TESTS: Learning Disabilities, ADHD

Below are products utilized in testing and monitoring
Learning Disabilities and ADHD.
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: "Learning Disabilities, ADHD":

Attention-Deficit Hyperactivity Disorder Test: A Method for Identifying Individuals with ADHD [ADHDT]
Boston Assessment of Severe Aphasia  [BASA]
A Developmental Assessment for Students with Severe Disabilities: Second Edition (DASH-2)
The Learning Disabilities Diagnostic Inventory [LDDI]
Ross Information Processing Assessment - Geriatric [RIPA-G]
Ross Information Processing Assessment – Primary [RIPA-P]
Ross Information Processing Assessment - Second Edition [RIPA-2]
Scales for Diagnosing Attention Deficit/Hyperactivity Disorder
Test of Adolescent/Adult Word Finding (TAWF)

Attention-Deficit Hyperactivity Disorder Test : A Method for Identifying Individuals with ADHD [ADHDT]
James E. Gilliam

Ages: 3 Through 23

The Attention-Deficit/Hyperactivity Disorder Test is an effective instrument for identifying and evaluating attention-deficit disorders. Designed for use in schools and clinics, the test is easily completed by teachers, parents and others who are knowledgeable about the referred individual. Based on the diagnostic criteria for Attention-Deficit/Hyperactivity Disorder of the DSM-IV, the ADHDT contains 36 items that describe characteristic behaviors of persons with Attention-Deficit/Hyperactivity Disorder. These items comprise three subtests representing the core symptoms necessary for the diagnosis of ADHD: Hyperactivity, Impulsivity, and Inattention. The test is useful for screening and clinical assessment in schools, clinics, and private practices and can also be used for evaluating treatment strategies and in research projects.

Normed in1993 and 1994 on a representative national sample of more than 1,200 persons who were diagnosed with attention-deficit disorders, these results constitute the most current norms available. Demographics of the standardization sample are reported in the manual by age, gender, geographic location, race, and socioeconomic status. Separate norms are available for males and females. Internal consistency and test-retest reliability studies produced high (.90+) coefficients. Also, additional studies confirmed the test’s content, construct, and criterion-related validity.

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Boston Assessment Of Severe Aphasia [BASA]
Nancy Helm-Estabrooks, Gail Ramsberger, Alisa R. Morgan, Marjorie Nicholas
 
This aphasia test is designed to be given to poststroke cases soon after the onset of symptoms, preferably at bedside. It can be given long before most other assessments are appropriate. The BASA probes the spared language abilities of persons with sever aphasia and provide diagnostic information needed for immediate treatment. The 61 items measure a wide variety of tasks and modalities, including auditory comprehension, buccofacial or limb praxis, gesture recognition, oral and gestural expression, reading comprehension, writing, and visual-spatial tasks. Both gestural and verbal responses to the items are scored, and refusals, affective responses, and perseverative responses also are recorded. Gestural and verbal responses can be scored in combined or separately, and both scores can be expressed as fully or partially communicative.

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A Developmental Assessment for Students with Severe Disabilities: Second Edition (DASH-2)

Ages: 0 through 6
Testing Time: 90 minutes
Administration: Individual

DASH-2 offers concise information about individuals who are functioning between birth and 6-11 developmentally. It consists of five Pinpoint Scales, which assess performance in language, sensory-motor skills, activities of daily living, basic academic skills, and social-emotional skills. DASH-2 is sensitive to small changes in skill performance. It identifies these skills as task resistive, needing full assistance, needing partial assistance, needing minimal assistance, or an independent performance.

This revision of the DASH retains the precision and breadth of the original instrument, provides a revised scoring system that facilitates data collection in an active learning environment, and includes more functional skills that are important for participation in home and community environments. New subscales within some scales are included to allow the team to assess the specific functioning of students who have disabling conditions that may affect skill performance.

As in the original DASH, the sequence of skills and the nature of the individual's attempts to complete an item are more important than the age level of an item or a total score. Information from the Pinpoint Scales is combined in the Cumulative Summary Sheet, while the Priority Intervention Worksheet provides a basis for identifying emerging skills that should be targeted during teaching activities. The Comprehensive Program Record documents ongoing progress in achieving a skill. DASH-2 is a criterion-referenced instrument that pinpoints an individual's skill attainment and learning needs.

DASH-2 begins with an individual’s areas of strength and builds from there. Therefore, it can function as an initial assessment instrument, a tool for curriculum planning, and a means of monitoring progress. This information can be applied to program planning, communicating with families and other team members, developing intervention strategies.

Complete DASH-2 Kit includes: Examiner’s Manual, 5 each of 5 Pinpoint Scales, Priority Intervention Worksheets (25), Comprehensive Program Record Forms (25), and Cumulative Summary Sheets (25), all in a sturdy storage box - 1999. (B8890) $400.00
Individual Components:

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The Learning Disabilities Diagnostic Inventory [LDDI]
Donald D. Hammill and Brian R. Bryant

Ages: 8-0 Through 17-11
Testing Time: 10 – 20

The LDDI is a rating scale designed to help psychologists, diagnosticians, LD specialists, speech-language pathologists, and others identify learning disabilities in individuals.

The inventory is composed of six independent scales: Listening, Speaking, Reading, Writing, Mathematics, and Reasoning. The LDDI is not an ability or achievement measure, instead, it will tell you which students’ skill patterns in a particular area are consistent with those individuals known to have LD in that area (e.g. dyslexia, dysgraphia).

The LDDI was normed on 2,152 students with learning disabilities residing in 43 states. The demographic characteristics of the normative sample are representative of the population of students with learning disabilities in the United States with regards to gender, race, ethnicity, urban/rural residence, family income, educational attainment or parents, and geographic distribution. Scores obtained by the LDDI are reported as stanines (M=5; SD=1.96) and percentiles, and internal consistency reliability coefficients exceed .90 for all scales. Evidence for stability and interscorer reliability is also provided and coefficients are in the .80s and .90s allowing the LDDI to be used with confidence to yield consistent results.

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Ross Information Processing Assessment – Geriatric [RIPA-G]
Deborah Ross-Swain & Paul Fogle

Ages: Adult
Testing Time: 45 to 60 Minutes
Administration: Individual

Ross Information Processing Assessment – Geriatric [RIPA-G] is an adaptation of the popular Ross Information Processing Assessment. The RIPA-G is designed for use by speech-language pathologists, neuropsychologists, psychologists, and other rehabilitation professionals trained in test administration.

The individually administered test assesses cognitive-linguistic deficits in geriatric patients who are residents of skilled nursing facilities (SNFs), hospitals, and clinics. In addition to standard questions and stimulus items used for assesing cognitive-linguistic deficits, the RIPA-G incorporates questions from the Minimum Data Set used by nursing staffs in SNFs. These questions provide correlational data with nursing staffs' assessments of patients' cognitive-linguistic abilities. The RIPA-G enables the examiner to quantify cognitive-linguistic deficits, determine severity levels for each skill area, and develop rehabilitation goals and objetives.

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Ross Information Processing Assessment – Primary [RIPA-P]
Deborah Ross-Swain

Ages: 5 Through 12 (4 subtests); 8 Through 12 (all 8 subtests)
Testing Time: 30 Minutes 

The RIPA-P is a valuable tool for speech pathologists, resource specialists, and special education teachers. It helps to identify and quantify information processing skill impairments in children who have had a traumatic brain injury, have experienced other neuropathologies that affect information processing (such as seizure disorders or anoxia), exhibit learning disabilities or weaknesses that interfere with learning acquisition or educational achievement.

The RIPA-P is unique in that its norms include children who have learning disabilities, and its eight subtests allow you to assess a wide range of information processing skills all in a single battery. This instrument provides specific information about processing skill areas quickly and easily. Percentile ranks and standard scores can be obtained.
The test was standardized on 115 individuals ages 5-12. Reliability coefficients were found to be .81 or above, and more than a third of them were over .90. Validity studies show that the coefficients for the RIPA-2 range from .39 to .94.

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Ross Information Processing Assessment – Second Edition [RIPA-2]
Deborah Ross-Swain

Ages: 15-0 Through 90
Testing Time: 60 Minutes
Administration: Individual

The Ross Information Processing Assessment – Second Edition [RIPA-2] is a revision of te popular Ross Information Processing Assessment. The addition of reliability and validity studies performed on individuals with traumatic brain injury (TBI) is a moajor improvement of the test.

The RIPA-2 enables the examiner to quantify cognitive-linguistic deficits, determine severity levels for each skill area, and develop rehanilitation goals and objectives. The RIPA-2 provides quantifiable data for profiling 10 key areas basic to communicative and cognitive functioning: Immediate Memory, Recent Memory, Temporal Orientation (Recent Memory), Temporal Orientation (Remote Memory), SPatial Orientation, Orientation to Environment, Recall of General Information, Problem Solving and Abstract Reasoning, Organization, and Auditory Processing and Retention.

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Scales for Diagnosing Attention Deficit/Hyperactivity Disorder

COMPLETE SCALES KIT INCLUDES: Examiner's manual, 25 Summary/School Rating Scale Forms and 25 Home Rating Scale Forms, all in a sturdy storage box - 2002. (B9670) $190.00
Individual Components:

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Test of Adolescent/Adult Word Finding (TAWF)

The Test of Word Finding (TWF) and the Test of Adolescent/ Adult Word Finding (TAWF), similar tests for different age groups, assess an important expressive vocabulary skill. For the first time, an examiner can diagnose word-finding disorders quickly and reliably. Both tests present five naming sections: Picture Naming: Nouns; Picture Naming: Verbs; Sentence Completion Naming; Description Naming; and Category Naming. The TWF and the TAWF each include a special sixth comprehension section that allows the examiner to determine if errors are a result of word-finding problems or are due to poor comprehension. The TWF and the TAWF provide formal and informal analyses of two dimensions of word finding: speed and accuracy. The formal analysis yields standard scores, percentile ranks, and grade standards for item response time. The informal analysis yields secondary characteristics (gestures and extra verbalization) and substitution types. Speed can be measured in actual or estimated item response time.

TWF features include age norms for ages 6-6 to 12-11, grade norms for Grades 1 through 6, nationally standardized on 1,200 individuals, 80 items for Grades 1 and 2, 90 items for Grades 3 through 6, high technical quality, and administration time of 20 to 30 minutes. TAWF features include age norms for ages 12 to 80, grade norms for Grades 7 through 12, nationally standardized on 1,753 individuals (1,200 adolescents, 553 adults), high technical quality, a brief test with 40 items, 107 items for Grades 7 through 12, and administration time of 20 to 30 minutes. The brief test takes 20 minutes or less, making it ideal for examiners with limited time or for participants who exhibit severe difficulties. Both tests are individually administered.

Complete TAWF Kit Includes: Examiner’s Manual, Technical Manual, Test Book, and 25 Response Forms - 1989. (B7055) $520.00
Individual Components:

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