The OWLS WE provides an assessment of written language that may be administered individually or in small groups to persons ages 5-21.11 years. The scale's wide age range offers a broad-based record of growth. It is designed to measure the ability to use conventions (letter formation, spelling/incorrect words, punctuation, capitalization, conventional structures), to use linguistic forms (modifiers, phrases,question form, verb forms, sentences, complex sentence structures), and to communicate meaningfully (appropriate content, details, coherence, supporting ideas, word choice, unity). The OWLS WE is easy to use and score. To administer the scale, the examiner reads aloud a verbal stimulus. The examinee responds by writing in the Response Booklet. Some items are presented with pictures or print for the examinee's reference when responding. The Manual features detailed scoring guidelines with samples of actual responses. The Record Form contains representations of score patterns, a record of item-by-item results, and a summary of score comparisons. The scale has high validity and reliability.

The new T.O.V.A. 8 is a continuous performance test with an integrated Symptom Exaggeration Index (to identify possible cases of symptom exaggeration or malingering), integrated cross-test comparisons (to identify treatment effects), reporting of important new reaction time distribution parameters (from the Ex-Gaussian reaction time distribution), Attention Performance Index (comparing the results with identified cases of ADHD), and compatibility with Apple Mac OS X and Windows 7 and Vista. The T.O.V.A. stimuli are nonlanguage- based and culture free (two simple geometric stimuli or two simple tones), and help professionals rule out attention problems and discriminate attention disorders from learning disabilities while minimizing cultural differences in assessing attention. The “go/no-go” response paradigm avoids confounding variables such as complex information processing and memory.

The EOWPVT-4 is an individually administered, norm-referenced assessment of how well individuals can name (in English) objects, actions, or concepts presented in full-color pictures. The EOWPVT-4 features additional items for younger children, as well as items applicable to older adults. It also now features norms for elderly adults (80+ years). The test consists of 190 items presented in a developmental sequence (based on the 2010 normative sample) that reflects the concepts with which people currently have experience through home, school, or media. The expanded norms allow for the use of the test with adults in various diagnostic, rehabilitation, and therapeutic settings. The EOWPVT-4 has been co-normed with the ROWPVT-4 to provide a comprehensive assessment of expressive and receptive vocabulary.Color pictures are presented one-by-one to the examinee, who is asked to name what is shown. The EOWPVT-4 retains the use of prompts and cues (shown on the Record Form) to ensure that examinees will attend to the relevant aspects of each illustration. Age-related starting points and ceilings (reached when the examinee makes a set number of consecutive errors) ensure that only a subset of items (i.e., the critical range) is administered. The EOWPVT-4 is untimed and can be administered in about 20 minutes. Scoring is easy and straightforward, generally taking less than 5 minutes. Raw scores are reported as standard scores, percentile ranks, and, if necessary, age equivalents.

The CARE is an ADHD assessment designed specifically for college students ages 17-23 years. The CARE will establish the need for a more comprehensive psychological evaluation for those students who are concerned that symptoms of ADHD may be impacting their achievement and may require educational accommodations. The instrument also can assist postsecondary disability service providers with students who have a documented history of ADHD. The CARE consists of two rating scales: the Student Response Inventory (SRI), which is administered to college students, and the Parent Response Inventory (PRI), which is administered to students' parents. Test items that relate to anxiety disorders, mood disorders, somatic disorders, disruptive behavior disorders, and substance abuse form the comorbidity screener.

The YCAT is a quick, reliable, and valid instrument that helps determine early academic abilities. Primary uses are to identify children who are developing normally or significantly below their peers in academic achievement, to document educational progress, and for research. Includes five subtests that may be administered independently of each other, providing flexible scheduling for testing sessions: General Information, Mathematics, Reading, Writing, Spoken Language. Standard scores, percentiles, and age equivalents are provided for both the subtests and the composite. For the 4- and 5-year-old child, the YCAT is an accurate representation of a child who has received no (or minimal) formal instruction; for the older child, the YCAT represents how the child has benefited from formal academic instruction in school. The Early Achievement Composite (EAC), which indicates a child's overall achievement in early academic areas, comprises five subtests: General Information (GI), Reading (RE), Mathematics (MA), Writing (WR) and Spoken Language (SL)

The WRAVMA assesses three areas using three tests: the Drawing (Visual Motor) Test, the Matching (Visual-Spatial) Test, and the Pegboard (Fine Motor) Test. Although each WRAVMA test can be used individually, all three tests can be administered in combination, yielding a comparison of a child's integrated visual-motor ability with the skill areas of visual-spatial and fine motor abilities.The three areas were selected because of their relevance to school-related activities. Difficulties performing visual-motor tasks, such as copying from the chalkboard, drawing, or handwriting, can be linked to fine motor deficits, spatial deficits, and/or an integration deficit when motor and spatial systems are combined. The WRAVMA is uniquely suited to evaluate visual-motor ability because of its capability of making meaningful psychometric distinctions between important contributing subareas. The multifactorial nature of the WRAVMA provides a basis for explanations of such common occurrences as a kindergartner whose block building skills are adequate but who cannot write well, or the child who has trouble copying from the blackboard but performs well on puzzle construction tasks, or the teen who can draw single designs or write individual spelling words well enough, but who shows an obvious deficit in writing a page of text.

The ERA is part of the WRAT–Expanded series and is an individually administered measure of important pre-reading and beginning reading skills for use in Grades pre-K, K, and 1. Four subtests measure these important aspects of early reading: letter recognition and visual perception of word parts, letter sounds, word comprehension, and sentence comprehension. Performance may be interpreted on each of the subtests and on three composites: Pre-reading Skills, Reading Skills, and Total Battery. The child's reading skill acquisition determines whether the entire test is given or whether only selected subtests are used. Children who are not yet reading words and sentences can be assessed with only the two pre-reading tests (letter recognition/visual perception and letter sounds), whereas children already reading would most likely be given only the two reading tests (word comprehension and sentence comprehension).

The TOWRE measures an individual's ability to pronounce printed words accurately and fluently. Administered in just 5 to 10 minutes, the test is an efficient way to assess two skills that are critical to overall reading proficiency--the ability to sound out words quickly and accurately and the ability to recognize familiar words as whole units. These skills are so important that the National Research Council advises that every reading curriculum include procedures for measuring them. The TOWRE is a fast, efficient way to achieve this goal. As the TOWRE is brief and economical, it is ideal for monitoring the growth of phonemic decoding and sight word reading skills in early elementary grades. It is also useful in diagnosing specific reading disabilities in older children and young adults.

The TVPS-3 assesses the following visual perceptual skills: Visual Discrimination, Visual Memory, Visual-Spatial Relationships, Form Constancy, Visual Sequential Memory, Visual Figure-Ground, and Visual-Closure. It is designed to be used by psychologists, occupational therapists, education diagnosticians, developmental optometrists, learning specialists, and other assessment professionals. The TVPS-3 utilizes black and white designs as stimuli for all of the perceptual tasks. Within each area, the items are arranged in a developmental progression. The items are presented in a multiple-choice format; item responses are made vocally or by pointing. This format is ideal for children who may have impairments in speech; hearing; or motor, neurological, or cognitive functioning. The TVPS-3 contains 16 plates for each perceptual area; each area is normed separately so that the clinician may reliably differentiate the various visual perceptual processes. The plates are spiral bound with fold-out easels to make presentation easy. The Manual includes a completed and scored protocol for instructional purposes.

The OWLS, consisting of the Listening Comprehension (LC) scales and the Oral Expression (OE) scales, provides an individually administered assessment of receptive and expressive language for children and young adults ages 3-21.11 years.The LC is a measure of receptive language. Using a convenient easel, the examiner reads a verbal stimulus aloud. The examinee responds by indicating a picture on the examinee's side of the Easel. Correct responses are indicated on the examiner's side of the Easel and on the Record Form. The OE is a measure of expressive language. The examinee answers a question, completes a sentence, or generates one or more sentences in response to a visual/verbal stimulus. Common correct and incorrect responses are included on the Record Form. Administration is easy. Neither scale requires the examinee to read. Descriptive Analysis Worksheet Masters that allow you to categorize responses by item type (lexical, syntactic, pragmatic, and
supralinguistic) are provided in each package of Record Forms. The Manual reports correlations of OWLS scales with other measures of receptive and expressive language, as well as with tests of cognitive ability and academic achievement. Also, the score profiles of seven clinical groups are compared with matched control samples. LC/OE Computer ASSIST™: The LC/OE Computer ASSIST is available on one CD-ROM for Windows® and Macintosh®. The program provides many report options, including a score profile, suggested exercises by grade range, a narrative report, and item responses.