SLP Tests by digitalfrog

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									Reynolds School District Speech-Language Pathology Tests
Student: _______________________________________ Grade: _______________________ School: Date of Birth:_____________________


Evaluator:___________________________ Date of Evaluation Planning Meeting: _____________

Standardized Assessments Articulation Tests

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Arizona Articulation Proficiency Scales-Second Edition (AAPS-3): Evaluates speech sound production in single words (naming pictures), sentence reading and structured conversation. Diagnostic Evaluation of Articulation and Phonology (DEAP): Comprehensive battery designed to provide differential diagnosis of speech disorders. Goldman-Fristoe Test of Articulation: Evaluates speech sound production in single words and conversation. Hodson Assessment of Phonological Processes – 3rd Edition (HAPP-3 or APPR): Identifies speech sound patterns in highly unintelligible children. Photo Articulation Test – III (PAT): Picture tests of articulation skills that examine the production of consonant sounds in initial, medial, and final word position. Language Tests

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Adolescent Language Screening Test: Screens for deficits associated with spoken language to determine if further evaluation is needed (11-17 years). Boehm Test of Basic Concepts 3: Measures a student’s understanding of 50 important concepts needed for school success (spatial, temporal, quantitative, and miscellaneous). Bracken Basic Concept Scale – Revised (BBCS-R): Assesses basic concept development on 308 functionally relevant educational concepts and categories (2.6 – 7.11 years). Clinical Evaluation of Language Fundamentals – III or IV (CELF-III or IV): A test that measures a variety of receptive and expressive language abilities including syntax, semantics, and memory. Comprehensive Assessment of Spoken Language (CASL): Measures a variety of expressive and receptive language abilities including comprehension, oral expression, word retrieval, syntax, supralinguistic tasks, and pragmatic language. (321 years) Comprehensive Receptive and Expressive Vocabulary Test – 2nd Edition (CREVT2): A test that assesses both receptive and expressive vocabulary (4 to 17-11 years). The Expressive Language Test: Assesses knowledge and flexibility of school-related language (5-12 years).

Revised 7/31/07

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Expressive One-Word Picture Vocabulary Test (EQWPVT): A picture test of expressive one-word vocabulary; assesses the words the student can label. (Lower Form: 2 to 12 years; and Upper Form: 12-16 years.) The Expressive Vocabulary Test (EVT): Measures expressive vocabulary knowledge with labeling and identification of synonyms (2-1/2 to 90 years). Functional Communication Profile-Revised: Assesses and rates student on language and related areas (e.g., motor, behavior, attention); provides guidelines for oral, signed, technology supported, and nonverbal communication. The HELP Test: Assesses expressive language skills for semantics and syntax in the familiar context of school-related language. Language Processing Test-3: Measures the ability to process auditory information, attach meaning and formulate a verbal response (associations, categorization, similarities/ differences, multiple meanings and attributes). Lindamood Auditory Conceptualization Test: Assesses auditory perception through discrimination and perception of number and order of speech sounds within a spoken pattern. The Listening Test: Assesses the ability to attend to, process and respond to auditory information. Oral and Written Language Scales (OWLS): Assesses student’s receptive and expressive language skills for vocabulary, grammar, and pragmatics. Peabody Picture Vocabulary Test – III (PPVT-III): Form A or B; a picture test of receptive vocabulary; assesses the words the student can identify/understand (2-6 to 40-11 years). The Phonological Awareness & Reading Profile: Assesses phonological awareness, phonics knowledge, naming speed, and fluency; used as a complement to other measures of reading ability. The Phonological Awareness Test: Assesses deficits in phonological processing and phoneme-grapheme correspondence, including rhyming, segmentation, isolation, deletion, substitution, blending, graphemes, and decoding. Preschool Language Scale (PLS-IV): Measures receptive and expressive language skills in children (birth to 7 years). Receptive One-Word Picture Vocabulary Test (ROWPVT): A picture test of receptive one-word vocabulary; assesses the words a student can identify (2-16 years). Structured Photographic Expression Language Test – III (SPELT-III): Assesses the student’s production of expressive morphology and syntax (4 to 9-5 years). Test of Auditory Comprehension of Language – Revised/3rd Edition (TACL-R/TACL3): Assesses comprehension of vocabulary, grammar and sentence structure (3-10 years). Test of Auditory Perception Skills – R (TAPS-R): Assesses various areas of a child’s auditory-perceptual skills. Test of Auditory Reasoning and Processing Skills (TARPS): Evaluates a student’s auditory reasoning and processing skills (ages 5-14 years). Test of Language Competence – Expanded: Examines meta-linguistic competence in semantics, syntax and/or pragmatics and provides information on strategy acquisition (Level 1 or 2; 9 to 18-11 years).

Revised 7/31/07 2

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Test of Language Development – Primary 3 (TOLD-P3): Uses single words, sentences, and language concepts to assess student’s ability to understand and produce oral language (4-0 to 8-11 years). Test of Language Development – Intermediate 3 (TOLD-I3): Uses single words, sentences and language concepts to assess student’s ability to understand and produce oral language (8-0 to 12-11 years). Test of Pragmatic Language (TOPL): Assesses a student’s social skills and social language usage (ages 5-12). Test of Problem Solving – 3rd Edition (TOPS-3): Assesses a student’s languagebased critical thinking and problem-solving skills (6 to 11 years). Test of Problem solving-Adolescent (TOPS-A): Examines the student’s languagebased critical thinking and problem-solving skills. Test of Word Finding-2: Assesses word-finding skills in preschool and elementary school age students. Test of Semantic Skills-Primary or Intermediate (TOPS-I or P): Assesses receptive and expressive semantic skills and familiar themes relevant to the experience of late elementary and middle school students. The Token Test for Children: A rapid language screening test requiring children to follow directions regarding 20 shapes differing in size, shape, and colors. The WORD-Test 3/Elementary: Assesses a student’s knowledge of relationships, associations, definitions and abstract language (7 to 11-11 years). The WORD Test – 3/Adolescent: A test of expressive vocabulary and semantics (12 to 17 years). Stuttering


Stuttering Severity Instrument – Third Edition (SSI-3): Rates the severity of an individual’s stuttering based on the frequency of stuttering, duration of stuttering event, and physical concomitants (preschools through adult). Voice


Wilson-Rice Voice Profile: Instrument used to describe a voice and its characteristics. Hearing


Pure Tone Audiometric Screening: Limited number of tones presented at various sound levels used to determine if a student’s hearing requires further assessment.

Revised 7/31/07 3

Non-Standardized Assessments

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Formative Assessment: Instruction-based assessment that examines how a student learns a skill over time, and what supports are needed to learn that skill. Oral Mechanism Exam: Examines structures and function of the student’s oral speech mechanism. Language Sample: Oral language is sampled to determine how the student uses language in unstructured, connected discourse. Examines sentence structure and length, sequencing of thoughts and ideas, flexible use of vocabulary, aspects of language use, and speech intelligibility. PPS Pragmatic Checklists: Checklist used to indicate how the student communicates, including paralinguistic behavior, language function, quantity, quality, manner, relation, and interaction management. Functional Communication Assessment: Procedure to determine eligibility for Autism Spectrum Disorder (ASD) through an in-depth look at social and pragmatic use of language). Language Criterion-Referenced Tests: Teacher made/other: measures _________ _________________________________________________________________ Parent Interview: May include developmental history, communication behaviors observed at home, parent concerns. File Review: May include review of past interventions, evaluations, progress, academic review. Teacher Checklists: Checklists devised for teachers to record the levels of communication and relevant classroom behaviors of students (K-2, 3-5), and middle and high school levels. Observations: Used to gather information regarding a student’s communication in the school setting. Examiners may interact with the student or simply observe the student’s communication behaviors. Other: ____________________________________________________________

Standardized Assessments – Spanish

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Boehm Test of Basic Concepts: See definition on Page 1. Clinical Evaluation of Language Fundamentals III (ELF-III): See definition on Page 1. Expressive One-Word Picture Vocabulary Test (EDWPVT): See definition on Page 1. Peabody Picture Vocabulary Test (PPVT): See definition on Page 2. Preschool Language Scale III: See definition Page 2. Receptive One-Word Picture Test (ROWPVT): See definition on Page 2. Spanish Articulation Measures – Revised Edition: Assesses production of Spanish consonants and use of phonological processes. Woodcock Munoz Language Survey: Assesses proficiency in oral language, reading, and writing; also provides an overall measure of language competence (Broad English Ability; Broad Spanish Ability).

Revised 7/31/07 4

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