TESTS: Comprehensive Language
(Speech & Auditory Skills)

Below are products utilized in testing and monitoring
Comprehensive Language (Speech & Auditory Skills).
We also sell individual components for most tests.
Please contact our office for a complete listing of items and prices.
Please note: prices are subject to change without notice,
please contact us for current pricing.

Products listed in our Catalog under "Comprehensive Language
(Speech & Auditory Skills)":

Adolescent Language Screening Test [ALST]
Diagnostic Screening Tests: Language (DSTL) - Second Edition
Fullerton Language Test for Adolescents, Second Edition [FLTA]
Peabody Picture Vocabulary Test, Third Edition [PPVT-3]
Photo Articulation Test, Third Edition [PAT-3]
Pragmatic Language Skills Inventory (PLSI)
Preschool Language Assessment Instrument (PLAI-2)
Receptive-Expressive Emergent Language Test: A Method for Assessing the Language Skills of Infants, 2nd Ed. [REEL-2] 
Scales Of Cognitive Ability For Traumatic Brain Injury- [SCATBI]
Screening Test For Developmental Apraxia Of Speech-2nd Edition [STDAS-2]
Stuttering Prediction Instrument for Young Children (SPI)
Stuttering Severity Instrument for Children and Adults, Third Edition [SSI-3]
Test of Adolescent and Adult Language, Third Edition [TOAL-3] 
Test for Auditory Comprehension of Language, Third Edition [TACL-3]
Test of Early Language Development, Third Edition [TELD-3] 
Test of Language Development – Primary, Third Edition [TOLD-P:3] 
Test of Language Development – Intermediate, Third Edition [TOLD-I:3] 
Test of Pragmatic Language [TOPL]

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Adolescent Language Screening Test [ALST]
Denise L. Morgan and Arthur M. Guilford

Ages: 11 Through 17
Testing Time: 15 Minutes

The adolescent Language Screening Test (ALST) provides speech-language pathologists and other interested professionals with a rapid (less than 15 minutes in administrative time), thorough method for individually screening adolescents’ (ages 11 to17) speech and language. The dimensions of language use, content, and form are screened by seven subtests: Pragmatics, Receptive Vocabulary, Concepts, Expressive Vocabulary, Sentence Formulation, Morphology, and Phonology. The results of this screening device provide the clinician with a solid foundation for recommending a total communication evaluation and outline the language dimensions on which extension testing should focus.

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Diagnostic Screening Tests: Language (DSTL) - Second Edition
Thomas D. Gnagey, Patricia A. Gnagey
 
Grade: 1-13
Administration: 5-10 minutes
Scoring time – 2-4 minutes.
Individual or group.

The DSTL was designed as a quick, valid method for estimating over-all achievement level in written language and more. Provides six major scores, specifically: 1) Total, 2) Skill mastery levels in Grammar, 3) Punctuation, 4) Capitalization, 5) Sentence Structure, and 6) Formal Spelling Rules. All subtests yield applied versus formal knowledge for 12 scores with 110 items.

Scoring is simple, converting raw scores to Grade Equivalent scores to Consolidation Index (CI) computation. Percentiles and T scores are also provided for grades one through twelve. The manual discusses differential subtest pattern analysis, related memory aspects, formal versus applied knowledge, and related aspects.

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Fullerton Language Test for Adolescents, Second Edition [FLTA]
Arden R. Thorum

Ages: 11-0 Through Adult
Testing Time: 1 Hour

The FLTA measures receptive and expressive language skills, identifies students who are language impaired, and diagnoses their strengths and weaknesses. Subtests include: Auditory Synthesis; Morphology Competency; Oral Commands; Convergent Production; Divergent Production; Syllabication; Grammatic Competency; and Idioms.
   
The FLTA was standardized on 762 students. It yields standard scores for reporting results. Test-retest reliability of the subtests ranges from .85 to .96. Validity work showed that test results could discriminate between groups of students evidencing problems in school and groups of achieving students.

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Peabody Picture Vocabulary Test, Third Edition [PPVT-3]

Now in its third edition, the PPVT continues to be an instrument of choice by educators, counsellors and clincians.

Ages: 2-6 to 90+ Years
Administration Time: 10-15 minutes
Scores/Interpretation: Age-based standard scores (M=100, SD=15), percentile ranks, stanines, and age equivalents.
User Qualification: Level B

PPVT: Setting the standard since 1959
Like the first two editions, the PPVT-III is a measure of listening comprehension for spoken words in standard English and a screening test of verbal ability. This individually administered, norm-referenced instrument is offered in two parallel forms - IIIA and IIIB - for reliable testing and retesting.

Designed with your needs in mind.

Through a number of surveys and focus groups, current PPVT-R users told us what they liked most about the test. Speech-language pathologists, school and clinical psychologists, educational diagnosticians, counsellors, special educators, and others said they appreciated such features as:Objective and rapid scoring; Quick administration time of 10 to 15 minutes; Clear, black and white line drawings; No reading or writing required of examine; Added new features; National norms extended from ages 2-6 to 90+ years; Test items increased to 204 in each form;Test items grouped into 17 sets of 12 in each form; Locator tabs identify the 17 sets of test items; Many new illustrations for better gender and ethnic balance; An all-in-one portable Test Kit.

PPVT-III ASSIST
To help with scoring, the computer ASSIST for the PPVT-III: Converts Form IIIA or IIIB raw scores to standard scores, percentiles, stanines, NCE's and age equivalents; Provides extended norms below 40; Reports receptive and expressive vocabulary comparisons when an EVT standard score is entered; Reports standard score confidence intervals at 68, 90 or 95 percent; Converts PPVT-R Form L or Form M raw scores to PPVT-IIIA or IIIB standard scores; Includes vocabulary-building exercises; Creates an Individual Growth Graph when more than one PPVT score is entered for the person; Makes group reports available by score, school, grade, age or gender; Both Macintosh and Windows software are now available on one CD-ROM.

Supplemental Norms Booklet
Includes grade-based scores for K-grade 12, Fall and Spring, and age-based standard scores 40-20 for ages 2.5-90 years.

Training Video/DVD for the PPVT-III
Learn more about the administration and interpretation of the popular PPVT-III. Noted author Kathleen Williams, Ph.D., NCSP, presents this detailed training. Thirty-one minutes long, this program is available in VHS and DVD formats.

Vocabulary with EASE Activity Book
If you have a student or group of students who have been identifed as having weak vocabulary skills or who have demonstrated a lack of proficiency in expressive and/or receptive vocabulary skills, this book is for you. Vocabulary with EASE is the perfect tool for all students--preschool through high school/adult.

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Photo Articulation Test, Third Edition [PAT-3]
Third Edition
Barbara A. Lippke, Stanley E. Dickey, John W. Selmar, and Anton L. Soder

Ages: 3-0 through 8-11
Testing Time: 20 Minutes

This completely revised version meets the nationally recognized need for a standardized way to document the presence of articulation errors. The PAT-3 enables the clinician to rapidly and accurately assess and interpret articulation errors. The test consists of 72 color photographs (9 photos on each of eight sheets). To administer the test, the examiner simply points to each consecutively numbered photograph and asks the child, “What is this?” The child’s response is scored on the Summary/Response Form to indicate the presence of errors. The elicited sounds are arranged by acquisition. The Summary/Response Form groups the sounds by the ages at which 90% of the sample correctly articulated the sounds. All sounds that are tested are written in the international phonetic alphabet. In addition, consonant sounds are differentiated into the initial, medial, and final positions within the stimulus words. PAT-3 results provide the clinician with a straightforward comprehensive view of each student’s articulation errors.
   
The PAT-3 was standardized on a sample of more than 800 public and private students in prekindergarten through grade 4. Percentiles, standard scores, and age equivalents are provided. Internal consistency, test-retest, and interscorer reliability coefficients approximate .80 at most ages, and many are in the .90s.

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Pragmatic Language Skills Inventory (PLSI)

Ages: 5-0 through 12-11
Testing Time: 5-10 minutes
Administration: Individual

The Pragmatic Language Skills Inventory (PLSI) is an easy-to-use, norm-referenced rating scale designed to assess children's pragmatic language abilities. Its 45 items can be administered in only 5-10 minutes. The PLSI has three subscales:

· Personal Interaction Skills, assesses initiating conversation, asking for help, participating in verbal games, and using appropriate nonverbal communicative gestures.

· Social Interaction Skills, assesses knowing when to talk and when to listen, understanding classroom rules, taking turns in conversations, and predicting consequences for one's behavior.

· Classroom Interaction Skills, assesses using figurative language, maintaining a topic during conversation, explaining how things work, writing a good story, and using slang appropriately.

Cut-off scores are provided for determining whether the student exhibits characteristics of a pragmatic language disorder and should be referred for a more comprehensive language assessment. Guidelines are provided to assist the examiner in interpreting the results.

Reliability and validity ratings are exceptionally strong and support the use of the PLSI as a diagnostic instrument. Teachers, early interventionists, and other professionals will find this test useful and thorough. Identify students who have a disorder, document progress in ability, collect data for research, and target pragmatic language goals all with this succinct test, user-friendly test.

COMPLETE PLSI KIT INCLUDES: Examiner's Manual and 25 Summary/Response Forms, all in a sturdy storage box. (B-11365) $190.00
Individual Components:
B-11365-A	PLSI-MANUAL	$140.00
B-11365-B	PLSI-RESPONSE FORMS	$90.00

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Preschool Language Assessment Instrument (PLAI-2) Second Edition
Marion Blank, Susan A. Rose, Laura J. Berlin

Ages: 3-0 through 5-11
Testing Time: 30 minutes
Administration: Individual

The Preschool Language Assessment Instrument-Second Edition (PLAI-2) is a revision of a classic test, which assesses children's abilities to meet the demand of classroom discourse. Normed on a sample of 463 children residing in 16 states, PLAI-2 tells you how effectively a child integrates cognitive, linguistic and pragmatic components to deal with the full range of adult-child exchange. Teachers, speech-language clinicians, and those in special education will appreciate the ease-of-use and multi-faceted information this test provides.

Types of Assessments
The PLAI-2 provides two types of assessments:a norm-referenced (formal) assessment;
a nonstandarized (informal) assessment.

The Norm-Referenced Assessment

- Discourse Ability Score: overall estimate of performance
- Six Subtests: four assessing levels of abstraction; two assessing modes of response.

These are measured through items requiring:

The Nonstandardized Assessment
- Two Pragmatic Measures

- Adequacy of Response-Evaluates the quality of the child's expressive language on a four-category scale: Fully Adequate, Acceptable, Ambiguous, and Inadequate

- Interfering Behaviors-quantifies two major patterns of behavior that hamper interaction: underresponsive (e.g., whispered responses) and overresponsive (e.g., extraneous actions)

Uses of the PLAI-2: Permits early identification of children with language and communication difficulties that might impede current or later classroom performance; Serves as a guide for structuring teaching or therapy to match preschoolers' levels of functioning; Allows comparison of a child's receptive and expressive discourse skills across four levels of abstraction; Delineates pragmatic behaviors that interfere with effective communication; Assesses discourse ability in children who have minimal or no expressive language;
Evaluates the effectiveness of intervention efforts.

New Features of the PLAI-2: Characteristics of the total normative sample relative to socioeconomic factors, gender, disability, and other critical variables are the same as those reported in the Statistical Abstract of the United - - States (U.S. Bureau of the Census, 1999) and therefore are representative of the current U.S. population; The normative information has been stratified by age; Studies showing the absence of gender, racial, and ethnic bias have been provided; Reliability coefficients are provided for subgroups of the normative sample (e.g., individuals with disabilities, African Americans, Hispanic Americans, gender groups) as well as for the entire normative sample; Many validity studies have been conducted; special attention has been devoted to showing that the test is valid for a wide variety of subgroups as well as for the general population; The original black-and-white line drawings have been replaced with full-color illustrations that have been updated with increased gender and ethnic representation; Each item on the test was re-evaluated using both conventional item analyses to choose "good" items and differential item functioning analysis to find and eliminate potentially biased items; The Receptive Subtest is sufficiently comprehensive and reliable that examiners can have confidence in its score when testing children with limited speech; Easy-to-use scales have been added to permit examiners to gain a fuller understanding of the pragmatics aspect of a child's communication.

COMPLETE PLAI-2 KIT INCLUDES: Examiner's Manual, Picture Book, Profile/Examiner Record Booklet-3 year olds (25), and Profile/Examiner Record Booklet-4/5 year olds (25), all in a sturdy storage box. (2003)
B3002	PLAI-2 Kit	$302.00
B3002-A	PLAI-2 Examiner's Manual	$80.00
B3002-B	PLAI-2 Picture Book	$118.00
B3002-C	PLAI-2 Profile/Examiner Record Booklet 3 yr old (25)	$63.00
B3002-D	PLAI-2 Profile/Examiner Record Booklet 4/5 yr old (25)	$63.00

 

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Receptive-Expressive Emergent Language Test: A Method for Assessing the Language Skills of Infants, Third Edition [REEL-3] 
Kenneth R. Bzoch and Richard League

Ages: Birth Through 3 Years

The REEL-3 is a revision of the popular scale used for the multidimensional analysis of emergent language. The REEL-3 is specifically designed for use with a broad range of at risk infants and toddlers in the new multi-disciplinary programs developing under P.L. 99-457. The new manual has been completely rewritten as a specific guide for developmental language assessments of children from birth to 3 years of age.

The results of the REEL-3 can be used to develop language intervention and stimulation programs describes in detail the four usual stages and the patterned learning of 132 observable specific items of emergent language development; describes a proven method for measuring language development and contains evidence of the test’s reliability and validity.

The REEL-3 is a system of measurement and intervention planning based upon neurolinguistic development and is designed to help public health nurses, pediatricians, and educators identify young children who have specific language problems based on specific language behaviors. These behaviors have been systematically selected based on extensive research, and all are age related. Results of the evaluation are given in terms of an Expressive Language Age, a Receptive Language Age, and a Combined Language Age.

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Scales Of Cognitive Ability For Traumatic Brain Injury- [SCATBI]
Brenda B. Adamovich-Jennifer Henderson

Ages: Adolescent Through Adult
Testing Time: 30 minutes to 2 hours

The Scales of Cognitive Ability for Traumatic Brain Injury (SCATBI) assesses cognitive and linguistic abilities of adolescent and adult patients with head injuries. Its results can be used to establish the severity of the injury and can be charted to show progress during recovery. The SCATBI can be individually administered in 30 minutes to 2 hours. It consists of five subtests: Perception/Discrimination, Orientation, Organization, Recall, and Reasoning. Because the subtests use the same standard score scale, direct comparison of performance on the different subtests is possible. Unlike other tests for this population, the SCATBI progresses in difficulty to levels that even some normal adults do not typically master. This permits patients who functioned at very high levels prior to injury to be measured with the same instrument as they regain the use of higher level abilities (such as complex organization and abstract reasoning). The SCATBI is time efficient-administered only those scales you think are useful for evaluating a particular patient.

SCATBI was standardized on a sample of head-injured patients and a sample of matched adults with no history of head injury. Internal consistency coefficients were high (.90 or higher) for all subtests. Test-retest coefficients from a patient sample ranged from a low of .73 (Reasoning) to a high of .89 (Recall). Concurrent validity was supported by correlations between SCATBI scores and levels of the Rancho Los Amigos Scales. discriminate analysis showed that the five SCATBI Scales accurately classified 94% of head-injured participants and 79% of noninjured participants.

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Screening Test For Developmental Apraxia Of Speech-2nd Edition [STDAS-2]
Robert W. Blakely

Ages: 4 Through 12
Testing Time: 15 minutes

The Screening Test for Apraxia of Speech-2nd Edition identifies children ages 4 through 12 who have both atypical speech-language problems and associated oral performance. These two key factors render children suspect for developmental apraxia of speech.

The STDA-2 Has four subtests. The first subtest, Expressive Language Discrepancy, is a required prescreening task. For this subtest, the difference between expressive and receptive language age is calculated if receptive language age is higher than expressive language age. This discrepancy remains the best indicator for further testing of developmental apraxia of speech. The other three subtests, Prosody, Verbal Sequencing, and Articultion, are core subtests.

The STDA-2’s reliabilities range from .75 to .96. Several new validity studies were conducted. One validity study examined STDA-2 subtest scores on the Verbal Sequencing and Articulation subtests for three groups: children suspected of having developmental apraxia, children with other language impairments, and children with normal speech. The higher the score for both these subtests, the greater the probability of having apraxia of speech. For both subtests, children suspected of having developmental apraxia of speech scored higher than children in the other two groups. The STDA-2 provides the examiner with the probability of a child having developmental apraxia of speech based on the age of the child and scores on the core subtests.

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Stuttering Prediction Instrument for Young Children (SPI)

The Stuttering Prediction Instrument for Young Children (SPI) is designed for children ages 3 to 8 years and assesses a child's history, reactions, part-word repetitions, prolongations, and frequency of stuttered words to assist in measuring severity and predicting chronicity. This easily administered tool can help you determine whether or not to schedule a child for therapy.

Complete SPI Kit includes: Examiner’s Manual with Picture Plates and 50 Test Forms, all in a sturdy storage box - 1981. (B2420) $200.00
Individual Components:

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Stuttering Severity Instrument for Children and Adults, Third Edition [SSI-3]
Glyndon D. Riley

Ages: 2-10 Through 17-0+

The SSI-3 measures the stuttering severity of both children and adults for clinical and research use.
   
The Test Record and Frequency Computation Form is divided into four major areas: frequency (converted to scale scores 0 through 18); duration (converted to scale scores 0 through 18); physical concomitants (rated by degree of disactibility 0 through 20); and severity converstion tables for preschool children (ages 2-10 through 5-11), school-age children (ages 6-1 through 16-11), and adults (ages 17-0 and older).

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Test of Adolescent and Adult Language, Third Edition [TOAL-3] 
Donald D. Hammill, Virginia L. Brown, Stephen C. Larsen, & J. Lee Wiederholt

Ages: 12-0 Through 24-11
Testing Time: 1 – 3 Hours

The TOAL-3 is a current edition of the popular Test of Adolescent Language originally published in 1981 and revised in 1987. The test includes ten composites which yield scores in ten areas: listening, speaking, reading, writing, spoken language, written language, vocabulary, grammar, receptive language, and expressive language.
  
The normative sample exceeded 3,000 individuals in 22 states and 3 provinces whose characteristics were representative of the United States (1990 census) with regard to gender, region, race, and residence. All reliability coefficients exceed .80 which indicates minimal test error and assures that the TOAL-3 can be used with confidence.

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Test for Auditory Comprehension of Language, Third Edition [TACL-3]
Elizabeth Carrow-Wollfolk

Ages 3-0 Through 9-11
Testing Time: 15 – 25 Minutes

The TACL-3 is a popular, individually administered measure of receptive spoken grammar and syntax. The test assesses a child’s ability to understand the following categories of English language forms: Vocabulary, Grammatical Morphemes, and Elaborated Phrases and Sentences. It consists of 142 items, divided into three subtests, each of which corresponds to the categories of language forms previously listed.
   
The TACL-3 provides a variety of norm comparisons based on a standardization sample of 1,102 children. Age norms are available for children ages 3-0 through 9-11, as are percentile ranks, standard scores, and age equivalents.
   
New to the third edition: all new normative data; normative data stratified by age; studies showing the absence of gender, racial, disability, and ethnic bias have been added; reliability coefficients are computed for subgroups of the normative sample; new validity studies showing that the test is valid for a wide variety of subgroups as well as for the general population; new pictures.
   
The TACL-3 test items are ordered according to difficulty within each of the three subtests. Basal and ceiling rules for scoring are provided for each section. The examiner’s manual includes a comprehensive discussion of the test’s theoretical and research-based foundation, item development, standardization, administration and scoring procedures, norms tables, and guidelines for using and interpreting the test’s results. Reliability was conducted with individuals with normal language abilities as well as with those who are language delayed, hearing impaired, aphasic, or mentally retarded. Coefficients are mostly in the .90s.

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Test of Early Language Development, Third Edition [TELD-3] 
Wayne P. Hresko, D. Kim Reid and Donald D. Hammill

Ages: 2-0 Through 7-11
Testing Time: 15 – 45 Minutes

The TELD-3 yields an overall Spoken Language score, and now includes scores for Receptive Language and Expressive Language subtest. The test’s attractive pictures and content, along with the untimed nature of the items allows for optimal assessment.

The TELD-3 was standardized on 2,217 children representative of the current US population. Extensive studies of test reliability support the use of the TELD-3 with individual students.

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Test of Language Development – Primary, Third Edition [TOLD-P:3] 
Phyllis L. Newcomer & Donald D. Hammill

Ages 4-0 Through 8-11
Testing Time: 1 Hour

The TOLD-P:3 has nine subtests that measure different components of spoken language. Picture Vocabulary, Relational Vocabulary, and Oral Vocabulary assess the understanding and meaningful use of spoken words. Grammatic Understanding, Sentence Imitation, and Grammatic Completion assess differing aspects of grammar. Word Articulation, Phenomic Analysis, and Word Discrimination are supplemental subtests which measure the abilities to say words correctly and to distinguish between words that sound similar.
   
A sample of more than 1,000 children provided the new norms representative of the US population. The test reliability was found to be high enough to warrant the use of the test with individual children.

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Test of Language Development – Intermediate, Third Edition [TOLD-I:3] 
Donald D. Hammill & Phyllis L. Newcomer

Ages: 8-0 Through 12-11
Testing Time: 30 Minutes – 1 Hour

The TOLD-I:3 has five subtests that measure different components of spoken language. Generals, Malapropisms, and Picture Vocabulary assess the understanding and meaningful use of spoken words. Sentence combining, Word Ordering, and Grammatic Comprehension assess differing aspects of grammar.
 
Like the TOLD-P:3, the TOLD-I:3 has all new norms which are representative of the US population and stratified by age. The TOLD-I:3 was standardized on more than 700 children whose characteristics approximate the national population in 1990. Test reliability is sufficiently high to warrant use with individual children.

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Test of Pragmatic Language [TOPL]
Diana Phelps-Terasaki & Trisha Phelps-Gunn

Ages: 5-0 Through 13-11
Testing Time: 45 Minutes

The TOPL, an individually administered test, is the first comprehension assessment of a student’s ability to effectively use pragmatic language The TOPL is solidly built on current research and is derived from the operational framework of the Model of Pragmatic Language.

TOPL test items provide information within six core subcomponents of pragmatic language: physical setting, audience, topic, purpose (speech acts), visual-gestural clues, and abstraction. The test includes 44 items, each of which establishes a social context. After a verbal stimulus prompt from the examiner, who also displays a picture, the student responds to the dilemma presented.

The TOPL is designed for use by speech-language pathologists, teachers of every specialty, counselors, psychologists, mental health professionals, and administrators. It is appropriate for use with students from kindergarten through junior high school age, and with adult remedial. English-as-a-second-language, and aphasic populations. It is also appropriate for use as part of a comprehensive psychological battery of tests to aid in the evaluation of social skills and social language use.

The TOPL was standardized on a sample of 1,016 children residing in 21 states. Characteristics of the normative sample match those from the 1990 U.S. Census data with regard to sex, residence, race, geographic region, and ethnicity. Internal consistency of the TOPL was determined using the coefficient alpha technique at each age level. Resulting coefficients range from .74 to .89 (m=.82). Reliability estimates using the interscorer technique generated a reliability coefficient of .80. Extensive evidence of validity of the TOPL test scores was gathered using content, criterion-related, and construct validation procedures.

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