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DEVELOPMENTAL & COGNITIVE

The TONI­3 has a unique set of characteristics:

»» »» »» »» »» »» »» »» »» »» It meets the highest psychometric standards for norms, reliability, and validity. It is language free, requiring no reading, writing, or listening. It is culturally reduced, utilizing novel abstract/figural content. It is motor reduced, with only a meaningful gesture required in response. It is quick to score, requiring less than 15 minutes to administer and score. It is appropriate for use with children, adolescents, and older adults, ages 6 through 89 years. It has two equivalent forms suitable for test­retest and pre- and post-testing situations. The plates in the Picture Book are clear and distinct, and the Picture Book itself is durable and easy to manipulate. The test manual provides detailed directions for administering, scoring, and interpreting the test. A 20-year body of reliability and validity research is cited and summarized in the test manual.

TONI­3 Test of Nonverbal Intelligence

Third Edition

Linda Brown · Rita J. Sherbenou · Susan K. Johnsen Ages: 6-0 through 89-11 Testing Time: 15 to 20 minutes Administration: Individual The TONI­3, a major revision of the popular and well-built Test of Nonverbal Intelligence, is a norm-referenced measure of intelligence, aptitude, abstract reasoning, and problem solving that is completely free of the use of language. The test requires no reading, writing, speaking, or listening on the part of the test participant. It is completely nonverbal and largely motor-free, requiring only a point, nod, or symbolic gesture to indicate response choices. This unique language-free format makes the TONI­3 ideal for evaluating individuals who have previously been difficult to test with any degree of confidence or precision. It is particularly well suited for individuals who are known or believed to have disorders of communication or thinking, such as aphasia, dyslexia, language disabilities, learning disabilities, speech problems, specific academic deficits, and similar conditions that may be the result of mental retardation, deafness, developmental disabilities, autism, cerebral palsy, stroke, disease, head injury, or other neurological impairment. The format also accommodates the needs of individuals who do not read or write English well, due to disability or lack of exposure to the English language and U.S. culture. The abstract/figural content of the test items ensures that each item presents a novel problem. There are no words, numbers, or familiar pictures or symbols in the TONI­3 items. This feature, in combination with the elimination of language, reduces the cultural loading of the test due to instruction, training, or prior information or exposure. The drawings in the TONI­3 Picture Book have been improved substantially in this revision. They were reproduced through the most current computer-assisted design technology. Because the TONI­3 has two equivalent forms, it fills a niche in situations that depend upon pre- and post-testing. Reevaluations in school programs usually have this requirement, as do evaluations of program effectiveness, pupil or patient progress, treatment efficacy, and some types of controlled research. Not only is the TONI­3 a versatile instrument by virtue of its language-free, motor-reduced, and culture-reduced format; its novel abstract­figural content; its wide age range; and its equivalent forms, but it also is a psychometrically superior test. The manual details research conducted by the authors and by independent researchers over almost 20 years that documents the technical quality of the test's and its predecessors' norms, reliability, and validity. Each form of the TONI­3 contains 45 items arranged in order from easy to difficult. Raw scores are converted to percentile ranks and to deviation quotients with a mean of 100 and a standard deviation of 15 points. To maintain the language-free format, instructions are pantomimed and responses are conveyed by pointing or making some other meaningful gesture.

The TONI­3 was normed on a large sample of more than 3,000 individuals tested in 1995 and 1996 whose demographic characteristics match those of the United States according to the 1997 census. The normative group was stratified on the basis of age, gender, race, ethnic group membership, geographic location and community size, principal language spoken in the home, and socioeconomic status as indicated by educational attainment and family income. The potential bias on the basis of these variables was studied and found to be insignificant. Not only was bias studied at the test level, but individual item bias was examined by comparing item difficulty across subgroups based on these demographic variables and by determining item curve characteristics, which are considered to be one of the most direct and sensitive methods for detecting biased items. TONI­3 users have the benefit of almost 20 years of research establishing the test's reliability and validity. Extensive research is reported in the manual, including the authors' own research and all published research conducted by independent investigators since the test was first published, in 1980. The body of reliability research that is reported analyzes the TONI­3's content reliability and its reliability over time. Exhaustive validity data are reported as well, documenting the test's relationship to other measures of intelligence, its relationship to measures of achievement and personality, its efficiency in discriminating groups appropriately, its factor structure, and other important estimates of test validity for samples of children, adolescents, and adults. The TONI­3's reliability and validity were studied with individuals believed to be intellectually normal, and also with samples of individuals who present a variety of cognitive, linguistic, and sensory exceptionalities, including those who are intellectually gifted or challenged; individuals residing in the United States or in foreign countries who do not speak English or who have limited English proficiency; and those with diagnosed disabilities and medical conditions, including deafness, specific learning disabilities, aphasia, dyslexia, closed-head injury, and specific memory disorders.

TONI­3 Complete Kit includes: Examiner's Manual, Picture Book, 50 Form A Answer Booklet and Record Forms, and 50 Form B Answer Booklet and Record Forms, all in a sturdy storage box. (1997)

MR #011885 MR #011886 MR #011887 MR #011888 MR #011889

TONI­3 Complete Kit $ 327.95 TONI­3 Examiner's Manual 86.95 TONI­3 Picture Book 142.95 TONI­3 Form A Answer Booklet and Record Forms (50) 53.95 TONI­3 Form B Answer Booklet and Record Forms (50) 53.95

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DEVELOPMENTAL & COGNITIVE

CTONI Comprehensive Test of Nonverbal Intelligence

Donald D. Hammill · Nils A. Pearson · J. Lee Wiederholt Ages: 6-0 through 90-11 Testing Time: 1 hour Administration: Individual The Comprehensive Test of Nonverbal Intelligence (CTONI) is a classic, unbiased test that measures the nonverbal reasoning abilities of individuals for whom most other mental ability tests are either inappropriate or biased. The CTONI measures analogical reasoning, categorical classifications, and sequential reasoning in two different contexts: pictures of familiar objects (e.g., people, toys, animals) and geometric designs (e.g., unfamiliar sketches, drawings). Results of the CTONI are most useful for estimating the intelligence of individuals who experience undue difficulty in language or fine motor skills, including individuals who are bilingual; speak a language other than English; are socioeconomically disadvantaged; are deaf; or have language disorders, motor disabilities, or neurological impairments. No oral responses, reading, writing, or object manipulation are required to take the test. CTONI Subtests · Pictorial Analogies · Pictorial Categories · Pictorial Sequences · Geometric Analogies · Geometric Categories · Geometric Sequences

PTONI Primary Test of Nonverbal Intelligence

David J. Ehrler · Ronnie L. McGhee Ages: 3-0 through 9-11 Testing Time: 5 to 15 minutes Administration: Individual The Primary Test of Nonverbal Intelligence (PTONI) is a theoretically sound, research-based method of assessing reasoning abilities in young children. Psychologists, diagnosticians, special educators, speech­ language pathologists, and other professionals can use this test to identify both severe intellectual deficits and superior cognitive intelligence; help estimate future school success based on family history, educational background, and personality traits; and study a wide range of researchable topics and issues. The PTONI was normed on a culturally and ethnically diverse demographic sample of 1,010 children, residing in 38 states. It is unbiased, quick, accurate, and cost-efficient. Testing takes approximately 5 to 15 minutes. Minimal oral directions and a pointing-response format make it one of the simplest and easily understood of all nonverbal intelligence tests designed for young children. This test is composed of an Examiner's Manual, a Picture Book with easel backing, and an Examiner Record Form. The test format requires a child to look at a series of pictures on each page in the Picture Book and point to the one picture that does not belong with the others. Items are arranged in order of difficulty. Early items measure lower order reasoning (e.g., visual and spatial perception). Later items measure higher order reasoning abilities (e.g., analogical thinking, sequential reasoning, and categorical formulation). A child's performance is recorded as a standard score (called the Nonverbal Index), a percentile rank, and an age equivalent.

PTONI Complete Kit includes: Examiner's Manual, Picture Book with Easel, and 25 Examiner/Record Forms, all in a sturdy storage box. (© 2008)

The subtests of the CTONI require students to look at a group of pictures or designs and solve problems involving analogies, categorizations, and sequences. Individuals indicate their answer by pointing to one of several choices. The CTONI is easy to administer and score. It can be administered orally to students who speak English, or in pantomime to those who speak a language other than English, are deaf, are aphasic, or have neurological impairments. The CTONI yields raw scores, standard scores, percentiles, and age equivalents. The test also has three composite scores: 1. Nonverbal Intelligence Quotient (NIQ)--represents a blend of three different cognitive abilities: analogical reasoning, categorical classifying, and sequential reasoning 2. Pictorial Nonverbal Intelligence Quotient (PNIQ)--measures problem solving and reasoning through the use of pictures of familiar objects 3. Geometric Nonverbal Intelligence Quotient (GNIQ)--measures problem solving and reasoning through the use of unfamiliar designs The CTONI was standardized on more than 2,500 individuals from 25 U.S. states, Canada, and Panama. Characteristics of the normative sample have been stratified and approximate those provided in the 1997 Statistical Abstract of the United States with regard to gender, geographic region, ethnicity, race, urban/rural residence, and disability. The reliability of the CTONI has been studied extensively, and evidence relating to content sampling, time sampling, and interscorer reliability is provided. Evidence of content, criterion-related, and construct validity also is reported. The CTONI has gone further than any other test of intelligence to detect and eliminate sources of cultural, gender, racial, and linguistic bias. The CTONI normative sample is representative relative to gender, race, social class, language spoken in the home, and disability. Convincing evidence is presented in the manual to show that the CTONI items contain little or no bias for the groups studied. Unique Features of the CTONI

»» Measures analogical reasoning, categorical classifications, and sequential reasoning »» Was normed on a large, representative sample of more than 2,000 individuals »» Was designed and documented to be unbiased with regard to gender, race, ethnicity, and language spoken in the home »» Includes directions that can be administered orally or in simple pantomimes »» Is individually administered in about 1 hour »» Is suitable for individuals ages 6-0 through 90-11

MR #049564 MR #049565 MR #049566 MR #049567

PTONI Complete Kit PTONI Examiner's Manual PTONI Picture Book PTONI Examiner/Record Forms (25)

$ 227.95 80.95 102.95 51.95

CTONI Complete Kit includes: Examiner's Manual, Analogies Picture Book, Categories Picture Book, Sequences Picture Book, and 25 Profile/Examiner Record Forms, all in a sturdy storage box. (1997)

MR #004685 MR #004686 MR #004687 MR #004688 MR #004689 MR #004690

CTONI Complete Kit CTONI Examiner's Manual CTONI Analogies Picture Book CTONI Categories Picture Book CTONI Sequences Picture Book CTONI Profile/Examiner Record Forms (25)

$ 415.95 106.95 89.95 89.95 89.95 53.95

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DEVELOPMENTAL & COGNITIVE

DTLA­4 Detroit Tests of Learning Aptitude

Fourth Edition

Donald D. Hammill Ages: 6-0 through 17-0 Testing Time: 40 minutes to 2 hours Administration: Individual The DTLA­4 is the oldest and most venerable of the tests of specific mental abilities. The test includes 10 subtests. The results of the subtests can be combined to form 16 composites that measure both general intelligence and discrete ability areas. The test permits interpretation in terms of current theories of intellect and important behavioral domains. The DTLA­4 is the test of choice for professionals interested in a thorough investigation of a person's cognitive functions. This test not only measures basic abilities but also shows the effects of language, attention, and motor abilities on test performance. Statistical Characteristics of the DTLA­4 The DTLA­4 was built with the American Psychological Association's standards for technical adequacy clearly in mind. The test was normed on 1,350 students residing in 37 states. The demographic characteristics of the normative sample are representative of the U.S. population as a whole (as reported in the Statistical Abstract of the United States, U.S. Bureau of the Census, 1996) with regard to gender, race, ethnicity, urban/rural residence, family income, educational attainment of parents, and geographic distribution. Norms are stratified by age. Scores Available Three types of scores are available: percentiles, standard scores, and age equivalents. Reliability Reliability of the DTLA­4 was investigated using estimates of content sampling, time sampling, and scorer differences. Validity Evidence of the validity of DTLA­4 test scores is provided for contentdescription validity, criterion-prediction validity, and construct-identification validity. Content-description validity is demonstrated through careful documentation of subtest and item selection and analysis. Criterion-prediction validity is explored by comparing the results of the DTLA­4 with those of other aptitude tests, such as the TONI­3, WISC, KABC, PPVT, and W­JPEB. Construct-identification validity is demonstrated in the relationships between the DTLA­4, chronological age, and tests of academic achievement. Furthermore, DTLA­4 subtests and composites intercorrelate and factor according to hypothesized constructs. Convincing evidence for validity is provided in the form of several confirmatory factor analyses. Controlling for Test Bias The DTLA­4 was built to minimize the effects of bias. Numerous steps were taken to detect and eliminate sources of cultural, gender, and racial bias. DTLA­4 COMPOSITES Overall Composite. Because this composite is formed by combining standard scores of all 10 subtests in the battery, it is probably the best estimate of g. Optimal Level Composite. Because this composite comprises the four highest standard scores made by the individual on the subtests, it is the best estimate of a person's overall potential. In this context, "potential" means the highest level of performance that an individual is capable of when the inhibiting influences of his or her deficits are disregarded. Domain Composites. Contrasting composites are provided for three domains: language, attention, and manual dexterity. The DTLA­4 includes the following: Verbal Composite, Nonverbal Composite, Attention-Enhanced Composite, Attention-Reduced Composite, Motor-Enhanced Composite, and Motor-Reduced Composite. Theoretical Composites. Subtests are easily assigned to composites that represent major popular theories. Thus, the subtests can be related to Horn and Cattell's fluid and crystallized intelligence, Jensen's associative and cognitive levels, Das's simultaneous and successive processes, and Wechsler's verbal and performance scales.

DTLA­4 Complete Kit includes: Examiner's Manual; Picture Book 1 for Design Sequences, Design Reproduction, and Symbolic Relations; Picture Book 2 for Story Sequences and Story Construction; 25 Profile/Summary Forms; 25 Examiner Record Booklets; 25 Response Forms; Story Sequence Chips; and Design Sequence Cubes, all in a sturdy storage box. (1998)

Sample pages from the DTLA­4 Pictur e Book 2.

MR #016921 MR #016922 MR #016923 MR #016924 MR #016925 MR #016926 MR #016927 MR #016928 MR #016929

DTLA­4 Complete Kit DTLA­4 Examiner's Manual DTLA­4 Picture Book 1 DTLA­4 Picture Book 2 DTLA­4 Profile/Summary Forms (25) DTLA­4 Examiner Record Booklets (25) DTLA­4 Response Forms (25) DTLA­4 Story Sequence Chips DTLA­4 Design Sequence Cubes (6)

$ 436.95 96.95 114.95 59.95 35.95 59.95 35.95 24.95 46.95

DTLA­4 Software Scoring and Report System This computerized program can be run on IBM-compatible PCs with Windows. Raw scores are converted into standard scores, percentile ranks, and age equivalents. The program calculates significant intraability differences. MR #016930 DTLA­4 Software Scoring and Report System (Windows CD-ROM) $ 132.95

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DEVELOPMENTAL & COGNITIVE

SOI­LA Structure of Intellect Learning Abilities Test DAP:IQ Draw-A-Person Intellectual Ability Test for Children, Adolescents, and Adults

Mary Meeker, Ed.D. · Robert Meeker, Ed.D. Ages: Grades 2 through 12, or adults Testing Time: 1 to 2½ hours Administration: Individual Recognizing that students have different types of intelligence, the Structure of Intellect Learning Abilities Test (SOI­LA) tells you "what kind," not just "how much." The SOI­LA assesses up to 26 separate cognitive abilities. Instead of a global IQ score, it provides a detailed profile of each student's intellectual strengths and weaknesses--a profile that improves student evaluation, simplifies placement, and guides teaching. The SOI­LA is based on Guilford's multifactor model of intelligence, which classifies cognitive activity according to three dimensions: Operations »» Cognition »» Memory »» Evaluation »» Convergent Production »» Divergent Production Contents »» Figural »» Symbolic »» Semantic »» Behavioral Products »» Units »» Classes »» Relations »» Systems »» Transformations »» Implications Each of 26 subtests measures a single three-dimensional cognitive factor. For example, the first subtest, CFU, measures "cognition of figural units." The test Manual describes each of the 26 abilities assessed, explains its relation to academic achievement, and notes the significance of high and low scores. The SOI­LA is available in two Alternate Forms, A and B, which are ideal for pre- and posttesting. Each includes all 26 subtests and yields a comprehensive profile of abilities. Either form can be individually or group administered to students in grades 2 through 12, and to adults. A school psychologist or counselor can give Form A or B in about 2.5 hours. To assess specific areas, two additional forms are also available: the Gifted Screening Form (Form G), which is useful in identifying gifted students (second grade through adulthood); and the Primary Form (Form P), which assesses reading and cognitive style (K through third grade), and presents items in larger print, on larger paper, so that younger children can read them more easily. These forms combine selected SOI­LA subtests, and each requires about 1 hour to administer. In addition to general cognitive assessment, the SOI­LA is widely used to: diagnose learning disabilities, prescribe educational interventions, profile strengths and weaknesses, identify reasons for underachievement, match cognitive style and curriculum material, and screen for gifted students. The Divergent Production subtests, which are unique to the SOI­LA, are particularly useful in assessing creative thinking. Because the SOI­LA measures discrete cognitive abilities, test results lead to specific educational interventions. The SOI­LA profile tells you at a glance which abilities are poorly developed and which are strong enough to serve as the basis for further intellectual growth. To help you apply this information in the classroom, the Manual presents teaching strategies for each ability assessed.

SOI­LA Kit includes: Manual, 10 Standard Test Booklets (5 of each Form A and B), Scoring Keys (for Forms A, B, and G), Stimulus Cards (for Forms A, B, and G) and 10 Worksheets and Profiles.

Cecil R. Reynolds · Julia A. Hickman Ages: 4-0 through 89-11 Testing Time: 10 to 12 minutes Administration: Individual or group The Draw-A-Person Intellectual Ability Test for Children, Adolescents, and Adults (DAP:IQ) provides a common set of scoring criteria to estimate intellectual ability from a human figure drawing. Until now, measurement of cognitive ability by scoring drawings of human figures focused mainly on children and adolescents. The DAP:IQ applies this form of evaluation to adults as well, allowing for a more direct, continuous measurement of a common construct across the age range. The DAP:IQ improves the practice of evaluating human figure drawings (HFDs) as a measurement of cognitive ability by scoring elements representative of universal features of the human figure. The collection of an HFD is easily standardized with a set of simple, easily understood instructions, and requires a very short period of time to administer. This flexible assessment is for use by psychologists, school counselors, and professionals working with special-needs populations. The DAP:IQ allows you to derive reliable, quantitative ability estimates by using the largest single collection of normative data on this task ever gathered. Psychometric data, including normative reference data, are provided for ages 4 years to 89 years and are based on a total sample of 3,090 individuals across the United States. The validity and utility of this test lie in the scoring system's emphasis on concepts over artistic skill and motor coordination.

DAP:IQ Complete Kit includes: Examiner's Manual, 50 Administration/Scoring Forms, and 50 Drawing Forms, all in a sturdy storage box. (2004)

MR #030964 MR #030965 MR #030966 MR #030967

DAP:IQ Complete Kit DAP:IQ Examiner's Manual DAP:IQ Administration/Scoring Forms (50) DAP:IQ Drawing Forms (pad of 50)

$ 116.95 53.95 46.95 29.95

PTI­2 Pictorial Test of Intelligence­Second Edition

Joseph L. French Ages: 3-0 through 8-0 Testing Time: 15 to 30 minutes Administration: Individual Administer three subtests and combine the scores to get the Pictorial Intelligence Quotient, a global index of performance that provides a multidimensional measure of g. The subtest areas follow:

» Verbal Abstractions--requires the examinee to identify pictures that (a) represent the meaning of a spoken word, (b) represent the meaning of a spoken definition of a word, and (c) are different in form or function from a set of pictures. » Form Discrimination--requires the examinee to match forms, differentiate between similar shapes, identify unfinished pictures, find embedded shapes, and reason about abstract shapes and patterns. » Quantitative Concepts--samples an examinee's recognition of size, comprehension of number symbols, ability to count, and ability to solve simple arithmetic problems.

MR #050375 MR #050376 MR #050377 MR #050378 MR #050379 MR #050380 MR #050381 MR #050382 MR #050383 MR #050384

SOI­LA Kit SOI­LA Test Booklets - Form A (Standard) (5) SOI­LA Test Booklets - Form B (Standard) (5) SOI­LA Test Booklets - Form G (Gifted) (5) SOI­LA Test Booklets - Form P (Primary) (5) SOI­LA Manual SOI­LA Scoring Keys (for Forms A, B, and G) SOI­LA Scoring Keys (for Form P) SOI­LA Stimulus Cards SOI­LA Worksheets and Profiles (100)

$ 271.95 32.95 32.95 32.95 34.95 98.95 50.95 56.95 81.95 30.95

Standardized on 972 persons from 17 states, the data are representative of the current population of the United States as reported in the Statistical Abstract of the United States (United States Bureau of the Census, 1997) for the entire school-age population. The PTI­2 provides three types of scores: percentiles, standard scores, and age equivalents. The PTI­2 will be especially helpful when used with children who have difficulty with fine motor skills or a speech­language problem. The test has been normed so that it can be used with children with cortical disorders or other conditions affecting speech or motor coordination. Respondents do not need to use expressive language, but they do need near-normal vision and hearing. None of the items are timed.

PTI­2 Complete Kit includes: Examiner's Manual, a Picture Book, and 25 Profile/ Examiner Record Booklets, all in a sturdy storage box. (2001)

MR #024713 MR #024714 MR #024715 MR #024716

PTI­2 Complete Kit PTI­2 Examiner's Manual PTI­2 Picture Book PTI­2 Profile/Examiner Record Booklets (25)

$ 169.95 53.95 71.95 46.95

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DEVELOPMENTAL & COGNITIVE

SIGS Scales for Identifying Gifted Students

Gail Ryser, Ph.D. · Kathleen McConnell, Ph.D. Ages: 5 through 18 Scales for Identifying Gifted Students (SIGS) offers the most comprehensive observational instrument available for identifying gifted students. Used as part of a comprehensive process for identifying gifted children, SIGS offers schools an instrument with extensive statistical and research support. This standardized, norm-referenced instrument is completed by teachers or parents and provides an effective method for identifying gifted children. The SIGS consists of two rating scales that can be used together or independently (a School Rating Scale and a Home Rating Scale). The SIGS is composed of seven scales: »General Intellectual Ability »Language Arts »Mathematics »Science »Social Studies »Creativity » Leadership

SAGES­2 Screening Assessment for Gifted Elementary and Middle School Students

Second Edition

Susan K. Johnsen · Anne L. Corn Ages: 5-0 through 14-11 Testing Time: 20 minutes each Administration: Individual or group The SAGES­2 is helpful in identifying gifted students in kindergarten through eighth grade. Its three subtests sample aspects of two of the most commonly used areas for identifying gifted students: aptitude and achievement. Aptitude is measured via the Reasoning subtest: The student is asked to solve analogical problems by identifying relationships among pictures and figures. The other two subtests assess achievement. On one of these subtests the child answers questions about language arts and social studies, and on the other, about mathematics and science. The student selects answers from a series of pictures, symbols, or words. The subtests can be used to examine the relationships between aptitude and achievement. The SAGES­2 was normed on two large samples tested in 1998 and 1999. Sample One (normal sample) consisted of 3,023 students who were in heterogeneous classrooms, and Sample Two (gifted sample) consisted of 2,290 students who were identified as gifted by their local school districts. The demographic characteristics of both samples were matched to those of the United States according to the 1997 census. The normal sample was stratified on the basis of age, gender, race, ethnic group membership, and geographic location. Standard scores and percentile ranks are provided for both samples. Several important improvements to the technical characteristics of the initial SAGES were made. First, test­retest studies were added. Second, each item on the test was evaluated using both classical item analyses and item response theories to choose "good" statistical items. Third, differential item functioning analyses were performed on three dichotomous groups in order to find and eliminate adversely biased items. Finally, several new validity studies were conducted with special attention devoted to demonstrating that the test proves valid for a wide variety of subgroups as well as for a general population. The reliability coefficients for the test are high, ranging from .77 to .95. Ninety-seven percent of these reach or exceed .80, and 74% reach or exceed .90. Test­retest studies show that the SAGES­2 is stable over time.

SAGES­2 Complete Kit Includes: Examiner's Manual, 10 K­3 Mathematics/Science Student Response Booklets, 10 K­3 Language Arts/Social Studies Student Response Booklets, 10 K­3 Reasoning Student Response Booklets, 10 4­8 Mathematics/Science Student Response Booklets, 10 4­8 Language Arts/Social Studies Student Response Booklets, 10 4­8 Reasoning Student Response Booklets, 50 K­3 Profile/Scoring Sheets, 50 4­8 Profile/Response Sheets, and a 4­8 Scoring Transparency, all in a sturdy storage box. (2001)

Each contains 12 items that are rated using a Likert-type scale. The items were chosen from a comprehensive body of research concerning the characteristics of gifted students. The SIGS was normed on a total sample of more than 3,600 students (1,721 normal students and 1,884 gifted students). Norms are provided for both samples. As such, SIGS offers schools an observational scale with the largest, most diverse norming sample and statistical support of any gifted identification rating scale available. The SIGS offers schools several key benefits: »» easily completed by teachers and parents »» identifies ability in seven areas critical to meeting the federal definition of gifted and talented »» features separate teacher and parent forms »» is free of gender and ethnic group bias »» has comprehensive and advanced statistical support »» is standardized and national normed A Superior Rating Scale The potential bias of every item on the test on the basis of gender and ethnic group was studied. Only nonbiased items are included in the SIGS. Thus, schools using the SIGS can be assured that the instrument has no gender or ethnic group bias. Average internal consistency reliability exceeds .90 for all scales for both the normal and gifted norming samples. Validity of the instrument has been established with its correlations to the WISC ­III, Otis Lennon School Ability Index, and Torrance Tests of Creative Thinking/Figural. Because the SIGS offers the most advanced and comprehensive statistical support of any observational identification instrument in the field, it should be a part of every school's comprehensive approach to identifying gifted children. A Superior Teacher and Parent Rating Scale Bias-Free Items Employing the latest bias-analysis tools, the authors evaluated the potential bias of every item on the basis of gender and ethnic group. The SIGS only includes bias-free items. This ensures that schools are able to identify gifted students from diverse cultural backgrounds. Up-to-Date National Norms The SIGS is the only teacher and parent rating scale in gifted education to feature current, national norms. The authors normed the instrument with a population of more than 3,600 students. This large norming population ensures accurate, reliable results. Separate Teacher and Parent Forms The SIGS is the only standardized, nationally normed instrument to include separate teacher and parent forms. This ensures that individuals completing the rating scales will find each item understandable and applicable to the school or home environment.

SIGS Complete Kit includes: Examiner's Manual, 25 School Rating Scale Forms, 25 Home Rating Scale Forms, 25 Summary Forms, in vinyl case.

MR #036981 MR #036982 MR #036983 MR #036984 MR #036985

SIGS Complete Kit SIGS Examiner's Manual SIGS Home Rating Scale Forms (25) SIGS School Rating Scale Forms (25) SIGS Summary Forms (25)

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$ 164.95 70.95 38.95 38.95 21.95

MR #024648 SAGES­2 Complete Kit $ 255.95 MR #024649 SAGES­2 Examiner's Manual 60.95 MR #024650 SAGES­2 K­3 Mathematics/Science Student Response Booklets (10) 23.95 MR #024651 SAGES­2 K­3 Language Arts/Social Studies Student Response Booklets (10) 23.95 MR #024652 SAGES­2 K­3 Reasoning Student Response Booklets (10) 23.95 MR #024653 SAGES­2 4­8 Mathematics/Science Student Response Booklets (10) 17.95 MR #024654 SAGES­2 4­8 Language Arts/Social Studies Student Response Booklets (10) 17.95 MR #024655 SAGES­2 4­8 Reasoning Student Response Booklets (10) 17.95 MR #024656 SAGES­2 K­3 Profile/Scoring Sheets (pad of 50) 35.95 MR #024657 SAGES­2 4­8 Profile/Response Sheets (pad of 50) 35.95 MR #024658 SAGES­2 4­8 Scoring Transparency 10.95

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DEVELOPMENTAL & COGNITIVE

PCA Profile of Creative Abilities

Gail Ryser Ages: 5-0 to 14-11 Testing Time: 30 to 40 minutes Administration: Individual or small group The Profile of Creative Abilities (PCA) is a measure of creative ability. It is specifically designed to (1) identify students gifted in the area of creative thinking, (2) monitor progress in classes of creative thinking, and (3) serve as a research tool. It was normed on a sample of 640 individuals. This reliable test is efficient and cost-effective. It takes under an hour (approximately 30­40 minutes) to administer. Students between the ages of 5-0 and 14-11 may be tested either individually or in small groups. Models of Creativity The PCA is based on two models of creativity. The first is J.P. Guildford's (1959) Structure of Intellect (SOI), consisting of an organized set of abilities used to process information. The SOI model includes three dimension that determine different types of intellectual abilities: operation, content, and product. Guilford believed there exist six major groups of core creative abilities necessary for one's creative endeavors: 1. Sensitivity to Problems--ability to be aware of the need for change or see defects and deficiencies that need to be addressed. 2. Fluency--ability to produce a large number of ideas. 3. Flexibility--ability to change set. 4. Originality--ability to develop uncommon yet acceptable solutions. 5. Redefinition--ability to transform an existing object or idea into one with a different design, function, or use. 6. Penetration--ability to see more than what is on the surface. The second model is T.M. Amabile's (1996) Componential Model of Creativity, focusing on the social and environmental factors. This model consists of three basic components that are important in creativity. » Domain-Relevant Skills--includes competencies and talents that are applicable to the domain in which an individual is working. » Creativity-Relevant Processes--refers to the cognitive style, knowledge of heuristic, and work style that support and nurture creativity. » Intrinsic-Task Motivation--suggests that individuals will be most creative when they are motivated primarily by interest, employment, satisfaction, and challenge. Subtests The PCA consists of two subtests, each measuring two aspects of divergent production.

» Drawing--Although this subtest is untimed, students are encouraged

to complete it in 30 minutes or less. It is composed of 10 stimuli. The child is to use each stimulus to make or draw an original, detailed picture. It is scored based on four of the SOI's six hypothesized creative abilities: sensitivity to problems, originality, redefinition, and penetration. Sensitivity to problems is operationalized as the number of new elements added to the pictures created by the child for each stimulus. Originality is a unique picture as compared to the normative sample. Redefinition is operationalized as orientation in which the child transforms the picture through location or position. Penetration is operationalized as perspective illustrating that the child can see more than just what is on the surface. » Categories--In this subtest, students are to complete each form in 3 minutes, naming as many categories as possible. From two 4 by 5 matrices of 20 animal pictures and figures, the child is to form groups of at least 3 pictures or figures and tell the examiners how they are grouped. It is scored based on two of the SOI's six hypothesized creative abilities: fluency and flexibility. Fluency is the number of responses made by the student. Flexibility is the number of categories into which the student groups the pictures or figures. Rating Scale The 36-item rating scale measures creative abilities, domain-relevant skills, creativity-relevant processes, and intrinsic task motivation. Each item is scored using a 4-point Likert scale based on the degree to which the child exhibits each behavior described in the item. The rating scale can be completed by an educator (School Rating Scale) or by a parent/guardian (Home Rating Scale).

COMPLETE PCA KIT INCLUDES: Examiner's Manual, 25 Summary and Scoring Booklets, Picture Booklet, 25 Student Booklets, 25 Home Rating Scales, and 25 School Rating Scales, all in a sturdy storage box. (2007)

MR #049321 MR #049322 MR #049323 MR #049324 MR #049325 MR #049326 MR #049327

PCA Complete Kit Examiner's Manual Summary and Scoring Booklets (25) Picture Booklet Student Forms (25) Home Rating Scales (25) School Rating Scales (25)

$ 172.95 53.95 29.95 9.95 29.95 29.95 29.95

GATES Gifted and Talented Evaluation Scales

A Norm-Referenced Procedure for Identifying Gifted and Talented Students

James E. Gilliam · Betsy O. Carpenter · Janis R. Christensen Ages: 5 through 18 Testing Time: 5 to 10 minutes Administration: Individual The Gifted and Talented Evaluation Scales (GATES) is an innovative, quick approach for identifying students ages 5 to 18 who are gifted and talented. Based on the most current federal and state definitions, the GATES satisfies the critical national need for a norm-referenced instrument that assesses the characteristics, skills, and talents of gifted students. The GATES was normed in 1995 on a representative national sample of more than 1,000 persons who were identified as gifted and talented. Characteristics of the normative group approximate those for the 1990 census data relative to gender, geographic location, race, ethnicity, and socioeconomic status.

GATES Complete Kit includes: Examiner's Manual and 50 Summary/Response Forms, all in a sturdy storage box. (1996)

QNST­II Quick Neurological Screening Test

Second Edition

M. Mutti · H. Sterling · N. Martin · N. Spalding

Ages: 5 through 18 Testing Time: 20 minutes Administration: Individual

MR #004945 GATES Complete Kit MR #004946 GATES Examiner's Manual MR #004947 GATES Summary/Response Forms (50)

PHONE 877-414-6463 (TOLL FREE) FAX 877-585-2992 (TOLL FREE) www.mindresources.com

$ 130.95 76.95 59.95

The QNST-II uses tasks adapted from standard neurologic exams to explore soft neurological signs that often indicate undiagnosed learning disabilities (problems with manuel dexterity, spatial orientation, fine and gross motor movements, visual tracking, and tactile perceptual activities). The detailed scoring information will also provide other rehabilitation professionals invaluable assistance with planning appropriate remediation. The popular QNST has been updated to include the latest research findings concerning the soft neurological signs that may accompany learning disabilities. Current clinical research documents the co-occurrence of learning disabilities and problems of physical development. The QNST-II manual explores the importance of such soft neurological signs in educational settings as well as the medical implications. Special education personnel will appreciate knowing whether behaviors seen in the classroom have physiological (organic) or emotional origins. The detailed scoring information will also allow other rehabilitation professionals invaluable assistance with planning appropriate remediation. The QNST-II is untimed, but can be administered and simultaneously scored in about 20 minutes. Performance patterns screen for early identification of learning disabilities. Scoring patterns suggest possible avenues of further diagnostic assessment. QNST-II Complete Kit includes: Manual, 25 Scoring Forms, 25 Geometric Form Reproduction Sheets, 25 Remedial Guideline Forms, Cue Cards, in vinyl folder.

MR #026183 QNST-II Complete Kit

$ 113.95

MIND RESOURCES 130 SHOEMAKER STREET KITCHENER, ONTARIO N2E 3G4

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DEVELOPMENTAL & COGNITIVE

SMALSI School Motivation and Learning Strategies Inventory

Kathy Chatham Stroud, Ph.D. · Cecil R. Reynolds, Ph.D. Ages: 8 through 18 years Testing Time: 20 to 30 minutes Administration: Individual or group Measure student learning strategies early and intervene proactively Poor study skills, ineffective learning strategies, test anxiety--all of these things impede academic success. And they often go unrecognized until a student enters college and is placed in a remedial program. With the new School Motivation and Learning Strategies Inventory (SMALSI), you can now measure the skills related to academic success early in a student's school career. This allows you to address any weaknesses proactively--rather than waiting for repeated academic failures to determine that a student needs help. Assess academic motivation, learning strategies, and study habits Designed for both special and general education students, this new self-report inventory assesses 10 primary constructs associated with academic motivation, learning strategies, and study habits--7 focusing on student strengths and 3 focusing on student liabilities: Strengths »» Study Strategies »» Note-Taking/Listening Skills »» Reading/Comprehension Strategies »» Writing/Research Skills »» Test-Taking Strategies »» Organizational Techniques »» Time Management Liabilities »» Low Academic Motivation »» Test Anxiety »» Concentration/Attention Difficulties Scores from these scales provide enough information to identify problems that interfere with academic development. An Inconsistent Responding index is also included as a validity measure. Screen individuals or groups in just 20 to 30 minutes The SMALSI is available in two forms. The Child Form (147 items) is for students 8 through 12 years of age; the Teen Form (170 items) is for 13- to 18-year-olds. Both forms are written at a third-grade reading level and can be completed in about 20 to 30 minutes. And both use a 4-point response scale, ranging from "Never" to "Almost Always." Scored by hand or computer, the SMALSI provides multiple scores, rather than one overall score. The unlimited-use scoring CD offers you an efficient and cost-effective way to screen large school populations. The SMALSI audio CD allows poor readers, who are often at risk for academic failure, to complete the SMALSI by listening to test items and then responding. Identify and directly target weak learning strategies Unlike many other learning measures, the SMALSI does not assess learning styles, preferences, or other process dimensions. Instead, it assesses the actual strategies students use in learning and test taking--strategies shown through research to be related to academic success. The SMALSI is a quick, cost-effective way to identify students who may have ineffective or poorly developed learning strategies, low levels of academic motivation, attention and concentration problems, difficulties with test taking, or test anxiety. It can be used for the following purposes: »» Screening in regular education »» Prereferral intervention »» Assessing students with learning disabilities, emotional disturbance, or ADHD

PREVENT ACADEMIC FAILURE. SMALSI IS THE TOOL THAT MAKES EARLY INTERVENTION POSSIBLE.

Based on more than 30 years of research, the SMALSI allows you to identify and directly target poor learning strategies. It is the tool that makes early intervention possible.

SMALSI Comprehensive Kit includes: Manual, Audio CD, 25 Child Test Forms, 1 set of Child Scoring Templates, 25 Child Profile Sheets, 25 Teen Test Forms, 1 set of Teen Scoring Templates, and 25 Teen Profile Sheets. SMALSI Child Kit includes: Manual, Audio CD, 25 Child Test Forms, 1 set of Child Scoring Templates, and 25 Child Profile Sheets. SMALSI Teen Kit includes: Manual, Audio CD, 25 Teen Test Forms, 1 set of Teen Scoring Templates, and 25 Teen Profile Sheets.

MR #050350 MR #050352 MR #050353 MR #050354

SMALSI Comprehensive Kit SMALSI Teen Kit SMALSI Manual SMALSI Audio CD

$ 228.95 154.95 59.95 18.95 $ 51.95 36.95 31.95 $ 51.95 36.95 31.95

MR #050355 SMALSI Child Test Forms (25) MR #050356 SMALSI Child Scoring Templates MR #050357 SMALSI Child Profile Sheets (100) MR #050358 SMALSI Teen Test Forms (25) MR #050359 SMALSI Teen Scoring Templates MR #050360 SMALSI Teen Profile Sheets (100)

MR #050361 SMALSI Unlimited-Use Scoring CD (Windows PC) $ 458.95

48

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DEVELOPMENTAL & COGNITIVE

QUICK AND EASY TO ADMINISTER, INEXPENSIVE, AND UNBIASED: THE DAB­3 PROVIDES YOU THE BEST ACHIEVEMENTASSESSMENT VALUE ON THE MARKET TODAY!

DAB­3 Diagnostic Achievement Battery

Third Edition

Phyllis L. Newcomer Ages: 6-0 through 14-11 Testing Time: 90 to 120 minutes Administration: Individual The DAB­3 is a revision of one of the most popular and useful individual tests of school achievement ever made. The DAB­3 uses 14 short subtests to identify a child's strengths and weaknesses across several areas of achievement. DAB­3 Subtests · Story Comprehension · Synonyms · Alphabet/Word Knowledge · Capitalization · Spelling · Story Construction · Phonemic Analysis (supplemental subtest, new to this edition of the DAB) · · · · · · · Characteristics Grammatic Completion Reading Comprehension Punctuation Contextual Language Math Reasoning Math Calculation

YCAT Young Children's Achievement Test

A Measure to Help Identify Preschool, Kindergarten, and First-Grade Children Who Are at Risk for School Failure

Wayne P. Hresko · Pamela K. Peak · Shelley R. Herron · Deanna L. Bridges Ages: 4-0 through 7-11 Testing Time: 25 to 45 minutes Administration: Individual The Young Children's Achievement Test (YCAT) represents a major improvement in the early identification of children ages 4-0 through 7-11 who are at risk for school failure. It yields an overall Early Achievement standard score, and individual subtest standard scores for General Information, Reading, Writing, Mathematics, and Spoken Language. The YCAT was designed with both the child and the examiner in mind. The individual subtests can be administered independent of each other, leading to flexible testing sessions. Standard scores (with a mean of 100 and a standard deviation of 15), percentiles, and age equivalents are provided for both the subtests and the composite. The YCAT was normed on 1,224 children representing 32 states and the District of Columbia. The information is clearly representative of the U.S. population as reported in the Statistical Abstract of the United States (U.S. Bureau of the Census, 1997). Reliability was standardized using the coefficient alpha, test­retest, and interscorer procedures. Extensive evidence of the validity of YCAT test scores is provided for content-description validity, criterion-prediction validity, and construct-identification validity. Finally, the YCAT items were examined to ensure that little or no bias relative to gender, disability, race, socioeconomic level, or ethnic group existed. Differential item functioning techniques were used to examine items for potential bias.

YCAT Complete Kit includes: Examiner's Manual, a Picture Book, 25 Student Response Forms, and 25 Profile/Examiner Record Booklets, all in a sturdy storage box. (2000)

Scores from these subtests can be combined to form eight composites: · Total Achievement · Listening · Speaking · Reading · Writing · Mathematics · Spoken Language · Written Language The DAB­3 generates standard scores (M = 10, SD = 3, for the subtests, and M = 100, SD = 15, for the composites), percentile ranks, and age/ grade equivalents. The test was standardized on 1,534 students in 13 states. The sample is representative of the national population with regard to gender, race, ethnicity, geographic region, and urban/rural residence. The DAB­3 includes a supplemental manual enabling the examiner to probe student responses on the standardized test. The purpose of probing is to identify the thinking processes and problem-solving strategies that result in both correct and incorrect responses. Many improvements were made in this updated edition of the DAB. These include:

»» all-new normative data reflecting the changing population characteristics of the United States, collected from 1997 to 2000 »» several new validity studies, including correlations with the Wechsler Intelligence Scales for Children­III and the Stanford Achievement Test­Ninth Edition, as well as a confirmatory factor analysis confirming the model on which the DAB­3 is based »» studies showing the absence of gender, ethnic, and disability bias »» improved scoring criteria for the written composition that includes contextual language and story construction »» more appealing and realistic color pictures »» clearer administration procedures »» fewer items on the Spelling, Capitalization, and Punctuation subtests »» a new audiotape that the examiner plays for the child for the Story Comprehension subtest »» clarified entry items, basals, and ceilings for test administration

MR #021916 MR #021917 MR #021918 MR #021919 MR #021920

YCAT Complete Kit YCAT Examiner's Manual YCAT Picture Book YCAT Student Response Forms (25) YCAT Profile/Examiner Record Booklets (25)

$ 249.95 76.95 82.95 35.95 59.95

DAB­3 Complete Kit includes: Manual, Student Booklet, 25 Profile/Examiner Record Booklets, 25 Student Response Booklets, Assessment Probes, and an Audiotape, all in a sturdy storage box. (2001)

MR #024659 MR #024660 MR #024661 MR #024662 MR #024663 MR #024664 MR #024665

DAB­3 Complete Kit DAB­3 Manual DAB­3 Student Booklet DAB­3 Profile/Examiner Record Booklets (25) DAB­3 Student Response Booklets (25) DAB­3 Audiotape DAB­3 Assessment Probes

$ 338.95 94.95 53.95 76.95 53.95 23.95 46.95

DAB-3 Software

MR #024666 DAB­3 Software Kit (Instruction sheet and CD-ROM) $ 132.95 MR #042466 DAB­3 Print & Software Combo Kit 447.95

PHONE 877-414-6463 (TOLL FREE) FAX 877-585-2992 (TOLL FREE) www.mindresources.com

MIND RESOURCES 130 SHOEMAKER STREET KITCHENER, ONTARIO N2E 3G4

49

DEVELOPMENTAL & COGNITIVE

CMAT Comprehensive Mathematical Abilities Test

Wayne P. Hresko · Paul L. Schlieve · Shelley R. Herron · Colleen Swain · Rita J. Sherbenou Age: 7-0 to 18-11 Testing time: 30 minutes to 2 hours Administration: Individual Based on actual materials used to teach math in schools and on state and local curriculum guides, the CMAT is a major advance in the accurate assessment of the mathematics taught in today's schools. All items represent real-world problems using up-to-date, current information and scenarios. Use as few as 2 subtests or as many as 12, depending on your purpose for testing. CMAT Subtests The CMAT has six Core Subtests (Addition; Subtraction; Multiplication; Division; Problem Solving; and Charts, Tables, and Graphs) and six Supplemental Subtests (Algebra, Geometry, Rational Numbers, Time, Money, and Measurement). For most testing purposes, you will want to give only the Core Subtests, which can be administered in about 40 minutes. The Supplemental Subtests are used in those relatively few instances where information about higher level mathematics ability is needed. CMAT Composites The CMAT has both Core and Supplemental Composites. Core Composites:

» Basic Calculations. Subtests that make up this composite are Addi-tion, Subtraction, Multiplication, and Division. » Mathematical Reasoning. The Problem Solving and Charts, Tables, and Graphs subtests make up this composite. » General Mathematics. This composite is formed by combining the six Core Subtests.

Other Features of the CMAT:

»» Calculators are allowed for all subtests except Addition, Subtraction, Multiplication, and Division. »» The CMAT is easy to use and score. »» The CMAT reflects the National Council of Teachers of Mathematics 2000 Guidelines. »» The CMAT helps to identify students who are having difficulty, as well as those students who are exceeding beyond expectations. »» A computer scoring and report system is available for Windows-based computers.

CMAT Complete Kit includes: Examiner's Manual, Picture Book, 25 Profile/Examiner Record Booklets, 25 Student Response Booklets I, 25 Student Response Booklets II, and Information Sheet, all in a sturdy storage box. (2002)

Supplemental Composites:

» Advanced Calculations. The subtests in this composite (Rational Numbers, Algebra, and Geometry) are usually given to middle school or older students who are showing poor achievement, or to advanced students. » Practical Applications. This composite measures the ability to solve problems related to time concepts (Time), the use of money (Money), and aspects of measurement (Measurement). » Overall Mathematic Abilities. The results of all 12 CMAT subtests combine to form this composite.

MR #025891 MR #025892 MR #025893 MR #025894 MR #025895 MR #025896

CMAT Complete Kit CMAT Examiner's Manual CMAT Picture Book CMAT Profile/Examiner Record Booklets (25) CMAT Student Response Booklets I (25) CMAT Student Response Booklets II (25)

$ 338.95 106.95 89.95 46.95 54.95 54.95

CMAT­Software

The CMAT Scoring and Software Report System, Version 1.23 is a quick, efficient tool that: »» converts CMAT subtest raw scores into age-based and grade-based standard scores, percentile ranks, and age and grade equivalents »» generates composite quotients »» compares test scores to identify significant intra-individual differences (including up to five non-CMAT scores) »» provides a printed analytical report of the students CMAT performance Features: »» Automatic prompts for saving data »» Word processing interface with complete word processing functionality »» Provisions for storing examiner and testing information »» User selected confidence intervals »» On-screen subtest and quotient score comparisons »» Reports in RTF format for exporting to a wide variety of word processors »» Options for printing reports »» Printing for both stand alone and networked computers Minimum system requirements: »» IBM PC or compatible »» Microsoft Windows® Vista/XP/2000/NT/ME/98 »» 300 MHz Pentium Processor/equivalent or higher »» 128 MB RAM »» 25 MB of hard disk free space, mouse or equivalent pointing device »» CD-ROM drive MR #050165 CMAT Software $ 128.95 MR #050166 CMAT Software and CMAT Complete Kit 449.95

Statistical Characteristics of the CMAT Finally, examiners have a psychometrically sound, content-oriented, clear alternative to existing tests of mathematical abilities. All subtests and composites are based on familiar metrics. The subtests have a mean of 10 and a standard deviation of 3; composites have a mean of 100 and a standard deviation of 15. This provides for extreme ease of use and comparability with other tests. Both age-based norms (ages 7 through 18) and fall and spring grade-based norms (Grades 3 through 12) are provided, giving the examiner flexibility in meeting state and local education agency guidelines. Reliability was determined using standard methods for estimating the internal consistency of the subtests and composites. Reliability estimates are uniformly high, with all composites and most subtest reliability values exceeding or rounding to .90. Coefficients for time sampling and interscorer reliability are also presented. The CMAT manual provides clear evidence for validity. Strong evidence of content-description validity, criterion-prediction validity, and construct-identification validity is provided, including correlational research with individual and group mathematics tests, intelligence tests, and measures of academic ability. National Standardization and Sample Bias The CMAT was normed on a national sample of more than 1,600 students whose demographic characteristics match those of the United States according to the 2000 census report. The normative group was stratified on the basis of age, gender, race, ethnic group membership, geographic location, community size, and socioeconomic status (as indicated by educational attainment and family income).

50

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DEVELOPMENTAL & COGNITIVE

CTOBS­2 Criterion Test of Basic Skills

2002 Edition

James Evans · Kerth Lundell · William Brown

Ages: 6 though 11-11 Administration: Individual This instrument provides a criterion-referenced assessment of reading and arithmetic skills. The Reading subtest assesses basic word attack skills in the following areas: letter recognition, letter sounds, blending, sequencing, decoding of common spelling patterns and multisyllable words, and sight word recognition. The Arithmetic subtest assesses skills in these areas: counting, number concepts and numerical recognition, addition, subtraction, multiplication, and division, measurement concepts, fractions, decimals, and percents, geometric concepts, pre-algebra, and rounding and estimation. The manual contains more than 250 teacher-directed, independent, and peer tutoring activities correlated to the skill areas assessed and are arranged according to increasing difficulty. Administration and Scoring--This test can be administered in 15 to 20 minutes by school psychologists, resource teachers, classroom teachers, and aides. Performance is profiled on the facesheet of the record form, and areas in need of remediation are easily identified.

CTOBS Complete Kit includes: Manual, 25 Arithmetic Recording Forms, 25 Reading Recording Forms, 25 Math Problem Sheets, Test Plates, in vinyl folder.

The LRS, 2006 Edition remains a powerful tool that assists school professionals when making the sensitive and often difficult decision about promoting or retaining a child. This revised edition includes: »» consideration of whether or not a student has preschool experience »» an up-to-date review of the current findings on both sides of the issue »» a changed score structure for the items »» revised item descriptions »» new cutoff scores

LRS-2006 Light's Retention Scale

2006 Edition

H. Wayne Light Ages: 6 through 18 Administration: Individual The LRS 2006 Edition provides opportunities for dialogue between parents and educators to assure all involved that the retention decision is based on thoughtful, professional findings. The comprehensive literature review provides up-todate summaries of numerous research reports as well as historical views so that educators may see how educational practice and thinking has changed over the years (or not). The LRS 2006 Edition is designed to include parents in the process used by educators and administrators to evaluate the needs of the student. The record form is easy to use, identifying 20 areas of interest. Details (from current literature) that explain the rationale for including each area in the LRS, 2006 Edition, are provided in the manual. The Light's Parent Guide explains each factor in detail, as well as the rationales used in making the decision. Parent Guides are available in Spanish. The optional School Administrator's Kit contains Worksheets, Parent Consent forms, and Appeal forms that may be useful when documenting the decision process. The framework provided by the LRS, 2006 Edition, helps parents, administrators, and other educational professionals to sort, objectively, the many factors that will influence the outcome of this important decision in regard to the student's well-being. Administration and Scoring The LRS, 2006 Edition, is designed to be completed during a parent conference. Each of the 20 factors is scored to reflect the impact that each factor may have regarding the question of retention or not. The sum of the ratings is then compared to cutoff scores (provided in the Manual) to help determine if retention would be helpful or potentially harmful to the child.

LRS-2006 Complete Kit includes: Examiner's Manual, 50 English Recording Forms, 50 English Parent Guides, in vinyl folder.

MR #026212 MR #026213 MR #026214 MR #026215 MR #026216 MR #026217

CTOBS­2 Complete Kit CTOBS­2 Examiner's Manual CTOBS­2 Arithmetic Recording Forms (25) CTOBS­2 Reading Recording Forms (25) CTOBS­2 Math Problem Sheets (25) CTOBS­2 Test Plates (Stimulus Cards)

$ 128.95 28.95 28.95 28.95 13.95 28.95

TOMA­2 Test of Mathematical Abilities

Second Edition

Virginia L. Brown · Mary E. Cronin · Elizabeth McEntire Ages: 8 through 18 Testing Time: 60 to 90 minutes Administration: Individual The TOMA­2 was developed for use in Grades 3 through 12. It measures math performance on the two traditional major skill areas in math (i.e., story problems and computation) as well as attitude, vocabulary, and general application of mathematics concepts in real life. This norm-referenced test can be used to monitor progress, evaluate programs, and do research. The TOMA­2 has five subtests: four in the core battery (Vocabulary, Computation, General Information, and Story Problems) and one supplemental subtest (Attitude Toward Math). The standardization sample comprises 2,147 students representing 26 states. The characteristics of the sample are similar to those reported in the 1990 Statistical Abstract of the United States for the population as a whole. The results of the test, which takes approximately an hour to an hour and a half to administer, can be reported in standard scores, percentiles, and grade or age equivalents. The standard scores of the core battery are combined to constitute a total score, called the Math Quotient. Normative information is given for students ages 8-0 through 18-11. Reliability coefficients for the subtests are above .80; those for the quotient mostly exceed .90. Ample evidence of content, criterion-related, and construct validity is provided in the manual.

TOMA­2 Complete Kit includes: Examiner's Manual and 25 Profile/Record Forms, all in a sturdy storage box. (1994)

MR #042852 MR #042853 MR #042854 MR #042855

LRS-2006 Complete Kit LRS-2006 Examiner's Manual LRS-2006 English Recording Forms (50) LRS-2006 English Parent Guides (50)

$ 108.95 39.95 39.95 28.95 $ 22.95

Complete LRS-2006 School Administrator's Kit includes: 50 Retention Worksheets, 25 Parent Consent Forms, 25 Appeal Forms.

MR #026251 LRS-2006 School Administrator's Kit

BARSCH­R Barsch Learning Style Inventory­Revised

MR #005260 TOMA­2 Complete Kit MR #005261 TOMA­2 Examiner's Manual MR #005262 TOMA­2 Profile/Record Forms (25)

PHONE 877-414-6463 (TOLL FREE) FAX 877-585-2992 (TOLL FREE) www.mindresources.com

$ 108.95 56.95 53.95

Jeffrey Barsch Ages: 14 to Adult Testing Time: 5 to 10 minutes Administration: Individual This popular inventory is an informal, self-reporting instrument that provides the high school or collegelevel student with an indication of the relative strengths and weaknesses in learning through different sensory channels: auditory, visual, tactile, and, in this newly revised edition, kinesthetic. It is especially useful for assessing the unique learning styles of learning disabled students. The Study Tips component gives guidelines on how to maximize individual learning styles. The Inventory, completed in 5-10 minutes, yields scores for visual, auditory, tactile, and kinesthetic learning styles. It is appropriate for all students; LD youngsters may require assistance.

BARSCH­R Complete Kit includes: 10 Inventories and 10 Effective Study Tips

MR #026252 BARSCH­R Complete Kit

MIND RESOURCES 130 SHOEMAKER STREET KITCHENER, ONTARIO N2E 3G4

$ 15.95

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DEVELOPMENTAL & COGNITIVE

APPSI Assessment for Persons Profoundly or Severely Impaired

Patricia Connard · Sharon Bradley-Johnson Ages: 0 through 8 months Testing Time: 30 to 60 minutes Administration: Individual Obtain assessment results relevant to planning effective intervention for individuals functioning at the lowest levels of mental development. The APPSI was designed specifically for clinicians working with clients of any age who are preverbal and functioning at a mental age of 0 to 8 months. The APPSI is individually administered in 30 to 60 minutes. Discover clients' preferences for visual, auditory, and tactile stimuli on the receptive side, and for social interaction and methods of communicative output, all with this easy-to-administer test. You'll find the test aligned with the Piagetian sensorimotor framework of Stages I through III. The APPSI aids in defining individuals' preferred methods of communication, which is useful for planning instruction to enhance the independence of these individuals. The APPSI is not normed, but it was piloted in three states with 32 individuals (ages 2 through 24) with profound to severe impairments. Reliability coefficients for the test range from .76 to .92, indicating a very high level of reliability.

APPSI Complete Kit includes: Examiner's Manual, 25 Record Booklets, 25 Profile/Summary Forms, a set of cards, and several other manipulatives, all in a sturdy storage box. (1998)

ABS­S:2 AAMR Adaptive Behavior Scales

School: Second Edition

Ages: 3-0 through 18-11 Testing Time: 15 to 30 minutes Administration: Individual Since its initial publication, investigators have shown the usefulness of the Adaptive Behavior Scales­School Edition for (a) assessing the current functioning of children being evaluated for evidence of mental retardation, (b) evaluating adaptive behavior characteristics of children with autism, and (c) differentiating children with behavior disorders who require special education assistance from those with behavior problems who can be educated in general education programs. This revision of the ABS­S builds on the authors' evidence for the scales' reliability and validity while capitalizing on the most recent scientific evidence available. The current scale is divided into two parts. Part One focuses on personal independence and was 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 instrument was first published. These studies consistently identify five factors: Personal Self-Sufficiency, Community Self-Sufficiency, Personal­Social Responsibility, Social Adjustment, and Personal Adjustment. Domain raw scores convert 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 .80.

ABS­S:2 Complete Kit includes: Examiner's Manual, 25 Examination Booklets, and 25 Profile/Summary Forms, all in a sturdy storage box. (1993)

Nadine Lambert · Kazuo Nihira · Henry Leland

MR #015726 MR #016147 MR #016148 MR #016149 MR #016150

APPSI Complete Kit APPSI Examiner's Manual APPSI Record Booklets (25) APPSI Profile/Summary Forms (25) APPSI Object Kit

$ 219.95 59.95 59.95 35.95 70.95

ABS­RC:2 AAMR Adaptive Behavior Scales

Residential and Community: Second Edition

Kazuo Nihira · Henry Leland · Nadine Lambert Ages: 18-0 through 80-0 Testing Time: 15 to 30 minutes Administration: Individual The ABS­RC:2 is the 1993 revision of the 1969 and 1974 AAMD Adaptive Behavior Scales. The latest version of the Adaptive Behavior Scales is the product of a comprehensive review of the earlier versions of the rating scales relating to persons with mental retardation in the United States and other countries. The items of the ABS­RC:2 have undergone numerous modifications since the 1969 edition as a result of intensive item analyses over time, with groups that varied with respect to adaptive behavior levels. The scale items that survived this process were selected on the bases of their interrater reliability and their effectiveness in discriminating (a) among institutionalized persons with mental retardation and those in community settings who previously had been classified at different adaptive behavior levels according to the AAMD's Classifi-cation in Mental Retardation (Grossman, 1983), and (b) among adaptive behavior levels in public school populations. 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 4,000 persons from 43 states with developmental disabilities who reside in institutional communities or in residential settings. The test has been extensively examined with respect to reliability and validity, and the evidence supporting the scale's technical adequacy is provided in the manual. Internal consistency reliabilities and stability for all scores exceed .80.

ABS­RC:2 Complete Kit includes: Examiner's Manual, 25 Examination Booklets, and 25 Profile/Summary Forms, all in a sturdy box. (1993)

MR #004899 MR #004900 MR #004901 MR #004902

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MR #004906 ABS­2 Complete (S:2 and RC:2) Combo Kit

ORDER COMBO KIT OF BOTH THE ABS­S:2 AND THE ABS­RC:2

MR #004907 MR #004908 MR #004909 MR #004910 MR #004911 MR #004912

ABS­RC:2 Complete Kit ABS­RC:2 Examiner's Manual ABS­RC:2 Examination Booklets (25) ABS­RC:2 Examination Booklets (100) ABS­RC:2 Profile/Summary Forms (25) ABS­RC:2 Profile/Summary Forms (100)

$ 177.95 70.95 74.95 267.95 35.95 116.95

52

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DEVELOPMENTAL & COGNITIVE

LDDI Learning Disabilities Diagnostic Inventory

A Method to Help Identify Intrinsic Processing Disorders in Children and Adolescents

Donald D. Hammill · Brian R. Bryant Ages: 8 through 17 Testing Time: 10 minutes Administration: Individual NO LONGER must diagnoses of LD be dependent solely upon IQ tests, achievement tests, or discrepancy formulas. AT LONG LAST there is a way to identify intrinsic processing disorders. The LDDI provides a way to reintroduce clinical/teacher judgment into the diagnostic process. It gives the professional a diagnostic approach shown to be without gender, racial, or ethnic bias. The LDDI »» Is easy to use »» Yields a profile that distinguishes students with LD from other low achievers »» Has an inventory that the rater can complete in 10 minutes What is the LDDI? The LDDI is a rating scale designed to help psychologists, diagnosticians, LD specialists, speech­language pathologists, and others identify (i.e., diagnose) intrinsic processing disorders and learning disabilities in students between the ages of 8-0 and 17-11. A reliable and valid norm-referenced inventory, the LDDI is composed of six independent scales--one for each of the areas listed in the definition by the U.S. Office of Education and the National Joint Committee on Learning Disabilities: Listening, Speaking, Reading, Writing, Mathematics, and Reasoning. Each scale contains 15 easy-to-rate items. The items were generated after an extensive review of theoretical writings and empirical studies in learning disabilities, especially the literature that focused on the neuropsychological aspects of the disabilities. The appropriateness of the behaviors represented by the items was confirmed in a survey of experts in the field and by extensive research that is reported in the manual. The LDDI was built for the single purpose of helping professionals identify learning disabilities in individuals. It is not an ability or achievement measure (i.e., it will not tell you how well or how poorly students read, write, speak, and so forth). Instead, the LDDI will tell you the extent to which students' skill patterns in a particular area (e.g., reading, writing) are consistent with those of individuals known to have LD in that area (e.g., dyslexia, dysgraphia). Thus, using the LDDI shifts the diagnostic emphasis away from interpreting norm-referenced ability test scores and toward studying an individual's skill patterns, especially those patterns that are indicative of people who are known to have specific learning disabilities. Who can use the LDDI? The examiner should be a school psychologist, educational diagnostician, speech­language pathologist, LD specialist, or similarly trained professional who knows how to interpret quantitative and qualitative information and use it to diagnose specific learning disabilities. The rater is the person (e.g., general educator, speech­language pathologist, special educator) who actually works closely with the individual being evaluated and who is well acquainted with his or her skills in listening, speaking, reading, writing, mathematics, and/or reasoning. Statistical characteristics of the LDDI The LDDI was built with the American Psychological Association's standards for technical adequacy clearly in mind. The test was normed on 2,152 students with learning disabilities residing in 43 states and the District of Columbia. The sample characteristics were stratified by age and keyed to the demographic characteristics reported in the 1996 Statistical Abstract of the United States. The LDDI reports its scores in terms of stanines. Reliability--Internal consistency reliability coefficients exceed .90 for all scales. Validity--Numerous validity studies were conducted to ensure that the LDDI scores have content-description, criterion-prediction, and constructidentification validity. Controlling for test bias--Numerous steps were taken to detect and eliminate sources of cultural, gender, and racial bias.

LDDI Complete Kit includes: Examiner's Manual and 50 Rating Summary Booklets, all in a sturdy storage box. (1998)

ADHDT Attention-Deficit/Hyperactivity Disorder Test

A Method for Identifying Individuals with ADHD

James E. Gilliam Ages: 2 through 23 Testing Time: 5 to 10 minutes Administration: Individual The Attention-Deficit/Hyperactivity Disorder Test (ADHDT) is an effective instrument for identifying and evaluating attention-deficit disorders in persons ages 2 to 23. 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 DSM­IV, the ADHDT contains 36 items that describe characteristic behaviors of persons with attention-deficit/hyperactivity disorder. These items constitute 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 also can be used for evaluating treatment strategies and in research projects. Normed in 1993 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, ethnicity, and socioeconomic status. Separate norms are available for males and females. Studies of internal consistency and test­retest reliability produced high (.90+) coefficients. Additional studies confirmed the test's content, construct, and criterion-related validity. Concurrent validity was established by correlating the ADHDT with other tests, including the Conners' Rating Scales, the Attention Deficit Disorders Evaluation Scale, and the ADD-H Comprehensive Teacher's Rating Scale. The results of these studies attest to the ADHDT's utility and effectiveness in the evaluation of ADHD. Extensive evidence of the statistical properties of the test is reported in the test manual.

ADHDT Complete Kit includes: Examiner's Manual and 50 Summary/Response Forms, all in a sturdy storage box. (1995)

MR #004877 ADHDT Complete Kit MR #004878 ADHDT Examiner's Manual MR #004879 ADHDT Summary/Response Forms (50)

$ 130.95 76.95 59.95

S­ADHD­RS Spadafore ADHD Rating Scale

Gerald J. Spadafore · Sharon J. Spadafore Ages: 5 through 19

The Spadafore Attention Deficit Hyperactivity Disorder Rating Scales (S-ADHD-RS) quantifies ADHD behaviors and indicates the severity of the behaviors. The S-ADHD-RS 50-item questionnaire yields information about three behavioral clusters: impulsivity / hyperactivity, attention, and social adjustment. The S-ADHDRS utilizes only one setting -- the classroom, where negative consequences of ADHD are most critical. The S-ADHD-RS assessment procedure is linked to appropriate intervention strategies (provided in the manual). Administration and Scoring A 5-point (Likert-type) scale quantifies the severity of the behavior in question. Observations are completed byt he classroom teacher, and ADHD diagnosis is made by school psychologists using the S-ADHD-RS in conjuction with other data. Separate age-based norms for boys and girls convert raw scores to percentile ranks. S­ADHD­RS Complete Kit includes: Examiner's Manual, 25 Scoring Protocols, 25 Observation Forms, 25 Medication Tracking Forms, in a vinyl folder. MR #026235 MR #026236 MR #026237 MR #026238 MR #026239 S­ADHD­RS Complete Kit S­ADHD­RS Examiner's Manual S­ADHD­RS Scoring Protocols (25) S­ADHD­RS Observation Forms (25) S­ADHD­RS Medication Tracking Forms (25)

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MR #017379 LDDI Complete Kit MR #017380 LDDI Examiner's Manual MR #017381 LDDI Rating Summary Booklets (50)

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53

DEVELOPMENTAL & COGNITIVE

ELP Eclectic Learning Profile

Erica Warren Ages: 3 to Adult Testing Time: 10 to 15 minutes Administration: Individual Eclectic Learning Profile is an informal self-report checklist completed by students that can help you quickly define empowering learning environments and instructional methods, discover the best ways to accommodate a student, and help students get organized. It can provide a starting point for discussions with counseling, learning, or employment professionals to help define appropriate placements and work environments. Statements describe 12 ways to learn: visual, auditory, tactile, kinesthetic, sequential, simultaneous, reflective, verbal, interactive, direct experience, indirect experience, and through rhythm. The manual provides information about organizational plans and learning strategies, and suggestions for addressing the learning styles of students. Administration and Scoring--Two forms are presented; one for Grades 3 ­ 6; the other for Grades 7 through adulthood. The ELP can be completed easily and no writing is required of the respondents. Profile Summary forms use convenient graphs for score interpretation.

ELP Complete Kit includes: Examiner's Manual, 25 Elementary/Adult Profiles, 25 Profile Summary Forms.

OASIS­3 Occupational Aptitude Survey and Interest Schedule­Third Edition

Randall M. Parker Ages: Grades 8 through 12 and adult Testing Time: 30 to 45 minutes Administration: Individual or group The Occupational Aptitude Survey and Interest Schedule­Third Edition (OASIS­3) consists of two related tests: the OASIS­3 Aptitude Survey and the OASIS­3 Interest Schedule. The tests were normed on the same national sample of 2,005 individuals from 20 states. Teachers, counselors, and other professionals can easily use the OASIS­3 to assist in the career development of students in Grades 8 through 12 and adults. The OASIS­3 can be administered individually or in groups. Each test takes from 30 to 45 minutes to administer and can be hand scored or machine scored.

MR #035133 ELP Complete Kit $ 56.95 MR #035134 ELP Examiner's Manual 28.95 MR #035135 ELP Elementary/Adult Profiles with Summary Forms (25) 28.95

WPP Work Personality Profile and Computer Report

Jeanne Neath · Brian Bolton Ages: 16+ Testing Time: 5 to 10 minutes Administration: Individual The Work Personality Profile and Computer Report (WPP) is a standardized observer-rating instrument used to generate information that assists in identifying and obtaining a job that correlates with an individual's interests and strengths. The assessment uses standardized judgments about work behaviors as a basis for producing information that is specifically relevant to the goals of vocational rehabilitation. Although the WPP is appropriate for a variety of populations, it has been most commonly used with adolescents and adults who have significant disabilities. The WPP includes two forms: the Professional Form and the Self-Report Form, both of which have 58 items designed to assess work behaviors that are pertinent to achieving and maintaining employment. The Professional Form is completed by someone (e.g., teacher, vocational coordinator, vocational evaluator, rehabilitation specialist) who has observed the individual sufficiently enough to respond to statements about his or her job-related behavior. The individual then completes the Self-Report Form, when doing so is appropriate or possible. After the forms are completed, they are scored with the WPP Computer Report based on 11 rationally derived work behavior scales as well as 5 factor scales. The computer program compares the individual's work behaviors with those of either a normative group or groups that have been specified by the professional, then producing a percentile rank for each of the 16 specified scales. The program also will compare the reports of the professional with those of the individual and subsequently compares the individuals, overall work behaviors with the work behavior requirements of a specific job. The program then matches the individual to 18 different entry-level positions based on the WPP assessment.

COMPLETE WPP KIT INCLUDES: Examiner's Manual, Pad of 50 Professional Forms, Pad of 50 Self-Report Forms, and the Computer Report Software all in a sturdy storage box. (© 2008)

Aptitude Survey (AS)

The OASIS­3 Aptitude Survey measures six broad aptitude factors that are directly related to skills and abilities required in more than 20,000 jobs listed in the Dictionary of Occupational Titles. The Aptitude Survey yields six scores: General Ability, Verbal Aptitude, Numerical Aptitude, Spatial Aptitude, Perceptual Aptitude, and Manual Dexterity. Validity coefficients with similar subtests of the General Aptitude Battery range from .60 to .80. Median alpha reliabilities range from .70 to .91. Each Aptitude Survey kit can test up to 50 students in groups of 10.

COMPLETE OASIS­3 APTITUDE SURVEY KIT INCLUDES: Examiner's Manual, 10 Student Test Booklets, 50 hand-scorable Answer Sheets, 1 sample Interpretation Workbook, 50 Student Profiles, Scoring Key Vocabulary and Computation Transparencies, and Interpretation Workbook, all in a sturdy storage box. (2001)

MR #025264 MR #025265 MR #025266 MR #025267 MR #025268 MR #025269

OASIS­3:AS Complete Kit OASIS­3:AS Examiner's Manual OASIS­3:AS Student Booklets (10) OASIS­3:AS Student Answer Sheets (50) OASIS­3:AS Student Profiles (50) OASIS­3 AS/IS Interpretation Workbook (25)

$ 199.95 70.95 53.95 53.95 32.95 70.95

Interest Schedule (IS)

The OASIS­3 Interest Schedule measures 12 interest factors directly related to the occupations listed in the Guide of Occupational Exploration. The factors are Artistic, Scientific, Nature, Protective, Mechanical, Industrial, Business Detail, Selling, Accommodating, Humanitarian, Leading­Influencing, and Physical Performing. The Interest Schedule contains 240 items scored as Like, Neutral, or Dislike. Alpha reliabilities range from .83 to .96. Construct validity was determined through principal components analysis and empirical research.

COMPLETE OASIS­3 INTEREST SCHEDULE KIT INCLUDES: Examiner's Manual, 25 Student Test Booklets, 50 hand-scorable Answer Sheets, 50 Profile Sheets, Sample Interpretation Workbook, 50 Scoring Forms, and Interpretation Workbook, all in a sturdy storage box. (2001)

MR #049370 MR #049371 MR #049372 MR #049373

WPP Complete Kit WPP Examiner's Manual WPP Professional Forms (50) WPP Self-Report Forms (50)

$ 104.95 51.95 31.95 31.95

MR #025258 MR #025259 MR #025260 MR #025261 MR #025262 MR #025263 MR #025269

OASIS­3:IS Kit OASIS­3:IS Examiner's Manual OASIS­3:IS Student Booklets (25) OASIS­3:IS Student Answer Sheets (50) OASIS­3:IS Student Profiles (50) OASIS­3:IS Scoring Forms (50) OASIS­3 AS/IS Interpretation Workbook (25)

$ 217.95 70.95 53.95 32.95 32.95 32.95 70.95

54

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DEVELOPMENTAL & COGNITIVE

CAS­2 Cognitive Abilities Scale­Second Edition

Sharon Bradley-Johnson · C. Merle Johnson Ages: 3 months through 3 years Testing Time: 20 to 30 minutes Administration: Individual The Cognitive Abilities Scale­Second Edition (CAS­2) provides norm-referenced results useful in identifying children who have delays in cognitive development. A General Cognitive Quotient describes overall performance across all test items. A Nonvocal Cognitive Quotient describes children's ability excluding performance on vocal items. This quotient is used for infants, toddlers, and preschoolers who are shy, have unintelligible speech, or are unwilling or unable to vocalize or talk. Results from the CAS­2 provide detailed information for planning instructional programs. The CAS­2 is playful in nature, and the engaging toys enhance children's interest as well as the validity of the results. The CAS­2 was designed to ease administration and scoring for examiners, and the kit is easy to transport. The inconsistent nature of infants' and toddlers' responding is considered in the format of the test. The Infant Form allows testing of children as young as 3 months. It consists of 79 items divided into 3 sections: Exploration of Objects, Communication with Others, and Initiation and Imitation. The Preschool Form contains 88 items divided into 5 sections: Oral Language, Reading, Math, Writing, and Enabling Behaviors.

CAS­2 Complete Kit includes: Examiner's Manual, 25 Profile/Examiner Record Booklets (Infant Form), 25 Profile/Examiner Record Booklets (Preschool Form), 25 Symbol Reproduction Forms, 25 copies of "Mikey's Favorite Things," Picture Cards, Ramp, and Manipulatives kit, all in a sturdy attaché case. (2001)

DAYC Developmental Assessment of Young Children

Judith K. Voress · Taddy Maddox Ages: Birth through 5 Testing Time: 10 to 20 minutes Administration: Individual Use the DAYC to identify children birth through 5-11 with possible delays in the domains of cognition, communication, social­emotional development, physical development, and adaptive behavior. You'll have five subtests (one for each of the above domains) to administer separately or as a comprehensive battery to individual children in about 10 to 20 minutes. You will be able to identify infants and young children who may benefit from early intervention. Each of the five domains this test measures reflects an area mandated by IDEA for assessment and intervention for young children. Tailor your assessment to your clients' needs by assessing any combination of these domains. Involve parents and caregivers by interviewing them as part of the assessment process. The DAYC format allows you to obtain information about a child's abilities through observation, interview of caregivers, and direct assessment. The DAYC may also be used in arena assessment so that each discipline can use the evaluation tool independently.

DAYC Complete Kit includes: Examiner's Manual; 25 each of Adaptive, Cognitive, Communication, Physical, and Social­Emotional Scoring Forms; and 25 Profile/Summary Forms, all in a sturdy storage box. (1998)

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CAS­2 Complete Kit $ 519.95 CAS­2 Examiner's Manual 85.95 CAS­2 Profile/Examiner Booklets (Infant Form) (25) 46.95 CAS­2 Profile/Examiner Booklets (Preschool Form) (25) 46.95 CAS­2 Symbol Reproduction Forms (25) 17.95 CAS­2 Manipulatives Kit 242.95 CAS­2 "Mikey's Favorite Things" Book (25) 47.95 CAS­2 Picture Cards 35.95 CAS­2 Ramp 10.95

DOCS

MR #017280 MR #017281 MR #017282 MR #017283 MR #017284 MR #017285 MR #017286 MR #017287

DAYC Complete Kit $ 278.95 DAYC Examiner's Manual 65.95 DAYC Adaptive Domain Scoring Forms (25) 35.95 DAYC Cognitive Domain Scoring Forms (25) 35.95 DAYC Communication Domain Scoring Forms (25) 35.95 DAYC Physical Domain Scoring Forms (25) 35.95 DAYC Social­Emotional Domain Scoring Forms (25) 35.95 DAYC Profile/Summary Forms (25) 23.95

Developmental Observation Checklist System

A Systems Approach to Assessing Very Young Children

Wayne P. Hresko · Shirley A. Miguel · Rita J. Sherbenou · Steve D. Burton Ages: Birth through 6 Testing Time: 30 minutes Administration: Individual The DOCS is a three-part inventory/checklist system for the assessment of very young children with respect to general development (DC), adjustment behavior (ABC), and parent stress and support (PSSC). The DC component measures the areas of language, motor, social, and cognitive development. The test is suitable for ages birth through 6 and can be completed by parents or caregivers. Family involvement, as mandated by P.L. 99-457, is addressed by the parent-report nature of the DOCS questionnaire. Primary caregivers other than parents also may complete the DC Profile/Record Form if their responses are based on careful observation of the child's daily behaviors. The DOCS provides quotients, NCE scores, age equivalents, and percentiles.

DOCS Complete Kit includes: Examiner's Manual, 25 Cumulative Profile/Record Forms, 25 DC Profile/Record Forms, 25 ABC Profile/ Record Forms, and 25 PSSC Profile/Record Forms, all in a sturdy storage box. (1994)

MR #004783 MR #004784 MR #004785 MR #004786 MR #004787 MR #004788

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DOCS Complete Kit DOCS Examiner's Manual DOCS Cumulative Profile/Record Forms (25) DOCS:DC Profile/Record Forms (25) DOCS:ABC Profile/Record Forms (25) DOCS:PSSC Profile/Record Forms (25)

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$ 196.95 71.95 23.95 59.95 23.95 23.95

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