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Intellectual
Processing
Motor
Skills
Academic/Achievement
- Spelling and
Written Language
- Reading
Social/Emotional
Standardized
Tests for High School and College
**Individual
Treatment Plan - Costs**
Intellectual
Processing
The Structure of Intellect (SOI - LA) assesses up to 26 different cognitive abilities to provide a detailed
profile of an individual's strength and weakness patterns. This information is
valuable to diagnose learning disabilities, provide ways to meet a student's learning
style and needs, explain underachievement, and screen for gifted students.
Motor
Skills
Gross Motor and Fine Motor
The Bruinsky-Oseretsky Test
of Motor Proficiency is an individually administered test that assesses the motor
functions of children from 4.5 to 14 years. Each of the eight subtests measures
an important aspect of motor development. Some of the skills evaluated include
running speed and agility, balance, bi-lateral coordination, strength, upper-limb
coordination, response speed, visual-motor control, and upper-limb speed and dexterity.
These skills affect reading and handwriting.
The Southern California Sensory
Integration Test assesses perceptual motor skills and related deficits to help
determine the nature of sensory integration dysfunction. The space visualization
test can assess test anxiety and problems with spatial puzzles, geography, and
geometry. The figure-ground perception portion will measure whether a child has
trouble following complex directions and noticing details. If a child has trouble
with design copying, she will probably have problems with construction directions
and handwriting; if a child fails the motor accuracy part of the test, she may
have problems with eye-hand coordination, motor planning, and crossing the mid-line.
The kinesthesia segment will detect trouble with motor memory, and the finger
identification and graphesthesia segments can analyze potential problems with
pencil grasp. The localization of tactile stimuli part of the test may be difficult
for a child who has trouble following directions and is tactilely defensive. If
a child is unable to perform well in the mirror image section, she could have
slow speech development, sloppy eating habits, and could be slow catching on to
dance routines. The child who fails the bilateral motor coordination test could
have trouble with rhythm and visual memory. Right/left discrimination disorders
will interfere with oral directions and handwriting. The standing balance segment
tests balance and gravitational insecurity. The manual form perception test detects
a child's hand dominance and whether the child is tactilely defensive.
The Upper Body Strength test
has two parts. The extension postural part involves having a child hold the "airplane
position" while face down on the floor, using back muscles from head to toe for
30 seconds. If he is unable to do this, it will indicate he is prone to fatigue
quickly. It may mean he will drop his pencil often and be unable to sit in a chair
for a long time. He will probably place his head on his desk during reading or
writing tasks, and he could fall out of his chair from fatigue. The other part
of the test has the child curl on his back without holding his knees, using his
front muscles from head to toe for 30 seconds. If he is unable to do this, he
will display similar problems to the extension postural problems listed above.
The asymmetrical and symmetrical
tonic neck reflex (ATNR and STNR) measures a child's muscle tone in her arms.
While the child is on her hands and knees, the examiner turns the child's head
to see if the elbows straighten or bend. If a child fails this test, she will
probably fatigue while copying from the chalkboard and be uncoordinated in sports.
Writing/Fine
Motor
The Pre-Writing Skills Checklist
evaluates a child's readiness for writing activities. It provides a scope and
sequence of all of the prerequisites necessary for a child to achieve before beginning
formal writing instruction. The prerequisites include balancing without extending
the hands, grasping and releasing an object voluntarily, using both hands in a
conjunction, interacting with the environment during constructive play, coordinating
eyes and hands, and being exposed to a variety of sensory/motor experiences.
The Informal Handwriting Assessment
measures a child's ability to recall and produce uppercase and lowercase manuscript
letters and also upper and lowercase cursive letters. After the child has mastered
the recall portion of the test, his speed of recall is assessed.
The Right Writing Handwriting
Assessment is a program used to assess a child's cursive writing ability. Letter
formation is analyzed according to slant and oval formations. The use of space,
lines, and proportion of letters is also evaluated.
The Test of Visual Motor Skills
determines a child's visual-motor functioning with precision and accuracy. The
test consists of a series of 26 designs for the child to copy. This test was developed
to measure how well the child can copy what the vision perceives. Poor visual
motor skills are usually caused by immature gross motor and balance skills. Problems
in this area can result in difficulty in writing, coloring, and cutting.
The Children's Handwriting
Evaluation Scale is a diagnostic tool for assessing children with possible learning
disabilities. Studies show the writing rate of 6th grade students are a significant
predictor of academic accomplishment and completion of written assignments. The
ability of students to copy, take notes, and present ideas in a written form is
crucial to educational development.
The Beery-Buktenica Developmental
Test of Visual-Motor Integration is a pencil and paper test which assesses visual-perception
and fine motor coordination necessary for near point copying and handwriting.
Low scores on this test may suggest further testing needs to be done to determine
if the difficulty lies in the visual perception process, or in the motor response,
or in both.
The Jordan Left-Right Reversal
Test is a norm referenced test which assesses visual reversals of letters, numbers,
and words in students aged five through adult.
Academic/Achievement
The Texas Assessment of Academic
Skills are a series of tests covering grades 3 - 12 that assess objectives and
instructional targets necessary for academic success. The Texas Education Association
developed the criteria on which the tests are based.
The Brigance Inventory of
Early Development is designed for use with children below the developmental level
of 7. This inventory identifies a child's specific strengths and weaknesses in
pre-ambulatory motor skills, gross motor skills, fine motor skills, self-help
skills, pre-speech, speech and language, reading readiness, and basic math.
The Brigance Inventory of
Basic Skills is designed for students whose achievement level is between kindergarten
and 6th grade level. It provides a systematic performance record for diagnosis
and evaluation. The areas assessed include readiness skills, speech, word recognition,
oral reading, reading comprehension, word analysis, vocabulary, handwriting, grammar,
mechanics, spelling, reference skills, numbers, operations, measurement (time,
money, calendar, linear, liquid, weight), and geometry.
The Basis - Basic Achievement
Skills Individual Screener is an individually administered achievement test which
provides both norm referenced and criterion referenced information for reading,
mathematics, spelling, and writing. These norms range from Grade 1 - Grade 12.
The Basis examiner personally appraises the student's test taking attitude and
behavior. The Reading Test assesses comprehension of graded passages, levels Primer
through Grade 8. The Mathematics Test consists of a readiness subtest, clusters
of computation items, and word problems for levels Grade 1 through Grade 8. The
Spelling Test consists of clusters of words dictated in sentence contexts. The
Optional Writing Exercise has the student write a descriptive paragraph within
a 10 minute time limit; this evaluation is based on ideas, organization, vocabulary,
sentence structure, and mechanics.
The Stanford Achievement Test
(Primary Level) includes tests of vocabulary, reading, word study skills, mathematics,
and listening comprehension. Problems in the Word Reading portion of the test
indicate a weak sight vocabulary. The Reading Comprehension test detects problems
in recalling and identifying main ideas and details explicitly stated and in deducing
implied meanings based on stated facts. The Word Study Skills Test analyzes a
child's ability to decode words based on the letter-sound combinations encountered
in reading. The Mathematics Computation and Applications measures the pupil's
ability to understand the language of mathematical problems and to solve problems
by a choice of operations. The purpose of the Listening Comprehension test is
to evaluate a child's listening skills.
The revised WRAT-R (Wide Range
Achievement Test) measures the codes needed to learn the basic skills of reading,
spelling, and arithmetic. The reading portion analyzes a child's ability to recognize
and name letters and pronounce words out of context. The spelling portion involves
copying marks resembling letters, writing names, and dictated single words. The
arithmetic portion contains activities in counting, reading number symbols, and
performing written computations.
The Learning Disability Checklists
evaluate various learning and behavior problems. The categories assessed include
visual perceptual deficits, visual perceptual motor deficits, auditory perceptual
deficits, memory problems, conceptual difficulties, spatial relationship/body
awareness deficits, and behavioral problems.
Spelling
and Written Language
The Test of Written Language
evaluates a child's vocabulary, thematic maturity, spelling, word usage, style,
and handwriting abilities. Pinpointing any problems in these areas and developing
a program to address these problems enhances a child's written expression skills.
The Winston Grammar Program
contains a pretest and posttest that measures a child's ability to identify the
parts of speech of words used in sentences.
Grammar Gremlins is a comprehensive
grammar program for 3rd - 6th grade students. It has four tests that evaluate
a child's ability to use the basic rules of grammar and covers the following concepts
- abbreviations, agreement, capitalization, contractions, parts of speech, plurals,
possessives, punctuation, and sentence structure.
The Most Wanted Words provides
a series of pretests and posttests to evaluate the child's ability to spell
the words used most frequently in student writing. The tests are given through
dictation, and the words being tested are presented in sentence contexts.
Reading
The Informal Assessment of
Developmental Reading Disorders/Dyslexia may indicate problems with some or all
of these areas: left/right discrimination, retention, sound discrimination, word
retrieval, fine motor skills, spelling, visual processing, and speech. Early identification
enables the child to begin special reading instruction which is tailored to meet
her individual needs.
The Informal Tests for Diagnosing
Specific Reading Problems contain over 60 sequentially organized informal tests
to diagnose specific skill weaknesses in the areas of phonic analysis, comprehension,
and survival reading (necessary life-skill level). After a student's skill deficiencies
are identified, an individual remediation plan can be developed.
Smart Eyes is a comprehensive
reading improvement computer program. It features a pre-test to measure beginning
reading ability. Good reading requires effective communication between the eyes
and the brain, and Smart Eyes combines training eye movements with increasing
the cognitive components of reading. The program creates a file of an individual's
progress and records his reading rate and comprehension score on a posttest.
Speed Reader II is a computer
program designed to improve reading skills. The timed reading test will compute
reading rate and comprehension level. Increasing reading speed and comprehension
makes academic learning easier; reading textbooks at a faster rate decreases
the amount of time necessary to study and complete assignments.
The Woodcock Reading Mastery Tests is a comprehensive battery
of tests measuring several aspects of reading ability. These tests provide norms
for greade levels from kindergarden to college senior and for adults to age
75 and older.
Math
The Key Math Diagnostic Assessment is a comprehensive norm-referenced measure of essential mathematical concepts and skills. The items are grouped into 10 subtests that represent 3 general math content areas : Basic Concepts (conceptual knowledge), Operations (computational skills), and Applications (problem solving). This test can be used with individuals aged 4 years 6 months through 21 years.
Social/Emotional
By using the Galvanic Skin
Resistance (GSR 2) monitor, the participant can evaluate tension and stress in
the body. Pulse readings are taken to indicate the flow of blood pumped from the
heart, an indicator of stress in the body.
The Anxiety/Stress Checklist
groups stress into four different categories - personal relationships, work-related
stress, global issues, and health concerns. High scores could indicate a person
has a greater risk of developing an illness.
The Connors' Rating Scales
for ADD/ADHD consists of two separate scales to measure a child's behavior. The
Connors' Teacher Rating Scale contains scales for hyperactivity, conduct problems,
emotional-over indulgence, anxious passivity, asocial behaviors, and daydream
- attention problems. The Connors' Parent Scale assesses conduct problems, learning
problems, psychosomatic, impulsive hyperactivity, and anxiety. Both scales characterize
the behaviors of a child and compare them to levels of appropriate norm groups.
The Learning Style Inventory
determines a child's preferred learning hemisphere. Knowing if a child is left-hemisphere
dominant (analytical) or right-hemisphere dominant (global) can help a teacher
develop a more effective instructional program. It also helps the student recognize
the most effective ways for him to study.
The Perfectionism Checklist
makes a child more aware of her perfectionistic tendencies. The checklist provides
a discussion of the psychological constructs that underline perfectionism. Issues
covered include what perfectionism does to the mind and the body.
Using the Teenage Connection
workbook, teens evaluate their communication skills through a series of questions
which focus on personal identity issues, values and social development, emotional
growth, non-verbal and verbal communication, and problem-solving skills.
Standardized
Tests for High School and College
The G.E.D. (General Education
Development) assesses the skills necessary for high school graduation. This program
provides a complete assessment program that includes pretests and posttests in
writing, social studies, science, literature, and mathematics.
The A.C.T. (American College
Testing) assessment measures skills in English, social studies, mathematics, and
natural sciences necessary for entrance into college.
S.A.T. (Scholastic Assessment
Test) measures college entry level skills in the areas of verbal and mathematical
reasoning.
In the T.A.S.P. (Texas
Academic Skills Program), students entering college are assessed on their ability
levels in reading, mathematics, and writing.
The T.H.E.A. (Texas Higher
Education Assessment), is the only assessment developed specifically to evaluate
the readiness of students for college-level coursework in Texas.
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