AA - Pearson Assessment

Transcription

Image by Christof Van Der Walt
Quote ZABSCH16
(before 12th December
2016) when
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you contact your con
online or by phone and
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10% discount on you
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Back to school
Working together to support
Special Educational Needs and Disabilities
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Image by Said Tayar Segundo
Welcome back to the new academic year
At Pearson, we are here to help support education professionals who are working with learners of all ages in
mainstream and special education settings, who may require additional learning support.
Our range of assessments, interventions and CPD resources can help you to profile students’ strengths and
weaknesses, identify areas for further investigation and provide evidence of need, and chart development.
The outcomes of these tools can then be used to plan strategies, input into short- and long-term goals and inform
your Education, Health and Care Plans (EHCP).
We recognise that learning and development extends beyond the curriculum, and with our renowned assessments
and interventions we can help your students mature, learn more effectively, and reach their full potential.
On the following pages you can find information on many of our new, bestselling and core assessments
and interventions.
www.pearsonclinical.co.uk
ii
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How Pearson can
help your students
Providing evidence for access arrangement and DSA applications
Standardised scores are used to provide evidence of ability in key areas when making
applications for access arrangements; or can be used to support applications for the
Disabled Students’ Allowances (DSA). Education professionals trust us to provide them with
reliable tools that can provide evidence of need including the Wechsler Individual Achievement
Test - Second UK Edition for Teachers (WIAT-IIUK-T), Raven’s - Educational UK and the new Adult Reading
Test, Second Edition (ART-2). Look out for 3A A for test suitable for access arrangement applications,
and
DSA
for tests suitable for DSA applications.
Making the pupil premium count
With our range of tools you can identify and assess a student’s progress and development; and provide
evidence of the impact that your pupil premium spend has made. By ensuring that students and teachers
have access to resources they need, you can work together to help close the achievement gap. Plus, explore
the features of Pupil Aspire (page 22) and see how this system can help you track spend and put the pupil
at the centre of your conversations.
New tools to help support students with social, emotional and mental
health needs
1 in 10 children and young people have a diagnosable mental health problem, and increasingly schools
and colleges are asking for more help and training in how to best support children and young people.*
Tools such as the new BASC-3 and Vineland-3 can help you identify where children may be experiencing
difficulties and give you the resources to plan strategies that can help them engage in life and education.
Gold-standard tools you can trust
We are working towards ‘A Smarter Future’ of assessment with the launch of the new WISC-VUK (page 24)
and TEA-Ch2 (page 27) - tools designed for use by Educational Psychologists. Explore how digital assessment
is facilitating more comprehensive and flexible tools that give you more control and great insights.
* Children & Young People’s Mental Health Coalition, ‘Resilience and Results: How to improve the emotional and mental wellbeing of
children and young people in your school.’ http://www.cypmhc.org.uk/resources/cypmhc_launches_a_new_guide_for_schools_resilience
1
Kaufman Test of Educational Achievement,
NEW
Third Edition (KTEA-3) & Brief Form (KTEA-3 Brief Form)
Alan S Kaufman and Nadeen L Kaufman, 2014
The KTEA–3 helps you quickly and easily identify strengths and weaknesses, and follow-up with the right interventions.
With a deeper understanding of achievement gaps, you can help all your students achieve their potential.
An individually administered measure of academic achievement, this comprehensive assessment evaluates key reading,
maths, written language, and oral language skills. The KTEA–3 has two independent, concurrently normed parallel forms
(A and B) to help you accurately measure academic progress and minimise practice effects. It also covers a wide range
of achievement and language domains.
KTEA-3 is available digitally in the Q-interactive assessment library (see page 28).
Also available is the new KTEA-3 Brief, for ages 4 years to 25 years 11 months. This easy-to-administer tool yields a truly
valid and reliable assessment using six core subtests from the KTEA-3 Comprehensive Form B.
KTEA-3 and the Disabled Students Allowances (DSA)
Additional guidelines have been issued for use in the Assessment of Specific Learning Difficulties in Higher Education /
DSA Applications and can be found on the SASC website (http://sasc.org.uk).
Overview: Individually administered battery that provides in-depth assessment of key academic skills.
Age Range: 4 years to 25 years 11 months
Qualification Code: CL2R (see page 29)
Administration: 15 to 85 minutes for ASB composite
KTEA-3 Form A Kit: 978 0 749168 54 4 £385.50 exc VAT
KTEA-3 Brief Kit: 978 0 749170 32 5 £239.00 exc VAT
Wide Range Intelligence Test (WRIT)
3A A NEW
to Pearson
Joseph Glutting, Wayne Adams and David Sheslow, 2000
Pearson and Wide Range, Inc., are partnering to bring the assessments you already know and trust into the Pearson
family.
The WRIT provides a general measure of intelligence with user-friendly materials that make it easy to learn to administer.
The WRIT is a highly reliable assessment of cognitive abilities that can be used with individuals aged 4 to 85 years.
Taking less than 30 minutes to administer, this measure assesses both verbal and non-verbal abilities, yielding a Verbal
IQ and a Visual IQ, which generate a combined General IQ.
Overview: Provides a general measure of intelligence.
Age Range: 4 years to 85 years
Administration: Individual - 20 to 30 minutes
Complete Kit: 978 0 749117 79 5 £235.00 exc VAT
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G e n era l A b i l i t y
Kaufman Brief
Intelligence Test,
Second Edition
(KBIT-2) 3
AA
Alan S Kaufman and Nadeen L Kaufman,
2004
With KBIT-2, you can:
• obtain a quick estimate of intelligence
• estimate an individual’s verbal versus non-verbal
intelligence
• re-evaluate the intellectual status of a child or
adult who previously received thorough cognitive
assessment
• identify high-risk children through large-scale
screening who require a more comprehensive
evaluation.
KBIT-2 provides:
• high reliability and validity
• attractive, easy to use materials
Raven’s
– Educational
Now on Q-global
3A A
John C Raven et al, 2008
Raven’s enjoys a long and famous history in the
assessment of general cognitive abilities in children.
The Progressive Matrices usefully provide an
assessment of non-verbal ability, an important
feature for our ethnically diverse population, and
the Vocabulary Scales provide scores in the verbal
domain.
Raven’s – Educational has been extensively
redesigned, simplified and updated. This makes the
test more attractive and easier to use. The following
kits are available:
• CPM/CVS complete kit: Individually administered
test for children aged 4 to 11 years.
• S
PM+/MHV complete kit: Individually and Group
administered test for children and adolescents
aged 7 to 18 years.
Overview: Measure non-verbal and verbal aspects
Gifted Rated Scales
(GRS™)
Steven Pfeiffer and Tania Jarosewich, 2003
Quick and easy to use, the GRS™ is ideal for
identifying children aged 4 to 13 for gifted and
talented programmes. These norm-referenced scales
take just 5 to 10 minutes to complete and are a great
complement to more comprehensive assessment.
Now available on Q-global you can deliver and
administer the GRS on any web-enabled device.
• GRS rating scales can be emailed to teachers and
completed online.
• Teachers can quickly pull up on-screen forms and
simply click on their responses by domain and
submit.
• No more managing paper or looking up scoring
tables. Results are scored automatically with
greater accuracy and easy access from any webenabled device.
of general ability.
Overview: Identify children for placement in gifted
Age Range: CPM/CVS: 4 years to 11 years,
education programmes.
SPM+/MHV: 7 years to 18 years
Overview: Measure verbal and non-verbal
Qualification Code: CL3 (see page 29)
cognitive ability.
Administration: Individual or Group - SPM+/MHV -
60 to 90 minutes; Individual - CPM/CVS - 30 minutes
CMP/CVS Complete Kit:
• scores provided on a familiar scale where mean
= 100 and standard deviation = 15.
Administration: Individual - 20 minutes
Complete Kit:
978 0 749153 19 9 £268.00 exc VAT
978 0 749142 07 0 £294.00 exc VAT
SPM+/MHV complete kit:
978 0 749142 19 3
£294.00 exc VAT
Complete kit:
978 0 158130 50 7 £182.50 exc VAT
Q-global GRS Report:
978 0 150015 48 2
£2.50 exc VAT per report
Related assessments: NNAT- Individual
G e n era l A b i l i t y
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Cogmed Working Memory TrainingTM
Now on tablet devices
Cogmed Working Memory Training™ is a computer-based solution that helps people sustainably improve their attention
by training their working memory. Evidence shows that people with poor working memory can struggle to hold and
manipulate information for a brief period of time, making it difficult for them to succeed in the classroom.
By training working memory, students are able to stay focused, ignore distractions, plan next steps, start and finish tasks,
and remember instructions more effectively. Around 15% of all learners experience the same difficulties.
There are three easy-to-use, age-specific applications:
• Cogmed JM (Pre-school)
• Cogmed RM (School Age) • Cogmed QM (Adult)
Each session consists of a selection of tasks that target the different aspects of working memory. The training can be
completed online, at home or in school. All three programs are available within your annual licence.
Overview: An evidence-based intervention for improved working memory.
Age Range: 4 years and older
Administration: Adapt the training length to fit your timetable
Annual licences: New smaller licences starting from £125.00 exc VAT are now available. See website for details.
Wide Range Assessment of Memory
and Learning, Second Edition (WRAML2)
3A A
NEW
to Pearson
David Sheslow and Wayne Adams, 2003
The WRAML2 evaluates both immediate and delayed memory ability, as well as the acquisition of new learning.
The WRAML2 Core Battery is comprised of two Verbal, two Visual and two Attention-Concentration subtests, yielding a
Verbal Memory Index, a Visual Memory Index and an Attention-Concentration Index. Together these subtests provide a
General Memory Index.
Optional subtests include:
• a Working Memory Index, which comprises the Symbolic Working Memory and Verbal Working Memory subtests.
• f our recognition subtests: Design Recognition, Picture Recognition, Verbal Recognition and Story Memory Recognition,
providing scores for Visual and Verbal Recognition indexes
• Delay Recall Index, including Story Memory Delay Recall, Verbal Memory Delay and Sound Symbol Delay Recall subtests
• additional Optional Subtests, including Sentence Memory and Sound Symbol (for ages 8 years and younger).
Overview: Evaluate an individual’s memory functioning.
Administration: Individual - 45 to 60 minutes; Screening section - 10 to 15 minutes
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M emory a n d C og n i t i o n
WMRS_Manual_A5.qxd
Test of Memory and Learning Second Edition (TOMAL-2) 3
Working Memory Rating
Scale (WMRS) 3
Cecil R Reynolds and Erin D Bigler, 2007
Tracy Packiam Alloway, Susan Gathercole
and Hannah Kirkwood, 2008
AA
TOMAL-2 provides the most comprehensive coverage of memory assessment
currently available in a standardised battery. This assessment permits a direct
comparison across a variety of aspects of memory in a single battery. This allows
the assessment of strengths and weaknesses, as well as potentially pathologic
indicators of memory disturbances. This nationally standardised test evaluates
general specific memory functions using eight core subtests, six supplementary
subtests and two delayed recall tasks.
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4/2/10
08:56
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Working Memory
Rating Scale
Manual
Tracy Packiam Alloway
Susan E. Gathercole
Hannah J. Kirkwood
The WMRS is a behavioural rating scale developed for
teachers to facilitate easy identification of children with
working memory deficits. The WMRS was developed on
the basis of interviews with teachers and consists of
22 items. It provides a quick and efficient way for early
identification of working memory problems that will impair learning.
Overview: Provides the most comprehensive coverage of memory assessment
Overview: Checklist to identify children with poor working memory skills.
currently available in a standardised battery.
Administration: Individual - Untimed
Administration: Individual - Core Battery - 30 minutes; Core Battery plus
Supplementary - 60 minutes
Distributed Product
Automated Working
Memory Assessment
(AWMA) 3 DSA
AA
Tracy Packiam Alloway, 2007
The AWMA is a PC-based assessment of working
memory skills, with a user-friendly interface. This tool
provides a practical and convenient way for teachers
and psychologists to screen for significant working
memory problems from childhood through to early adulthood.
Children’s Test of
Nonword Repetition
(CN Rep)
Susan Gathercole and Alan Baddeley, 1996
CN Rep provides a reliable indicator of short-term
memory which correlates well with language and other
difficulties. The easy to use tables supply standardised
scores and centile points for ages 4 to 8 years, which
are derived from a sample of 612 unselected children attending primary schools
in England.
Overview: Test short-term memory in children.
Overview: Screen for significant working memory problems.
Administration: Individual – 15 minutes
Administration: Individual - Screener: 5 to 7 mins;
Short form: 10 to 15 mins; Long form: 45 mins
M emory a n d C og n i t i o n
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Early Repetition Battery (ERB)
Belinda Seeff-Gabriel, Shula Chiat and Penny Roy, 2008
The ERB is a UK-developed and standardised test battery, which assesses phonological and morphosyntactic processing
abilities in children aged 2 to 6 years. Nonword and sentence repetition tasks have been identified as clinical markers
of Specific Language Impairments and children’s performance has been found to correlate with a variety of language
measures in both typically and atypically developing children.
The tests consist of two expressive tasks:
• PSRep (Preschool Repetition Test) – assesses children’s recognition, recall and production of real words and
made-up words
• SIT (Sentence Imitation Test) – children are required to repeat sentences, assessing for length and syntactic complexity.
Overview: Assess phonological and morphosyntactic processing abilities.
Complete Kit: 978 0 749149 15 4
£124.50 exc VAT
Peabody Picture Vocabulary Test, Fourth Edition
(PPVT-4) Lloyd M Dunn and Douglas M Dunn, 2007
Expressive Vocabulary Test, Second Edition
(EVT-2) Kathleen Williams, 2007
Available on Q-global
The fourth edition of the renowned PPVT–4 is quick, easy, and reliable, assisting you in your key role of fostering
growth in language and literacy. The EVT–2, often used in conjunction with the PPVT–4, offers an unbeatable system for
comparing receptive and expressive vocabulary. Both instruments meet the needs of both general and special-education
professionals for vocabulary and language assessment, and progress measurement.
PPVT-4 is available digitally in the Q-interactive assessment library (see page 28).
Overview: Compare receptive and expressive vocabulary.
Age Range: 2 years 6 months to 90 years and older
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L anguage
PPVT-4 Form A Kit: 978 0 749157 44 9 £246.00 exc VAT
EVT-2 Form A Kit: 978 0 749157 88 3
£246.00 exc VAT
Boehm-3 Preschool
Boehm Test of Basic
Concepts - Third
Edition (Boehm-3)
Ann E Boehm, 2001
Overview: Individually evaluate basic concept
comprehension.
Ann E Boehm, 2000
Overview: Evaluate basic concepts essential for
school success.
Complete Kit:
978 0 158020 90 7 Age Range: 5 years to 7 years
£204.50 exc VAT
Administration: Individual or Group - 30 to
45 minutes
Complete Kit:
978 0 749120 00 9 £189.50 exc VAT
Bracken Basic Concept
Scale – Third Edition:
Receptive (BBCS-3:R)
Bracken Basic Concept
Scale: Expressive
(BBCS:E)
Bruce A Bracken, 2006
Overview: Assess a child’s receptive knowledge
Overview: Assess a child’s expressive knowledge
of basic concepts.
of basic concepts.
Overview: Screen readiness concept knowledge.
Complete Kit:
Complete Kit:
978 0 158338 85 9
£365.00 exc VAT
978 0 158338 92 7
£264.00 exc VAT
Bracken School
Readiness Assessment 3rd Edition
(BSRA-3)
Complete Kit:
978 0 158033 07 5
£184.00 exc VAT
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Wide Range Achievement Test,
Fourth Edition (WRAT4)
3A A
NEW
to Pearson
Gary S Wilkinson and Gary J Robertson, 2006
The widely respected WRAT4 accurately measures the basic academic skills of word reading, sentence comprehension,
spelling, and maths computation. This quick, simple, psychometrically sound assessment of a student’s important
fundamental academic skills serves as an excellent initial evaluation, re-evaluation, or progress measure for any
student.
Features and benefits:
• evaluates reading comprehension
• extension of norms
• parallel forms make re-testing easy
• time-efficient
• flexible
• reliable.
Overview: Measures the basic academic skills of word reading, sentence comprehension, spelling, and maths
computation.
Administration: Individual or Group - 15 to 35 minutes depending on age.
WIAT-IIUK for Teachers (WIAT-IIUK-T)
3A A
DSA
David Wechsler, 2006
The WIAT-llUK-T is the most comprehensive UK-normed assessment package. It is the only test for specialist teachers
currently offering subtests in the three key areas of reading: untimed single word accuracy; reading comprehension;
and reading speed.
It provides the following: Single Word Reading; Reading Comprehension; Reading Speed; and Single Word Spelling.
Overview: Designed for access arrangements, statementing and general literacy levels, WIAT-IIUK for Teachers assesses
single word reading, reading comprehension, reading speed and spelling.
Age Range: 4 years to 85 years (17 to 85 years are US norms)
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A ch i eveme n t a n d L i t eracy
Now on Q-global
Gray Silent Reading Tests
(GSRT) 3
Woodcock Reading
Mastery Tests,
Third Edition
(WRMT-III) 3 DSA
AA
Ginger Blalock and J Lee Wiederholt, 2000
AA
Richard W Woodcock, 2011
The new WRMT-III offers you the latest revision of the WRMT, which set the
standard for assessment of reading readiness and reading achievement. The
WRMT-III helps:
• Evaluate struggling readers
• Identify specific strengths and weaknesses in reading skills to plan targeted
remediation
• Guide educational selection and placement decisions
• Screen for reading readiness
• Determine reading strategies for students with special needs.
Overview: Assess reading readiness and reading achievement.
Age Range: 4 years 6 months to 79 years 11 months
Administration: 15 to 45 minutes for complete battery
Form A Complete Kit: 978 0 749163 17 4
£409.00 exc VAT
Gray Oral Reading Tests
(GORT-5) - Fifth Edition
3A A
Brian R Bryant and J Lee Wiederholt, 2011
Now in its fifth edition, the GORT is one of the most widely used measures
of oral reading fluency and comprehension. The GORT-5 has two equivalent
forms, Form A and Form B. Each form contains 16 developmentally sequenced
reading passages with five comprehension questions each. An optional miscue
analysis system allows reading specialists to analyse reading errors and tailor
interventions to specific students’ needs.
Overview: Measure oral reading fluency and comprehension.
comprehension ability.
Administration: Individual or Group - Untimed
Complete Kit: 978 0 749120 65 8
£180.50 exc VAT
Distributed Product
Adult Reading Test,
Second Edition
(ART-2) 3
NEW
Adult
Reading
Test 2
(Silent and Oral Reading)
A UK standardised test for prose reading
accuracy, comprehension and speed, with
norms for writing speeds.
AA
John Everatt, Peter Brooks and Rob Fidler,
2016
Manual
Peter Brooks
John Everatt
Rob Fidler
The two parallel tests use four passages each, increase
in difficulty and are suitable to assess students in both the further and higher
education context. A new standardisation has been undertaken involving three FE
Colleges and four HEIs.
The test can be used in a variety of ways; to assess oral reading, silent reading or
compare the two. There is also a two minute writing task to assess writing speed.
Overview: Assess adult reading skills.
Administration: Individual - Untimed
Distributed Product
Overview: Quickly and efficiently measure an individual’s silent reading
The Adult Reading Test, Second Edition (ART-2) includes
eight passages, four read silently, four aloud.
DSA
Complete Kit: 978 0 749163 35 8 The GSRT will help you quickly and efficiently measure
an individual’s silent reading comprehension ability.
This test consists of two parallel forms, each containing
13 developmentally sequenced reading passages with
five multiple-choice questions. Each form of the test
yields raw scores, grade equivalents, age equivalents,
percentiles and a Silent Reading Quotient.
£259.00 exc VAT
Complete Kit: 978 0 749171 52 0
£195.00 exc VAT
Distributed Product
L i t eracy
9
Test of Word
Reading Efficiency
- Second Edition
(TOWRE-2) 3 DSA
Preschool and
Primary Inventory of
Phonological Awareness
(PIPA)
Richard Wagner, Joseph K Torgesen and
Carl Rashotte, 2011
Anne Ozanne, Barbara Dodd, Beth
McIntosh, Sharon Crosbie and Tania
Teitzel, 2000
AA
The newly updated TOWRE–2 provides a reliable
measure of word reading accuracy and fluency.
Quick to administer, the test provides an efficient
means of monitoring the growth of two kinds
of word reading skills that are critical in the
development of overall reading ability: the ability to
accurately recognise familiar words as whole units
or ‘sight words’ and the ability to ‘sound out’ words
quickly.
PIPA assesses the nature and extent of a child’s
phonological awareness development. Six subtests
(three for young children) assess ability to detect,
isolate, manipulate and convert sound units at the
syllable, onset-rime and phoneme levels.
Features include:
• UK norms
• standard scores and percentile ranks
Overview: A measure of an individual’s ability to
• profile graph
pronounce printed words and phonemically regular
• full colour stimulus material
nonwords accurately and fluently.
• case histories.
Overview: Assess the nature and extent of a child’s
phonological awareness development.
Comprehensive
Test of Phonological
Processing - Second
Edition (CTOPP-2) 3
AA
DSA
Richard Wagner, Joseph Torgesen, Carl
Rashotte and Nils A Pearson, 2013
The newly updated CTOPP-2 is designed to assess
phonological awareness, phonological memory and
rapid naming.
The CTOPP-2 has four principal uses:
• identify individuals who are significantly below
their peers
• determine strengths and weaknesses
• d
ocument individuals’ progress in phonological
processing as a consequence of special
intervention programmes
• serve as a measurement device in research
studies.
Overview: Assess phonological awareness,
Complete Kit:
phonological memory and rapid naming in order
978 0 749163 06 8 Distributed Product
£253.50 exc VAT
Administration: Individual - 25 to 30 minutes (each
subtest takes 4 to 5 minutes)
Complete Kit:
978 0 749117 65 8 £136.00 exc VAT
to identify individuals who need help in developing
phonological skills.
Complete Kit:
978 0 749165 56 7 Distributed Product
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L i t eracy
£310.50 exc VAT
The Dyslexia Early
Screening Test –
Second Edition (DEST-2)
Professor Rod I. Nicolson and Dr Angela J.
Fawcett
COL5091 DEST2 2nd Ed Manual.indd 3
4/30/10 4:48 PM
Dyslexia Early
Screening Test, Second
Edition (DEST-2)
Dyslexia Screening Test KeyMaths3 UK NEW
Austin J Connolly, 2014
- Junior (DST-J) and
KeyMaths3 gives you the tools to assess maths skills
Secondary (DST-S) 3
of students aged 6 years to 16 years 11 months, and
Rod Nicolson and Angela Fawcett, 2004
Angela Fawcett and Rod Nicolson, 2004
The DEST-2 battery contains screening tests of
attainment and ability. These determine whether
a young child is experiencing difficulty in areas
known to be affected in dyslexia. An ‘at risk’ score for
dyslexia determines whether further in-depth testing
should be undertaken. A profile of skills provides
valuable information that can be used to guide inschool support.
The DST family consists of two separate tests for
primary and secondary school-aged children.
DST–Junior (6 years 6 months to 11 years 5 months)
and DST–Secondary (11 years 6 months to 16 years 5
months).
Overview: Determine whether a young child is
experiencing difficulty in areas known to be affected
in dyslexia.
UK
AA
The tests are designed to help identify those children
who are at risk of reading failure and provide a
profile of strengths and weaknesses that can be used
to guide the development of in-school support for
the child.
Overview: Identify children who are at risk of
assist in intervention planning.
• A comprehensive, norm-referenced measure of
essential mathematical concepts and skills.
• Untimed and individually administered.
KeyMaths3UK content presents the full spectrum
of maths concepts and skills in three areas: Basic
Concepts (conceptual knowledge), Operations
(computational skills) and Applications (problem
solving). Each area is further divided into subtests.
Overview: Gives SENCOs the tools to assess maths
skills of students and assist in intervention planning.
dyslexia.
(DST-J); 11 years 6 months to 16 years 5 months
Complete Kit:
Complete Kit:
(DST-S)
978 0 749167 73 8 Age Range: 4 years 6 months to 6 years 5 months
978 0 749121 36 5 £181.50 exc VAT
£390.00 exc VAT
DST-J Complete Kit:
978 0 749121 35 8
£181.00 exc VAT
DST-S Complete kit:
978 0 749121 55 6
£181.00 exc VAT
Also available: Dyslexia Adult Screening Test (DAST).
L i t eracy a n d N u meracy
11
Wide Range Assessment of
Visual Motor Abilities (WRAVMA)
3A A NEW
to Pearson
Wayne Adams and David Sheslow, 1995
Assess and compare visual spatial, fine motor skills, and integrated visual motor skills in children aged 3 to 17 years
using norms from a single sample.
The WRAVMA assesses three areas using three tests: the Drawing (Visual Motor) Test, the Matching (Visual-Spatial) Test,
and the Pegboard (Fine Motor) Test. It provides a reliable, accurate evaluation of visual-motor skills of children and
adolescents. A scaled score, standard score, an age-equivalency score, and percentile may be obtained for each subtest.
Overview: Evaluate visual-motor skills.
Administration: Individual - 4 to 10 minutes per subtest
Beery-Buktenica Developmental Test
of Visual-Motor Integration, Sixth Edition
(Beery VMI)
3A A
DSA
Keith E Beery, Natasha A Beery and Norman A Buktenica, 2010
The Beery VMI helps assess the extent to which individuals can integrate their visual and motor abilities. The Short
Format and Full Format tests present drawings of geometric forms arranged in order of increasing difficulty that the
individual is asked to copy. The Short Format is often used with children aged 2 to 8 years.
The Beery VMI series also provides supplemental Visual Perception and Motor Co-ordination tests, which use the same
stimulus forms as the Short Format and Full Format tests.
Overview: Assess visual-motor skills in children and adults that can lead to learning, neuropsychological and behaviour
problems.
Administration: Individual and Group - Short and Full Format tests: 10 to 15 minutes each; Visual and Motor tests:
5 minutes each
Starter Kit: 978 0 749160 27 2 £138.50 exc VAT
Also available: Beery VMI Teaching Materials. See pearsonclinical.co.uk/beeryteachingmaterials
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M o t or a n d V i s u o - P ercep t u a l S k i l l s
Detailed Assessment of Speed
of Handwriting (DASH)
Detailed Assessment of Speed
of Handwriting 17+
Manual
Anna Barnett
Sheila E. Henderson
Beverly Scheib
Joerg Schulz
Manual
Anna Barnett
Sheila E. Henderson
Beverly Scheib
Joerg Schulz
1
&2/'$6+1HZ0DQXDOLQGG
Detailed Assessment of
Speed of Handwriting
(DASH) and Detailed
Assessment of Speed
of Handwriting 17+
(DASH 17+) 3 DSA (17+)
AA
Anna Barnett, Sheila E Henderson,
Beverly Scheib and Joerg Schulz, 2007
(DASH) / 2010 (DASH 17+)
The DASH can be used to help identify children aged
9 years to 16 years 11 months with handwriting
difficulties, and provides relevant information for
planning intervention. The assessment includes
five subtests, each testing a different aspect of
handwriting speed. The subtests examine fine motor
and precision skills, the speed of producing wellknown symbolic material, the ability to alter speed of
performance on two tasks with identical content and
free writing competency.
The DASH 17+ for individuals aged 17 years to
25 years is also available.
Overview: Assess handwriting speed.
Age Range: 9 years to 16 years 11 months (DASH) 17
years to 25 years (DASH 17+)
Administration: Individual or Group - complete
Movement Assessment
Battery for Children
Checklist - Second
Edition
David A Sugden and Sheila E Henderson,
2007
The Movement ABC-2 Checklist takes assessment
into the everyday situations in which the child has
to function. It provides an economical means of
assessing groups of children through classroom
assessment. It can be used to obtain the views
of parents or teachers on a child’s movement
in everyday settings. Items are divided into two
sections, each of which considers the child’s
performance in progressively more complex
situations.
Overview: Identifies, describes and guides treatment
of motor impairment.
Administration: Individual or Group - 10 minutes
Checklists:
978 0 749136 02 4 £28.00 exc VAT
Bruininks-Oseretsky
Test of Motor
Proficiency,
Second Edition
(BOT-2 Brief Form)
Brett D Bruininks and Robert H
Bruininks, 2010
The BOT-2 is an individually administered test that
uses engaging, goal-directed activities to measure
a wide array of motor skills in individuals aged 4
to 21 years.
The new BOT-2 Brief Form was developed to address
the need for a brief version of the BOT-2 that
requires fewer manipulatives. The BOT-2 Brief Form
contains 12 items, consisting of at least one item
from each BOT-2 subtest.
Overview: Assess gross and fine motor skills.
Complete Kit:
978 0 749160 39 5 £199.00 exc VAT
battery: maximum 30 minutes
DASH Complete Kit:
978 0 749136 40 6
£115.50 exc VAT
DASH 17+ Complete Kit:
978 0 749149 25 3 £115.50 exc VAT
M o t or a n d V i s u o - P ercep t u a l S k i l l s
13
Assessments Suitable for Providing Evidence for Access Arrangement Applications
Access Arrangements are changes made to the conditions under which candidates sit exams if there is evidence that they have specific difficulties. Schools and
colleges are required to provide evidence of below average performance on set criteria if special arrangements are to be made. The Standards and Testing Agency
and the Joint Council for Qualifications CIC ( JCQ CIC) are responsible for setting and monitoring the regulations.
Further information can be found on the JCQ CIC official site www.jcq.org.uk
Meeting the requirements
Standard scores must be provided as evidence of below average performance.
A standard score is converted from the frequency distribution of raw scores
for any one age group. This allows comparison of an individual’s performance
against their age group. Standard scores have a mean of 100 and a standard
deviation of 15. The governing bodies therefore consider a standard score of
below 85 indicative of below-average performance.
Extra Time
Reader
Standardised scores can sometimes be presented as scaled scores with a mean
of 10 and a standard deviation of 3. A scaled score of below 7 on a subtest is
equivalent to achieving a score of below 85 on a composite standard score.
Standardised scores are obtained by using standardised assessments such as the
ones approved for use as below.
Oral Language
Modifier
Transcript
Scribe
Background
Information
Only
AWMA
ART-2
Beery VMI - 6th Edition
CTOPP-2
DASH
DASH 17+
DAST
DST-S
GORT-5
GSRT
KBIT-II
NNAT Individual
Raven’s Educational
TOMAL2
TOWRE-II
*WAIS-IVUK
*WIAT-IIUK
WIAT-IIUK-T
*WISC-IVUK
WMRS
*WMS-IVUK
WRAML 2
WRAT 4
WRIT
WRMT-III
*These Tests are CL1 and only available to chartered psychologists.
14
A C C E S S A R R A N G E M E NT S O V E R V I E W
Assessments Suitable for Providing Evidence for Disabled Students’ Allowance (DSA) Applications
Students undertaking full-time or part-time undergraduate or postgraduate courses, who have a disability, ongoing health condition, mental health condition or specific
learning difficulty (SpLD) such as dyslexia, dyspraxia/developmental co-ordination disorder, dyscalculia, or attention deficit disorder can apply for extra financial help
through the Disabled Students’ Allowances (DSAs).
The DSAs aim to help students meet the extra costs they may encounter as a
result of their disability or SpLD, and enables them to study on an equal par with
other students. If your students have a SpLD they will need to take a relevant
psychometric assessment and provide evidence about their:
• Attainments in Literacy
• Attainments in Numeracy
• Underlying Ability
• Motor Control and Visual
Perceptual Skills.
• Cognitive Processing
Reading
Spelling
Evidence provided must be from assessments taken post-16 years and should
be no more than three years old on entry to university. If an assessment was
conducted before the age of 16 years, an update of the student’s skills in reading,
writing and spelling, e.g. a top-up assessment, would be required.
Further information on the DSAs can be found at www.sasc.org.uk.
Writing
AWMA
Cognitive Processing
Other Relevant
Information
Working Memory (Short or Long Form)
Beery VMI 6th Edition
Motor co-ordination and
visual perceptual skills
CTOPP-2
Phonological Processing and Speed of
Processing
DASH 17+
Free Writing
Speed of Processing
*DTVP-A
Motor co-ordination and
visual perceptional skills
GORT-5
Continuous Text Reading - oral reading
GSRT
Continuous Text Reading - silent reading
TOMAL2
TOWRE-II
Working Memory (only when an Attention/
Concentration Index [ACI] is obtained from
all 5 subtests)
Single Word Recognition and Non-Word
Reading
*WAIS-IVUK
Underlying Ability
*WASI-II
Underlying Ability
*WIAT-II
Single Word Recognition, Non-Word
Reading and Continuous Text Reading oral reading
Single Word
WIAT-IIUK for
Teachers
Single Word Recognition and
Single Word
UK
*WISC-IVUK
Attainments in Numeracy
Underlying Ability
(Up to Ceiling of
Test)
*WMS-IVUK
Working Memory
Single Word Recognition and
WRIT
WRMT-III
Working Memory and Speed of Processing.
(Up to Ceiling of the Test).
Working Memory
WRAML 2
WRAT 4
Working Memory and Speed of Processing
(Up to Ceiling of Test).
Single Word
Attainments in Numeracy
Underlying Ability
Single Word Recognition, Continuous
Text Reading -silent reading, Non-Word
Reading and Listening Comprehension
NB ART-2 is currently under review by the SASC committee to go on the recommended list for Assessment of SpLD in HE and DSA applications
* These tests are CL1 or CL2 and are restricted to health professionals and or chartered psychologists.
D S A O V E R v i ew
15
Behavior Assessment System for Children,
Third Edition (BASC-3)
NEW
Cecil R Reynolds and R W Kamphaus, 2015
Cecil R Reynolds, R W Kamphaus and Kimlerly Vannest, 2015 (Intervention Guide and
Materials)
Children and young adults with emotional and behavioural issues need the help of professionals like you to help them
thrive at home and in school. The BASC-3 is the gold-standard for identifying and managing behavioural and emotional
strengths and weaknesses.
With the BASC-3 family of assessments you can move through screening, to assessment and intervention; tracking
progress along the way and obtaining multiple perspectives. This makes it easier than ever for you to create a complete
picture of the young person you are working with.
Key features:
• New Multi-Rater Report lets you compare results across tools, in the context of other case information.
• Analyse the child’s behaviour from three perspectives - Self, Teacher, and Parent.
• M
ove through screening, to assessment and intervention; tracking progress along the way and obtaining multiple
perspectives.
• Updated Intervention Guide and new Behavioral and Emotional Skills Building Guide (see page 23 for more details).
• C
hoose a delivery system that works for you: pen and paper or our new mobile-friendly, web-based system
Q-global®.
• Track behavioural progress by using the computer-based Flex Monitor to develop custom forms for data collection,
scoring, and reporting.
Overview: Understand the emotions and behaviours of children and adolescents.
Administration: Length varies depending on tool
Complete Kits: The BASC-3 family consists of:
• Behavior Assessment System for Children, Third Edition (BASC-3) - Handscore Starter Set:
978 0 749169 66 4 £560.00 exc VAT
• BASC-3 BESS Behavioral and Emotional Screening System – Handscore Kit:
978 0 749169 64 0 £227.00 exc VAT
• BASC-3 Parenting Relationship Questionnaire (BASC-3 PRQ) – Handscore Examination Set:
978 0 749169 72 5 £140.00 exc VAT
• Q-global BASC-3 Flex Monitor Report
978 0 749169 75 6 £1.25 exc VAT per report
• BASC-3 Intervention Starter Kit:
978 0 749169 69 5 £453.00 exc VAT
16
E mo t i o n a l a n d Behav i o u ra l S k i l l s
Beck Youth Inventories™ Second Edition For Children and
Adolescents (BYI-II)
Aaron T Beck, Judith S Beck, John Jolly and Robert Steer, 2005
Coming soon to Q-global
The BYI-II are designed for children and adolescents aged 7 to 18 years. Five selfreport inventories can be used separately or in combination to assess symptoms
of depression, anxiety, anger, disruptive behaviour and self-concept.
Each inventory contains 20 statements about thoughts, feelings and behaviours
associated with emotional and social impairment in youth. Children and
adolescents describe how frequently the statement has been true for them.
Overview: Evaluate children’s and adolescents’ emotional and social impairment.
Administration: Individual or Group - 5 to 10 minutes per inventory
Revised Children’s Manifest Anxiety
Scale: Second Edition (RCMAS-2)
Cecil R Reynolds and Bert O Richmond, 2008
The RCMAS-2 retains all the features that made previous versions of the test so
popular: brevity, a simple yes/no response format, an elementary reading level,
and content-based item clusters that help pinpoint children’s problems and focus
intervention. At the same time, it adds a convenient Short Form, updated and
ethnically diverse norms, and new items that reflect changes in the way children
now experience anxiety.
Overview: Measures the level and nature of anxiety, as experienced by children
today.
Administration: 10 to 15 minutes. Less than 5 minutes for Short Form
Distributed Product
Resiliency Scales for Children
and Adolescents™
Sandra Prince-Embury, 2006
The Resiliency Scales for Children and Adolescents™ were designed to systematically
identify and quantify core personal qualities of resiliency in youth, as expressed
in their own words about their own experience(s). They were designed with
recognition that external events are important and that the child’s perception
of external events is highly significant. The scales contain three brief self-report
scales designed to identify areas of perceived strength and/or vulnerability in
individuals aged 9 to 18 years. Each scale focuses on one area of resiliency.
Brown Attention-Deficit Disorder
Scales® (Brown ADD Scales)
Thomas E Brown, 1996, 2007
With the new Brown ADD Scales for Children that include a primary/preschool
scale (3 to 7 years) and a school-age scale (8 to 12 years), in addition to the
adolescent and adult scales already available, the Brown ADD Scales allow you to
comprehensively assess ADD in individuals of all ages.
The Brown ADD Scales go beyond measures that address only hyperactivity to
assess for less-apparent impairments of executive functioning. The manuals
explain the new understanding of ADD as complex impairments of executive
functions that impact academic, social, emotional and behavioural functioning.
Overview: Screen for reliable indications of ADD in all ages.
Overview: Profile child and adolescent personal strengths as well as
Age Range: 3 years to 18 years and older
vulnerability.
Administration: Individual or Group - 5 minutes per scale
Complete Kit for children and adolescents:
978 0 158029 33 7 £249.50 exc VAT
17
Autism Spectrum Rating ScalesTM
(ASRSTM)
Asperger Syndrome Diagnostic Scale
(ASDS)
Jack A Naglieri and Sam Goldstein, 2010
Brenda Myles, Richard Simpson and Stacey Jones-Bock, 2000
Overview: Measure behaviours associated with Autism Spectrum Disorders
Overview: A quick, easy-to-use rating scale that can help determine whether a
(ASD).
child has Asperger Syndrome.
Administration: Individual - 20 minutes; Short Form - 5 minutes
Distributed Product
Distributed Product
Gilliam Autism Rating ScaleTM
- Third Edition (GARS-3TM)
Gilliam Asperger’s Disorder ScaleTM
(GADSTM)
James E Gilliam, 2013
James E Gilliam, 2000
Overview: Assists teachers, parents and clinicians in identifying autism in
Overview: Identify children who may have Asperger’s Disorder.
individuals and estimating its severity.
Distributed Product
Distributed Product
Conners 3rd EditionTM (Conners 3TM)
C Keith Conners, 2008
Overview: A thorough assessment of ADHD.
Distributed Product
Conners Comprehensive Behavior
Rating ScalesTM (Conners CBRSTM)
C Keith Conners, 2008
Overview: Assess behaviours, emotions and academic problems.
Distributed Product
18
Vineland Adaptive Behavior Scales,
Third Edition (Vineland-3)
NEW
Sara S Sparrow, Domenic V Cicchetti and Celine A Saulnier, 2016
The leading instrument for supporting the diagnosis of intellectual and developmental disabilities
Designed to meet ANY adaptive behaviour assessment need by offering:
• Interview, Parent/Caregiver, and Teacher Forms
• Comprehensive (full-length) and Domain-Level (abbreviated) versions of each form
• Online and paper administration options for all forms/versions
• Computerised or hand scoring for all forms/versions
Overview: The leading instrument for supporting the diagnosis of intellectual and developmental disabilities. Designed
to meet any adaptive behaviour assessment need.
Look out for a webinar on
Vineland-3 at EducationLearn 2016
Age Range: Birth to 90 years
Find out more and register at
pearsonclinical.co.uk/educationlearn2016
Complete Kit: 978 0 749171 09 4 EducationLearn 2016
£528.00 exc VAT
Adaptive Behavior Assessment System®
(ABAS®-3) - Third Edition
NEW
Patti Harrison and Thomas Oakland, 2015
The third edition of the ABAS gives you a complete picture of functional skills across the lifespan. Retaining all of the
essential features, the ABAS-3 is even easier to administer and score. It is particularly useful for evaluating those
with developmental delays, autism spectrum disorder, intellectual disability, learning disabilities, neuropsychological
disorders, and sensory or physical impairments.
Key features:
• New norms, updated item content, and improved ease of use
• Assesses 11 essential skill areas within three major adaptive domains: Conceptual, Social, and Practical
• Identifies adaptive behaviour strengths and weaknesses
• Integrates assessment, intervention planning, and progress monitoring
• Compatible with DSM-5.
Overview: Provides a complete assessment of adaptive skills across the life span.
Age Range: Birth to 89 years
Comprehensive Kit: 978 0 749168 95 7 £284.00 exc VAT
Distributed Product
19
Social Skills Improvement System (SSiS)
Stephen N Elliott and Frank M Gresham, 2008
The SSiS addresses the need for an evidence- based, multi-tiered assessment and intervention system to help students
develop, improve and maintain important social skills. This family of tools can be used early in the school year to
facilitate the universal screening of students at risk for academic or social behaviour difficulties, help plan interventions
for improving these behaviours, and evaluate progress on targeted skills after intervention.
There are four components:
• Rating Scales
• Performance Screening Guide
• Intervention Guide
• Classwide Intervention Program.
Overview: An evidence-based assessment and intervention system to help develop key social skills.
Qualification Code: CL2R / UNAS (Interventions) (see page 29)
Administration: Rating Scales: 10 to 25 minutes
• Rating Scales Handscored Starter kit: 978 0 749157 17 3 £274.00 exc VAT
• Intervention Guide: 978 0 749159 41 2 £126.50 exc VAT
• Classwide Intervention Program: From £119.50 exc VAT
• Performance Screening Guide: From £18.50 exc VAT
Self Image Profiles (SIP)
Richard J Butler, 2001
The SIP are brief self-report measures that tap the individual’s self-concept. There are two forms; the SIP-C for children
aged 7 to 11 years; and the SIP-A for adolescents aged 12 to 16 years. The SIP provide a visual display of self image,
enabling the child/young person to reveal to him/herself, as well as to the clinician, the way in which they construe
themselves as they complete it. The SIP also provide a measure of self esteem.
Overview: Quickly assess self image and self esteem in children and adolescents.
Administration: Individual or Group - SIP-C - 12 to 25 minutes, SIP-A - 9 to 17 minutes
20
L i fe S k i lls
Psychometric
Assessment, Statistics
and Report Writing
An introduction for psychologists, teachers and health professionals
Dr. Barry Johnson and Dr. Gareth Hagger-Johnson
Psychometric
Assessment,
Statistics and
Report Writing
Barry Johnson and Gareth HaggerJohnson, 2013
Psychometric Assessment, Statistics and Report Writing
will be of benefit to all professionals involved in
assessing young people and adults with special
educational needs and specific learning difficulties.
The content is divided into three sections: Statistical
terms and equations; Report writing; and Future
trends.
Overview: A practical reference book on basic
statistical methods to support users of psychometric
tests.
Qualification Code: UNAS (see page 29)
Paperback, 192pp:
978 0 749163 77 8 £33.00 exc VAT
Psychometrics
Training Online
Peter Honey
Learning Styles
Alan Macgregor, 2013
Peter Honey
An online training package developed to support those using
standardised assessments in both health and education settings.
Content is aimed at providing an introduction (or refresher for
those who have already completed formal psychometric training)
to the statistical concepts that underpin standardised tests.
Peter Honey Learning Styles Series
includes the renowned Honey and
Mumford learning styles questionnaire
(LSQ), which is derived from Kolb’s
learning cycle and measures learning
preferences in individuals (aged 16+).
Understanding how you prefer to take in
information, imporves self awareness and
effectiveness. The Peter Honey LSQ model
promotes the continuous improvement of
underdeveloped styles.
As an introductory course it will signpost the user to further
training such as the Certificate of Competence in Educational
Testing (CCET) where appropriate.
Key features include:
• Easily navigable online program accessible at your
convenience for one year
• Includes a copy of the book: Psychometric Assessment,
Statistics and Report Writing
Overview: Learning Styles Series and
range of instruments for development.
• Approximately 5 hours of content: a combination of online
and self directed learning
• Introductory step to BPS minimum standards for psychometric
testing.
Administration: Untimed
Overview: An online training package developed to support
Visit www.talentlens.co.uk to request a
free demo
those using standardised assessments.
•
Psychometrics Training Online consists of access to the online
training and a book:
Psychometric Assessment Statistics and Report Writing. Both
items will need to be purchased in order to access the training.
• Psychometrics Training Online
978 0 749163 76 1 £93.50 exc VAT
• Psychometric Assessment, Statistics and Report Writing
978 0 749163 77 8 £33.00 exc VAT
Tra i n i n g a n d C o n t i n u o u s P rofess i o n a l D eve l opme n t
21
Pupil Aspire
NEW
FocusChange Ltd
Pupil Aspire has been designed and developed by Educational Psychologists at FocusPsychology, led by Dr Jagdish Kaur
Barn, in collaboration with schools. Pupil Aspire provides practitioners with an effective and powerful way of capturing
the pupil and family voice, as well as provision mapping capabilities. Working closely with teachers, pupils and their
families has ensured that Pupil Aspire is relevant to today’s school community needs and offers an attractive and user
friendly interface for the multiple age range it supports.
Pupil Aspire is a tool designed to make pupil and family meetings easy for teachers, SENCos and others, while
keeping the pupil at the centre of the discussion.
The software is based on sound psychological principles, promotes best practice and will help you to follow the
guidelines proposed in the SEND Code of Practice.
Key Features
• Capture the pupil, family and teacher voice in relation to needs across Social, Emotional and Mental Health
Needs (SEMH), Cognition & Learning, Communication & Interaction, Sensory & Physical and Attainment
• Choose from over 240 predefined formative assessment scales or customise your own
• Produce cost reports and track costs such as Pupil Premium against pre-defined interventions
• Track pupil progress against pre-defined targets
• Evidence desired outcomes for personalised plans and Education, Health and Care Plans (EHCPs)
• Walks you through a clear and explorative structured conversation
• H
ighly visual to support understanding, ideal for pupils requiring non-verbal stimuli (e.g. English as an Additional
Language (EAL), Autism Spectrum Condition (ASC))
• Focus on what’s going right and set further goals in collaboration with pupils and their families
• Generate session reports detailing views, desired outcomes and interventions
• Produce provision maps
• Features can be used individually
Solution Focused
By ensuring positive language and realistic goals the Pupil Aspire session is one of the most effective approaches to
identifying need and improving outcomes for young people
Overview: Capture the pupil, family and teacher voice. Evidence your SEND strategy and track costs and pupil progress
in one powerful software tool.
Age Range: 8 years to Adult (18+)
Administration: Individual, 25 to 30 minutes
Pricing/more information:
Organisation Subscription: £175 exc VAT per year
Individual Subscription: £99 exc VAT per year
For more information and introductory webinars, visit pearsonclinical.co.uk/pupilaspire
“It has given us the confidence to work with our children in a
different way and the results so far have been very positive.”
Maddy Wilkinson, SENCO, Queen Eleanor’s C of E Junior School, Surrey
22
I n t erve n t i o n s
“Being so visual,
Pupil Aspire really
suits our school –
many of our pupils
and their parents
speak English as an
additional language”
Bethan Coupe, SENCO, High
Hazels Academy, Sheffield
BASC-3 Intervention Guide and Materials
NEW
Kimberly Vannest, Cecil R Reynolds and R W Kamphaus, 2015
The BASC-3 Behavior Intervention Guide provides a collection of evidence-based interventions designed to help
remediate emotional and behavioural problems experienced by children and adolescents. Comprehensive, how-to
content is organised around some of the most common problem behaviours seen by teachers and parents and
reported by children themselves.
The new Behavioral and Emotional Skill-Building Guide, is an easy-to-use workbook, for use by teachers, counsellors,
social workers, or other professionals who work in a school or similar setting. It provides activities, small-group or
classroom-based lessons that promote and develop a number of core behavioural and emotional skills.
Overview: A step-by-step guide to select and implement evidence-based interventions that work in schools.
Starter Kit: 978 0 749169 69 5 £453.00 exc VAT
See pearsonclinical.co.uk/BASC3 for individual components and prices.
Related product: BASC-3 BESS Behavioral and Emotional Screening System. See page 16 for more details.
Launch into Reading Success
Practical Ideas Series
Lorna Bennett and Pamela Ottley, 1997
Overview: Positive and practical ideas to support students in a number of areas.
Overview: A programme to teach the phonological awareness skills so critical
for the focused word work in the Literacy Hour in Key Stage 1.
Each title includes an evaluation form with a criterion-reference scale to identify
students’ needs and evaluate specific skills; a manual with an Ideas Matrix; and a
number of reproducible materials.
Age Range: Preschool to 17 years
Manual: 978 0 749113 00 1 Complete Kit: From £64.50 exc VAT. See pearsonclinical.co.uk for a list of titles.
£104.50 exc VAT
Understanding the Nature
of Sensory Integration with
Diverse Populations
SI: Applying Clinical Reasoning
to Diverse Populations
Erna Imperatore Blanche, Roseann C Schaaf and Susanne Smith
Roley, 2001
Overview: Assessment tools, strategies, interventions and detailed case studies
Roseann Schaaf, 2006
supporting sensory integration.
Overview: Reference title looking at the clinical applications of SI principles.
Manual: 978 0 761644 20 0 £47.00 exc VAT
Manual: 978 0 761615 15 6 £72.00 exc VAT
I n t erve n t i o n s
23
The family of gold-standard assessments
Wechsler assessments have continued to evolve based on the changing landscape of modern psychological research and theory. These instruments, exclusive
to CL1 registered users (e.g., Educational Psychologists) help measure cognitive abilities, clinical memory, achievement and ability in both children and adults.
Wechsler Intelligence Scale for
Children, Fifth UK Edition (WISC-VUK)
coming soon
Now on Q-global
Wechsler Preschool & Primary
Scale of Intelligence - Fourth UK
Edition (WPPSI-IVUK)
It has been redesigned to give you a truly comprehensive picture of a child’s
abilities and it includes notable improvements to make identifying the issues—
and finding the solutions—faster and easier, without sacrificing the Wechsler
gold standard of excellence.
New Primary Subtests
Three new primary subtests extend the content coverage of the WISC-VUK and
The WPPSI–IV is an innovative measure of cognitive development for
preschool and young children that is rooted in contemporary theory and
research. This new edition places a strong emphasis on child-friendly,
developmentally appropriate features, with extensive enhancements that are
targeted to benefit both children and examiners.
increase its practical application.
Key features:
• new working memory subtests
• new processing speed measures
• expanded factor structure
• improved developmental appropriateness
• more efficient test administration
• improved clinical utility
• updated and improved psychometric properties.
• P
icture Span is a new Working Memory subtest that measures visual working
memory
UK
Overview: An innovative, reliable and valid measure of cognitive development
24
Introducing the Wechsler
Intelligence Scale for Children®–Fifth
UK Edition, the latest version of
the most proven trusted cognitive
ability measure ever. Available
in both a paper-and-pencil
format and a digital format on
Q-interactive® (see page 28), the WISC–VUK delivers more flexibility and more content.
• Visual Puzzles is a new Visual Spatial subtest that measures the ability to analyse
and synthesise information
• F
igure Weights is a new Fluid Reasoning subtest that measures quantitative
reasoning and induction
Features & Benefits
• More efficient and user-friendly
• More interpretive power
• Updated psychometric properties
• Updated studies.
for young children.
Overview: The latest version of the most proven trusted cognitive ability measure ever
Age Range: Children aged 6 years to 16 years 11 months
Administration: Core Subtests: Ages 2 years 6 months to 3 years 11 months -
Administration: Paper-and-pencil or digital - Core subtests: 60 minutes
30 to 45 minutes; Ages 4 years to 7 years 7 months - 45 to 60 minutes
WISC-VUK Complete Kit: 978 0 749174 65 0 Pre-publication price £1080.00 exc VAT
See website for details of our digital WISC-VUK on Q-ineractive offer.
T ests e x clus i ve t o E ducat i o nal P s y ch o l o g i sts
Wechsler Abbreviated
Scale of Intelligence
- Second Edition (WASI-II)
Wechsler Nonverbal Scale of Ability
(WNV) 3
AA
DSA
The WASI–II, a revision of the WASI, provides a brief, reliable measure of
cognitive ability for use in clinical, educational and research settings. This
revision maintains the format and structure of the WASI while offering new
content and improvements to provide greater clinical utility and efficiency.
• Updated normative sample.
• Four- and two-subtest versions allow you to control the administration time
and depth of assessment.
• Parallel items and subtests and strengthened links to the
WISC–IV and the WAIS–IV maximise clinical utility and efficiency in cognitive
assessment practice.
• Simplified administration and scoring provide even more efficiency.
Overview: A reliable, brief measure of intelligence in clinical, educational and
research settings.
David Wechsler and Jack A Naglieri, 2006
The WNVTM is ideal for psychologists who need a non-verbal measure of ability
for individuals for whom English is not their first language, or have other
language considerations.
• Innovative pictorial directions make administration easy and effective.
• Ideal for low incidence disorders.
• Offers flexibility with the choice of full battery or brief version.
Overview: Assess multiple dimensions of cognitive ability through nonverbal
means.
Administration: 2 subtest battery: 10 to 20 minutes / 4 subtest battery: 30 to
45 minutes
Complete Kit:
978 0 158338 49 1 £736.00 exc VAT
Administration: Individual - Four Subtest Form:
30 minutes; Two Subtest Form: 15 minutes
Complete Kit:
978 0 158981 56 7 £323.50 exc VAT
25
Wechsler Individual Achievement
NEPSY - Second Edition (NEPSY-II)
Test - Second UK Edition (WIAT-IIUK) Marit Korkman, Sally Kemp and Ursula Kirk, 2007
3A A
DSA
WIAT-IIUK provides a rich, reliable source of information about an individual’s
achievement skills and allows you to assess problem-solving abilities by
evaluating the process as well as the product. The WIAT-IIUK is unique in that
it is directly linked to the WISC-IVUK and so provides excellent comparisons of
achievement and ability.
Overview: A reliable assessment of reading, language and numerical attainment
in one test.
Administration: Individual - 45 to 90 minutes depending on the age of the
examinee
The six domains are: Social Perception; Executive Functioning/Attention;
Language; Memory and Learning; Sensorimotor Functioning; Visuospatial
Processing.
Selected subtests from NEPSY-II are available in the Q-interactive
Assessment library (see page 28).
Overview: Assess neuropsychological development in children.
Age Range: 3 years to 4 years; 5 years to 16 years
Administration: Core Assessment - 45 minutes for preschool ages, 1 hour for
school ages; Comprehensive Assessment - 90 minutes for preschool ages, 2 to 3
Complete Kit:
978 0 749128 01 2 The NEPSY–II is the only single measure that allows the clinician to create a
tailored assessment across six domains, specific to a child’s situation in order to
answer referral questions or diagnostic concerns. The results provide information
relating to typical childhood disorders, which can lead to accurate diagnosis and
intervention planning for success in school and at home.
£521.50 exc VAT
hours for school ages
Complete Kit:
978 0 158234 27 4 26
£880.50 exc VAT
Kaufman Assessment Battery
for Children, Second Edition
(KABC-II)
Test of Everyday Attention NEW
for Children, Second Edition
(TEA-Ch2)
Alan S Kaufman and Nadeen L Kaufman, 2004
Tom Manly, Vicki Anderson, John Crawford, Melanie George,
Mette Underbjerg, Ian H Robertson, 2016
The KABC-II provides an extensively updated version of one of the most wellrespected tests of cognitive ability available. KABC-II subtests are designed to
minimise verbal instructions and responses. This gives you in-depth data with
less ‘filtering’ due to language.
Test items contain little cultural content, so children of diverse backgrounds
are assessed more fairly. You can be confident you’re getting a true picture of
a child’s abilities - even when language difficulties or cultural differences might
affect test scores.
Overview: Measure of cognitive ability and processing skills.
Administration: Individual - 25 to 55 minutes (core battery, Luria model); 35 to
70 minutes (core battery, CHC model)
TEA-Ch2 is the new edition of the gold-standard test for attention, which uniquely
measures separable aspects of attention. TEA-Ch2 has been updated to make the
testing process more fun and engaging for the child.
New features and updates include:
• A shorter and more user-friendly tool using a unique combination of both
paper-based and computerised tests
• Comic format for administration with certificate and stickers to engage children
in shared fun activity with examiner
• S
horter, simpler age appropriate version for the younger children (TEA-Ch2J)
and a longer version for the older children (TEA-Ch 2A)
• G
eneral attention index and selective and sustained attention indices capturing
core abilities
• Large normative sample representative of the UK population
• Extension down to 5 years old
Overview: Gold-standard test of attention for children, which uniquely measures
separable aspects of attention.
Administration: 5 years to 7 years: 35 to 40 minutes; 8 years to 15 years: 40 to
55 minutes
27
Q-interactive®
Q-interactive is a comprehensive digital system that can be used to administer and score tests that are traditionally
given by an examiner in one-on-one settings.
Testing takes place on two iPads in an app called Assess. You use the first iPad to access the test administration
instructions, score and record responses, and control visual stimuli. The examinee uses the other iPad to view and
respond to stimuli. Q-interactive also includes a website called Central, which is used to set up clients and generate
reports for Assessments administered on the iPads.
The following assessments and subtests are available in the Q-interactive Assessment Library:
• WAIS–IVUK (Wechsler Adult Intelligence Scale - Fourth UK Edition)
• WISC–IVUK (Wechsler Intelligence Scale for Children - Fourth UK Edition)
• CVLT–ll (the California Verbal Learning Test - Second Edition)
• CVLT-C (the California Verbal Learning Test - Children’s Version)
• D–KEFS (Delis-Kaplan Executive Function System) - Selected tests to complement your Q-interactive battery
• NEPSY-ll (NEPSY-Second Edition) - Selected tests to complement your Q-interactive battery
• CMS (Children’s Memory Scale) - Selected tests to complement your Q-interactive battery
• KTEA-3 (Kaufman Test of Everyday Attention, Third Edition)
• PPVT-4 (Peabody Picture Vocabulary Test, Fourth Edition)
• GFTA-3 (Goldman-Fristoe Test of Articulation-3)
• KLPA-3 (Khan-Lewis Phonological Analysis, Third Edition)
• WMS-IVUK (Wechsler Memory Scale - Fourth UK Edition)
Coming Soon to the Q-interactive Assessment Library
• WISC-VUK (Wechsler Intelligence Scale for Children - Fifth UK Edition)
• WPPSI-IVUK (Wechsler Preschool & Primary Scale of Intelligence - Fourth UK Edition)
Several of these assessments and subtests at this time require manipulative items
or paper response booklets and scoring templates. In addition to familiar Pearson assessments,
subtests exclusively developed for Q-interactive® will also be made available in the future.
Five ways Q-interactive can benefit you:
1) Holistic - Guides you through the entire assessment process, not just the test itself.
2) Efficient - Consolidates all of your assessment tools.
3) Customisable & Flexible - Select, tailor, and adjust batteries to fit your client’s specific needs, even on-the-fly.
4) Portable - Put two lightweight tablets in your bag, and you’ve got just about everything you need.
5) Familiar - Recognisable content and administration procedures, in a cutting-edge digital package.
Contact us for a customised quote and a free 30-day trial at www.helloq.co.uk/home
“As the test user – everything is there in front of you
and is presented on your iPad screen. There is no need to
flick through manuals for test instructions or scoring guidance,
as it is all presented to you exactly when you need it.”
Emma Turner CPsychol, HCPC Registered Occupational Psychologist
28
Q - i n t erac t i ve - A N E W W A Y T O A S S E S S
Image by Christof Van Der Walt
Qualification codes
All customers need to register with us prior to purchasing any of our tools. Our materials are
restricted for use by professionally qualified practitioners. Depending on qualifications and
training, your qualification code (allocated upon registration) will be CL1, CL2, CL2R or CL3.
In order to establish which tests are available to you, simply compare your code against the
product qualification code.
Registration is free and can be done online at www.pearsonclinical.co.uk/registrationinfo
10% Discount when you order before
12th December 2016. Quote ZABSCH16.
Order your assessment and intervention materials:
Online at pearsonclinical.co.uk
By email to info@pearsonclinical.co.uk
By phone +44(0)845 630 8888 (Calls cost 3p per minute plus your phone company’s access charge)
Support and advice
If you have any questions, our Area Sales Consultants are available to offer free, no
obligation product presentations or can attend staff/team meetings, in-service study
days or regional conferences, either as speakers or to exhibit relevant materials.
North West, North Wales,
Northern Ireland and Scotland
Carolyn Hughes
Tel: 07809 541 525 Email: carolyn.hughes@pearson.com
West Midlands, Warwickshire
and Home Counties
Ellie Parkes
Tel: 07717 895 425 Email: ellie.parkes@pearson.com
Southern England, Mid and
South Wales
Claire Parsons
Tel: 07917 436 457 Email: claire.parsons@pearson.com
Digital Consultant
Alison Winter
Tel: 07734 744 771 Email: alison.winter@pearson.com
East Anglia, East Midlands,
North East and Yorkshire
Lloyd Smith
Tel: 07725 600 855
Email: lloyd.smith@pearson.com
NB Prices and introductory offers are only valid in the UK and were correct at time of printing (September 2016).
Prices are subject to change without prior notice.
Quote ZABSCH16
Support and advice
(before 12th December
2016) when
sultant, order
you contact your con
Our sales consultants are here to offer you advice on your
assessment needs. We can provide product presentations,
attend team meetings, or in-service study days.
online or by phone and
receive a
10% discount on you
r order.
Find your nearest consultant at pearsonclinical.co.uk/salesconsultants or call 0845 630 8888
(Calls cost 3p per minute plus your phone company’s access charge)
Registration
All customers need to register with us prior to
purchasing any of our tools. Our materials are restricted
for use by professionally qualified practitioners.
Registration is free and can be done online at
www.pearsonclinical.co.uk/registrationinfo.
#EducationLearn
to return for 2016
#EducationLearn, a week of free online
presentations for education professionals,
will be held w/c October 17.
Find out more and register at
pearsonclinical.co.uk/educationlearn2016.
Quick links
Follow our blogs
www.pearsonclinical.co.uk/education
talentlens.co.uk/blog
Our guide to Making Pupil Premium Count
/pupilpremium
Support for making access arrangement and DSA applications
/accessarrangements
uk.pearson.com/SENDblog
Find PsychCorpUK on the
following social media groups:
Sign up to our bimonthly e-newsletters
/enewsletters
Download our free Assessment Assistant App
/assessmentapp
TalentLensUK
talentlens.co.uk
ZABSCH16
Image by Angela Ithyle

AA - Pearson Assessment

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