Assessment
APTITUDE: INTELLECTUAL TESTING / COGNITIVE ASSESSMENT
Slosson Intelligence Test – This is language based test that require verbal conceptualization, learned knowledge, working memory, verbal expression, factual knowledge and reasoning and includes school based knowledge.
Shipley Intelligence – This test is designed to provide an estimate of cognitive functioning. The test measures crystallized knowledge and fluid reasoning intellectual functioning across three domains including language based vocab skills, language free block pattern designs, and nonverbal abstractions / problem solving.
Wechsler Abbreviated Scale Of Intelligence – This test is designed to provide an estimate of cognitive functioning. The abbreviated test measures intellectual functioning across two domains including Crystallized knowledge—That gained through education and experience (i.e., language based vocabulary skills) and Fluid reasoning—The capacity to use logic to learn and acquire new information or solve problems (i.e., language free problem solving).
Peabody Picture Vocabulary Test – This test is a vocabulary and word retrieval measure of learned vocabulary knowledge and receptive language.
Test of Nonverbal Intelligence or Primary Test of Nonverbal Intelligence – A nonverbal-language free measure that requires innate intelligence that may not be school taught including aptitude, attention to detail, abstract reasoning and problem solving abilities.
Wechsler Preschool and Primary Scale of Intelligence –This test assesses cognitive ability and provides an overall estimate of general intellectual functioning. It also assesses a range of cognitive abilities, measured by a variety of verbal language-based, reasoning and conceptual, processing speed, and memory task. These test reflect a person’s current ability to solve problems, think abstractly, think quickly, deifier details, memorize, recall and retain information, deal with new situations, profit from experience, and make use of knowledge acquired from one’s environment. Note: frequently, only 2 non-verbal visual spatial subtests will be administered measuring capabilities to perceive an abstract design, analyze its parts, and reproduce a design from a model. This requires visual-spatial and visual-motor skills.
MINI MENTAL STATUS EXAM (MMSE) – The Mini Mental State Examination is a tool that can be used to systemically and thoroughly assess mental status. It is an 11-question measure that tests five areas of cognitive function: orientation, registration, attention, and calculation, recall, and language.
BRIEF COGNITIVE STATUS EXAM (ages 17 and older) helps evaluate global cognitive functioning in patients with dementia, mild MR, TBI, or suspected Alzheimer’s disease. BCSE is designed to yield a performance classification focused on impaired rather than normal or superior performance. The BCSE covers multiple cognitive domains: Orientation, Time, Mental Control, Planning and Visual-Perceptual Processing, Incidental Recall, and Inhibitory Control and Verbal Productivity
PROCESSING SPEED
Wechsler Intelligence Test subtest Processing speed (PSI) – This subtest measures one’s abilities to focus attention and quickly scan, discriminate between, and sequentially order visual information. It requires persistence and planning ability, but is sensitive to motivation, difficulty working under a time pressure, and motor coordination.
Symbol Digit Modalities Test (SDMT) – Ages 8 to 78: The SDMT has been documented as effective in the differentiation of brain-damaged patients from psychotic patients, the differentiation of organic disorders from depressive disorders, the early detection of senile dementia and Huntington’s disease, the differential diagnosis of children with learning disorders, and the early identification of children likely to have reading problems. The SDMT is relatively free of cultural bias and can be administered to individuals who do not speak English.
MEMORY
Wechsler Intelligence Test subtest Digit Span (DS): Working memory: Abilities to store and manipulate information for a short span of time. Digit Span is auditory based and assesses one’s short-term memory for retaining and recalling spoken number’s and/or letters in specific orders.
Child and Adolescent Memory Profile – The CHAMP test assesses visual and verbal memory in children, adolescents, and young adults (i.e., 5-21). Note: only the auditory test (verbal short-term memory) was administered.
ACHIEVEMENT TEST
Wide Range Achievement Testing – This is an achievement test, which measures an individual’s ability to read words, comprehend sentences, spell, and compute solutions to math problems.
ADAPTIVE / FUNCTIONAL / DEVELOPMENTAL ASSESSMENT
Development Test Of Visual-Motor Integration – Visual-motor integration is the degree to which visual perception and finger-hand movements are well coordinated. The VMI is designed to assess the extent to which an individual can coordinate their finger and hand movements with what their eyes perceive. VMI performance includes the ability to control impulses and focus to complete complex tasks, and potentials for successful written expression. Any weakness in this area may be impacted by lacking attention to detail and/or may likely impede handwriting.
Developmental Profile – The Developmental Profile evaluates children’s functioning and measures development across five scales: 1) Physical: Large- and small-muscle coordination, strength, stamina, flexibility, and sequential motor skills. 2) Adaptive Behavior: Ability to cope independently with the environment—to eat, dress, work, use current technology, and take care of self and others. 3) Social–Emotional: Interpersonal skills, social–emotional understanding, functioning in social situations, and manner in which the child relates to peers and adults. 4) Cognitive: Intellectual abilities and skills prerequisite for academic achievement. 5) Communication: Expressive and receptive communication skills, including written, spoken, and gestural language
Vineland Adaptive Behavior Scales – Adaptive testing measures the personal and social skills of individuals from birth through adulthood. The Vineland assesses three broad domains of adaptive functioning specified by the American Association on Intellectual and Developmental Disabilities and by DSM: 1) Communication 2) Daily Living Skills 3) Socialization.
Texas Functional Living Scale – Adaptive test that provides an ecologically valid, performance-based screening tool to help identify the level of care an individual requires. TFLS is a performance-based measure of functional abilities with an emphasis on instrumental activities of daily living skills that is brief and weighted toward cognitive tasks.
Functional Limitations Assessment (FLA) – The FLA is based on the federal government’s definition of developmental disabilities. This includes disabilities that are chronic and attributable to mental and/or physical impairments, are evident prior to age twenty-two, tend to be lifelong and result in substantial limitations in three or more of the following major life activities (i.e., self-care, communication, learning, mobility, self-directions, and capacity for independent living). Note: Functional limitations can include people who never had the opportunity to learn.
AUTISM TEST
The Autism Spectrum Rating Scales (ASRS) – Provides the first nationally standardized, norm-referenced ASD Rating Scale. This multi-informant measure helps identify symptoms, behaviors, and associated features of Autism Spectrum Disorders (ASDs) in children and adolescents aged 2 to 18 years.
Social Responsiveness Scale (SRS-2) – Identifies social impairment associated with autism spectrum disorders (ASDs) and quantifies its severity. It’s sensitive enough to detect even subtle symptoms, yet specific enough to differentiate clinical groups, both within the autism spectrum and between ASD and other disorders
Childhood Autism Rating Scale (CARS-2) – One of the most widely used and empirically validated autism assessments. It has proven especially effective in discriminating between children with autism and those with severe cognitive deficits, and in distinguishing mild-to-moderate from severe autism.
EXECUTIVE FUNCTIONING TESTING
Behavior Rating Inventory of Executive Function (BRIEF) – Children / Teens
Assess executive function behaviors and self-regulation in the school and home environments with the BRIEF, a questionnaire developed for parents and teachers of school-age children as well as self-report.
Behavior Rating Inventory of Executive Function (BRIEF) – Adult
Assess executive function behaviors and self-regulation in Adults with the BRIEF, a questionnaire developed as a self-report and also offers a rating by another person who is familiar with the person being examined.
EMOTIONAL / BEHAVIOR TEST
The Aberrant Behavior Checklist (ABC) is one of the few empirically developed scales designed to measure psychiatric symptoms and behavioral disturbance exhibited by individuals with IDD across 5 domains: Irritability, Agitation, & Crying; Lethargy/Social Withdrawal; Stereotypic Behavior; Hyperactivity/Noncompliance; and Inappropriate Speech. The ABC originally was developed to assess the effectiveness of psychotropic medication, and has been used extensively in pediatric, as well as adult behavioral and psychiatric research due to its high reliability and validity.
Clinical Assessment of Behavior (CAB) – An objective, comprehensive, and highly reliable behavior rating scale that is closely aligned with current diagnostic criteria found in the DSM.
The Symptom Checklist (SCL-90-R) – A relatively brief self-report psychometric instrument (questionnaire) published by the Clinical Assessment division of the Pearson Assessment & Information group. It is designed to evaluate a broad range of psychological problems and symptoms of psychopathology.
PRIME test of Schizophrenia measures various forms of psychoticism – The PRIME screen is a self-administered questionnaire designed to quickly assess individuals at risk for developing a psychotic disorder.
Bipolar Spectrum Diagnostic Scale – The BSDS is a self-administered questionnaire designed to quickly assess an individual’s mood dysregulation symptoms related to depression, hypomania, and mania.
SPECTRA Indices of Psychopathology – This test provides a quick hierarchical assessment of adult psychopathology. It can be used to evaluate individuals in a variety of clinical settings, such as inpatient and outpatient clinics, hospitals, schools, and forensic settings. Spectra is a broadband, self-report inventory that measures psychopathology, cognitive complaints, psychosocial functioning, and suicidal ideation.
Multidimensional Anxiety Scale for Children (MASC) – This test aids in the early identification, diagnosis, treatment planning and monitoring of anxiety-prone youth. Assess a broad range of emotional, physical, cognitive and behavioral symptoms that represent important dimensions of childhood anxiety.
Beck Youth Inventories – This test provides five self-report scales that may be used separately or in combination to assess a child’s experience of depression, anxiety, anger, disruptive behavior and self-concept. The inventories are intended for use with children and adolescents between the ages of 7 and 18 years.
Children’s Measure of Obsessive-Compulsive Symptoms (CMOCS) – This test provides a psychometrically sound measure of obsessions, compulsions, and their impact on daily functioning–anchored in DSM-IV criteria for OCD
Obsessive-Compulsive Inventory Revised (OCI-R) – A self-report scale for assessing symptoms of Obsessive-Compulsive Disorder (OCD). It consists of 18 questions that a person endorses on a 5-point Likert scale. The possible range of scores is 0-72. Mean score for persons with OCD is 28.0 (SD = 13.53). Recommended cutoff score is 21, with scores at or above this level indicating the likely presence of OCD.
PERSONALITY ASSESSMENT
Personality Assessment Inventory (PAI) or Personality Assessment Inventory – Adolescent (PAI-A) – This test is an objective inventory of personality assesses psychopathological syndromes and provides information relevant for clinical diagnosis, treatment planning, and screening for psychopathology.
TRAUMA TEST
Trauma Symptom Inventory (TSI) or Trauma Symptoms Checklist for Children (TSCC) – This test is designed to evaluate posttraumatic stress and other psychological sequelae of traumatic events, including the effects of sexual and physical assault, intimate partner violence, combat, torture, motor vehicle accidents, mass casualty events, medical trauma, traumatic losses, and childhood abuse or neglect. The TSCC allows you to measure posttraumatic stress and related psychological symptomatology in children ages 8-16 years who have experienced traumatic events, such as physical or sexual abuse, major loss, or natural disasters, or who have been a witness to violence.
PROJECTIVE TEST
Rotter Incomplete Sentences Blank (RISB2) – This test provides a screening instrument that helps assess overall adjustment in adolescents and adults. Projective (RISB self-reported) statements reveal: