The TOMAL-2 includes 8 core subtests, 6 supplementary subtests, and 2 delayed recall tasks that evaluate general and specific memory functions; features composite memory scores for Verbal Memory, Nonverbal Memory, and a Composite Memory Index; has supplementary composite scores that include a Verbal Delayed Recall Index, Learning Index, Attention and Concentration Index, Sequential Memory Index, Free Recall Index, and an Associate Recall Index; includes highly interpretable and relevant scores, scaled to a familiar metric. TOMAL-2 provides the most comprehensive coverage of memory assessment currently available in a standardized battery.

The GATES is an innovative, quick approach for identifying students ages 5 to 18 who are gifted and talented. Based on the most current federal and state definitions, the GATES satisfies the critical national need for a norm-referenced instrument that assesses the characteristics, skills, and talents of gifted students. The GATES was normed in 1995 on a representative national sample of over 1,000 persons who were identified as gifted and talented. Characteristics of the normative group approximate those for the 1990 census data relative to gender, geographic location, race, ethnicity, and socioeconomic status.

The CAP measures the cognitive thought factors of fluency, flexibility, elaboration, originality, vocabulary, and comprehension. CAP is a test packet consisting of two group-administered instruments for children: the Test of Divergent Thinking (Forms A and B) and the Test of Divergent Feeling. A third instrument, The Williams Scale, is a rating instrument for teachers and parents of the same tested factors among children. CAP is suitable for children ages 6 through 18 and is self-scoring.
Complete CAP Kit includes: Examiner’s Manual, 25 Test of Divergent Thinking Forms A, 25 Test of Divergent Thinking Forms B, 25 Test of Divergent Feeling Forms, and 25 Williams Scale Forms, all in a sturdy storage box. (1980)

Leiter-R is completely nonverbal. It does not require a spoken or written word from the examiner or the child. The easy game-like administration holds the child's interest and is easily administered; quickly and objectively scored. For over 50 years, the original Leiter provided a nonverbal measure of intellectual ability. The new Leiter-R consists of two nationally standardized batteries: A revision of the original Visualization and Reasoning (VR) domains for measuring IQ. The new Attention and Memory (AM) domains. Measures Fluid Intelligence. Unlike other IQ tests, the Leiter-R emphasizes fluid intelligence, the truest measure of a person's innate intelligence. This makes Leiter-R a much more accurate, and fair, measure since the IQ score is not significantly influenced by the level and quality of the child's educational, social and family experience. For example, with the Leiter-R, hearing-impaired and ESL youth were only .33 Standard Deviations below the mean, as compared to typical findings of a full Standard Deviation difference, for such groups when using verbally-loaded tests. Also, since the Leiter-R scores do not change significantly in the adult years, so it can be used effectively with older subjects.

The British Ability Scales: Second Edition (BASII) is a reliable measure of cognitive functioning over a wide age range, using ability scales. These are divided into two batteries (Early Years and School Age), and are available separately or together a Full Age Range kit. The assessment enables you to derive a general conceptual ability score (GCA) and three embedded cluster scores by administering only six scales. Where more specific abilities need investigating, other diagnostic scales can be used to provide more details.
Reliable normative information based on over 1600 individuals drawn from over 200 educational establishments across England, Wales, Scotland and Northern Ireland. Careful and detailed attention to ethnic-and gender-related fairness. Flexible instrument enabling accurate assessment of both gifted and developmentally delayed individuals. Age-related start points and decision points focus on an individual's ability range, and terminate the scale as soon as sufficient information is gathered to minimise testing times and reduce the risk of fatigue or demoralisation. Provides the diagnostically important separate assessment of non-verbal reasoning and spatial ability.

The Comprehensive Receptive and Expressive Vocabulary Test-Second Edition (CREVT-2) is an innovative, efficient measure of both receptive and expressive oral vocabulary. The CREVT-2 has two subtests and is based on the most current theories of vocabulary development. The CREVT-2 will rapidly become the new standard in vocabulary assessment.

The Stanford-Binet Intelligence Scales, Fifth Edition(SB5)is a contemporary assessment with a rich tradition, which began in 1916 when Lewis Terman completed his American revision of the Binet-Simon Scale (1905, 1908). Through various editions, this assessment has become widely known and is acknowledged as the standard for intelligence measurement.

It is a Cognitive ability assessment or Cognitive processing measure of ability that is fair to minority children, effective for differential diagnosis, and related to intervention. CAS was developed to evaluate Planning, Attention, Simultaneous, and Successive (PASS) cognitive processes of individuals. The CAS is an individualized assessment that may be used for a variety of purposes, including diagnosis, eligibility, determination of discrepancies, reevaluation, and instructional planning. Reliability is Full Scale reliability is .96. Internal consistency and test-retest reliability studies were conducted. Types of validity reported include construct, concurrent, predictive, and discriminant.

Modeled closely on the Child Symptom Inventory-4, the Early Childhood Inventory-4 (ECI-4) screens for emotional and behavioral disorders in children. A Teacher Checklist and a Parent Checklist, based on DSM-IV criteria, cover symptoms for the same disorders as the CSI-4, except that they do not cover schizophrenia but add reactive attachment disorder, selective mutism, and eating, sleeping, and elimination problems. In addition, a brief developmental section gives a global impression of the child's speech and language abilities, fine and gross motor coordination, and social skills. Like the CSI-4, the ECI-4 offers a Screening Cutoff Score and a Symptom Severity Score, which together give a good picture of the child's symptoms and groundwork for a DSM-IV diagnosis. The ECI-4 Manual addresses appropriate concerns and cautions about applying DSM-IV diagnostic criteria to preschool children

The (CTONI)-2 is a popular norm-referenced Test that uses NonVerbal formats to measure general Intelligence of children and adults whose performance on traditional Tests might be adversely affected by subtle or overt impairments involving language or motor abilities. The (CTONI)-2 measures analogical reasoning, categorical classification, and sequential reasoning, using six subTests in two different contexts: Pictures of familiar objects (e.g., people, toys, animals) and geometric designs (unfamiliar sketches and drawings). The six subTests are: (1) Pictorial Analogies, (2) Geometric Analogies, (3) Pictorial Categories, (4) Geometric
Categories, (5) Pictorial Sequences, and (6) Geometric Sequences.
Results are reported as standard scores, percentile ranks, and age equivalents. The test was normed on a large (~2,827) representative national sample that was stratified by age. The reliability coefficients of its composite are mostly in the .90s with a few in the high .80s. It correlates with most well known intelligence testing in the high .70s. Considerable other validity evidence is provided in the manual.