Speech Pathology Assessment Resource List: Language Instruments: A Selected Bibliography
The materials listed below are available
to Indiana residents from the Center for Disability Information and Referral (CeDIR),
Indiana Institute on Disability and Community, Indiana's University Center
for Excellence on Disabilities, 2853 E. Tenth Street, Bloomington, IN
47408-2696, 800/437-7924 (toll
free in Indiana; voice/TT), 812/855-9396 (Bloomington; voice/TT).
Restricted Checkout
Selected speech and language assessment instruments are available for preview and loan only to certified speech and language pathologists (SLPs) who reside or work in Indiana. SLPs may wish to borrow the instruments for preview, training, or for limited use to assess students with low incidence disabilities.
The following materials may be checked out for four weeks from the Center for Disability Information and Referral (CeDIR), Indiana Institute on Disability and Community, Indiana's University Center for Excellence on Disabilities (UCE), 2853 East Tenth Street, Bloomington, IN 47408-2696; 800/437-7924 (toll free; voice/text telephone); 812/855-9396 (Bloomington; voice/text telephone). Due to the sales agreement, a copy of the current SLP license document (i.e., teacher certification or Health Professions Bureau license) must be on file prior to loan of the materials. Additionally, a CeDIR registration card must be completed.
Each instrument is available on a first come, first served basis. There may be a waiting list for a particular item. Only three items can be checked out at one time. People interested in purchasing any of these instruments can contact CeDIR for ordering information. Neither the Institute nor CeDIR confer endorsement of the instruments by listing them below.
It is not always practical for a school district or an agency to purchase extensive speech and language assessment material. The Indiana Institute on Disability and Community has a collection of materials that may assist Indiana speech language pathologists. Some materials are on restricted checkout and others are available to anyone. Suggestions or comments about items can be directed to Beverly Vicker at 812/855-6508 or vickerb@indiana.edu.
Language Instruments
The following restricted checkout assessment tools evaluate some aspect of language. The authors are listed when relevant to prevent confusion between tests of similar names.
| Assessment Resource | Age | Description/Contents |
| ASSET (Assessing Semantic Skills through Everyday Themes) (Barrett) | 3 to 9 years | Uses receptive and expressive tasks that focus on labels, categories, attributes, functions, and definitions. |
| Bankson Language Test (BLT-2) | 3 to 7 years | Focuses on semantic knowledge, morphological and syntactical rules, and pragmatics. |
| Boehm Test of Basic Concepts-Preschool Version | 3 to 5 years | Screens 26 concepts over two response opportunities each; child responds to a "Point to X" stimulus. |
| Bracken Basic Concept Scale: Expression (BBCS:E) | 3 to 6 years | Screen concepts of color, letters/sounds, numbers/counting, size, shape, direction/position, self/social awareness, texture/materials, quality, and time/sequencing. |
| Bracken Basic Concept Scale 3rd Edition: Receptive (BBCS:3R) | 3 to 6 years | Same concepts as previous level. |
| CELF-3 Screening Test | 6 to 21 years | Screening version of the CELF-3. Takes 10 to 15 minutes to administer. |
| CELF-3 Observational Rating Scale | 6 to 21 years | Gathers information from home and school environments on listening, speaking, reading and writing. |
| CELF-3 Spanish Clinical Evaluation of Language Fundamentals-3 | 6 to 21 years | Evaluates a broad range of language skills such as linguistic concepts, formulating sentences, following directions, and listening to paragraphs. |
| CELF-4 Clinical Evaluation of Language Fundamentals-4 | 5 to 21 years | Evaluates a broad range of language skills such as recalling and formulating sentences, word classes, word definition, understanding spoken paragraphs, semantic relationships, etc. |
| CELF-P Clinical Evaluation of Language Fundamentals-Preschool | Pre-school to early elementary aged children | Subtests include basic concepts, sentence and word structure, formulating labels, recalling meaning, and linguistic concepts. |
| Children's Communication Checklist-2 (U.S. Edition) | 4 to 16 years | Parent or caregiver rating scale for speech, syntax, semantics, coherence, initiation, scripted language, context, and nonverbal communication. |
| Communication Abilities Diagnostic Test (CADeT) (Johnson) | 3 to 9 years | Tests various language performance in syntax, semantics and pragmatics during story, game, and conversational situations. |
| Comprehensive Assessment of Spoken Language (CASL) | 3 to 21 years | Assesses language processing skills and knowledge. |
| Comprehensive Receptive & Expressive Vocabulary Test (CREVT) (Wallace and Hammill) | 4 to 18 years | Measures both receptive and expressive vocabulary using common standardization for both areas. |
| Criterion Referenced Inventory of Language (Wiig) | 4 to 13 years | Extension testing in the areas of semantics, pragmatics, morphology, and syntax. |
| ECO Program (McDonald and Gillette) | 18 months to 8 years | Provides tools to evaluate the areas fo social play, turn taking, preverbal communication, language and conversation for children with developmental delays. |
| Emerging Literacy Language Assessment (ELLA) | 4.5 to 9 years | Screens phonological awareness and flexibility; sign and symbol recognition and interpretation; memory, retrieval and automaticity. |
| Evaluating Communicative Competence-Revised Ed. (Simon) | 9 to 17 years | Consists of 21 informal inventories encompassing language processing, metalinguistics, and functional use of language. |
| Expressive Vocabulary Test (EVT) (Williams) | 2.5 to 90 years | Measures expressive vocabulary and word retrieval in standard English. |
| Functional Communication Profile (Kleiman) | 3 years to adulthood | Facilitates compilation of skill level information from a variety of areas such as attentiveness, sensory/motor issues, speech, fluency, voice, and pragmatics/social skills. |
| The HELP Test-Elementary (Lazzari) | 6 to 11 years | Assesses general language functioning including vocabulary, semantics, and grammar. |
| Kaufman Speech Praxis Test for Children | Pre-school | Diagnostic procedures for developmental apraxia; basic level treatment kit also available. |
| Language Processing Test-Revised (LPT-R) (Richard and Hanner) | 5 to 11 years | Uses tasks for association, categorization, similarities and differences, multiple meanings, and attributes. |
| Listening Comprehension Test-Adolescence | 12 to 17 years | Subtests require students to listen for a purpose such as main area, details, reasoning, vocabulary and semantics, and understanding messages. |
| The Listening Test (Barrett) | 6 to 11 years | Contains a teacher survey as well as a direct assessment component. Skills targeted included listening for/understanding the main idea, details, concepts, and stories as well as engaging in reasoning. |
| MacArthur-Bates Communication Development Inventories (1-3) | 3-37 months | Three inventories to probe parent report on gestures, words, and sentence use. |
| Montgomery Assessment of Vocabulary Acquisition (MAVA) | 3 to 11 years | Receptive/expressive evaluation of the 3 tiers of vocabular-basic, high frequency and curriculum based. |
| Nonspeech Test (Huer) | Infancy to 48 months | Tests receptive and expressive skills for nonspeaking children. |
| Oral and Written Language Scales (OWLS) (Carrow-Woolfolk) | 3 to 21 years oral scale; 5 to 21 years written scale | Assesses listening comprehension, oral expression, and written expression. |
| Peabody Picture Vocabulary Test III (PPVT III) | 2.5 to 90+ years | Measures listening comprehension of vocabulary in standard English. |
| Preschool Language Assessment Instrument (PLAI) (Blank) | 3 to 6 years, but can be used with older children | Probes for ability to label objects and actions, role-play, respond to conversational interactions, respond to directions, define words, solve problems etc. |
| Preschool Language Scale-3 (Zimmerman) | Birth to 7 years | Evaluates auditory comprehension, expressive language and samples articulation and spontaneous language; includes a parent questionnaire. |
| Rice Wexler Test of Early Grammatical Development | 3 to 8 years | Uses manipulative tasks and pictures to assess early morphemes and sentence structure. |
| Social Emotional Evaluation (SEE) | 6 to 11 years | Assesses ability to recognize and label emotions, comprehend social and emotional situations, and understand conflicting messages. |
| Test de Vocabulario en Imagenes Peabody (TVIP) | 2.5 to 18 years | Contains 125 items from PPVT-R to assess vocabulary of Spanish speaking and bilingual Latino children. |
| Test for Auditory Comprehension of Language-3 (TACL-3) (Carrow-Woolfolk) | 3 to 10 years | Measures receptive spoken vocabulary grammar, and syntax. |
| Test of Adolescent Language-3 (TOAL-3) | 12 to 24 years | Tests domains of vocabulary and grammar in areas of listening, speaking, reading, and writing. |
| Test of Adolescent/Adult Word Finding (TAWF) (German) | 12 to 80 years | Evaluates picture naming of nouns and verbs, sentence completion naming, description naming, and category naming. |
| Test of Aided Communication Symbol Performance (TASP) | Children through adults | Provides starting point for AAC intervention by screening symbol size and number of items, grammatical encoding, categorization, and syntactical performance. |
| Test of Early Language Development-3 (TELD-3) | 2 to 8 years | Examines receptive and expressive language. |
| Test of Language Competence-Levels 1 & 2 (Wiig and Secord) | 1.5 to 10 years Level 1; 9-19 years Level 2 | Evaluates metalinguistic performance in the areas of semantics, syntax, and pragmatics. |
| Test of Narrative Language | 5 to 11 years | Measures ability to answer comprehension questions and ability to generate a story. |
| Test of pragmatic Language: 2 (2nd Ed. of TOPL) | 6 to 18 years | Assesses knowledge about situational social interaction; also contains a metacognitive pragmatic evaluative component. |
| Test of Problem Solving-3: Elementary (TOPS-3) | 6 to 11 years | Addresses language based critical thinking skills. |
| Test of Problem Solving Adolescent (TOPS) | 12 to 17 years | Tasks examine thinking skills relating to fair mindedness, affect, oversimplification, clarifying, analyzing, generating solutions, evaluating, and thinking independently. |
| Test of Word Finding (TWF) (D. J. German) | 6.5 to 13 years | Evaluates picture naming of nouns and verbs, sentence completion naming, description naming and category naming. |
| Test of Word Finindg in Discourse (TWFD) (D. J. German) | 6.5 to 13 years | Examines quantity of verbal discourse and word finding problems. |
| Test of Word Knowledge (Wiig and Secord) | 5 to 17 years | Evaluates semantic and lexical knowledge through evaluating word definitions, multiple contexts, opposites, synonyms, etc. |
| Test of Written Language-3 (TOWL-3) | 7.5 to 18 years | Tests domains of vocabulary, syntactical and thematic maturity, spelling, word usage, style, and sentences. |
| WH Question Comprehension Test (Vicker) | 3 years and upward for verbal children | Screening test for who, what, where, when, why, and how question forms and answer type match. |
| The Word Test 2-Adolescent | 12-18 years | Assesses associations, antonyms, synonyms, definitions, semantic absurdities, and flexible word use. |
| The Word Test 2-Elementary | 6 to 11 years | Questions expressive language and semantic skills in association, synonyms, semantic absurdities, antonyms, definitions, and multiple meanings. |
2853 E. 10th St., Bloomington, IN 47408 | (812) 855-9396 (Voice/TTY) | (800) 437-7924 (Indiana only; Voice/TTY) | cedir@indiana.edu
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