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-4]
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-3] 
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-4] 
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:4] 
Test of Language Development – Intermediate, Third Edition [TOLD-I:4] 
Test of Pragmatic Language [TOPL-2]

Place an order - Check out our order form (please be sure to refer to our ordering instructions prior to placing orders)

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 - Fourth Edition (PPVT-4)
Lloyd M. Dunn

OUR PRICE: $685.00

Quick, easy and reliable as ever, the PPVT-4 assists you in your key role of fostering growth in language and literacy.

Ages: 2 years 6 months through 90 years and older
Administration Time: 10 to 15 minutes
Administration: Individual
Scores and Interpretation: Age- and grade-based standard scores, Growth Scale Values (GSVs), Percentiles, Stanines, Normal curve, equivalents (NCEs), Age and grade equivalents
User Qualifications Required

We are pleased to bring you the fourth edition of the renowned Peabody Picture Vocabulary Test (PPVT-4). With the release of this edition, we continue the tradition of providing outstanding vocabulary assessment that has been unsurpassed for nearly a half century.

What's New?
Several significant enhancements have been made in this revision of the PPVT:
· Illustrations designed in full colour
· More up-to-date, realistic art used, offering an exceptional balance of sex and race/ethnicity
· More stimulus words included (now 228 per form), with better representation of word types across all levels of difficulty
· Growth Scale Values (GSVs) added - a new metric for easily measuring progress over time!
· Larger easel format used (8.5 x 11 inches)
· Modernized core vocabulary
· Enhanced technology options enhanced for faster administration, scoring, and reporting

Additional Studies
· Criterion Studies - CASL, GRADE and EVT-2
· Clinical Validity Studies - ADHD, Emotional/Behavioral Disturbance, Giftedness, Hearing Impairment, Hearing Impairment With Cochlear Implant, Language Delay, Language Disorder, Learning Disability, Mental Retardation, and Speech Impairment

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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
OUR PRICE-$290.00
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
OUR PRICE-$125.00
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) $125.00
Individual Components:
B-11365-A	PLSI-MANUAL	$79.00
B-11365-B	PLSI-RESPONSE FORMS	$65.00

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Preschool Language Assessment Instrument (PLAI-2) Second Edition
Marion Blank, Susan A. Rose, Laura J. Berlin
OUR PRICE-$260.00
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-$260.00
B3002-A	PLAI-2 Examiner's Manual	$ 75.00
B3002-B	PLAI-2 Picture Book	$118.00
B3002-C	PLAI-2 Profile/Examiner Record Booklet 3 yr old (25)	$56.00
B3002-D	PLAI-2 Profile/Examiner Record Booklet 4/5 yr old (25)	$56.00

 

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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
OUR PRICE-$136.00
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
OUR PRICE-$443.00
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
OUR PRICE-$140.00
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)
OUR PRICE-$200.00

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.

SPI-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:
B2420-A	MANUAL WITH PICTURE PLATES	$83.00
B2420-B	TEST FORMS (50)	$65.00

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Stuttering Severity Instrument for Children and Adults, Third Edition [SSI-3]
Glyndon D. Riley
OUR PRICE-$150.00
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 - Fourth Edition (TOAL-4) NEW!
Virginia L. Brown, Donald D. Hammill, Stephen C. Larsen, J. Lee Weiderholt
OUR PRICE: $270.00
Built to measure important communicative abilities involved in spoken and written language

Ages: 12-0 through 24-11 years
Administration Time: 1 - 3 hours
Administration: Individual/group
User Qualifications Required

The TOAL-4 is designed to measure spoken and written language abilities of adolescents and young adults, with varying degrees of knowledge of the English language. It was normed on 1,671 individuals. It is nonbiased in regard to gender, race, and ethnicity.

Subtests

The TOAL-4 has six subtests:
1. Word Opposites - examinee is asked for a spoken word of exact meaning of the word examiner says; the opposite of “Day” is “Night”
2. Word Derivations - examinee is asked for a missing word at the end of the second sentence the examiner says, deriving from a key word; “Laugh. The play was very funny. The people broke out laughing.”
3. Spoken Analogies - examinee is asked to finish an examiner’s partial analogous sentence with a word to complete the analogy; “Birds are to sing, as dogs are to bark.”
4. Word Similarities - examinee is asked to write a synonym (correct spelling is irrelevant) for a printed stimulus word; “Pig” is written after seeing the word “Hog.”
5. Sentence Combining - examinee is asked to write one grammatically correct sentence from the given two or more sentences; “We ate lunch,” and “It was an hour ago” can be combined into, “We ate lunch an hour ago.”
6. Orthographic Usage - examinee is asked to write down all the correct words and punctuation marks to all the sentences given; “I want to go home” can be corrected to “I want to go home.”

Composites
Test results can be reported as percentile ranks and scaled scores. The scaled scores of these subtests can be combined to form three composites (Spoken Language, Written Language, and General Language) to estimate an individual’s status relative to the abilities measured by the test.
1. Spoken Language - formed by combining the scaled scores of the subtests Word Opposites, Word Derivations, and Spoken Analogies.
2. Written Language - formed by combining the scaled scores of the subtests Word Similarities, Sentence Combining, and Orthographic Usage.
3. General Language - formed by combining the scaled scores of all six subtests.


New Features
· The theoretical model on which the test was built has been modified to better reflect the manner in which adolescents and adults actually use language.
· The number of subtests has been reduced from eight to six, thereby considerably shortening the administration and scoring time.
· All new normative data were collected in the fall of 2004 through the fall of 2005.
· Demographic characters of the normative sample are keyed to those reported in the census data projections for 2004.
· Geographic region, gender, ethnicity, Hispanic status, family income level, and parental education were stratified by age.
· Studies showing the absence of gender and ethnic bias have been provided.
· Reliability coefficients have been computed by age and subgroups within the normative sample (i.e. males, females, European Americans, African Americans, Hispanic Americans, Asian Americans, Native Americans, individuals who are gifted and talented, and those with attention/deficit/hyperactivity disorders or learning disabilities), as well as for the entire normative group.
· All new validity studies have been conducted. Special attention has been devoted to showing that the test results are valid for a wide variety of subgroups, as well as for the general population.
· Special care was taken to ensure that the new test has no floor or ceiling effects.
· The overall look of the test has been updated and enhanced.

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Test for Auditory Comprehension of Language, Third Edition [TACL-3]
Elizabeth Carrow-Wollfolk
OUR PRICE-$350.00
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
OUR PRICE-$500.00
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 - Fourth Edition (TOLD:P-4) NEW!
Donald D. Hammill, Phyllis L. Newcomer

OUR PRICE-$347.00
Ages: 4-0 to 8-11 years
Administration Time: 1 hour
Administration: Individual
User Qualifications Required

The Test of Language Development - Primary: Fourth Edition (TOLD:P-4) assesses spoken language in young children. Now in its fourth edition, new features of the TOLD:P-4 include:

· Floor and ceiling effects have been eliminated in the Core subtests and composites
· Study of item bias has been expanded
· Numerous validity studies, including studies of the test’s “sensitivity” and “specificity” have been provided
· Complete directions for administering subtests have been included in the Examiner’s Manual.
· Test manual has been streamlined to be more user-friendly

Professionals can use the TOLD:P-4 to
· identify children who are significantly below their peers in oral language proficiency
· determine their specific strengths and weaknesses in oral language skills
· document their progress in remedial programs
· measure oral language in research studies

Subtests and Composites
The TOLD:P-4 has nine subtests which measure various aspects of oral language are described below. The results of these subtests can be combined to form composite scores for the major dimensions of language: semantics and grammar; listening, organizing, and speaking; and overall language ability (see Table 1.1).

1. Picture Vocabulary - measures a child’s understanding of the meaning of spoken English words (semantics, listening)
2. Relational Vocabulary - measures a child’s understanding and ability to orally express the relationships between two spoken stimulus words (semantics, organizing)
3. Oral Vocabulary - measures a child’s ability to give oral directions to common English words that are spoken by the examiner (semantics, speaking)
4. Syntactic Understanding - measures a child’s ability to comprehend the meaning of sentences (grammar, listening)
5. Sentence Imitation - measures a child’s ability to imitate English sentences (grammar, organizing)
6. Morphological Completion - measures a child’s ability to recognize, understand, and use common English morphological forms (grammar, speaking)
7. Word Discrimination - measures a child’s ability to recognize the differences in significant speech sounds (phonology, listening)
8. Word Analysis - measures a child’s ability to segment words into smaller phonemic units (phonology, organizing)
9. Word Articulation - measures a child’s ability to utter important English speech sounds (phonology, speaking)

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Test of Language Development: Intermediate - Fourth Edition (TOLD:I-4) NEW!
Donald D. Hammill, Phyllis L. Newcomer

OUR PRICE: $260.00

Ages: 8-0 to 17-11 years
Administration Time: 30 minutes to 1 hour
Administration: Individual
User Qualifications Required

New Features of the TOLD-I:4
· Floor effects have been eliminated
· Study of item bias has been expanded
· Numerous validity studies, including studies of the test’s “sensitivity” and “specificity” have been provided
· A new composite (Organizing) has been included in the battery
· A new subtest (Multiple Meanings), representing the “Semantics” and “Speaking” constructs, has been added
· The Generals and Grammatic Comprehension subtests have been renamed to better reflect their contents; the new names are Relational Vocabulary and Morphological Comprehension
· Testing age range has been extended to include students between 13-0 and 17-11
· Test manual has been streamlined to be more user-friendly

Professionals can use the TOLD:I-4 to
1. identify children who are significantly below their peers in oral language proficiency
2. determine their specific strengths and weaknesses in oral language skills
3. document their progress in remedial programs
4. measure oral language in research studies

Subtests and Composites
The TOLD:I-4 comprises six subtests that measure semantics (i.e., meaning and thought) or grammar (i.e., syntax and morphology) skills. Two subtests measure listening abilities; two measure organizing abilities; and two measure speaking abilities. The combination of all six subtests represents overall Spoken Language.

· Sentence Combining - the child is to form one compound or complex sentence from two or more simple sentences spoken by the examiner (grammar, speaking)
· Picture Vocabulary - the child is to point to one picture (of six per card) that best represents a series of two-word stimulus (semantics, listening)
· Word Ordering - the child is to form a complete, correct sentence from a randomly-ordered string of words, ranging from three to seven in length (grammar, organizing)
· Relational Vocabulary - the child must tell how three words, spoken by the examiner, are alike (semantics, organizing)
· Morphological Comprehension - the child must distinguish between grammatically correct and incorrect sentences (grammar, listening)
· Multiple Meanings - the examiner says a word to a child who responds by saying as many different meanings for that word as he/she can think of (semantics, speaking)

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TOPL-2: Test of Pragmatic Language — Second Edition

Our Price: $279.00
NEW!

Ages: 6-0 to 18-11
Testing Time: 45 to 60 minutes
Administration: Individual

 

 

The Test of Pragmatic Language-2 (TOPL-2) expands the original test for an even more in-depth and comprehensive analysis of social communication in context. Its four principal uses include:
1. identifying individuals with pragmatic language deficits
2. determining individual strengths and weaknesses
3. documenting an individual’s progress
4. researching pragmatic language skills. This updated edition addresses reviewers’ concerns with the previous edition, adding and improving on important components such as:
1. Pragmatic Evaluation — focuses on a student’s ability to monitor and appraise the effectiveness of the response to resolve the social problem situation.
2. Detailed IEP’s — addresses students with emotional disabilities, learning disabilities, behavior problems, Asperger’s Spectrum Disorders, language impairments, Attention Deficit Hyperactivity Disorders, and Depression and Anxiety Disorders. Includes goals, objectives, and progress monitoring.
3. Clinical Interpretive Framework — allows the test user to see at a glance which components of the model are relevant to each item.
4. Extended Norms — provides an assessment for all school-aged students up to age 18-11, allowing older students to benefit from an assessment of pragmatic language. Examines further the relationship between behavioral problems and pragmatic difficulties.
5. Color Picture Prompts — aids in evaluation, clarity, and student interest in an easy to use easel-back format. Picture content has also been updated to reflect more accurately the environment of children and adolescents.
6. Verbal Prompts — reflects more accurately the environment of children and adolescents.
7. Comprehensive Scoring Guideline — indicates the components that each response measures, with multiple correct/incorrect response samples.
This test was originally designed for use by speech-language pathologists. However, with the ever-increasing emphasis on social skills and conflict resolution in students, the TOPL-2 test provides essential information for all team members: school psychologists, counselors, clinical psychologists, and special education specialists. These varied team members now use the TOPL-2 as part of a full individual evaluation and program planning, and were part of TOPL-2 development and norming.

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