Speech Pathology Assessment Resource List, IRCA Articles, Access Autism

IRCA Articles, Access Autism, Indiana Resource Center for Autism

Speech Pathology Assessment Resource List

Materials available for loan from the
Indiana Institute on Disability and Community

Contributed by Beverly Vicker, IRCA & Christina Creech Wray, CeDIR

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.

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 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, 2853 East Tenth Street, Bloomington, IN 47408-2696; 800-437-7924 (toll free; Indiana only; voice/TTY); 812-855-9396 (Bloomington; voice/TTY). Due to the sales agreement, a copy of the current SLP license document (i.e., teacher certification or Indiana Professional Licensing Agency) 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.

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
Analysis of the Language of Learning (Blodgett)	5 to 9 years	Assesses the metalinguistic areas of defining concepts, giving examples of concepts, recognizing concepts, segmenting sentences, generating words, segmenting words, and repairing sentences
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 Inventory-Revised (BBCS-R)	2 ½ to 8 years	Measures basic concept knowledge in the areas of color, comparisons, shapes, self/social awareness, direction/position, numbers/counting, letter identification, size, texture/material, and time/sequence.
Carolina Picture Vocabulary Test: For Deaf and Hearing Impaired	4 to 11 ½ years	Similar to PPVT but with a smaller national standardization sample.
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.
Clinical Evaluation of Language Fundamentals-3 (CELF-3)	6 to 21 years	Evaluates a broad range of language skills such as linguistic concepts, formulating sentences, following directions, and listening to paragraphs.
Clinical Evaluation of Language Fundamentals-3 Spanish	6 to 21 years	Same as CELF-3 only in Spanish
Clinical Evaluation of Language Fundamentals-Preschool (CELF-P)	Pre-school to early elementary aged children	Subtests include basic concepts, sentence and word structure, formulating labels, recalling meaning, and linguistic concepts.
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)	3-21 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 of social play, turn taking, preverbal communication, language and conversation for children with developmental delays.
Evaluating Acquired Skills in Communication, Revised EASIC-R (Riley)	3 months to 8 years	Includes an inventory that consists of 5 levels; pre-language and receptive/expressive skills are surveyed.
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 ½ 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 meaning, and attributes.
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 Communicative Development Inventories (CDI)	8 to 30 months	Evaluates gestures through sentence/early grammar productions.
Miller-Yoder Language Comprehension Test	4 to 8 years	Evaluates the understanding of short grammatical sentences by using a receptive picture task format.
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	Assess listening comprehension, oral expression, and written expression.
Peabody Picture Vocabulary Test III (PPVT III)	2 ½ 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.
Test de Vocabulario en Imagenes Peabody (TVIP)	2 ½ 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 Early Language Development-3 (TELD-3)	2 to 8 years	Examines receptive and expressive language.
Test of Language Competence – Level 1 (Wiig and Secord)	1 ½ to 10 years	Measures metalinguistic performance in the areas of semantics, syntax, and pragmatics.
Test of Language Competence – Level 2 (Wiig and Secord)	9 to 19 years	Measures metalinguistic skills in the areas of semantics, syntax, and pragmatics.
Test of Language Development-Intermediate-3 (TOLD I:3)	8 to 12 years	Examines various aspects of spoken language such as understanding and meaningful use of words and grammar.
Test of Language Development – Primary-3 (TOLD P:3)	4 to 8 years	Same as above plus assesses student’s ability to pronounce words and to perform phonological awareness.
Test of Narrative Language	5 thru 11 years	Measures ability to answer comprehension questions and ability to generate a story.
Test of Pragmatic Language: 2 (2nd ed. of TOPL)	5 to 14 years	Provides information within six subcomponents of pragmatic language: physical setting, audience, topic, purpose, visual-gestures cues, and abstraction.
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 ½ to 13 years	Evaluates picture naming of nouns and verbs, sentence completion naming, description naming and category naming.
Test of Word Finding in Discourse (TWFD) (D. J. German)	6½ 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 ½ 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 to 18 years	Assesses associations, antonyms, synonyms, definitions, semantic absurdities, and flexible word use.
The Word Test - Revised - Elementary level (Huisingh, et al.)	7 to 11 years	Assesses associations, synonyms, semantic absurdities, antonyms, definitions, and multiple definitions.

Non-Language Focused Instruments

The following restricted checkout assessment tools evaluate an area other than language. The authors are listed when necessary to prevent confusion between other tests with similar names.

Assessment Resource	Age Range	Description/Contents
The Apraxia Profile (Hickman)	2 to 12 years	Assists SLP in documenting oral-motor sequencing difficulties.
Assessment of Intelligibility of Dysarthric Speech (Yorkston and Beukelman)	Adolescent to adult	Assesses single word and sentence intelligibility and speaking rates of dysarthric speakers.
Assessment of Phonological Processes-Revised (APP-R) (Hodson)	preschool through older school aged children	Depending on the age of the student, one of two screening protocols are used to identify phonological problems. Object kit is included with the test.
Children’s Speech Intelligibility Measure (CSIM) (Wilcox and Morris)	3 to 10 years	Child repeats various words which are later judged for intelligibility by a naive listener.
Dysarthria Examination Battery (Drummond)	Children to adults	Evaluates responses in the areas of respiration, phonation, resonation, articulation, and prosody.
Khan-Lewis Phonological Analysis (KLPA)	2 to 6 years	Helps translate data from the Goldman-Fristoe Test of Articulation into phonological process information.
Oral-Motor/Feeding Rating Scale (Jelm)	1 year to adult-hood	Analyzes lip/cheek, tongue, and jaw movements during feeding/eating situations.
Prosody - Voice Screening Profile (Shriberg)	Young children to adults	This manual and two audio tapes help clinicians address the domains of phrasing, rate, stress, loudness, pitch, and quality.
Ross Information Processing Assessment-Primary (RIPA-P)	5 to 13 years	Suitable for students with TBI or other neuropathologies and students with learning/language learning disabilities. Subtests assess memory, spatial and temporal orientation, organization, problem solving, and abstract reasoning.
SCAN: A Screening Test for Auditory Processing Disorders (Keith)	3 to 11 years	Screens for difficulty with filtered words, auditory figure ground, and competing words for children with normal hearing but who appear to have poor listening skills, poor attention span, or difficulty understanding speech in the presence of noise.
SCAN-A A Test of Auditory Processing Disorders in Adolescents and Adults (Keith)	12 to 50 years	Same as above but also screens for difficulty with competing sentences.
Screening Test for Developmental Apraxia (Blakeley)	4 to 12 years	Evaluates expressive language discrepancy, vowels and diphthongs, oral-motor movement, verbal sequencing, motorically complex words, articulation, transposition, and prosody.
Token Test for Children	3 to 12 years	Tokens are manipulated in response to linguistic commands.
Verbal Motor Production Assessment for Children (VMPAC) (Hayden and Square)	3 to 12 years	Identifies children with oral motor problems and subsequent impact, if any, on speech production.

Non-Restricted Checkout Material

The following assessment oriented-materials are available to any Indiana resident from the Center for Disability Information and Referral (CeDIR). No endorsement by CeDIR or the Indiana Institute on Disability and Community is implied by the listing. Other materials within the topic area can be accessed by interlibrary loan. The listed materials can be obtained by contacting Center for Disability Information and Referral (CeDIR), Indiana Institute on Disability and Community, Indiana’s University Center for Excellence on Disabilities, 2853 East Tenth Street, Bloomington, IN 47408-2696; 800-437-7924 (toll free; Indiana only; voice/TTY); 812-855-9396 (Bloomington; voice/TTY)

Books

Beukelman, D. R., & Mirenda, P. (2005). Augmentative and alternative communication (3rd ed.). Baltimore, MD: Paul H. Brookes.

Huisingh, R., Barrett, M., Zachman, L., Orman, J., & Blagden, C. (1993). The assessment companion. East Moline, IL: LinguiSystems.

Linder, T. W. (1993). Transdisciplinary play-based assessment (Rev. ed.). Baltimore, MD: Paul H. Brookes.

McCarthy, C. F., McLean, L. K., Miller, J., Paul-Brown, D., Romski, M.A., Rourk, J. D., & Yoder, D. (1998). Communication supports checklist for programs serving individuals with severe disabilities. Baltimore, MD: Paul H. Brookes.

Merritt, D. D., & Culatta, B. (1998). Language intervention in the classroom. San Diego, CA: Singular Publishing Group.

Naremore, R. C., Densmore, A. E., & Harman, D. R. (2001). Assessment and treatment of school-age language disorders: A resource manual. San Diego, CA: Singular Thomson Learning.

Secord, W. A. (Ed.). (1992). Best practices in school speech-language pathology: Descriptive/nonstandardized language assessment. San Antonio, TX: Psychological Corporation.

Sundbye, N. W. (2001). Assessing the struggling reader: What to look for and how to make sense of it. (1st ed.). Lawrence, KS: Curriculum Solutions.

Videos

Assessment and treatment of narrative skills: What’s the story [videorecording]. (1998). Rockville, MD: American Speech-Language-Hearing Association.

The oral mechanism examination for children and young adults: What comes after “Ahhh” [videorecording]. (1997). Rockville, MD: American Speech-Language-Hearing Association.

Dynamic remediation strategies for children with developmental verbal dyspraxia [videorecording]. (1998). Rockville, MD: American Speech-Language-Hearing Association.

Summary compiled by Beverly Vicker of the Indiana Resource Center for Autism (IRCA), and Christina Creech Wray of the Center for Disability Information and Referral (CeDIR).

Vicker, B. & Wray, C. (2008). Speech pathology assessment resource list. Bloomington, IN: Indiana Resource Center for Autism.