Adaptive Behavior Assessment System, 2nd Edition (ABAS-II) Authors: Harrison, P., and Oakland, T. Ages: Birth to eighteen years. Published: 2003, The Psychological Corporation. Qualifications to Administer: Graduate training in clinical psychology and assessment. Stated Purpose: An assessment of an individual’s responses to daily demands and capacity to live independently. Type of Instrument: Normative-referenced assessment instrument. Comments: The Adaptive Behavior Assessment System-2nd Edition (ABAS-II) is an assessment of an individual’s daily living skills, developed along the guidelines of the American Association of Mental Retardation. The three major areas of functioning assessed include Conceptual Reasoning, Social Interactions, and Practical Functioning. Specific aspects of functioning assessed include, communication, community use, functional activities, home living, health and safety, leisure, self-care, self-direction, social, work, and motor skills (for children). An overall Adaptive Behavior Score is derived. Information is gathered from parents, caregivers, teachers, and the individual assessed, assuming he/she is an adult. Computer scoring is available. Normative Data: Norms are age-based, but one can also obtain a profile of strengths and weaknesses with the scoring software. There is no specific mention of inclusion of those with visual impairment and multiple disabilities in the normative studies. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Standardization: The ABAS-3 does not require standardization in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities as it is a series of checklists completed by parents, teachers and/or caregivers. Adaptations: No adaptations have been made or are required, as it is a questionnaire completed by others either independent of or with the individual with visual impairment or multiple disabilities. Arizona Articulation Proficiency Scale, 3rd Revision (Arizona-3) Authors: Fudala, J. B. Ages: One to eighteen years. Published: 2001, Western Psychological Services. Qualifications to Administer: Completion of graduate training as a speech-language pathologist. Stated Purpose: A clinical measure of articulatory competence in children and adolescents. Type of Instrument: Normative-referenced assessment instrument. Comments: The Arizona Articulation Proficiency Scale, Third Revision (Arizona-3), contains an updated set of picture stimuli that are utilized to assess single phoneme or consonant and vowel pronunciation. Both Intelligibility Ratings and Severity Ratings, as well as standardized scores and percentile rankings can be calculated. The examinee is asked to name pictures viewed or to read the names of the pictures from a single card, as adolescents frequently prefer. In addition, on the back of most picture cards, a question about the card can be asked of the examinee to elicit information about vocabulary. One major difficulty with the Arizona-3 is that the examiner must make accurate judgments concerning sound pronunciation by the student. Thus the Arizona-3, according to the authors, must only be administered by professionally trained speech pathologists. The visual stimuli were not designed to assess students with visual impairment or multiple disabilities. Normative Data: New to this edition, norms are gender specific up to age six years, reflecting differences in language development between the sexes during these years. The publisher states that the normative data collected assessed only those without visual impairment, and no set of data was collected for administration to individuals with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Standardization: The Arizona-3 has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. In addition, the new optional assessment tasks have not been standardized for any population. Adaptations: The publisher also states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Assessment of Phonological Processes-Revised (APP-R) Author: Hodson, B. W. Ages: Three to twelve years. Published: 1986, PRO-ED. Qualifications to Administer: Speech-language pathologist or student with speech-language assessment training. Stated Purpose: To identify and evaluate the severity of phonological disorders. Type of Instrument: Normative-referenced assessment instrument. Comments: The Assessment of Phonological Processes-Revised (APP-R) yields three scores: Total Score, Phonological Deviation Score, and Severity Interval Rating for Phonology. The APP-R also elicits an interpretable Miscellaneous Error Patterns score. There are two kinds of omission measures: Phonological Omissions (Syllabic Reduction, Consonant Sequence Reduction, and Consonant Singleton Omissions) and Class Deficiencies (Stridents, Velar, Obstruents, Liquid-l, Liquid-r, Nasals, and Glides). The APP-R is described by many clinicians as complicated to use and score. Visual stimuli may present significant difficulty for students with visual impairment. Normative Data: The publisher states that the normative data collected assessed only those without visual impairment, and no set of data was collected for administration to individuals with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Further, the normative data available is dated, and should be applied at this time with caution. Standardization: The APP-R has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. Adaptations: The publisher also states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Battelle Developmental Inventory, 2nd Edition (BDI-2) Authors: Newborg, J. Ages: Birth to eight years. Published: 2004, Riverside Publishing Company. Qualifications to Administer: Completion of graduate training in early childhood testing, or special appraisal methods appropriate for an early development test. Stated Purpose: To identify the developmental strengths and weaknesses of handicapped and nonhandicapped children in infant, preschool, and primary programs. Type of Instrument: Normative-referenced assessment instrument. Comments: The Battelle Development Inventory, 2nd Edition (BDI-2) assesses five domains: Personal-Social (Adult Interaction, Self-Concept and Social Growth, and Peer Interaction), Adaptive (Personal Responsibility, and Self-Care), Motor (Fine Motor, Perceptual Motor, and Gross Motor), Communication (Receptive and Expressive), and Cognitive (Perceptual Discrimination/Conceptual Development, Reasoning and Academic Skills, and Attention and Memory). This revision of the original BDI seeks to provide information both for the assessment and classification of students and about students developmental progress with intervention in terms of meeting developmental milestones by evidencing critical skills or behaviors. The BDI-2 can be administered in its standardized structured or observational formats which are largely a series of activities, but there is also a set of Interview items, which the examiner asks of parents and/or teachers. Normative Data: Normative data was collected based upon the 2000 census, and there are both computerized and hand scoring options available. Though the publisher states that the BDI-2 was designed to assess those with visual, speech, hearing orthopedic emotional and/or other health impairments, there is no mention of their inclusion in the data set, nor of any specific data collected for application to students with visual impairment. It is therefore unclear precisely how applicable the available normative data may be for those with visual impairment. Standardization: The BDI-2 has been standardized in terms of administration for those with visual impairment and multiple disabilities by eliminating items requiring vision. Reliability studies have demonstrated both reliable and valid domain and total scores. Adaptations: Given the availability of the interview format, reliable conclusions can be drawn about those with too little vision to complete the standard administration formats. Bayley Scales of Infant and Toddler Development, 3rd Edition (Bayley-III) Author: Bayley, N. Ages: Birth to four years. Published: 2005, The Psychological Corporation. Qualifications to Administer: Completion of doctoral training in psychology or education, with relevant clinical experience. Stated Purpose: To assess the current developmental functioning of infants and children. Type of Instrument: Normative-referenced assessment instrument. Comments: The Bayley Scales of Infant Development, 3rd Edition (Bayley-III), is composed of five major developmental domains: Cognitive (assessing mental processing, planning, memory, sensorimotor, and concept formation), Language (assessing gestural vocabulary, morphology, social referencing, visual communication, and comprehension), Motor (assessing prehension, visual-motor, perceptual-motor integration, static positioning, dynamic movement, and balance) , Social-Emotional (assessing joint attention, affect, and social referencing), and Adaptive Behavior (assessing communication, self0care, and self-direction). An optional Behavior Rating Scale can also be completed by the examiner. There is also scoring software available for use with a PDA. Parents and/or caregivers are now a larger part of the assessment for a more realistic perspective on a child’s abilities. Normative Data: The publisher states that the normative data collected assessed only those without visual impairment, and no set of data was collected for administration to students with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Standardization: The Bayley-III was standardized on a large population of full-term infants and toddlers, children born prematurely, and those with medical conditions affecting normal cognitive development. However, the author stipulates that the use of the Bayley-III with children with visual or auditory disabilities is problematic, since the three scale scores must be calculated without inclusion of items requiring response to visual stimulation. Adaptations: In the test manual, the author suggests some adaptations for children with visual impairment or multiple disabilities, but stipulates that there has been no standardization of these adapted items. As such, comparison of performance on adapted items with performance on non-adapted items, as well as inclusion of adapted items with standard items for the calculation of scores on the three scales, may not be valid. Bayley-III Screening Test Author: Bayley, N. Ages: Birth to four years. Published: 2005, The Psychological Corporation. Qualifications to Administer: Completion of doctoral training in psychology or education, with relevant clinical experience. Stated Purpose: To quickly screen the developmental functioning of infants and children for more comprehensive assessment. Type of Instrument: Normative-referenced assessment instrument. Comments: The Bayley-III Screening Test is a shortened version of the Bayley Scales of Infant and Toddler Development-3rd Edition. It is comprised of select items from three of the subtests: Cognitive, Language, and Motor. It is estimated to take roughly 15-25 minutes to administer. It will be published in the Fall of 2005. Normative Data: The publisher states that the normative data collected assessed only those without visual impairment, and no set of data was collected for administration to students with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Standardization: The Bayley-III Screening Test was standardized on a large population of full-term infants and toddlers, children born prematurely, and those with medical conditions affecting normal cognitive development. However, the author stipulates that the use of the Bayley-III Screening Test with children with visual or auditory disabilities is problematic, since the three scale scores must be calculated without inclusion of items requiring response to visual stimulation. Adaptations: In the test manual, the author suggests some adaptations for children with visual impairment or multiple disabilities, but stipulates that there has been no standardization of these adapted items. As such, comparison of performance on adapted items with performance on non-adapted items, as well as inclusion of adapted items with standard items for the calculation of scores on the three scales, may not be valid. Bayley Infant Neurodevelopmental Screener (BINS) Author: Aylward, G. Ages: Birth to two years. Published: 1995, The Psychological Corporation. Qualifications to Administer: Master’s degree or equivalent training, with relevant clinical experience. Stated Purpose: To quickly screen for infants at risk for neurological impairment or developmental delay. Type of Instrument: Normative-referenced assessment instrument. Comments: The Bayley Infant Neurodevelopmental Screener (BINS), is composed of eleven of the main items chosen from the Bayley Scales of Infant Development – Second Edition. It assesses basic neurological function, auditory and visual receptive abilities, verbal and motor expressive abilities, and basic cognitive processes. The BINS first discriminates a student into either clinical or nonclinical classifications. Those falling into the clinical range are classified as being at low, moderate or high risk for impairment/delayed development. Normative Data: The publisher states that the normative data collected assessed only those without visual impairment, and no set of data was collected for administration to students with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Standardization: The BINS was standardized on a large population of full-term infants, children born prematurely, and those who returned for NICU follow-up care. However, the author stipulates that the use of the BINS with children with visual or auditory disabilities is problematic, since the three scale scores must be calculated without inclusion of items requiring response to visual stimulation. Adaptations: In the test manual, the author suggests some adaptations for children with visual impairment or multiple disabilities, but stipulates that there has been no standardization of these adapted items. As such, comparison of performance on adapted items with performance on non-adapted items, as well as inclusion of adapted items with standard items for the calculation of scores on the three scales, may not be valid. Behavior Rating Inventory of Executive Function (BRIEF) Author: Gioia, G.A., Isquith, P.K., Guy, S.C., and Kenworthy, L. Ages: Five to eighteen years. Published: 2003, Psychological Assessment Resources. Qualifications to Administer: Completion of doctoral training in psychology or education, with relevant clinical experience. Stated Purpose: To measure impairment of executive function. Type of Instrument: Normative-referenced assessment instrument. Comments: The Behavior Rating Inventory of Executive Function (BRIEF) is a rating form completed by the parent and/or teacher. It was designed to assess the executive functioning of individuals with development or acquired neurological conditions in the home and school setting. There are 86 items organized according to scales: Behavior Regulation (Inhibit, Shift, Emotional Control), and Metacognition (Initiate, Working Memory, Plan/Organize, Organization of Materials, and Monitor). Normative Data: There is no mention of the inclusion of individual’s with visual impairment and multiple disabilities in the normative studies that were conducted. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Standardization: As the BRIEF is a questionnaire completed by the parent and /or teacher, standard administration and scoring procedures are appropriate. Adaptations: As an interview-type instrument that may be given to a student’s parent(s) and/or teacher(s), there is no need to adapt the BRIEF. Behavior Rating Inventory of Executive Function-Preschool Version (BRIEF-P) Author: Gioia, G.A., Espy, K.A., and Isquith, P.K., Ages: Two to six years. Published: 2003, Psychological Assessment Resources. Qualifications to Administer: Completion of doctoral training in psychology or education, with relevant clinical experience. Stated Purpose: To measure impairment of executive function in preschool-age children. Type of Instrument: Normative-referenced assessment instrument. Comments: The Behavior Rating Inventory of Executive Function-Preschool Version (BRIEF-P) is a rating form completed by the parent and/or teacher. It was designed to assess the executive functioning of individuals with development or acquired neurological conditions in the home and school setting. There are 63 items that assess a child’s Inhibition, Shifting of Attention, Emotional Control, Working Memory, Planning/Organizing, Organization of Materials, and Monitoring. A Global Executive Composite score is obtained. Normative Data: There is no mention of the inclusion of individual’s with visual impairment and multiple disabilities in the normative studies that were conducted. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Standardization: As the BRIEF-P is a questionnaire completed by the parent and /or teacher, standard administration and scoring procedures are appropriate. Adaptations: As an interview-type instrument that may be given to a student’s parent(s) and/or teacher(s), there is no need to adapt the BRIEF-P. Behavior Rating Inventory of Executive Function-Self-Report Version (BRIEF-SR) Author: Guy, S.C., Isquith, P.K., and Gioia, G.A. Ages: Eleven to eighteen years. Published: 2005, Psychological Assessment Resources. Qualifications to Administer: Completion of doctoral training in psychology or education, with relevant clinical experience. Stated Purpose: To measure an adolescent’s view of his/her ability to guide, direct, and manage cognitive, emotional and behavioral functions. Type of Instrument: Normative-referenced assessment instrument. Comments: The Behavior Rating Inventory of Executive Function-Self-Report Version (BRIEF-SR) is a rating form completed by the individual who is the subject of the assessment. It was designed to assess the executive functioning of adolescents with development or acquired neurological conditions. It was designed to complement the information obtained from the standard forms of the BRIEF completed by a parent or teacher. It provides a greater degree of information with respect to insight into the adolescents’ difficulties/limitations. There are 80 items that assess ones ability to Inhibit Attention, Shift Attention, Emotional Control, Working Memory, Plan/Organize, Organization of Materials, Monitor, and Task Completion. Normative Data: There is no mention of the inclusion of individual’s with visual impairment and multiple disabilities in the normative studies that were conducted. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Standardization: As the BRIEF-SR is a questionnaire completed by the adolescent, it must be administered either as a structured interview or after ascertaining that there are no reading difficulties. Adaptations: There are no adaptations specifically for individuals with visual impairment or multiple disabilities. Any informally adapted items may require standardization and normalization before comparison of performance on adapted items to existing normative data. Behavioral and Emotional Rating Scale, 2nd Edition (BERS-2) Author: Epstein, M.H. Ages: Five to nineteen years. Published: 2005, Psychological Assessment Resources. Qualifications to Administer: Completion of doctoral training in psychology or education, with relevant clinical experience. Stated Purpose: To measure a child’s strengths and competencies. Type of Instrument: Normative-referenced assessment instrument. Comments: The Behavioral and Emotional Rating Scale, 2nd Edition (BERS-2) is a rating of an individual’s behavioral and emotional strengths and weaknesses. There are three forms completed, one by the subject of assessment (Youth Rating Form), a parent’s observational report (Parent Rating Scale), and the observations of another professional, such as a caregiver/teacher (Teacher Rating Scale). It was designed to assess interpersonal functioning, in/at school and home, affective strength, intrapersonal strength, family involvement, and career strength Normative Data: For each of the forms, there are two sets of normative data, one for those identified with behavioral and/or emotional disorders, and those not identified as such. There is no mention of the inclusion of individual’s with visual impairment and multiple disabilities in the normative studies that were conducted. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Standardization: The form completed by the subject of assessment may require a non-standard administration, such as a structured interview format. However, for the other tow forms, as they are questionnaires completed by the parent and /or teacher, standard administration and scoring procedures are appropriate. Adaptations: There are no adaptations available for those with vision impairment and multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Bender Visual-Motor Gestalt Test, 2nd Edition (BVMGT-II) Author: Bender, L. Ages: Four to 85 years. Published: 2003, The Psychological Corporation. Qualifications to Administer: Completion of doctoral training in psychology or education, with relevant clinical experience. Stated Purpose: To measure perceptual-motor abilities. Type of Instrument: Normative-referenced assessment instrument. Comments: The Bender Visual Motor Gestalt Test, Second Edition (BVMGT-II) is the first significant overhaul of the original BVGMT from 1963. It was designed to assess an individual’s ability to organize visual stimuli into configural wholes. The person is asked to reproduce a figure that is viewed in an untimed format. By virtue of its quick administration and interpretation, the BVMGT-II is likely to be used as part of a battery of instruments. The visually demanding nature of this test is not well suited to those with visual impairment. It is difficult to assess how well an individual visualizes the stimuli and, consequently, how well the task can be completed. Normative Data: The publisher states that the normative data collected assessed only those without visual impairment, and no set of data was collected for administration to individuals with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Standardization: The BVMGT-II has not been standardized in terms of administration procedures and interpretation for individuals with visual impairment or multiple disabilities. Adaptations: The publisher also states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Beyond Arms Reach: Enhancing Distance Vision Authors: Smith, A., and O’Donnell, L. M. Ages: Four years to adult. Published: 1992, Pennsylvania College of Optometry Press. Qualifications to Administer: Training as an orientation and mobility specialist or a teacher of the visually impaired. Stated Purpose: To assist a child in becoming more proficient in identifying and using visual cues. Type of Instrument: Non-assessment focused teaching curriculum. Comments: The Beyond Arms Reach: Enhancing Distance Vision program is a series of sequential lessons from which a child can build a visual foundation and develop skills. The child learns to identify cues, such as simple form discrimination, and develop more complex visual skills, such as distance and depth cues. The program covers basic visual-motor skills; feature, shape, and object formation; moving through the environment (position, distance, and depth cues); and increasing experiential knowledge through visual exploration. Normative Data: The Beyond Arms Reach: Enhancing Distance Vision program is not an assessment tool, but rather a teaching curriculum. As such, normative data is not provided for determination of age appropriateness of skills level development. Standardization: This program was designed specifically for students with visual impairment or multiple disabilities. Adaptations: As Beyond Arms Reach: Enhancing Distance Vision is designed specifically for students with visual impairment or multiple disabilities, adaptations are not necessary. Bielefeld Developmental Test for Blind Infants and Preschoolers Authors: Brambring, M., Dobslaw, G., Hauptmeier, M., Hecker, W., Latta-Webster, E., and Troester, H. Ages: Nine months to four years. Published: Not yet available commercially. Qualifications to Administer: Not specified. Stated Purpose: To evaluate crawling, walking, and advanced locomotive behavior. Type of Instrument: Normative-referenced assessment instrument. Comments: The Bielefeld Developmental Test for Blind Infants and Preschoolers was designed as a locomotive, orientation and mobility assessment for infants and preschool- age children. The test is a series of 183 tasks, for which the evaluator is to assign up to 340 points. The test manual states that the test was designed to be administered in the child’s house. The Bielefield Developmental Test for Blind Infants and Preschoolers takes up to three hours to administer, including breaks. A structured interview of the child’s parents is also conducted. Normative Data: The Bielefeld Developmental Test for Blind Infants and Preschoolers is currently being normed on a larger representative sample of students with visual impairment than the samples used in determining norms for the experimental form currently used for research purposes only. Standardization: This program was designed specifically for students with visual impairment or multiple disabilities. Adaptations: Not necessary for visual impairment, although there is no mention regarding adaptation for those with multiple disabilities. Blind Learning Aptitude Test (BLAT) Author: Newland, T. E. Ages: Six to sixteen years. Published: 1971, University of Illinois Press (Out of print). Qualifications to Administer: Graduate training in tests and measurement, with relevant clinical experience. Stated Purpose: To obtain a picture of the learning potential of young blind children. Type of Instrument: Normative-referenced assessment instrument. Comments: To reduce the use of cultural learning, the Blind Learning Aptitude Test (BLAT) uses six types of nonverbal items, such as geometric shapes, and assesses intelligence through the subjects’ ability to discern their interrelationships. Although the stimuli are raised dots on cards, the ability to read Braille is not a requirement of the BLAT, since the stimuli can be perceived simply as patterns of dots. A raw score is obtained based on the number of correct responses, which is transformed into a “Learning Aptitude Age Equivalent.” This age equivalent is similar to the mental age of other intelligence quotient tests. Normative Data: The normative sample for the BLAT was large and representative of the blind population as a whole. However, normative data has not be made available since it’s original release, and the numbers must be currently applied with great caution. As such, the BLAT may presently be more useful as a criterion measure, a guide for determining the student’s functional level, rather than as an instrument providing standardized scores per se. It is not clear if the BLAT assesses aptitude equivalently in those with low vision, as compared with those who are blind. Reliability and validity data for the BLAT, however, are poor and incomplete. Standardization: The BLAT was designed for those without vision. The manual states that aptitude is reliably discerned only up to twelve years of age. Adaptation: As an instrument designed for students with visual impairment or multiple disabilities, the BLAT does not require adaptation. Body Image Screening Test for Blind Children Author: Cratty, B. Ages: Five years to adult. Published: 1968, American Foundation for the Blind (Out of Print). Qualifications to Administer: Not specified. Stated Purpose: To assess orientation and mobility and perceptual motor skills of blind children. Type of Instrument: Criterion-referenced assessment instrument. Comments: The Body Image Screening Test for Blind Children was designed to provide information about movement, spatial awareness, and body-image concepts, which are essential to the development of effective travel skills in children who are blind. Normative Data: As a criterion-referenced assessment tool, the Body Image Screening Test for Blind Children is only designed to provide a general picture of orientation and mobility skills, rather than determination of age appropriateness of skills level development. A “Developmental Stage” can be determined. Given that the Body Image Screening Test for Blind Children is criterion-based, the fact that it is dated does not necessarily lead to doubts as to its current validity as an orientation and mobility assessment instrument. Standardization: The Body Image Screening Test for Blind Children was designed for those without vision. It is not clear if the Body Image Screening Test for Blind Children assesses orientation, movement and perceptual awareness skills equivalently in those with low vision, as compared with those who are blind. Adaptation: As an instrument designed for those who are blind, the Body Image Screening Test for Blind Children does not require adaptation. Boehm Test of Basic Concepts – 3 Preschool (Boehm – 3 Preschool) Author: Boehm, A. Ages: Three to five years. Published: 2001, The Psychological Corporation. Qualifications to Administer: Master’s degree in psychology, with courses and relevant clinical experience. Stated Purpose: To measure understanding of basic concepts to pinpoint specific areas of reduction. Type of Instrument: Normative-referenced assessment instrument. Comments: The Boehm Test of Basic Concepts-Preschool Version (Boehm – 3 Preschool) is a downward extension of the Boehm Test of Basic Concepts – Third Edition. The Boehm – 3 Preschool was designed as a screening instrument for the identification of cognitive and language concepts in preschool children, such as size, direction, position in space, quantity, and time. It purports to measure concepts relevant to early childhood curricula efficiently. Normative Data: The publisher states that the normative data collected assessed only those without visual impairment, and no set of data was collected for administration to young children with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Standardization: The Boehm – 3 Preschool has not been standardized in terms of administration procedures and interpretation for individuals with visual impairment or multiple disabilities. Parents are also asked for information, which does help make this test more appropriate for use with students with visual impairment or multiple disabilities. A Spanish-Language version of the test has been released for those who are primarily Spanish speakers. Adaptations: The publisher states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. An adapted form of the Boehm – 3 Preschool is currently being standardized and normed. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Boehm Test of Basic Concepts – 3rd Edition (Boehm – 3) Author: Boehm, A. Ages: Five to nine years. Published: 2000, The Psychological Corporation. Qualifications to Administer: Master’s degree in Psychology, with courses and relevant clinical experience. Stated Purpose: To measure understanding of basic concepts to pinpoint specific areas of reduction. Type of Instrument: Normative-referenced assessment instrument. Comments: The Boehm Test of Basic Concepts – Third Edition (Boehm - 3) was designed as a screening instrument for the identification of relational concepts of space, quantity, and time in terms of persons, objects, and situations. It was intended to be part of a battery of tests for assessing readiness or identify those who may be at risk for learning difficulty and who may need referral for additional testing. Normative Data: The publisher states that the normative data collected assessed only those without visual impairment, and no set of data was collected for administration to individuals with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Standardization: The Boehm – 3 has not been standardized in terms of administration procedures and interpretation for individuals with visual impairment or multiple disabilities. Parents are also asked for information, which does help make this test more appropriate for use with students with visual impairment or multiple disabilities. A Spanish-Language version of the test has been released for those who are primarily Spanish speakers. Adaptations: The publisher states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. An adapted form of the Boehm – 3 is currently being standardized and normed. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Bracken Basic Concept Scale-Revised (BBCS-R) Author: Bracken, B. A. Ages: Two to eight years. Published: 1998, The Psychological Corporation. Qualifications to Administer: Master’s degree in psychology or education, with relevant courses and clinical experience. Stated Purpose: To measure a subset of children’s receptive vocabulary-basic concepts. Type of Instrument: Normative-referenced assessment instrument. Comments: The Bracken Basic Concept Scale-Revised (BBCS-R) was designed to measure basic concepts, which the author defines as word labels for colors, letters, numbers/counting, sizes, comparisons, shapes, direction/position, self-awareness, social awareness, texture/materials, quantity, and time/sequence. The examiner names the concept displayed, and the student must identify the appropriate picture verbally or by pointing. While the new items are presented in color, stimuli may be difficult for children with visual impairment or multiple disabilities to discern because they may lack the fine visual acuity necessary for distinguishing elements of a picture. The publisher states that children with limited vision are at a disadvantage because the stimuli are presented visually. Spanish-Language components have been recently added to asses those individuals presenting with Spanish as their primary language. Normative Data: The publisher states that the normative data collected assessed only those without visual impairment, and no set of data was collected for administration to individuals with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Standardization: The BBCS-R has not been standardized in terms of administration procedures and interpretation for individuals with visual impairment or multiple disabilities. The author has created a standardized system for evaluating students with color blindness, which is discussed in the test manual. Adaptations: The publisher states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. The author has suggested prorating scores for students with visual impairment, but even this non-standard administration may not appropriately assess students with visual impairment or multiple disabilities. Bracken School Readiness Assessment (BSRA) Author: Bracken, B. A. Ages: Two to eight years. Published: 2002, The Psychological Corporation. Qualifications to Administer: Master’s degree in psychology or education, with relevant courses and clinical experience. Stated Purpose: To measure a child’s knowledge and mastery of school “readiness” traditionally mastered in preschool and kindergarten. Type of Instrument: Normative-referenced assessment instrument. Comments: The Bracken School Readiness Assessment (BSRA) was designed to measure a child’s knowledge of and facility with concepts upon entry to formal; primary education. Concepts assessed include colors, letters, numbers/counting, sizes, comparisons, and shapes. Essentially a screening test, these represent the first six tasks of the Bracken Basic Concept Scale-Revised. The examiner names the concept displayed, and the student must identify the appropriate picture verbally or by pointing. While the new items are presented in color, stimuli may be difficult for children with visual impairment or multiple disabilities to discern because they may lack the fine visual acuity necessary for distinguishing elements of a picture. The publisher states that children with limited vision are at a disadvantage because the stimuli are presented visually. Spanish-Language components have been recently added to asses those individuals presenting with Spanish as their primary language. Normative Data: The publisher states that the normative data collected assessed only those without visual impairment, and no set of data was collected for administration to individuals with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Standardization: The BSRA has not been standardized in terms of administration procedures and interpretation for individuals with visual impairment or multiple disabilities. The author has created a standardized system for evaluating students with color blindness, which is discussed in the test manual. Adaptations: The publisher states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. The author has suggested prorating scores for students with visual impairment, but even this non-standard administration may not appropriately assess students with visual impairment or multiple disabilities. Brief Infant-Toddler Social Emotional Assessment (BITSEA) Authors: Carter, A. and Briggs-Gowan, M.. Ages: One to three years. Published: 2005, The Psychological Corporation. Qualifications to Administer: Graduate training in psychology with coursework in development and assessment. Stated Purpose: To provide a brief screen of social-emotional development. Type of Instrument: Normative-referenced assessment instrument. Comments: There Brief Infant-Toddler Social Emotional Assessment (BITSEA) is a short (42-item) screen of social-emotional development in young children. It is based on the more comprehensive Infant-Toddler Social Emotional Assessment (ITSEA) discussed later. As with the ITSEA, there are both a Parent Form and a Care Provider Form, which may also be administered as a structured interview. Spanish-Language forms are also being made available when the instrument is released in the Fall of 2005. Normative Data: The normative studies were large and representative. The publisher states that children with language delays, premature birth, and other “diagnosed disorders” were included, yet there is no mention of inclusion of children with visual impairment or multiple disabilities, it is unclear how applicable the available normative data may be for these individuals. Standardization: As a parent or caregiver completed questionnaire, or a structure interview administered to these individuals, standard procedures are appropriate. Adaptations: No adaptations are necessary, as the BITSEA is a questionnaire completed by the parent and caregiver about a child’s abilities. Brigance Comprehensive Inventory of Basic Skills, Revised Braille Edition (CIBS-R) Author: Brigance, A. H. Ages: Five to thirteen years. Published: 2004, American Printing House for the Blind. Qualifications to Administer: Graduate training in tests and measurement, with relevant supervised clinical experience. Stated Purpose: To assess basic skills in the areas of readiness, reading, listening, research and study skills, spelling, language, and mathematics. Type of Instrument: Normative-referenced assessment instrument. Comments: There are 198 test items in the Brigance Diagnostic Comprehensive Inventory of Basic Skills (CIBS). They are organized into seven categories: Readiness, Reading, Listening, Research and Study Skills, Spelling, Language, and Mathematics. Some of the tasks are too broadly designed for students with visual impairment or multiple disabilities. This is a Braille format version of the standard instrument of achievement published by Curriculum Associates. Normative Data: There are separate normative data for the ITBS-Braille Edition, based on how sighted students performed on the items selected from the standard form of the Iowa Tests of Basic Skills, Forms K, L, and M. Standardization: This form of the ITBS was designed specifically for use with students with visual impairment or multiple disabilities. The student must demonstrate proficiency in Braille to use this format of the ITBS. Administration of the Braille adaptation is considered nonstandard, and time limits may be exceeded. Adaptations: Braille adaptations are not available for each test level, and the publisher should be contacted regarding availability. Items that could not be adapted were eliminated from the Braille Edition. Brigance Diagnostic Inventory of Early Development-II (IED-II) Author: Brigance, A. H. Ages: Birth to seven years. Published: 2004, Curriculum Associates. Qualifications to Administer: Graduate training in tests and measurement, with relevant supervised clinical experience. Stated Purpose: To determine the developmental or performance level of the infant or child. Type of Instrument: Normative-referenced assessment instrument. There is also a criterion-referenced tactile supplement. Comments: The Brigance Diagnostic Inventory of Early Development-II (IED-II) measures five aspects of development: Pre-Ambulatory Motor Skills and Behaviors (Supine Position, Prone Position, Sitting Position, and Standing Position), Gross Motor Skills and Behaviors (Standing, Walking, Stairs and Climbing, Running, Hopping, Kicking, Balance Beam, Catching, and Rolling, Throwing), Fine Motor Skills and Behaviors (Eye/Finger Manipulation, Tower Building, Pre-Handwriting and Cutting), Self-Help Skills (Feeding/eating, Dressing, Undressing, Toileting, Grooming, and Bathing), Speech and Language Skills (Prespeech Gesturing/Vocalization, Receptive Language, Sentence Length, Verbal Directions, Picture Vocabulary, Sentence Memory, Social Speech, and Singing) and Social-Emotional Development (Play Skills and Behavior, and Initiative/Engagement. General knowledge is assessed, asking about body parts, colors, shapes, and other classification categories, as well as knowledge of how to deal with particular social situations. Early academic performance is assessed in terms of basic reading skills, manuscript writing and basics of mathematics. The IED-II was designed as a form of the Brigance Comprehensive Inventory of Basic Skills for preschool-age and younger school-age children. Normative Data: The publisher states that the normative data collected assessed only those without visual impairment, and no set of data was collected for administration to individuals with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. The tactile supplement provides no normative information, rather an overview of a student’s abilities on those items. Standardization: The IED-II has not been standardized in terms of administration procedures and interpretation for individuals with visual impairment or multiple disabilities. Adaptations: The American Printing House for the Blind has produced a tactile supplement for the original IED. This is not available yet for the newly-released IED-II. Brigance Employability Skills Inventory (ESI) Author: Brigance, A. H. Ages: Thirteen years and older. Published: 1995, Curriculum Associates. Qualifications to Administer: Graduate training in tests and measurement, with relevant supervised clinical experience. Stated Purpose: To assess an individual’s potential for employment. Type of Instrument: Criterion-referenced assessment instrument. Comments: The Brigance Employability Skills Inventory (ESI) was designed to assess the individual’s readiness for employment, and to help the individual select a type of employment. In all, 124 skills are assessed including speaking and listening, reading level, pre-employment writing skills, mathematics skills and concepts, career awareness and self understanding, and job seeking abilities. Normative Data: As a criterion-referenced assessment tool, the EI is only designed to provide a general picture of employment potential, rather than determination of age appropriateness of the individual’s employment potential. Standardization: As the EI is primarily a series of questions to be responded to by an observer, standard administration and scoring procedures are appropriate for evaluating individuals with visual impairment or multiple disabilities. Adaptations: As the EI is completed by an observer based upon the responses of the individual being evaluated, no adaptations are necessary. Items not completed by students are eliminated. Brigance Life Skills Inventory (LSI) Author: Brigance, A. H. Ages: Thirteen years and older. Published: 1994, Curriculum Associates. Qualifications to Administer: Graduate training in tests and measurement, with relevant supervised clinical experience. Stated Purpose: To assess an individual’s functioning within daily life situations. Type of Instrument: Criterion-referenced assessment instrument. Comments: The Brigance Life Skills Inventory (LSI) was designed to assess the individual’s ability to conduct daily life activities. A series of questions are answered by the assessor, based upon observations of the individual. The student also directly responds to some items. Areas of assessment include speaking and listening skills, functional writing skills, knowledge of words on common signs and warning labels, telephone skills, money and finance, knowledge of food vocabulary and labels, knowledge of acquiring and selection of clothing, knowledge of basic health matters, and knowledge of travel and transportation, Normative Data: As a criterion-referenced assessment tool, the LSI is only designed to provide a general picture of daily living skills, rather than determination of age appropriateness of daily living skills development. Standardization: As the LSI is primarily a series of questions to be responded to by an observer, standard administration and scoring procedures are appropriate for evaluating individuals with visual impairment or multiple disabilities. Adaptations: As the LSI is completed by an observer based upon the responses of the individual being evaluated, no adaptations are necessary. Items not completed by students are eliminated. Bruininks-Oseretsky Test of Motor Proficiency Author: Bruininks, R. H. Ages: Four to fifteen years. Published: 1978, Psychological Assessment Resources. Qualifications to Administer: Completion of graduate training in tests, measurement, guidance, or psychological assessment. Stated Purpose: To assess the motor functioning of children. Type of Instrument: Normative-referenced assessment instrument. Comments: The Bruininks-Oseretsky Test of Motor Proficiency contains eight subtests that are grouped according to two categories: Gross Motor Development (Running Speed and Agility, Balance, Bilateral Coordination, and Strength) and Fine Motor Development (Response Speed, Visual-Motor Control, Upper Limb Speed, and Dexterity). In addition, Gross Motor and Fine Motor Composite scores can be computed. This instrument was meant to assess proficiency, particularly of those with physical impairment. Normative Data: The publisher states that the normative data collected assessed only those without visual impairment, and no set of data was collected for administration to individuals with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. The normative data is likewise old, and must be used cautiously for interpretation of age-appropriate development of skills. Standardization: The Bruininks-Oseretsky Test of Motor Proficiency has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. The publisher states that the Bruininks-Oseretsky Test of Motor Proficiency is poorly suited to students with visual impairment or multiple disabilities since a significant number of items require the integration of visual and motor skills. Adaptations: The publisher also states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. California Verbal Learning Test, 2nd Edition (CVLT-II) Author: Delis, D.C., Kramer, J.H., Kaplan, E., and Ober, B.A. Ages: Sixteen to 89 years. Published: 2000, The Psychological Corporation. Qualifications to Administer: Completion of graduate training in tests, measurement, guidance, or psychological assessment. Stated Purpose: To assess the verbal memory abilities of students and adults. Type of Instrument: Normative-referenced assessment instrument. Comments: The California Verbal learning Test-2nd Edition (CVLT-II) is a list learning task with repetition. A series of 16 words categorized according to vegetable, furniture, means of transportation, and animal are presented five times during the learning phase. After a second distraction list, the free and cued recall trials are administered. This verbal memory tasks with repetition, but no context, is well suited for those with visual impairment or multiple disabilities. Normative Data: The publisher states that the normative data collected assessed only those without visual impairment, and no set of data was collected for administration to individuals with visual impairment or multiple disabilities. However, as it is entirely verbal, there is no reason the normative data should not be suitable. Standardization: The CVLT-II has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities, but standard procedures are appropriate. Adaptations: The publisher also states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities, but none are needed. Callier-Azusa Scale: G Edition Author: Stillman, R. Ages: Birth to twelve years. Published: 1978, Callier Center for Communication Disorders, University of Texas at Dallas. Qualifications to Administer: Graduate training in tests and measurement, with relevant clinical experience. Stated Purpose: To aid in the assessment of deaf-blind and severely/profoundly handicapped children so that developmentally appropriate activities can be provided. Type of Instrument: Normative-referenced assessment instrument. Comments: The Callier-Azusa Scale: G Edition has eighteen measures in six different areas: Motor Development (Postural Control, Locomotion, Fine Motor, and Visual Motor), Perceptual Development (Vision, Auditory, and Tactile), Daily Living Skills (Dressing, Personal Hygiene, Feeding, and Toileting), Cognition, Communication and Language (Receptive, Expressive, and Speech), and Social Development (Adults, Peers, and Environment). Normative Data: The normative sample is representative of the blind population as a whole. Obviously, all the normative data available are appropriate for students who are deaf-blind, but the utility for those who do use some vision, those with only visual impairment, or those with multiple impairments not including deafness, is unclear. Standardization: The Callier-Azusa Scale: G Edition was designed for those without vision, and standard administration and scoring procedures are appropriate. It is completed by a trained assessor, based on observation. The author stipulates that an examiner who is thoroughly familiar with the student must administer the Callier-Azusa Scale: G Edition, and that observation should last for at least two weeks, after which the scale is completed. Adaptation: As an instrument designed for students who are blind or those that have multiple disabilities, the Callier-Azusa Scale: G Edition does not require adaptation. Callier-Azusa Scale: H Edition Author: Stillman, R., and Battle, C. Ages: Two to seventeen years. Published: 1985, Callier Center for Communication Disorders, University of Texas at Dallas. Qualifications to Administer: Graduate training in tests and measurement, with relevant clinical experience. Stated Purpose: To view the communicative abilities of deaf-blind and severely/profoundly handicapped persons. Type of Instrument: Normative-referenced assessment instrument. Comments: The Callier-Azusa Scale: H Edition has four measures: Representational and Symbolic Activities, Receptive Communication, Intentional Communication, and Reciprocity. The Callier-Azusa Scale H Edition provides assessment information needed to plan individualized, communication-based interventions, and a means of documenting changes in communication development, and its cognitive and social processes. Normative Data: The normative sample is representative of the blind population as a whole. Obviously, all the normative data available are appropriate for students who are deaf-blind, but the utility for those who do use some vision, those with only visual impairment, or those with multiple impairments not including deafness, is unclear. Standardization: The Callier-Azusa Scale: H Edition was designed for those without vision, and standard administration and scoring procedures are appropriate. It is completed by a trained assessor, based on observation. The author stipulates that an examiner who is thoroughly familiar with the student must administer the Callier-Azusa Scale: H Edition, and that observation should last for at least two weeks, after which the scale is completed. Adaptation: As an instrument designed for students who are blind or those that have multiple disabilities, the Callier-Azusa Scale: H Edition does not require adaptation. Cardiff Acuity Test Authors: Woodhouse,J.M. Ages: One to three years. Published: 1993, Keeler UK Ltd. Qualifications to Administer: An individual who is suspected of having a visual impairment must have an acuity test administered and interpreted by a M.D. or O.D. Stated Purpose: To measure distance acuity in children one to three years old. Type of Instrument: Criterion-referenced assessment instrument. Comments: The Cardiff Acuity Test was designed for younger children for whom standard letter or number based acuity tests would not be appropriate. It is a preferential looking task with vanishing optotypes. Each stimulus card features a picture and a plain area. The premise is that an infant or toddler will fixate on the visible object (a house, car, duck, etc.), rather then on the plain stimulus area of each card. There are a total of eleven acuity levels for precise determination. Eye movements are observed and recorded, based upon a viewing distance of either 50 centimeters or one meter. Normative Data: The Cardiff Acuity Test is a criterion-referenced assessment tool, designed to provide an accurate measure of distance acuity, rather than any normative information Standardization: The Cardiff Acuity Test was designed specifically for those with visual impairment or multiple disabilities. Adaptations: As the Cardiff Acuity Test is designed specifically for assessment of visual acuity, adaptations are not necessary. Career Assessment Inventory, Revised Edition (CAI) Author: Johansson, C. B. Ages: Thirteen years to adult. Published: 1982, NCS Professional Assessment Services. Qualifications to Administer: School guidance counselors, psychologists, and other similarly trained individuals. Stated Purpose: A vocational interest tool for individuals planning to enter occupations requiring up to two years of post-secondary training. Type of Instrument: Normative-referenced assessment instrument. Comments: The Career Assessment Inventory (CAI) is composed of six Basic Interests Scales (Realistic, Investigative, Artistic, Social, Enterprising, and Conventional), and scores for 111 Occupational and Nonoccupational Scales. The CAI was developed for those who want to enter a career immediately after graduating from high school, or those interested in entering a technical or trade school. It compares an individual’s interests with those of employed adults who have not attained a four-year college education. The subject marks answers next to questions. Items are divided into Activities, School Subjects, and Occupations. The CAI has been found to be especially helpful for those with a moderate degree of ability. It was worded according to a sixth-grade reading level. Interpretation demands the skills of a trained expert in the areas of interpretation and integration of vocational interests. Normative Data: The publisher states that the normative data collected assessed only those without visual impairment, and no set of data was collected for administration to students with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Further, the instrument is somewhat dated, and may not reflect changes to respect to current vocational interests and opportunities. Standardization: The CAI has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. It must likewise be ascertained that the occupational options suggested can in actuality be performed by one with visual impairment or multiple disabilities. Adaptations: The publisher also states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Career Decision Making System-Revised (CDM) Authors: Harrington, T. F., and O’Shea, A. J. Ages: Eight years to adult. Published: 2004, American Guidance Service. Qualifications to Administer: Not specified. Stated Purpose: To clarify interests, values, and abilities, allowing people to make successful career choices. Type of Instrument: Normative-referenced assessment instrument. Comments: The Career Decision Making System-Revised (CDM) is available for two levels: Middle School/Junior High School (Level One) and High School and Adults (Level Two). The Level One version is written at a fourth-grade reading level, containing 96 gender-neutral items. The Level Two version is written at a seventh-grade reading level, containing 120 gender-neutral items. Potential college majors are also suggested by the Level Two version. The CDM-Revised aims to match the students “abilities, interests and values” to the best career option, while contemplating from among 400 career options. Specifics about education and training requirements are considered. Normative Data: The publisher states that the normative data collected assessed only those without visual impairment, and no set of data was collected for administration to students with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Standardization: The CDM has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. It must likewise be ascertained that the occupational options suggested can in actuality be performed by one with visual impairment or multiple disabilities. Adaptations: The publisher also states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Career Occupation Preference System (Picture Inventory of Careers) Author: Knapp-Lee, L. Ages: Elementary school age to adult. Published: 1993, EdITS/Educational and Industrial Testing Service. Qualifications to Administer: Not specified. Stated Purpose: To measure career interest for persons with language difficulties. Type of Instrument: Normative-referenced assessment instrument. Comments: There are fourteen scores to the Career Occupation Preference System: Science-Professional, Science-Skilled, Technical-Professional, Technical-Skilled, Consumer Economics, Outdoor, Business-Professional, Business-Skilled, Clerical, Communication, Arts-Professional, Arts-Skilled, Service-Professional, and Service-Skilled. Although the picture items of this instrument may make it appropriate for use with individuals with visual impairment or multiple disabilities, the clarity of test items must be determined at the outset. Normative Data: The publisher states that the normative data collected assessed only those without visual impairment, and no set of data was collected for administration to students with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Standardization: Career Finder Plus has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment and multiple disabilities. It must likewise be ascertained that the occupational options suggested can in actuality be performed by one with visual impairment or multiple disabilities. Adaptations: The publisher also states that the Career Occupation Preference System has not been formally adapted for students with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Carolina Curriculum for Infants & Toddlers with Special Needs–2nd Ed. Authors: Johnson-Martin, N., Jens, K. G., Attermeier, S. M., and Hacker, B. J. Ages: Birth to two years. Published: 1986, Paul H. Brookes Publishing Company. Qualifications to Administer: Not specified. Stated Purpose: To assess infants and toddlers with special needs. Type of Instrument: Criterion-referenced assessment focused teaching curriculum. Comments: The Carolina Curriculum for Infants and Toddlers with Special Needs–2nd Edition was developed to assess infants and toddlers up to two years’ developmental age across a broad range of impairments. Five domains are assessed: Cognition, Communication, Social Adaptation, Fine Motor Skills, and Gross Motor Skills. The curriculum sequences twenty-four different content areas. It also offers teaching suggestions and information about motor development. Normative Data: The Carolina Curriculum for Infants and Toddlers with Special Needs–2nd Edition curriculum is not a norm-referenced assessment tool, but rather a criterion-referenced one, which measures the ability to complete a task. As such, normative data is not provided for determination of age appropriateness of skills level development, rather an overall view of a child’s abilities is determined. Standardization: The Carolina Curriculum for Infants and Toddlers with Special Needs–2nd Edition curriculum is designed for students with visual impairments as well as other disabilities. Adaptations: Specific adaptations to test items are provided for infants and toddlers with visual impairment. As an instrument to be completed by a child’s caregiver, the Carolina Curriculum for Infants and Toddlers with Special Needs–2nd Edition is suited for use with children with visual impairment or multiple disabilities. Chicago Early Assessment and Remediation LaboratorY (Chicago EARLY) Author: Board of Education of the City of Chicago. Ages: Three to five years. Published: 1988, Educational Teaching Aids. Qualifications to Administer: Classroom or special education teacher. Stated Purpose: To assess individual abilities and provide remedial instructional activities in weak areas of functioning. Type of Instrument: Normative-referenced assessment and instruction instrument. Comments: The Chicago Early Assessment and Remediation LaboratorY (Chicago EARLY) has five scores: Gross Motor, Fine Motor, Language, Visual Discrimination, and Memory. The Chicago EARLY is described in material included with the test as a complete evaluation, whereas some of the supporting material refers to it as a screening test. Normative Data: The publisher does not specify whether the studies conducted to gather normative data assessed only those without visual impairment, or if those with visual impairment or multiple disabilities were included. It is unclear how applicable the normative data provided are to draw conclusions about those with visual impairment or multiple disabilities. Further, the normative data is dated, and any functional determinations may not accurately reflect current normative functional levels. Standardization: Chicago EARLY has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. Adaptations: The publisher also states that the Chicago EARLY has not been formally adapted for students with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Children’s Memory Scale (CMS) Authors: Cohen, M. Ages: Five to sixteen years. Published: 1997, The Psychological Corporation. Qualifications to Administer: Graduate training in tests and measurement, with relevant clinical experience. Stated Purpose: To comprehensively compare memory and learning to ability, attention, achievement. Type of Instrument: Normative-referenced assessment instrument. Comments: The Children’s Memory Scale (CMS) has seven subtests grouped according to three domains assessed: Auditory Verbal (Stories I and II, and Word Lists I and II), Attention/Concentration (Numbers, Sequences, and Picture Locations), and Visual/Nonverbal (Dot Locations, Faces I and II, and Family Pictures). This test measures both immediate and delayed recall of visual and verbal information. Conceptually, this test is analogous to a downward extension of the Wechsler Memory Scale used for adults. It has been linked to the Wechsler Intelligence Scale for Children-IV in terms of validation/normative studies. Visual stimuli are large, but the efficient attention to detail may render many of the nonverbal memory and the visual attention/concentration tasks of limited use for those with low vision. Normative Data: The normative sample was large and representative of most children, but the publisher states that the children included in the normative studies did not have any visual, physical, speech, language, learning, mental, or attention impairments or disorders. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Standardization: The CMS has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. Adaptations: The publisher also states that no adaptations have been made specifically for children with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Clinical Evaluation of Language Fundamentals Preschool, 2nd Edition (CELF Preschool-2) Authors: Wiig, E. H., Secord, W. A. and Semel, E. Ages: Three to six years. Published: 2004, The Psychological Corporation. Qualifications to Administer: Graduate training in tests and measurement, with relevant clinical experience. Stated Purpose: To measure a broad range of expressive and receptive language skills in preschool-age children. Type of Instrument: Normative-referenced assessment instrument. Comments: The Clinical Evaluation of Language Skills Preschool-2nd Edition (CELF Preschool-2) has nine scores grouped according to two broad categories: Receptive Language Total (Linguistic Concepts, Sentence Structure, and Basic Concepts), Expressive Language Total (Recalling Sentences in Context, Formulating Labels, and Word Structure), and an overall Total score. The CELF Preschool-2 was designed to be a downward extension of the Clinical Evaluation of Language Fundamentals-4th Edition, with some of the subtests being eliminated because they were not deemed appropriate for preschool age children. It purports to measure language skills necessary for the classroom, pre-literacy, and phonological awareness. It relies heavily on color pictures. Normative Data: The normative sample was large and representative of most children, but the publisher states that the children included in the normative studies did not have any visual, physical, speech, language, learning, mental, or attention impairments or disorders. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Standardization: The CELF Preschool-2 has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. Adaptations: The publisher also states that no adaptations have been made specifically for children with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Clinical Evaluation of Language Fundamentals, 4th Edition (CELF-4) Authors: Semel, E., Wiig, E. H., and Secord, W. A. Ages: Five to twenty-one years. Published: 2003, The Psychological Corporation. Qualifications to Administer: Master’s degree in psychology, with relevant courses and clinical experience in tests and measurement. Stated Purpose: To identify, diagnose, and do follow-up evaluation of language-skill deficits in school-age children. Type of Instrument: Normative-referenced assessment instrument. Comments: The Clinical Evaluation of Language Fundamentals-4th Edition (CELF-4) utilizes a fundamentally different approach from previous editions. With this “Four-Level Process Model” approach, the first issue is whether a language disorder is present. It determines if a student qualifies for services. Second, Language skills are explored in terms of Receptive and Expressive abilities (see below), and a determination of strengths and weaknesses is made. Language Content, Structure and Memory are also considered during this phase of assessment. Third, the clinical skills or behaviors behind the language disorder are determined. Finally, an evaluation of the impact of the language disorder on classroom is conducted. Rating scales are used during this phase. Subtests for language assessment include Expressive Vocabulary, Word Definitions, Number Repetition, Familiar Sequences, Phonological Awareness, and the Pragmatics Profile and Observational rating Scales. The subtests generate Language Content, Language Memory, and Working Memory Index scores. Normative Data: The normative sample was large and representative of most people, but the publisher states that the individuals included in the normative studies did not have any visual, physical, speech, language, learning, mental, or attention impairments or disorders. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Standardization: The CELF-4 has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. Adaptations: The publisher also states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Clinical Evaluation of Language Fundamentals, 4th Edition Screening Test (CELF-4 Screening Test) Authors: Semel, E., Wiig, E. H., and Secord, W. A. Ages: Five to twenty-one years. Published: 2004, The Psychological Corporation. Qualifications to Administer: Master’s degree in psychology, with relevant courses and clinical experience in tests and measurement. Stated Purpose: To identify, school-age children at risk for a language disorder prior to formal in-depth testing. Type of Instrument: Criterion-referenced assessment instrument. Comments: The Clinical Evaluation of Language Fundamentals-4th Edition Screening Test (CELF-4 Screening Test) is a brief measure of language development in school-age children. It does not use the in-depth “Four-Level Process Model” approach of the CELF-4, rather it is a brief measure of Receptive Language, Expressive Language, Grammatical, and semantic language skills. Items parallel those of the CELF-4, but are different. Normative Data: The normative sample was large and representative of most people, but the publisher states that the individuals included in the normative studies did not have any visual, physical, speech, language, learning, mental, or attention impairments or disorders. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Standardization: The CELF-4 has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. Adaptations: The publisher also states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data Clinical Observations of Motor and Postural Skills, 2nd Edition (COMPS-2) Authors: Wilson, B. N., Pollock, N., Kaplan, B. J., and Law, M. Ages: Five to fifteen years. Published: 2004, PRO-ED. Qualifications to Administer: Graduate training in tests and measurement, with relevant clinical experience. Stated Purpose: To assist occupational therapists in performing assessments of children with suspected developmental and coordination disorders. Type of Instrument: Normative-referenced assessment instrument. Comments: The Clinical Observations of Motor and Postural Skills-2nd Edition (COMPS-2) has six measures: Slow Movement, Finger-to-Nose Touching, Rapid Forearm Rotation, Prone Extension Posture, Asymmetrical Tonic Neck Reflex, and Supine Flexion Posture. The COMPS-2 takes between fifteen and twenty minutes to administer and was intended to be used as a screening device. Raters must be trained professionals with the ability to assess these skills, which places limits on who may administer this instrument. Normative Data: The publisher does not specify whether individuals with visual impairment or multiple disabilities were included in the normative studies conducted. It is unclear how applicable the available normative data from these studies may be for drawing conclusions about those with visual impairment or multiple disabilities. Standardization: The COMPS-2 has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment and multiple disabilities. While the COMPS-2 poses tasks that are appropriate for students with visual impairment or multiple disabilities it must be standardized on a sample of such students. Adaptations: The publisher also states that no adaptations have been made specifically for such individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Cognitive Test for the Blind and Visually Impaired (CTB) Author: Dial, J. G. Ages: Thirteen years to adult. Published: 1992, McCarron Dial Systems Qualifications to Administer: Graduate training in tests and measurement, with relevant clinical experience. Stated Purpose: To measure cognitive, intellectual, and information processing skills. Type of Instrument: Normative-referenced assessment instrument. Comments: The Cognitive Test for the Blind and Visually Impaired (CTB) consists of a Verbal Scale and a non-visual Performance Scale, from which a Total score is derived. There are six Verbal Subtests: Auditory Analysis and Sound Repetition, Immediate Digit Recall, Language Comprehension and Memory, Letter-Number Learning, Vocabulary, and Abstract Reasoning. There are five non-visual Performance tests: Category Learning, Category Memory, Memory Recognition, Pattern Recall, and Spatial Analysis. Six factors are derived from both the Verbal and Performance tasks: Conceptual, Learning, Verbal Memory, Non-Verbal Memory, Language, and Spatial. The CTB differs from most measures of intelligence, claims its author, in that it focuses on active problem solving, learning, and memory. Normative Data: A separate set of normative data is available for those with visual impairment and those who are blind. The publisher does not specify whether individuals with multiple disabilities were included in studies resulting in the available normative data. Standardization: The CTB is a central component of the Comprehensive Vocational Evaluation System, an assessment curriculum designed specifically for individuals who are blind or visually impaired. Standardization procedures have been established separately for individuals with visual impairment, as well as those who are blind. Adaptations: There is no need for any adaptation, as the CTB was designed for individuals with visual impairment. Color Vision Testing Made Easy Author: Waggoner, T.L. Ages: Three to six years. Published: 1999, Bernell Corporation. Qualifications to Administer: Individuals suspected of having a visual impairment must have tests administered and interpreted by a M.D. or O.D. Stated Purpose: To test for inherited and acquired defects in color vision. Type of Instrument: Criterion-referenced assessment instrument. Comments: Color Vision Testing Made Easy contains a series of 14 cards, which is divided into two parts. The first part has a series of simple symbols (circles, stars, squares, etc.) that are each printed in colored dots against a background. The cards also display two other objects in a different color, to study for particular color deficiency, and to prevent a child from being discouraged from not seeing a particular color. The second part of the test has other objects that require either matching or tracing based upon color. Normative Data: Color Vision Testing Made Easy is a criterion-referenced assessment tool, designed to provide an accurate measure of distant acuity, rather than any normative information Standardization: Color Vision Testing Made Easy was designed specifically for those with visual impairment or multiple disabilities. Adaptations: As Color Vision Testing Made Easy was designed specifically for assessment of those with visual impairment, adaptations are not necessary. Comprehensive Receptive and Expressive Vocabulary Test, 2nd Edition (CREVT 2) Author: Wallace, G., and Hammill, D.D. Ages: Four to 89 years. Published: 2004, Psychological Assessment Resources. Qualifications to Administer: Completion of graduate training in tests and measurement with relevant supervised clinical experience. Stated Purpose: To obtain an estimate of an individual’s expressive and receptive vocabulary. Type of Instrument: Normative-referenced assessment instrument. Comments: Comprehensive Receptive and Expressive Vocabulary Test, 2nd Edition (CREVT 2) measures receptive vocabulary through the ability to identify each of a series of objects printed on a single page, arranged around a single theme. Identification is after the examiner asks for the target object. Each of the 61 items requires the individual to provide a one-word response that best describes a picture. The recently updated stimulus book is a collection of color pictures, with six items assessing an individual theme. Those with visual impairment may not perceive the critical elements of a picture. This does not, however, indicate that the expected word is not a part of the individual’s vocabulary. This would likely underestimate the student’s maximal performance level. The expressive vocabulary test asks the individual to define the 25 words read by the examiner. These items too are arranged around a series of themes. Normative Data: The publisher states that the recently updated normative data collected assessed only those without visual impairment, and no set of data was collected for administration to students with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Standardization: The (CREVT 2) has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. Obviously, the (CREVT 2) may not be used to assess the vocabulary of a student who is blind. The (CREVT 2) is one of many visually loaded vocabulary tests, and thus, the publisher states that it is not suitable for use with students with visual impairment. Adaptations: The publisher also states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Conners’ Rating Scales-Revised (CRS-R) Author: Conners, C. K. Ages: Three to seventeen years. Published: 1996, The Psychological Corporation. Qualifications to Administer: Graduate training in tests and measurement, with relevant clinical experience. Stated Purpose: To evaluate the reported problem behavior of the child. Type of Instrument: Normative-referenced assessment instrument. Comments: The Conners’ Rating Scale-Revised (CRS-R) is composed of three instruments: the Parent Form, the Teacher Form, and the Adolescent Self-Report form. As was the case for the original Conners’ Rating Scales, there are long and short forms for the assessment of problem behaviors. The CRS-R has been widely used for the identification of ADHD, specifically for the identification of inattentiveness, hyperactivity, conduct problems, perfectionism, social-emotional problems, and anger control. The publisher reports that items for the Self-Report instruments may be presented verbally, and responses are recorded for scoring. Normative Data: The publisher does not specify whether individuals with visual impairment or multiple disabilities were included in the normative studies conducted. It is unclear how applicable the available normative data from these studies may be for drawing conclusions about those with visual impairment or multiple disabilities. Standardization: Parent and teacher forms are completed in their regular format, assuming that these individuals have no visual or other impairment. For the student with visual impairment or multiple disabilities, items are to be read aloud, and the examiner records responses. Adaptations: Specific items of the CRS-R do not require adaptation, as an adapted format, in the form of reading items aloud and recording responses, is allowed. DeGangi-Berk Test of Sensory Integration Authors: DeGangi, G. A. and Berk, R. A. Ages: Three to five years. Published: 1983, Western Psychological Services. Qualifications to Administer: Completion of graduate training as an occupational or physical therapist. Stated Purpose: To overcome problems in detecting sensory integrative dysfunction in the early years. Type of Instrument: Normative-referenced assessment instrument. Comments: There are four scores to the DeGangi-Berk Test of Sensory Integration: Postural Control, Bilateral Motor Integration, Reflex Integration and a Total. This instrument was designed for the early detection of sensory integration deficits, permitting the initiation of intervention. The DeGangi-Berk Test of Sensory Integration is not well suited, according the publisher, to children with visual impairment or multiple disabilities, since all the tasks are physical and visual. Normative Data: The publisher states that the normative data collected assessed only those without visual impairment, and no set of data was collected for administration to students with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Further, the normative data is dated and must be used with caution when making normative characterizations of a student’s skills and abilities. Standardization: The DeGangi-Berk Test of Sensory Integration has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. Adaptations: The publisher also states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Denver Developmental Screening Test-II (DDST-II) Authors: Frankenberg, W. K., Dodds, J., Archer, P., Shapiro, H., and Bresnick, B. Ages: Birth to six years. Published: 1992, Denver Developmental Materials. Qualifications to Administer: Two days of training by a Denver Developmental Materials master trainer. Stated Purpose: To screen for developmental delays. Type of Instrument: Normative-referenced assessment instrument. Comments: The Denver Developmental Screening Test-II (DDST-II) has item scores in four areas: Personal-Social, Fine-Motor-Adaptive, Language, and Gross Motor. In addition, it has five test behavior ratings: Typical, Compliance, Interest in Surroundings, Fearfulness, and Attention Span. The DDST-II was designed for administration to children presumed to be healthy, as a screen for developmental impairment. However, it is far from a complete assessment; it merely indicates the need for a more complete assessment of those evidencing developmental deficits or delays. Parents are asked a number of questions, and children are asked to perform a number of tasks. According to age-based norms, children are classified as being Normal, Questionable, or Abnormal. Normative Data: The publisher states that the normative data collected assessed only those without visual, hearing or other impairment, and no set of data was collected for administration to students with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Standardization: The DDST-II has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. However, the publisher states that roughly three fourths of the items do not require vision. Adaptations: The publisher also states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. It is possible that elimination of items requiring vision may lead to an adapted version of the DDST-II, which must then be standardized and normed on a representative group of children. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Detroit Test of Learning Aptitude, 4th Edition (DTLA-4) Author: Hammill, D. D. Ages: Six to seventeen years. Published: 1998, PRO-ED. Qualifications to Administer: Graduate training in tests and measurement. Stated Purpose: To measure general intelligence and discrete ability areas. Type of Instrument: Normative-referenced assessment instrument. Comments: The Detroit Test of Learning Aptitude, 4th Edition (DTLA-4) has ten subtest scores: Word Opposites, Design Sequences, Imitation, Reversed Letters, Story Construction, Design Reproduction, Basic Information, Symbolic Relations, Word Sequences, and Story Sequences. There are also sixteen composite scores: General Mental Ability Composite, Optimal Level Composite, Domain Composites (Verbal, Nonverbal, Attention-Enhanced, Attention-Reduced, Motor-Enhanced, and Motor-Reduced), and Theoretical Composites (Fluid Intelligence, Crystallized Intelligence, Associative Level, Cognitive Level, Simultaneous Processing, Successive Processing, Verbal Scale, and Performance Scale). Normative Data: Although the publisher specifies the inclusion of students with impairments, it is unclear whether students with visual impairment or multiple disabilities are adequately sampled. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Standardization: The DTLA-4 has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. Adaptations: The publisher also states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Detroit Test of Learning Aptitude-Primary, 3rd Edition (DTLA-P3) Author: Hammill, D. D., and Bryant, B.R. Ages: Three to twelve years. Published: 2004, The Psychological Corporation. Qualifications to Administer: Graduate training in tests and measurement. Stated Purpose: To measure general intelligence and discrete ability areas. Type of Instrument: Normative-referenced assessment instrument. Comments: The Detroit Test of Learning Aptitude-Primary, 3rd Edition (DTLA-P3) has six subtest scores that collectively measure language, attention/concentration, and motor abilities. This instrument relies heavily on pictoral content to assess skills, and may not be well suited for use with those with visual impairment and multiple disabilities. Normative Data: Although the normative data collected is from a broad spectrum of students based upon recent census data, the does not specify the inclusion of and students with visual impairment or multiple disabilities, or if they were adequately sampled. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Standardization: The DTLA-P3 has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. Adaptations: The publisher also states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Developmental Activities Screening Inventory, 2nd Edition (DASI-II) Authors: Fewell, R. R. and Langley, M. B. Ages: Birth to five years. Published: 1984, PRO-ED. Qualifications to Administer: Not specified. Stated Purpose: To provide early detection of developmental difficulties. Type of Instrument: Normative-referenced assessment instrument. Comments: The Developmental Activities Screening Inventory-2nd Edition (DASI-II) assesses fifteen primary functions: Sensory Intactness, Sensorimotor Organization, Visual Pursuit/Object Permanence, Means-End Relationships, Causality, Imitation, Behaviors Relating to Objects, Constructing Objects in Space, Memory, Discrimination, Association, Quantitative Reasoning, Seriation, Spatial Relationships, and Reasoning. Items are grouped according to eleven developmental levels (1-2 months, 3-5 months, 6-11 months, 12-17 months, 18-23 months, 24-29 months, 30-35 months, 36-41 months, 42-47 months, 48-53 months and 54-60 months). Normative Data: The publisher states that the normative data collected assessed only those without visual or other impairment, and no set of data was collected for administration to students with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Further, the normative data is older, and must be used cautiously for interpretation purposes, perhaps best as a descriptive measure of a student’s abilities. Standardization: The DASI-II has been standardized in terms of administration procedure and interpretation for individuals with visual impairment. The child is to rely on tactile experience in place of visual exploration. Specifically, the child evaluates size, shape, and texture rather than color and position in space. Adaptations: In the test manual, the authors specify using the tactile adaptation for children with visual impairment, but no adaptations for students with multiple disabilities. Developmental Indicators for the Assessment of Learning, 3rd Edition (DIAL-3) Authors: Mardell-Czudnowski, C. and Goldenberg, D. S. Ages: Three to seven years. Published: 1998, American Guidance Service. Qualifications to Administer: Completion of graduate training in tests, measurement, guidance, or psychological assessment. Stated Purpose: To identify children with potential developmental problems and children who appear to be developing in an advanced manner. Type of Instrument: Normative-referenced assessment instrument. Comments: The Developmental Indicators for the Assessment of Learning, 3rd Edition (DIAL-3), has five subtests: Language (Personal Data, Articulation, Naming Objects or Actions, Phonemic Awareness, and Rhyming), Concepts (Naming Colors, Identifying Body Parts, Rote Counting, Counting Blocks, Positioning, Identifying Concepts, and Sorting Shapes), Motor (Catching, Jumping, Hopping, Skipping, Building with Blocks, Cutting, Copying Shapes and Figures, and Finger Touching), Social Development (Social Skills with Peers and Parents, Rule Compliance, Sharing, Self-Control, Empathy), and Self-Help Development (Dressing, Eating, and Grooming). The administrator observes the child engaging in a behavior and scores his or her willingness to perform the task and the manner in which it is performed. Recently, Spanish Language materials have been included for use with students for whom Spanish is their primary language. Normative Data: Although the publisher specifies the inclusion of students with impairments in the normative studies, students with visual impairment were not included. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Standardization: The DIAL-3 has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. The publisher states that the DIAL-3 is not suitable for the assessment of students with visual impairment or multiple disabilities, since most test items require the use of vision. Adaptations: The publisher also states that no adaptations have been made specifically for such individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Developmental Profile II (DP-II) Authors: Alpern, G., Boll, T., and Shearer, M. Ages: Birth to nine years. Published: 1986, Western Psychological Services. Qualifications to Administer: Graduate training in tests and measurement, with relevant clinical experience. Stated Purpose: To assess a child’s functional, developmental age level. Type of Instrument: Normative-referenced assessment instrument. Comments: The Developmental Profile II (DP-II) is composed of five scales: Physical Age, Self-Help Age, Social Age, Academic Age, and Communication Age. It was designed as a parent/teacher report of a student’s developmental abilities with respect to independent functioning. The test manual states that the functional utility is reliable only until seven years of age, despite a stated upper age limit of nine years. Normative Data: Although the publisher specifies the inclusion of students with impairments, no psychometric information is provided for the establishment of norms for these children, nor is there mention of inclusion children with visual or multiple impairments. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Further, the normative data is older, and must be used cautiously for interpretation purposes, perhaps best as a descriptive measure of a student’s abilities. Standardization: The DP-II may be administered as an interview with parents, a combination of an interview and direct testing of the child, or an interview completed by the teacher. As such, there is a set of administration procedures for those with visual impairment or multiple disabilities. Adaptations: As an interview-type instrument that may be given to a student’s parent(s) and/or teacher(s), there is no need to adapt the DP-II. Developmental Test of Visual-Motor Integration, 5th Edition (VMI) Authors: Beery, K. E., Buktenica, N. A., and Beery, N.A. Ages: Two to eighteen years. Published: 2004, Psychological Assessment Resources. Stated Purpose: To screen for visual-motor problems. Qualifications to Administer: Graduate training in tests and measurement, with relevant clinical experience. Type of Instrument: Normative-referenced assessment instrument. Comments: The Developmental Test of Visual-Motor Integration, 5th Edition (VMI), evaluates a child’s ability to copy a series of geometric designs presented in order of increasing difficulty. There are a total of twenty-seven items in the VMI, which yields a Developmental Age score and a standard score from which a percentile is derived. It is meant to assess children with neurological impairments, learning disabilities, and motor/perceptual problems. The performance score is based on the number of correct reproductions. The newer version was extended downward with simpler copy-paradigm items. Further, supplemental visual perceptive and motor coordination tasks may be utilized. Normative Data: The publisher states that the large set of normative data collected assessed only those without visual impairment, and no set of data was collected for administration to students with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Standardization: The VMI has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment and multiple disabilities. The publisher states that the VMI is not suited to students with significant visual impairment, since they likely will have difficulty recognizing fine details of the more complex figures, and the quality of their reproductions’ may be adversely affected. An inability to clearly view a figure does not imply a lack of motor reproductive ability, and a student’s abilities may be underestimated. Adaptations: The publisher also states that no adaptations have been made specifically for such individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Diagnostic Achievement Battery, 3rd Edition (DAB-3) Authors: Newcomer, P. L. Ages: Six to fourteen years. Published: 2001, Psychological Assessment Resources. Qualifications to Administer: Graduate training in tests and measurement, with relevant clinical experience. Stated Purpose: To assess student’s abilities in listening, speaking, reading, writing, and mathematics. Type of Instrument: Normative-referenced assessment instrument. Comments: The Diagnostic Achievement Battery, 3rd Edition (DAB-3), has fourteen subtests: Story Comprehension, Alphabet/Word Knowledge, Spelling, Math Calculation, Characteristics, Reading Comprehension, Contextual Language, Phonemic Analysis, Synonyms, Capitalization, Story Construction, Grammatic Completion, Punctuation, and Math Reasoning. These subtests can be used to calculate the following composites: Total Achievement, writing, Listening, Mathematics, Speaking, Spoken Language, Reading, and Written Language. Normative Data: The large, representative, new set of normative data was collected only on those without visual impairment, and no set of data was collected for administration to students with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Standardization: The DAB-3 has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. Adaptations: The publisher also states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Diagnostic Reading Scales, Braille Edition (DRS) Author: Spache, G. D. Ages: Children six to twelve years, and poor reading adolescents age thirteen to eighteen years. Published: 1981, American Printing House for the Blind. Qualifications to Administer: Graduate training in tests and measurement, with relevant clinical experience. Stated Purpose: To identify strengths and weaknesses that affect reading proficiency at the grade levels in which reading is normally taught. Type of Instrument: Normative-referenced assessment instrument. Comments: The Diagnostic Reading Scales, Braille Edition (DRS) yield three outcome scores: Instructional Level, Independent Level, and Potential Level. The Instructional Level score is determined by asking a student to read the questions out loud and then answer them. For the Independent Level score, the student is asked to read the questions silently and then answer them out loud. For the Potential Level score, the student answers questions based on a passage read out loud by the examiner. Oral-reading skills, silent-reading skills, listening comprehension skills, word analysis, and behaviors related to reading are assessed. Normative Data: There are separate normative data for the Diagnostic Reading Scales, Braille Edition, based on how sighted students performed on the items selected from the standard form of the Diagnostic Reading Scales. Standardization: The Braille format of the DRS was designed specifically for use with students with visual impairment or multiple disabilities. The student must demonstrate proficiency in Braille to use this format of the DRS. Administration of the Braille adaptation is considered nonstandard, and time limits may be exceeded. Adaptations: As the Braille adaptation of the DRS was designed for those with visual impairment or multiple disabilities, no additional adaptations are necessary. Diagnostic Reading Scales, Large Print Edition (DRS) Author: Spache, G. D. Ages: Children six to twelve years, and poor reading adolescents age thirteen to eighteen years. Published: 1981, American Printing House for the Blind. Qualifications to Administer: Graduate training in tests and measurement, with relevant clinical experience. Stated Purpose: To identify strengths and weaknesses that affect reading proficiency at the grade levels in which reading is normally taught. Type of Instrument: Normative-referenced assessment instrument. Comments: The Diagnostic Reading Scales, Large Print Edition (DRS) yield three outcome scores: Instructional Level, Independent Level, and Potential Level. The Instructional Level score is determined by asking a student to read the questions out loud and then answer them. For the Independent Level score, the student is asked to read the questions silently and then answer them out loud. For the Potential Level score, the student answers questions based on a passage read out loud by the examiner. Oral-reading skills, silent-reading skills, listening comprehension skills, word analysis, and behaviors related to reading are assessed. Normative Data: There are separate normative data for the Diagnostic Reading Scales, Large Print Edition, based on how sighted students performed on the items selected from the standard form of the Diagnostic Reading Scales. Standardization: The Large Print Edition of the DRS was designed specifically for use with students with visual impairment or multiple disabilities. Adaptations: As the adapted Large Print Edition of the DRS was designed for those with visual impairment or multiple disabilities, no additional adaptations are necessary. Early Coping Inventory (ECI) Authors: Zeitlin, S., Williamson, G. G., and Szczepanski, M. Ages: Birth to three years. Published: 1988, Scholastic Testing Service. Qualifications to Administer: A professional or paraprofessional trained in the specific use of this instrument by someone with knowledge of it. Stated Purpose: To measure adaptive behavior. Type of Instrument: Normative-referenced assessment instrument. Comments: There are four scores to the Early Coping Inventory: Sensorimotor Organization (behaviors used to regulate psychophysiological functions and to integrate sensory and motor information), Reactive Behavior, Self-Initiated Behavior (to meet demands of the environment), and Total. The administrator rates the child’s efficacy for the demonstrated behaviors. An Adaptive Behavior Index (an average of the three scores) may be determined as well. The Coping Profile indicates the strengths and weaknesses of the various areas assessed. Normative Data: The publisher states that the normative data collected assessed only those without visual impairment, and no set of data was collected for administration to students with visual impairment or multiple disabilities. It is unclear how applicable the available older set of normative data may be for those with visual impairment or multiple disabilities. Standardization: While the ECI has not been specifically standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities, the format of an administrator assigning scores for completed behaviors renders standard administration techniques appropriate for those with visual impairment. Adaptations: Specific items of the ECI do not require adaptation, as oral presentation of items and recording of responses by the assessor suit a child with visual impairment or multiple disabilities. Early Learning Accomplishment Profile (E-LAP) Authors: Glover, M. E., Preminger, J. L. and Stanford, A. R. Ages: Birth to three years. Published: 1978, Kaplan Companies. Qualifications to Administer: Teacher, special educator or parent. Stated Purpose: To assess a child’s development in the areas of motor skills, cognition, language, self-help, and social-emotional. Type of Instrument: Criterion-referenced assessment instrument. Comments: The Early Learning Accomplishment Profile (E-LAP) is a criterion-referenced instrument that breaks down the stages of development to be assessed. Items to be administered are to be selected from nineteen developmental assessments. The items are organized into the following areas: motor development (gross and fine), cognitive development, language development, self-help behaviors, and social-emotional development. Normative Data: As a criterion-referenced assessment tool, the E-LAP is only designed to provide a general picture of early development of motor, cognitive, language, self-help, and social skills, rather than determination of age appropriateness and metrically determined degree of skills level development. The fact that this instrument is older does not diminish its overall value for making statements regarding a student’s abilities, as it is criterion referenced. Standardization: The E-LAP has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. Adaptation: The test manual contains instructions regarding several adaptations for use with children with visual impairment or multiple disabilities. However, there is little discussion of standardization of these adaptations, and there is no normative data for them. Early Reading Success Indicator (ERSI) Authors: Not Specified. Ages: Six to twelve years. Published: 2004, The Psychological Corporation. Qualifications to Administer: Completion of doctoral training in psychology or education with relevant clinical experience. Stated Purpose: To assess the processes and skills predictive of early reading ability, difficulties and failure. Type of Instrument: Normative-referenced assessment instrument. Comments: There are five subtests to the Early Reading Success Indicator (ERSI): Rapid automatic Naming-Letters, Phonological Processing, Speeded Naming, Pseudoword Decoding, and Word Reading. The tasks are drawn from the {Process Assessment of the Learner, The Wechsler Individual Achievement Test, and the NEPSY described below. It was designed as an abbreviated tests measuring both cognitive/intellectual and achievement skills without needing to administer each of the source tests separately. Normative Data: The publisher states that the normative data collected assessed only those without visual impairment, and no set of data was collected for administration to students with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Standardization: The ERSI has not been specifically standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. Adaptations: The publisher also states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Emotional or Behavior Disorder Scale-Revised (EBDS-R) Author: McCarney, S. B. and Arthaud, T.J. Ages: Five to eighteen years for the Behavioral component, twelve to eighteen years for the Vocational component. Published: 2003, Hawthorne Educational Services. Qualifications to Administer: Not specified. Stated Purpose: To identify behavior problems of students in the home or school environment. Type of Instrument: Normative-referenced assessment instrument. Comments: The Behavioral component of the Emotional or Behavior Disorder Scale-Revised (EBDS-R) assesses Academic Progress, Social Relationships, and Personal Adjustment. The Vocational; Component of the EBDS-R assesses Work Related Issues, Interpersonal Relations, and Social/Community Expectations. This is a rating scale completed by a parent(s) and/or teacher(s). There is also a companion Emotional or Behavioral Disorder Intervention Manual – Revised offering advice and therapeutic interventions for students with emotional or behavioral disorders. Normative Data: The publisher does not specify whether individuals with visual impairment or multiple disabilities were included in the normative studies conducted. It is unclear how applicable the available normative data from these studies may be for drawing conclusions about those with visual impairment or multiple disabilities. Standardization: Parent or teacher forms are completed in their regular format, assuming that these individuals have no visual or other impairment. Adaptations: Specific items of the EBDS-R do not require adaptation, as it is completed by the parent or teacher, not an individual with visual impairment or multiple disabilities. Erhardt Developmental Vision Assessment, Revised (EDVA) Author: Erhardt, R. P. Ages: Birth to six years. Published: 1989, The Psychological Corporation. Qualifications to Administer: Teacher, special education teacher, or other individual greatly familiar with the child. Stated Purpose: To measure visual-motor development. Type of Instrument: Assessment focused, criterion-referenced teaching and assessment curriculum. Comments: The Erhardt Developmental Vision Assessment, Revised (EDVA) was designed to be administered along with the Developmental Visual Dysfunction: Models for Assessment and Management curriculum developed by the author. Together these instruments provide sample assessments for management programs and models integrating visual components. The EDVA, which is designed for all cognitive levels, specifically evaluates involuntary visual patterns (reflexive responses) and voluntary eye movements (that are cognitively directed). Normative Data: The EDVA is a criterion-referenced teaching and assessment curriculum, which is focused on determining a child’s visual ability, rather than determining age-appropriateness of the child’s vision skills. The fact that this instrument is older does not diminish its overall value for making statements regarding a student’s abilities, as it is criterion referenced. Standardization: Standard administration and scoring procedures are appropriate, as the EDVA was designed specifically for children with visual impairment or multiple disabilities. Adaptations: Not necessary for visual impairment, although there is no mention regarding adaptation for those with multiple disabilities. Expressive One-Word Picture Vocabulary Test-2000 Edition (EOWPVT) Author: Brownell, R. Ages: Two to eighteen years. Published: 2000, Academic Therapy Publications. Qualifications to Administer: Completion of graduate training in tests and measurement with relevant supervised clinical experience. Stated Purpose: To obtain an estimate of an individual’s expressive vocabulary. Type of Instrument: Normative-referenced assessment instrument. Comments: The Expressive One-Word Picture Vocabulary Test-2000 Edition (EOWPVT) measures the ability to identify an object or a group of objects based on a single concept. Each page requires the individual to provide a one-word response that best describes a picture. The recently updated stimulus book is a collection of color pictures, mostly one picture per page, but many items with four or more pictures assessing identification of a group, such as an apple, orange, banana and pear identifying the concept fruit. Those with visual impairment may not perceive the critical elements of a picture, or be able to integrate several pictures. This does not, however, indicate that the expected word is not a part of the individual’s vocabulary. The author theorizes that this would likely underestimate the student’s maximal performance level. Recently, Spanish Language materials have been included for use with students for whom Spanish is their primary language. Normative Data: The publisher states that the recently updated normative data collected assessed only those without visual impairment, and no set of data was collected for administration to students with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Standardization: The EOWPVT has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. Obviously, the EOWPVT may not be used to assess the vocabulary of a student who is blind. The EOWPVT is one of many visually loaded vocabulary tests, and thus, the publisher states that it is not suitable for use with students with visual impairment. Adaptations: The publisher also states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. FirstSTEp Screening Test for Evaluating Preschoolers (FirstSTEp) Authors: Miller, L.J. Ages: Two to six years. Published: 1993, The Psychological Corporation. Qualifications to Administer: Masters degree psychology or education with relevant clinical experience. Stated Purpose: A screening instrument for the detection of children at risk for developmental delays. Type of Instrument: Both a Criterion-referenced and Normative-referenced assessment instrument. Comments: Three primary areas are evaluated by the FirstSTEp Screening Test for Evaluating Preschoolers (FirstSTEp): Cognition, Communication, and Motor skills with 12 individual subtests. FirstSTEp also comes with an optional Social-Emotional Scale and a Parent/Teacher Rating checklist that assesses Attention, Activity Level, Social Interactions, Personal Traits, and Serious Behavior Problems. Finally, there is an Adaptive Behavior Checklist that surveys Daily Living skills, Self-Control, Relationships and Interactions, and Functioning in the Community. The FirstSTEp is essentially a series of game-like activities children are asked to engage in. Normative Data: The publisher states that the normative data collected assessed only those without visual impairment, and no set of data was collected for administration to students with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Standardization: The FirstSTEp has not been specifically standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. Adaptations: The publisher also states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Obviously, the Rating Scales and Checklists completed by parents/teachers are applicable. Fluharty Preschool Speech and Language Screening Test, 2nd Ed. (Fluharty-2) Author: Fluharty, N. B. Ages: Three to seven years. Published: 2000, Riverside Publishing Corporation. Qualifications to Administer: Not specified. Stated Purpose: To rapidly identify preschool-age children for whom a comprehensive speech and language diagnostic evaluation is needed. Type of Instrument: Criterion-referenced assessment instrument. Comments: The Fluharty Preschool Speech and Language Screening Test, 2nd Edition (Fluharty-2) has five scores: Articulation, Repeating Sentences, Responding to Directives & Answering Answering Questions, and Sequencing Actions. Items utilize color picture identification skills (fifteen familiar objects), speech sound articulation (producing thirty consonant sounds by naming fifteen objects), syntactic comprehension (pointing to a response to a verbal request), and sentence imitation skills. Teacher questionnaires allow for provision of descriptive information with respect to a student’s specific abilities. The Fluharty-2 is meant to only be a brief screening test for language skills development in preschool students. Normative Data: Unlike the original Fluharty test, the Fluharty-2 PSLST is a normative-referenced test, with data collected on samples of individuals without visual impairment, and no set of data was collected for administration to students with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Standardization: The Fluharty-2 has not been specifically standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. Adaptations: The publisher also states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Functional Skills Screening Inventory (FSSI) Authors: Becker, H., Schur, S., Paoletti-Schelp, M., and Hammer, E. Ages: Six years to adult. Published: 1985, Functional Resources Enterprises. Qualifications to Administer: Classroom or special education teacher. Stated Purpose: To be used in natural settings to assess critical living and working skills in persons with moderate to severe handicapping conditions. Type of Instrument: Normative-referenced assessment instrument. Comments: There are nine scores to the Functional Skills Screening Inventory (FSSI): Basic Skills and Concepts, Communication, Personal Care, Homemaking, Work Skills and Concepts, Community Living, Social Awareness, Functional Skills Subtotal, and Problem Behaviors. The FSSI is a behavioral assessment, an evaluation of current abilities, not a predictor of potential ability. It is a checklist of 343 items grouped into three priority levels that is completed by the evaluator by informally observing the student’s behavior in his or her daily environment. Normative Data: The publisher does not specify whether individuals with visual impairment or multiple disabilities were included in the normative studies conducted. It is unclear how applicable the available normative data from these studies may be for drawing conclusions about those with visual impairment or multiple disabilities. The FSSI was originally designed for students with deaf-blindness and other multiple disabilities. It has correlated well with the Callier-Azusa Scale: G Edition, which does lend it validity. Further, the normative data is older, and must be used cautiously for interpretation purposes, perhaps best as a descriptive measure of a student’s abilities. Standardization: Parent or teacher forms are completed in their regular format, assuming that these individuals have no visual or other impairment. Adaptations: Specific items of the FSSI do not require adaptation, as the FSSI is completed by the parent or teacher, not the individual with visual impairment or multiple disabilities. Goldman-Fristoe Test of Articulation, 2nd Edition (G-FTA-2) Authors: Goldman, R., and Fristoe, M. Ages: Two to twenty-one years. Published: 2001, Western Psychological Services. Qualifications to Administer: Completion of graduate training in tests and measurement, and relevant, supervision clinical experience. Stated Purpose: To provide a systematic means of assessing an individual’s articulation of the consonant sounds. Type of Instrument: Normative-referenced assessment instrument. Comments: There are three subtests to the Goldman-Fristoe Test of Articulation, Second Edition (G-FTA-2): Sounds-in-Words, Sounds-in-Sentences, and Stimulability. A total of 39 consonant sounds and blend are sampled. Spontaneous and imitative sound production is assessed. Color cards are presented to the individual, who is required to identify an object or activity. The examiner evaluates the individual’s sentence abilities by reading a story to the subject, after which the subject repeats the story. The Stimulability subtest provides an opportunity for the individual to correctly pronounce mispronounced sounds. To diagnose error types, a trained speech pathologist must interpret the results of the G-FTA-2. Computerized scoring is now available from the publisher. Normative Data: New to this edition, a separate set of normative data has been collected for each gender, reflecting differences in language development between the sexes. The publisher states that the normative data collected assessed only those without visual impairment, and no set of data was collected for administration to students with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Standardization: The G-FTA-2 has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. The publisher notes that the visual stimuli render this instrument poorly suited to students with visual impairment or multiple disabilities. Adaptations: The publisher also states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Gray Oral Reading Tests, 4th Edition (GORT-4) Authors: Wiederholt, J.L., and Bryant, B.R. Ages: Six to nineteen years. Published: 2001, PRO-ED. Qualifications to Administer: Completion of graduate training in tests and measurement, and relevant, supervision clinical experience. Stated Purpose: To provide an objective measure of growth in a student’s oral reading skills. Type of Instrument: Normative-referenced assessment instrument. Comments: The Gray Oral Reading Tests (GORT-4) provides a Fluency score that is derived by a combination of rate of reading with accuracy of reading. A Comprehension score also assesses the degree to which information read is assimilated. A total Oral Reading Quotient is derived from the oral reading measures. Fourteen stories are included in this test overall. Given the emphasis placed on reading standard print material in an expedient fashion, this test is not well-suited for use with those with visual impairment or multiple disabilities. Normative Data: The large, representative set of normative data was collected only on those without visual impairment, and no set of data was collected for administration to students with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Standardization: The GORT-4 has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. Adaptations: The publisher also states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Greenspan Social-Emotional Growth Chart Authors: Greenspan, S.I. Ages: Birth to four years. Published: 2004, The Psychological Corporation. Qualifications to Administer: No graduate-level clinical training or educational requirements. Stated Purpose: A screening instrument designed to measure the social-emotional milestones in young children. Type of Instrument: Criterion-referenced assessment instrument. Comments: The Greenspan Social-Emotional Growth Chart was designed to identify social-emotional deficits at an early age. The milestones monitored are classified by age range: 0-3 months (growing self-regulation and environmental interest), 4-5 months (engages in relationships), 6-9 months (uses emotions in an interactive and purposeful manner), 10-14 months (uses a series of interactive, emotional signals or gestures to communicate), 15-18 months (uses interactive, emotional signals or gestures to solve problems), 19-30 months (uses ideas to convey feeling, wishes, or intentions), and 31-42 months (creates logical bridges between emotions and ideas). It monitors “healthy” functioning, and helps set goals for early intervention planning in individual’s evidencing less then average development. It can also be used to track progress. The Chart is composed of 35 items, and is essentially a questionnaire completed by the child’s parent, teacher, or caregiver. Normative Data: The data gleaned from the Chart is used for the determination of a cut-point, illustrating relative strength or weakness. A full set of normative data is not used for classification. Standardization: The Greenspan Social-Emotional Growth Chart has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities, though no variation from standard procedures are necessary. Adaptations: No adaptations are needed as the Greenspan Social-Emotional Growth Chart is a questionnaire completed by the child’s parent, teacher, or caregiver. Hawaii Early Learning Profile (HELP) Authors: Furuno, S., O'Reilly, K. A., Hosaka, C. M., Inatsuka, T. T., Zeistloft-Falbey, B., and Allman, T. Ages: Birth to three years. Published: 1988, VORT Corporation. Qualifications to Administer: Not specified. Stated Purpose: To assess developmental skills and behaviors. Type of Instrument: Criterion-referenced, curriculum based assessment. Comments: There are six item scores to the Hawaii Early Learning Profile (HELP): Cognitive, Language, Gross-Motor, Fine-Motor, Social, and Self-Help. 685 developmental skills and behaviors assess the six item scores. Thus, the HELP is a curriculum-based checklist of developmental skills and behaviors typical of infants and was not designed as a standardized psychometric instrument. It was intended to be a screening instrument, identifying those children in need of more comprehensive assessment. Normative Data: The HELP is a criterion-referenced assessment instrument that is focused on determining a child’s cognitive, motor, language and social abilities, rather than determining age-appropriateness of the child’s abilities in these areas. While the Charts and Activity Guides provide age ranges for the development of the specified behaviors, it is unclear how appropriate the developmental charts are for children with visual impairment or multiple disabilities. Standardization: Parent or teacher forms are to be completed in their regular format, assuming that these individuals have no visual or other impairment. Adaptations: Specific adaptations are provided in the test kit for each task for students with visual impairment or multiple disabilities. It is unclear how these adapted procedures have been standardized. Hiding Heidi-LEA Test System Author: Not specified. Ages: Nineteen months to three years. Published: Lighthouse International. Qualifications to Administer: An individual who is suspected of having a visual impairment must have a contrast sensitivity test administered and interpreted by a M.D. or O.D. Stated Purpose: To measure contrast sensitivity in very young children. Type of Instrument: Criterion-referenced assessment instrument. Comments: The Hiding Heidi-LEA Test System consists of a series of “Heidi” faces of decreasing contrast levels to determine the contrast level at which the child will respond. The set has five cards with levels of 1.25%, 2.5%, 5%, 10%, 25%, and 100%. First, a blank card covers the stimulus card. Then the “Heidi” is revealed, and the child’s reaction is watched and recorded. Normative Data: The Hiding Heidi-LEA Test System is a criterion-referenced assessment tool, designed to provide an accurate measure of distant acuity, rather than any normative information Standardization: The Hiding Heidi-LEA Test System was designed specifically for those with visual impairment or multiple disabilities. Adaptations: As the Hiding Heidi-LEA Test System was designed specifically for assessment of visual acuity, adaptations are not necessary. Hill Performance Test of Selected Positional Concepts Author: Hill, E. W. Ages: Six to ten years. Published: 1981, Stoelting Company. Qualifications to Administer: Master’s degree, with clinical experience as a teacher of orientation and mobility. Stated Purpose: To assess specific positional concepts with visually impaired children. Type of Instrument: Normative-referenced assessment instrument. Comments: There are five scores to the Hill Performance Test of Selected Positional Concepts: Ability to Identify Positional Relationships to Body Parts, Ability to Move Various Body Parts in Relationship to Each Other, Ability to Move Body in Relationship to Objects, Ability to Form Object to Object Relationships, and Total. Normative Data: As the Hill Performance Test of Selected Positional Concepts was designed specifically to test the spatial abilities of students with visual impairment or blindness. However, it was standardized on a relatively small sample of 273 students with visual impairment, of which 64 also had other impairments. While normative data is technically suitable, the data is dated and must be used with caution when making normative characterizations of a student’s skills and abilities. Standardization: The Hill Performance Test of Selected Positional Concepts was designed for those with visual impairment, and standard administration procedures are appropriate for those with visual impairment or multiple disabilities. Adaptation: As an instrument designed for those with visual impairment, the Hill Performance Test of Selected Positional Concepts does not require adaptation. Hiskey-Nebraska Test of Learning Aptitude (H-NTLA) Author: Hiskey, M. S. Ages: Three to seventeen years. Published: 1966, PRO-ED. Qualifications to Administer: Graduate training in tests and measurement, with relevant supervised clinical experience. Stated Purpose: A nonverbal test of learning ability developed for and standardized on hearing impaired children. Type of Instrument: Normative-referenced assessment instrument. Comments: The Hiskey-Nebraska Test of Learning Aptitude (H-NTLA) is composed of twelve subtests: Bead Pattern (placing beads on a string in a pattern), Memory for Color (matching a colored stick to a previously presented one), Picture Identification (matching pictures), Picture Association (matching an associated picture to a previously presented one), Paper Folding, Visual Attention Span, Block Patterns, Completion of Drawings, Memory for Digits, Puzzle Blocks, Picture Analogies, and Spatial Reasoning (selecting geometric shapes that form a picture). The first five are only for children younger than ten years old, the next three are for all ages, while the last four are only for children eleven years and older. Normative Data: The publisher states that the normative data collected assessed only those without visual impairment, and no set of data was collected for administration to students with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Further, the normative data is dated and must be used with caution when making normative characterizations of a student’s skills and abilities. Standardization: The H-NTLA has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. Adaptations: The publisher also states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Illinois Test of Psycholinguistic Abilities, 3rd Edition (ITPA-3) Authors: Hammill, D.D., Mather, N., and Roberts, R. Ages: Five to thirteen years. Published: 2001, Stoelting. Qualifications to Administer: Completion of training as a psychologist, special educator, or speech and language therapist. Stated Purpose: To measure a student’s spoken and written language abilities, including oral language, writing, reading, and spelling. Type of Instrument: Normative-referenced assessment instrument. Comments: There are twelve subtests to the Illinois Test of Psycholinguistic Abilities – 3rd Edition (ITPA-3), which are organized according to a Spoken Language Scale (Spoken Analogies, Spoken Vocabulary, Morphological Closure, Syntactic Sentences, Sound Deletion, and Rhyming Sequences) and a Written Language Scale (Sentence Sequencing, Written Vocabulary, Sight Decoding, Sound Decoding, Sight Spelling, and Sound Spelling). Subtests can be combined to form eleven composite scores: General Language, Spoken Language, Written Language, Semantics, Grammar, Phonology, Comprehension, Spelling, Sight-Symbol Processing, and Sound-Symbol Processing. Normative Data: The normative studies were large and representative. As they did not include students with visual impairment or multiple disabilities, it is unclear how applicable the available normative data may be for these individuals. However, even without calculating standard scores, it is useful in determining strengths and weaknesses, and with the diagnosis of language disorders. Standardization: The ITPA-3 has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. The authors state that when administered to students with blindness or visual impairment, these students have demonstrated deficits on several subtests, leading to conclusions that are not truly indicative of their abilities. Adaptations: The publisher states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Independent Living: A Curriculum with Adaptations for Students with Visual Impairments. Volume 1: Social Competence, 2nd Edition Authors: Loumiet, R., and Levack, N. Ages: Birth to twenty-two years. Published: 1993, Texas School for the Blind and Visually Impaired. Qualifications to Administer: Training in the assessment of visual impairment and daily living skills. Stated Purpose: A resource and guide for assessment, evaluation, and instruction of students with visual impairment. Type of Instrument: Criterion-referenced instruction and assessment curriculum. Comments: Independent Living: A Curriculum with Adaptations for Students with Visual Impairments. Volume 1: Social Competence, 2nd Edition covers eleven subjects: interaction with family and peers, self-concept, recognition and expression of emotions, nonverbal communication, values clarification, personal and social aspects of sexuality, physical aspects of sexuality, courteous behavior, problem solving and decision making/planning, scholastic success, and personal/civic responsibility. Skills are sequenced into age groups. Normative Data: As a criterion-referenced curriculum designed for those with visual impairment, Independent Living: A Curriculum with Adaptations for Students with Visual Impairments. Volume 1: Social Competence, 2nd Edition does not provide norm-referenced information about age-appropriate social skills development, but rather a detailed description of an individual’s social skills, which can be utilized to characterize development as a whole. Standardization: As Independent Living: A Curriculum with Adaptations for Students with Visual Impairments. Volume 1: Social Competence, 2nd Edition was designed specifically for those with visual impairment, standard administration and scoring procedures are appropriate. Adaptations: Information about adaptations and adapted materials for those with visual impairment is provided in the curriculum kit. Independent Living: A Curriculum with Adaptations for Students with Visual Impairments. Volume 2: Self-Care and Maintenance of Personal Environment, 2nd Edition Authors: Loumiet, R., and Levack, N. Ages: Birth to twenty-two years. Published: 1993, Texas School for the Blind and Visually Impaired. Qualifications to Administer: Training in the assessment of visual impairment and daily living skills. Stated Purpose: A resource and guide for assessment, evaluation, and instruction of students with visual impairment. Type of Instrument: Criterion-referenced instruction and assessment curriculum. Comments: Independent Living: A Curriculum with Adaptations for Students with Visual Impairments: Volume 2: Self-Care and Maintenance of Personal Environment, 2nd Edition, covers fourteen subjects: dressing, clothing management, personal hygiene and grooming, toileting and feminine hygiene, eating, eating in different settings, food management, housekeeping and home maintenance, housing, telephone use, time concepts, obtaining and using money, health and safety, and self-advocacy. Skills are sequenced into age groups. Normative Data: As a criterion-referenced curriculum designed for those with visual impairment, Independent Living: A Curriculum with Adaptations for Students with Visual Impairments. Volume 2: Self-Care and Maintenance of Personal Environment, 2nd Edition does not provide norm-referenced information about age-appropriate self-care skills development, but rather a detailed description of an individual’s self-care, which can be utilized to characterize development as a whole. Standardization: As Independent Living: A Curriculum with Adaptations for Students with Visual Impairments. Volume 2: Self-Care and Maintenance of Personal Environment, 2nd Edition was designed specifically for those with visual impairment, standard administration and scoring procedures are appropriate. Adaptations: Information about adaptations and adapted materials for those with visual impairment is provided in the curriculum kit. Independent Living: A Curriculum with Adaptations for Students with Visual Impairments. Volume 3: Play and Leisure, 2nd Edition Authors: Loumiet, R., and Levack, N. Ages: Birth to twenty-two years. Published: 1993, Texas School for the Blind and Visually Impaired. Qualifications to Administer: Training in the assessment of visual impairment and daily living skills. Stated Purpose: A resource and guide for assessment, evaluation, and instruction of students with visual impairment. Type of Instrument: Criterion-referenced instruction and assessment curriculum. Comments: Independent Living: A Curriculum with Adaptations for Students with Visual Impairments: Volume 3: Play and Leisure, 2nd Edition, covers nine subjects: management of leisure time, solitary play and leisure activities, social play and leisure activities, physical games and sports, enjoyment of pets and nature, music and dance, arts and crafts, reading/writing/speaking/drama, and science and technology. Skills are sequenced into age groups. Normative Data: As a criterion-referenced curriculum designed for those with visual impairment, Independent Living: A Curriculum with Adaptations for Students with Visual Impairments. Volume 3: Play and Leisure, 2nd Edition does not provide norm-referenced information about age-appropriate development of leisure interests and activities, but rather a detailed description of an individual’s leisure interests and activities, which can be utilized to characterize development as a whole. Standardization: As Independent Living: A Curriculum with Adaptations for Students with Visual Impairments. Volume 3: Play and Leisure, 2nd Edition was designed specifically for those with visual impairment, standard administration and scoring procedures are appropriate. Adaptations: Information about adaptations and adapted materials for those with visual impairment is provided in the curriculum kit. Individualized Systematic Assessment of Visual Efficiency (ISAVE) Author: Langley, M.B. Ages: Birth to 21 years. Published: 1999, American Printing House for the Blind. Qualifications to Administer: Training and clinical experience in the area of low vision and functional assessment. Stated Purpose: To determine the functional vision of infants children and young adults. Type of Instrument: Non-assessment focused teaching curriculum. Comments: The Individualized Systematic Assessment of Visual Efficiency (ISAVE) Is a functional visual assessment instrument for infants, children and young adults evidencing significant cognitive, neurological, physical, and sensory impairments that may not be reliably assessed with standard assessment instruments. There are a total of 15 chapters to this assessment text and protocol, covering minimal responsiveness, alignment/ocular mobility, acuity, visual fields, cortical visual impairments, visual perceptual abilities, a developmental inventory of visual efficiency, social attention gaze, a baby screen, a vision screen, and a summary protocol. A CD-ROM with expandable/enlargeable documents is available as well. Visual Discrimination cards assess acuity. An instructional video is included. Normative Data: As the ISAVE was designed for those with visual impairment and multiple disabilities, the available normative data is appropriate. Standardization: Standard administration and scoring procedures are appropriate, as the ISAVE was designed specifically for students with visual impairment or multiple disabilities. Adaptations: As the ISAVE is designed specifically for students with visual impairment or multiple disabilities, adaptations are not necessary. Infant-Toddler Social Emotional Assessment (ITSEA) Authors: Carter, A. and Briggs-Gowan, M.. Ages: One to three years. Published: 2005, The Psychological Corporation. Qualifications to Administer: Completion of graduate training in psychology with coursework in development and assessment. Stated Purpose: To provide an in-depth analysis of and to guide intervention planning for social-emotional development. Type of Instrument: Normative-referenced assessment instrument. Comments: There are four domains assessed by the Infant-Toddler Social Emotional Assessment (ITSEA): Externalizing (Activity/Impulsivity, Aggression/Defiance, and Peer Aggression), Internalizing (Depression/Withdrawal, General Anxiety, Separation Distress, and Inhibition to Novelty), Dysregulation (Sleep, Negative Emotionality, Eating, and Sensory Sensitivity), and Competence (Compliance, Attention, Imitation/Play, Mastery Motivation, Empathy, and Prosocial Peer Relations). The Infant-Toddler Social Emotional Assessment can be completed as a 166-item Parent Form and Care Provider Form, or may be administered as a structured interview. Computerized scoring is available. Spanish-Language forms are also being made available when the instrument is released in the Fall of 2005. Normative Data: The normative studies were large and representative. The publisher states that children with language delays, premature birth, and other “diagnosed disorders” were included, yet there is no mention of inclusion of children with visual impairment or multiple disabilities, it is unclear how applicable the available normative data may be for these individuals. Standardization: As a parent or caregiver completed questionnaire, or a structure interview administered to these individuals, standard procedures are appropriate. Adaptations: No adaptations are necessary, as the ITSEA is a questionnaire completed by the parent or caregiver about a child’s abilities. The INSITE Model: Resources for Family-Centered Interventions for Infants, Toddlers, and Preschoolers Who Are Visually Impaired Author: Morgan, E. C. Ages: Birth to six years. Published: 1992, SKI HI Institute, Department of Communicative Disorders, Utah State University. Qualifications to Administer: Not specified. Stated Purpose: To facilitate the provision of services to multiply handicapped, sensory-impaired children in their home. Type of Instrument: Non-assessment focused teaching curriculum. Comments: The INSITE Model: Resources for Family-Centered Interventions for Infants, Toddlers, and Preschoolers Who Are Visually Impaired covers nine subjects: guidelines for home teachers, communication, gross motor, orientation and mobility, vision, hearing and listening, tactile activities and getting ready for Braille, cognition, and getting ready for school. This model posits that parents are the primary facilitators of development, so early intervention in the home is stressed. Psychological assistance and emotional support are also part of the intervention. Normative Data: The INSITE Model: Resources for Family-Centered Interventions for Infants, Toddlers, and Preschoolers Who Are Visually Impaired curriculum is not an assessment tool, but rather a teaching curriculum. As such, normative data is not provided for determination of age appropriateness of skills level development. Standardization: Standard administration and scoring procedures are appropriate, as The INSITE Model: Resources for Family-Centered Interventions for Infants, Toddlers, and Preschoolers Who Are Visually Impaired curriculum was designed specifically for students with visual impairment or multiple disabilities. Adaptations: As the INSITE Model: Resources for Family-Centered Interventions for Infants, Toddlers, and Preschoolers Who Are Visually Impaired is designed specifically for students with visual impairment or multiple disabilities, adaptations are not necessary. Iowa Tests of Basic Skills (ITBS), Forms K, L, and M-Braille Edition Authors: Hoover, H. D., Hieronymus, A. N., Frisbie, D. A., and Dunbar, S. B. Ages: Eight to fourteen years. Published: 1993, American Printing House for the Blind. (Out of print) Qualifications to Administer: Training in procedures for testing students with visual impairment. Stated Purpose: To provide comprehensive measurement of growth in the functional skills: listening, word analysis, vocabulary, reading, the mechanics of writing, methods of study, and mathematics. Type of Instrument: Normative-referenced assessment instrument. Comments: The Iowa Tests of Basic Skills (ITBS), Forms K, L, and M-Braille Edition has seventeen scores: Vocabulary, Reading Comprehension, Language (Spelling, Capitalization, Punctuation, Usage and Expression, and Total), Work Study (Visual Materials, Reference Materials, and Total), Mathematics (Concepts, Problem Solving, Computation, and Total), Complete Composite, Social Studies, and Science. Newer editions of this achievement test have been released by the publisher in standard format, but have not yet been made available in a Braille format. Normative Data: There are separate normative data for the ITBS-Braille Edition, based on how sighted students performed on the items selected from the standard form of the Iowa Tests of Basic Skills, Forms K, L, and M. Standardization: This form of the ITBS was designed specifically for use with students with visual impairment or multiple disabilities. The student must demonstrate proficiency in Braille to use this format of the ITBS. Administration of the Braille adaptation is considered nonstandard, and time limits may be exceeded. Adaptations: Braille adaptations are not available for each test level, and the publisher should be contacted regarding availability. Items that could not be adapted were eliminated from the Braille Edition. Iowa Tests of Basic Skills (ITBS), Form A- Large Print Edition Authors: Hoover, H. D., Hieronymus, A. N., Frisbie, D. A., and Dunbar, S. B. Ages: Eight to fourteen years. Published: 2001, Riverside Publishing Company. Qualifications to Administer: Training in procedures for testing students with visual impairment. Stated Purpose: To provide comprehensive measurement of growth in the functional skills: listening, word analysis, vocabulary, reading, the mechanics of writing, methods of study, and mathematics. Type of Instrument: Normative-referenced assessment instrument. Comments: The Iowa Tests of Basic Skills (ITBS), Form A-Large Print Edition has seventeen scores: Vocabulary, Reading Comprehension, Language (Spelling, Capitalization, Punctuation, Usage and Expression, and Total), Work Study (Visual Materials, Reference Materials, and Total), Mathematics (Concepts, Problem Solving, Computation, and Total), Complete Composite, Social Studies, and Science. Newer editions of this achievement test have been released by the publisher in standard format, but have not yet been made available in a Large Print format. There is no Braille format edition of this instrument available either from Riverside Publishing or American Printing House for the Blind. Normative Data: There are separate normative data for the ITBS-Large Print Edition, based on how sighted students performed on the items selected from the standard form of the Iowa Tests of Basic Skills, Form A. Standardization: This form of the ITBS was designed specifically for use with students with visual impairment or multiple disabilities. Administration of the Large Print adaptation is considered nonstandard, and time limits may be exceeded. Adaptations: Large Print adaptations are not available for each test level, and the publisher should be contacted regarding availability. Items that could not be adapted were eliminated from the Large Print Edition. Kaufman Assessment Battery for Children, 2nd Edition (KABC-2) Authors: Kaufman, A. S. and Kaufman, N. L. Ages: Three to thirteen years. Published: 2004, American Guidance Service. Qualifications to Administer: Completion of graduate training in tests and measurement, with relevant supervised clinical experience. Stated Purpose: An individually administered measure of intelligence and achievement. Type of Instrument: Normative-referenced assessment instrument. Comments: There are a total of 20 subtests organized according to five broad categories to the Kaufman Assessment Battery for Children, 2nd Edition (KABC-2): Sequential Processing/Short-Term Memory (Hand Movements, Number Recall, and Word Order), Simultaneous Processing/Visual Processing (Triangles, Face Recognition, Pattern Reasoning, Block Counting, Story Completion, Conceptual Thinking, Rover, and Gestalt Closure), Learning Ability/Long-Term Storage and Retrieval (Atlantis, Rebus, Atlantic Recall, and Rebus Recall) Planning Ability/Fluid Reasoning (Pattern Reasoning, and Story Completion) and Knowledge/Crystalized Ability (Riddles, Verbal Knowledge, and Expressive Vocabulary). The results of between five and ten of the above subtests are used, according to age, to determine core index scores. Spanish Language materials have been included for use with students for whom Spanish is their primary language. Computerized scoring is also available from the publisher. Normative Data: While normative studies utilized representative samples including students enrolled in special education programs, those with visual impairment or multiple disabilities were not included. As these students were not included, it is unclear how applicable the available normative data may be for these individuals. Standardization: The KABC-2 has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. The publisher states that visual items are poorly suited to these students, and that no adaptations are available. Adaptations: The publisher also states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Kaufman Functional Academic Skills Test-Braille Edition (K-FAST) Authors: Not specified. Ages: Fifteen to 85 years. Published: 1996, American Printing House for the Blind. Qualifications to Administer: Completion of graduate training in tests and measurement, with relevant supervised clinical experience. Stated Purpose: An individually administered diagnostic battery that measures reading and mathematics as they relate to everyday activities. Type of Instrument: Normative-referenced assessment instrument. Comments: The Kaufman Functional Academic Skills Test-Braille Edition is a functional abilities test that requires one to actually perform the daily living activities for determination of abilities, rather than relying upon the report of others to assess functional capacities. The types of skills assessed range from reading product or medication labels, to working out monthly budgets or conducting price comparisons. Standard Scores are computed for each of the Reading and Mathematics subtests, along with a total Functional Index Score. This instrument was designed to be used in both academic and adult placement settings. Normative Data: There are separate national normative data for the Kaufman Functional Academic Skills Test-Braille Edition available from the American Printing House for the Blind. Standardization: Supplemental specific and general directions for the administration of the Braille Format of the Kaufman Functional Academic Skills Test-Braille Edition are available from the American Printing House for the Blind. Adaptations: There is no need to adapt any items for those with visual impairment or multiple disabilities, as this instrument is available in a Braille format. Kaufman Functional Academic Skills Test-Large Print Edition (K-FAST) Authors: Not specified. Ages: Fifteen to 85 years. Published: 1996, American Printing House for the Blind. Qualifications to Administer: Completion of graduate training in tests and measurement, with relevant supervised clinical experience. Stated Purpose: An individually administered diagnostic battery that measures reading and mathematics as they relate to everyday activities. Type of Instrument: Normative-referenced assessment instrument. Comments: The Kaufman Functional Academic Skills Test-Large Print Edition is a functional abilities test that requires one to actually perform the daily living activities for determination of abilities, rather than relying upon the report of others to assess functional capacities. The types of skills assessed range from reading product or medication labels, to working out monthly budgets or conducting price comparisons. Standard Scores are computed for each of the Reading and Mathematics subtests, along with a total Functional Index Score. This instrument was designed to be used in both academic and adult placement settings. Normative Data: There are separate national normative data for the Kaufman Functional Academic Skills Test-Large Print Edition available from the American Printing House for the Blind. Standardization: Supplemental specific and general directions for the administration of the Braille Format of the Kaufman Functional Academic Skills Test-Large Print Edition are available from the American Printing House for the Blind. Adaptations: There is no need to adapt any items for those with visual impairment or multiple disabilities, as this instrument is available in a Large Print format. Kaufman Test of Educational Achievement, 2nd Edition (KTEA-2) Authors: Kaufman, A. S. and Kaufman, N. L. Ages: Four to 25 years. Published: 2004, American Guidance Service. Qualifications to Administer: Completion of graduate training in tests and measurement, with relevant supervised clinical experience. Stated Purpose: An individually administered diagnostic battery that measures reading, mathematics, and spelling skills. Type of Instrument: Normative-referenced assessment instrument. Comments: There are 14 subtests to the Kaufman Test of Educational Achievement (KTEA-2), which are organized into five categories: Reading Standard (Letter and Word Recognition, Nonsense Word Decoding, and Reading Comprehension) Reading Supplemental Subtests (Phonological Awareness, Rapid Automatized Naming, Fluency (Semantic and Phonological), Timed Word Recognition, and Timed Nonsense Word Decoding), Math Standard Battery (Math Concepts and Applications, and Math Computation) Written Language Standard Battery (Written Expression and Spelling), and Oral Language Supplemental Subtests (Listening Comprehension, and Oral expression). A Battery Composite is also calculated. Timed tasks are not ideal, given the standard print utilized for stimulus items. Computerized scoring is also available from the publisher. Normative Data: While normative studies utilized representative samples, students with visual impairment or multiple disabilities were not included. As these students were not included, it is unclear how applicable the available normative data may be for these individuals. Standardization: The KTEA-2 has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. The publisher states that visual items are poorly suited to these students, and that no adaptations are available. Adaptations: The publisher also states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. KeyMath-Revised: A Diagnostic Inventory of Essential Mathematics: Braille Edition, Form A Author: Connolly, A. J. Ages: Four to fourteen years. Published: 1988, American Printing House for the Blind. Qualifications to Administer: Completion of graduate training in tests and measurement, with relevant supervised clinical experience. Stated Purpose: An updated measure of understanding and applying important mathematics concepts and skills. Type of Instrument: Normative-referenced assessment instrument. Comments: The KeyMath-Revised: A Diagnostic Inventory of Essential Mathematics: Braille Edition, Form A is an adapted version of the KeyMath-Revised test, published by American Guidance Service. The latter version has colored stimuli that are presented on easels to students, with artwork illustrating the questions. The American Guidance Service states that the standard version of the KeyMath-Revised: A Diagnostic Inventory of Essential Mathematics relies on visual stimulation, and is poorly suited to students with visual impairment or multiple disabilities. A newer edition of this instrument is under development, and will likely be made available in a Braille format in the next several years. Normative Data: There are separate normative data for the KeyMath-Revised: A Diagnostic Inventory of Essential Mathematics: Braille Edition, Form A, based on how sighted students performed on the items selected from the standard form of the KeyMath-Revised: A Diagnostic Inventory of Essential Mathematics. Standardization: This form of the KeyMath-Revised: A Diagnostic Inventory of Essential Mathematics was designed specifically for use with students with visual impairment or multiple disabilities. The student must demonstrate proficiency in Braille to use this format of the KeyMath-Revised: A Diagnostic Inventory of Essential Mathematics. Administration of the Braille adaptation is considered nonstandard, and time limits may be exceeded. Adaptations: As the KeyMath-Revised: A Diagnostic Inventory of Essential Mathematics: Braille Edition, Form A was designed specifically for those with visual impairment or multiple disabilities, no adaptations are necessary. Khan-Lewis Phonological Analysis, 2nd Edition (KLPA-2) Authors: Khan, L. M. L., and Lewis, N. P. Ages: Two to 21 years. Published: 2001, American Guidance Service. Qualifications to Administer: Completion of graduate training in tests and measurement, with relevant supervised clinical experience. Stated Purpose: To diagnose and describe articulation or phonological disorders in children of preschool age. Type of Instrument: Normative-referenced assessment instrument. Comments: There are fifteen common phonological problems targeted for detection by the Khan-Lewis Phonological Analysis, 2nd Edition (KLPA-2): Initial Voicing, Syllable Reduction, Palatal Fronting, Deaffrication, Glottal Replacement, Backing to Velars, Velar Fronting, Consonant Harmony, Stridency Deletion, Clutter Simplification, Final Devoicing, Liquid Simplification, Deletion of Initial Consonants, Stopping of Fricatives and Affricates, and Deletion of Final Consonants. This test is meant to be administered along with the Goldman-Fristoe Test of Articulation, 2nd Edition referenced earlier. Normative Data: The publisher states that the normative data collected assessed only those without visual impairment, and no set of data was collected for administration to students with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. A trained speech pathologist must interpret the results. Standardization: The KLPA-2 has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. Adaptations: The publisher also states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Language Assessment Scales-Oral English, Form 1C and 1D (LAS-O) Authors: DeAvila, E. A. and Duncan, S. E. Ages: Six to seventeen years. Published: 1991, CTB Macmillan/McGraw-Hill. Qualifications to Administer: Classroom or special education teacher. Stated Purpose: To measure those English and language skills necessary for functioning in a mainstream academic environment. Type of Instrument: Criterion-referenced assessment instrument. Comments: There are six scores to the Language Assessment Scales-Oral English, Form 1C and 1D (LAS-O): Vocabulary, Listening Comprehension, Story Retelling, Minimal Sound Pairs, Phonemes, and Total. Each test is based on an analysis of four primary language subsystems: phonemic, lexical, syntactical, and pragmatic. Normative Data: The LAS-O is a criterion-referenced assessment instrument that is focused on determining an individual’s language abilities, rather than determining age-appropriateness of the individual’s language skills. However, language grade level equivalents can be determined for the range between grade one through grade six. Standardization: The LAS-O has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. However, the LAS-O does not have time limits for responding to queries. While small stimulus pictures may present a problem for students with visual impairment or multiple disabilities, the oral nature of the LAS-O makes it otherwise appropriate for use with these students. Adaptations: The publisher also states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Lea Gratings Author: Hyvarinen, L. Ages: Birth to eighteen months. Published: Lighthouse International. Qualifications to Administer: An individual who is suspected of having a visual impairment must have an acuity test administered and interpreted by a M.D. or O.D. Stated Purpose: To measure distance acuity in the first year and a half of life. Type of Instrument: Criterion-referenced assessment instrument. Comments: The Lea Gratings are designed to measure grating acuity of infants, pre-verbal children, and people with multiple disabilities of all ages. Approximate acuity is determined when the individual is noted to fixate on the striped pattern, rather then the uniform gray paddle. The six paddles are presented with gratings of decreasing inter-strip distance, at .25, .5, 1.0, 2.0, 4.0, and 8.0 cycles per centimeter of surface. Normative Data: The Lea Gratings is a criterion-referenced assessment tool, designed to provide an accurate measure of distance acuity, rather than any normative information. However, findings can be plotted on a graph and compared to graphs provided about “normal” visual development. Standardization: The Lea Gratings were designed specifically for those with visual impairment or multiple disabilities. Adaptations: As the Lea Gratings are designed specifically for assessment of visual acuity, adaptations are not necessary. Lea Numbers Low Contrast Test Authors: Hyvarinen, L. Ages: Three years and older. Published: Lighthouse International. Qualifications to Administer: An individual who is suspected of having a visual impairment must have a contrast sensitivity test administered and interpreted by a M.D. or O.D. Stated Purpose: To measure contrast sensitivity in children three years and older. Type of Instrument: Criterion-referenced assessment instrument. Comments: The Lea Numbers Low Contrast Test features 30 low contrast numbers arranged in six rows of five symbols per row. Contrast decreases from the top row, at 25%, to 10%, 5%, 2.5%, 1.25%, and .6%. The kit also includes a soft-tipped pointer. Normative Data: The Lea Numbers Low Contrast Test is a criterion-referenced assessment tool, designed to provide an accurate measure of distance acuity, rather than any normative information Standardization: The Lea Numbers Low Contrast Test was designed specifically for those with visual impairment or multiple disabilities. Adaptations: As the Lea Numbers Low Contrast Test is designed specifically for assessment of contrast sensitivity, adaptations are not necessary. Lea Symbols Crowded Symbol Book Authors: Hyvarinen, L. Ages: Nineteen months to three years old. Published: Lighthouse International. Qualifications to Administer: An individual who is suspected of having a visual impairment must have an acuity test administered and interpreted by a M.D. or O.D. Stated Purpose: To measure distance acuity in children nineteen months to three years old. Type of Instrument: Criterion-referenced assessment instrument. Comments: The Lea Symbols Crowded Symbol Book was designed for those who cannot perform in the line test situations of the translucent or folding line charts. It features Lea symbols that are easy for children to recognize. Each page has one optotype surrounded by symbols of the same size on all four sides, spaced at 100% of symbol size. Optotypes range from 10/32 to 10/8. There are four pages for each size. The goal is to correctly identify the middle symbol. Each page measures 5x5 inches. Stimuli are presented hand held, as a screening and assessment of amblyopia. Normative Data: The Lea Symbols Crowded Symbol Book is a criterion-referenced assessment tool, designed to provide an accurate measure of distance acuity, rather than any normative information Standardization: The Lea Symbols Crowded Symbol Book was designed specifically for those with visual impairment or multiple disabilities. Adaptations: As the Lea Symbols Crowded Symbol Book is designed specifically for assessment of visual acuity, adaptations are not necessary. Lea Symbols Domino Cards Authors: Hyvarinen, L. Ages: Nineteen months to three years old. Published: Lighthouse International. Qualifications to Administer: An individual who is suspected of having a visual impairment must have an acuity test administered and interpreted by a M.D. or O.D. Stated Purpose: To measure near acuity in children nineteen months to three years old. Type of Instrument: Criterion-referenced assessment instrument. Comments: The Lea Symbols Domino Cards were designed for testing near visual acuity in a play situation. The set contains three packs of sixteen cards. Each card displays a large symbol at one end and a small symbol at the other end. One pack of cards has symbols of 20/160 equivalent and 20/40 equivalent, the second pack of cards has symbols at 20/100 equivalent and 20/25 equivalent, and the final pack of cards has symbols at 20/63 equivalent and 20/16 equivalent. The Lea Symbols Domino Cards can also be used to train amblyopic eyes. Normative Data: The Lea Symbols Domino Cards is a criterion-referenced assessment tool, designed to provide an accurate measure of distance acuity, rather than any normative information Standardization: The Lea Symbols Domino Cards were designed specifically for those with visual impairment or multiple disabilities. Adaptations: As the Lea Symbols Domino Cards were designed specifically for assessment of visual acuity, adaptations are not necessary. Lea Symbols Line Chart Tests Authors: Hyvarinen, L. Ages: Three years and older. Published: Lighthouse International. Qualifications to Administer: An individual who is suspected of having a visual impairment must have an acuity test administered and interpreted by a M.D. or O.D. Stated Purpose: To measure distance acuity in children three years and older. Type of Instrument: Criterion-referenced assessment instrument. Comments: These charts come in two forms, translucent and folding, and are all meant to be presented at a distance of ten feet from the individual being assessed. The translucent charts are meant to be used with rear illumination from a standard illumination cabinet, for screening and assessment of amblyopia. The folding line charts come with a black back surface, which can be used as a lap table. Folding charts can be wall mounted or handheld. Normative Data: The Lea Symbols Line Chart Tests are criterion-referenced assessment tools, designed to provide an accurate measure of distant acuity, rather than any normative information Standardization: The Lea Symbols Line Chart Tests were designed specifically for those with visual impairment or multiple disabilities. Adaptations: As the Lea Symbols Line Chart Tests were designed specifically for assessment of visual acuity, adaptations are not necessary. Lea Symbols Near Vision Card Authors: Hyvarinen, L. Ages: Three years and older. Published: Lighthouse International. Qualifications to Administer: An individual who is suspected of having a visual impairment must have an acuity test administered and interpreted by a M.D. or O.D. Stated Purpose: To measure near acuity in children three years and older. Type of Instrument: Criterion-referenced assessment instrument. Comments: The Lea Symbols Near Vision Card is designed for testing acuity at a viewing distance of 16 inches. This acuity test uses the “crowding phenomenon” to assess amblyopia among young children. Crowded Lea Symbols are presented on one side, and a set of numbers is presented on the other side. Symbol and number sizes range from 20/400 to 20/10. A 16 inch cord is attached to the card to maintain a constant distance. The card measures 8x10 inches. Normative Data: The Lea Symbols Near Vision Card is a criterion-referenced assessment tool, designed to provide an accurate measure of distance acuity, rather than any normative information Standardization: The Lea Symbols Near Vision Card was designed specifically for those with visual impairment or multiple disabilities. Adaptations: As the Lea Symbols Near Vision Card was designed specifically for assessment of visual acuity, adaptations are not necessary. Lea Symbols Low Contrast Test Authors: Hyvarinen, L. Ages: Three years and older. Published: Lighthouse International. Qualifications to Administer: An individual who is suspected of having a visual impairment must have contrast sensitivity tests administered and interpreted by a M.D. or O.D. Stated Purpose: To measure contrast sensitivity in children three years and older. Type of Instrument: Criterion-referenced assessment instrument. Comments: The Lea Symbols Low Contrast Test features 30 low contrast symbols arranged in six rows of five symbols per row. Contrast decreases from the top row, at 25%, to 10%, 5%, 2.5%, 1.25%, and .6%. The kit also includes a soft-tipped pointer. Normative Data: The Lea Symbols Low Contrast Test is a criterion-referenced assessment tool, designed to provide an accurate measure of distance acuity, rather than any normative information Standardization: The Lea Symbols Low Contrast Test was designed specifically for those with visual impairment or multiple disabilities. Adaptations: As the Lea Symbols Low Contrast Test was designed specifically for assessment of contrast sensitivity, adaptations are not necessary. Lea Symbols Playing Cards Authors: Hyvarinen, L. Ages: Nineteen months to three years. Published: Lighthouse International. Qualifications to Administer: An individual who is suspected of having a visual impairment must have an acuity test administered and interpreted by a M.D. or O.D. Stated Purpose: To measure near acuity in children nineteen months to three years old. Type of Instrument: Criterion-referenced assessment instrument. Comments: The Lea Symbols Playing Cards is designed for testing near visual acuity in a play situation. After becoming accustomed to playing the game, the cards can be presented from further away to measure acuity at any distance. The set contains 64 cards, with eight cards in each of the following sizes: 20/800, 20/500, 20/320, 20/200, 20/125, 20/80, 20/50, and 20/32. Cards are presented at a viewing distance of 16 inches. The Lea Symbols Playing Cards can be used to train amblyopic eyes. Normative Data: The Lea Symbols Playing Cards is a criterion-referenced assessment tool, designed to provide an accurate measure of distance acuity, rather than any normative information Standardization: The Lea Symbols Playing Cards was designed specifically for those with visual impairment or multiple disabilities. Adaptations: As the Lea Symbols Playing Cards was designed specifically for assessment of visual acuity, adaptations are not necessary. Lea Symbols Pocket Near Vision Card Authors: Hyvarinen, L. Ages: Three years and older. Published: Lighthouse International. Qualifications to Administer: An individual who is suspected of having a visual impairment must have an acuity test administered and interpreted by a M.D. or O.D. Stated Purpose: To measure near acuity in individuals three years and older. Type of Instrument: Criterion-referenced assessment instrument. Comments: The Lea Symbols Pocket Near Vision Card includes most of the same elements as the Near Vision Card, except it fits in a purse or pocket. One side has crowded LEA symbols. A standard linear test is provided on the other side. The screen is presented at a viewing distance of 16 inches. Optotype sizes range from 20/320 to 20/10. The card measures 3.5x6.3 inches. Normative Data: The Lea Symbols Pocket Near Vision Card is a criterion-referenced assessment tool, designed to provide an accurate measure of distance acuity, rather than any normative information Standardization: The Lea Symbols Pocket Near Vision Card was designed specifically for those with visual impairment or multiple disabilities. Adaptations: As the Lea Symbols Pocket Near Vision Card was designed specifically for assessment of visual acuity, adaptations are not necessary. Lea Symbols Single Presentation Flash Cards Authors: Hyvarinen, L. Ages: Nineteen months to three years. Published: Lighthouse International. Qualifications to Administer: An individual who is suspected of having a visual impairment must have an acuity test administered and interpreted by a M.D. or O.D. Stated Purpose: To measure distance acuity in children nineteen months to three years old. Type of Instrument: Criterion-referenced assessment instrument. Comments: The Lea Symbols Single Presentation Flash Cards were designed for those children who have difficulty being assessed with a visual acuity chart, the Crowded Symbol Book Test, or even the Single Symbol Book Test. The task is to indicate the location of the specified card utilizing a “two-alternative forced choice” paradigm. Optotypes range from 10/100 to 10/4. The set is divided into five packs of different sizes. Cards range in size from 4x5 inches to 5x5 inches. Normative Data: The Lea Symbols Single Presentation Flash Cards is a criterion-referenced assessment tool, designed to provide an accurate measure of distance acuity, rather than any normative information Standardization: The Lea Symbols Single Presentation Flash Cards was designed specifically for those with visual impairment or multiple disabilities. Adaptations: As the Lea Symbols Single Presentation Flash Cards was designed specifically for assessment of visual acuity, adaptations are not necessary. Lea Symbols Single Symbol Book Authors: Hyvarinen, L. Ages: Nineteen months to three years. Published: Lighthouse International. Qualifications to Administer: An individual who is suspected of having a visual impairment must have an acuity test administered and interpreted by a M.D. or O.D. Stated Purpose: To measure distance acuity in children who cannot perform in standard line tests or with crowded symbol tests. Type of Instrument: Criterion-referenced assessment instrument. Comments: The Lea Symbols Single Symbol Book was designed for those who cannot perform in the line test situations of the translucent or folding line charts. There are thirteen pages with sizes ranging from 10/100 to 10/5. Each page has one to four symbols of the same size. A cover piece is included so that one symbol can be presented at a time. Each page measures 5x5 inches. Normative Data: The Lea Symbols Single Symbol Book is a criterion-referenced assessment tool, designed to provide an accurate measure of distance acuity, rather than any normative information Standardization: The Lea Symbols Single Symbol Book was designed specifically for those with visual impairment or multiple disabilities. Adaptations: As the Lea Symbols Single Symbol Book was designed specifically for assessment of visual acuity, adaptations are not necessary. Learning Accomplishment Profile, Revised Edition (LAP-R) Authors: Sanford, A. R., and Zelman, J. G. Ages: Three to six years. Published: 1981, Kaplan Companies. Qualifications to Administer: Teacher, special educator or parent. Stated Purpose: To assess a child’s development in the areas of motor skills, cognition, language, self-help, and social-emotional. Type of Instrument: Criterion-referenced assessment instrument. Comments: The Learning Accomplishment Profile, Revised Edition (LAP-R) breaks down the stages of development to be assessed. Items to be administered are to be selected from nineteen developmental assessments. The items are organized into the following areas: gross motor development, fine motor development, personal skills, social skills, self-help, pre-writing, cognitive development, and language skills. Normative Data: The LAP-R is a criterion-referenced assessment instrument that is focused on determining a child’s language, motor, social, cognitive, and independence skills, rather than determining age-appropriateness of the child’s skills in these areas. However, language grade level equivalents can be determined for the range between ages one and six years. As a criterion-referenced instrument, the older nature of the age-equivalents requires careful interpretation of a current administration. Standardization: The LAP-R has not been standardized in terms of administration procedure and interpretation for children with visual impairment or multiple disabilities. Adaptations: The publisher also states that no adaptations have been made specifically for children with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Learning Media Assessment for Students with Visual Impairments Authors: Koenig, A. J. and Holbrook, M. C. Ages: Five to eighteen years. Published: 1993, Texas School for the Blind and Visually Impaired. Qualifications to Administer: Training as a teacher of the visually impaired. Stated Purpose: To aid teachers in the selection of literary media for students with visual impairment. Type of Instrument: Non-assessment focused teaching curriculum. Comments: The Learning Media Assessment for Students with Visual Impairments covers five subjects: the use of sensory channels, determination of types of learning media, initial selection of learning media, continued assessment of selection of learning media, and selection of learning media for students with multiple disabilities. Normative Data: The Learning Media Assessment for Students with Visual Impairments curriculum is not an assessment tool, but rather a teaching curriculum. As a criterion-referenced instrument, it will provide information about an individual’s learning abilities. As such, normative data is not provided for determination of age appropriateness of skills level development. Standardization: This program was designed specifically for students with visual impairment or multiple disabilities. The book is a series of checklists and forms to be completed by the teacher. Adaptations: As Learning Media Assessment for Students with Visual Impairments was designed specifically for students with visual impairment or multiple disabilities, adaptations are not necessary. Leiter International Performance Scales-Revised (Leiter-R) Authors: Raid, G. H., and Miller, L. J. Ages: Two to twenty years. Published: 1997, Stoelting Company. Qualifications to Administer: Completion of a master’s degree in psychology, with relevant supervised clinical experience. Stated Purpose: Devised for mental measurement entirely non-language in nature. Type of Instrument: Normative-referenced assessment instrument. Comments: Perceptual tasks involve the integration and manipulation of shape, color, and block designs, while Concept items require the deduction of underlying relationships, by demonstrating understanding of visual-spatial relationships, and numerical processes. Normative Data: The publisher states that the normative data collected assessed only those without visual impairment, and no set of data was collected for administration to students with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Standardization: The Leiter-R has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. The authors stipulate that students considered appropriate for assessment with the Leiter-R are those whose hearing is impaired, those with severe expressive and/or receptive language disabilities, those with learning disabilities, those with mental retardation, those who have suffered traumatic brain injuries, those for whom English is a second language, and those with attention deficit disorders. They also stipulate that students with visual impairment are poorly suited to the tasks, due to the visually loaded nature of the test items. Adaptations: The publisher also states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Life Centered Career Education (LCCE) Author: Brolin, D. E. Ages: Thirteen to eighteen years. Published: 1998, Council for Exceptional Children. Qualifications to Administer: Classroom or special education teacher. Stated Purpose: To educate individuals with special learning needs to cope with the demands of adult life. Type of Instrument: Non-assessment focused teaching curriculum. Comments: The Life Centered Career Education (LCCE) curriculum focuses on three domains: daily living skills, personal-social skills, and occupational guidance and preparation. The LCCE is a curriculum for teaching students the skills they will need to become productive and independent adults who participate in vocational and recreational activities. The three major components comprise twenty-two major competencies, and measure stages of development. Normative Data: The LCCE curriculum is not an assessment tool, but rather a teaching curriculum. As such, normative data is not provided for determination of age appropriateness of skills level development. Evaluation activities are included with lesson plans to assess mastery of skills. Standardization: While the LCCE was designed for those with impairment, there is no specific mention of individuals with visual impairment. The LCCE has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. Adaptations: The publisher also states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Lighthouse Continuous Text Cards Authors: Not specified. Ages: Seven years and older. Published: Lighthouse International. Qualifications to Administer: Individuals suspected of having a visual impairment must have an acuity test administered and interpreted by a M.D. or O.D. Stated Purpose: To measure near acuity in children and adults. Type of Instrument: Norm-referenced assessment instrument. Comments: Elementary reading skills are required of the individual to be tested. Simple yet interesting vocabulary and sentences were chosen for children to encourage completion of the test. Sentences are printed on five cards ranging from 10 meters to 1 meter using Sloan optotypes. A viewing distance of 16 inches is recommended. A separate set of cards is available for children and for adults. Normative Data: The Lighthouse Continuous Text Cards are criterion-referenced assessment tools, designed to provide an accurate measure of near acuity, rather than any normative information Standardization: The Lighthouse Continuous Text Cards were designed specifically for those with visual impairment or multiple disabilities. Adaptations: As the Lighthouse Continuous Text Cards were designed specifically for assessment of visual acuity, adaptations are not necessary. Lighthouse House, Apple, Umbrella Series Authors: Not specified. Ages: 21 months and older. Published: Lighthouse International. Qualifications to Administer: Individuals suspected of having a visual impairment must have acuity test administered and interpreted by a M.D. or O.D. Stated Purpose: To measure distance acuity. Type of Instrument: Norm-referenced assessment instrument. Comments: The Lighthouse House, Apple, Umbrella Series features a twenty-foot viewing distance wall-mounted symbol chart and a ten-foot viewing distance wall-mounted symbol chart. This nonverbal format suits young children and those who can not read letters and numbers, but can recognize and identify common pictures. Normative Data: The Lighthouse House, Apple, Umbrella Series are criterion-referenced assessment tools, designed to provide an accurate measure of distance acuity, rather than any normative information Standardization: The Lighthouse House, Apple, Umbrella Series charts were designed specifically for those with visual impairment or multiple disabilities. Adaptations: As the Lighthouse House, Apple, Umbrella Series charts were designed specifically for assessment of visual acuity, adaptations are not necessary. Lighthouse House, Apple, Umbrella Series Flash Card Test Authors: Not specified. Ages: 21 months and older. Published: Lighthouse International. Qualifications to Administer: Individuals suspected of having a visual impairment must have an acuity test administered and interpreted by a M.D. or O.D. Stated Purpose: To measure distance acuity. Type of Instrument: Norm-referenced assessment instrument. Comments: The Lighthouse House, Apple, Umbrella Series Flash Card Test is a forced choice paradigm matching task, presented from a handheld folding book by an observer at a viewing distance of ten feet. Symbols are equivalent to Snellen’s test symbols. The three symbols are repeated at acuity levels of 200, 100, 50, 40, 30, 20, 15, and 10 feet. This nonverbal format suits young children and those who can not read letters and numbers, but can recognize and identify common pictures. Normative Data: The Lighthouse House, Apple, Umbrella Series Flash Card Test is a criterion-referenced assessment tool, designed to provide an accurate measure of distance acuity, rather than any normative information Standardization: The Lighthouse House, Apple, Umbrella Series Flash Card Test was designed specifically for those with visual impairment or multiple disabilities. Adaptations: As the Lighthouse House, Apple, Umbrella Series Flash Card Test was designed specifically for assessment of visual acuity, adaptations are not necessary. Lighthouse Near Visual Acuity Test, 2nd Edition Authors: Not specified. Ages: For any age reader. Published: Lighthouse International. Qualifications to Administer: Individuals suspected of having a visual impairment must have an acuity test administered and interpreted by a M.D. or O.D. Stated Purpose: To measure near acuity. Type of Instrument: Norm-referenced assessment instrument. Comments: The Lighthouse Near Visual Acuity Test, 2nd Edition is a reduced version of the Ferris-Bailey ETDRS Distance Visual Acuity Test. This chart features five letters per line of equal viewing difficulty. The Lighthouse Near Visual Acuity Test, 2nd Edition is calibrated for a sixteen inch viewing distance, and a cord with a ball attached at the end facilitates maintaining the proper viewing distance. There is a guide to selection of the reading add needed based on test results of two distances. The chart measures 7x9 inches, and there are different optotypes on each side. Normative Data: The Lighthouse Near Visual Acuity Test, 2nd Edition is a criterion-referenced assessment tool, designed to provide an accurate measure of distance acuity, rather than any normative information Standardization: The Lighthouse Near Visual Acuity Test, 2nd Edition was designed specifically for those with visual impairment or multiple disabilities. Adaptations: As the Lighthouse Near Visual Acuity Test, 2nd Edition was designed specifically for assessment of visual acuity, adaptations are not necessary. Look at Me: A Resource Manual for the Development of Residual Vision in Multiply Impaired Children Authors: Smith, A.J. and Cote, K.S. Ages: Birth to six years. Published: 1982, Pennsylvania College of Optometry Press. Qualifications to Administer: Vision teacher. Stated Purpose: To measure functional vision. Type of Instrument: Non-assessment focused teaching curriculum. Comments: Look at Me: A Resource Manual for the Development of Residual Vision in Multiply Impaired Children covers basic visual skills without a detailed assessment of advanced visual-motor or visual perceptual abilities. It is often used as a screening assessment, indicating the need for further evaluation of more advanced visual skills. The test materials also describe anatomy of the eye, disorders of the eye, and a vision stimulation sequence. Normative Data: The Look at Me: A Resource Manual for the Development of Residual Vision in Multiply Impaired Children curriculum is not an assessment tool, but rather a teaching curriculum. As such, normative data is not provided for determination of age appropriateness of skills level development. Standardization: Standard administration and scoring procedures are appropriate, as The Look at Me: A Resource Manual for the Development of Residual Vision in Multiply Impaired Children curriculum was designed specifically for students with visual impairment or multiple disabilities. Adaptations: As the Look at Me: A Resource Manual for the Development of Residual Vision in Multiply Impaired Children curriculum was designed specifically for students with visual impairment or multiple disabilities, adaptations are not necessary. McCarron Assessment of Neuromuscular Development-Visually Impaired (MAND-VI) Author: McCarron, L. T. Ages: Thirteen years to adult. Published: 1982, McCarron Dial Systems. Qualifications to Administer: Graduate training in tests and measurement, with relevant clinical experience. Stated Purpose: To assess motor function in those with visual impairment. Type of Instrument: Normative-referenced assessment instrument. Comments: The McCarron Assessment of Neuromuscular Development, Visually Impaired (MAND-VI) measures four factors: Persistent Control, Muscle Power, Kinesthetic Integration, and Bimanual Dexterity. Both gross and fine motor activities are included in the MAND-VI. A Total Motor score is produced. In addition to the four factors, specific scores related to speed, strength, and fine-motor coordination are combined to produce a Hand Preference Index. Normative Data: A separate set of normative data is available for those with visual impairment and those who are blind. The normative data is older, and must be used cautiously for interpretation purposes, perhaps best as a descriptive measure of a student’s abilities. Standardization: The MAND-VI is a central component of the Comprehensive Vocational Evaluation System, an assessment curriculum designed specifically for individuals who are blind or visually impaired. Standardization procedures have been established separately for individuals with visual impairment, as well as those who are blind. Adaptations: There is no need for any adaptation, as the MAND-VI was designed for individuals with visual impairment. Merrill-Palmer Revised Scales of Development (Merrill-Palmer-R) Author: Roid, G.H., and Sampers, J.L. Ages: Birth to 6.5 years. Published: 2003, Stoelting Company. Qualifications to Administer: Completion of a master’s degree in psychology, with relevant supervised clinical experience. Stated Purpose: To measure children’s intellectual ability. Type of Instrument: Normative-referenced assessment instrument. Comments: There are five cognitive domains assessed by the Merrill-Palmer Revised Scales of Development: Cognitive Development (Verbal and Nonverbal Reasoning, Memory, Visual Motor, and Speed of Processing), Language Development (Receptive and Expressive Language), Motor Development (Fine and Gross), Social-Emotional Behavior (Developmental and Clinical Rater forms completed by examiner and parents), and Self-Help/Adaptive Behavior (Developmental and Global Examiner and Parent Rating Scales). As in the original version, the instrument is a hands-on toy oriented assessment process. Normative Data: The publisher states that the normative data collected assessed only those without visual impairment, and no set of data was collected for administration to students with visual impairment or multiple disabilities. It is unclear how applicable the available, dated normative data may be for those with visual impairment or multiple disabilities. Standardization: The Merrill-Palmer-Revised Scales for Development has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. The publisher has stated that the Merrill-Palmer-Revised Scales of Development is not well-suited for use with children with visual impairment or multiple disability because of the significant reliance on vision to complete the tasks. Adaptations: The publisher also states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Miller Assessment for Preschoolers (MAP) Author: Miller, L. J. Ages: Two to six years. Published: 1982, The Psychological Corporation. Qualifications to Administer: Master’s degree or equivalent training, with relevant clinical experience. Stated Purpose: To identify children who exhibit moderate “preacademic problems.” Type of Instrument: Normative-referenced assessment instrument. Comments: The Miller Assessment for Preschoolers (MAP) has six scores: Neural Foundations (Stereognosis, Finger Localization, Hand-Nose, Romberg, Stepping, Supine Flexion, and Kneel-Stand), Coordination (Tower, Motor Accuracy, Tongue Movement and Articulation), Verbal (General Information, Follow Directions, Sentence Repetition, and Digit Repetition), Nonverbal (Sequencing, Block Tapping, Object Memory, Puzzles and Figure-Ground), Complex Tasks (Block Designs, Draw-a-Person, Imitation of Postures, and Maze), and Total Score. Twenty-seven core items test sensory and motor abilities, and cognitive skills through both verbal and nonverbal tasks. The MAP was intended as a screening device, not a comprehensive diagnostic. Normative Data: The author states in the test manual that the MAP is not to be used with children with physical, mental, or emotional difficulties because the normative sample did not include children with any sort of impairment. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Further, the normative data is older, and must be used cautiously for interpretation purposes, perhaps best as a descriptive measure of a student’s abilities. Standardization: The MAP has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. Adaptations: The publisher also states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Mr. Happy Face Contrast Sensitivity Test Authors: Bailey, I. Ages: Birth to six years. Published: Lighthouse International. Qualifications to Administer: An individual who is suspected of having a visual impairment must have a contrast sensitivity test administered and interpreted by a M.D. or O.D. Stated Purpose: To measure contrast sensitivity. Type of Instrument: Criterion-referenced assessment instrument. Comments: The Mr. Happy Face Contrast Sensitivity Test was designed as a screening of contrast sensitivity in young children. It may be used in a preferential looking test paradigm or, alternatively, a verbal or motor response may be sought. The child is presented with two cards, one blank and one with the Mr. Happy face. The child is asked to identify the card with the face. The examiner determines the lowest contrast face that elicits a response. There are nine panels for presenting thirteen contrasts ranging from .6% to 85% contrast. Normative Data: The Mr. Happy Face Contrast Sensitivity Test is a criterion-referenced assessment tool, designed to provide an accurate measure of contrast sensitivity, rather than any normative information Standardization: The Mr. Happy Face Contrast Sensitivity Test was designed specifically for those with visual impairment or multiple disabilities. Adaptations: As the Mr. Happy Face Contrast Sensitivity Test was designed specifically for assessment of those with visual impairment, adaptations are not necessary. Motor-Free Visual Perception Test, 3rd Ed. (MVPT-3) Authors: Colarusso, R. P., and Hammill, D. D. Ages: Four to 95 years. Published: 2003, Psychological Assessment Resources. Qualifications to Administer: Completion of graduate training in tests and measurement, with relevant supervised clinical experience. Stated Purpose: To test visual perception, without motor involvement. Type of Instrument: Normative-referenced assessment instrument. Comments: There Motor-Free Visual Perception Test, 3rd Edition (MVPT-3), which yield a total score. The items are divided into five sections: Spatial Relationships, Visual Discrimination, Visual Figure Ground, Visual Closure, and Visual Memory. Test items, which are black-on-white geometric shapes and alphanumeric figures, are scored on a four-point scale. This test is a brief (approximately ten-minute) screen of visual perception, assuming intact visual acuity, and thus, according to the publisher, is not suitable for students with visual impairment. Normative Data: The publisher states that the normative data collected assessed only those without visual impairment, and no set of data was collected for administration to students with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Standardization: The MVPT-3 has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. The author states that the MVPT-3 is not to be used with those with visual impairment. Adaptations: The publisher also states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Mullen Scales of Early Learning (MSEL) Author: Mullen, E. M. Ages: Birth to six years. Published: 1992, Stoelting. Qualifications to Administer: Completion of graduate training in tests and measurement, with relevant supervised clinical experience. Stated Purpose: A developmentally integrated system that assesses language, motor, and perceptual abilities. Type of Instrument: Normative-referenced assessment instrument. Comments: There are five scales to the Mullen Scales of Early Learning (MSEL): Gross Motor Base, Visual Reception, Fine Motor, Expressive Language, and Receptive Language. Stimuli include plastic toys and color pictures. Normative Data: The publisher states that the normative data collected assessed only those without visual impairment, and no set of data was collected for administration to students with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Standardization: The Mullen Scales of Early Learning has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. The publisher states that the Mullen Scales of Early Learning requires a great deal of visual integration and is best not used with infants and children with visual impairment or multiple disabilities. Adaptations: The publisher also states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Multiple Assessment Programs and Services (MAPS) Authors: Not specified. Ages: Eighteen years and older. Published: 1994, The College Board and Educational Testing Service. Qualifications to Administer: Not specified. Stated Purpose: To help college personnel determine the placement levels and remediation requirements of incoming, as well as continuing, students. Type of Instrument: Normative-referenced assessment instrument. Comments: The Multiple Assessment Programs and Services (MAPS) tests provide data to placement faculty in six areas: Remediation, Placement, Exemption, Selection, Instruction, and Guidance and Counseling. The MAPS tests were intended to help guidance personnel assess the aptitude of a student for academic and future career placement. Normative Data: The publisher states that the normative data collected assessed only those without visual impairment, and no set of data was collected for administration to individuals with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Further, the normative data is older, and must be used cautiously for interpretation purposes, perhaps best as a descriptive measure of a student’s abilities. Standardization: The MAPS has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. The publisher states that the tests offered by MAPS were not designed for use with those with visual impairment or multiple disabilities. Adaptations: The publisher also states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. NEPSY Authors: Korkman, M, Kirk, U., and Kemp, S. Ages: Three to twelve years. Published: 1997, The Psychological Corporation. Qualifications to Administer: Completion of doctoral training in psychology or education with relevant clinical experience. Stated Purpose: To assess attention/executive functions, language, visuospatial processing, sensorimotor functions and memory/learning in children. Type of Instrument: Normative-referenced assessment instrument. Comments: The NEPSY has subtests divided according to age and domain. For those age three to four, the tasks according to domain are Attention and Executive Functions (Visual Attention, and Statue), Language (Body Part Naming, Phonological Processing, Comprehension of Instructions, Verbal Fluency, and Oromotor Sequences), Sensorimotor (Imitating Hand Positions, Visuuomotor Precision, and Manual Motor Sequences), Visuospatial Processing (Design Copying, and Block Construction), and Memory and Learning (Narrative Memory, and Sentence Repetition). For those age five to twelve, the tasks according to domain are Attention and Executive Functions (Auditory Attention, Visual Attention, Statue, Design Fluency, Knock and Tap, and Tower), Language (Phonological Processing, Speeded Naming, Comprehension of Instructions, Repetition of Nonsense Words, Verbal Fluency, and Oromotor Sequences), Sensorimotor (Fingertip Tapping, Imitating Hand Positions, Visuuomotor Precision, Manual Motor Sequences, and Finger Discrimination), Visuospatial Processing (Design Copying, Arrows, Block Construction, and Route Finding), and Memory and Learning (Memory for Faces, Memory for Names, Narrative Memory, Sentence Repetition, and List Learning). As with other general cognitive tests, many of the visual/spatial reasoning, visual attention concentration (particularly timed ones), visual memory and speeded reading tests are not appropriate for those with low vision. Normative Data: The publisher states that the normative data collected assessed only those without visual impairment, and no set of data was collected for administration to individuals with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Further, the normative data is older, and must be used cautiously for interpretation purposes, perhaps best as a descriptive measure of a student’s abilities. Standardization: The NEPSY has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. It is unclear how appropriate the non-visual tasks of the NEPSY are for those with visual impairment or multiple disabilities. Adaptations: The publisher also states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Observational Emotional Inventory, Revised (OEI-R) Authors: McCarron, L. T., and Dial, J. G. Ages: Fourteen to seventy years. Published: 1986, McCarron-Dial Systems. Qualifications to Administer: In-service or graduate-level training in techniques of interviewing and behavioral observation. Stated Purpose: To assess emotional behaviors that interfere with educational or vocational potential. Type of Instrument: Normative-referenced assessment instrument. Comments: There are five factors assessed by Observational Emotional Inventory, Revised (OEI-R): Frustration-Impulsivity, Anxiety, Depression-Withdrawal, Socialization, Self-Concept, and Aggression and Reality Disorientation. The OEI-R is a situational assessment of an individual’s behavior in a school or work setting. Behaviors are recorded systematically during a five-day observation period. Ten behavioral items are included for each factor. The OEI-R is useful in determining remediation programs and accommodations for an individual with visual impairment or multiple disabilities. Normative Data: A separate set of normative data is available for students with visual impairment and those who are blind. The publisher does not specify whether students with multiple disabilities were included in studies resulting in the available normative data. Standardization: The OEI-R is a central component of the Comprehensive Vocational Evaluation System, an assessment curriculum designed specifically for individuals who are blind or visually impaired. Standardization procedures have been established separately for individuals with visual impairment, as well as those who are blind. Adaptations: There is no need for any adaptation, as the OEI-R was designed for students with visual impairment. Ordinal Scales of Psychological Development Authors: Uzgiris, I., and Hunt, J. M. Ages: Birth to two years. Published: 1989, University of Illinois Press. Qualifications to Administer: Completion of graduate training in tests and measurement, with relevant supervised clinical experience. Stated Purpose: To assess a child’s psychological development. Type of Instrument: Normative-referenced assessment instrument. Comments: There are seven scales to the Ordinal Scales of Psychological Development: Object Permanence, Means-Ends, Vocal Imitation, Gestural Imitation, Operational Causality, Construction of Objects in Space, and Schemes for Relating to Objects. This test is described as being harder to use than other similar tests are, and extensive training may be required of the administrator. Normative Data: The publisher states that the normative data collected assessed only those without visual impairment, and no set of data was collected for administration to students with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Further, the normative data is older, and must be used cautiously for interpretation purposes, perhaps best as a descriptive measure of a student’s abilities. Standardization: The Ordinal Scales of Psychological Development has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. The publisher states that the Object Permanence, Means-Ends, and Gestural Imitation subtests require vision to complete, and they may be inappropriate for students with visual impairment because adaptations are not available. Other subtests do not require adaptation and can be administered. Adaptations: The publisher also states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Oregon Project for Visually Impaired & Blind Preschool Children, 5th Ed Authors: Anderson, S., Boigon, S., and Davis, K. Ages: Birth to six years. Published: 1986, Jackson County Education Service District. Qualifications to Administer: Not specified. Stated Purpose: Focuses on teaching preschoolers with visual impairment or multiple disabilities and on the parent-teacher partnership. Type of Instrument: Non-assessment focused teaching curriculum. Comments: The Oregon Project for Visually Impaired and Blind Preschool Children, 5th Edition, provides a list of teaching activities for developing cognition, language, socialization, vision, compensatory skills, self-help skills, and fine and gross motor skills. Developmental skills and the way in which visual impairment may affect them is discussed. A large list of skills to be mastered is provided, along with strategies for implementation. In addition, the project offers a list of teaching resources for students with visual impairment or multiple disabilities. Normative Data: The Oregon Project for Visually Impaired and Blind Preschool Children, 5th Edition curriculum is not an assessment tool, but rather a teaching curriculum. As such, normative data is not provided for determination of age appropriateness of skills level development. Results are measured in terms of skills that were mastered. Standardization: This program was designed specifically for students with visual impairment or multiple disabilities. Scoring can be based on interview, direct observation, or direct administration of the items. Adaptations: As the Oregon Project for Visually Impaired and Blind Preschool Children, 5th Edition was designed specifically for students with visual impairment or multiple disabilities, adaptations are not necessary. Otis-Lennon School Ability Test, 7th Edition (OLSAT7) Form 3- Braille Edition Authors: Otis, A. S., and Lennon, R. T. Ages: Five to eighteen years. Published: 1995, American Printing House for the Blind. (Out of print) Qualifications to Administer: Master’s degree in psychology, with relevant clinical experience. Stated Purpose: To measure abstract thinking and reasoning ability. Type of Instrument: Normative-referenced assessment instrument. Comments: The Otis-Lennon School Ability Test, 7th Edition (OLSAT7), was renamed to better represent its intended purpose: a measure of school ability. Two indexes can be derived: Verbal School Ability Index (Verbal Comprehension and Verbal Reasoning) and Nonverbal Ability Index (Pictorial, Figural, and Quantitative Reasoning). The OLSAT7 has seven levels, spanning kindergarten to twelfth grade. A newer edition of this achievement instrument is available in a standard format, but has not yet been released in a Braille format. Normative Data: There are separate normative data for the OLSAT7-Braille Edition, based on how sighted students performed on the items selected from the standard form of the OLSAT7. Standardization: This form of the OLSAT7 was designed specifically for use with students with visual impairment or multiple disabilities. The student must demonstrate proficiency in Braille to use this format of the OLSAT7. Administration of the Braille adaptation is considered nonstandard, and time limits may be exceeded. Adaptations: Braille adaptations are not available for each test level, and the publisher should be contacted regarding availability. Items that could not be adapted were eliminated from the Braille Edition. Otis-Lennon School Ability Test, 7th Edition (OLSAT7) Form 3- Large Print Edition Authors: Otis, A. S., and Lennon, R. T. Ages: Five to eighteen years. Published: 1995, American Printing House for the Blind. (Out of print) Qualifications to Administer: Master’s degree in psychology, with relevant clinical experience. Stated Purpose: To measure abstract thinking and reasoning ability. Type of Instrument: Normative-referenced assessment instrument. Comments: The Otis-Lennon School Ability Test, 7th Edition (OLSAT7), was renamed to better represent its intended purpose: a measure of school ability. Two indexes can be derived: Verbal School Ability Index (Verbal Comprehension and Verbal Reasoning) and Nonverbal Ability Index (Pictorial, Figural, and Quantitative Reasoning). The OLSAT7 has seven levels, spanning kindergarten to twelfth grade. A newer edition of this achievement instrument is available in a standard format, but has not yet been released in a Large Print format. Normative Data: There are separate normative data for the OLSAT7-Large Print Edition, based on how sighted students performed on the items selected from the standard form of the OLSAT7. Standardization: This form of the OLSAT7 was designed specifically for use with students with visual impairment or multiple disabilities. Administration of the Large Print adaptation is considered nonstandard, and time limits may be exceeded. Adaptations: Large Print adaptations are not available for each test level, and the publisher should be contacted regarding availability. Items that could not be adapted were eliminated from the Large Print Edition. OWLS: Listening Comprehension and Oral Expression Scales Author: Carrow-Woolfolk, E. Ages: Three to 21 years. Published: 2000, Psychological Assessment Resources. Qualifications to Administer: Completion of graduate training in tests and measurement with relevant supervised clinical experience. Stated Purpose: To obtain an estimate of an individual’s expressive and receptive language skills. Type of Instrument: Normative-referenced assessment instrument. Comments: OWLS: Listening Comprehension and Oral Expression Scales measures expressive and receptive language skills students and young adults. Reading is not required for comprehension and expression, as the individual is assessed verbally. Responses are recorded by the administrator. Computerized scoring is available. Normative Data: There is no indication of inclusion of those without visual impairment and multiple disabilities in the normative studies. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Standardization: The OWLS: Listening Comprehension and Oral Expression Scales has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. Adaptations: The publisher also states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Peabody Developmental Motor Scales and Activity Cards, 2nd Edition (PDMS-2) Authors: Folio, M. R. and Fewell, R. R. Ages: Birth to five years. Published: 2000, PRO-ED. Qualifications to Administer: Graduate training in tests and measurement, with training in the assessment of motor function. Stated Purpose: To permit quantification of motor development for both gross motor skills and fine motor skills. Type of Instrument: Criterion-referenced, curriculum-based assessment. Comments: The Peabody Developmental Motor Scales and Activity Cards, 2nd Edition (PDMS-2) measures both Gross Motor Skills (Reflexes, Stationary Body Control, Locomotion (crawling, walking, running, hopping, and jumping forward), and Object Manipulation (Catching, throwing, and kicking) for older children) as well as Fine Motor Skills (Grasping, and Visual-Motor Integration). A total score is also obtained. In addition to the standardized scoring procedures, a series of plotting forms are available to graphically represent a student’s strengths and weaknesses, which can be described in a criterion-based fashion, both in terms of current development and progression over time with repeated assessment. There is also a Peabody motor Activities Program, an instructional and treatment program available that presents a series of skills training techniques and suggestions. Computerized scoring is available from the publisher. Normative Data: The PDMS-2 is a normative-referenced assessment instrument that also allows for a descriptive approach to making statements regarding a student’s motoric development. It focuses on establishing whether an activity can be performed, that yields a helpful motor development profile of a student. Standardization: The PDMS-2 has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. A trained rater evaluates whether a behavior or activity has been successfully completed. Adaptations: Specific adaptations are provided in the test kit for students with visual, auditory, and/or multiple impairment. Peabody Individual Achievement Test-Revised Normative Update (PIAT-R/NU) Author: Markwardt, F. C. Ages: Five to 23 years. Published: 2002, American Guidance Service. Qualifications to Administer: Completion of graduate training in tests and measurement, with relevant supervised clinical experience. Stated Purpose: An individual measure of academic achievement. Type of Instrument: Normative-referenced assessment instrument. Comments: There are eight scores to the Peabody Individual Achievement Test-Revised-Normative Update (PIAT-R/NU), which are General Information, Reading Recognition, Reading Comprehension, Written Expression, Mathematics, Spelling, Written Language Composite, and Total Reading. All tasks of the PIAT are untimed, and, with the exception of the Written Expression subtest, can be completed without writing. These two factors are significant advantages over most achievement tests when evaluating students with visual impairment or multiple disabilities. This is a re-release of the original PIAT-R having been normed on a newer sample. Normative Data: The publisher states that the new normative data collected assessed only those without visual impairment, and no set of data was collected for administration to students with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Standardization: The PIAT-R/NU has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. However, the publisher states that the visual stimuli are not well suited for use with students with visual impairment. Adaptations: The publisher also states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Peabody Mobility Kit for Infants and Toddlers (PMKIT) Authors: Harley, R. K., Long, R. G., Merbler, J. B. and Wood, T. A. Ages: Birth to two years. Published: 1989, Stoelting Company. Qualifications to Administer: Master’s degree in psychology or orientation and mobility, with relevant, supervised clinical experience. Stated Purpose: To assess orientation and mobility function. Type of Instrument: Normative-referenced assessment and instruction instrument. Comments: The Peabody Mobility Kit for Infants and Toddlers (PMKIT) is an orientation and mobility evaluation program designed to be used with children with visual impairment. The PMKIT incorporates testing for developmental level and training for teaching orientation and mobility skills. Normative Data: Normative data is provided for children with visual impairment and multiple disabilities. The normative data is a bit dated, and should be used for interpretation purposes with caution, with emphasis on descriptive statements of abilities, and relative strengths and weaknesses. Standardization: The PMKIT was designed to assess the orientation and mobility skills of children with visual impairment or multiple disabilities. A series of mobility tasks are presented to the child, and performance is observed and rated by a trained assessor. Adaptations: There is no need for any adaptation, as the PMKIT was designed for students with visual impairment. Peabody Mobility Programs (PMP) Authors: Harley, R. K., Wood, T. A., and Merbler, J. B. Ages: Three years to adult. Published: 1980, Stoelting Company. Qualifications to Administer: Master’s degree in psychology or orientation and mobility, with relevant, supervised clinical experience. Stated Purpose: To assess orientation and mobility function. Type of Instrument: Normative-referenced assessment and instruction instrument. Comments: The Peabody Mobility Programs (PMP) are orientation and mobility evaluation programs designed to be used with individuals with visual impairment. There are two programs available, one for those who are blind and the other for those with low vision. The PMP incorporates testing for developmental level and training for teaching orientation and mobility skills. Normative Data: A separate set of normative data is provided for individuals with visual impairment and those who are blind. The normative data is a bit dated, and should be used for interpretation purposes with caution, with emphasis on descriptive statements of abilities, and relative strengths and weaknesses. Standardization: The PMP was designed to assess the orientation and mobility skills of children with visual impairment or multiple disabilities. A series of mobility tasks are presented to the individual, and performance is observed and rated by a trained assessor. There are two programs available, one for those who are blind and the other for those with low vision. Adaptations: There is no need for any adaptation, as the PMP was designed for those with visual impairment. Peabody Picture Vocabulary Test, 3rd Edition (PPVT-III) Authors: Dunn, L. M., and Dunn, L. M. Ages: Two to ninety years. Published: 1997, American Guidance Service. Qualifications to Administer: Completion of graduate training in tests and measurement, with relevant, supervised clinical experience. Stated Purpose: To measure an individual’s receptive vocabulary for Standard American English and provide a quick estimate of verbal ability or scholastic aptitude. Type of Instrument: Normative-referenced assessment instrument. Comments: Both forms of the Peabody Picture Vocabulary Test, 3rd Edition (PPVT-III), have 204 black-on-white illustrations whose identification does not require the examinee to read or write. The subject selects the picture that best represents the word read by the examiner. Normative Data: The publisher states that the normative data collected assessed only those without visual impairment, and no set of data was collected for administration to students with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Standardization: The PPVT-III has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. The publisher states that while picture stimuli are bold and free of line details and figure-ground elements, they are difficult for individuals with visual impairment or multiple disabilities to see. Obviously, the PPVT-III may not be used to assess the vocabulary of a student who is blind. The PPVT-III is one of many visually loaded vocabulary tests, and id not well suited for use with students with visual impairment. Adaptations: The publisher also states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Perkins Activity and Resource Guide: A Handbook for Teachers and Parents of Students with Visual and Multiple Impairments, 2nd Ed. Authors: Heydt, K., Allon, M., Edwards, S., Clark, M. J., and Cushman, C. Ages: Six to eighteen years. Published: 2004, Perkins School for the Blind. Qualifications to Administer: Not specified. Stated Purpose: To be a resource guide for parents and teachers of students with visual impairment or multiple disabilities. Type of Instrument: Non-assessment focused teaching curriculum. Comments: The Perkins Activity and Resource Guide: A Handbook for Teachers and Parents of Students with Visual and Multiple Impairments, 2nd Edition offers parents, professionals and other caregivers a set of specific activities for the development of critical skills. Specific topics covered include teaching children with multiple disabilities, designing an educational program, language and cognition, social development, fine and gross motor development, functional academics, vocational training, daily living skills, independent living skills, sensory integration, developmental music, orientation and mobility, enhancing functional vision, enhancing professional knowledge of body mechanics and transfers, and adaptive technology. Normative Data: The Perkins Activity and Resource Guide: A Handbook for Teachers and Parents of Students with Visual and Multiple Impairments, 2nd Edition curriculum is not an assessment tool, but rather a teaching curriculum. As such, normative data is not provided for determination of age appropriateness of skills level development. Background information and developmental data are provided for the specific aspects of development. Standardization: This program was designed specifically for students with visual impairment or multiple disabilities. Adaptations: As Perkins Activity and Resource Guide: A Handbook for Teachers and Parents of Students with Visual and Multiple Impairments, 2nd Edition was designed specifically for students with visual impairment or multiple disabilities, adaptations are not necessary. Perkins-Binet Tests of Intelligence for the Blind Authors: Davis, C. J. Ages: Three years to adult. Published: 1980, Perkins School for the Blind. (Out of print) Qualifications to Administer: Completion of graduate training in tests and measurement, with relevant supervised clinical experience. Stated Purpose: To measure verbal reasoning, quantitative reasoning, and short term reasoning in individuals of individuals who are blind. Type of Instrument: Normative-referenced assessment instrument. Comments: The Perkins-Binet Tests of Intelligence for the Blind is an adapted version of the Stanford Binet Intelligence Scale, 3rd Revision, Forms L and M for children with no or low vision. The Perkins-Binet is constructed so that serial tasks come first. Two forms of the test were developed. Form N, designed for those who are blind and ages four and older, consists of 94 items, whereas Form U, designed for those with low vision, is for ages three and older, consists of 99 items. Normative Data: There are separate sets of normative information available for each of the two forms. Reliability for children below age six is largely suspect, because of a limited number of test items. Research studies have revealed poor correlation of the Perkins-Binet Tests of Intelligence for the Blind with other tests of intelligence, such as the Wechsler Intelligence Scale for Children-Revised, as well as tests of achievement, such as the Wide Range Achievement Test-Revised, despite high correlations of the Stanford-Binet Tests of Intelligence, 3rd Revision with these measures. The normative data is a bit dated, and should be used for interpretation purposes with caution, with emphasis on descriptive statements of abilities, and relative strengths and weaknesses. Standardization: As the Perkins-Binet Tests of Intelligence for the Blind were designed for those with low or no vision, standard administration and scoring procedures are appropriate. Adaptations: As the Perkins-Binet Tests of Intelligence for the Blind was designed specifically for students with visual impairment or multiple disabilities, adaptations are not necessary. Piers-Harris Children’s Self-Concept Scale, 2nd Edition (PHCSCS-2) Author: Piers, E.V., Harris, D.B., Herzberg, D.S. Ages: Seven to eighteen years. Published: 2004, Psychological Assessment Resources. Qualifications to Administer: Completion of doctoral training in psychology or education, with relevant clinical experience. Stated Purpose: To measure self-concept in children and adolescents. Type of Instrument: Normative-referenced assessment instrument. Comments: The Piers-Harris Children’s Self-Concept Scale, 2nd Edition (PHCSCS-2) is a screening rating form completed by a student. The results are based upon a student’s of perceptions of self rather than the perceptions of the student reported by a parent or caregiver. It is a series of 60 descriptive statements written at a third grade reading level, to which a student replies either yes or no. Behavioral Adjustment, Freedom from Anxiety, Happiness and Satisfaction, Intellectual and School Status, Physical Appearance and Attributes, and Popularity indexes are computed, along with a Total Score. Normative Data: There is no mention of the inclusion of individual’s with visual impairment and multiple disabilities in the normative studies that were conducted. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Standardization: As the PHCSCS-2 is a questionnaire completed by the student, standard administration and scoring procedures may not be appropriate. The instrument may be administered as a structured interview. Adaptations: There are no adaptations available for those with vision impairment and multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Pre-Reading Inventory of Phonological Awareness (PIPA) Authors: Dodd, B., Crosbie, S., McIntosh, B., Teitzel, T., and Ozanne, A. Ages: Four to six years. Published: 2003, The Psychological Corporation. Qualifications to Administer: A speech-language pathologist, teacher, special educator or other paraprofessional with experience of the child. Stated Purpose: To assess early awareness of language and phonology. Type of Instrument: Normative-referenced assessment instrument. Comments: There are six subtests to the Pre-Reading Inventory of Phonological Awareness (PIPA): Rhyme Awareness, Syllable Segmentation, Alliteration Awareness, Sound Isolation, Sound Segmentation, Letter-Sound Knowledge. It is described as fulfilling the requirements of the Early Reading First and Reading First initiatives. Colorful illustrations are large and may be suitable for those with low vision. Normative Data: The publisher states that the normative data collected assessed only those without visual impairment, and no set of data was collected for administration to students with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Standardization: The PIPA has not been specifically standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. Adaptations: The publisher also states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Preschool Language Assessment Instrument, 2nd Edition (PLAI-2) Authors: Blank, M. Rose, S.A., and Berlin, L.J. Ages: Birth to six years. Published: 2003, PRO-ED. Qualifications to Administer: Master’s degree in psychology, with relevant clinical experience. Stated Purpose: To measure young children’s ability to meet the demands of classroom discourse. Type of Instrument: Normative-referenced and/or Criterion-referenced assessment instrument. Comments: There are six scores to the normative-referenced assessment format of the Preschool Language Assessment Instrument, 2nd Edition (PLAI-2): Matching (linking verbal to and perceptual information), Analysis (identifying/combining perceptual components), Reordering (reduction of or restructuring perceptual cues), Reasoning (prediction of events), Receptive Mode, and Expressive Mode. However, the PLAI-2 was also designed to be used as a descriptive criterion-referenced assessment, where a student’s abilities are measured on each item in terms of adequacy of response and interfering behaviors. This constitutes an informal assessment of overall abilities. Normative Data: The publisher does not indicate the inclusion of any students with visual impairment or multiple disabilities in a large, representative sample including those with disabilities of physical types. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. As such, an informal assessment may be preferred. Standardization: The PLAI-2 has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. Although the picture stimuli are large and colorful, they may be difficult for children with visual impairment and multiple disabilities to see. Adaptations: The publisher also states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Preschool Language Scale, 4th Edition (PLS-4) Authors: Zimmerman, I. L., Steiner, V. G., and Pond, R. E. Ages: Birth to seven years. Published: 2002, The Psychological Corporation. Qualifications to Administer: Master’s degree in psychology, with relevant clinical experience. Stated Purpose: To measure young children’s receptive and expressive language ability. Type of Instrument: Normative-referenced assessment instrument. Comments: There are three scores to the Preschool Language Scale, 4th Edition (PLS-4): Auditory Comprehension, Expressive Communication, and Total Language Score. The PLS-3 was designed to be a brief screening device to indicate the presence of any delay in the development of language function, requiring additional, more comprehensive assessment. Newer items were added for those under three years of age to assess general interaction, attention and vocal/gestural behaviors. Newer items were added for older students assessing phonological awareness and school readiness. A Caregiver Questionnaire also obtains information from parents directly. Spanish Language materials have been included for use with students for whom Spanish is their primary language. Normative Data: The publisher states that the normative data collected assessed only those without visual impairment, and no set of data was collected for administration to students with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Standardization: The PLS-4 has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. Although the picture stimuli are large and colorful, they may be difficult for children with visual impairment and multiple disabilities to see. Adaptations: The publisher also states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Prevocation Assessment Screen (PAS) Author: Rosinek, M. Ages: Fourteen to eighteen years. Published: 1985, Piney Mountain Press. Qualifications to Administer: None required. Stated Purpose: To assess a student’s motor and perceptual abilities in relation to performance requirements within a local vocational-training program. Type of Instrument: Normative-referenced assessment instrument. Comments: The Prevocation Assessment Screen (PAS) has sixteen scores (a Time and Error Score for each of eight modules): Alphabetizing, Etch a Sketch Maze, Calculating, Small Parts, Pipe Assembly, O Rings, Block Design, and Color Sort. Normative Data: The publisher states that the normative data collected assessed only those without visual impairment, and no set of data was collected for administration to students with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Further, the normative data is older, and must be used cautiously for interpretation purposes, perhaps best as a descriptive measure of a student’s abilities. Standardization: While the PAS was designed for use with adolescents with impairment, it’s use with individuals with visual impairment or multiple disabilities is not specified. The PAS has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. The time component places pressure on a student with visual impairment or multiple disabilities. Adaptations: The publisher also states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. PrimerPASO Screening Test for Evaluating Preschoolers (PrimerSTEp) Authors: Miller, L.J. Ages: Two to six years. Published: 2003, The Psychological Corporation. Qualifications to Administer: Masters degree psychology or education with relevant clinical experience. Stated Purpose: A screening instrument for the detection of children at risk for developmental delays. Type of Instrument: Both a Criterion-referenced and Normative-referenced assessment instrument. Comments: The PrimerPASO Screening Test for Evaluating Preschoolers (PrimerPASO) is a Spanish-Language version of the FirstSTEp. Three primary areas are evaluated by the PrimerPASO: Cognition, Communication, and Motor skills with 12 individual subtests. PrimerPASO also comes with an optional Social-Emotional Scale and a Parent/Teacher Rating checklist that assesses Attention, Activity Level, Social Interactions, Personal Traits, and Serious Behavior Problems. Finally, there is an Adaptive Behavior Checklist that surveys Daily Living skills, Self-Control, Relationships and Interactions, and Functioning in the Community. The PrimerPASO is essentially a series of game-like activities children are asked to engage in. Normative Data: The publisher states that the normative data collected assessed only those without visual impairment, and no set of data was collected for administration to students with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Standardization: The PrimerPASO has not been specifically standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. Adaptations: The publisher also states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Obviously, the Rating Scales and Checklists completed by parents/teachers are applicable. Process Assessment of the Learner: Test Battery for Reading and Writing (PAL) Authors: Berninger, V.W. Ages: Six to twelve years. Published: 2001, The Psychological Corporation. Qualifications to Administer: Completion of doctoral training in psychology or education, with relevant clinical experience. Stated Purpose: To evaluate the underlying processes of a student’s reading and writing skills in order to guide focused intervention. Type of Instrument: Normative-referenced assessment instrument. Comments: The Process Assessment of the Learner: Test Battery for Reading and Writing (PAL) was designed to examine the means by which a student approaches reading and writing tasks. It is useful for identifying those at risk, and to monitor progress with remediation. The PAL assesses phonological processing, orthographic coding, rapid automatized naming, integration of listening, notetaking, and summary writing skills. There is also a companion guide for intervention with teaching/learning strategies that can be taught to students with difficulties. Tests that are timed are likely poor for those with reduced vision. Figures/pictures may not be large enough for many with low vision. Normative Data: The normative data collected assessed only those without visual impairment, and no set of data was collected for administration to students with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Standardization: The PAL has not been specifically standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. Adaptations: The publisher also states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Program to Develop Efficiency in Visual Functioning Authors: Barraga, N. C. and Morris, J. E. Ages: Three years to adult. Published: 1978, American Printing House for the Blind. Qualifications to Administer: Specialist trained in the education of students with visual impairment. Stated Purpose: To provide a representative sampling of the many visual tasks needed for efficient visual functioning. Type of Instrument: Non-assessment focused assessment and teaching curriculum. Comments: The Program to Develop Efficiency in Visual Functioning was designed to help individuals use their vision more efficiently. It is composed of two interrelated kits: the Diagnostic Assessment Procedure (DAP) kit and the Design for Instruction kit. The DAP contains forty criterion-referenced assessment items that sample behaviors and tasks demanded of a student with visual impairment. It offers an Evaluator’s Guide, a Record Booklet, a Summary Table, and an Instruction Planning Index. The Design for Instruction kit includes 150 lessons designed to improve visual functioning; a Guide for Instruction which provides an overview of the problems of low vision; and graphic material for lesson plans. Normative Data: The Program to Develop Efficiency in Visual Functioning program is both an assessment tool and a teaching curriculum. However, as the Diagnostic Assessment Procedure is a criterion-referenced assessment instrument, there is no normative information to refer to. The Program to Develop Efficiency in Visual Functioning will provide a general picture of efficacy of utilization of visual abilities. Standardization: This program was designed specifically for students with visual impairment or multiple disabilities. Instructors with no recent training in the education of students with visual impairment are advised to work with a resource person. Adaptations: As The Program to Develop Efficiency in Visual Functioning was designed specifically for students with visual impairment or multiple disabilities, adaptations are not necessary. Project IVEY Authors: Cook, K.M., Lussier, A.J. and Arthur, J.F. Ages: Three years and older. Published: 1992, Florida Department of Education. Qualifications to Administer: Vision teacher or low vision specialist. Stated Purpose: To measure functional vision. Type of Instrument: Non-assessment focused teaching curriculum. Comments: Project IVEY is a comprehensive program guide intended for professionals in the field of visual impairment. It includes guidelines for the assessment of vision, as well as a series of teaching activities. It likewise includes information about vision stimulation, and training in the use of visual aids. Normative Data: The Project IVEY curriculum is not an assessment tool, but rather a teaching curriculum. As such, normative data is not provided for determination of age appropriateness of skills level development. Standardization: Standard administration and scoring procedures are appropriate, as The Project IVEY curriculum was designed specifically for students with visual impairment or multiple disabilities. Adaptations: As the Project IVEY curriculum is designed specifically for students with visual impairment or multiple disabilities, adaptations are not necessary. Psychoeducational Profile, 3rd Edition (PEP-3) Authors: Schopler, E., Lansing, M. D., Reichler, R. J., and Marcus, L. M. Ages: Birth to seven years. Published: 2005, PRO-ED. Qualifications to Administer: Completion of graduate training in tests and measurement, with relevant supervised clinical experience. Stated Purpose: To assess skills and behaviors of autistic and communication-handicapped children who function between the ages of six months and seven years. Type of Instrument: Normative-referenced assessment instrument. Comments: The Psychoeducational Profile, 3rd Edition (PEP-3) assesses eleven areas. The Behavioral measures evaluate Relating, Materials, Sensory, and Language; the Developmental measures evaluate Imitation, Perception, Fine Motor, Gross Motor, Eye-Hand Coordination, Cognitive Performance, and Cognitive Verbal. There is also a total score to be ascertained. The new version of the PEP also comes with a Caregiver Report, which allows the assessor to consider feedback from the parent prior to objective assessment. The parent is asked to estimate the individuals’ developmental level in comparison to typical others. Normative Data: The publisher states that the normative data collected assessed only those without visual impairment, and no set of data was collected for administration to students with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Standardization: The PEP-3 has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. Adaptations: The publisher also states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Quantitative Color Vision Test Author: Hyvarinen, L. Ages: Three years and older. Published: Lighthouse International. Qualifications to Administer: Individuals suspected of having a visual impairment must have tests administered and interpreted by a M.D. or O.D. Stated Purpose: To test for inherited and acquired defects in color vision. Type of Instrument: Criterion-referenced assessment instrument. Comments: The Quantitative Color Vision Test contains a double set of large stimulus test caps, which allow for a matching play situation. It consists of sixteen hues, and responses are recorded on a response form. Reduction rings are included if standard size stimuli are preferred. Thus full spectrum color vision test can be used with children and adults to diagnose the type and severity of both inherited and acquired defects. Normative Data: The Quantitative Color Vision Test is a criterion-referenced assessment tool, designed to provide an accurate measure of distant acuity, rather than any normative information Standardization: The Quantitative Color Vision Test was designed specifically for those with visual impairment or multiple disabilities. Adaptations: As the Quantitative Color Vision Test was designed specifically for assessment of those with visual impairment, adaptations are not necessary. Reading-Free Vocational Interest Inventory: 2 (R-FVII:2) Author: Becker, R. L. Ages: Thirteen years to adult. Published: 2000, Psychological Assessment Resources. Qualifications to Administer: Teachers, psychologists, counselors, vocational educators, sheltered work center counselors and other job training professionals. Stated Purpose: To provide systematic information on the range of (vocational) interest patterns of the exceptional male and female who is diagnosed as mentally retarded, learning disabled, or disadvantaged. Type of Instrument: Normative-referenced assessment instrument. Comments: There are eleven interest categories to the Reading-Free Vocational Interest Inventory: 2 (R-FVII:2): Animal Care, Automotive, Building Trades, Clerical, Food Service, Horticulture, Housekeeping, Laundry Service, Material Handling, Patient Care, and Personal Service. The R-FVII:2 also features five clusters, which are mechanical, outdoor, mechanical/outdoor, clerical/personal care, and food service/handling operations. The R-FVII:2 is a series of fifty-five sets of three drawings, each representing individuals working at various occupations, of which the test taker is to mark the most preferred activity. Both genders respond to the same set of stimuli. Normative Data: The publisher states that the normative data collected assessed only those without visual impairment, and no set of data was collected for administration to individuals with visual impairment or multiple disabilities. As the R-FVII:2 was designed for use with individuals with learning disabilities or mental retardation, it is not clear how appropriate the normative data is for use with individuals who have only a visual impairment. A wider assortment of occupations than those in the R-FVII:2 may provide a more comprehensive and appropriate assessment for those with visual impairment. Standardization: The R-FII has also not been standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. Adaptations: The publisher also states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Receptive-Expressive Emergent Language Test, 3rd Edition (REEL-3) Authors: Bzoch, K. R., League, R., and Brown, V.L. Ages: Birth to three years. Published: 2003, PRO-ED. Qualifications to Administer: Completion of graduate training as a speech-language pathologist. Stated Purpose: To identify children who have specific language impairments or other disabilities affecting language development. Type of Instrument: Normative-referenced assessment instrument. Comments: There are three scores to the Receptive-Expressive Emergent Language Test, 3rd Edition (REEL-3): Expressive Language Age, Receptive Language Age, and Combined Language Age. There is also a supplemental Inventory of Vocabulary Words subtest. The REEL-3 is a structured interview administered to the parent of a preschool-age child. This instrument was intended to be a screening for language-learning problems. Normative Data: The publisher states that the normative data collected assessed only those without visual impairment, and no set of data was collected for administration to children with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Standardization: While the REEL-3 has not specifically been standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities, it is not necessary, because it is a series of questions answered by parents about the emergence of language skills that have been observed in the home environment. Adaptations: The publisher also states that adaptation of the REEL-3 for children with visual impairment or multiple disabilities is not necessary, since the REEL-3 is a parental interview. Receptive One-Word Picture Vocabulary Test-2000 Ed. (ROWPVT) Author: Brownell, R. Ages: Two to eighteen years. Published: 2000, Academic Therapy Publications. Qualifications to Administer: Completion of graduate training in tests and measurement, with relevant supervised clinical experience. Stated Purpose: To assess an individual’s ability to verbally identify pictures of objects. Type of Instrument: Normative-referenced assessment instrument. Comments: The Receptive One-Word Picture Vocabulary Test-2000 Edition (ROWPVT) has a Total score, which can be converted to Language Age Scores, Language Standard Scores, and Percentile Ranks. A stimulus word is read to the individual, who is then required to point to, verbalize, or visually fixate on the correct pictorial representation of the word. Spanish Language materials have been included for use with students for whom Spanish is their primary language. Normative Data: Despite a new set of normative data available for this edition, there is no normative data available for individuals with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Standardization: The ROWPVT has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment and multiple disabilities. Despite recently updating stimuli to color pictures, the publisher states that the ROWPVT is not an appropriate language skills assessment instrument for children with visual impairment or multiple disabilities. This is because the picture stimuli, four of which are to be viewed on each page, may be too small or unclear for accurate integration by individuals with visual impairment. Adaptations: The publisher also states that no adaptations have been made specifically for such individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Reynell-Zinkin Scales: Developmental Scale for Young Visually Handicapped Children Authors: Reynell, J. and Zinkin, P. Ages: Birth to five years. Published: 1979, NFER-Nelson Publishing Company, Ltd. Qualifications to Administer: Graduate training in tests and measurement, with relevant clinical experience. Stated Purpose: The aim is to enable professional people, concerned with young visually handicapped children, to have some guidelines for assessment and developmental advice. Type of Instrument: Norm-referenced assessment instrument. Comments: There are six scales to the Reynell-Zinkin Scales: Developmental Scale for Young Visually Handicapped Children, which are Social Adaptation (Self-Help), Sensorimotor Understanding, Exploration of Environment, Response to Sound and Verbal Comprehension, Expressive Language, and Communication. This instrument was designed for those with multiple impairment, not only visual impairment. Based upon the severity of the visual handicap, performance in each of the areas may be converted to an approximate age equivalent, which is reported in years and months. Normative Data: The Reynell-Zinkin Scales: Developmental Scale for Young Visually Handicapped Children has been re-evaluated psychometrically recently, and a manual with new developmental age levels has been published by the Bartimeus Foundation, which can be contacted at P.O. Box 1003, 3700 BA Zeist, The Netherlands. The new age levels address complaints about the original data about overestimating the abilities of children with visual impairment. Standardization: Standard procedures for administration and scoring are appropriate, as the Reynell-Zinkin Scales: Developmental Scale for Young Visually Handicapped Children was designed specifically for students with visual impairment or multiple disabilities. Adaptations: As the Reynell-Zinkin Scales: Developmental Scale for Young Visually Handicapped Children was designed for students with visual impairment or multiple disabilities, no adaptations are necessary. Scales of Independent Behavior-Revised (SIB-R) Authors: Bruininks, R. H., Woodcock, R. W., Weatherman, R. E., and Hill, B. K. Ages: Birth to adult. Published: 1996, Riverside Publishing Company. Qualifications to Administer: Completion of graduate training in adaptive/maladaptive behavior testing, or special appraisal methods appropriate for this test. Stated Purpose: To assess behaviors needed to function independently in home, social, and community settings. Type of Instrument: Normative-referenced assessment instrument. Comments: The Scales of Independent Behavior-Revised (SIB-R) has fourteen scales: Gross-Motor function, Fine-Motor function, Social Interaction, Language Comprehension, Language Expression, Eating and Meal Preparation, Toileting, Dressing, Personal Self-Care, Domestic Skills, Time and Punctuality, Money and Value, Work Skills, and Home/Community Orientation. Normative Data: The publisher states that the normative data collected assessed only those without visual impairment, and the set of data provided in the test manual is only for the longer form not to be administered to students with visual impairment. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Standardization: Individuals with many types of impairments were considered during the design phase of the SIB-R, which provides a short form specifically for the assessment of those with visual impairment or multiple disabilities. Adaptations: Adaptations for the short form are specified in the test manual. School Social Skills Rating Scale (S3 Rating Scale) Authors: Brown, L. J., Black, D. D., and Downs, J. C. Ages: Five to eighteen years. Published: 1988, Slosson Educational Publications. Qualifications to Administer: Special education teachers, regular education teachers or others trained in clinical assessment of students. Stated Purpose: To assess social skills exhibited in a school setting. Type of Instrument: Criterion-referenced assessment instrument. Comments: The School Social Skills Rating Scale (S3 Rating Scale) evaluates students in four categories: Adult Relations, Peer Relations, School Rules, and Classroom Behavior. It is a rating scale completed by a teacher, under specific environmental conditions specified in the test manual. Normative Data: As a criterion-referenced assessment tool, the S3 Rating Scale is only designed to provide a general picture of a student’s social skill strengths and deficiencies, rather than determination of age appropriateness and metrically determined degree of skills level development. The fact that this instrument is older does not diminish its overall value for making statements regarding a student’s abilities, as it is criterion referenced. Standardization: Teachers complete the question forms in their regular format, assuming that these individuals have no visual or other impairment. Adaptations: The S3 Rating Scale does not require adaptation, as it is completed by the student’s teacher. Screening Assessment for Gifted Elementary and Middle-School Students (SAGES-2) Authors: Johnsen, S. K. and Corn, A. L. Ages: Five to fourteen years. Published: 2001, PRO-ED. Qualifications to Administer: Graduate training in tests and measurement, with relevant clinical experience. Stated Purpose: To obtain information that is helpful in identifying children for gifted classes that emphasize aptitude, achievement, and/or creativity. Type of Instrument: Normative-referenced assessment instrument. Comments: The Screening Assessment for Gifted Elementary and Middle-School Students (SAGES-2) assesses academic Aptitude with the Reasoning subtest, where a student is asked to solve a series of analogical problems by identifying picture/figural relationships. Additionally, achievement is assessed on two additional subtests, the student to demonstrate his or her performance in mathematics, science, language-arts, and social studies. Normative Data: The publisher states that the normative data collected assessed only those without visual impairment, and no set of data was collected for administration to students with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Standardization: SAGES-2 has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. However, stimulus pictures may be sufficiently large for children with visual impairment or multiple disabilities to clearly view, and, depending on verification of that, assessment with SAGES-2 may be valid. Adaptations: The publisher also states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Self-Directed Search, Form E, 4th Edition (SDS Form E) Author: Holland, J. L. Ages: Adults, not specified. Published: 1996, Psychological Assessment Resources. Stated Purpose: To provide a complete career assessment for those with limited reading skills. Qualifications to Administer: Not specified. Type of Instrument: Normative-referenced assessment instrument. Comments: The Self-Directed Search, Form E, 4th Edition (SDS Form E), measures an individual on three scales: Activities, Skills, and Jobs. For each of these scales, the individual is rated according to the following scores: Mechanical, Scientific, Artistic, Teaching, Sales, and Clerical. In addition, the SDS Form E yields a Self-Rating of Abilities, as well as a Summary Score. Spanish Language materials have been included for use with students for whom Spanish is their primary language. Computerized interpretive reports are now available. Normative Data: The publisher states that the normative data collected assessed only those without visual impairment, and no set of data was collected for administration to students with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Standardization: The SDS Form E has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. Adaptations: There is an audiotape version of the SDS Form E, as well as a Braille version (SDS Form R). Sequenced Inventory of Communication Development, Revised (SICD) Authors: Hendrick, D. L., Prather, E. M., and Tobin, A. R. Ages: Four months to four years. Published: 1984, PRO-ED. Qualifications to Administer: Graduate training in tests and measurement, with relevant clinical experience in speech-language pathology. Stated Purpose: Diagnostic assessment to evaluate the communication abilities of normal and retarded children. Type of Instrument: Normative-referenced assessment instrument. Comments: The Sequenced Inventory of Communication Development, Revised Edition (SICD-R), has three receptive communication measures: Awareness, Discrimination, and Understanding. It also contains four expressive measures: Imitating, Initiating, Responding, and Verbal Output. The SICD-R is to be administered by speech-language pathologists. Normative Data: The publisher states that the normative data collected assessed only those without visual impairment, and no set of data was collected for administration to children with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. The normative data is likewise old, and must be used cautiously for interpretation of age-appropriate development of skills. Standardization: The SICD-R has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. While the publisher states that it can be used with children with mental retardation, language deficits, and those with sensory deficits is mentioned, there is no specific mention of it’s use with those with visual impairments or multiple disabilities. Adaptations: The publisher also states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Sewall Early Education and Developmental Profiles (SEED) Authors: Schuelke, K., Harris, B., Blum, M., Schenfeld, P., Dixey, B., Molinski, K., Sanborn, B., Rosenberg, G., Nelson, J., Sinton, F., and Bauer, D. Ages: Birth to six years. Published: 1985, Sewall Child Development Center. Qualifications to Administer: Graduate training in tests and measurement, with relevant clinical experience. Stated Purpose: To provide a functional appraisal of a handicapped or “at risk” child’s social and emotional, motor, adaptive and reasoning, speech and language, and self-help skills. Type of Instrument: Normative-referenced assessment instrument. Comments: The Sewall Early Education and Developmental Profiles (SEED) has six subtests and skill areas: Social/Emotional, Gross Motor, Fine Motor, Adaptive/Reasoning, Speech/Language, and Self-Help. Normative Data: The publisher states that the normative data collected assessed only those without visual impairment, and no set of data was collected for administration to children with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Further, the normative data is likewise old, and must be used cautiously for interpretation of age-appropriate development of skills. Standardization: The SEED has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. Adaptations: The publisher also states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Slosson Intelligence Test- Revised (SIT-R3) Authors: Slosson, R. L., Nicholson, C. L., and Hibpshman, T. H. Ages: Four years to adult. Published: 2002, Slosson Educational Publications. Qualifications to Administer: Completion of graduate training in tests and measurement, with relevant supervised clinical experience. Stated Purpose: A quick estimate of general crystalized verbal cognitive ability. Type of Instrument: Normative-referenced assessment instrument. Comments: The Slosson Intelligence Test-Revised (SIT-R3) has a Total Score only. Areas assessed include General Information, Similarities and Differences, Vocabulary, Comprehension, Arithmetic, and Auditory Memory. This brief intelligence test is best used as a screen of verbal intelligence. The current edition has been produced with a supplementary manual, prepared by Dr. Sue Larsen, for students with visual impairments or blindness. Also, the newly embossed stimuli have been adapted and standardized for use with those with visual impairment, which along with the inclusion of few nonverbal (performance) items, makes it well suited for use with those with visual impairment. Normative Data: As the SIT-R3 has been adapted and standardized for use with both those with and without visual impairments, the typical set of normative data is appropriate for use with those with visual impairment and multiple disabilities. Standardization: Standard administration and scoring procedures are appropriate for individuals with visual impairment or multiple disabilities, as items are presented verbally and responses recorded by the administrator. However, assessing intelligence only verbally is theorized to fail to test certain nonverbal abilities unique to those with visual impairment or multiple disabilities, thus underestimating their overall abilities. Adaptations: No adaptations for individuals with visual impairment or multiple disabilities are required. Social Maturity Scale for Blind Preschool Children Authors: Maxfield, K. E. and Buchholz, S. Ages: Birth to six years. Published: 1958, American Foundation for the Blind. Qualifications to Administer: Graduate training in tests and measurement, with relevant clinical experience. Stated Purpose: To measure the personal and social development of blind preschool children. Type of Instrument: Normative-referenced assessment instrument. Comments: The Social Maturity Scale for Blind Preschool Children is an adaptation of the Vineland Social Maturity Scale for those without vision. It was designed to provide descriptive information about the social competence of preschool children who are blind. There are ninety-five items arranged into six age categories, which assess general, dressing, eating, communication, locomotion, and socialization skills. The information gleaned from the Social Maturity Scale for Blind Preschool Children can be somewhat limiting, because it provides little comparison with data for the population as a whole; but it does offer a wealth of critical developmental information. Normative Data: The normative data is over thirty years old, and was collected only on those with blindness resulting from retinopathy of prematurity, and a new set of data should be collected. The data is not useful for those with at least some vision, or those with multiple disabilities. Further, the normative data is likewise old, and must be used cautiously for interpretation of age-appropriate development of skills. Standardization: The Social Maturity Scale for Blind Preschool Children was designed for those without vision. It is completed by a trained assessor, based on observation. Scoring criteria have been described as vague by many that assess blind children. This instrument may not be as appropriate for use with those with less severe visual impairment, and a similar normed diagnostic for children who are partially sighted would be better. Likewise, it is not appropriate for those with multiple disabilities. Adaptation: As an instrument designed for students who are blind, the Social Maturity Scale for Blind Preschool Children does not require adaptation. Social Skills Inventory, Research Edition Author: Riggio, R. E. Ages: Fourteen years to adult. Published: 1989, Consulting Psychologists Press. Qualifications to Administer: Not specified. Stated Purpose: To measure social communication skills. Type of Instrument: Normative-referenced assessment instrument. Comments: The Social Skills Inventory is a brief but comprehensive self-report measure of social communication skills. This ninety-item assessment inventory is composed of six subtests: Emotional Expressivity, Emotional sensitivity, Emotional Control, Social Expressivity, Social Sensitivity, and Social Control. The Social Skills Inventory, Research Edition measures both verbal and nonverbal aspects of communication. One drawback is that it was written at an eighth-grade reading level. Normative Data: The publisher states that the normative data collected assessed only those without visual impairment, and no set of data was collected for administration to individuals with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Further, the normative data is likewise old, and must be used cautiously for interpretation of age-appropriate development of skills. Standardization: The Social Skills Inventory has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. Adaptations: The publisher also states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Stanford Achievement Test Series, 9th Edition, Form S-Braille Edition Authors: None specified. Ages: Five to eighteen years. Published: 1996, American Printing House for the Blind. Qualifications to Administer: Training in procedures for testing students with visual impairment. Stated Purpose: To provide comprehensive measurement of growth in functional achievement skills. Type of Instrument: Normative-referenced assessment instrument. Comments: The Stanford Achievement Test, 9th Edition, Form S Braille Edition yields scores for performance along several academic achievement domains: skills, including reading, spelling, study skills, language, mathematics, science, social science, and listening. The three lowest levels of the Stanford Achievement Test, 9th Edition, Form S were not adapted for use in a Braille format as the highly pictoral content did not lend it self for this accommodation. Newer editions of this achievement test have been released by the publisher in standard format, but have not yet been made available in a Braille format. Normative Data: There are separate national normative data for the Stanford Achievement Test, 9th Edition, Form S Braille Edition, available from both Harcourt (the standard format publisher) and from the American Printing House for the Blind. Standardization: Supplemental specific and general directions for the administration of the Braille Format of the Stanford Achievement Test, 9th Edition, Form S are available from the American Printing House for the Blind. A list of deleted items is also included. Adaptations: Braille adaptations are not available for each test level, and the publisher should be contacted regarding availability. Items that could not be adapted were eliminated from the Braille Edition. Stanford Achievement Tests, 9th Edition, Form S-Large Print Edition Authors: None specified. Ages: Five to eighteen years. Published: 1996, American Printing House for the Blind. Qualifications to Administer: Training in procedures for testing students with visual impairment. Stated Purpose: To provide comprehensive measurement of growth in functional achievement skills. Type of Instrument: Normative-referenced assessment instrument. Comments: The Stanford Achievement Test, 9th Edition, Form S Large Print Edition yields scores for performance along several academic achievement domains: skills, including reading, spelling, study skills, language, mathematics, science, social science, and listening. The three lowest levels of the Stanford Achievement Test, 9th Edition, Form S were not adapted for use in a Large Print format as the highly pictoral content did not lend it self for this accommodation. Newer editions of this achievement test have been released by the publisher in standard format, but have not yet been made available in a Large Print format. Normative Data: There are separate national normative data for the Stanford Achievement Test, 9th Edition, Form S Large Print Edition, available from both Harcourt (the standard format publisher) and from the American Printing House for the Blind. Standardization: Supplemental specific and general directions for the administration of the Large Print Format of the Stanford Achievement Test, 9th Edition, Form S are available from the American Printing House for the Blind. A list of deleted items is also included. Adaptations: Large Print adaptations are not available for each test level, and the publisher should be contacted regarding availability. Items that could not be adapted were eliminated from the Large Print Edition. Strong Interest Inventory (SII) Authors: Harmon, L., Hansen, J. I. C., Borgen, F. H., and Hammer, A. J. Ages: Fourteen years to adult. Published: 1994, Consulting Psychologists Press. Qualifications to Administer: Not specified. Stated Purpose: To inquire about a respondent’s interest in a wide range of occupations. Type of Instrument: Normative-referenced assessment instrument. Comments: The Strong Interest Inventory (SII) has 6 General Occupational themes (Realistic, Investigative, Artistic, Social, Enterprising, and Conventional), 23 Basic Interest Scales (Adventure, Agriculture, Art, Athletics, Business Management, Domestic Arts, Law/Politics, Mathematics, Mechanical Activities, Medical Science, Medical Service, Merchandising, Military Activities, Music/Dramatics, Nature, Office Practices, Public Speaking, Religious Activities, Sales, Science, Social Service, Teaching, and Writing), and 207 General Occupations. School Subjects, Activities, Amusement, Type of People (like to be in contact with), Preference Between Activities, and a Total are also calculated. Normative Data: The publisher states that the normative data collected assessed only those without visual impairment, and no set of data was collected for administration to individuals with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Standardization: The SII has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment and multiple disabilities. Adaptations: The publisher also states that no adaptations have been made specifically for such individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Stuttering Severity Instrument for Children and Adults, 3rd Edition (SSI-3) Author: Riley, G. D. Ages: Three years to adult. Published: 1994, PRO-ED. Qualifications to Administer: Completion of graduate training as a speech-language pathologist. Stated Purpose: To measure stuttering severity for both children and adults. Type of Instrument: Normative-referenced assessment instrument. Comments: There are eight scores to the Stuttering Severity Instrument for Children and Adults, 3rd Edition (SSI-3): Frequency, Duration, Physical Concomitants (Distracting Sounds, Facial Grimaces, Head Movements, Movements of the Extremities), and Total. The SSI-3 was designed to elicit an oral response from the subject, using pictures to measure the frequency of repetition and prolongation of sounds and syllables. Normative Data: The publisher states that the normative data collected assessed only those without visual impairment, and no set of data was collected for administration to individuals with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Standardization: The SSI-3 has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. This visually loaded instrument may therefore present a problem for some individuals with visual impairment or multiple disabilities. Adaptations: The publisher also states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Survey of Functional Adaptive Behavior (SFAB) Authors: Dial, J. G., Mezger, C., Massey, T., Carter, S., and McCarron, L T. Ages: Fourteen to seventy years. Published: 1986, McCarron-Dial Systems. Qualifications to Administer: In-service or graduate-level training in techniques of interviewing and behavioral observation. Stated Purpose: To assess an individual’s skill level of adaptive behavior. Type of Instrument: Normative-referenced assessment instrument. Comments: There are five scores to the Survey of Functional Adaptive Behavior (SFAB): Residential Living Skills, Daily Living Skills, Academic Skills, Vocational Skills, and Total Score. Normative Data: A separate set of normative data is available for students with visual impairment and those who are blind. The publisher does not specify whether individuals with multiple disabilities were included in studies resulting in the available normative data. Further, the normative data is likewise old, and must be used cautiously for interpretation of age-appropriate development of skills. Standardization: The SFAB is a central component of the Comprehensive Vocational Evaluation System, an assessment curriculum designed specifically for individuals who are blind or visually impaired. Standardization procedures have been established separately for individuals with visual impairment, as well as those who are blind. The SFAB is a brief rating scale that can be completed by the administrator based on a case history file, an interview with the subject, or an observation of his or her behavior. Adaptations: There is no need for any adaptation, as the SFAB is completed by the assessor, and it was designed for students with visual impairment. Tactile Treasures: Math and Language Concepts Authors: Poppe, K., and Elder, V. Ages: Five to 12 years. Published: 1997, American Printing House for the Blind. Qualifications to Administer: Training and clinical experience in the area of low vision and functional assessment. Stated Purpose: An informal assessment and instructional instrument for teaching basic mathematics and language concepts. Type of Instrument: Informal-assessment and teaching curriculum. Comments: Tactile Treasures: Math and Language Concepts is meant to be an informal assessment and instructional curriculum of mathematics, Orientation and Mobility, and language arts concepts for students with visual impairment and multiple disabilities. It teaches more than 90 concepts related to size, shape, comparison of two or more objects, amount, position, and page orientation. Pairs of tactile graphics with real objects and scripts or stories help in the assimilation of the information. Objects that are manipulated include pretzels, buttons, zippers, shells, and scissors. A teacher’s guidebook is available in both print and Braille formats. Normative Data: As Tactile Treasures: Math and Language Concepts was designed for those with visual impairment and multiple disabilities, the available normative data is appropriate. Standardization: Standard administration and scoring procedures are appropriate, as Tactile Treasures: Math and Language Concepts was designed specifically for students with visual impairment or multiple disabilities. Adaptations: As Tactile Treasures: Math and Language Concepts is designed specifically for students with visual impairment or multiple disabilities, adaptations are not necessary. TAPS: An Orientation and Mobility Curriculum for Students with Visual Impairments Authors: Pogrund, R., Healy, G., Jones, K., Levack, N., Martin-Curry, S., Martinez, C., Marz, J., Roberson-Smith, B., and Vrba, A. Ages: Three to twenty-one years. Published: 1993, Texas School for the Blind and Visually Impaired. Qualification to Administer: Not specified. Stated Purpose: To assess the orientation and mobility skills of preschool and school-age children and establish goals. Type of Instrument: Criterion-referenced instruction and assessment curriculum. Comments: The TAPS: An Orientation and Mobility Curriculum for Students with Visual Impairments is intended primarily for students who are blind or who have low vision. It includes a screening assessment, a comprehensive assessment, ongoing evaluation, functional mobility tasks, educational goals and objectives, and a series of teaching strategies. Educational goals and objectives with teaching strategies are provided for the home/living environment, residential school environment, commercial environment, and public transportation. Normative Data: As a criterion-referenced curriculum designed for those with visual impairment, TAPS: An Orientation and Mobility Curriculum for Students with Visual Impairments does not provide norm-referenced information about age-appropriate orientation skills development, but rather a detailed description of an individual’s orientation and mobility abilities, which can be utilized to characterize development as a whole. Standardization: As TAPS: An Orientation and Mobility Curriculum for Students with Visual Impairments was designed specifically for those with visual impairment, standard administration and scoring procedures are used. Adaptations: Information about adaptations and adapted materials for those with visual impairment is provided in the curriculum kit. Teacher’s Report Form (TRF) Author: Achenbach, T. M. Ages: Five to eighteen years. Published: 2003, Riverside Publishing. Qualifications to Administer: Graduate training in tests and measurement, with relevant clinical experience. Stated Purpose: To obtain teachers’ reports of their pupils’ problems and adaptive functioning in a standardized format. Type of Instrument: Normative-referenced assessment instrument. Comments: The Teacher’s Report Form (TRF) is now part of the Achenbach System of Empirically Based Assessment (ASEBA). It has fourteen scores: Syndrome Scales (Withdrawn, Somatic Complaints, Anxious/Depressed, Social Problems, Thought Problems, Attention Problems, Aggressive Behavior, and Delinquent Behavior), Internalizing, Externalizing, Academic Performance, Adaptive Functioning, Total Problems, and Competence Scales. It can be scored by computer which also produces an interpretive report. Normative Data: The publisher states that the normative data collected assessed only those without visual impairment, and no set of data was collected for administration to students with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Standardization: Standard administration and scoring procedures are appropriate for individuals with visual impairment or multiple disabilities, as the TRF is a questionnaire about the individual’s conduct and performance completed by a teacher. Adaptations: Specific items of the TRF do not require adaptation, as the TRF is completed by the individual’s teacher. Teller Acuity Cards Author: Not Specified. Ages: Two years and older. Published: 2000, Vistech Consultants. Qualifications to Administer: Individuals suspected of having a visual impairment must have an acuity test administered and interpreted by a M.D. or O.D. Stated Purpose: To measure distance acuity in children two years and older. Type of Instrument: Norm-referenced assessment instrument. Comments: The Teller Acuity Cards are 17 28x51 centimeter cards composed of vertical black and white stripes of various thickness providing approximate Snellen acuity equivalents of 20/20 to 20/2400 at a distance of 15 inches. Estimates are based on the direction of the individual’s gaze toward a preferred pattern versus a uniform background. A newer set of cards have been produced in recent years. Normative Data: The Teller Acuity Cards set is a criterion-referenced assessment tool designed to provide an accurate measure of distance acuity, rather than any normative information. Standardization: The Teller Acuity Cards were designed specifically for those with visual impairment or multiple disabilities. Adaptations: As the Teller Acuity Cards were designed specifically for assessment of visual acuity, adaptations are not necessary. Test for Auditory Comprehension of Language, 3rd Edition (TACL-3) Author: Carrow-Woolfolk, E. Ages: Three to twelve years. Published: 1999, PRO-ED. Qualifications to Administer: Completion of graduate training in tests and measurement, with relevant supervised clinical experience. Stated Purpose: To measure receptive spoken language skills, including vocabulary, grammar, and syntax. Type of Instrument: Normative-referenced assessment instrument. Comments: There are three subtests to the Test for Auditory Comprehension of Language, 3rd Edition (TACL-3): Vocabulary, Grammatical Morphemes, and Elaborated Phrases and Sentences. The TACL-3 seeks to assess the degree to which parts of speech can be comprehended and utilized. Each item is composed of a word or sentence that corresponds to a picture, some of which may be small or unclear for those with visual impairment or multiple disabilities. Stimulus words are read aloud by an examiner, and the child indicates the picture best representing the meaning of the verbal stimuli. Normative Data: The publisher states that the normative data collected assessed on those with disabilities, though there is no specific mention of those with visual impairment. No set of data was collected for administration to individuals with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Standardization: The TACL-3 has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. Adaptations: The publisher also states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Test of Adolescent and Adult Language, 3rd Edition (TOAL-3) Authors: Hammill, D. D., Brown, V. L., Larsen, S. C. and Wiederholt, J. L. Ages: Twelve to twenty-five years. Published: 1994, PRO-ED. Qualifications to Administer: Completion of graduate training in tests and measurement, with relevant supervised clinical experience. Stated Purpose: To identify adolescents and adults whose scores are significantly below those of their peers and who might need interventions designed to improve language proficiency. Type of Instrument: Normative-referenced assessment instrument. Comments: The Test of Adolescent and Adult Language, 3rd Edition (TOAL-3), has eight subtests: Listening, Reading, Spoken Language, Written Language, Vocabulary, Grammar, Receptive Language, and Expressive Language. Normative Data: The publisher states that the normative data collected assessed only those without visual impairment, and no set of data was collected for administration to individuals with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Standardization: The TOAL-3 has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. Numerous subtests require reading, and the printed text is difficult for those with visual impairment to read. Other subtests require the subject to mark a correct answer on a response form, which may be difficult for those with visual impairment or multiple disabilities to do. Adaptations: The publisher also states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Test of Auditory Perceptual Skills-Revised (TAPS-R) Author: Gardner, M. F. Ages: Four to thirteen years. Published: 1997, PRO-ED. Qualifications to Administer: Occupational therapists, speech-language pathologists, psychologists, audiologists, learning specialists, and teachers. Stated Purpose: To measure a child’s functioning in various areas of auditory perception. Type of Instrument: Normative-referenced assessment instrument. Comments: There are seven scores to the Test of Auditory Perceptual Skills-Revised (TAPS-R): Auditory Number Memory-Digits Forward, Auditory Number Memory-Digits Backward, Auditory Sentence Memory, Auditory Word Memory, Auditory Interpretation of Directions, Auditory Word Discrimination, and Auditory Processing (Thinking and Reasoning). A Hyperactivity Rating Scale is a parental questionnaire that was designed by Keith Beery as a separate part of the TAPS-R. Normative Data: The publisher states that the normative data collected assessed only those without visual impairment, and no set of data was collected for administration to individuals with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Standardization: Standard administration and scoring procedures are appropriate for individuals with visual impairment or multiple disabilities, as the TAPS-R is read to the student, who responds verbally to questions. Adaptations: Specific items of the TAPS-R do not require adaptation, as oral presentation of items and verbal recording of responses by the assessor suit an individual with visual impairment or multiple disabilities. Test of Auditory Perceptual Skills-Upper Level (TAPS-UL) Author: Gardner, M. F. Ages: Twelve to eighteen years. Published: 1994, PRO-ED. Qualifications to Administer: Occupational therapist, speech-language pathologists, psychologists, audiologists, learning specialists, and teachers. Stated Purpose: To measure a student’s functioning in various areas of auditory perception. Type of Instrument: Normative-referenced assessment instrument. Comments: There are seven scores to the Test of Auditory Perceptual Skills-Upper Level (TAPS-UL): Auditory Number Memory-Digits Forward, Auditory Number Memory-Digits Backward, Auditory Sentence Memory, Auditory Word Memory, Auditory Interpretation of Directions, Auditory Word Discrimination, and Auditory Processing (Thinking and Reasoning). This instrument was designed as an upper extension of the original Test of Auditory Perceptual Skills. Normative Data: The publisher states that the normative data collected assessed only those without visual impairment, and no set of data was collected for administration to individuals with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Standardization: Standard administration and scoring procedures are appropriate for individuals with visual impairment or multiple disabilities, as the TAPS-UL is read to the individual, who responds verbally to questions. Adaptations: Specific items of the TAPS-UL do not require adaptation, as oral presentation of items and verbal recording of responses by the assessor suit an individual with visual impairment or multiple disabilities. Test of Gross Motor Development, 2nd Edition (TGMD-2) Author: Ulrich, D. A. Ages: Three to eleven years. Published: 2001, Stoelting. Qualifications to Administer: Completion of graduate training in tests and measurement, with relevant supervised clinical experience. Stated Purpose: To identify, plan instructional programs, assess individual student progress, evaluate programs, and serve as a measurement instrument in research involving gross motor development. Type of Instrument: Normative-referenced assessment instrument. Comments: The Test of Gross Motor Development, 2nd Edition (TGMD-2) has twelve skills, which are included in the Locomotor group (Running, Galloping, Hopping, leaping, Horizontal Jumping, and sliding) or the Object Control group (Striking a Ball, Stationary Dribble, Kicking, Catching, Overhand Throw, and Underhand Roll). The TGMD is unique in that it focuses on gross motor skills, rather than both gross motor and fine motor skills. Normative Data: The publisher states that the normative data collected assessed only those without visual impairment, and no set of data was collected for administration to students with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Standardization: The TGMD-2 has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. Some of the tasks, such as tossing a ball a predetermined distance, may be difficult for individuals with visual impairment or multiple disabilities to complete. Adaptations: The publisher also states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Test of Language Development-Intermediate, 3rd Edition (TOLD-I:3) Authors: Hammill, D. D., and Newcomer, P. L. Ages: Eight to thirteen years. Published: 1997, PRO-ED. Qualifications to Administer: Completion of graduate training in tests and measurement, with relevant supervised clinical experience. Stated Purpose: To identify children who are significantly below their peers in language proficiency. Type of Instrument: Normative-referenced assessment instrument. Comments: The Test of Language Development-Intermediate, 3rd Edition (TOLD-I:3), has eleven scores, including six subtests: Sentence Combining, Picture Vocabulary, Word Ordering, Generals, Grammatic Comprehension, and Malaproprisms. Normative Data: The publisher states that the normative data collected assessed only those without visual impairment, and no set of data was collected for administration to individuals with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment. Standardization: The TOLD-I:3 has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. The tasks require the individual to listen to or view stimuli and make decisions based on them, requiring some visual stimulation, a format that may be suitable for those with visual impairment. However, the Grammatic Comprehension subtest has not been systematically adapted for those with visual impairment. Adaptations: The publisher also states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Test of Language Development-Primary, 3rd Edition (TOLD-P:3) Authors: Newcomer, P. L., and Hammill, D. D. Ages: Four to nine years. Published: 1997, PRO-ED. Qualifications for Administration: Completion of graduate training in tests and measurement, with relevant supervised clinical experience. Stated Purpose: To identify children who are significantly below their peers in language proficiency. Type of Instrument: Normative-referenced assessment instrument. Comments: The Test of Language Development-Primary, 3rd Edition (TOLD-P:3), has nine scores: Picture Vocabulary, Relational Vocabulary, Oral Vocabulary, Grammatic Understanding, Grammatic Completion, Sentence Imitation, Word Discrimination, Phonemic Analysis, and Word Articulation. The TOLD-P:3 is a downward extension of the TOLD-I:3. Normative Data: The publisher states that the normative data collected assessed only those without visual impairment, and no set of data was collected for administration to individuals with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Standardization: The TOLD-P:3 has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment and multiple disabilities. The tasks require the individual to listen to or view stimuli and make decisions based on them, requiring some visual stimulation, a format that may be suitable for those with visual impairment. However, the Grammatic Completion subtest has not been systematically adapted for those with visual impairment. Adaptations: The publisher also states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Test of Nonverbal Intelligence, 3rd Edition (TONI-3) Authors: Brown, L., Sherbenou, R. J. and Johnsen, S. K. Ages: Six to ninety years. Published: 1997, PRO-ED. Qualifications to Administer: Completion of graduate training in tests and measurement, with relevant supervised clinical experience. Stated Purpose: A language-free measure of abstract/figural problem solving. Type of Instrument: Normative-referenced assessment instrument. Comments: The Test of Nonverbal Intelligence, 3rd Edition (TONI-3), has a Total Score only, from which standardized deviation scores and percentiles can be computed. The TONI-3 was designed, according to the test manual, for use with disabled or minority populations, requiring a nonverbal format. All the items require the subject to identify the most salient relationship among several abstract figures. Each item contains a figure drawing, and the subject is asked to complete the set from among several options. A set is defined by shape, position, direction, shading, size, length, movement, or pattern within the figure. Normative Data: The publisher states that the normative data collected assessed only those without visual impairment, and no set of data was collected for administration to students with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Standardization: The TONI-3 has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. While stimuli are moderately sized and clear, the use of the TOMI-3 may not be appropriate for use with many individuals with visual impairment. The TONI-3 is not appropriate for those who are blind or have little useful vision. Adaptations: The publisher also states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Test of Word Finding in Discourse (TWFD) Author: German, D. J. Ages: Six to thirteen years. Published: 1991, PRO-ED. Qualifications to Administer: Completion of graduate training in tests and measurement, with relevant supervised clinical experience. Stated Purpose: To assess children’s word-finding skills in discourse. Type of Instrument: Normative-referenced assessment instrument. Comments: There are two scores to the Test of Word Finding in Discourse (TWFD): Productivity Index and Word-Finding Behaviors Index. The TWFD would appear to be inappropriate for use with students with visual impairment or multiple disabilities, since the typeface is difficult for them to read. Normative Data: The publisher states that the normative data collected assessed only those without visual impairment, and no set of data was collected for administration to individuals with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Further, the normative data is likewise old, and must be used cautiously for interpretation of age-appropriate development of skills. Standardization: The TWFD has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. Adaptations: The publisher also states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Test of Written Language, 3rd Edition (TOWL-3) Authors: Hammill, D. D., and Larsen, S. C. Ages: Eight to eighteen years. Published: 1996, Riverside Publishing Company. Qualifications to Administer: Completion of graduate training in tests and measurement, with relevant supervised clinical experience. Stated Purpose: To identify students who perform significantly more poorly than their peers in written expression and who, as a result, need special help. Type of Instrument: Normative-referenced assessment instrument. Comments: There are eight subtests to the Test of Written Language, 3rd Edition (TOWL-3): Vocabulary, Spelling, Style (punctuation and capitalization), Logical Sentences (the ability to write conceptually sound sentences), Sentence Combining (measuring syntax), Contextual Conventions, Contextual Language, and Story Construction. Composite quotients are available for overall writing, contrived writing and spontaneous writing. There are two alternate forms (A and B) to the TOWL-3, which are designed to be pre- and post-test measures. Normative Data: The publisher states that the normative data collected assessed only those without visual impairment, and no set of data was collected for administration to individuals with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Standardization: The TOWL-3 has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. The TOWL-3 presents several challenges for use with students with visual impairment or multiple disabilities. Primary among them, it utilizes a format requiring students to write their responses, a language assessment format poorly suited to these students. Adaptations: The publisher also states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Thinking Creatively with Pictures, Forms A and B Author: Torrance, E. P. Ages: Four years to adult. Published: 1990, Scholastic Testing Service. Qualifications to Administer: Teacher or similarly trained professional. Stated Purpose: To identify and evaluate creative potential. Type of Instrument: Normative-referenced assessment instrument. Comments: The Thinking Creatively with Pictures, Forms A and B, is composed of visual components. This instrument has four scores: Fluency, Flexibility, Originality, and Elaboration. They are based on three subtests: Picture Construction, Picture Completion, and Parallel Lines. Normative Data: The publisher states that the normative data collected assessed only those without visual impairment, and no set of data was collected for administration to individuals with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Further, the normative data is likewise old, and must be used cautiously for interpretation of age-appropriate development of skills. Standardization: Thinking Creatively with Pictures, Forms A and B has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. All subtests require the subject to write or draw, and doing so slowly often results in a penalty. This puts an individual with visual impairment or multiple disabilities at a serious disadvantage compared with those without impairment. The size of items may also be a problem for some with visual impairment or multiple disabilities. Adaptations: The publisher also states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Thinking Creatively with Sounds and Words (TCSW) Author: Torrance, E. P., Khatena, J., and Cunnington, B. Ages: Eight years to adult. Published: 1998, Scholastic Testing Service. Qualifications to Administer: Teacher or similarly trained professional. Stated Purpose: To identify and evaluate creative potential. Type of Instrument: Normative-referenced assessment instrument. Comments: The Thinking Creatively with Sounds and Words is composed of auditory components. This instrument has three scores: Fluency, Flexibility, and Originality. They are based on seven subtests: Asking, Guessing Causes, Guessing Consequences, Product Improvement, Unusual Uses, Unusual Questions, and Just Suppose. Normative Data: The publisher states that the normative data collected assessed only those without visual impairment, and no set of data was collected for administration to individuals with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Standardization: Standard administration and scoring procedures are appropriate for individuals with visual impairment or multiple disabilities, as Thinking Creatively with Sounds and Words is read to the student, whose verbal responses to questions are recorded by the examiner. Adaptations: Specific items of Thinking Creatively with Sounds and Words do not require adaptation, as oral presentation of items and verbal recording of responses by the assessor suit an individual with visual impairment or multiple disabilities. Thinking Creatively with Words, Forms A and B Author: Torrance, E. P. Ages: Four years to adult. Published: 1990, Scholastic Testing Service. Qualifications to Administer: Teacher or similarly trained professional. Stated Purpose: To identify and evaluate creative potential. Type of Instrument: Normative-referenced assessment instrument. Comments: The Thinking Creatively with Words, Forms A and B, is composed of verbal components. This instrument has three scores: Fluency, Flexibility, and Originality. They are based on seven subtests: Asking, Guessing Causes, Guessing Consequences, Product Improvement, Unusual Uses, Unusual Questions, and Just Suppose. Normative Data: The publisher states that the normative data collected assessed only those without visual impairment, and no set of data was collected for administration to individuals with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Further, the normative data is likewise old, and must be used cautiously for interpretation of age-appropriate development of skills. Standardization: Thinking Creatively with Words, Forms A and B has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. All subtests require the subject to write or draw, and doing so slowly often results in a penalty. This puts an individual with visual impairment or multiple disabilities at a serious disadvantage compared with those without impairment. The size of items may also be a problem for some with visual impairment or multiple disabilities. Adaptations: The publisher also states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Toddler and Infant Motor Evaluation (TIME) Authors: Miller, L. J., and Roi, G. H. Ages: Birth to four years. Published: 1994, The Psychological Corporation. Qualifications to Administer: Certified occupational or physical therapist. Stated Purpose: To be used for diagnostic, comprehensive assessment of children who are suspected to have motor delays or deviations. Type of Instrument: Normative-referenced assessment instrument. Comments: There are five scores to the Toddler and Infant Motor Evaluation (TIME): Mobility, Stability, Motor Organization, Social-Emotional, and Functional Performance. This instrument was designed to be used only by trained and licensed physical and occupational therapists, adaptive physical educators, specially trained special education teachers, or other experts in the field of motor development. Normative Data: While the publisher states that the normative data collected assessed individuals with multiple disabilities, there is no mention of inclusion of those with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Standardization: The TIME has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. Adaptations: The publisher also states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Utah Test of Language Development, 4th Edition (UTLD-4) Author: Mecham, M. J. Ages: Three to ten years. Published: 2002, PRO-ED. Qualifications to Administer: Completion of graduate training as a speech pathologist, an audiologist, or a psychologist. Stated Purpose: To assess listening (comprehension) and speaking (expression). Type of Instrument: Normative-referenced assessment instrument. Comments: There are five scores to this significant overhaul of the Utah Test of Language Development, 4th Edition (UTLD-4): Picture Identification, Word Functions, Morphological Structures, Sentence Repetition, and Word Segmentation. The scores provide information about grammar, semantics and phonological skills. Some items require the student to point to pictures, answer questions, follow commands, present analogies and/or opposites, and make grammatical judgments. Normative Data: The publisher states that the normative data collected assessed only those without visual impairment, and no set of data was collected for administration to individuals with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Standardization: The UTLD-4 has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. The verbal tasks should not be difficult for such students to perform. Adaptations: The publisher also states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Useful Field of View (UFOV) Author: Ball, K., and Roenker, D. Ages: Sixteen years and older. Published: 1998, The Psychological Corporation. Qualifications to Administer: Completion of graduate training as a speech pathologist, an audiologist, or a psychologist. Stated Purpose: To assess the field of view for a driver to determine those at risk for an accident. Type of Instrument: Normative-referenced assessment instrument. Comments: The Useful Field of View (UFOV) is a computer-administered assessment of an individuals visual field and visual attention. It provides information about perceptual field and the ability to meaningfully use information for decision making based upon their visual field. This test may also be used for daily non-driving visual integrative skills/abilities, as it assesses processing speed of central vision, divided visual attention, and selective attention. While targets are presented rapidly, it may better approximate daily living as compared to other visual attention tests. There is also a companion Independent Living Skills Solutions guide. Normative Data: The publisher states that the normative data collected assessed only those without visual impairment, and no set of data was collected for administration to individuals with visual impairment or multiple disabilities. The timed nature of the task is also problematic, and may make the normative data poorly applicable for those with visual impairment or multiple disabilities. Standardization: The UFOV has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. Adaptations: The publisher also states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Vineland Adaptive Behavior Scales, 2nd Edition (Vineland-II) Authors: Sparrow, S. S., Cicchetti, D. V., and Balla, D. A. Ages: Birth to 89 years for Parent/Caregiver Rating Form, Expanded Interview, three to 22 for the Teacher Rating Form. Published: 2005, American Guidance Service. Qualifications to Administer: Completion of graduate training in tests and measurement, with relevant supervised clinical experience. Stated Purpose: To assess personal and social sufficiency of individuals from birth to adulthood. Type of Instrument: Normative-referenced assessment instrument. Comments: The Vineland Adaptive Behavior Scales, 2nd Edition (Vineland-II) has thirteen scores: Communication (Receptive, Expressive, and Written), Daily Living (Personal, Domestic, and Community), Socialization (Interpersonal Relationships, Play and Leisure Time, and Coping Skills), and Motor Skills (Gross and Fine). Percentile ranks and age-equivalents are obtained as well. The instrument was designed to assess both students with impairments and those without. The primary focus of the scales is on activities of daily living, including communication, living skills, socialization, and motor skills. Spanish Language materials have been included for use with students for whom Spanish is their primary language. Many administer the instrument as a semi-structured interview, and a greater focus is placed upon expanded age-ranges and relevance to societal expectations. There is also an optional maladaptive behavior domain for assessing undesirable behaviors interfering with daily functioning. Computerized scoring is available. Normative Data: Separate normative data are provided for the assessment of both students with impairments and those without. The publisher states that normative data are available for students with visual impairment who attend residential schools, but no normative data has been collected for students with visual impairment or multiple disability residing outside residential school environments. Further, the normative data is likewise old, and must be used cautiously for interpretation of age-appropriate development of skills. Standardization: The Vineland-II has specific instructions for administration to individuals with visual impairment or multiple disabilities. Adaptations: The publisher states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Visual Assessment Procedure-Capacity, Attention, and Processing (VAP-CAP) Author: Blanksby, D.C. Ages: Five years and older. Published: 1992, Royal Victoria Institute for the Blind. Qualifications to Administer: Vision teacher or Orientation and Mobility instructor. Stated Purpose: An assessment of visual functioning in an educational setting. Type of Instrument: Criterion-referenced assessment instrument. Comments: The Visual Assessment Procedure-Capacity, Attention, and Processing (VAP-CAP) has two levels: the Low Vision Assessment, and the Visual Processing Assessment (which considers visual perceptual and visual cognitive abilities). There are three scores to the VAP-CAP: Visual Processing Ability (what sense the child can make of what is seen), Visual Capacity (what the child can see), and Formal Visual Learning (visual cognition and visual motor coordination). Normative Data: The VAP-CAP is a criterion-referenced assessment instrument that is focused on determining an individual’s visual functioning skills, rather than determining age-appropriateness of the individual’s skills in these areas. Standardization: Standard administration and scoring procedures are appropriate, as the VAP-CAP was designed specifically for students with visual impairment or multiple disabilities. Adaptations: As the VAP-CAP is designed specifically for students with visual impairment or multiple disabilities, adaptations are not necessary. Visual Functioning Assessment Tool Authors: Costello, K., Morgan, P. and Scheffers, W. Ages: Five years and older. Published: Stoelting, 1989. Qualifications to Administer: Vision teacher or orientation and mobility specialist. Stated Purpose: To measure functional vision in an educational setting. Type of Instrument: Criterion-referenced assessment instrument. Comments: The Visual Functioning Assessment Tool is a comprehensive visual functioning assessment tool covering appearance of eyes, basic responses, fixation, Tracking, Saccadic Movements, Scanning, Visual Field, Depth Perception, Eye-Hand Coordination, Eye-Foot Coordination, Visual Imitation and Memory, Visual Discrimination, Visual Perception, Concept of Self and Objects in Space, Pictures, Visual Environment, and Mobility. The Visual Functioning Assessment Tool is quite long, and is not meant to be administered to all students. Test materials describe tasks, and implications. Normative Data: The Visual Functioning Assessment Tool is a criterion-referenced assessment instrument that is focused on determining an individual’s visual functioning skills, rather than determining age-appropriateness of the individual’s skills in these areas. Though this instrument is somewhat dated, the Criterion (skills completion-based) descriptive information derived from its application are no less valid, as performance is not based upon current normative standards. Standardization: Standard administration and scoring procedures are appropriate, as The Visual Functioning Assessment Tool was designed specifically for those with visual impairment or multiple disabilities. Adaptations: As the Visual Functioning Assessment Tool is designed specifically for those with visual impairment or multiple disabilities, adaptations are not necessary. Wechsler Abbreviated Scale of Intelligence (WASI) Author: Wechsler, D. Ages: Six to eighty-nine years. Published: 1999, The Psychological Corporation. Qualifications to Administer: Completion of doctoral training in psychology or education, with relevant clinical experience. Stated Purpose: To quickly screen the intelligence of children and adults. Type of Instrument: Normative-referenced assessment instrument. Comments: The Wechsler Abbreviated Scale of Intelligence (WASI), is conceptually a substantially shortened version of the Wechsler Adult Intelligence Scale, 3rd Edition. This test was developed (both in terms of items and normative data) independent of the Wechsler Adult Intelligence Scale, 3rd Edition. It has a Verbal Scale and a Performance Scale, which together yield a four-subtest Full Scale Intelligence Quotient. The two verbal subtests are Vocabulary and Similarities; while the two performance subtests are Block Design and Matrix Reasoning. Normative Data: The publisher states that the normative data collected assessed only those without visual impairment, and no set of data was collected for administration to those with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Standardization: The WASI is administered to those with visual impairment or multiple disabilities by reading aloud verbal tasks only, and recording of responses by the assessor. Standard scoring procedures are used. Adaptations: The WASI has the potential for adaptation for those with impaired vision by the administration of the verbal subtests only. However, this highly-limited adjustment is unfair because numerous verbal subtest items are visually oriented and thus not appropriate for use with those who are visually impaired. In addition, those with visual impairment develop unique, nonverbal intellectual abilities that are not assessed through verbal subtests. Thus, the lack of performance-oriented questions fails to assess aspects of intellectual development of those with visual impairment or multiple disabilities. Wechsler Adult Intelligence Scale, 3rd Edition (WAIS-III) Author: Wechsler, D. Ages: Sixteen to eighty-nine years. Published: 1997, The Psychological Corporation. Qualifications to Administer: Completion of doctoral training in psychology or education, with relevant clinical experience. Stated Purpose: To assess the intelligence of adults. Type of Instrument: Normative-referenced assessment instrument. Comments: The Wechsler Adult Intelligence Scale, 3rd Edition (WAIS-III), perhaps the most widely embraced intelligence test for adults, has a Verbal Scale and a Performance Scale (each of which yields an Intelligence Quotient), which together yield a Full Scale Intelligence Quotient. The Verbal Scale has seven subtests: Vocabulary, Similarities, Arithmetic, Digit Span, Information, Comprehension, and Letter-Number Sequencing. The Performance Scale has seven scales: Picture Completion, Digit Symbol, Block Design, Matrix Reasoning, Picture Arrangement, Symbol Search, and Object Assembly. Normative Data: The publisher states that the normative data collected assessed only those without visual impairment, and no set of data was collected for administration to those with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Standardization: The WAIS-III is administered to those with visual impairment or multiple disabilities by reading aloud verbal tasks only, and recording of responses by the assessor. Standard scoring procedures are used. Adaptations: The WAIS-III is generally adapted for adolescents and adults with impaired vision by the administration of the Verbal Scale only. However, this adjustment is unfair because numerous verbal subtest items are visually oriented and thus not appropriate for use with those who are visually impaired. In addition, those with visual impairment develop unique, nonverbal intellectual abilities that are not assessed through verbal subtests. Thus, the lack of performance-oriented questions fails to assess aspects of intellectual development of those with visual impairment or multiple disabilities. Wechsler Individual Achievement Test, 2nd Edition (WIAT-II) Author: Wechsler, D. Ages: Four years and older. Published: 2001, The Psychological Corporation. Qualifications to Administer: Master’s degree in psychology or education, with relevant clinical experience. Stated Purpose: To assess the educational achievement of individuals from four years and older. Type of Instrument: Normative-referenced assessment instrument. Comments: The Wechsler Individual Achievement Test-Second Edition (WIAT-II) has nine subtests, which are Oral Language, Listening Comprehension, Written Expression, Spelling, Word Reading, Pseudoword Decoding, Reading Comprehension, Mathematics Reasoning, and Numerical Operations. The WIAT-II was designed for use in it’s entirety, as a comprehensive educational assessment, or in select parts, for a focused assessment. Normative Data: The publisher states that while recently updated and matched to current intelligence test normative data, the normative data collected for the WIAT-II assessed only those without visual impairment, and no set of data was collected for administration to students with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Standardization: The WIAT-II has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment and multiple disabilities. Many of the test items, particularly those that cover reading and mathematics, are presented in small letters or numbers on stimulus cards bound in a book, which is likely to render the WIAT-II inappropriate for use with students with visual impairment or multiple disabilities. Adaptations: The publisher also states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Wechsler Intelligence Scale for Children, 4th Edition Integrated (WISC-IV Integrated) Author: Wechsler, D. Ages: Six to sixteen years. Published: 2004, The Psychological Corporation. Qualifications to Administer: Completion of doctoral training in psychology or education with relevant clinical experience. Stated Purpose: To assess the intelligence of children. Type of Instrument: Normative-referenced assessment instrument. Comments: The Wechsler Intelligence Scale for Children, 4th Edition Integrated (WISC-IV Integrated), perhaps the most widely embraced intelligence test for children, has four Indexes, which together yield a Full Scale Intelligence Quotient. The Verbal Comprehension Index is comprised of the Similarities, Vocabulary, Comprehension standard subtests, along with the supplemental Information and Word Reasoning subtests. The Perceptual Reasoning Index is comprised of the Block Design, Picture Concepts, and Matrix Reasoning subtests, along with the supplemental Picture Completion subtest. The Working Memory Index is comprised of the Digit Span and Letter/Number Sequencing subtests, along with the supplemental Arithmetic subtest. Finally, the Processing Speed Index is comprised of the Coding and Symbol Search subtests, along with the supplemental Cancellation subtest. The Integrated Process subtests allow for a broader assessment of Verbal, Perceptual and Memory abilities, along with expanded Processing Speed and a screening of executive functioning. Computerized scoring and interpretive reports are available. A Spanish Language version of the WISC-IV Integrated is due out this year for those for whom Spanish is a dominant language. Normative Data: The publisher states that the normative data collected assessed only those without visual impairment, and no set of data was collected for administration to those with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Standardization: The WISC-IV Integrated is administered to those with visual impairment or multiple disabilities by reading aloud verbal tasks only, and recording of responses by the assessor. Standard scoring procedures are used. Adaptations: The WISC-IV Integrated is generally adapted for those with impaired vision by the administration of the Verbal Scale only. However, this adjustment is unfair because numerous verbal subtest items are visually oriented and thus not appropriate for use with those who are visually impaired. In addition, those with visual impairment develop unique, nonverbal intellectual abilities that are not assessed through verbal subtests. Thus, the lack of performance-oriented questions fails to assess aspects of intellectual development of those with visual impairment and multiple disabilities. Wechsler Preschool and Primary Scale of Intelligence-3rd Edition (WPPSI-III) Author: Wechsler, D. Ages: Two to seven years. Published: 2002, The Psychological Corporation. Qualifications to Administer: Completion of doctoral training in psychology or education with relevant clinical experience. Stated Purpose: To assess the intelligence of children. Type of Instrument: Normative-referenced assessment instrument. Comments: The Wechsler Preschool and Primary Scale of Intelligence-3rd Edition WPPSI-III), perhaps the most widely embraced intelligence test for young children, has a Verbal Scale and a Performance Scale (each of which yields an Intelligence Quotient), which together yield a Full Scale Intelligence Quotient. The Verbal Scale has six subtests: Information, Comprehension, Arithmetic, Vocabulary, Similarities, and Sentences. The Performance Scale has six scales: Object Assembly, Geometric Design, Block Design, Mazes, Picture Completion, and Animal Pegs. The tasks are divided into lower and higher age-range groupings, for those under and those over four years of age. Computerized scoring and interpretive reports are available. Normative Data: The publisher states that the normative data collected assessed only those without visual impairment, and no set of data was collected for administration to young children with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Standardization: The WPPSI-III is administered to those with visual impairment or multiple disabilities by reading aloud verbal tasks only, and recording of responses by the assessor. Standard scoring procedures are used. Adaptations: The WPPSI-III is generally adapted for young children with impaired vision by the administration of the Verbal Scale only. However, this adjustment is unfair because numerous verbal subtest items are visually oriented and thus not appropriate for use with those who are visually impaired. In addition, those with visual impairment develop unique, nonverbal intellectual abilities that are not assessed through verbal subtests. Thus, the lack of performance-oriented questions fails to assess aspects of intellectual development of those with visual impairment and multiple disabilities. Weiss Comprehensive Articulation Test (WCAT) Author: Weiss, C. E. Ages: Five years to adult. Published: 1980, PRO-ED. Qualifications to Administer: Graduate training in speech-language therapy, with relevant clinical experience. Stated Purpose: To make a thorough diagnosis of articulation and its associated parameters. Type of Instrument: Normative-referenced assessment instrument. Comments: There are five scores to the Weiss Comprehensive Articulation Test (WCAT): Articulation, Articulation Age, Intelligibility, Auditory-Visual Stimulability, and Number of Misarticulations. Normative Data: The publisher states that the normative data collected assessed only those without visual impairment, and no set of data was collected for administration to individuals with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Further, the normative data is likewise old, and must be used cautiously for interpretation of age-appropriate development of skills. Standardization: The WCAT has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. The WCAT is available in two forms: a flipbook of pictures for students who cannot read, and a card with printed sentences for those who can. The picture or word stimuli may not be clear for many students with visual impairment or multiple disabilities, and the results may lead to spurious conclusions. Adaptations: The publisher also states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Wide Range Achievement Test 3 (WRAT3) Author: Wilkinson, G. S. Ages: Five to seventy-five years. Published: 1993, Wide Range. Qualifications to Administer: Completion of doctoral training in tests and measurement, with relevant supervised clinical experience. Stated Purpose: To measure the skills needed to learn reading, spelling, and arithmetic. Type of Instrument: Normative-referenced assessment instrument. Comments: The Wide Range Achievement Test 3 (WRAT3) has three subtests: Reading, Spelling and Arithmetic. Normative Data: The publisher states that the normative data collected assessed only those without visual impairment, and no set of data was collected for administration to individuals with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Further, the normative data is likewise old, and must be used cautiously for interpretation of age-appropriate development of skills. Standardization: The WRAT3 has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. The stimulus cards for the Reading subtest are small and may be difficult for those with visual impairment to read. Similarly, the response forms for the Arithmetic and Spelling subtests provide small spaces for answers, which may be difficult for those with visual impairment to utilize. Adaptations: The publisher also states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Wide Range Assessment of Memory and Learning, 2nd Edition (WRAML-2) Authors: and Adams, W., and Sheslow, D. Ages: Five to ninety years. Published: 2004, Wide Range. Qualifications to Administer: Completion of doctoral training in tests and measurement, with relevant supervised clinical experience. Stated Purpose: To evaluate an individual’s ability to actively learn and memorize a variety of information. Type of Instrument: Normative-referenced assessment instrument. Comments: The core battery of the Wide Range Assessment of Memory and Learning, 2nd Edition (WRAML-2) is comprised of six subtests, which are divided into Verbal Memory (Verbal Learning and Story Memory), Visual Memory (Picture Memory and design Memory) and Attention-Concentration (Finger Windows and Letter Number). A General Memory Index is derived from the combination of the Verbal Memory Index, the Visual memory Index, and the Attention-Concentration Index. Design recognition, Picture Recognition, Verbal Recognition and Story memory Recognition tasks have also been added. Tasks assess primarily short-term memory, but some also evaluate long-term delayed (thirty-minute recall) memory of verbally and visually presented information. Normative Data: The publisher states that the normative data collected assessed only those without visual impairment, and no set of data was collected for administration to those with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Standardization: The WRAML-2 has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. The Visual Memory Index and two of three Learning Index subtests are poorly suited to them, since they are asked to specify small changes in pictures, to recall fine details, to follow visual sequences, or to connect sounds to small figures. The replication of figures also is difficult for children with visual impairment to perform. Adaptations: The publisher also states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Wisconsin Behavior Rating Scale (WBRS) Authors: Song, A., Jones, S., Lippert, J., Metzgen, K., Miller, J., and Borreca, C. Ages: Persons below a three-year-old functioning level. Published: 1991, Central Wisconsin Center for the Developmentally Disabled. Qualifications to Administer: Training by an individual with expertise in the area of administration of adaptive behavior scales. Stated Purpose: A least-biased adaptive behavior scale to provide adequate assessment, intervention, and evaluation of severely and profoundly retarded individuals and of persons functioning below the developmental level of three years. Type of Instrument: Normative-referenced assessment instrument. Comments: There are twelve scores to the Wisconsin Behavior Rating Scale: Gross Motor, Fine Motor, Expressive Language, Receptive Language, Play Skills, Socialization, Domestic Activity, Eating, Toileting, Dressing, Grooming, and Total. Normative Data: The WBRS was designed to assess individuals with multiple disabilities, such as deafness and blindness, and is clearly appropriate for the evaluation of those with visual impairment. It should be noted, however, that the target population is quite narrow: those functioning at or below a three-year-old level. For those fitting this description, the WBRS provides a wealth of normative information about development in several areas. Standardization: As the WBRS was designed for those with sensory and other impairments, standard administration and scoring procedures are appropriate. For the Receptive Language and Expressive Language scores, alternative subscales are provided for those with sensory impairments. Adaptations: Specific items of the WBRS do not require adaptation, as the WBRS is completed by the individual’s teacher. Woodcock-Johnson III Tests of Achievement-Braille Edition (WJ-III) Authors: Woodcock, R. W., and Johnson, B. M. Ages: Two to ninety years. Published: 2005, American Printing House for the Blind. Qualifications to Administer: Completion of graduate training in psychology, with appropriate coursework and supervised practical experience in the administration and interpretation of clinical assessment instruments. Stated Purpose: To measure cognitive abilities, scholastic aptitudes and achievement. Type of Instrument: Normative-referenced assessment instrument. Comments: The Woodcock-Johnson III (WJ-III) is a collection of achievement tasks. The Tests of Achievement include Reading (Letter-Word Identification, Word Attack, Passage Comprehension, Reading Vocabulary, and Reading Fluency), Mathematics (Calculation, Math Fluency, Quantitative Concepts, and Applied Problems), Written Language (Spelling, Editing, Writing Samples, and Writing Fluency), and Oral Language (Story Recall, Picture Vocabulary, Understanding Directions, and Oral Comprehension). There are also supplemental subtests: Story Recall-Delayed, Spelling of Sounds, Handwriting Legibility, Sound Awareness, and Punctuation and Capitalization. Often, parts of the overall battery of tests are selectively administered to an individual. Spanish Language materials have been included for use with students for whom Spanish is their primary language. Normative Data: There are separate normative data for the WJ-III-Braille Edition, based on how sighted students performed on the items selected from the standard form of the WJ-III. Standardization: This form of the WJ-III was designed specifically for use with students with visual impairment or multiple disabilities. The student must demonstrate proficiency in Braille to use this format of the WJ-III. Administration of the Braille adaptation is considered nonstandard, and time limits may be exceeded. Adaptations: Braille adaptations are not available for each test level, and the publisher should be contacted regarding availability. Items that could not be adapted were eliminated from the Braille Edition. Woodcock-Johnson III Tests of Achievement- Large Print Edition (WJ-III) Authors: Woodcock, R. W., and Johnson, B. M. Ages: Two to ninety years. Published: 2005, American Printing House for the Blind. Qualifications to Administer: Completion of graduate training in psychology, with appropriate coursework and supervised practical experience in the administration and interpretation of clinical assessment instruments. Stated Purpose: To measure cognitive abilities, scholastic aptitudes and achievement. Type of Instrument: Normative-referenced assessment instrument. Comments: The Woodcock-Johnson III (WJ-III) is a collection of achievement tasks. The Tests of Achievement include Reading (Letter-Word Identification, Word Attack, Passage Comprehension, Reading Vocabulary, and Reading Fluency), Mathematics (Calculation, Math Fluency, Quantitative Concepts, and Applied Problems), Written Language (Spelling, Editing, Writing Samples, and Writing Fluency), and Oral Language (Story Recall, Picture Vocabulary, Understanding Directions, and Oral Comprehension). There are also supplemental subtests: Story Recall-Delayed, Spelling of Sounds, Handwriting Legibility, Sound Awareness, and Punctuation and Capitalization. Often, parts of the overall battery of tests are selectively administered to an individual. Spanish Language materials have been included for use with students for whom Spanish is their primary language. Normative Data: There are separate normative data for the WJ-III-Large Print Edition, based on how sighted students performed on the items selected from the standard form of the WJ-III. Standardization: This form of the WJ-III was designed specifically for use with students with visual impairment or multiple disabilities. The student must demonstrate proficiency in Braille to use this format of the WJ-III. Administration of the Braille adaptation is considered nonstandard, and time limits may be exceeded. Adaptations: Large Print adaptations may not available for each test level, and the publisher should be contacted regarding availability. Items that could not be adapted were eliminated from the Large Print Edition. Woodcock-Johnson III Tests of Cognitive Abilities (WJ-III) Authors: Woodcock, R. W., and Johnson, B. M. Ages: Two to ninety years. Published: 2000, Riverside Publishing Company. Qualifications to Administer: Completion of graduate training in psychology, with appropriate coursework and supervised practical experience in the administration and interpretation of clinical assessment instruments. Stated Purpose: To measure cognitive abilities, scholastic aptitudes and achievement. Type of Instrument: Normative-referenced assessment instrument. Comments: The Woodcock-Johnson III Tests of Cognitive Abilities (WJ-III) is a collection of cognitive tasks. The Tests of Achievement include Reading (Letter-Word Identification, Word Attack, Passage Comprehension, Reading Vocabulary, and Reading Fluency), Mathematics (Calculation, Math Fluency, Quantitative Concepts, and Applied Problems), Written Language (Spelling, Editing, Writing Samples, and Writing Fluency), and Oral Language (Story Recall, Picture Vocabulary, Understanding Directions, and Oral Comprehension). There are also supplemental subtests: Story Recall-Delayed, Spelling of Sounds, Handwriting Legibility, Sound Awareness, and Punctuation and Capitalization. The Tests of Cognitive Abilities include Comprehension-Knowledge (Verbal Comprehension, and General Information), Long Term Retrieval (Visual-Auditory Learning, Retrieval Fluency, and Visual-Auditory Learning Delayed), Visual-Spatial Thinking (Spatial Relations, Picture Recognition, and Planning), Auditory Processing (Sound Blending, Auditory Attention, and Incomplete Words), Fluid Reasoning (Concept Formation, and Analysis-Synthesis), Processing Speed (Visual Matching, Decision Speed, Rapid Picture Naming, and Pair Cancellation), and Short Term Memory (Numbers Reversed, Memory for Words, and Auditory Working Memory). Often, parts of the overall battery of tests are selectively administered to an individual. Spanish Language materials have been included for use with students for whom Spanish is their primary language. Normative Data: The publisher states that the normative data collected assessed only those without visual impairment, and no set of data was collected for administration to individuals with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Standardization: The WJ-III Tests of Cognitive Abilities has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. The publisher states that many of the visually presented subtests may not be appropriate for use with those with visual impairment or multiple disabilities. Adaptations: The publisher also states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. The WORD Test-Adolescent Authors: Zachman, L., Huisingh, R., Barrett, M., Orman, J., and Blagden, C. Ages: Twelve to eighteen years. Published: 1989, LinguiSystems. Qualifications to Administer: Graduate training in tests and measurement, with relevant clinical experience in speech-language pathology. Stated Purpose: To assess expressive vocabulary and semantic abilities of school-age children whose language problems adversely affect academic progress and communicative interaction. Type of Instrument: Normative-referenced assessment instrument. Comments: The WORD Test-Adolescent was designed to assess the recognition of critical semantic attributes, including Associations, Synonyms, Semantic Absurdities, Antonyms, Definitions, and Multiple Definitions. It typically elicits short-sentence definitions of a series of dictated words. Normative Data: The publisher states that the normative data collected assessed only those without visual impairment, and no set of data was collected for administration to individuals with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Standardization: The WORD Test-Adolescent has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. Adaptations: The publisher also states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. The WORD Test-Elementary: Revised Authors: Huisingh, R., Barrett, M., Zachman, L., Blagden, C., and Orman, J. Ages: Seven to eleven years. Published: 1990, LinguiSystems. Qualifications to Administer: Graduate training in tests and measurement, with relevant clinical experience in speech-language pathology. Stated Purpose: To assess expressive vocabulary and semantic abilities of school-age children whose language problems adversely affect academic progress and communicative interaction. Type of Instrument: Normative-referenced assessment instrument. Comments: The WORD Test-Elementary: Revised was designed to assess the recognition of critical semantic attributes, including Associations, Synonyms, Semantic Absurdities, Antonyms, Definitions and Multiple Definitions. It typically elicits short-sentence definitions of a series of dictated words. Normative Data: The publisher states that the normative data collected assessed only those without visual impairment, and no set of data was collected for administration to individuals with visual impairment or multiple disabilities. It is unclear how applicable the available normative data may be for those with visual impairment or multiple disabilities. Standardization: The WORD Test-Elementary: Revised has not been standardized in terms of administration procedure and interpretation for individuals with visual impairment or multiple disabilities. Adaptations: The publisher also states that no adaptations have been made specifically for individuals with visual impairment or multiple disabilities. Any informally adapted items require standardization and normalization before comparison of performance on adapted items to existing normative data. Test and Instrument Publishers Academic Therapy Publications 20 Commercial Boulevard Novato, CA 94949 (800) 422-7249 American Foundation for the Blind 11 Penn Plaza Suite 300 New York, NY 10001 (800) 232-3044 American Guidance Service P.O. Box 99 Circle Pines, MN 55014 (800) 328-2560 American Printing House for the Blind 1839 Frankfurt Avenue P.O. Box 6085 Louisville, KY 40406 (800) 572-0844 Brookes Publishing Company P.O. Box 10624 Baltimore, MD 21285 (800) 638-3775 Callier Center for Communication Disorders University of Texas at Dallas 1966 Inwood Road Dallas, TX 75235 (214) 905-3060 Camelot Behavioral Systems RR #2 Box 33W Simsboro, LA 71275 Central Wisconsin Center for the Developmentally Disabled 317 Knutson Drive Madison, WI 53704 (608) 243-2292 The College Board and Educational Testing Service Rosedale Road Princeton, NJ 08541 (609) 921-9000 Communication/Therapy Skill Builders P.O. Box 839954 San Antonio, TX 78283-3954 (800) 211-8378 Consulting Psychologists Press, Inc. 3803 East Bayshore Road Palo Alto, CA 94303 (800) 624-1765 Council for Exceptional Children 1920 Association Drive Reston, VA 20191 (888) 232-7733 CTB/Macmillan/McGraw-Hill 2500 Garden Road Monterey, CA 93942 (800) 538-9547 Curriculum Associates, Inc. P.O. Box 2001 North Billerica, MA 01862 (800) 225-0248 Denver Developmental Materials, Inc. P.O. Box 6919 Denver, CO 80206 (800) 419-4729 EdITS/Educational and Industrial Testing Service P.O. Box 7234 San Diego, CA 92107 (800) 416-1666 Educational Teaching Aids 650 Lakeview Parkway Vernon Hills, IL 60610 (847) 816-5050 Elbern Publications P.O. Box 09497 Columbus, OH 43209 (614) 235-2643 Functional Resources Enterprises, Inc. 2734 Trail of the Madrones Austin, TX 78746 (512) 327-1741 Hawthorne Educational Services, Inc. 800 Gray Oak Drive Columbia, MO 65201 (573) 874-1710 Institute for Personality and Ability Testing P.O. Box 1188 Champaign, IL 61824 (217) 352-4739 Jackson County Education Services 101 North Grape Street Medford, OR 97501 (503) 776-8580 Kaplan Companies Incorporated 1310 Lewisville-Clemmons Road Lewisville, NC 27023 (800) 334-2014 LinguiSystems, Inc. 3100 4th Avenue East Moline, IL 61244 (800) 255-8463 McCarron-Dial Systems P.O. Box 45628 Dallas, TX 75245 (214) 634-2863 Modern Curriculum Press, Inc. 4350 Equity Drive Columbus, OH 43228 (800) 321-3106 Multi-Health Systems, Inc. 908 Niagara Falls Boulevard North Tonawanva, NY 14120 (416) 424-1700 NCS Professional Assessment Services 11460 Cron Ridge Drive, Suite 118 Owings Mills, MD 21117 (800) 348-4966 OUTREACH 3030 Cambilton Road Atlanta, GA 30311 (800) 441-2437 Pennsylvania College of Optometry Press 1200 West Godfrey Avenue Philadelphia, PA 19141 (215) 276-6294 Perkins School for the Blind 175 North Beacon Street Watertown, MA 02172 (617) 924-3434 Piney Mountain Press, Inc. P.O. Box 333 Cleveland, GA 30528 (404) 864-7180 PRO-ED, Inc. 8700 Shoal Creek Boulevard Austin, TX 78757 (800) 897-3202 Psychological and Educational Publications P.O. Box 520 Hydesville, CA 95547 (800) 523-5775 Psychological Assessment Resources 16204 North Florida Avenue Lutz, FL 33549 (800) 331-8378 The Psychological Corporation 555 Academic Court San Antonio, TX 78204 (800) 228-0752 The Riverside Publishing Company 425 Spring Lake Drive Itasca, IL 60143 (800) 323-9540 Scholastic Testing Service, Inc. 480 Meyer Road Bensonville, IL 60106 (800) 642-6787 Sewall Child Development Center 1360 Vine Street Denver, CO 80206 (303) 399-1800 SKI HI Institute Dept. of Communicative Disorders Utah State University Slosson Educational Publications, Inc. P.O. Box 280 East Aurora, NY 14052 (800) 655-3840 Florida Department of Education Clearinghouse Information Center 325 West Gaines Street Tallahassee, FL 32399-0400 (904) 488-1879 Stoelting Company 620 Wheat Lane Wood Dale, IL 60191 (630) 860-9700 Texas School for the Blind and Visually Impaired-Business Office 1100 West 45th Street Austin, TX 78756 (512) 206-9292 University Medical Education Associates 1 South Prospect Street Burlington, VT 05401 (802) 656-8313 or -4563 University of Illinois Press 43 East Gregory Drive Champaign, IL 61820 (217) 333-0950 Vistech Consultants 4162 little York Road Dayton, OH 45414 (937) 454-5551 VORT Corporation P.O. Box 60132 Palo Alto, CA 94306 (650) 322-8282 Western Psychological Services 12031 Wilshire Boulevard Los Angeles, CA 90025 (800) 222-2670 Wide Range, Inc. P.O. Box 3410 Wilmington, DE 19804 (800) 221-9728