-R do not require adaptation, as it is completed
by the parent or teacher, not an individual with visual impairment or multiple disabilities.
Erhardt Developmental Vision Assessment, Revised (EDVA)
Author: Erhardt, R. P.
Qualifications to Administer: Teacher, special education teacher, or other individual
greatly familiar with the child.
Stated Purpose: To measure visual-motor development.
Type of Instrument: Assessment focused, criterion-referenced teaching and assessment
curriculum.
Comments: The Erhardt Developmental Vision Assessment, Revised (EDVA) was
designed to be administered along with the Developmental Visual Dysfunction: Models
for Assessment and Management curriculum developed by the author. Together these
instruments provide sample assessments for management programs and models
integrating visual components. The EDVA, which is designed for all cognitive levels,
specifically evaluates involuntary visual patterns (reflexive responses) and voluntary eye
movements (that are cognitively directed).
Normative Data: The EDVA is a criterion-referenced teaching and assessment
curriculum, which is focused on determining a child’s visual ability, rather than
determining age-appropriateness of the child’s vision skills. The fact that this instrument
is older does not diminish its overall value for making statements regarding a student’s
abilities, as it is criterion referenced.
Standardization: Standard administration and scoring procedures are appropriate, as the
EDVA was designed specifically for children with visual impairment or multiple
disabilities.
Adaptations: Not necessary for visual impairment, although there is no mention
regarding adaptation for those with multiple disabilities.
Expressive One-Word Picture Vocabulary Test-2000 Edition

(EOWPVT)
Author: Brownell, R.
Published: 2000, Academic Therapy Publications.
Stated Purpose: To obtain an estimate of an individual’s expressive vocabulary.
Comments: The Expressive One-Word Picture Vocabulary Test-2000 Edition
(EOWPVT) measures the ability to identify an object or a group of objects based on a
single concept. Each page requires the individual to provide a one-word response that
best describes a picture. The recently updated stimulus book is a collection of color
pictures, mostly one picture per page, but many items with four or more pictures
assessing identification of a group, such as an apple, orange, banana and pear identifying
the concept fruit. Those with visual impairment may not perceive the critical elements of
a picture, or be able to integrate several pictures. This does not, however, indicate that
the expected word is not a part of the individual’s vocabulary. The author theorizes that
this would likely underestimate the student’s maximal performance level. Recently,
Spanish Language materials have been included for use with students for whom Spanish
is their primary language.
Normative Data: The publisher states that the recently updated normative data collected
Standardization: The EOWPVT has not been standardized in terms of administration
disabilities. Obviously, the EOWPVT may not be used to assess the vocabulary of a
student who is blind. The EOWPVT is one of many visually loaded vocabulary tests, and
thus, the publisher states that it is not suitable for use with students with visual
impairment.
FirstSTEp Screening Test for Evaluating Preschoolers (FirstSTEp)

Authors: Miller, L.J.
Qualifications to Administer: Masters degree psychology or education with relevant
Stated Purpose: A screening instrument for the detection of children at risk for
developmental delays.
Type of Instrument: Both a Criterion-referenced and Normative-referenced assessment
instrument.
Comments: Three primary areas are evaluated by the FirstSTEp Screening Test for
Evaluating Preschoolers (FirstSTEp): Cognition, Communication, and Motor skills with
12 individual subtests. FirstSTEp also comes with an optional Social-Emotional Scale
and a Parent/Teacher Rating checklist that assesses Attention, Activity Level, Social
Interactions, Personal Traits, and Serious Behavior Problems. Finally, there is an
Adaptive Behavior Checklist that surveys Daily Living skills, Self-Control, Relationships
and Interactions, and Functioning in the Community. The FirstSTEp is essentially a
series of game-like activities children are asked to engage in.
Standardization: The FirstSTEp has not been specifically standardized in terms of
adapted items to existing normative data. Obviously, the Rating Scales and Checklists
completed by parents/teachers are applicable.
Fluharty Preschool Speech and Language Screening Test, 2nd Ed.

(Fluharty-2)
Author: Fluharty, N. B.
Ages: Three to seven years.
Published: 2000, Riverside Publishing Corporation.
Stated Purpose: To rapidly identify preschool-age children for whom a comprehensive
speech and language diagnostic evaluation is needed.
Comments: The Fluharty Preschool Speech and Language Screening Test, 2nd Edition
(Fluharty-2) has five scores: Articulation, Repeating Sentences, Responding to Directives
& Answering Answering Questions, and Sequencing Actions. Items utilize color picture
identification skills (fifteen familiar objects), speech sound articulation (producing thirty
consonant sounds by naming fifteen objects), syntactic comprehension (pointing to a
response to a verbal request), and sentence imitation skills. Teacher questionnaires allow
for provision of descriptive information with respect to a student’s specific abilities. The
Fluharty-2 is meant to only be a brief screening test for language skills development in
preschool students.
Normative Data: Unlike the original Fluharty test, the Fluharty-2 PSLST is a normative-
referenced test, with data collected on samples of individuals without visual impairment,
and no set of data was collected for administration to students with visual impairment or
multiple disabilities. It is unclear how applicable the available normative data may be for
those with visual impairment or multiple disabilities.
Standardization: The Fluharty-2 has not been specifically standardized in terms of
Functional Skills Screening Inventory (FSSI)

Authors: Becker, H., Schur, S., Paoletti-Schelp, M., and Hammer, E.
Ages: Six years to adult.
Published: 1985, Functional Resources Enterprises.
Stated Purpose: To be used in natural settings to assess critical living and working skills
in persons with moderate to severe handicapping conditions.
Comments: There are nine scores to the Functional Skills Screening Inventory (FSSI):
Basic Skills and Concepts, Communication, Personal Care, Homemaking, Work Skills
and Concepts, Community Living, Social Awareness, Functional Skills Subtotal, and
Problem Behaviors. The FSSI is a behavioral assessment, an evaluation of current
abilities, not a predictor of potential ability. It is a checklist of 343 items grouped into
three priority levels that is completed by the evaluator by informally observing the
student’s behavior in his or her daily environment.
drawing conclusions about those with visual impairment or multiple disabilities. The
FSSI was originally designed for students with deaf-blindness and other multiple
disabilities. It has correlated well with the Callier-Azusa Scale: G Edition, which does
lend it validity. Further, the normative data is older, and must be used cautiously for
Standardization: Parent or teacher forms are completed in their regular format,
Adaptations: Specific items of the FSSI do not require adaptation, as the FSSI is
completed by the parent or teacher, not the individual with visual impairment or multiple
disabilities.
Goldman-Fristoe Test of Articulation, 2nd Edition (G-FTA-2)

Authors: Goldman, R., and Fristoe, M.
Ages: Two to twenty-one years.
Qualifications to Administer: Completion of graduate training in tests and
measurement, and relevant, supervision clinical experience.
Stated Purpose: To provide a systematic means of assessing an individual’s articulation
of the consonant sounds.
Comments: There are three subtests to the Goldman-Fristoe Test of Articulation, Second
Edition (G-FTA-2): Sounds-in-Words, Sounds-in-Sentences, and Stimulability. A total
of 39 consonant sounds and blend are sampled. Spontaneous and imitative sound
production is assessed. Color cards are presented to the individual, who is required to
identify an object or activity. The examiner evaluates the individual’s sentence abilities
by reading a story to the subject, after which the subject repeats the story. The
Stimulability subtest provides an opportunity for the individual to correctly pronounce
mispronounced sounds. To diagnose error types, a trained speech pathologist must
interpret the results of the G-FTA-2. Computerized scoring is now available from the
publisher.
Normative Data: New to this edition, a separate set of normative data has been collected
for each gender, reflecting differences in language development between the sexes. The
publisher states that the normative data collected assessed only those without visual
impairment, and no set of data was collected for administration to students with visual
Standardization: The G-FTA-2 has not been standardized in terms of administration
disabilities. The publisher notes that the visual stimuli render this instrument poorly
suited to students with visual impairment or multiple disabilities.
Gray Oral Reading Tests, 4th Edition (GORT-4)

Authors: Wiederholt, J.L., and Bryant, B.R.
Ages: Six to nineteen years.
measurement, and relevant, supervision clinical experience.
Stated Purpose: To provide an objective measure of growth in a student’s oral reading
skills.
Comments: The Gray Oral Reading Tests (GORT-4) provides a Fluency score that is
derived by a combination of rate of reading with accuracy of reading. A Comprehension
score also assesses the degree to which information read is assimilated. A total Oral
Reading Quotient is derived from the oral reading measures. Fourteen stories are
included in this test overall. Given the emphasis placed on reading standard print
material in an expedient fashion, this test is not well-suited for use with those with visual
Normative Data: The large, representative set of normative data was collected only on
Standardization: The GORT-4 has not been standardized in terms of administration
disabilities.
Greenspan Social-Emotional Growth Chart

Authors: Greenspan, S.I.
Qualifications to Administer: No graduate-level clinical training or educational
requirements.
Stated Purpose: A screening instrument designed to measure the social-emotional
milestones in young children.
Comments: The Greenspan Social-Emotional Growth Chart was designed to identify
social-emotional deficits at an early age. The milestones monitored are classified by age
range: 0-3 months (growing self-regulation and environmental interest), 4-5 months
(engages in relationships), 6-9 months (uses emotions in an interactive and purposeful
manner), 10-14 months (uses a series of interactive, emotional signals or gestures to
communicate), 15-18 months (uses interactive, emotional signals or gestures to solve
problems), 19-30 months (uses ideas to convey feeling, wishes, or intentions), and 31-42
months (creates logical bridges between emotions and ideas). It monitors “healthy”
functioning, and helps set goals for early intervention planning in individual’s evidencing
less then average development. It can also be used to track progress. The Chart is
composed of 35 items, and is essentially a questionnaire completed by the child’s parent,
teacher, or caregiver.
Normative Data: The data gleaned from the Chart is used for the determination of a cut-
point, illustrating relative strength or weakness. A full set of normative data is not used
for classification.
Standardization: The Greenspan Social-Emotional Growth Chart has not been
visual impairment or multiple disabilities, though no variation from standard procedures
are necessary.
Adaptations: No adaptations are needed as the Greenspan Social-Emotional Growth
Chart is a questionnaire completed by the child’s parent, teacher, or caregiver.
Hawaii Early Learning Profile (HELP)

Authors: Furuno, S., O'Reilly, K. A., Hosaka, C. M., Inatsuka, T. T., Zeistloft-Falbey,
B., and Allman, T.
Published: 1988, VORT Corporation.
Stated Purpose: To assess developmental skills and behaviors.
Type of Instrument: Criterion-referenced, curriculum based assessment.
Comments: There are six item scores to the Hawaii Early Learning Profile (HELP):
Cognitive, Language, Gross-Motor, Fine-Motor, Social, and Self-Help. 685
developmental skills and behaviors assess the six item scores. Thus, the HELP is a
curriculum-based checklist of developmental skills and behaviors typical of infants and
was not designed as a standardized psychometric instrument. It was intended to be a
screening instrument, identifying those children in need of more comprehensive
assessment.
Normative Data: The HELP is a criterion-referenced assessment instrument that is
focused on determining a child’s cognitive, motor, language and social abilities, rather
than determining age-appropriateness of the child’s abilities in these areas. While the
Charts and Activity Guides provide age ranges for the development of the specified
behaviors, it is unclear how appropriate the developmental charts are for children with
Standardization: Parent or teacher forms are to be completed in their regular format,
Adaptations: Specific adaptations are provided in the test kit for each task for students
with visual impairment or multiple disabilities. It is unclear how these adapted
procedures have been standardized.
Hiding Heidi-LEA Test System

Author: Not specified.
Ages: Nineteen months to three years.
Published: Lighthouse International.
impairment must have a contrast sensitivity test administered and interpreted by a M.D.
or O.D.
Stated Purpose: To measure contrast sensitivity in very young children.
Comments: The Hiding Heidi-LEA Test System consists of a series of “Heidi” faces of
decreasing contrast levels to determine the contrast level at which the child will respond.
The set has five cards with levels of 1.25%, 2.5%, 5%, 10%, 25%, and 100%. First, a
blank card covers the stimulus card. Then the “Heidi” is revealed, and the child’s
reaction is watched and recorded.
Normative Data: The Hiding Heidi-LEA Test System is a criterion-referenced
assessment tool, designed to provide an accurate measure of distant acuity, rather than
any normative information
Standardization: The Hiding Heidi-LEA Test System was designed specifically for
Adaptations: As the Hiding Heidi-LEA Test System was designed specifically for
assessment of visual acuity, adaptations are not necessary.
Hill Performance Test of Selected Positional Concepts

Author: Hill, E. W.
Ages: Six to ten years.
Published: 1981, Stoelting Company.
Qualifications to Administer: Master’s degree, with clinical experience as a teacher of
orientation and mobility.
Stated Purpose: To assess specific positional concepts with visually impaired children.
Comments: There are five scores to the Hill Performance Test of Selected Positional
Concepts: Ability to Identify Positional Relationships to Body Parts, Ability to
Move Various Body Parts in Relationship to Each Other, Ability to Move Body in
Relationship to Objects, Ability to Form Object to Object Relationships, and Total.
Normative Data: As the Hill Performance Test of Selected Positional Concepts was
designed specifically to test the spatial abilities of students with visual impairment or
blindness. However, it was standardized on a relatively small sample of 273 students
with visual impairment, of which 64 also had other impairments. While normative data is
technically suitable, the data is dated and must be used with caution when making
Standardization: The Hill Performance Test of Selected Positional Concepts was
designed for those with visual impairment, and standard administration procedures are
appropriate for those with visual impairment or multiple disabilities.
Adaptation: As an instrument designed for those with visual impairment, the Hill
Performance Test of Selected Positional Concepts does not require adaptation.
Hiskey-Nebraska Test of Learning Aptitude (H-NTLA)

Author: Hiskey, M. S.
Ages: Three to seventeen years.
Stated Purpose: A nonverbal test of learning ability developed for and standardized on
hearing impaired children.
Comments: The Hiskey-Nebraska Test of Learning Aptitude (H-NTLA) is composed of
twelve subtests: Bead Pattern (placing beads on a string in a pattern), Memory for Color
(matching a colored stick to a previously presented one), Picture Identification (matching
pictures), Picture Association (matching an associated picture to a previously presented
one), Paper Folding, Visual Attention Span, Block Patterns, Completion of Drawings,
Memory for Digits, Puzzle Blocks, Picture Analogies, and Spatial Reasoning (selecting
geometric shapes that form a picture). The first five are only for children younger than
ten years old, the next three are for all ages, while the last four are only for children
eleven years and older.
Further, the normative data is dated and must be used with caution when making
Standardization: The H-NTLA has not been standardized in terms of administration
disabilities.
Illinois Test of Psycholinguistic Abilities, 3rd Edition (ITPA-3)
Authors: Hammill, D.D., Mather, N., and Roberts, R.
Ages: Five to thirteen years.
Published: 2001, Stoelting.
Qualifications to Administer: Completion of training as a psychologist, special
educator, or speech and language therapist.
Stated Purpose: To measure a student’s spoken and written language abilities, including
oral language, writing, reading, and spelling.
Comments: There are twelve subtests to the Illinois Test of Psycholinguistic Abilities –
3rd Edition (ITPA-3), which are organized according to a Spoken Language Scale
(Spoken Analogies, Spoken Vocabulary, Morphological Closure, Syntactic Sentences,
Sound Deletion, and Rhyming Sequences) and a Written Language Scale (Sentence
Sequencing, Written Vocabulary, Sight Decoding, Sound Decoding, Sight Spelling, and
Sound Spelling). Subtests can be combined to form eleven composite scores: General
Language, Spoken Language, Written Language, Semantics, Grammar, Phonology,
Comprehension, Spelling, Sight-Symbol Processing, and Sound-Symbol Processing.
Normative Data: The normative studies were large and representative. As they did not
include students with visual impairment or multiple disabilities, it is unclear how
applicable the available normative data may be for these individuals. However, even
without calculating standard scores, it is useful in determining strengths and weaknesses,
and with the diagnosis of language disorders.
Standardization: The ITPA-3 has not been standardized in terms of administration
disabilities. The authors state that when administered to students with blindness or visual
impairment, these students have demonstrated deficits on several subtests, leading to
conclusions that are not truly indicative of their abilities.
individuals with visual impairment or multiple disabilities. Any informally adapted items
Independent Living: A Curriculum with Adaptations for Students with

Visual Impairments. Volume 1: Social Competence, 2nd Edition
Authors: Loumiet, R., and Levack, N.
Ages: Birth to twenty-two years.
Published: 1993, Texas School for the Blind and Visually Impaired.
Qualifications to Administer: Training in the assessment of visual impairment and daily
living skills.
Stated Purpose: A resource and guide for assessment, evaluation, and instruction of
students with visual impairment.
Type of Instrument: Criterion-referenced instruction and assessment curriculum.
Comments: Independent Living: A Curriculum with Adaptations for Students with
Visual Impairments. Volume 1: Social Competence, 2nd Edition covers eleven subjects:
interaction with family and peers, self-concept, recognition and expression of emotions,
nonverbal communication, values clarification, personal and social aspects of sexuality,
physical aspects of sexuality, courteous behavior, problem solving and decision
making/planning, scholastic success, and personal/civic responsibility. Skills are
sequenced into age groups.
Normative Data: As a criterion-referenced curriculum designed for those with visual
impairment, Independent Living: A Curriculum with Adaptations for Students with
Visual Impairments. Volume 1: Social Competence, 2nd Edition does not provide norm-
referenced information about age-appropriate social skills development, but rather a
detailed description of an individual’s social skills, which can be utilized to characterize
development as a whole.
Standardization: As Independent Living: A Curriculum with Adaptations for Students
with Visual Impairments. Volume 1: Social Competence, 2nd Edition was designed
specifically for those with visual impairment, standard administration and scoring
procedures are appropriate.
Adaptations: Information about adaptations and adapted materials for those with visual
impairment is provided in the curriculum kit.

Visual Impairments. Volume 2: Self-Care and Maintenance of Personal
Environment, 2nd Edition
living skills.
Visual Impairments: Volume 2: Self-Care and Maintenance of Personal Environment,
2nd Edition, covers fourteen subjects: dressing, clothing management, personal hygiene
and grooming, toileting and feminine hygiene, eating, eating in different settings, food
management, housekeeping and home maintenance, housing, telephone use, time
concepts, obtaining and using money, health and safety, and self-advocacy. Skills are
Visual Impairments. Volume 2: Self-Care and Maintenance of Personal Environment,
2nd Edition does not provide norm-referenced information about age-appropriate self-
care skills development, but rather a detailed description of an individual’s self-care,
which can be utilized to characterize development as a whole.
with Visual Impairments. Volume 2: Self-Care and Maintenance of Personal
Environment, 2nd Edition was designed specifically for those with visual impairment,
standard administration and scoring procedures are appropriate.

Visual Impairments. Volume 3: Play and Leisure, 2nd Edition
living skills.
Visual Impairments: Volume 3: Play and Leisure, 2nd Edition, covers nine subjects:
management of leisure time, solitary play and leisure activities, social play and leisure
activities, physical games and sports, enjoyment of pets and nature, music and dance, arts
and crafts, reading/writing/speaking/drama, and science and technology. Skills are
Visual Impairments. Volume 3: Play and Leisure, 2nd Edition does not provide norm-
referenced information about age-appropriate development of leisure interests and
activities, but rather a detailed description of an individual’s leisure interests and
activities, which can be utilized to characterize development as a whole.
with Visual Impairments. Volume 3: Play and Leisure, 2nd Edition was designed
specifically for those with visual impairment, standard administration and scoring
procedures are appropriate.
Individualized Systematic Assessment of Visual Efficiency (ISAVE)

Author: Langley, M.B.
Ages: Birth to 21 years.
Qualifications to Administer: Training and clinical experience in the area of low vision
and functional assessment.
Stated Purpose: To determine the functional vision of infants children and young adults.
Comments: The Individualized Systematic Assessment of Visual Efficiency (ISAVE)
Is a functional visual assessment instrument for infants, children and young adults
evidencing significant cognitive, neurological, physical, and sensory impairments that
may not be reliably assessed with standard assessment instruments. There are a total of
15 chapters to this assessment text and protocol, covering minimal responsiveness,
alignment/ocular mobility, acuity, visual fields, cortical visual impairments, visual
perceptual abilities, a developmental inventory of visual efficiency, social attention gaze,
a baby screen, a vision screen, and a summary protocol. A CD-ROM with
expandable/enlargeable documents is available as well. Visual Discrimination cards
assess acuity. An instructional video is included.
Normative Data: As the ISAVE was designed for those with visual impairment and
multiple disabilities, the available normative data is appropriate.
ISAVE was designed specifically for students with visual impairment or multiple
disabilities.
Adaptations: As the ISAVE is designed specifically for students with visual impairment
or multiple disabilities, adaptations are not necessary.
Infant-Toddler Social Emotional Assessment (ITSEA)

Authors: Carter, A. and Briggs-Gowan, M..
Qualifications to Administer: Completion of graduate training in psychology with
coursework in development and assessment.
Stated Purpose: To provide an in-depth analysis of and to guide intervention planning
for social-emotional development.
Comments: There are four domains assessed by the Infant-Toddler Social Emotional
Assessment (ITSEA): Externalizing (Activity/Impulsivity, Aggression/Defiance, and
Peer Aggression), Internalizing (Depression/Withdrawal, General Anxiety, Separation
Distress, and Inhibition to Novelty), Dysregulation (Sleep, Negative Emotionality,
Eating, and Sensory Sensitivity), and Competence (Compliance, Attention,
Imitation/Play, Mastery Motivation, Empathy, and Prosocial Peer Relations). The Infant-
Toddler Social Emotional Assessment can be completed as a 166-item Parent Form and
Care Provider Form, or may be administered as a structured interview. Computerized
scoring is available. Spanish-Language forms are also being made available when the
instrument is released in the Fall of 2005.
Normative Data: The normative studies were large and representative. The publisher
states that children with language delays, premature birth, and other “diagnosed
disorders” were included, yet there is no mention of inclusion of children with visual
impairment or multiple disabilities, it is unclear how applicable the available normative
data may be for these individuals.
Standardization: As a parent or caregiver completed questionnaire, or a structure
interview administered to these individuals, standard procedures are appropriate.
Adaptations: No adaptations are necessary, as the ITSEA is a questionnaire completed
by the parent or caregiver about a child’s abilities.
The INSITE Model: Resources for Family-Centered Interventions for
Infants, Toddlers, and Preschoolers Who Are Visually Impaired
Author: Morgan, E. C.
Published: 1992, SKI HI Institute, Department of Communicative Disorders, Utah State
University.
Stated Purpose: To facilitate the provision of services to multiply handicapped, sensory-
impaired children in their home.
Comments: The INSITE Model: Resources for Family-Centered Interventions for
Infants, Toddlers, and Preschoolers Who Are Visually Impaired covers nine subjects:
guidelines for home teachers, communication, gross motor, orientation and mobility,
vision, hearing and listening, tactile activities and getting ready for Braille, cognition, and
getting ready for school. This model posits that parents are the primary facilitators of
development, so early intervention in the home is stressed. Psychological assistance and
emotional support are also part of the intervention.
Normative Data: The INSITE Model: Resources for Family-Centered Interventions for
Infants, Toddlers, and Preschoolers Who Are Visually Impaired curriculum is not an
assessment tool, but rather a teaching curriculum. As such, normative data is not
Standardization: Standard administration and scoring procedures are appropriate, as
The INSITE Model: Resources for Family-Centered Interventions for Infants, Toddlers,
and Preschoolers Who Are Visually Impaired curriculum was designed specifically for
students with visual impairment or multiple disabilities.
Adaptations: As the INSITE Model: Resources for Family-Centered Interventions for
Infants, Toddlers, and Preschoolers Who Are Visually Impaired is designed specifically
for students with visual impairment or multiple disabilities, adaptations are not necessary.
Iowa Tests of Basic Skills (ITBS), Forms K, L, and M-Braille Edition

Authors: Hoover, H. D., Hieronymus, A. N., Frisbie, D. A., and Dunbar, S. B.
Ages: Eight to fourteen years.
Published: 1993, American Printing House for the Blind. (Out of print)
Qualifications to Administer: Training in procedures for testing students with visual
impairment.
Stated Purpose: To provide comprehensive measurement of growth in the functional
skills: listening, word analysis, vocabulary, reading, the mechanics of writing, methods of
study, and mathematics.
Comments: The Iowa Tests of Basic Skills (ITBS), Forms K, L, and M-Braille Edition
has seventeen scores: Vocabulary, Reading Comprehension, Language (Spelling,
Capitalization, Punctuation, Usage and Expression, and Total), Work Study (Visual
Materials, Reference Materials, and Total), Mathematics (Concepts, Problem Solving,
Computation, and Total), Complete Composite, Social Studies, and Science. Newer
editions of this achievement test have been released by the publisher in standard format,
but have not yet been made available in a Braille format.
Normative Data: There are separate normative data for the ITBS-Braille Edition, based
Iowa Tests of Basic Skills, Forms K, L, and M.
proficiency in Braille to use this format of the ITBS. Administration of the Braille
Iowa Tests of Basic Skills (ITBS), Form A-

Large Print Edition
Authors: Hoover, H. D., Hieronymus, A. N., Frisbie, D. A., and Dunbar, S. B.
Ages: Eight to fourteen years.
impairment.
Stated Purpose: To provide comprehensive measurement of growth in the functional
skills: listening, word analysis, vocabulary, reading, the mechanics of writing, methods of
study, and mathematics.
Comments: The Iowa Tests of Basic Skills (ITBS), Form A-Large Print Edition has
seventeen scores: Vocabulary, Reading Comprehension, Language (Spelling,
Capitalization, Punctuation, Usage and Expression, and Total), Work Study (Visual
Materials, Reference Materials, and Total), Mathematics (Concepts, Problem Solving,
Computation, and Total), Complete Composite, Social Studies, and Science. Newer
editions of this achievement test have been released by the publisher in standard format,
but have not yet been made available in a Large Print format. There is no Braille format
edition of this instrument available either from Riverside Publishing or American
Printing House for the Blind.
Normative Data: There are separate normative data for the ITBS-Large Print Edition,
based on how sighted students performed on the items selected from the standard form of
the Iowa Tests of Basic Skills, Form A.
with visual impairment or multiple disabilities. Administration of the Large Print
Adaptations: Large Print adaptations are not available for each test level, and the
publisher should be contacted regarding availability. Items that could not be adapted
were eliminated from the Large Print Edition.
Kaufman Assessment Battery for Children, 2nd Edition (KABC-2)
Authors: Kaufman, A. S. and Kaufman, N. L.
Ages: Three to thirteen years.
measurement, with relevant supervised clinical experience.
Stated Purpose: An individually administered measure of intelligence and achievement.
Comments: There are a total of 20 subtests organized according to five broad categories
to the Kaufman Assessment Battery for Children, 2nd Edition (KABC-2): Sequential
Processing/Short-Term Memory (Hand Movements, Number Recall, and Word Order),
Simultaneous Processing/Visual Processing (Triangles, Face Recognition, Pattern
Reasoning, Block Counting, Story Completion, Conceptual Thinking, Rover, and Gestalt
Closure), Learning Ability/Long-Term Storage and Retrieval (Atlantis, Rebus, Atlantic
Recall, and Rebus Recall) Planning Ability/Fluid Reasoning (Pattern Reasoning, and
Story Completion) and Knowledge/Crystalized Ability (Riddles, Verbal Knowledge, and
Expressive Vocabulary). The results of between five and ten of the above subtests are
used, according to age, to determine core index scores. Spanish Language materials have
been included for use with students for whom Spanish is their primary language.
Computerized scoring is also available from the publisher.
Normative Data: While normative studies utilized representative samples including
students enrolled in special education programs, those with visual impairment or multiple
disabilities were not included. As these students were not included, it is unclear how
applicable the available normative data may be for these individuals.
Standardization: The KABC-2 has not been standardized in terms of administration
disabilities. The publisher states that visual items are poorly suited to these students, and
that no adaptations are available.
Kaufman Functional Academic Skills Test-Braille Edition (K-FAST)

Authors: Not specified.
Ages: Fifteen to 85 years.
Stated Purpose: An individually administered diagnostic battery that measures reading
and mathematics as they relate to everyday activities.
Comments: The Kaufman Functional Academic Skills Test-Braille Edition is a
functional abilities test that requires one to actually perform the daily living activities for
determination of abilities, rather than relying upon the report of others to assess
functional capacities. The types of skills assessed range from reading product or
medication labels, to working out monthly budgets or conducting price comparisons.
Standard Scores are computed for each of the Reading and Mathematics subtests, along
with a total Functional Index Score. This instrument was designed to be used in both
academic and adult placement settings.
Normative Data: There are separate national normative data for the Kaufman Functional
Academic Skills Test-Braille Edition available from the American Printing House for the
Blind.
Standardization: Supplemental specific and general directions for the administration of
the Braille Format of the Kaufman Functional Academic Skills Test-Braille Edition are
available from the American Printing House for the Blind.
Adaptations: There is no need to adapt any items for those with visual impairment or
multiple disabilities, as this instrument is available in a Braille format.
Kaufman Functional Academic Skills Test-Large Print Edition

(K-FAST)
Ages: Fifteen to 85 years.
Stated Purpose: An individually administered diagnostic battery that measures reading
and mathematics as they relate to everyday activities.
Comments: The Kaufman Functional Academic Skills Test-Large Print Edition is a
functional abilities test that requires one to actually perform the daily living activities for
determination of abilities, rather than relying upon the report of others to assess
functional capacities. The types of skills assessed range from reading product or
medication labels, to working out monthly budgets or conducting price comparisons.
Standard Scores are computed for each of the Reading and Mathematics subtests, along
with a total Functional Index Score. This instrument was designed to be used in both
academic and adult placement settings.
Normative Data: There are separate national normative data for the Kaufman Functional
Academic Skills Test-Large Print Edition available from the American Printing House
for the Blind.
the Braille Format of the Kaufman Functional Academic Skills Test-Large Print Edition
are available from the American Printing House for the Blind.
Adaptations: There is no need to adapt any items for those with visual impairment or
multiple disabilities, as this instrument is available in a Large Print format.
Kaufman Test of Educational Achievement, 2nd Edition (KTEA-2)

Authors: Kaufman, A. S. and Kaufman, N. L.
Stated Purpose: An individually administered diagnostic battery that measures reading,
mathematics, and spelling skills.
Comments: There are 14 subtests to the Kaufman Test of Educational Achievement
(KTEA-2), which are organized into five categories: Reading Standard (Letter and Word
Recognition, Nonsense Word Decoding, and Reading Comprehension) Reading
Supplemental Subtests (Phonological Awareness, Rapid Automatized Naming, Fluency
(Semantic and Phonological), Timed Word Recognition, and Timed Nonsense Word
Decoding), Math Standard Battery (Math Concepts and Applications, and Math
Computation) Written Language Standard Battery (Written Expression and Spelling), and
Oral Language Supplemental Subtests (Listening Comprehension, and Oral expression).
A Battery Composite is also calculated. Timed tasks are not ideal, given the standard
print utilized for stimulus items. Computerized scoring is also available from the
publisher.
Normative Data: While normative studies utilized representative samples, students with
visual impairment or multiple disabilities were not included. As these students were not
included, it is unclear how applicable the available normative data may be for these
individuals.
Standardization: The KTEA-2 has not been standardized in terms of administration
disabilities. The publisher states that visual items are poorly suited to these students, and
that no adaptations are available.
KeyMath-Revised: A Diagnostic Inventory of Essential Mathematics:

Braille Edition, Form A
Author: Connolly, A. J.
Ages: Four to fourteen years.
Stated Purpose: An updated measure of understanding and applying important
mathematics concepts and skills.
Comments: The KeyMath-Revised: A Diagnostic Inventory of Essential Mathematics:
Braille Edition, Form A is an adapted version of the KeyMath-Revised test, published by
American Guidance Service. The latter version has colored stimuli that are presented on
easels to students, with artwork illustrating the questions. The American Guidance
Service states that the standard version of the KeyMath-Revised: A Diagnostic Inventory
of Essential Mathematics relies on visual stimulation, and is poorly suited to students
with visual impairment or multiple disabilities. A newer edition of this instrument is
under development, and will likely be made available in a Braille format in the next
several years.
Normative Data: There are separate normative data for the KeyMath-Revised: A
Diagnostic Inventory of Essential Mathematics: Braille Edition, Form A, based on how
sighted students performed on the items selected from the standard form of the KeyMath-
Revised: A Diagnostic Inventory of Essential Mathematics.
Standardization: This form of the KeyMath-Revised: A Diagnostic Inventory of
Essential Mathematics was designed specifically for use with students with visual
impairment or multiple disabilities. The student must demonstrate proficiency in Braille
to use this format of the KeyMath-Revised: A Diagnostic Inventory of Essential
Mathematics. Administration of the Braille adaptation is considered nonstandard, and
time limits may be exceeded.
Adaptations: As the KeyMath-Revised: A Diagnostic Inventory of Essential
Mathematics: Braille Edition, Form A was designed specifically for those with visual
impairment or multiple disabilities, no adaptations are necessary.
Khan-Lewis Phonological Analysis, 2nd Edition (KLPA-2)

Authors: Khan, L. M. L., and Lewis, N. P.
Ages: Two to 21 years.
Stated Purpose: To diagnose and describe articulation or phonological disorders in
children of preschool age.
Comments: There are fifteen common phonological problems targeted for detection by
the Khan-Lewis Phonological Analysis, 2nd Edition (KLPA-2): Initial Voicing, Syllable
Reduction, Palatal Fronting, Deaffrication, Glottal Replacement, Backing to Velars,
Velar Fronting, Consonant Harmony, Stridency Deletion, Clutter Simplification, Final
Devoicing, Liquid Simplification, Deletion of Initial Consonants, Stopping of Fricatives
and Affricates, and Deletion of Final Consonants. This test is meant to be administered
along with the Goldman-Fristoe Test of Articulation, 2nd Edition referenced earlier.
A trained speech pathologist must interpret the results.
Standardization: The KLPA-2 has not been standardized in terms of administration
disabilities.
Language Assessment Scales-Oral English, Form 1C and 1D (LAS-O)

Authors: DeAvila, E. A. and Duncan, S. E.
Ages: Six to seventeen years.
Published: 1991, CTB Macmillan/McGraw-Hill.
Stated Purpose: To measure those English and language skills necessary for functioning
in a mainstream academic environment.
Comments: There are six scores to the Language Assessment Scales-Oral English, Form
1C and 1D (LAS-O): Vocabulary, Listening Comprehension, Story Retelling, Minimal
Sound Pairs, Phonemes, and Total. Each test is based on an analysis of four primary
language subsystems: phonemic, lexical, syntactical, and pragmatic.
Normative Data: The LAS-O is a criterion-referenced assessment instrument that is
focused on determining an individual’s language abilities, rather than determining age-
appropriateness of the individual’s language skills. However, language grade level
equivalents can be determined for the range between grade one through grade six.
Standardization: The LAS-O has not been standardized in terms of administration
disabilities. However, the LAS-O does not have time limits for responding to queries.
While small stimulus pictures may present a problem for students with visual impairment
or multiple disabilities, the oral nature of the LAS-O makes it otherwise appropriate for
use with these students.
Lea Gratings
Author: Hyvarinen, L.
Ages: Birth to eighteen months.
Stated Purpose: To measure distance acuity in the first year and a half of life.
Comments: The Lea Gratings are designed to measure grating acuity of infants, pre-
verbal children, and people with multiple disabilities of all ages. Approximate acuity is
determined when the individual is noted to fixate on the striped pattern, rather then the
uniform gray paddle. The six paddles are presented with gratings of decreasing inter-
strip distance, at .25, .5, 1.0, 2.0, 4.0, and 8.0 cycles per centimeter of surface.
Normative Data: The Lea Gratings is a criterion-referenced assessment tool, designed to
provide an accurate measure of distance acuity, rather than any normative information.
However, findings can be plotted on a graph and compared to graphs provided about
“normal” visual development.
Standardization: The Lea Gratings were designed specifically for those with visual
Adaptations: As the Lea Gratings are designed specifically for assessment of visual
acuity, adaptations are not necessary.
Lea Numbers Low Contrast Test

Authors: Hyvarinen, L.
Ages: Three years and older.
or O.D.
Stated Purpose: To measure contrast sensitivity in children three years and older.
Comments: The Lea Numbers Low Contrast Test features 30 low contrast numbers
arranged in six rows of five symbols per row. Contrast decreases from the top row, at
25%, to 10%, 5%, 2.5%, 1.25%, and .6%. The kit also includes a soft-tipped pointer.
Normative Data: The Lea Numbers Low Contrast Test is a criterion-referenced
assessment tool, designed to provide an accurate measure of distance acuity, rather than
Standardization: The Lea Numbers Low Contrast Test was designed specifically for
Adaptations: As the Lea Numbers Low Contrast Test is designed specifically for
assessment of contrast sensitivity, adaptations are not necessary.
Lea Symbols Crowded Symbol Book

Ages: Nineteen months to three years old.
Stated Purpose: To measure distance acuity in children nineteen months to three years
old.
Comments: The Lea Symbols Crowded Symbol Book was designed for those who
cannot perform in the line test situations of the translucent or folding line charts. It
features Lea symbols that are easy for children to recognize. Each page has one optotype
surrounded by symbols of the same size on all four sides, spaced at 100% of symbol size.
Optotypes range from 10/32 to 10/8. There are four pages for each size. The goal is to
correctly identify the middle symbol. Each page measures 5x5 inches. Stimuli are
presented hand held, as a screening and assessment of amblyopia.
Normative Data: The Lea Symbols Crowded Symbol Book is a criterion-referenced
Standardization: The Lea Symbols Crowded Symbol Book was designed specifically
Adaptations: As the Lea Symbols Crowded Symbol Book is designed specifically for
Lea Symbols Domino Cards

Ages: Nineteen months to three years old.
Stated Purpose: To measure near acuity in children nineteen months to three years old.
Comments: The Lea Symbols Domino Cards were designed for testing near visual acuity
in a play situation. The set contains three packs of sixteen cards. Each card displays a
large symbol at one end and a small symbol at the other end. One pack of cards has
symbols of 20/160 equivalent and 20/40 equivalent, the second pack of cards has symbols
at 20/100 equivalent and 20/25 equivalent, and the final pack of cards has symbols at
20/63 equivalent and 20/16 equivalent. The Lea Symbols Domino Cards can also be
used to train amblyopic eyes.
Normative Data: The Lea Symbols Domino Cards is a criterion-referenced assessment
tool, designed to provide an accurate measure of distance acuity, rather than any
normative information
Standardization: The Lea Symbols Domino Cards were designed specifically for those
Adaptations: As the Lea Symbols Domino Cards were designed specifically for
Lea Symbols Line Chart Tests

Stated Purpose: To measure distance acuity in children three years and older.
Comments: These charts come in two forms, translucent and folding, and are all meant
to be presented at a distance of ten feet from the individual being assessed. The
translucent charts are meant to be used with rear illumination from a standard
illumination cabinet, for screening and assessment of amblyopia. The folding line charts
come with a black back surface, which can be used as a lap table. Folding charts can be
wall mounted or handheld.
Normative Data: The Lea Symbols Line Chart Tests are criterion-referenced assessment
tools, designed to provide an accurate measure of distant acuity, rather than any
Standardization: The Lea Symbols Line Chart Tests were designed specifically for
Adaptations: As the Lea Symbols Line Chart Tests were designed specifically for
Lea Symbols Near Vision Card

Stated Purpose: To measure near acuity in children three years and older.
Comments: The Lea Symbols Near Vision Card is designed for testing acuity at a
viewing distance of 16 inches. This acuity test uses the “crowding phenomenon” to
assess amblyopia among young children. Crowded Lea Symbols are presented on one
side, and a set of numbers is presented on the other side. Symbol and number sizes range
from 20/400 to 20/10. A 16 inch cord is attached to the card to maintain a constant
distance. The card measures 8x10 inches.
Normative Data: The Lea Symbols Near Vision Card is a criterion-referenced
Standardization: The Lea Symbols Near Vision Card was designed specifically for
Adaptations: As the Lea Symbols Near Vision Card was designed specifically for
Lea Symbols Low Contrast Test

impairment must have contrast sensitivity tests administered and interpreted by a M.D. or
O.D.
Stated Purpose: To measure contrast sensitivity in children three years and older.
Comments: The Lea Symbols Low Contrast Test features 30 low contrast symbols
arranged in six rows of five symbols per row. Contrast decreases from the top row, at
25%, to 10%, 5%, 2.5%, 1.25%, and .6%. The kit also includes a soft-tipped pointer.
Normative Data: The Lea Symbols Low Contrast Test is a criterion-referenced
Standardization: The Lea Symbols Low Contrast Test was designed specifically for
Adaptations: As the Lea Symbols Low Contrast Test was designed specifically for
assessment of contrast sensitivity, adaptations are not necessary.
Lea Symbols Playing Cards

Stated Purpose: To measure near acuity in children nineteen months to three years old.
Comments: The Lea Symbols Playing Cards is designed for testing near visual acuity in
a play situation. After becoming accustomed to playing the game, the cards can be
presented from further away to measure acuity at any distance. The set contains 64 cards,
with eight cards in each of the following sizes: 20/800, 20/500, 20/320, 20/200, 20/125,
20/80, 20/50, and 20/32. Cards are presented at a viewing distance of 16 inches. The
Lea Symbols Playing Cards can be used to train amblyopic eyes.
Normative Data: The Lea Symbols Playing Cards is a criterion-referenced assessment
tool, designed to provide an accurate measure of distance acuity, rather than any
Standardization: The Lea Symbols Playing Cards was designed specifically for those
Adaptations: As the Lea Symbols Playing Cards was designed specifically for
Lea Symbols Pocket Near Vision Card

Stated Purpose: To measure near acuity in individuals three years and older.
Comments: The Lea Symbols Pocket Near Vision Card includes most of the same
elements as the Near Vision Card, except it fits in a purse or pocket. One side has
crowded LEA symbols. A standard linear test is provided on the other side. The screen
is presented at a viewing distance of 16 inches. Optotype sizes range from 20/320 to
20/10. The card measures 3.5x6.3 inches.
Normative Data: The Lea Symbols Pocket Near Vision Card is a criterion-referenced
Standardization: The Lea Symbols Pocket Near Vision Card was designed specifically
Adaptations: As the Lea Symbols Pocket Near Vision Card was designed specifically
for assessment of visual acuity, adaptations are not necessary.
Lea Symbols Single Presentation Flash Cards

Stated Purpose: To measure distance acuity in children nineteen months to three years
old.
Comments: The Lea Symbols Single Presentation Flash Cards were designed for those
children who have difficulty being assessed with a visual acuity chart, the Crowded
Symbol Book Test, or even the Single Symbol Book Test. The task is to indicate the
location of the specified card utilizing a “two-alternative forced choice” paradigm.
Optotypes range from 10/100 to 10/4. The set is divided into five packs of different
sizes. Cards range in size from 4x5 inches to 5x5 inches.
Normative Data: The Lea Symbols Single Presentation Flash Cards is a criterion-
referenced assessment tool, designed to provide an accurate measure of distance acuity,
rather than any normative information
Standardization: The Lea Symbols Single Presentation Flash Cards was designed
specifically for those with visual impairment or multiple disabilities.
Adaptations: As the Lea Symbols Single Presentation Flash Cards was designed
specifically for assessment of visual acuity, adaptations are not necessary.
Lea Symbols Single Symbol Book

Stated Purpose: To measure distance acuity in children who cannot perform in standard
line tests or with crowded symbol tests.
Comments: The Lea Symbols Single Symbol Book was designed for those who cannot
perform in the line test situations of the translucent or folding line charts. There are
thirteen pages with sizes ranging from 10/100 to 10/5. Each page has one to four
symbols of the same size. A cover piece is included so that one symbol can be presented
at a time. Each page measures 5x5 inches.
Normative Data: The Lea Symbols Single Symbol Book is a criterion-referenced
Standardization: The Lea Symbols Single Symbol Book was designed specifically for
Adaptations: As the Lea Symbols Single Symbol Book was designed specifically for
Learning Accomplishment Profile, Revised Edition (LAP-R)

Authors: Sanford, A. R., and Zelman, J. G.
Published: 1981, Kaplan Companies.
Qualifications to Administer: Teacher, special educator or parent.
Stated Purpose: To assess a child’s development in the areas of motor skills, cognition,
language, self-help, and social-emotional.
Comments: The Learning Accomplishment Profile, Revised Edition (LAP-R) breaks
down the stages of development to be assessed. Items to be administered are to be
selected from nineteen developmental assessments. The items are organized into the
following areas: gross motor development, fine motor development, personal skills,
social skills, self-help, pre-writing, cognitive development, and language skills.
Normative Data: The LAP-R is a criterion-referenced assessment instrument that is
focused on determining a child’s language, motor, social, cognitive, and independence
skills, rather than determining age-appropriateness of the child’s skills in these areas.
However, language grade level equivalents can be determined for the range between ages
one and six years. As a criterion-referenced instrument, the older nature of the age-
equivalents requires careful interpretation of a current administration.
Standardization: The LAP-R has not been standardized in terms of administration
procedure and interpretation for children with visual impairment or multiple disabilities.
Learning Media Assessment for Students with Visual Impairments

Authors: Koenig, A. J. and Holbrook, M. C.
Qualifications to Administer: Training as a teacher of the visually impaired.
Stated Purpose: To aid teachers in the selection of literary media for students with visual
impairment.
Comments: The Learning Media Assessment for Students with Visual Impairments
covers five subjects: the use of sensory channels, determination of types of learning
media, initial selection of learning media, continued assessment of selection of learning
media, and selection of learning media for students with multiple disabilities.
Normative Data: The Learning Media Assessment for Students with Visual Impairments
curriculum is not an assessment tool, but rather a teaching curriculum. As a criterion-
referenced instrument, it will provide information about an individual’s learning abilities.
As such, normative data is not provided for determination of age appropriateness of skills
level development.
impairment or multiple disabilities. The book is a series of checklists and forms to be
completed by the teacher.
Adaptations: As Learning Media Assessment for Students with Visual Impairments was
designed specifically for students with visual impairment or multiple disabilities,
adaptations are not necessary.
Leiter International Performance Scales-Revised (Leiter-R)

Authors: Raid, G. H., and Miller, L. J.
Ages: Two to twenty years.
Qualifications to Administer: Completion of a master’s degree in psychology, with
relevant supervised clinical experience.
Stated Purpose: Devised for mental measurement entirely non-language in nature.
Comments: Perceptual tasks involve the integration and manipulation of shape, color,
and block designs, while Concept items require the deduction of underlying relationships,
by demonstrating understanding of visual-spatial relationships, and numerical processes.
Standardization: The Leiter-R has not been standardized in terms of administration
disabilities. The authors stipulate that students considered appropriate for assessment
with the Leiter-R are those whose hearing is impaired, those with severe expressive
and/or receptive language disabilities, those with learning disabilities, those with mental
retardation, those who have suffered traumatic brain injuries, those for whom English is a
second language, and those with attention deficit disorders. They also stipulate that
students with visual impairment are poorly suited to the tasks, due to the visually loaded
nature of the test items.
Life Centered Career Education (LCCE)
Author: Brolin, D. E.
Ages: Thirteen to eighteen years.
Published: 1998, Council for Exceptional Children.
Stated Purpose: To educate individuals with special learning needs to cope with the
demands of adult life.
Comments: The Life Centered Career Education (LCCE) curriculum focuses on three
domains: daily living skills, personal-social skills, and occupational guidance and
preparation. The LCCE is a curriculum for teaching students the skills they will need to
become productive and independent adults who participate in vocational and recreational
activities. The three major components comprise twenty-two major competencies, and
measure stages of development.
Normative Data: The LCCE curriculum is not an assessment tool, but rather a teaching
curriculum. As such, normative data is not provided for determination of age
appropriateness of skills level development. Evaluation activities are included with
lesson plans to assess mastery of skills.
Standardization: While the LCCE was designed for those with impairment, there is no
specific mention of individuals with visual impairment. The LCCE has not been
Lighthouse Continuous Text Cards

Ages: Seven years and older.
have an acuity test administered and interpreted by a M.D. or O.D.
Stated Purpose: To measure near acuity in children and adults.
Type of Instrument: Norm-referenced assessment instrument.
Comments: Elementary reading skills are required of the individual to be tested. Simple
yet interesting vocabulary and sentences were chosen for children to encourage
completion of the test. Sentences are printed on five cards ranging from 10 meters to 1
meter using Sloan optotypes. A viewing distance of 16 inches is recommended. A
separate set of cards is available for children and for adults.
Normative Data: The Lighthouse Continuous Text Cards are criterion-referenced
assessment tools, designed to provide an accurate measure of near acuity, rather than any
Standardization: The Lighthouse Continuous Text Cards were designed specifically for
Adaptations: As the Lighthouse Continuous Text Cards were designed specifically for
Lighthouse House, Apple, Umbrella Series

Ages: 21 months and older.
have acuity test administered and interpreted by a M.D. or O.D.
Stated Purpose: To measure distance acuity.
Comments: The Lighthouse House, Apple, Umbrella Series features a twenty-foot
viewing distance wall-mounted symbol chart and a ten-foot viewing distance wall-
mounted symbol chart. This nonverbal format suits young children and those who can
not read letters and numbers, but can recognize and identify common pictures.
Normative Data: The Lighthouse House, Apple, Umbrella Series are criterion-
referenced assessment tools, designed to provide an accurate measure of distance acuity,
Standardization: The Lighthouse House, Apple, Umbrella Series charts were designed
Adaptations: As the Lighthouse House, Apple, Umbrella Series charts were designed
Lighthouse House, Apple, Umbrella Series Flash Card Test

Ages: 21 months and older.
Stated Purpose: To measure distance acuity.
Comments: The Lighthouse House, Apple, Umbrella Series Flash Card Test is a forced
choice paradigm matching task, presented from a handheld folding book by an observer
at a viewing distance of ten feet. Symbols are equivalent to Snellen’s test symbols. The
three symbols are repeated at acuity levels of 200, 100, 50, 40, 30, 20, 15, and 10 feet.
This nonverbal format suits young children and those who can not read letters and
numbers, but can recognize and identify common pictures.
Normative Data: The Lighthouse House, Apple, Umbrella Series Flash Card Test is a
criterion-referenced assessment tool, designed to provide an accurate measure of distance
acuity, rather than any normative information
Standardization: The Lighthouse House, Apple, Umbrella Series Flash Card Test was
designed specifically for those with visual impairment or multiple disabilities.
Adaptations: As the Lighthouse House, Apple, Umbrella Series Flash Card Test was
designed specifically for assessment of visual acuity, adaptations are not necessary.
Lighthouse Near Visual Acuity Test, 2nd Edition

Ages: For any age reader.
Stated Purpose: To measure near acuity.
Comments: The Lighthouse Near Visual Acuity Test, 2nd Edition is a reduced version of
the Ferris-Bailey ETDRS Distance Visual Acuity Test. This chart features five letters per
line of equal viewing difficulty. The Lighthouse Near Visual Acuity Test, 2nd Edition is
calibrated for a sixteen inch viewing distance, and a cord with a ball attached at the end
facilitates maintaining the proper viewing distance. There is a guide to selection of the
reading add needed based on test results of two distances. The chart measures 7x9
inches, and there are different optotypes on each side.
Normative Data: The Lighthouse Near Visual Acuity Test, 2nd Edition is a criterion-
referenced assessment tool, designed to provide an accurate measure of distance acuity,
Standardization: The Lighthouse Near Visual Acuity Test, 2nd Edition was designed
Adaptations: As the Lighthouse Near Visual Acuity Test, 2nd Edition was designed
Look at Me: A Resource Manual for the Development of Residual

Vision in Multiply Impaired Children
Authors: Smith, A.J. and Cote, K.S.
Published: 1982, Pennsylvania College of Optometry Press.
Qualifications to Administer: Vision teacher.
Stated Purpose: To measure functional vision.
Comments: Look at Me: A Resource Manual for the Development of Residual Vision in
Multiply Impaired Children covers basic visual skills without a detailed assessment of
advanced visual-motor or visual perceptual abilities. It is often used as a screening
assessment, indicating the need for further evaluation of more advanced visual skills.
The test materials also describe anatomy of the eye, disorders of the eye, and a vision
stimulation sequence.
Normative Data: The Look at Me: A Resource Manual for the Development of
Residual Vision in Multiply Impaired Children curriculum is not an assessment tool, but
rather a teaching curriculum. As such, normative data is not provided for determination
of age appropriateness of skills level development.
The Look at Me: A Resource Manual for the Development of Residual Vision in
Multiply Impaired Children curriculum was designed specifically for students with visual
Adaptations: As the Look at Me: A Resource Manual for the Development of Residual
Vision in Multiply Impaired Children curriculum was designed specifically for students
with visual impairment or multiple disabilities, adaptations are not necessary.
McCarron Assessment of Neuromuscular Development-Visually

Impaired (MAND-VI)
Author: McCarron, L. T.
Published: 1982, McCarron Dial Systems.
Stated Purpose: To assess motor function in those with visual impairment.
Comments: The McCarron Assessment of Neuromuscular Development, Visually
Impaired (MAND-VI) measures four factors: Persistent Control, Muscle Power,
Kinesthetic Integration, and Bimanual Dexterity. Both gross and fine motor activities are
included in the MAND-VI. A Total Motor score is produced. In addition to the four
factors, specific scores related to speed, strength, and fine-motor coordination are
combined to produce a Hand Preference Index.
Normative Data: A separate set of normative data is available for those with visual
impairment and those who are blind. The normative data is older, and must be used
cautiously for interpretation purposes, perhaps best as a descriptive measure of a
student’s abilities.
Standardization: The MAND-VI is a central component of the Comprehensive
Vocational Evaluation System, an assessment curriculum designed specifically for
individuals who are blind or visually impaired. Standardization procedures have been
established separately for individuals with visual impairment, as well as those who are
blind.
Adaptations: There is no need for any adaptation, as the MAND-VI was designed for
individuals with visual impairment.
Merrill-Palmer Revised Scales of Development (Merrill-Palmer-R)

Author: Roid, G.H., and Sampers, J.L.
Ages: Birth to 6.5 years.
Qualifications to Administer: Completion of a master’s degree in psychology, with
relevant supervised clinical experience.
Stated Purpose: To measure children’s intellectual ability.
Comments: There are five cognitive domains assessed by the Merrill-Palmer Revised
Scales of Development: Cognitive Development (Verbal and Nonverbal Reasoning,
Memory, Visual Motor, and Speed of Processing), Language Development (Receptive
and Expressive Language), Motor Development (Fine and Gross), Social-Emotional
Behavior (Developmental and Clinical Rater forms completed by examiner and parents),
and Self-Help/Adaptive Behavior (Developmental and Global Examiner and Parent
Rating Scales). As in the original version, the instrument is a hands-on toy oriented
assessment process.
available, dated normative data may be for those with visual impairment or multiple
disabilities.
Standardization: The Merrill-Palmer-Revised Scales for Development has not been
visual impairment or multiple disabilities. The publisher has stated that the Merrill-
Palmer-Revised Scales of Development is not well-suited for use with children with
visual impairment or multiple disability because of the significant reliance on vision to
complete the tasks.
Miller Assessment for Preschoolers (MAP)

Author: Miller, L. J.
Qualifications to Administer: Master’s degree or equivalent training, with relevant
Stated Purpose: To identify children who exhibit moderate “preacademic problems.”
Comments: The Miller Assessment for Preschoolers (MAP) has six scores: Neural
Foundations (Stereognosis, Finger Localization, Hand-Nose, Romberg, Stepping, Supine
Flexion, and Kneel-Stand), Coordination (Tower, Motor Accuracy, Tongue Movement
and Articulation), Verbal (General Information, Follow Directions, Sentence Repetition,
and Digit Repetition), Nonverbal (Sequencing, Block Tapping, Object Memory, Puzzles
and Figure-Ground), Complex Tasks (Block Designs, Draw-a-Person, Imitation of
Postures, and Maze), and Total Score. Twenty-seven core items test sensory and motor
abilities, and cognitive skills through both verbal and nonverbal tasks. The MAP was
intended as a screening device, not a comprehensive diagnostic.
Normative Data: The author states in the test manual that the MAP is not to be used
with children with physical, mental, or emotional difficulties because the normative
sample did not include children with any sort of impairment. It is unclear how applicable
disabilities. Further, the normative data is older, and must be used cautiously for
Standardization: The MAP has not been standardized in terms of administration
disabilities.
Mr. Happy Face Contrast Sensitivity Test

Authors: Bailey, I.
or O.D.
Stated Purpose: To measure contrast sensitivity.
Comments: The Mr. Happy Face Contrast Sensitivity Test was designed as a screening
of contrast sensitivity in young children. It may be used in a preferential looking test
paradigm or, alternatively, a verbal or motor response may be sought. The child is
presented with two cards, one blank and one with the Mr. Happy face. The child is asked
to identify the card with the face. The examiner determines the lowest contrast face that
elicits a response. There are nine panels for presenting thirteen contrasts ranging from
.6% to 85% contrast.
Normative Data: The Mr. Happy Face Contrast Sensitivity Test is a criterion-referenced
assessment tool, designed to provide an accurate measure of contrast sensitivity, rather
than any normative information
Standardization: The Mr. Happy Face Contrast Sensitivity Test was designed
Adaptations: As the Mr. Happy Face Contrast Sensitivity Test was designed specifically
for assessment of those with visual impairment, adaptations are not necessary.
Motor-Free Visual Perception Test, 3rd Ed. (MVPT-3)

Authors: Colarusso, R. P., and Hammill, D. D.
Stated Purpose: To test visual perception, without motor involvement.
Comments: There Motor-Free Visual Perception Test, 3rd Edition (MVPT-3), which
yield a total score. The items are divided into five sections: Spatial Relationships, Visual
Discrimination, Visual Figure Ground, Visual Closure, and Visual Memory. Test items,
which are black-on-white geometric shapes and alphanumeric figures, are scored on a
four-point scale. This test is a brief (approximately ten-minute) screen of visual
perception, assuming intact visual acuity, and thus, according to the publisher, is not
suitable for students with visual impairment.
Standardization: The MVPT-3 has not been standardized in terms of administration
disabilities. The author states that the MVPT-3 is not to be used with those with visual
impairment.
Mullen Scales of Early Learning (MSEL)

Author: Mullen, E. M.
Stated Purpose: A developmentally integrated system that assesses language, motor, and
perceptual abilities.
Comments: There are five scales to the Mullen Scales of Early Learning (MSEL): Gross
Motor Base, Visual Reception, Fine Motor, Expressive Language, and Receptive
Language. Stimuli include plastic toys and color pictures.
Standardization: The Mullen Scales of Early Learning has not been standardized in
terms of administration procedure and interpretation for individuals with visual
impairment or multiple disabilities. The publisher states that the Mullen Scales of Early
Learning requires a great deal of visual integration and is best not used with infants and
children with visual impairment or multiple disabilities.
Multiple Assessment Programs and Services (MAPS)
Ages: Eighteen years and older.
Published: 1994, The College Board and Educational Testing Service.
Stated Purpose: To help college personnel determine the placement levels and
remediation requirements of incoming, as well as continuing, students.
Comments: The Multiple Assessment Programs and Services (MAPS) tests provide data
to placement faculty in six areas: Remediation, Placement, Exemption, Selection,
Instruction, and Guidance and Counseling. The MAPS tests were intended to help
guidance personnel assess the aptitude of a student for academic and future career
placement.
Standardization: The MAPS has not been standardized in terms of administration
disabilities. The publisher states that the tests offered by MAPS were not designed for use
with those with visual impairment or multiple disabilities.
NEPSY
Authors: Korkman, M, Kirk, U., and Kemp, S.
Stated Purpose: To assess attention/executive functions, language, visuospatial
processing, sensorimotor functions and memory/learning in children.
Comments: The NEPSY has subtests divided according to age and domain. For those
age three to four, the tasks according to domain are Attention and Executive Functions
(Visual Attention, and Statue), Language (Body Part Naming, Phonological Processing,
Comprehension of Instructions, Verbal Fluency, and Oromotor Sequences), Sensorimotor
(Imitating Hand Positions, Visuuomotor Precision, and Manual Motor Sequences),
Visuospatial Processing (Design Copying, and Block Construction), and Memory and
Learning (Narrative Memory, and Sentence Repetition). For those age five to twelve, the
tasks according to domain are Attention and Executive Functions (Auditory Attention,
Visual Attention, Statue, Design Fluency, Knock and Tap, and Tower), Language
(Phonological Processing, Speeded Naming, Comprehension of Instructions, Repetition
of Nonsense Words, Verbal Fluency, and Oromotor Sequences), Sensorimotor (Fingertip
Tapping, Imitating Hand Positions, Visuuomotor Precision, Manual Motor Sequences,
and Finger Discrimination), Visuospatial Processing (Design Copying, Arrows, Block
Construction, and Route Finding), and Memory and Learning (Memory for Faces,
Memory for Names, Narrative Memory, Sentence Repetition, and List Learning). As
with other general cognitive tests, many of the visual/spatial reasoning, visual attention
concentration (particularly timed ones), visual memory and speeded reading tests are not
appropriate for those with low vision.
Standardization: The NEPSY has not been standardized in terms of administration
disabilities. It is unclear how appropriate the non-visual tasks of the NEPSY are for those
Observational Emotional Inventory, Revised (OEI-R)

Authors: McCarron, L. T., and Dial, J. G.
Ages: Fourteen to seventy years.
Published: 1986, McCarron-Dial Systems.
Qualifications to Administer: In-service or graduate-level training in techniques of
interviewing and behavioral observation.
Stated Purpose: To assess emotional behaviors that interfere with educational or
vocational potential.
Comments: There are five factors assessed by Observational Emotional Inventory,
Revised (OEI-R): Frustration-Impulsivity, Anxiety, Depression-Withdrawal,
Socialization, Self-Concept, and Aggression and Reality Disorientation. The OEI-R is a
situational assessment of an individual’s behavior in a school or work setting. Behaviors
are recorded systematically during a five-day observation period. Ten behavioral items
are included for each factor. The OEI-R is useful in determining remediation programs
and accommodations for an individual with visual impairment or multiple disabilities.
Normative Data: A separate set of normative data is available for students with visual
impairment and those who are blind. The publisher does not specify whether students
data.
Standardization: The OEI-R is a central component of the Comprehensive Vocational
separately for individuals with visual impairment, as well as those who are blind.
Adaptations: There is no need for any adaptation, as the OEI-R was designed for
Ordinal Scales of Psychological Development

Authors: Uzgiris, I., and Hunt, J. M.
Published: 1989, University of Illinois Press.
Stated Purpose: To assess a child’s psychological development.
Comments: There are seven scales to the Ordinal Scales of Psychological Development:
Object Permanence, Means-Ends, Vocal Imitation, Gestural Imitation, Operational
Causality, Construction of Objects in Space, and Schemes for Relating to Objects. This
test is described as being harder to use than other similar tests are, and extensive training
may be required of the administrator.
Further, the normative data is older, and must be used cautiously for interpretation
purposes, perhaps best as a descriptive measure of a student’s abilities.
Standardization: The Ordinal Scales of Psychological Development has not been
visual impairment or multiple disabilities. The publisher states that the Object
Permanence, Means-Ends, and Gestural Imitation subtests require vision to complete, and
they may be inappropriate for students with visual impairment because adaptations are
not available. Other subtests do not require adaptation and can be administered.
Oregon Project for Visually Impaired & Blind Preschool Children, 5th Ed
Authors: Anderson, S., Boigon, S., and Davis, K.
Published: 1986, Jackson County Education Service District.
Stated Purpose: Focuses on teaching preschoolers with visual impairment or multiple
disabilities and on the parent-teacher partnership.
Comments: The Oregon Project for Visually Impaired and Blind Preschool Children, 5th
Edition, provides a list of teaching activities for developing cognition, language,
socialization, vision, compensatory skills, self-help skills, and fine and gross motor skills.
Developmental skills and the way in which visual impairment may affect them is
discussed. A large list of skills to be mastered is provided, along with strategies for
implementation. In addition, the project offers a list of teaching resources for students
Normative Data: The Oregon Project for Visually Impaired and Blind Preschool
Children, 5th Edition curriculum is not an assessment tool, but rather a teaching
curriculum. As such, normative data is not provided for determination of age
appropriateness of skills level development. Results are measured in terms of skills that
were mastered.
impairment or multiple disabilities. Scoring can be based on interview, direct
observation, or direct administration of the items.
Adaptations: As the Oregon Project for Visually Impaired and Blind Preschool Children,
5th Edition was designed specifically for students with visual impairment or multiple
disabilities, adaptations are not necessary.
Otis-Lennon School Ability Test, 7th Edition (OLSAT7) Form 3-

Braille Edition
Authors: Otis, A. S., and Lennon, R. T.
Qualifications to Administer: Master’s degree in psychology, with relevant clinical
experience.
Stated Purpose: To measure abstract thinking and reasoning ability.
Comments: The Otis-Lennon School Ability Test, 7th Edition (OLSAT7), was renamed
to better represent its intended purpose: a measure of school ability. Two indexes can be
derived: Verbal School Ability Index (Verbal Comprehension and Verbal Reasoning) and
Nonverbal Ability Index (Pictorial, Figural, and Quantitative Reasoning). The OLSAT7
has seven levels, spanning kindergarten to twelfth grade. A newer edition of this
achievement instrument is available in a standard format, but has not yet been released in
a Braille format.
Normative Data: There are separate normative data for the OLSAT7-Braille Edition,
the OLSAT7.
Standardization: This form of the OLSAT7 was designed specifically for use with
students with visual impairment or multiple disabilities. The student must demonstrate
proficiency in Braille to use this format of the OLSAT7. Administration of the Braille
Otis-Lennon School Ability Test, 7th Edition (OLSAT7) Form 3-

Large Print Edition
Authors: Otis, A. S., and Lennon, R. T.
experience.
Stated Purpose: To measure abstract thinking and reasoning ability.
Comments: The Otis-Lennon School Ability Test, 7th Edition (OLSAT7), was renamed
to better represent its intended purpose: a measure of school ability. Two indexes can be
derived: Verbal School Ability Index (Verbal Comprehension and Verbal Reasoning) and
Nonverbal Ability Index (Pictorial, Figural, and Quantitative Reasoning). The OLSAT7
has seven levels, spanning kindergarten to twelfth grade. A newer edition of this
achievement instrument is available in a standard format, but has not yet been released in
a Large Print format.
Normative Data: There are separate normative data for the OLSAT7-Large Print
Edition, based on how sighted students performed on the items selected from the standard
form of the OLSAT7.
Standardization: This form of the OLSAT7 was designed specifically for use with
students with visual impairment or multiple disabilities. Administration of the Large
Print adaptation is considered nonstandard, and time limits may be exceeded.
OWLS: Listening Comprehension and Oral Expression Scales

Author: Carrow-Woolfolk, E.
Ages: Three to 21 years.
Stated Purpose: To obtain an estimate of an individual’s expressive and receptive
language skills.
Comments: OWLS: Listening Comprehension and Oral Expression Scales measures
expressive and receptive language skills students and young adults. Reading is not
required for comprehension and expression, as the individual is assessed verbally.
Responses are recorded by the administrator. Computerized scoring is available.
Normative Data: There is no indication of inclusion of those without visual impairment
and multiple disabilities in the normative studies. It is unclear how applicable the
Standardization: The OWLS: Listening Comprehension and Oral Expression Scales has
not been standardized in terms of administration procedure and interpretation for
Peabody Developmental Motor Scales and Activity Cards, 2nd Edition

(PDMS-2)
Authors: Folio, M. R. and Fewell, R. R.
Qualifications to Administer: Graduate training in tests and measurement, with training
in the assessment of motor function.
Stated Purpose: To permit quantification of motor development for both gross motor
skills and fine motor skills.
Type of Instrument: Criterion-referenced, curriculum-based assessment.
Comments: The Peabody Developmental Motor Scales and Activity Cards, 2nd Edition
(PDMS-2) measures both Gross Motor Skills (Reflexes, Stationary Body Control,
Locomotion (crawling, walking, running, hopping, and jumping forward), and Object
Manipulation (Catching, throwing, and kicking) for older children) as well as Fine Motor
Skills (Grasping, and Visual-Motor Integration). A total score is also obtained. In
addition to the standardized scoring procedures, a series of plotting forms are available to
graphically represent a student’s strengths and weaknesses, which can be described in a
criterion-based fashion, both in terms of current development and progression over time
with repeated assessment. There is also a Peabody motor Activities Program, an
instructional and treatment program available that presents a series of skills training
techniques and suggestions. Computerized scoring is available from the publisher.
Normative Data: The PDMS-2 is a normative-referenced assessment instrument that
also allows for a descriptive approach to making statements regarding a student’s motoric
development. It focuses on establishing whether an activity can be performed, that yields
a helpful motor development profile of a student.
Standardization: The PDMS-2 has not been standardized in terms of administration
disabilities. A trained rater evaluates whether a behavior or activity has been successfully
completed.
Adaptations: Specific adaptations are provided in the test kit for students with visual,
auditory, and/or multiple impairment.
Peabody Individual Achievement Test-Revised Normative Update
(PIAT-R/NU)
Author: Markwardt, F. C.
Ages: Five to 23 years.
Stated Purpose: An individual measure of academic achievement.
Comments: There are eight scores to the Peabody Individual Achievement Test-Revised-
Normative Update (PIAT-R/NU), which are General Information, Reading Recognition,
Reading Comprehension, Written Expression, Mathematics, Spelling, Written Language
Composite, and Total Reading. All tasks of the PIAT are untimed, and, with the
exception of the Written Expression subtest, can be completed without writing. These
two factors are significant advantages over most achievement tests when evaluating
students with visual impairment or multiple disabilities. This is a re-release of the
original PIAT-R having been normed on a newer sample.
Normative Data: The publisher states that the new normative data collected assessed
only those without visual impairment, and no set of data was collected for administration
to students with visual impairment or multiple disabilities. It is unclear how applicable
disabilities.
Standardization: The PIAT-R/NU has not been standardized in terms of administration
disabilities. However, the publisher states that the visual stimuli are not well suited for
use with students with visual impairment.
Peabody Mobility Kit for Infants and Toddlers (PMKIT)

Authors: Harley, R. K., Long, R. G., Merbler, J. B. and Wood, T. A.
Qualifications to Administer: Master’s degree in psychology or orientation and
mobility, with relevant, supervised clinical experience.
Stated Purpose: To assess orientation and mobility function.
Comments: The Peabody Mobility Kit for Infants and Toddlers (PMKIT) is an
orientation and mobility evaluation program designed to be used with children with
visual impairment. The PMKIT incorporates testing for developmental level and training
for teaching orientation and mobility skills.
Normative Data: Normative data is provided for children with visual impairment and
multiple disabilities. The normative data is a bit dated, and should be used for
interpretation purposes with caution, with emphasis on descriptive statements of abilities,
and relative strengths and weaknesses.
Standardization: The PMKIT was designed to assess the orientation and mobility skills
of children with visual impairment or multiple disabilities. A series of mobility tasks are
presented to the child, and performance is observed and rated by a trained assessor.
Adaptations: There is no need for any adaptation, as the PMKIT was designed for
Peabody Mobility Programs (PMP)

Authors: Harley, R. K., Wood, T. A., and Merbler, J. B.
Ages: Three years to adult.
Qualifications to Administer: Master’s degree in psychology or orientation and
mobility, with relevant, supervised clinical experience.
Stated Purpose: To assess orientation and mobility function.
Comments: The Peabody Mobility Programs (PMP) are orientation and mobility
evaluation programs designed to be used with individuals with visual impairment. There
are two programs available, one for those who are blind and the other for those with low
vision. The PMP incorporates testing for developmental level and training for teaching
orientation and mobility skills.
Normative Data: A separate set of normative data is provided for individuals with visual
impairment and those who are blind. The normative data is a bit dated, and should be
used for interpretation purposes with caution, with emphasis on descriptive statements of
abilities, and relative strengths and weaknesses.
Standardization: The PMP was designed to assess the orientation and mobility skills of
children with visual impairment or multiple disabilities. A series of mobility tasks are
presented to the individual, and performance is observed and rated by a trained assessor.
There are two programs available, one for those who are blind and the other for those
with low vision.
Adaptations: There is no need for any adaptation, as the PMP was designed for those
with visual impairment.
Peabody Picture Vocabulary Test, 3rd Edition (PPVT-III)

Authors: Dunn, L. M., and Dunn, L. M.
Ages: Two to ninety years.
measurement, with relevant, supervised clinical experience.
Stated Purpose: To measure an individual’s receptive vocabulary for Standard
American English and provide a quick estimate of verbal ability or scholastic aptitude.
Comments: Both forms of the Peabody Picture Vocabulary Test, 3rd Edition (PPVT-III),
have 204 black-on-white illustrations whose identification does not require the examinee
to read or write. The subject selects the picture that best represents the word read by the
examiner.
Standardization: The PPVT-III has not been standardized in terms of administration
disabilities. The publisher states that while picture stimuli are bold and free of line details
and figure-ground elements, they are difficult for individuals with visual impairment or
multiple disabilities to see. Obviously, the PPVT-III may not be used to assess the
vocabulary of a student who is blind. The PPVT-III is one of many visually loaded
vocabulary tests, and id not well suited for use with students with visual impairment.
Perkins Activity and Resource Guide: A Handbook for Teachers and

Parents of Students with Visual and Multiple Impairments, 2nd Ed.
Authors: Heydt, K., Allon, M., Edwards, S., Clark, M. J., and Cushman, C.
Ages: Six to eighteen years.
Published: 2004, Perkins School for the Blind.
Stated Purpose: To be a resource guide for parents and teachers of students with visual
Comments: The Perkins Activity and Resource Guide: A Handbook for Teachers and
Parents of Students with Visual and Multiple Impairments, 2nd Edition offers parents,
professionals and other caregivers a set of specific activities for the development of
critical skills. Specific topics covered include teaching children with multiple
disabilities, designing an educational program, language and cognition, social
development, fine and gross motor development, functional academics, vocational
training, daily living skills, independent living skills, sensory integration, developmental
music, orientation and mobility, enhancing functional vision, enhancing professional
knowledge of body mechanics and transfers, and adaptive technology.
Normative Data: The Perkins Activity and Resource Guide: A Handbook for Teachers
and Parents of Students with Visual and Multiple Impairments, 2nd Edition curriculum is
not an assessment tool, but rather a teaching curriculum. As such, normative data is not
Background information and developmental data are provided for the specific aspects of
development.
Adaptations: As Perkins Activity and Resource Guide: A Handbook for Teachers and
Parents of Students with Visual and Multiple Impairments, 2nd Edition was designed
not necessary.
Perkins-Binet Tests of Intelligence for the Blind

Authors: Davis, C. J.
Published: 1980, Perkins School for the Blind. (Out of print)
Stated Purpose: To measure verbal reasoning, quantitative reasoning, and short term
reasoning in individuals of individuals who are blind.
Comments: The Perkins-Binet Tests of Intelligence for the Blind is an adapted version
of the Stanford Binet Intelligence Scale, 3rd Revision, Forms L and M for children with
no or low vision. The Perkins-Binet is constructed so that serial tasks come first. Two
forms of the test were developed. Form N, designed for those who are blind and ages
four and older, consists of 94 items, whereas Form U, designed for those with low vision,
is for ages three and older, consists of 99 items.
Normative Data: There are separate sets of normative information available for each of
the two forms. Reliability for children below age six is largely suspect, because of a
limited number of test items. Research studies have revealed poor correlation of the
Perkins-Binet Tests of Intelligence for the Blind with other tests of intelligence, such as
the Wechsler Intelligence Scale for Children-Revised, as well as tests of achievement,
such as the Wide Range Achievement Test-Revised, despite high correlations of the
Stanford-Binet Tests of Intelligence, 3rd Revision with these measures. The normative
data is a bit dated, and should be used for interpretation purposes with caution, with
emphasis on descriptive statements of abilities, and relative strengths and weaknesses.
Standardization: As the Perkins-Binet Tests of Intelligence for the Blind were designed
for those with low or no vision, standard administration and scoring procedures are
appropriate.
Adaptations: As the Perkins-Binet Tests of Intelligence for the Blind was designed
not necessary.
Piers-Harris Children’s Self-Concept Scale, 2nd Edition (PHCSCS-2)

Author: Piers, E.V., Harris, D.B., Herzberg, D.S.
Ages: Seven to eighteen years.
Stated Purpose: To measure self-concept in children and adolescents.
Comments: The Piers-Harris Children’s Self-Concept Scale, 2nd Edition (PHCSCS-2)
is a screening rating form completed by a student. The results are based upon a student’s
of perceptions of self rather than the perceptions of the student reported by a parent or
caregiver. It is a series of 60 descriptive statements written at a third grade reading level,
to which a student replies either yes or no. Behavioral Adjustment, Freedom from
Anxiety, Happiness and Satisfaction, Intellectual and School Status, Physical Appearance
and Attributes, and Popularity indexes are computed, along with a Total Score.
Standardization: As the PHCSCS-2 is a questionnaire completed by the student,
standard administration and scoring procedures may not be appropriate. The instrument
may be administered as a structured interview.
Adaptations: There are no adaptations available for those with vision impairment and
multiple disabilities. Any informally adapted items require standardization and
normalization before comparison of performance on adapted items to existing normative
data.
Pre-Reading Inventory of Phonological Awareness (PIPA)

Authors: Dodd, B., Crosbie, S., McIntosh, B., Teitzel, T., and Ozanne, A.
Ages: Four to six years.
Qualifications to Administer: A speech-language pathologist, teacher, special educator
or other paraprofessional with experience of the child.
Stated Purpose: To assess early awareness of language and phonology.
Comments: There are six subtests to the Pre-Reading Inventory of Phonological
Awareness (PIPA): Rhyme Awareness, Syllable Segmentation, Alliteration Awareness,
Sound Isolation, Sound Segmentation, Letter-Sound Knowledge. It is described as
fulfilling the requirements of the Early Reading First and Reading First initiatives.
Colorful illustrations are large and may be suitable for those with low vision.
Standardization: The PIPA has not been specifically standardized in terms of
Preschool Language Assessment Instrument, 2nd Edition (PLAI-2)
Authors: Blank, M. Rose, S.A., and Berlin, L.J.
experience.
Stated Purpose: To measure young children’s ability to meet the demands of classroom
discourse.
Type of Instrument: Normative-referenced and/or Criterion-referenced assessment
instrument.
Comments: There are six scores to the normative-referenced assessment format of the
Preschool Language Assessment Instrument, 2nd Edition (PLAI-2): Matching (linking
verbal to and perceptual information), Analysis (identifying/combining perceptual
components), Reordering (reduction of or restructuring perceptual cues), Reasoning
(prediction of events), Receptive Mode, and Expressive Mode. However, the PLAI-2
was also designed to be used as a descriptive criterion-referenced assessment, where a
student’s abilities are measured on each item in terms of adequacy of response and
interfering behaviors. This constitutes an informal assessment of overall abilities.
Normative Data: The publisher does not indicate the inclusion of any students with
visual impairment or multiple disabilities in a large, representative sample including
those with disabilities of physical types. It is unclear how applicable the available
normative data may be for those with visual impairment or multiple disabilities. As such,
an informal assessment may be preferred.
Standardization: The PLAI-2 has not been standardized in terms of administration
disabilities. Although the picture stimuli are large and colorful, they may be difficult for
children with visual impairment and multiple disabilities to see.
Preschool Language Scale, 4th Edition (PLS-4)

Authors: Zimmerman, I. L., Steiner, V. G., and Pond, R. E.
experience.
Stated Purpose: To measure young children’s receptive and expressive language ability.
Comments: There are three scores to the Preschool Language Scale, 4th Edition (PLS-4):
Auditory Comprehension, Expressive Communication, and Total Language Score. The
PLS-3 was designed to be a brief screening device to indicate the presence of any delay
in the development of language function, requiring additional, more comprehensive
assessment. Newer items were added for those under three years of age to assess general
interaction, attention and vocal/gestural behaviors. Newer items were added for older
students assessing phonological awareness and school readiness. A Caregiver
Questionnaire also obtains information from parents directly. Spanish Language
materials have been included for use with students for whom Spanish is their primary
language.
Standardization: The PLS-4 has not been standardized in terms of administration
disabilities. Although the picture stimuli are large and colorful, they may be difficult for
children with visual impairment and multiple disabilities to see.
Prevocation Assessment Screen (PAS)

Author: Rosinek, M.
Ages: Fourteen to eighteen years.
Published: 1985, Piney Mountain Press.
Qualifications to Administer: None required.
Stated Purpose: To assess a student’s motor and perceptual abilities in relation to
performance requirements within a local vocational-training program.
Comments: The Prevocation Assessment Screen (PAS) has sixteen scores (a Time and
Error Score for each of eight modules): Alphabetizing, Etch a Sketch Maze, Calculating,
Small Parts, Pipe Assembly, O Rings, Block Design, and Color Sort.
Further, the normative data is older, and must be used cautiously for interpretation
purposes, perhaps best as a descriptive measure of a student’s abilities.
Standardization: While the PAS was designed for use with adolescents with
impairment, it’s use with individuals with visual impairment or multiple disabilities is not
specified. The PAS has not been standardized in terms of administration procedure and
interpretation for individuals with visual impairment or multiple disabilities. The time
component places pressure on a student with visual impairment or multiple disabilities.
PrimerPASO Screening Test for Evaluating Preschoolers (PrimerSTEp)
Authors: Miller, L.J.
Qualifications to Administer: Masters degree psychology or education with relevant
Stated Purpose: A screening instrument for the detection of children at risk for
developmental delays.
Type of Instrument: Both a Criterion-referenced and Normative-referenced assessment
instrument.
Comments: The PrimerPASO Screening Test for Evaluating Preschoolers
(PrimerPASO) is a Spanish-Language version of the FirstSTEp. Three primary areas are
evaluated by the PrimerPASO: Cognition, Communication, and Motor skills with 12
individual subtests. PrimerPASO also comes with an optional Social-Emotional Scale
and a Parent/Teacher Rating checklist that assesses Attention, Activity Level, Social
Interactions, Personal Traits, and Serious Behavior Problems. Finally, there is an
Adaptive Behavior Checklist that surveys Daily Living skills, Self-Control, Relationships
and Interactions, and Functioning in the Community. The PrimerPASO is essentially a
series of game-like activities children are asked to engage in.
Standardization: The PrimerPASO has not been specifically standardized in terms of
adapted items to existing normative data. Obviously, the Rating Scales and Checklists
completed by parents/teachers are applicable.
Process Assessment of the Learner: Test Battery for Reading and

Writing (PAL)
Authors: Berninger, V.W.
Ages: Six to twelve years.
Stated Purpose: To evaluate the underlying processes of a student’s reading and writing
skills in order to guide focused intervention.
Comments: The Process Assessment of the Learner: Test Battery for Reading and
Writing (PAL) was designed to examine the means by which a student approaches
reading and writing tasks. It is useful for identifying those at risk, and to monitor
progress with remediation. The PAL assesses phonological processing, orthographic
coding, rapid automatized naming, integration of listening, notetaking, and summary
writing skills. There is also a companion guide for intervention with teaching/learning
strategies that can be taught to students with difficulties. Tests that are timed are likely
poor for those with reduced vision. Figures/pictures may not be large enough for many
with low vision.
Normative Data: The normative data collected assessed only those without visual
impairment, and no set of data was collected for administration to students with visual
Standardization: The PAL has not been specifically standardized in terms of
Program to Develop Efficiency in Visual Functioning

Authors: Barraga, N. C. and Morris, J. E.
Qualifications to Administer: Specialist trained in the education of students with visual
impairment.
Stated Purpose: To provide a representative sampling of the many visual tasks needed
for efficient visual functioning.
Type of Instrument: Non-assessment focused assessment and teaching curriculum.
Comments: The Program to Develop Efficiency in Visual Functioning was designed to
help individuals use their vision more efficiently. It is composed of two interrelated kits:
the Diagnostic Assessment Procedure (DAP) kit and the Design for Instruction kit. The
DAP contains forty criterion-referenced assessment items that sample behaviors and tasks
demanded of a student with visual impairment. It offers an Evaluator’s Guide, a Record
Booklet, a Summary Table, and an Instruction Planning Index. The Design for
Instruction kit includes 150 lessons designed to improve visual functioning; a Guide for
Instruction which provides an overview of the problems of low vision; and graphic
material for lesson plans.
Normative Data: The Program to Develop Efficiency in Visual Functioning program is
both an assessment tool and a teaching curriculum. However, as the Diagnostic
Assessment Procedure is a criterion-referenced assessment instrument, there is no
normative information to refer to. The Program to Develop Efficiency in Visual
Functioning will provide a general picture of efficacy of utilization of visual abilities.
impairment or multiple disabilities. Instructors with no recent training in the education of
students with visual impairment are advised to work with a resource person.
Adaptations: As The Program to Develop Efficiency in Visual Functioning was
designed specifically for students with visual impairment or multiple disabilities,
adaptations are not necessary.
Project IVEY
Authors: Cook, K.M., Lussier, A.J. and Arthur, J.F.
Published: 1992, Florida Department of Education.
Qualifications to Administer: Vision teacher or low vision specialist.
Stated Purpose: To measure functional vision.
Comments: Project IVEY is a comprehensive program guide intended for professionals
in the field of visual impairment. It includes guidelines for the assessment of vision, as
well as a series of teaching activities. It likewise includes information about vision
stimulation, and training in the use of visual aids.
Normative Data: The Project IVEY curriculum is not an assessment tool, but rather a
teaching curriculum. As such, normative data is not provided for determination of age
appropriateness of skills level development.
The Project IVEY curriculum was designed specifically for students with visual
Adaptations: As the Project IVEY curriculum is designed specifically for students with
visual impairment or multiple disabilities, adaptations are not necessary.
Psychoeducational Profile, 3rd Edition (PEP-3)

Authors: Schopler, E., Lansing, M. D., Reichler, R. J., and Marcus, L. M.
Stated Purpose: To assess skills and behaviors of autistic and communication-
handicapped children who function between the ages of six months and seven years.
Comments: The Psychoeducational Profile, 3rd Edition (PEP-3) assesses eleven areas.
The Behavioral measures evaluate Relating, Materials, Sensory, and Language; the
Developmental measures evaluate Imitation, Perception, Fine Motor, Gross Motor, Eye-
Hand Coordination, Cognitive Performance, and Cognitive Verbal. There is also a total
score to be ascertained. The new version of the PEP also comes with a Caregiver Report,
which allows the assessor to consider feedback from the parent prior to objective
assessment. The parent is asked to estimate the individuals’ developmental level in
comparison to typical others.
Standardization: The PEP-3 has not been standardized in terms of administration
disabilities.
Quantitative Color Vision Test

Author: Hyvarinen, L.
have tests administered and interpreted by a M.D. or O.D.
Stated Purpose: To test for inherited and acquired defects in color vision.
Comments: The Quantitative Color Vision Test contains a double set of large stimulus
test caps, which allow for a matching play situation. It consists of sixteen hues, and
responses are recorded on a response form. Reduction rings are included if standard size
stimuli are preferred. Thus full spectrum color vision test can be used with children and
adults to diagnose the type and severity of both inherited and acquired defects.
Normative Data: The Quantitative Color Vision Test is a criterion-referenced
assessment tool, designed to provide an accurate measure of distant acuity, rather than
Standardization: The Quantitative Color Vision Test was designed specifically for
Adaptations: As the Quantitative Color Vision Test was designed specifically for
assessment of those with visual impairment, adaptations are not necessary.
Reading-Free Vocational Interest Inventory: 2 (R-FVII:2)

Author: Becker, R. L.
Qualifications to Administer: Teachers, psychologists, counselors, vocational
educators, sheltered work center counselors and other job training professionals.
Stated Purpose: To provide systematic information on the range of (vocational) interest
patterns of the exceptional male and female who is diagnosed as mentally retarded,
learning disabled, or disadvantaged.
Comments: There are eleven interest categories to the Reading-Free Vocational Interest
Inventory: 2 (R-FVII:2): Animal Care, Automotive, Building Trades, Clerical, Food
Service, Horticulture, Housekeeping, Laundry Service, Material Handling, Patient Care,
and Personal Service. The R-FVII:2 also features five clusters, which are mechanical,
outdoor, mechanical/outdoor, clerical/personal care, and food service/handling
operations. The R-FVII:2 is a series of fifty-five sets of three drawings, each
representing individuals working at various occupations, of which the test taker is to
mark the most preferred activity. Both genders respond to the same set of stimuli.
individuals with visual impairment or multiple disabilities. As the R-FVII:2 was
designed for use with individuals with learning disabilities or mental retardation, it is not
clear how appropriate the normative data is for use with individuals who have only a
visual impairment. A wider assortment of occupations than those in the R-FVII:2 may
provide a more comprehensive and appropriate assessment for those with visual
impairment.
Standardization: The R-FII has also not been standardized in terms of administration
disabilities.
Receptive-Expressive Emergent Language Test, 3rd Edition (REEL-3)

Authors: Bzoch, K. R., League, R., and Brown, V.L.
pathologist.
Stated Purpose: To identify children who have specific language impairments or other
disabilities affecting language development.
Comments: There are three scores to the Receptive-Expressive Emergent Language
Test, 3rd Edition (REEL-3): Expressive Language Age, Receptive Language Age, and
Combined Language Age. There is also a supplemental Inventory of Vocabulary Words
subtest. The REEL-3 is a structured interview administered to the parent of a preschool-
age child. This instrument was intended to be a screening for language-learning
problems.
children with visual impairment or multiple disabilities. It is unclear how applicable the
Standardization: While the REEL-3 has not specifically been standardized in terms of
multiple disabilities, it is not necessary, because it is a series of questions answered by
parents about the emergence of language skills that have been observed in the home
environment.
Adaptations: The publisher also states that adaptation of the REEL-3 for children with
visual impairment or multiple disabilities is not necessary, since the REEL-3 is a parental
interview.
Receptive One-Word Picture Vocabulary Test-2000 Ed. (ROWPVT)

Author: Brownell, R.
Published: 2000, Academic Therapy Publications.
Stated Purpose: To assess an individual’s ability to verbally identify pictures of objects.
Comments: The Receptive One-Word Picture Vocabulary Test-2000 Edition
(ROWPVT) has a Total score, which can be converted to Language Age Scores,
Language Standard Scores, and Percentile Ranks. A stimulus word is read to the
individual, who is then required to point to, verbalize, or visually fixate on the correct
pictorial representation of the word. Spanish Language materials have been included for
use with students for whom Spanish is their primary language.
Normative Data: Despite a new set of normative data available for this edition, there is
no normative data available for individuals with visual impairment or multiple
disabilities. It is unclear how applicable the available normative data may be for those
Standardization: The ROWPVT has not been standardized in terms of administration
disabilities. Despite recently updating stimuli to color pictures, the publisher states that
the ROWPVT is not an appropriate language skills assessment instrument for children
with visual impairment or multiple disabilities. This is because the picture stimuli, four
of which are to be viewed on each page, may be too small or unclear for accurate
integration by individuals with visual impairment.
Reynell-Zinkin Scales: Developmental Scale for Young Visually

Handicapped Children
Authors: Reynell, J. and Zinkin, P.
Published: 1979, NFER-Nelson Publishing Company, Ltd.
Stated Purpose: The aim is to enable professional people, concerned with young
visually handicapped children, to have some guidelines for assessment and
developmental advice.
Comments: There are six scales to the Reynell-Zinkin Scales: Developmental Scale for
Young Visually Handicapped Children, which are Social Adaptation (Self-Help),
Sensorimotor Understanding, Exploration of Environment, Response to Sound and
Verbal Comprehension, Expressive Language, and Communication. This instrument was
designed for those with multiple impairment, not only visual impairment. Based upon
the severity of the visual handicap, performance in each of the areas may be converted to
an approximate age equivalent, which is reported in years and months.
Normative Data: The Reynell-Zinkin Scales: Developmental Scale for Young Visually
Handicapped Children has been re-evaluated psychometrically recently, and a manual
with new developmental age levels has been published by the Bartimeus Foundation,
which can be contacted at P.O. Box 1003, 3700 BA Zeist, The Netherlands. The new age
levels address complaints about the original data about overestimating the abilities of
children with visual impairment.
Standardization: Standard procedures for administration and scoring are appropriate, as
the Reynell-Zinkin Scales: Developmental Scale for Young Visually Handicapped
Children was designed specifically for students with visual impairment or multiple
disabilities.
Adaptations: As the Reynell-Zinkin Scales: Developmental Scale for Young Visually
Handicapped Children was designed for students with visual impairment or multiple
disabilities, no adaptations are necessary.
Scales of Independent Behavior-Revised (SIB-R)

Authors: Bruininks, R. H., Woodcock, R. W., Weatherman, R. E., and Hill, B. K.
Ages: Birth to adult.
Qualifications to Administer: Completion of graduate training in adaptive/maladaptive
behavior testing, or special appraisal methods appropriate for this test.
Stated Purpose: To assess behaviors needed to function independently in home, social,
and community settings.
Comments: The Scales of Independent Behavior-Revised (SIB-R) has fourteen scales:
Gross-Motor function, Fine-Motor function, Social Interaction, Language
Comprehension, Language Expression, Eating and Meal Preparation, Toileting, Dressing,
Personal Self-Care, Domestic Skills, Time and Punctuality, Money and Value, Work
Skills, and Home/Community Orientation.
those without visual impairment, and the set of data provided in the test manual is only
for the longer form not to be administered to students with visual impairment. It is
Standardization: Individuals with many types of impairments were considered during
the design phase of the SIB-R, which provides a short form specifically for the
assessment of those with visual impairment or multiple disabilities.
Adaptations: Adaptations for the short form are specified in the test manual.
School Social Skills Rating Scale (S3 Rating Scale)
Authors: Brown, L. J., Black, D. D., and Downs, J. C.
Published: 1988, Slosson Educational Publications.
Qualifications to Administer: Special education teachers, regular education teachers or
others trained in clinical assessment of students.
Stated Purpose: To assess social skills exhibited in a school setting.
Comments: The School Social Skills Rating Scale (S3 Rating Scale) evaluates students
in four categories: Adult Relations, Peer Relations, School Rules, and Classroom
Behavior. It is a rating scale completed by a teacher, under specific environmental
conditions specified in the test manual.
Normative Data: As a criterion-referenced assessment tool, the S3 Rating Scale is only
designed to provide a general picture of a student’s social skill strengths and deficiencies,
rather than determination of age appropriateness and metrically determined degree of
skills level development. The fact that this instrument is older does not diminish its
overall value for making statements regarding a student’s abilities, as it is criterion
referenced.
Standardization: Teachers complete the question forms in their regular format,
Adaptations: The S3 Rating Scale does not require adaptation, as it is completed by the
student’s teacher.
Screening Assessment for Gifted Elementary and Middle-School

Students (SAGES-2)
Authors: Johnsen, S. K. and Corn, A. L.
Ages: Five to fourteen years.
Stated Purpose: To obtain information that is helpful in identifying children for gifted
classes that emphasize aptitude, achievement, and/or creativity.
Comments: The Screening Assessment for Gifted Elementary and Middle-School
Students (SAGES-2) assesses academic Aptitude with the Reasoning subtest, where a
student is asked to solve a series of analogical problems by identifying picture/figural
relationships. Additionally, achievement is assessed on two additional subtests, the
student to demonstrate his or her performance in mathematics, science, language-arts, and
social studies.
Standardization: SAGES-2 has not been standardized in terms of administration
disabilities. However, stimulus pictures may be sufficiently large for children with visual
impairment or multiple disabilities to clearly view, and, depending on verification of that,
assessment with SAGES-2 may be valid.
Self-Directed Search, Form E, 4th Edition (SDS Form E)

Author: Holland, J. L.
Ages: Adults, not specified.
Stated Purpose: To provide a complete career assessment for those with limited reading
skills.
Comments: The Self-Directed Search, Form E, 4th Edition (SDS Form E), measures an
individual on three scales: Activities, Skills, and Jobs. For each of these scales, the
individual is rated according to the following scores: Mechanical, Scientific, Artistic,
Teaching, Sales, and Clerical. In addition, the SDS Form E yields a Self-Rating of
Abilities, as well as a Summary Score. Spanish Language materials have been included
for use with students for whom Spanish is their primary language. Computerized
interpretive reports are now available.
Standardization: The SDS Form E has not been standardized in terms of administration
disabilities.
Adaptations: There is an audiotape version of the SDS Form E, as well as a Braille
version (SDS Form R).
Sequenced Inventory of Communication Development, Revised (SICD)

Authors: Hendrick, D. L., Prather, E. M., and Tobin, A. R.
Ages: Four months to four years.
clinical experience in speech-language pathology.
Stated Purpose: Diagnostic assessment to evaluate the communication abilities of
normal and retarded children.
Comments: The Sequenced Inventory of Communication Development, Revised Edition
(SICD-R), has three receptive communication measures: Awareness, Discrimination, and
Understanding. It also contains four expressive measures: Imitating, Initiating,
Responding, and Verbal Output. The SICD-R is to be administered by speech-language
pathologists.
The normative data is likewise old, and must be used cautiously for interpretation of age-
appropriate development of skills.
Standardization: The SICD-R has not been standardized in terms of administration
disabilities. While the publisher states that it can be used with children with mental
retardation, language deficits, and those with sensory deficits is mentioned, there is no
specific mention of it’s use with those with visual impairments or multiple disabilities.
Sewall Early Education and Developmental Profiles (SEED)

Authors: Schuelke, K., Harris, B., Blum, M., Schenfeld, P., Dixey, B., Molinski, K.,
Sanborn, B., Rosenberg, G., Nelson, J., Sinton, F., and Bauer, D.
Published: 1985, Sewall Child Development Center.
Stated Purpose: To provide a functional appraisal of a handicapped or “at risk” child’s
social and emotional, motor, adaptive and reasoning, speech and language, and self-help
skills.
Comments: The Sewall Early Education and Developmental Profiles (SEED) has six
subtests and skill areas: Social/Emotional, Gross Motor, Fine Motor,
Adaptive/Reasoning, Speech/Language, and Self-Help.
Further, the normative data is likewise old, and must be used cautiously for interpretation
of age-appropriate development of skills.
Standardization: The SEED has not been standardized in terms of administration
disabilities.
Slosson Intelligence Test- Revised (SIT-R3)

Authors: Slosson, R. L., Nicholson, C. L., and Hibpshman, T. H.
Published: 2002, Slosson Educational Publications.
Stated Purpose: A quick estimate of general crystalized verbal cognitive ability.
Comments: The Slosson Intelligence Test-Revised (SIT-R3) has a Total Score only.
Areas assessed include General Information, Similarities and Differences, Vocabulary,
Comprehension, Arithmetic, and Auditory Memory. This brief intelligence test is best
used as a screen of verbal intelligence. The current edition has been produced with a
supplementary manual, prepared by Dr. Sue Larsen, for students with visual impairments
or blindness. Also, the newly embossed stimuli have been adapted and standardized for
use with those with visual impairment, which along with the inclusion of few nonverbal
(performance) items, makes it well suited for use with those with visual impairment.
Normative Data: As the SIT-R3 has been adapted and standardized for use with both
those with and without visual impairments, the typical set of normative data is
appropriate for use with those with visual impairment and multiple disabilities.
Standardization: Standard administration and scoring procedures are appropriate for
individuals with visual impairment or multiple disabilities, as items are presented
verbally and responses recorded by the administrator. However, assessing intelligence
only verbally is theorized to fail to test certain nonverbal abilities unique to those with
visual impairment or multiple disabilities, thus underestimating their overall abilities.
Adaptations: No adaptations for individuals with visual impairment or multiple
disabilities are required.
Social Maturity Scale for Blind Preschool Children

Authors: Maxfield, K. E. and Buchholz, S.
Published: 1958, American Foundation for the Blind.
Stated Purpose: To measure the personal and social development of blind preschool
children.
Comments: The Social Maturity Scale for Blind Preschool Children is an adaptation of
the Vineland Social Maturity Scale for those without vision. It was designed to provide
descriptive information about the social competence of preschool children who are blind.
There are ninety-five items arranged into six age categories, which assess general,
dressing, eating, communication, locomotion, and socialization skills. The information
gleaned from the Social Maturity Scale for Blind Preschool Children can be somewhat
limiting, because it provides little comparison with data for the population as a whole; but
it does offer a wealth of critical developmental information.
Normative Data: The normative data is over thirty years old, and was collected only on
those with blindness resulting from retinopathy of prematurity, and a new set of data
should be collected. The data is not useful for those with at least some vision, or those
with multiple disabilities. Further, the normative data is likewise old, and must be used
cautiously for interpretation of age-appropriate development of skills.
Standardization: The Social Maturity Scale for Blind Preschool Children was designed
for those without vision. It is completed by a trained assessor, based on observation.
Scoring criteria have been described as vague by many that assess blind children. This
instrument may not be as appropriate for use with those with less severe visual
impairment, and a similar normed diagnostic for children who are partially sighted would
be better. Likewise, it is not appropriate for those with multiple disabilities.
Adaptation: As an instrument designed for students who are blind, the Social Maturity
Scale for Blind Preschool Children does not require adaptation.
Social Skills Inventory, Research Edition

Author: Riggio, R. E.
Ages: Fourteen years to adult.
Published: 1989, Consulting Psychologists Press.
Stated Purpose: To measure social communication skills.
Comments: The Social Skills Inventory is a brief but comprehensive self-report measure
of social communication skills. This ninety-item assessment inventory is composed of
six subtests: Emotional Expressivity, Emotional sensitivity, Emotional Control, Social
Expressivity, Social Sensitivity, and Social Control. The Social Skills Inventory,
Research Edition measures both verbal and nonverbal aspects of communication. One
drawback is that it was written at an eighth-grade reading level.
disabilities. Further, the normative data is likewise old, and must be used cautiously for
Standardization: The Social Skills Inventory has not been standardized in terms of
Stanford Achievement Test Series, 9th Edition, Form S-Braille Edition
Authors: None specified.
impairment.
Stated Purpose: To provide comprehensive measurement of growth in functional
achievement skills.
Comments: The Stanford Achievement Test, 9th Edition, Form S Braille Edition yields
scores for performance along several academic achievement domains: skills, including
reading, spelling, study skills, language, mathematics, science, social science, and
listening. The three lowest levels of the Stanford Achievement Test, 9th Edition, Form S
were not adapted for use in a Braille format as the highly pictoral content did not lend it
self for this accommodation. Newer editions of this achievement test have been released
by the publisher in standard format, but have not yet been made available in a Braille
format.
Normative Data: There are separate national normative data for the Stanford
Achievement Test, 9th Edition, Form S Braille Edition, available from both Harcourt (the
standard format publisher) and from the American Printing House for the Blind.
the Braille Format of the Stanford Achievement Test, 9th Edition, Form S are available
from the American Printing House for the Blind. A list of deleted items is also included.
Stanford Achievement Tests, 9th Edition, Form S-Large Print Edition

Authors: None specified.
impairment.
Stated Purpose: To provide comprehensive measurement of growth in functional
achievement skills.
Comments: The Stanford Achievement Test, 9th Edition, Form S Large Print Edition
yields scores for performance along several academic achievement domains: skills,
including reading, spelling, study skills, language, mathematics, science, social science,
and listening. The three lowest levels of the Stanford Achievement Test, 9th Edition,
Form S were not adapted for use in a Large Print format as the highly pictoral content did
not lend it self for this accommodation. Newer editions of this achievement test have
been released by the publisher in standard format, but have not yet been made available
in a Large Print format.
Normative Data: There are separate national normative data for the Stanford
Achievement Test, 9th Edition, Form S Large Print Edition, available from both Harcourt
(the standard format publisher) and from the American Printing House for the Blind.
the Large Print Format of the Stanford Achievement Test, 9th Edition, Form S are
available from the American Printing House for the Blind. A list of deleted items is also
included.
Strong Interest Inventory (SII)

Authors: Harmon, L., Hansen, J. I. C., Borgen, F. H., and Hammer, A. J.
Ages: Fourteen years to adult.
Published: 1994, Consulting Psychologists Press.
Stated Purpose: To inquire about a respondent’s interest in a wide range of occupations.
Comments: The Strong Interest Inventory (SII) has 6 General Occupational themes
(Realistic, Investigative, Artistic, Social, Enterprising, and Conventional), 23 Basic
Interest Scales (Adventure, Agriculture, Art, Athletics, Business Management, Domestic
Arts, Law/Politics, Mathematics, Mechanical Activities, Medical Science, Medical
Service, Merchandising, Military Activities, Music/Dramatics, Nature, Office Practices,
Public Speaking, Religious Activities, Sales, Science, Social Service, Teaching, and
Writing), and 207 General Occupations. School Subjects, Activities, Amusement, Type
of People (like to be in contact with), Preference Between Activities, and a Total are also
calculated.
disabilities.
Standardization: The SII has not been standardized in terms of administration procedure
and interpretation for individuals with visual impairment and multiple disabilities.
Stuttering Severity Instrument for Children and Adults, 3rd Edition

(SSI-3)
Author: Riley, G. D.
pathologist.
Stated Purpose: To measure stuttering severity for both children and adults.
Comments: There are eight scores to the Stuttering Severity Instrument for Children and
Adults, 3rd Edition (SSI-3): Frequency, Duration, Physical Concomitants (Distracting
Sounds, Facial Grimaces, Head Movements, Movements of the Extremities), and Total.
The SSI-3 was designed to elicit an oral response from the subject, using pictures to
measure the frequency of repetition and prolongation of sounds and syllables.
disabilities.
Standardization: The SSI-3 has not been standardized in terms of administration
disabilities. This visually loaded instrument may therefore present a problem for some
Survey of Functional Adaptive Behavior (SFAB)

Authors: Dial, J. G., Mezger, C., Massey, T., Carter, S., and McCarron, L T.
Ages: Fourteen to seventy years.
Published: 1986, McCarron-Dial Systems.
Qualifications to Administer: In-service or graduate-level training in techniques of
interviewing and behavioral observation.
Stated Purpose: To assess an individual’s skill level of adaptive behavior.
Comments: There are five scores to the Survey of Functional Adaptive Behavior
(SFAB): Residential Living Skills, Daily Living Skills, Academic Skills, Vocational
Skills, and Total Score.
Normative Data: A separate set of normative data is available for students with visual
impairment and those who are blind. The publisher does not specify whether individuals
data. Further, the normative data is likewise old, and must be used cautiously for
Standardization: The SFAB is a central component of the Comprehensive Vocational
separately for individuals with visual impairment, as well as those who are blind. The
SFAB is a brief rating scale that can be completed by the administrator based on a case
history file, an interview with the subject, or an observation of his or her behavior.
Adaptations: There is no need for any adaptation, as the SFAB is completed by the
assessor, and it was designed for students with visual impairment.
Tactile Treasures: Math and Language Concepts

Authors: Poppe, K., and Elder, V.
Ages: Five to 12 years.
Qualifications to Administer: Training and clinical experience in the area of low vision
and functional assessment.
Stated Purpose: An informal assessment and instructional instrument for teaching basic
mathematics and language concepts.
Type of Instrument: Informal-assessment and teaching curriculum.
Comments: Tactile Treasures: Math and Language Concepts is meant to be an informal
assessment and instructional curriculum of mathematics, Orientation and Mobility, and
language arts concepts for students with visual impairment and multiple disabilities. It
teaches more than 90 concepts related to size, shape, comparison of two or more objects,
amount, position, and page orientation. Pairs of tactile graphics with real objects and
scripts or stories help in the assimilation of the information. Objects that are manipulated
include pretzels, buttons, zippers, shells, and scissors. A teacher’s guidebook is available
in both print and Braille formats.
Normative Data: As Tactile Treasures: Math and Language Concepts was designed for
those with visual impairment and multiple disabilities, the available normative data is
appropriate.
Tactile Treasures: Math and Language Concepts was designed specifically for students
Adaptations: As Tactile Treasures: Math and Language Concepts is designed
not necessary.
TAPS: An Orientation and Mobility Curriculum for Students with

Visual Impairments
Authors: Pogrund, R., Healy, G., Jones, K., Levack, N., Martin-Curry, S., Martinez, C.,
Marz, J., Roberson-Smith, B., and Vrba, A.
Ages: Three to twenty-one years.
Qualification to Administer: Not specified.
Stated Purpose: To assess the orientation and mobility skills of preschool and school-
age children and establish goals.
Comments: The TAPS: An Orientation and Mobility Curriculum for Students with
Visual Impairments is intended primarily for students who are blind or who have low
vision. It includes a screening assessment, a comprehensive assessment, ongoing
evaluation, functional mobility tasks, educational goals and objectives, and a series of
teaching strategies. Educational goals and objectives with teaching strategies are
provided for the home/living environment, residential school environment, commercial
environment, and public transportation.
impairment, TAPS: An Orientation and Mobility Curriculum for Students with Visual
Impairments does not provide norm-referenced information about age-appropriate
orientation skills development, but rather a detailed description of an individual’s
orientation and mobility abilities, which can be utilized to characterize development as a
whole.
Standardization: As TAPS: An Orientation and Mobility Curriculum for Students with
Visual Impairments was designed specifically for those with visual impairment, standard
administration and scoring procedures are used.
Teacher’s Report Form (TRF)

Author: Achenbach, T. M.
Published: 2003, Riverside Publishing.
Stated Purpose: To obtain teachers’ reports of their pupils’ problems and adaptive
functioning in a standardized format.
Comments: The Teacher’s Report Form (TRF) is now part of the Achenbach System of
Empirically Based Assessment (ASEBA). It has fourteen scores: Syndrome Scales
(Withdrawn, Somatic Complaints, Anxious/Depressed, Social Problems, Thought
Problems, Attention Problems, Aggressive Behavior, and Delinquent Behavior),
Internalizing, Externalizing, Academic Performance, Adaptive Functioning, Total
Problems, and Competence Scales. It can be scored by computer which also produces an
interpretive report.
individuals with visual impairment or multiple disabilities, as the TRF is a questionnaire
about the individual’s conduct and performance completed by a teacher.
Adaptations: Specific items of the TRF do not require adaptation, as the TRF is
completed by the individual’s teacher.
Teller Acuity Cards
Author: Not Specified.
Ages: Two years and older.
Published: 2000, Vistech Consultants.
Stated Purpose: To measure distance acuity in children two years and older.
Comments: The Teller Acuity Cards are 17 28x51 centimeter cards composed of vertical
black and white stripes of various thickness providing approximate Snellen acuity
equivalents of 20/20 to 20/2400 at a distance of 15 inches. Estimates are based on the
direction of the individual’s gaze toward a preferred pattern versus a uniform
background. A newer set of cards have been produced in recent years.
Normative Data: The Teller Acuity Cards set is a criterion-referenced assessment tool
designed to provide an accurate measure of distance acuity, rather than any normative
information.
Standardization: The Teller Acuity Cards were designed specifically for those with
Adaptations: As the Teller Acuity Cards were designed specifically for assessment of
visual acuity, adaptations are not necessary.
Test for Auditory Comprehension of Language, 3rd Edition (TACL-3)

Author: Carrow-Woolfolk, E.
Stated Purpose: To measure receptive spoken language skills, including vocabulary,
grammar, and syntax.
Comments: There are three subtests to the Test for Auditory Comprehension of
Language, 3rd Edition (TACL-3): Vocabulary, Grammatical Morphemes, and Elaborated
Phrases and Sentences. The TACL-3 seeks to assess the degree to which parts of speech
can be comprehended and utilized. Each item is composed of a word or sentence that
corresponds to a picture, some of which may be small or unclear for those with visual
impairment or multiple disabilities. Stimulus words are read aloud by an examiner, and
the child indicates the picture best representing the meaning of the verbal stimuli.
Normative Data: The publisher states that the normative data collected assessed on those
with disabilities, though there is no specific mention of those with visual impairment. No
set of data was collected for administration to individuals with visual impairment or
multiple disabilities. It is unclear how applicable the available normative data may be for
Standardization: The TACL-3 has not been standardized in terms of administration
disabilities.
Test of Adolescent and Adult Language, 3rd Edition (TOAL-3)

Authors: Hammill, D. D., Brown, V. L., Larsen, S. C. and Wiederholt, J. L.
Ages: Twelve to twenty-five years.
Stated Purpose: To identify adolescents and adults whose scores are significantly below
those of their peers and who might need interventions designed to improve language
proficiency.
Comments: The Test of Adolescent and Adult Language, 3rd Edition (TOAL-3), has
eight subtests: Listening, Reading, Spoken Language, Written Language, Vocabulary,
Grammar, Receptive Language, and Expressive Language.
disabilities.
Standardization: The TOAL-3 has not been standardized in terms of administration
disabilities. Numerous subtests require reading, and the printed text is difficult for those
with visual impairment to read. Other subtests require the subject to mark a correct
answer on a response form, which may be difficult for those with visual impairment or
multiple disabilities to do.
Test of Auditory Perceptual Skills-Revised (TAPS-R)

Author: Gardner, M. F.
Ages: Four to thirteen years.
Qualifications to Administer: Occupational therapists, speech-language pathologists,
psychologists, audiologists, learning specialists, and teachers.
Stated Purpose: To measure a child’s functioning in various areas of auditory
perception.
Comments: There are seven scores to the Test of Auditory Perceptual Skills-Revised
(TAPS-R): Auditory Number Memory-Digits Forward, Auditory Number Memory-Digits
Backward, Auditory Sentence Memory, Auditory Word Memory, Auditory Interpretation
of Directions, Auditory Word Discrimination, and Auditory Processing (Thinking and
Reasoning). A Hyperactivity Rating Scale is a parental questionnaire that was designed
by Keith Beery as a separate part of the TAPS-R.
disabilities.
individuals with visual impairment or multiple disabilities, as the TAPS-R is read to the
student, who responds verbally to questions.
Adaptations: Specific items of the TAPS-R do not require adaptation, as oral
presentation of items and verbal recording of responses by the assessor suit an individual
Test of Auditory Perceptual Skills-Upper Level (TAPS-UL)

Author: Gardner, M. F.
Ages: Twelve to eighteen years.
Qualifications to Administer: Occupational therapist, speech-language pathologists,
psychologists, audiologists, learning specialists, and teachers.
Stated Purpose: To measure a student’s functioning in various areas of auditory
perception.
Comments: There are seven scores to the Test of Auditory Perceptual Skills-Upper
Level (TAPS-UL): Auditory Number Memory-Digits Forward, Auditory Number
Memory-Digits Backward, Auditory Sentence Memory, Auditory Word Memory,
Auditory Interpretation of Directions, Auditory Word Discrimination, and Auditory
Processing (Thinking and Reasoning). This instrument was designed as an upper
extension of the original Test of Auditory Perceptual Skills.
disabilities.
individuals with visual impairment or multiple disabilities, as the TAPS-UL is read to the
individual, who responds verbally to questions.
Adaptations: Specific items of the TAPS-UL do not require adaptation, as oral
presentation of items and verbal recording of responses by the assessor suit an individual
Test of Gross Motor Development, 2nd Edition (TGMD-2)

Author: Ulrich, D. A.
Ages: Three to eleven years.
Stated Purpose: To identify, plan instructional programs, assess individual student
progress, evaluate programs, and serve as a measurement instrument in research
involving gross motor development.
Comments: The Test of Gross Motor Development, 2nd Edition (TGMD-2) has twelve
skills, which are included in the Locomotor group (Running, Galloping, Hopping,
leaping, Horizontal Jumping, and sliding) or the Object Control group (Striking a Ball,
Stationary Dribble, Kicking, Catching, Overhand Throw, and Underhand Roll). The
TGMD is unique in that it focuses on gross motor skills, rather than both gross motor and
fine motor skills.
Standardization: The TGMD-2 has not been standardized in terms of administration
disabilities. Some of the tasks, such as tossing a ball a predetermined distance, may be
difficult for individuals with visual impairment or multiple disabilities to complete.
Test of Language Development-Intermediate, 3rd Edition (TOLD-I:3)

Authors: Hammill, D. D., and Newcomer, P. L.
Ages: Eight to thirteen years.
Stated Purpose: To identify children who are significantly below their peers in language
proficiency.
Comments: The Test of Language Development-Intermediate, 3rd Edition (TOLD-I:3),
has eleven scores, including six subtests: Sentence Combining, Picture Vocabulary, Word
Ordering, Generals, Grammatic Comprehension, and Malaproprisms.
the available normative data may be for those with visual impairment.
Standardization: The TOLD-I:3 has not been standardized in terms of administration
disabilities. The tasks require the individual to listen to or view stimuli and make
decisions based on them, requiring some visual stimulation, a format that may be suitable
for those with visual impairment. However, the Grammatic Comprehension subtest has
not been systematically adapted for those with visual impairment.
Test of Language Development-Primary, 3rd Edition (TOLD-P:3)

Authors: Newcomer, P. L., and Hammill, D. D.
Ages: Four to nine years.
Qualifications for Administration: Completion of graduate training in tests and
Stated Purpose: To identify children who are significantly below their peers in language
proficiency.
Comments: The Test of Language Development-Primary, 3rd Edition (TOLD-P:3), has
nine scores: Picture Vocabulary, Relational Vocabulary, Oral Vocabulary, Grammatic
Understanding, Grammatic Completion, Sentence Imitation, Word Discrimination,
Phonemic Analysis, and Word Articulation. The TOLD-P:3 is a downward extension of
the TOLD-I:3.
disabilities.
Standardization: The TOLD-P:3 has not been standardized in terms of administration
disabilities. The tasks require the individual to listen to or view stimuli and make
decisions based on them, requiring some visual stimulation, a format that may be suitable
for those with visual impairment. However, the Grammatic Completion subtest has not
been systematically adapted for those with visual impairment.
Test of Nonverbal Intelligence, 3rd Edition (TONI-3)

Authors: Brown, L., Sherbenou, R. J. and Johnsen, S. K.
Ages: Six to ninety years.
Stated Purpose: A language-free measure of abstract/figural problem solving.
Comments: The Test of Nonverbal Intelligence, 3rd Edition (TONI-3), has a Total
Score only, from which standardized deviation scores and percentiles can be computed.
The TONI-3 was designed, according to the test manual, for use with disabled or
minority populations, requiring a nonverbal format. All the items require the subject to
identify the most salient relationship among several abstract figures. Each item contains
a figure drawing, and the subject is asked to complete the set from among several
options. A set is defined by shape, position, direction, shading, size, length, movement,
or pattern within the figure.
Standardization: The TONI-3 has not been standardized in terms of administration
disabilities. While stimuli are moderately sized and clear, the use of the TOMI-3 may not
be appropriate for use with many individuals with visual impairment. The TONI-3 is not
appropriate for those who are blind or have little useful vision.
Test of Word Finding in Discourse (TWFD)

Author: German, D. J.
Ages: Six to thirteen years.
Stated Purpose: To assess children’s word-finding skills in discourse.
Comments: There are two scores to the Test of Word Finding in Discourse (TWFD):
Productivity Index and Word-Finding Behaviors Index. The TWFD would appear to be
inappropriate for use with students with visual impairment or multiple disabilities, since
the typeface is difficult for them to read.
Standardization: The TWFD has not been standardized in terms of administration
disabilities.
Test of Written Language, 3rd Edition (TOWL-3)

Authors: Hammill, D. D., and Larsen, S. C.
Ages: Eight to eighteen years.
Stated Purpose: To identify students who perform significantly more poorly than their
peers in written expression and who, as a result, need special help.
Comments: There are eight subtests to the Test of Written Language, 3rd Edition
(TOWL-3): Vocabulary, Spelling, Style (punctuation and capitalization), Logical
Sentences (the ability to write conceptually sound sentences), Sentence Combining
(measuring syntax), Contextual Conventions, Contextual Language, and Story
Construction. Composite quotients are available for overall writing, contrived writing
and spontaneous writing. There are two alternate forms (A and B) to the TOWL-3,
which are designed to be pre- and post-test measures.
disabilities.
Standardization: The TOWL-3 has not been standardized in terms of administration
disabilities. The TOWL-3 presents several challenges for use with students with visual
impairment or multiple disabilities. Primary among them, it utilizes a format requiring
students to write their responses, a language assessment format poorly suited to these
students.
Thinking Creatively with Pictures, Forms A and B

Author: Torrance, E. P.
Qualifications to Administer: Teacher or similarly trained professional.
Stated Purpose: To identify and evaluate creative potential.
Comments: The Thinking Creatively with Pictures, Forms A and B, is composed of
visual components. This instrument has four scores: Fluency, Flexibility, Originality,
and Elaboration. They are based on three subtests: Picture Construction, Picture
Completion, and Parallel Lines.
Standardization: Thinking Creatively with Pictures, Forms A and B has not been
visual impairment or multiple disabilities. All subtests require the subject to write or
draw, and doing so slowly often results in a penalty. This puts an individual with visual
impairment or multiple disabilities at a serious disadvantage compared with those without
impairment. The size of items may also be a problem for some with visual impairment or
Thinking Creatively with Sounds and Words (TCSW)

Author: Torrance, E. P., Khatena, J., and Cunnington, B.
Ages: Eight years to adult.
Comments: The Thinking Creatively with Sounds and Words is composed of auditory
components. This instrument has three scores: Fluency, Flexibility, and Originality.
They are based on seven subtests: Asking, Guessing Causes, Guessing Consequences,
Product Improvement, Unusual Uses, Unusual Questions, and Just Suppose.
disabilities.
individuals with visual impairment or multiple disabilities, as Thinking Creatively with
Sounds and Words is read to the student, whose verbal responses to questions are
recorded by the examiner.
Adaptations: Specific items of Thinking Creatively with Sounds and Words do not
require adaptation, as oral presentation of items and verbal recording of responses by the
assessor suit an individual with visual impairment or multiple disabilities.
Thinking Creatively with Words, Forms A and B

Author: Torrance, E. P.
Comments: The Thinking Creatively with Words, Forms A and B, is composed of verbal
components. This instrument has three scores: Fluency, Flexibility, and Originality.
They are based on seven subtests: Asking, Guessing Causes, Guessing Consequences,
Product Improvement, Unusual Uses, Unusual Questions, and Just Suppose.
Standardization: Thinking Creatively with Words, Forms A and B has not been
visual impairment or multiple disabilities. All subtests require the subject to write or
draw, and doing so slowly often results in a penalty. This puts an individual with visual
impairment or multiple disabilities at a serious disadvantage compared with those without
impairment. The size of items may also be a problem for some with visual impairment or
Toddler and Infant Motor Evaluation (TIME)

Authors: Miller, L. J., and Roi, G. H.
Qualifications to Administer: Certified occupational or physical therapist.
Stated Purpose: To be used for diagnostic, comprehensive assessment of children who
are suspected to have motor delays or deviations.
Comments: There are five scores to the Toddler and Infant Motor Evaluation (TIME):
Mobility, Stability, Motor Organization, Social-Emotional, and Functional Performance.
This instrument was designed to be used only by trained and licensed physical and
occupational therapists, adaptive physical educators, specially trained special education
teachers, or other experts in the field of motor development.
Normative Data: While the publisher states that the normative data collected assessed
individuals with multiple disabilities, there is no mention of inclusion of those with visual
Standardization: The TIME has not been standardized in terms of administration
disabilities.
Utah Test of Language Development, 4th Edition (UTLD-4)

Author: Mecham, M. J.
Ages: Three to ten years.
Qualifications to Administer: Completion of graduate training as a speech pathologist,
an audiologist, or a psychologist.
Stated Purpose: To assess listening (comprehension) and speaking (expression).
Comments: There are five scores to this significant overhaul of the Utah Test of
Language Development, 4th Edition (UTLD-4): Picture Identification, Word Functions,
Morphological Structures, Sentence Repetition, and Word Segmentation. The scores
provide information about grammar, semantics and phonological skills. Some items
require the student to point to pictures, answer questions, follow commands, present
analogies and/or opposites, and make grammatical judgments.
disabilities.
Standardization: The UTLD-4 has not been standardized in terms of administration
disabilities. The verbal tasks should not be difficult for such students to perform.
Useful Field of View (UFOV)

Author: Ball, K., and Roenker, D.
Ages: Sixteen years and older.
Qualifications to Administer: Completion of graduate training as a speech pathologist,
an audiologist, or a psychologist.
Stated Purpose: To assess the field of view for a driver to determine those at risk for an
accident.
Comments: The Useful Field of View (UFOV) is a computer-administered assessment
of an individuals visual field and visual attention. It provides information about
perceptual field and the ability to meaningfully use information for decision making
based upon their visual field. This test may also be used for daily non-driving visual
integrative skills/abilities, as it assesses processing speed of central vision, divided visual
attention, and selective attention. While targets are presented rapidly, it may better
approximate daily living as compared to other visual attention tests. There is also a
companion Independent Living Skills Solutions guide.
individuals with visual impairment or multiple disabilities. The timed nature of the task
is also problematic, and may make the normative data poorly applicable for those with
Standardization: The UFOV has not been standardized in terms of administration
disabilities.
Vineland Adaptive Behavior Scales, 2nd Edition (Vineland-II)

Authors: Sparrow, S. S., Cicchetti, D. V., and Balla, D. A.
Ages: Birth to 89 years for Parent/Caregiver Rating Form, Expanded Interview, three to
22 for the Teacher Rating Form.
Stated Purpose: To assess personal and social sufficiency of individuals from birth to
adulthood.
Comments: The Vineland Adaptive Behavior Scales, 2nd Edition (Vineland-II) has
thirteen scores: Communication (Receptive, Expressive, and Written), Daily Living
(Personal, Domestic, and Community), Socialization (Interpersonal Relationships, Play
and Leisure Time, and Coping Skills), and Motor Skills (Gross and Fine). Percentile
ranks and age-equivalents are obtained as well. The instrument was designed to assess
both students with impairments and those without. The primary focus of the scales is on
activities of daily living, including communication, living skills, socialization, and motor
skills. Spanish Language materials have been included for use with students for whom
Spanish is their primary language. Many administer the instrument as a semi-structured
interview, and a greater focus is placed upon expanded age-ranges and relevance to
societal expectations. There is also an optional maladaptive behavior domain for
assessing undesirable behaviors interfering with daily functioning. Computerized scoring
is available.
Normative Data: Separate normative data are provided for the assessment of both
students with impairments and those without. The publisher states that normative data
are available for students with visual impairment who attend residential schools, but no
normative data has been collected for students with visual impairment or multiple
disability residing outside residential school environments. Further, the normative data is
likewise old, and must be used cautiously for interpretation of age-appropriate
development of skills.
Standardization: The Vineland-II has specific instructions for administration to
individuals with visual impairment or multiple disabilities. Any informally adapted items
Visual Assessment Procedure-Capacity, Attention, and Processing

(VAP-CAP)
Author: Blanksby, D.C.
Ages: Five years and older.
Published: 1992, Royal Victoria Institute for the Blind.
Qualifications to Administer: Vision teacher or Orientation and Mobility instructor.
Stated Purpose: An assessment of visual functioning in an educational setting.
Comments: The Visual Assessment Procedure-Capacity, Attention, and Processing
(VAP-CAP) has two levels: the Low Vision Assessment, and the Visual Processing
Assessment (which considers visual perceptual and visual cognitive abilities). There are
three scores to the VAP-CAP: Visual Processing Ability (what sense the child can make
of what is seen), Visual Capacity (what the child can see), and Formal Visual Learning
(visual cognition and visual motor coordination).
Normative Data: The VAP-CAP is a criterion-referenced assessment instrument that is
focused on determining an individual’s visual functioning skills, rather than determining
age-appropriateness of the individual’s skills in these areas.
VAP-CAP was designed specifically for students with visual impairment or multiple
disabilities.
Adaptations: As the VAP-CAP is designed specifically for students with visual
impairment or multiple disabilities, adaptations are not necessary.
Visual Functioning Assessment Tool

Authors: Costello, K., Morgan, P. and Scheffers, W.
Ages: Five years and older.
Published: Stoelting, 1989.
Qualifications to Administer: Vision teacher or orientation and mobility specialist.
Stated Purpose: To measure functional vision in an educational setting.
Comments: The Visual Functioning Assessment Tool is a comprehensive visual
functioning assessment tool covering appearance of eyes, basic responses, fixation,
Tracking, Saccadic Movements, Scanning, Visual Field, Depth Perception, Eye-Hand
Coordination, Eye-Foot Coordination, Visual Imitation and Memory, Visual
Discrimination, Visual Perception, Concept of Self and Objects in Space, Pictures, Visual
Environment, and Mobility. The Visual Functioning Assessment Tool is quite long, and
is not meant to be administered to all students. Test materials describe tasks, and
implications.
Normative Data: The Visual Functioning Assessment Tool is a criterion-referenced
assessment instrument that is focused on determining an individual’s visual functioning
skills, rather than determining age-appropriateness of the individual’s skills in these
areas. Though this instrument is somewhat dated, the Criterion (skills completion-based)
descriptive information derived from its application are no less valid, as performance is
not based upon current normative standards.
The Visual Functioning Assessment Tool was designed specifically for those with visual
Adaptations: As the Visual Functioning Assessment Tool is designed specifically for
those with visual impairment or multiple disabilities, adaptations are not necessary.
Wechsler Abbreviated Scale of Intelligence (WASI)

Author: Wechsler, D.
Ages: Six to eighty-nine years.
Stated Purpose: To quickly screen the intelligence of children and adults.
Comments: The Wechsler Abbreviated Scale of Intelligence (WASI), is conceptually a
substantially shortened version of the Wechsler Adult Intelligence Scale, 3rd Edition.
This test was developed (both in terms of items and normative data) independent of the
Wechsler Adult Intelligence Scale, 3rd Edition. It has a Verbal Scale and a Performance
Scale, which together yield a four-subtest Full Scale Intelligence Quotient. The two
verbal subtests are Vocabulary and Similarities; while the two performance subtests are
Block Design and Matrix Reasoning.
those with visual impairment or multiple disabilities. It is unclear how applicable the
Standardization: The WASI is administered to those with visual impairment or multiple
disabilities by reading aloud verbal tasks only, and recording of responses by the
assessor. Standard scoring procedures are used.
Adaptations: The WASI has the potential for adaptation for those with impaired vision
by the administration of the verbal subtests only. However, this highly-limited
adjustment is unfair because numerous verbal subtest items are visually oriented and thus
not appropriate for use with those who are visually impaired. In addition, those with
visual impairment develop unique, nonverbal intellectual abilities that are not assessed
through verbal subtests. Thus, the lack of performance-oriented questions fails to assess
aspects of intellectual development of those with visual impairment or multiple
disabilities.
Wechsler Adult Intelligence Scale, 3rd Edition (WAIS-III)

Ages: Sixteen to eighty-nine years.
Stated Purpose: To assess the intelligence of adults.
Comments: The Wechsler Adult Intelligence Scale, 3rd Edition (WAIS-III), perhaps the
most widely embraced intelligence test for adults, has a Verbal Scale and a Performance
Scale (each of which yields an Intelligence Quotient), which together yield a Full Scale
Intelligence Quotient. The Verbal Scale has seven subtests: Vocabulary, Similarities,
Arithmetic, Digit Span, Information, Comprehension, and Letter-Number Sequencing.
The Performance Scale has seven scales: Picture Completion, Digit Symbol, Block
Design, Matrix Reasoning, Picture Arrangement, Symbol Search, and Object Assembly.
Standardization: The WAIS-III is administered to those with visual impairment or
multiple disabilities by reading aloud verbal tasks only, and recording of responses by the
Adaptations: The WAIS-III is generally adapted for adolescents and adults with
impaired vision by the administration of the Verbal Scale only. However, this adjustment
is unfair because numerous verbal subtest items are visually oriented and thus not
appropriate for use with those who are visually impaired. In addition, those with visual
impairment develop unique, nonverbal intellectual abilities that are not assessed through
verbal subtests. Thus, the lack of performance-oriented questions fails to assess aspects
of intellectual development of those with visual impairment or multiple disabilities.
Wechsler Individual Achievement Test, 2nd Edition (WIAT-II)

Ages: Four years and older.
relevant clinical experience.
Stated Purpose: To assess the educational achievement of individuals from four years
and older.
Comments: The Wechsler Individual Achievement Test-Second Edition (WIAT-II) has
nine subtests, which are Oral Language, Listening Comprehension, Written Expression,
Spelling, Word Reading, Pseudoword Decoding, Reading Comprehension, Mathematics
Reasoning, and Numerical Operations. The WIAT-II was designed for use in it’s entirety,
as a comprehensive educational assessment, or in select parts, for a focused assessment.
Normative Data: The publisher states that while recently updated and matched to current
intelligence test normative data, the normative data collected for the WIAT-II assessed
only those without visual impairment, and no set of data was collected for administration
to students with visual impairment or multiple disabilities. It is unclear how applicable
disabilities.
Standardization: The WIAT-II has not been standardized in terms of administration
disabilities. Many of the test items, particularly those that cover reading and
mathematics, are presented in small letters or numbers on stimulus cards bound in a book,
which is likely to render the WIAT-II inappropriate for use with students with visual
Wechsler Intelligence Scale for Children, 4th Edition Integrated

(WISC-IV Integrated)
Ages: Six to sixteen years.
Stated Purpose: To assess the intelligence of children.
Comments: The Wechsler Intelligence Scale for Children, 4th Edition Integrated (WISC-
IV Integrated), perhaps the most widely embraced intelligence test for children, has four
Indexes, which together yield a Full Scale Intelligence Quotient. The Verbal
Comprehension Index is comprised of the Similarities, Vocabulary, Comprehension
standard subtests, along with the supplemental Information and Word Reasoning subtests.
The Perceptual Reasoning Index is comprised of the Block Design, Picture Concepts, and
Matrix Reasoning subtests, along with the supplemental Picture Completion subtest. The
Working Memory Index is comprised of the Digit Span and Letter/Number Sequencing
subtests, along with the supplemental Arithmetic subtest. Finally, the Processing Speed
Index is comprised of the Coding and Symbol Search subtests, along with the
supplemental Cancellation subtest. The Integrated Process subtests allow for a broader
assessment of Verbal, Perceptual and Memory abilities, along with expanded Processing
Speed and a screening of executive functioning. Computerized scoring and interpretive
reports are available. A Spanish Language version of the WISC-IV Integrated is due out
this year for those for whom Spanish is a dominant language.
Standardization: The WISC-IV Integrated is administered to those with visual
impairment or multiple disabilities by reading aloud verbal tasks only, and recording of
responses by the assessor. Standard scoring procedures are used.
Adaptations: The WISC-IV Integrated is generally adapted for those with impaired
vision by the administration of the Verbal Scale only. However, this adjustment is unfair
because numerous verbal subtest items are visually oriented and thus not appropriate for
use with those who are visually impaired. In addition, those with visual impairment
develop unique, nonverbal intellectual abilities that are not assessed through verbal
subtests. Thus, the lack of performance-oriented questions fails to assess aspects of
intellectual development of those with visual impairment and multiple disabilities.
Wechsler Preschool and Primary Scale of Intelligence-3rd Edition

(WPPSI-III)
Ages: Two to seven years.
Stated Purpose: To assess the intelligence of children.
Comments: The Wechsler Preschool and Primary Scale of Intelligence-3rd Edition
WPPSI-III), perhaps the most widely embraced intelligence test for young children, has a
Verbal Scale and a Performance Scale (each of which yields an Intelligence Quotient),
which together yield a Full Scale Intelligence Quotient. The Verbal Scale has six
subtests: Information, Comprehension, Arithmetic, Vocabulary, Similarities, and
Sentences. The Performance Scale has six scales: Object Assembly, Geometric Design,
Block Design, Mazes, Picture Completion, and Animal Pegs. The tasks are divided into
lower and higher age-range groupings, for those under and those over four years of age.
Computerized scoring and interpretive reports are available.
young children with visual impairment or multiple disabilities. It is unclear how
Standardization: The WPPSI-III is administered to those with visual impairment or
multiple disabilities by reading aloud verbal tasks only, and recording of responses by the
Adaptations: The WPPSI-III is generally adapted for young children with impaired
vision by the administration of the Verbal Scale only. However, this adjustment is unfair
because numerous verbal subtest items are visually oriented and thus not appropriate for
use with those who are visually impaired. In addition, those with visual impairment
develop unique, nonverbal intellectual abilities that are not assessed through verbal
subtests. Thus, the lack of performance-oriented questions fails to assess aspects of
intellectual development of those with visual impairment and multiple disabilities.
Weiss Comprehensive Articulation Test (WCAT)

Author: Weiss, C. E.
Ages: Five years to adult.
Qualifications to Administer: Graduate training in speech-language therapy, with
relevant clinical experience.
Stated Purpose: To make a thorough diagnosis of articulation and its associated
parameters.
Comments: There are five scores to the Weiss Comprehensive Articulation Test
(WCAT): Articulation, Articulation Age, Intelligibility, Auditory-Visual Stimulability,
and Number of Misarticulations.
Standardization: The WCAT has not been standardized in terms of administration
disabilities. The WCAT is available in two forms: a flipbook of pictures for students who
cannot read, and a card with printed sentences for those who can. The picture or word
stimuli may not be clear for many students with visual impairment or multiple
disabilities, and the results may lead to spurious conclusions.
Wide Range Achievement Test 3 (WRAT3)

Author: Wilkinson, G. S.
Ages: Five to seventy-five years.
Published: 1993, Wide Range.
Qualifications to Administer: Completion of doctoral training in tests and
Stated Purpose: To measure the skills needed to learn reading, spelling, and arithmetic.
Comments: The Wide Range Achievement Test 3 (WRAT3) has three subtests: Reading,
Spelling and Arithmetic.
Standardization: The WRAT3 has not been standardized in terms of administration
disabilities. The stimulus cards for the Reading subtest are small and may be difficult for
those with visual impairment to read. Similarly, the response forms for the Arithmetic
and Spelling subtests provide small spaces for answers, which may be difficult for those
with visual impairment to utilize.
Wide Range Assessment of Memory and Learning, 2nd Edition

(WRAML-2)
Authors: and Adams, W., and Sheslow, D.
Ages: Five to ninety years.
Published: 2004, Wide Range.
Qualifications to Administer: Completion of doctoral training in tests and
Stated Purpose: To evaluate an individual’s ability to actively learn and memorize a
variety of information.
Comments: The core battery of the Wide Range Assessment of Memory and Learning,
2nd Edition (WRAML-2) is comprised of six subtests, which are divided into Verbal
Memory (Verbal Learning and Story Memory), Visual Memory (Picture Memory and
design Memory) and Attention-Concentration (Finger Windows and Letter Number). A
General Memory Index is derived from the combination of the Verbal Memory Index, the
Visual memory Index, and the Attention-Concentration Index. Design recognition,
Picture Recognition, Verbal Recognition and Story memory Recognition tasks have also
been added. Tasks assess primarily short-term memory, but some also evaluate long-
term delayed (thirty-minute recall) memory of verbally and visually presented
information.
Standardization: The WRAML-2 has not been standardized in terms of administration
disabilities. The Visual Memory Index and two of three Learning Index subtests are
poorly suited to them, since they are asked to specify small changes in pictures, to recall
fine details, to follow visual sequences, or to connect sounds to small figures. The
replication of figures also is difficult for children with visual impairment to perform.
Wisconsin Behavior Rating Scale (WBRS)

Authors: Song, A., Jones, S., Lippert, J., Metzgen, K., Miller, J., and Borreca, C.
Ages: Persons below a three-year-old functioning level.
Published: 1991, Central Wisconsin Center for the Developmentally Disabled.
Qualifications to Administer: Training by an individual with expertise in the area of
administration of adaptive behavior scales.
Stated Purpose: A least-biased adaptive behavior scale to provide adequate assessment,
intervention, and evaluation of severely and profoundly retarded individuals and of
persons functioning below the developmental level of three years.
Comments: There are twelve scores to the Wisconsin Behavior Rating Scale: Gross
Motor, Fine Motor, Expressive Language, Receptive Language, Play Skills,
Socialization, Domestic Activity, Eating, Toileting, Dressing, Grooming, and Total.
Normative Data: The WBRS was designed to assess individuals with multiple
disabilities, such as deafness and blindness, and is clearly appropriate for the evaluation
of those with visual impairment. It should be noted, however, that the target population
is quite narrow: those functioning at or below a three-year-old level. For those fitting this
description, the WBRS provides a wealth of normative information about development in
several areas.
Standardization: As the WBRS was designed for those with sensory and other
impairments, standard administration and scoring procedures are appropriate. For the
Receptive Language and Expressive Language scores, alternative subscales are provided
for those with sensory impairments.
Adaptations: Specific items of the WBRS do not require adaptation, as the WBRS is
completed by the individual’s teacher.
Woodcock-Johnson III Tests of Achievement-Braille Edition (WJ-III)

Authors: Woodcock, R. W., and Johnson, B. M.
Qualifications to Administer: Completion of graduate training in psychology, with
appropriate coursework and supervised practical experience in the administration and
interpretation of clinical assessment instruments.
Stated Purpose: To measure cognitive abilities, scholastic aptitudes and achievement.
Comments: The Woodcock-Johnson III (WJ-III) is a collection of achievement tasks.
The Tests of Achievement include Reading (Letter-Word Identification, Word Attack,
Passage Comprehension, Reading Vocabulary, and Reading Fluency), Mathematics
(Calculation, Math Fluency, Quantitative Concepts, and Applied Problems), Written
Language (Spelling, Editing, Writing Samples, and Writing Fluency), and Oral Language
(Story Recall, Picture Vocabulary, Understanding Directions, and Oral Comprehension).
There are also supplemental subtests: Story Recall-Delayed, Spelling of Sounds,
Handwriting Legibility, Sound Awareness, and Punctuation and Capitalization. Often,
parts of the overall battery of tests are selectively administered to an individual. Spanish
Language materials have been included for use with students for whom Spanish is their
primary language.
Normative Data: There are separate normative data for the WJ-III-Braille Edition, based
WJ-III.
Standardization: This form of the WJ-III was designed specifically for use with students
proficiency in Braille to use this format of the WJ-III. Administration of the Braille
Woodcock-Johnson III Tests of Achievement-

Large Print Edition (WJ-III)
Comments: The Woodcock-Johnson III (WJ-III) is a collection of achievement tasks.
The Tests of Achievement include Reading (Letter-Word Identification, Word Attack,
Passage Comprehension, Reading Vocabulary, and Reading Fluency), Mathematics
(Calculation, Math Fluency, Quantitative Concepts, and Applied Problems), Written
Language (Spelling, Editing, Writing Samples, and Writing Fluency), and Oral Language
(Story Recall, Picture Vocabulary, Understanding Directions, and Oral Comprehension).
There are also supplemental subtests: Story Recall-Delayed, Spelling of Sounds,
Handwriting Legibility, Sound Awareness, and Punctuation and Capitalization. Often,
parts of the overall battery of tests are selectively administered to an individual. Spanish
Language materials have been included for use with students for whom Spanish is their
primary language.
Normative Data: There are separate normative data for the WJ-III-Large Print Edition,
the WJ-III.
Standardization: This form of the WJ-III was designed specifically for use with students
proficiency in Braille to use this format of the WJ-III. Administration of the Braille
Adaptations: Large Print adaptations may not available for each test level, and the
Woodcock-Johnson III Tests of Cognitive Abilities (WJ-III)

Comments: The Woodcock-Johnson III Tests of Cognitive Abilities (WJ-III) is a
collection of cognitive tasks. The Tests of Achievement include Reading (Letter-Word
Identification, Word Attack, Passage Comprehension, Reading Vocabulary, and Reading
Fluency), Mathematics (Calculation, Math Fluency, Quantitative Concepts, and Applied
Problems), Written Language (Spelling, Editing, Writing Samples, and Writing Fluency),
and Oral Language (Story Recall, Picture Vocabulary, Understanding Directions, and
Oral Comprehension). There are also supplemental subtests: Story Recall-Delayed,
Spelling of Sounds, Handwriting Legibility, Sound Awareness, and Punctuation and
Capitalization. The Tests of Cognitive Abilities include Comprehension-Knowledge
(Verbal Comprehension, and General Information), Long Term Retrieval (Visual-
Auditory Learning, Retrieval Fluency, and Visual-Auditory Learning Delayed), Visual-
Spatial Thinking (Spatial Relations, Picture Recognition, and Planning), Auditory
Processing (Sound Blending, Auditory Attention, and Incomplete Words), Fluid
Reasoning (Concept Formation, and Analysis-Synthesis), Processing Speed (Visual
Matching, Decision Speed, Rapid Picture Naming, and Pair Cancellation), and Short
Term Memory (Numbers Reversed, Memory for Words, and Auditory Working
Memory). Often, parts of the overall battery of tests are selectively administered to an
individual. Spanish Language materials have been included for use with students for
whom Spanish is their primary language.
disabilities.
Standardization: The WJ-III Tests of Cognitive Abilities has not been standardized in
impairment or multiple disabilities. The publisher states that many of the visually
presented subtests may not be appropriate for use with those with visual impairment or
The WORD Test-Adolescent

Authors: Zachman, L., Huisingh, R., Barrett, M., Orman, J., and Blagden, C.
Ages: Twelve to eighteen years.
Published: 1989, LinguiSystems.
Stated Purpose: To assess expressive vocabulary and semantic abilities of school-age
children whose language problems adversely affect academic progress and
communicative interaction.
Comments: The WORD Test-Adolescent was designed to assess the recognition of
critical semantic attributes, including Associations, Synonyms, Semantic Absurdities,
Antonyms, Definitions, and Multiple Definitions. It typically elicits short-sentence
definitions of a series of dictated words.
disabilities.
Standardization: The WORD Test-Adolescent has not been standardized in terms of
The WORD Test-Elementary: Revised

Authors: Huisingh, R., Barrett, M., Zachman, L., Blagden, C., and Orman, J.
Ages: Seven to eleven years.
Published: 1990, LinguiSystems.
Stated Purpose: To assess expressive vocabulary and semantic abilities of school-age
children whose language problems adversely affect academic progress and
communicative interaction.
Comments: The WORD Test-Elementary: Revised was designed to assess the
recognition of critical semantic attributes, including Associations, Synonyms, Semantic
Absurdities, Antonyms, Definitions and Multiple Definitions. It typically elicits short-
sentence definitions of a series of dictated words.
disabilities.
Standardization: The WORD Test-Elementary: Revised has not been standardized in
Test and Instrument Publishers
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Adaptive Behavior Assessment System, 2nd Edition (ABAS-II)

Authors: Harrison, P., and Oakland, T.

Arizona Articulation Proficiency Scale, 3rd Revision (Arizona-3)

Assessment of Phonological Processes-Revised (APP-R)

Battelle Developmental Inventory, 2nd Edition (BDI-2)

Bayley Scales of Infant and Toddler Development, 3rd Edition

Bayley-III Screening Test

Bayley Infant Neurodevelopmental Screener (BINS)

Behavior Rating Inventory of Executive Function (BRIEF)

Behavior Rating Inventory of Executive Function-Preschool Version

Behavior Rating Inventory of Executive Function-Self-Report Version

Behavioral and Emotional Rating Scale, 2nd Edition (BERS-2)

Bender Visual-Motor Gestalt Test, 2nd Edition (BVMGT-II)

Beyond Arms Reach: Enhancing Distance Vision

Bielefeld Developmental Test for Blind Infants and Preschoolers

Blind Learning Aptitude Test (BLAT)

Boehm Test of Basic Concepts – 3 Preschool (Boehm – 3 Preschool)

Boehm Test of Basic Concepts – 3rd Edition (Boehm – 3)

Bracken School Readiness Assessment (BSRA)

Brief Infant-Toddler Social Emotional Assessment (BITSEA)

Brigance Comprehensive Inventory of Basic Skills, Revised Braille

Brigance Diagnostic Inventory of Early Development-II (IED-II)

Brigance Employability Skills Inventory (ESI)

Brigance Life Skills Inventory (LSI)

Bruininks-Oseretsky Test of Motor Proficiency

California Verbal Learning Test, 2nd Edition (CVLT-II)

Callier-Azusa Scale: G Edition

Callier-Azusa Scale: H Edition

Cardiff Acuity Test

Career Assessment Inventory, Revised Edition (CAI)

Career Decision Making System-Revised (CDM)

Career Occupation Preference System (Picture Inventory of Careers)

Chicago Early Assessment and Remediation LaboratorY

Children’s Memory Scale (CMS)

Clinical Evaluation of Language Fundamentals Preschool, 2nd Edition

Clinical Evaluation of Language Fundamentals, 4th Edition (CELF-4)

Clinical Evaluation of Language Fundamentals, 4th Edition Screening

Clinical Observations of Motor and Postural Skills, 2nd Edition

Cognitive Test for the Blind and Visually Impaired (CTB)

Color Vision Testing Made Easy

Comprehensive Receptive and Expressive Vocabulary Test, 2nd Edition

Conners’ Rating Scales-Revised (CRS-R)

DeGangi-Berk Test of Sensory Integration

Denver Developmental Screening Test-II (DDST-II)

Detroit Test of Learning Aptitude, 4th Edition (DTLA-4)

Detroit Test of Learning Aptitude-Primary, 3rd Edition (DTLA-P3)

Developmental Activities Screening Inventory, 2nd Edition (DASI-II)

Developmental Indicators for the Assessment of Learning, 3rd Edition

Developmental Profile II (DP-II)

Developmental Test of Visual-Motor Integration, 5th Edition (VMI)

Diagnostic Achievement Battery, 3rd Edition (DAB-3)

Diagnostic Reading Scales, Braille Edition (DRS)

Diagnostic Reading Scales, Large Print Edition (DRS)

Early Coping Inventory (ECI)

Early Learning Accomplishment Profile (E-LAP)

Early Reading Success Indicator (ERSI)

Emotional or Behavior Disorder Scale-Revised (EBDS-R)

Expressive One-Word Picture Vocabulary Test-2000 Edition

FirstSTEp Screening Test for Evaluating Preschoolers (FirstSTEp)

Fluharty Preschool Speech and Language Screening Test, 2nd Ed.

Functional Skills Screening Inventory (FSSI)

Goldman-Fristoe Test of Articulation, 2nd Edition (G-FTA-2)

Gray Oral Reading Tests, 4th Edition (GORT-4)