Resource
Materials
Below are products listed in our catalog
under
"Resource Materials"
Product order numbers are listed in
brackets.
We also sell individual components for most resource materials.
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.
Books
An Introduction to Sensory
Integration
The Apple Tree
Curriculum for Developing Written Language - Second edition
Attention Deficit
Accommodation Plan for Teaching [ADAPT]
Classroom Intervention for
the School-Based Therapist: An Integrated Model
Combining
Neuro-Developmental Treatment and Sensory Integration Principles
Enhancing Self-Esteem: A Comprehensive Program of
Strategies
Explanations for Response Choices: A Guide for the
CFSEI-2
Fine Motor Dysfunction:
Therapeutic Strategies in the Classroom
Is It Sensory Or Is It
Behavior?
Jordan Dyslexia Assessment/Reading
Program - Second Edition Second Edition
Making It Easy:
Sensorimotor Activities at Home and School
Motor Development Program for
School-Age Children — Second Edition
OT
GOALs
Promoting Social
Competence
Sensorimotor Processing
Activity Plans
Strategies You Can Use to Enhance Your Own Self-Esteem
Activities &
Inventories
Adaptive Behavior Inventory
(ABI)
AAMR Adaptive Behavior
Scales-School (ABS-S:2)
Asperger Syndrome
Diagnostic Scale [ASDS]
Auditory-Perceptual Development Remedial Activities
[APDRA]
Auditory Reasoning and Processing Remedial Activities
[ARPRA]
Behavioral and
Emotional Rating Scale (BERS-2)
Behavior Rating Profile
(BRP-2)
Evaluating Acquired Skills in
Communication-Revised (EASIC-R)
Goal Card
Program
Handwriting Development Remedial Activities (HDRA)
Lindamood Phenome
Sequencing Program for Reading, Spelling and Speech - Third Edition
[LiPS]
Mutual Respect
Inventories
Phonological Awareness Skills
Program
Play and Say -
Second Edition
Progressive Individual Exercises
(PIE)
Self-Esteem Poems
Spatial Awareness Skills
Program (SASP)
Spatial
Orientation and Sequencing Development Remedial Activities [SPSDRA]
Stetson
Spelling Program: Second Edition
Visual-Perceptual Upper Level Remedial Activities
[VPULRA]
Visual-Motor Development Remedial Activities [VMDRA]
Visual-Motor
Upper Level Remedial Activities [VMULRA]
An Introduction to Sensory Integration (10 booklets)
Nan Arkwright
Educate parents, teachers, and
caregivers with this clear and concise introduction to sensory integration.
Descriptions and diagrams of the reticular formation, vestibular system,
proprioceptive system, and tactile system are included. Dyspraxia, visual
perception disorder, and central auditory processing are also clearly explained.
This booklet identifies signs of various types of sensory integration
dysfunction and common therapeutic techniques. Tips are provided to help parents
and teachers reinforce therapy at home and in the classroom.
30-page softcover booklets.(A12504) $84.00
The Apple Tree Curriculum for
Developing Written Language - Second edition
Marcia Anderson, Norma
Jean Boren, Janis Kilgore, Wyman Howard, and Emmylou Krohn
Illustrated by
Susan McLean Deagle
The new Apple Tree Curriculum for Developing
Written Language is a language system that provides a sequence of basic
procedures for the construction and development of Basic English sentence
structures. Although this curriculum was designed for the hearing impaired, it
is also appropriate for students learning English as a second language and those
with specific language impairments. The Apple Tree Program reinforces and builds
on material introduced and allows for development of vocabulary and related
concepts. Small steps ensure students’ success and continuous learning. The
result is improved self-image and the motivation to master more
material.
Target Group: Primary/Intermediate grades; students with a
reading level of approximately 1.5-3.0
|
Complete Kit Includes: | ||
|
Individual Components: | ||
|
A084-A |
Teacher’s Manual |
$55.00 |
|
A084-B |
Workbook 1 |
$16.00 |
|
A084-C |
Workbook 2 |
$16.00 |
|
A084-D |
Workbook 3 |
$16.00 |
|
A084-E |
Workbook 4 |
$16.00 |
|
A084-F |
Workbook 5 |
$16.00 |
|
A084-G |
Workbook 6 |
$16.00 |
|
A084-H |
Workbooks, all six |
$80.00 |
Adaptive
Behavior Inventory (ABI)
Ages: 6 through
18
Testing Time: Under 30 minutes
Administration: Individual
The
ABI evaluates the functional daily living skills of school-age children (ages
6-0 to 18-11) and helps identify students believed to be mentally retarded or
emotionally disturbed. Both the ABI and the ABI-Short Form are completed by the
classroom teacher or other professional staff, and both yield Adaptive Behavior
Quotients, standard scores, and percentile ranks.
The tests were
standardized on 1,296 nondisabled students and 1,076 students with mental
retardation in 21 states. The demographic characteristics of the normal
intelligence standardization group approximate the eight major characteristics
reported in the U.S. census.
In addition, the mentally retarded sample is
representative across several variables unique to the retarded population in
this country. Internal consistency and test-retest reliability are in the .80s
and .90s at most ages. Evidence of concurrent and construct validity also is
provided.
|
Complete ABI
Kit Includes: |
AAMR-Adaptive Behavior Scales-School (ABS-S:2)
OUR PRICE $220.00
Ages: 3-0 through 18-11
Testing Time: 15-30 minutes
Administration: Individual
Since its initial publication, investigators have shown the usefulness of
the Adaptive Behavior Scales-School: Second Edition for assessing the current
functioning of children being evaluated for evidence of mental retardation
and for evaluating adaptive behavior characteristics of children with autism
and differentiating children with behavior disorders who require special education
assistance from those with behavior problems who can be educated in regular
class programs.
The 1993 revision, the ABS-S:2, builds upon the authors’ evidence for the
scale’s reliability and validity and capitalizes on the scientific evidence
available. The current scale is divided into two parts. Part One focuses on
personal independence and is designed to evaluate coping skills considered
important to independence and responsibility in daily living. The skills within
Part One are grouped into nine behavior domains: Independent Functioning,
Physical Development, Economic Activity, Language Development, Numbers and
Time, Prevocational/Vocational Activity, Self-Direction, Responsibility, and
Socialization.
Part Two contains content related to social maladaptation. The behaviors assessed
were identified through a survey of the social expectations placed upon persons
with mental retardation in public and special schools, public and private
residential institutions, and the full range of local rehabilitative and recreational
services. The descriptions of those expectations were obtained from an analysis
of a large number of “critical incident” reports provided by personnel in
residential, community, and school settings. The behaviors in Part Two are
assigned to seven domains, which are measures of those adaptive behaviors
that relate to the manifestation of personality and behavior disorders: Social
Behavior, Conformity, Trustworthiness, Stereotyped and Hyperactive Behavior,
Self-Abusive Behavior, Social Engagement, and Disturbing Interpersonal Behavior.
Numerous factor analyses have been conducted on the Adaptive Behavior Scales
domains since the scale was first published. These studies consistently identify
five factors: Personal Self-Sufficiency, Community Self-Sufficiency, Personal-Social
Responsibility, Social Adjustment, and Personal Adjustment.
Domain raw scores are converted to standard scores (M = 10, SD = 3) and percentiles.
Factor raw scores are used to generate quotients (M = 100, SD = 15) and percentiles.
The scale’s normative sample consists of more than 2,000 persons from 31 states
with developmental disabilities attending public schools and more than 1,000
students who have no disabilities. The test has been examined extensively
with respect to reliability and validity. Internal consistency reliabilities
and stability for all scores exceed .8.
ABS-S:2-Complete
Kit Includes: all in a sturdy storage box - 1993. B6180- $193.00 |
| B6180-B -ABS-S:2-EXAMINATION BOOKLETS-$87.00 |
B6180-C
ABS-S:2-PROFILE SUMMARY FORMS-$39.00 |
Asperger Syndrome Diagnostic Scale [ASDS]
Ages: 5 through
18
Testing Time: 10 to 15 minutes
Administration: Individual
The
Asperger Syndrome Diagnostic Scale (ASDS) is a quick, easy-to-use rating scale
that can help you determine whether a child has Asperger Syndrome. Anyone who
knows the child or youth well can complete this scale. Parents, teachers,
siblings, paraeducators, speech language pathologists, psychologists,
psychiatrists, and other professionals can answer the 50 yes/no items in 10 to
15 minutes.
Designed to identify Asperger Syndrome in children ages 5
through 18, this instrument provides an AS Quotient that reveals the likelihood
that an individual has Asperger Syndrome. The 50 items that constitute the ASDS
were drawn from five specific areas of behavior: cognitive, maladaptive,
language, social, and sensorimotor.
Diagnosis of Asperger Syndrome is
difficult because the characteristics of the disorder often resemble those of
autism, behavior disorders, attention-deficit/hyperactivity disorder, and
learning disabilities. The ASDS serves an important function by quickly allowing
you to determine whether a child or adolescent is likely to have Asperger
Syndrome.
The first test of its kind, the ASDS was normed on 115 persons
with Asperger Syndrome, autism, learning disabilities, behavior disorders, and
attention-deficit/hyperactivity disorder from across the United States. The
sample ranged in age from 5 to 18. The ASDS meets reliability and validity
criteria established by the professional assessment community.
Therefore, by comparing an individual¹s score with the normative sample,
an examiner can establish the probability that the individual has Asperger
Syndrome. Low AS Quotients are indicative of persons with little or no known
pathology, whereas higher scores are increasingly more indicative of Asperger
Syndrome.
All items included in the ASDS represent behaviors that are
symptomatic of Asperger Syndrome, and all are summed to produce the total score.
The scores from the five subtests present the examiner with information of
clinical interest regarding an individual's performance in comparison to that of
others with Asperger Syndrome. The total score has strong diagnostic value in
identifying individuals with Asperger Syndrome and is the only score to be used
when determining the likelihood of Asperger Syndrome. This contributes greatly
to ease of administration and cuts down on otherwise time-consuming testing
procedures.
The ASDS can be used with confidence to (a) identify persons
who have Asperger Syndrome, (b) document behavioral progress as a consequence of
special intervention programs, (c) target goals for change and intervention on
the student's Individualized Education Program (IEP), and (d) measure Asperger
Syndrome for research purposes. Because the ASDS is based on observations, the
test results are valid only when the rater knows the examinee well; that is, the
examiner has had regular, sustained contact with the examinee for at least 2
weeks.
Raw scores are converted to percentile and standard scores. These
scores are the most important information associated with an individual's ASDS
performance, and analysis of them, augmented by additional test information,
direct information of behavior, and knowledge acquired from other sources, will
result in proper diagnosis of Asperger Syndrome.
ASDS-COMPLETE
KIT INCLUDES: all in a sturdy storage box - 2000. B9350- $129.00 |
| B9350-ASCS-MANUAL-$73.00 |
B9350-ASCS-SUMMARY/RESPONSE
FOMRS (50) $64.00 |
Attention Deficit Accommodation Plan
for Teaching [ADAPT]
Harvey C. Parker,
Ph.D.
Attention Deficit Accommodation Plan for Teaching is an extension
of the ideas in The ADD Hyperactivity Handbook for Schools. Teachers can easily
identify ways to adjust their teaching style to fit elementary and middle school
student’s style of learning and performance. The ADAPT program includes: a) The
ADAPT Accommodation Planbook for Teachers - guides the teacher in evaluating a
student’s areas of difficulty leading to the design and implementation of
classroom accommodations, b)The ADAPT Student Planbook - helps students plan
their assignments and keep track of their daily performance. It contains
reproducible worksheets to be used with the accommodation plan designed by the
teacher. Each ADAPT Student Planbook can be used for 4-6
weeks.
|
Complete ADAPT Kit Includes:
|
Auditory-Perceptual Development Remedial Activities
[APDRA]
Karen Gardner Codding, Morrison F. Gardner
These remedial activities
are intended to assist remedial specialists, speech therapists, language
specialists, teachers, resource specialists and other specialists when treating
children (ages 4 through 18 years) who perform below level on any one or more
areas of the Test of Auditory-Perceptual Skills.
The following six areas
of remediation can be applied to the same six functions of the Test of
Auditory-Perceptual Skills: Auditory Discrimination, Auditory Sequential Memory,
Auditory Word Memory, Auditory Sentence Memory, Auditory Interpretation of
Directions, and Auditory Processing.
Since the Auditory-Perceptual
Development Remedial Activities are not tests, therapists can only compare a
child’s progress as a result of applied remediation for any one or a number of
the above area(s) by test and retesting with the Test of Auditory-Perceptual
Skills.
| APDRA-Complete Includes: |
||
| Individual Components: |
||
| A0072-A |
Auditory Discrimination |
$18 |
|
A0072-B |
Auditory Sequential Memory |
$18 |
|
A0072-C |
Auditory Word Memory |
$18 |
|
A0072-D |
Auditory Sentence Memory |
$18 |
|
A0072-E |
Auditory Interpretation of Directions |
$18 |
|
A0072-F |
Auditory Processing |
$18 |
|
A0072-G |
Booklet of General Information |
$18 |
Auditory Reasoning and Processing Remedial
Activities [ARPRA]
Morrison F. Gardner, Karen Gardner Codding
These remedial activities are intended to assist remedial specialists,
speech therapists, language specialists, teachers, resource specialists and
other specialists when treating children (ages 5 through 14 years) who perform
below level on any one or more areas of the Test of Auditory Reasoning and
Processing Skills (see tests).
The following eight areas of remediation
can be applied to the same eight functions of the Test of Auditory Reasoning and
Processing Skills [TARPS]: General Information, Arithmetic Reasoning, Verbal
Absurdities, Finding Reasons, Analogical Completions, Comprehension, Directional
Orientation, and Similarities.
|
ARPRA-Complete Includes: |
Behavioral and Emotional Rating Scale (BERS-2)
Ages: 5-0 through 18-11
Testing Time: 10
minutes
Administration: Individual
Designed for use in schools,
mental health clinics, juvenile justice settings, and child welfare agencies,
the Behavioral and Emotional Rating Scale, Second Edition (BERS-2) helps to
measure the personal strengths and competencies of children ages 5-0 through
18-11. The BERS-2 is a multi-modal assessment system that measures the child's
behavior from three perspectives: the child (Youth Rating Scale), parent (Parent
Rating Scale), and teacher or other professional (Teacher Rating Scale). The
BERS-2 measures several aspects of a child's strength: interpersonal strength,
involvement with family, intrapersonal strength, school functioning, affective
strength, and career strength. The scale can be completed in approximately 10
minutes. Information from the BERS-2 is useful in evaluating children for
prereferral services, in placing children for specialized services, and in
measuring the outcomes of services. The BERS-2 can identify children's
individual behavior and emotional strengths and the areas in which individual
strengths need to be developed. The BERS-2 has been widely adopted by local,
state, and federal agencies to evaluate the outcomes of services. The BERS-2 has
been used in several national studies of children with and without disabilities.
All of the BERS-2 scales were normed on representative samples of
children without disabilities and the BERS-2 Teacher Rating Scale was normed on
children with emotional and behavioral disorders. Demographics of the
standardization samples are reported in the manual by age, gender, geographic
location, race, ethnicity, and socioeconomic status. Separate norms are
available on the teacher rating scale for children diagnosed with emotional and
behavioral disorders.
The internal consistency reliability of the BERS-2
subtests was established with children without disabilities and with children
who were emotionally disturbed. Coefficients exceeded .80 for each subtest and
.95 for the overall score. Over 15 studies have confirmed the BERS's content,
construct, and criterion-related validity.
BERS-2-COMPLETE
KIT INCLUDES: Examiner's Manual, 25 Teacher Rating Scales, 25 Parent Rating Scales, 25 Youth Rating Scales, and 50 Summary Forms, all in a sturdy storage box. (B11540) $200.00 |
| B11540-B-BERS-2- SUMMARY FORMS (50)-$ 38.00 |
B11540-C-BERS-2
TEACHER RATING SCALE -(25)-$38.00 |
B11540-D-BERS-2-YOUTH
RATING SCALE (25)-$38.00 |
Behavior
Rating Profile (BRP-2)
Ages: 6-6 through 18-6
Testing Time: 20 minutes
Administration: Individual
The BRP-2 is
a unique battery of six norm-referenced instruments that provides different
evaluations of a student’s behavior at home, at school, and in interpersonal
relationships from the varied perspectives of parents, teachers, peers, and the
target students themselves.
The responses allow examiners to test
different diagnostic hypotheses when confronted with reports of problem
behavior. The BRP2 can identify students whose behavior is perceived to be
deviant, the settings in which behavior problems are prominent, and the persons
whose perceptions of a student's behavior are different from those of other
respondents.
The BRP-2 is appropriate for students in Grades 1 through
12. The BRP2 components were all normed individually on large, representative
populations. The Student Rating Scales normative group included 2,682 students
residing in 26 states. The Parent Rating Scales were completed by 1,948 parents
in 19 different states, and the Teacher Rating Scales were normed on a group of
1,452 teachers from 26 states. The internal consistency reliability of the BRP-2
components was established with normal subjects and with groups of students who
were learning disabled and emo-tionally disturbed. Coefficients generally exceed
.80 at all ages. Stability reliability coefficients are also reported. Extensive
evidence of validity is reported in the manual. Correlations between the BRP2
components and other measures of behavior are reported.
|
Complete BRP-2
Kit Includes: |
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Classroom Intervention for the
School-Based Therapist: An Integrated Model
Kathy Bryte
This concise manual includes
everything you need to start an integrated therapy program in school-based
practice. Includes handy reproducible administrative forms and checklists. Also
includes strategies for adapting the classroom environment. Use the many
multisensory learning activities and intervention strategies to assist students
with developmental delays, attention deficits, traumatic brain injury, and
more.
A-12509-128 pages, spiralbound.$79.00
Combining Neuro-Developmental Treatment
and Sensory Integration Principles
Erna
Imperatore Blanche, Tina M. Botticelli, Mary K. Hallway
This practical
clinical reference will help you treat children from birth to 12 years old using
both NDT and SI techniques. You'll discover assessment guidelines to help
determine when a combined approach is most useful. You'll have reproducible
checklists for evaluating your clients' sensory and movement disorders. Inside
you'll find informative case studies and chapters describing how to use the
combined approach to treat children with sensory processing dysfunction, autism,
cerebral palsy, fragile X syndrome, and Down syndrome. Included are 29
activities to save you preparation time and motivate your clients.
175 pages, spiral-bound.(A12510) $120.00
Enhancing Self-Esteem: A Comprehensive Program of
Strategies, CD
James Battle, Ph.D.
Dr. Battle's
comprehensive, multifaceted program includes the following eight components:
Pre-assessment, Background Information, Correlates of Self-Esteem. Strategies
that Enhance Self-Esteem, Activities that Enhance Self-Esteem, Problem
Resolution Strategies, Programs that Enhance Self-Esteem and Monitoring of
Results...A practical program for all who are concerned with promoting
self-esteem in self and others.
|
Now only $25.00 with Manual (order number C0010) |
Explanations for Response Choice: A Guide for the
Culture-Free Self-Esteem Inventories, Second Edition
James Battle, Ph.D.
In this guide, Dr. Battle offers practical explanations for examinees
response choices to each item of the Culture-Free Self-Esteem Inventories for
Children and Adults, Forms A, B, and AD. The explanations for response choices
incorporated in the guide are derived from clinical observations and
interpretations of examinees’ remarks regarding the reasons for their choices.
These explanations for response choices provide clinicians and researchers the
opportunity for inquiry and discussion which may be beneficial while working
with students, patients and clients. Counsellors, teachers, psychologists,
psychiatrists, social workers, remedial specialists, mental health workers,
youth workers and others who provide services to students, patients and clients
should find the insights incorporated in this guide beneficial while working
with examinees.
|
5½" x 8½", 64 pages (order number C009) $9.95 |
Fine Motor Dysfunction: Therapeutic Strategies in the
Classroom
Kristin Johnson
Levine
This best-selling book assists therapists, special educators,
teachers, and parents in managing fine motor dysfunction in the classroom.
Reproducible handouts are organized into 15 areas of dysfunction that commonly
result in referral to a school-based occupational therapist. Each component area
includes a brief discussion of the dysfunctional component, activities to
improve performance, and strategies for bypassing the weak area. This
comprehensive reference facilitates targeted treatment of specific areas of
dysfunction.
593 loose-leaf pages in a 3-ring binder. (A12521) $135.00
Evaluating Acquired Skills in Communication-Revised (EASIC-R)
Anita Marcott Riley
Ages: 3 months through 6 years
Testing Time: 15 to 30 minutes
Administration: Individual
Evaluating Acquired Skills in Communication (EASIC) is an inventory that was
developed to measure spoken language (receptive and expressive) of children
with autism aged 3 months to 6 years. It was field-tested on 200 individuals
with autism over a 6 year period. Although the materials were developed for
persons with autism, the EASIC has also been used successfully with all kinds
of people who have developmental language delays.
The EASIC assesses semantics, syntax, morphology, and pragmatics communication
skills at five levels:
· Pre-Language—before meaningful speech
· Receptive I—understanding simple noun labels, action verbs, and basic concepts
· Expressive I —emerging modes of communication
· Receptive II—understanding more complex language functions
· Expressive II—using a more complex level of communication
Once the assessment is completed, the EASIC's results can be displayed on
the Skills Profile. This form provides space for displaying the results from
up to five assessments, taken over time, and provides a means for showing
the changes that have occurred from one testing to the next. In addition,
the results can be portrayed on the Developmental Age Chart, where communication
skills are arranged in easy to difficult order along with age ranges at which
children normally acquire each described skill. Finally, 142 Goals and Objectives
cards are provided. These cards are directly tied to the skills described
in the inventory and can be used in the development of intervention plans.
TARGET GROUP: 3 months-8 years
| EASIC-R-Complete
Kit Includes: |
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Goal Card Program
Harvey C. Parker, Ph.D.
The Goal Card Program is a
school-home contingency program designed to improve specific behaviors at school
with parent applied rewards and consequences. The cards have proven successful
with thousands of children in a clinical setting when used consistently by
parents and teachers. Based on the concept that impulsive children require
structure and positive reinforcement to maintain appropriate school behavior,
the Goal Card Program offers a motivating opportunity for students to improve in
school. Behaviors targeted for change are: Paid attention in class, Completed
work in class, Completed homework, Was well behaved, Desk and notebook
neat.
|
Complete Program. (A0081) $34 |
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Handwriting Development Remedial Activities
(HDRA)
Karen Gardner Codding, Morrison F.
Gardner
Ages 5 years to 11 years
These remedial activities were
developed primarily to improve a child’s legibility of writing letters, words,
sentences, and numbers; they were also developed to aid therapists (occupational
therapists, resource specialists, classroom teachers, psychologists, language
specialists, and other professionals) in treating these children who have
problems in handwriting. These remedial activities may remediate a child’s low
performance on any one of the two subtests of the Test of Handwriting Skills.
These remedial activities are divided into manuscript and cursive, upper case
and lower case letters. These remedial activities also include activities for
remediating a child’s problem in motorically writing numbers. In developing
these remedial activities a great deal of thought and consideration was given to
the range of activities needed to improve a child’s handwriting. These remedial
activities are not difficult to administer since the directions are simple and
easily understood. The remedial activities can be administered to an individual
child or to a group of children or to an entire class. These remedial activities
can be used on a daily basis as part of the class curriculum.
|
Individual Components: | ||
|
A0086-A |
Manuscript Lower Case & Upper Case (over 400 sheets) |
$125 |
|
A0086-B |
Cursive Lower Case & Upper Case (over 300 sheets) |
$125 |
Is
It Sensory Or Is It Behavior? - Complete Kit
Betty A. Paris, Carolyn Murray-Slutsky
Sensory and behavior issues are often complex, intermingled, and pertinent
to most clinicians who work with children. This book provides information
and strategies for distinguishing between sensory-based and non-sensory-based
behaviors, as well as intervention techniques. Topics addressed include causes
of behavior, sensory integrative dysfunction, environmental factors that impact
behavior, managing challenging behaviors, and implementing sensory diets.
The case studies and worksheets included offer practical suggestions when
working with children. This book will help analyze behavior in children to
determine if sensory issues exist or if it is a behavior related problem as
well as identify what factors are the root cause of the problem. Laminated
cards include intervention strategies for challenging behaviors.
Manual with Laminated Cards.(A12528) $65.00
Jordan
Dyslexia Assessment/Reading Program - Second Edition Second
Edition
The Jordan Dyslexia
Assessment/Reading Program brings together current knowledge from the
“decade of the brain” about how the brain learns and remembers. This program
begins by identifying layers of overlapping problems that interfere with
learning to read. The Jordan Dyslexia Assessment/Reading Program reviews
the critical role that emotions and feelings play in learning or failing to
learn. New information about how permanent memory develops and why certain
individuals fail to remember also is included.
Before they start teaching
reading skills, instructors discover how each student learns, or fails to
learn, by using 11 screening tests that identify specific reasons why individuals
struggle with reading skills:
Motor Development Program for School-Age Children — Second Edition
Phonological
Awareness Skills Program (PASP)
Play
and Say - Second Edition
Progressive Individual Exercises (PIE)
Promoting Social Competence
Sensorimotor Processing Activity Plans
Stetson Spelling
Program: Second Edition