BPVS3 assesses students’ receptive (hearing) vocabulary: for each question the teacher says a word and the student responds by selecting the picture (from four options) that best illustrates the word’s meaning. The questions broadly sample words that represent a range of content areas such as actions, animals, toys and emotions and parts of speech such as nouns, verbs or attributes, across all levels of difficulty.
Benefits:
Full colour illustrations
Enlarged format that makes illustrations stand out
Vivid colours and black outlines make illustrations suitable for students who may be colour blind
Test format helps to reduce tension during the test session – teacher can observe as well as assess
Ideal for practitioners in mainstream and special education settings
Screens for verbal development
Helps in the detection of language impairment across the age range
Suitable for non-readers and children with specific learning disabilities such as autism or cerebral palsy

Reynell Developmental Language Scales III (RDLSIII) reflects current views on language development and is a norm-based practical tool for everyday clinical use. It includes two scales - the Comprehension and the Expressive Scales. The scales contain 62 items and focus on the structural aspect of language and how they contribute to its acquisition and use, and examine disorders that can occur in either area. The Comprehension Scale is organised into 10 sections:
Single Words
Relating Two Named Objects
Agents and Actions
Casual Constituents
Attributes
Non Phrases
Locomotive Relations
Verbs and Thematic Role Assignment
Vocabulary and Complex Grammar
Inferencing
The Expressive Scale is organised into 7 main sections:
Simple Words
Verbs and Phrases
Infections - Plurals, Third Person
Past Tense
Clause Elements
Auxiliaries - Negatives, Questions and Tags
Complex Structures - Imitation, Correction of Errors and Utterance Completion
Benefits:
Most of the sections have explicit linguistic focus, allowing you to use section scores to make judgements about areas of strength and need Uses engaging pictures, toys and finger puppets to help maintain the child's interest throughout the testing session. Includes separate raw scores for the Comprehension and Expressive Scales, which can be converted to age equivalent scores and percentile scores, enabling comparison. Offers true reliability through standardisation on a large representative sample.

The programme uses a multi-sensory, metacognitive approach that enables children and adolescents to undestand fully the skills being learned, before practising and using them in real-life situations.
It can be used to develop social use of language in real-life settings and teaches each individual the basic social communication skills and self/other awareness. Motivating picture materials and fun activities are included, which help give individuals a sense of their own learning.

ACE 6-11 assesses language development in the following areas:
Sentence Comprehension
Inferential Comprehension
Naming
Syntactic Formulation
Semantic Decisions
Non-literal Comprehension
Narrative

Teaching Talking uses a system of screening, detailed profiling and intervention for children from nursery across the primary years. Classroom-based observations form the foundation for a whole class screening system that is quick and easy to record. The second stage looks more closely at those children identified as having language difficulties and allows priorities to be set and group work planned.
For this second edition Teaching Talking has been extensively revised to take into account changes in legislation and curriculum guidance for childcare and education, as well as a thorough re-evaluation of the original procedures and materials to provide an enhanced programme
Reflects new curricula for speaking and listening. Refers to the latest UK codes of practice for special educational needs. Contains eight new case studies of children aged 2 to 8 illustrating the programme in action.
Provides more information on the types of communication difficulty staff are likely to meet in mainstream settings, including autistic spectrum disorder, dyspraxia, stammering and selective mutism.

This popular standardised assessment enables professionals to observe children as they play with miniature toys in a variety of situations. This observation provides an objective indication of a child's early concept formation and symbolisation - abilities that precede and develop alongside receptive and expressive language.
The test also makes use of attractive materials, which are presented to children in a set order, enabling the user to observe if the child relates them appropriately. An engaging and appropriate assessment for young children Assessment style utilises the natural practice of play.