Education Catalogue 2012

www.psychcorp.co.uk

Education Catalogue 2012

978 0 997856 35 4

New and Bestselling Titles

Woodcock Reading Mastery Tests, Third Edition (WRMT-III) Page 33

Peabody Picture Vocabulary Test, Fourth Edition (PPVT-4) Page 25

Gray Oral Reading Tests-Fifth Edition (GORT-5) Page 38

Wechsler Intelligence Scale for Children® – Fourth UK Edition (WISC-IVUK) Page 5

Test of Word Reading Effi ciency, Second Edition (TOWRE-2) Page 35

Detailed Assessment of Speed of Handwriting (DASH) Page 42

Education Assessment Catalogue 2012 Pearson Assessment, 80 Strand, London WC2R 0RLwww.psychcorp.co.uk


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Copyright© Pearson 2008

Welcome to our new 2012 Education catalogue. With an expanding portfolio of assessments for education professionals, we are proud to be able to present new, bestselling and core assessments that address your needs across a wide range of areas.

The past year has seen some signifi cant changes to educational policies and the economy, and no doubt this trend will continue throughout 2012. At Pearson Assessment we’ve been doing our best to listen to your needs and respond accordingly, developing new tests, considering budgets and communicating with you in new and exciting ways.

New developments and key productsIn 2012 there are a number of developments and opportunities for you to look out for. These include the launch of Cogmed Working Memory Training™, our online intervention solution for poor working memory. With peered-reviewed research Cogmed training eff ects have been shown to impact upon behaviour; you can fi nd more details on page 17. This year also sees the publication of the Wechsler Abbreviated Scale of Intelligence – Second Edition (WASI-II), a reliable brief measure of intelligence; and the Woodcock Reading Mastery Tests, Third Edition (WRMT-III), a new assessment ideal for identifying struggling readers and helping you to plan intervention strategies around the individuals strengths and weaknesses.

And it doesn’t end there, this year we are calling for psychologists who are interested in becoming fi eld examiners – see page 28 for details.

Your essential assessmentsOur assessments and intervention materials cover a wide range of areas, including memory and cognition, emotional and behaviour diffi culties, life skills and wellbeing as well as language, literacy and general ability. In particular, look out for tests highlighted as being ‘Suitable for Access Arrangements and DSA’ these tests can help you ensure your students get the support they need.

Looking back at Hello Last year saw us sponsoring the Hello, national year of communication campaign. It was great to see so many of you taking part in activities to raise awareness of speech and communication needs and our support for The Communication Trust will be ongoing. We’ll be updating www.psychcorp.co.uk/hello with information and case studies throughout the year.

Communications on the goOur ways of talking to you have been growing, now you can:• Follow @psychcorpuk and @CogmedUK on Twitter• Like our PsychCorpUK group on Facebook• Read our team blog at http://psychcorpuk.wordpress.com • Receive our enewsletter via www.psychcorp.co.uk/enewsletters

These pages have proved to be an informative way for us to let you know about new products, events we are attending, as well as obtain feedback from yourselves on policy updates and topical news stories.

Listening to youWe’re keen to ensure that our products are meeting your needs. If you have a proposal for a new assessment, please do contact us at www.psychcorp.co.uk/proposals. Alternatively, if you are using a test, why not write us a review or a case study? For each one we receive we will donate £5 to a chosen charity.

We look forward to meeting with many of you this year. Remember if you do have any questions about our assessments, our area sales consultants are on hand to provide free, no obligation product demonstrations. You can fi nd their details on the opposite page.

Kind regardsAmanda WynnSales and Marketing Director

1

Contents

Who should I contact?GENERAL ENQUIRIES & ORDERS: Customer Services 0845 630 8888

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Our Sales Consultants provide free, no obligation product presentations or attend team meetings, in-service study days or regional conferences, either as speakers or to exhibit relevant materials. They are available to speak about particular products in detail or to provide information on basic statistics and interpretation of specifi c assessments.

North West, North Wales, Northern Ireland and Scotland Alison Winter Tel: 0773 474 4771 email: [email protected]

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Mid and South Wales Nicola Owens Sales Manager Tel: 07764 822394 email: [email protected]

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pages 3 to 14 General Ability

pages 15 to 22 Memory and Cognition

pages 23 to 28 Language

pages 29 to 40 Literacy

pages 41 to 48 Sensory/Motor and Visuo-perceptual Skills

pages 49 to 64 Emotional and Behavioural Diffi culties

pages 65 to 70 Life Skills and Wellbeing

pages 71 to 79 Interventions

page 80 Registration Information

page 81 Registration Form

page 82 Order Form

page 83 Ordering Information

page 84 International Offi ces

page 85 Author Index

page 86 Acronym Index

pages 87 to 88 Product Index

centre pages Assessment and Intervention Matrix

Arrange a visit from a representative

General Ability

3General Ability

Wechsler Preschool and Primary Scale of Intelligence™ – Third UK Edition (WPPSI-IIIUK) David Wechsler, 2003

Features and Extensive Improvements:• Enhance the measure of

fl uid reasoning ability• De-emphasis on

performance under time constraints

• Revisions to WPPSI-R subtests as well as the introduction of new subtests.

Age Appropriate:• Instructions are

signifi cantly simplifi ed and testing time shorter

• Tasks are engaging and play-like and artwork is attractive

• Subtests are designed according to the nature of cognitive development.

Outstanding Psychometric Properties:• Lower fl oors and improved ceilings• The age range has been lowered to 2:6 and the scale has been divided into two age groups:

2:6-3:11 and 4:0-7:3• Excellent reliability and validity data.

More User-Friendly:• Examiner instructions and scoring procedures have been simplifi ed to ease administration• The page layout of the stimulus book has been re-formatted to allow the examiner to turn

pages without reaching across the table• The Object Assembly layout shield has been eliminated to make the presentation of puzzle

pieces easier and less time consuming.

Enhanced Clinical Utility:Inclusion of additional clinical group data: learning diffi culties, developmental delay, ADHD, intellectually gifted, autistic, expressive language disorder, mixed receptive/expressive language disorder and those at risk of developmental delay.

UK Standardisation:The UK sample for the WPPSI-IIIUK off ers the most comprehensive sample of child intelligence in the UK. Specifi cally, this sample accurately represents the most current UK population of children aged 2 years 6 months to 7 years 3 months according to the 2001 UK census data.

Norms: Scaled Scores by age and IQs

Age Range: 2 years 6 months to 3 years 11 months 4 years to 7 years 3 months

Qualifi cation Code: CL1* (See page 80)

Overview:Accurately measure intellectual abilities in young children

Administration: Individual Ages 2:6–3:11: 30 to 45 minutes Ages 4:0–7:3: 45 to 60 minutes

Materials and PricesComplete kit: Includes administration & scoring manual, technical & interpretive manual, stimulus book 1 & 2, 25 record forms for ages 2:6–3:11, 25 record forms for ages 4:0–7:3, 25 response booklets, 14 object assembly puzzles, block design blocks, 2 pencils, symbol search & coding scoring key in a briefcase978 0 749123 14 7 £961.00 exc VAT

Record forms for ages 2:6–3:11, pack of 25978 0 749123 01 7 £48.50 exc VAT

Record forms for ages 4:0–7:3, pack of 25978 0 749123 11 6 £69.00 exc VAT

Response booklets, pack of 25978 0 749123 03 1 £48.50 exc VAT

WPPSI-IIIUK Scoring Assistant978 0 749123 36 9 £239.50 exc VAT

www.psychcorp.co.uk0845 630 8888General Ability4

Find out more: Visit www.psychcorp.co.uk for WPPSI-IIIUK sample reports

The Wechsler Preschool and Primary Scale of Intelligence™ is an age appropriate and user friendly assessment of early childhood ability. This third edition takes into account feedback from users of the WPPSI-R and contemporary advances in the fi elds of cognitive development, intelligence theory and cognitive neuropsychology.

WPPSI-IIIUK Scoring AssistantSave time scoring and reporting results with this practical new Scoring Assistant. Generate concise score reports automatically from your PC by simply entering raw scores.

* Please note that CL1 tests can only be accessed by chartered psychologists.

UK Norms

Wechsler Intelligence Scale for Children® – Fourth UK Edition (WISC-IVUK) David Wechsler, 2004

Age Range: 6 years to 16 years 11 months


Understanding of learning diffi culties and attentional disorders has greatly expanded since the publication of the WISC-IIIUK. The WISC-IVUK builds on contemporary approaches in cognitive psychology and intellectual assessment, giving you a new, powerful and effi cient tool to help develop and support your clinical judgements.

Overview:Measure a child’s intellectual ability

Administration: IndividualVaries by number of subtests administered

Materials and PricesComplete kit:Includes administration & technical manual, stimulus book, 25 record forms, 25 response booklets 1 & 25 response booklets 2, block design blocks, symbol search & coding scoring key and cancellation scoring templates with attaché case978 0 749123 65 9 £977.00 exc VAT

Record forms, pack of 25978 0 749128 80 7 £80.00 exc VAT

Response booklet 1, pack of 25978 0 749128 76 0 £53.00 exc VAT

Response booklet 2, pack of 25978 0 749128 81 4 £53.00 exc VAT

WISC-IV – WIAT-IIUK Writer: Includes user’s guide and software (CD-ROM)978 0 749128 72 2 £504.50 exc VAT

5General Ability0845 630 5555

Find out more: Sample report available at www.psychcorp.co.uk

Benefi ts of WISC–IVUK:• Expand and strengthen

clinical utility to support your decision making

• Develop the four Index Scores as the primary interpretive structure

• Improve the assessment of fl uid reasoning, working memory, and processing speed

• Improved subtest reliabilities, fl oors and ceilings from WISC-IIIUK

• Co-normed with the WIAT–IIUK

• Updated, colourful, child-friendly artwork

• Instructions to both the examiner and the child are improved to make the WISC–IVUK even more user friendly

Four Composite ScoresIn order to make interpretation more clinically meaningful, the dual IQ and Index structure from WISC-IIIUK has been replaced with a single system of four composite scores (consistent with the Four Index Scores in WISC-IIIUK) and the Full Scale IQ. This new system helps you better understand a child’s needs in relation to contemporary theory and research in cognitive information processing.

Norms: Scaled Scores by age, Index Scores and Full-Scale IQ

WISC-IV–WIAT-IIUK WriterSave time and eff ort in generating reports with the WISC-IV– WIAT-IIUK Writer. The software aids reporting and interpreting results from the WISC-IVUK and WIAT-IIUK. The software allows you to score a case, maintain demographic information, store raw scores, and produce comprehensive reports. It features a table and graph report, which provides raw to scaled score conversions; strength and weakness discrepancies; index scores; and ability achievement discrepancies between the WISC-IVUK and WIAT-IIUK.

The Writer also has a comprehensive interpretive reporting function allowing you to interpret clinically signifi cant diff erences between scores and provides a Clinical and Background Review and a Parent/Carer Report.


*For assessments carried out when a student is over 16 years of age in support of DSA it is acceptable to use the WISC-IVUK

ceiling 16:11 up to the ceiling of the test.

UK Norms

Related productThe WISC-IV is co-normed with the WIAT-IIUK – see page 30

BESTSELLER

Suitable for DSA Applications*

Wechsler Adult Intelligence Scale® – Fourth UK Edition (WAIS®-IVUK) David Wechsler, 2010

Changing Demographics• Updated normative data for ages

16–90 years• Enhanced utility for older adults.

Emerging Clinical Needs• Additional tasks for improved clinical

utility• New clinical and validity studies.

New Research in the Field• New subtests and items• Improved measures of Working Memory,

Processing Speed, and Fluid Reasoning

Increase Caseload• Reduced administration time to obtain

composite scores• Improved scoring rules• Enhanced scoring software to assist in

generating customisable reports.

Scoring and Reporting• Transitioned from dual IQ to Index Score

structure to be consistent with the WPPSI-IIIUK and WISC-IVUK

• Yields FSIQ and four Index Scores with fewer subtests (VCI, PRI, WMI, & PSI)

• Includes General Ability Index (GAI)• Renamed Perceptual Organisation Index

(POI) as the Perceptual Reasoning Index PRI)

• Redesigned and enhanced scoring and reporting software to improve ease of use and functionality.


Overview:Measure adult intellectual ability

Administration: Individual75 minutes

Materials and PricesComplete kit: Includes administration manual, stimulus books 1 and 2, response books 1 and 2, pack of 25 record forms, symbol search key in envelope, coding search key in envelope, cancel scoring template in envelope, WAIS-IV/WMS-IV online training, WAIS-IVUS technical manual and block design set in a backpack978 0749150 00 6 £1,185.00 exc VAT

WAIS-IV/WMS-IVUK Scoring software & report writer978 0749150 24 2 £557.00 exc VAT

Record forms, pack of 25978 0749150 06 8 £115.00 exc VAT

Response book 1, pack of 25978 0749150 04 4 £72.00 exc VAT

Response book 2, pack of 25978 0749150 05 1 £43.50 exc VAT


Related productWechsler Memory Scale – Fourth UK Edition (WMS-IVUK) – see page 19.

In recognition of emerging demographic and clinical trends, the WAIS-IVUK was developed to provide you with the most advanced measure of cognitive ability and results you can trust when addressing the changing clinical landscape.

NEW

WAIS-IV/WMS-IVUK Scoring Software & Report WriterTime-saving scoring and reporting:• Produces individualised, comprehensive reports that go beyond mere scores, tables and graphs• Non-technical Client Report • Comprehensive Narrative Report with narrative interpretations included • Clinical and Background Review• Generates concise score reports and statistical reports with graphs and tables • Raw to scaled score conversions • Strength and weakness discrepancies • Interprets statistically signifi cant discrepancies between scores • Uses the PsychCorpCenter Platform as its foundation to integrate with other report writer

applications and produce cross battery analysis of scores • Includes comprehensive user manual.

UK Norms

Suitable for Access Arrangement and DSA Applications

BESTSELLER

“

”

A timely and crucial development in continuing to examine general cognitive ability. It is a user-friendly, robust and well developed tool. In my opinion it really is top of its class.

Dr Carol A Ireland, School of Psychology, University of Central Lancashire



Wechsler Abbreviated Scale of Intelligence® – Second Edition (WASI-II®) David Wechsler, 2011



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 off ering new content and improvements to provide greater clinical utility and effi ciency.

Psychologists and researchers can use this quick and reliable measure when screening for learning diffi culties or intellectual giftedness, or for other purposes:

• Screen to determine if in-depth intellectual assessment is needed

• Reassess after a comprehensive evaluation • Estimate Full Scale IQ (FSIQ) scores in busy practice settings • Assess cognitive functioning of individuals referred for psychiatric evaluations • Provide FSIQ scores for vocational, rehabilitation, or research purposes.

Updated SubtestsThe WASI-II subtests have been updated to provide a variety of improvements including shortened and streamlined instructions, better fl oors and ceilings, as well as item content that more closely mirrors that of the WISC–IV and the WAIS–IV.

Flexible Administration Options The WASI–II provides fl exible administration options. The four-subtest form can be administered in just 30 minutes and the two-subtest form can be given in about 15 minutes.

• Four-Subtest Form – Vocabulary, Similarities, Block Design, Matrix Reasoning provides: FSIQ–4 score: Estimate of general cognitive ability VCI score: Measure of crystallised abilities PRI score: Measure of nonverbal fl uid abilities and visuomotor/co-ordination skills • Two-Subtest Form – Vocabulary and Matrix Reasoning provides: FSIQ–2 score: Estimate of general cognitive ability.

Strengthened Connections with the WISC–IV and WAIS–IV The strengthened connections between the WASI–II and the comprehensive Wechsler intelligence scales result in a stronger empirical foundation for using the instruments together, and off er practical benefi ts that help you save time. The WASI–II subtests and items have been revised to more closely parallel their counterparts in the WISC–IV and WAIS–IV.

Overview:Obtain a reliable brief measure of intelligence

Administration: Individual Four Subtest Form: 30 minutes Two Subtest Form: 15 minutes

Materials and PricesComplete kit:Includes manual, stimulus booklet, 25 record forms and set of 9 blocks in canvas978 0 158981 56 7 £285.00 exc VAT


Manual978 0 158981 57 4 £148.00 exc VAT

Stimulus book978 0 158981 58 1 £148.00 exc VAT


NEW

Related productsWechsler Intelligence Scale for Children® – Fourth UK Edition (WISC-IVUK) – see page 5.

Wechsler Adult Intelligence Scale – Fourth UK Edition (WAIS-IVUK) – see page 6.



Wechsler Nonverbal Scale of Ability (WNV™)David Wechsler and Jack A Naglieri, 2006



Overview:Assess multiple dimensions of cognitive ability through non-verbal means

Administration: IndividualFull battery: 45 minutes Brief version: 5 to 20 minutes

Materials and PricesComplete kit:Includes administration and scoring manual, technical and interpretative manual, norms booklet, stimulus book, 25 record forms, 25 response booklets, spatial span board, object assembly puzzles, picture arrangement cards in a large bag978 0 158338 49 1 £647.50 exc VAT

Complete kit with Scoring Assistant978 0 158234 59 5 £734.00 exc VAT



The WNV™ is ideal for psychologists who need a non-verbal measure of ability for individuals for whom English is not their fi rst language, or have other language considerations.

Innovative Pictorial Directions make Administration Easy and Eff ective• Native language of the examinee is

irrelevant to performance• Flexible standard administration

allows help when appropriate• Ideal for when no language relevant

clinician or translator is available.

Ideal for low incidence disorders such as: Cerebral palsy, aphasia, expressive language disorders, receptive language disorders, physical disabilities/complex needs, specifi c language impairments.

Flexibility with the Choice of Full Battery or Brief VersionBoth versions are available within each WNV™ kit. Diff erent sets of subtests are administered according to the examinee’s age, each measures general ability in a diff erent way.

Full Battery Subtests Include:Matrices, Coding, Spatial Span, Object Assembly, Recognition and Picture Arrangement.

Brief Version:• Two subtests• Yields a single ability score.


Find out more: Visit www.psychcorp.co.uk to view a presentation on the WNV™

Pre-School Screening Test (PREST) Angela Fawcett, Rod Nicolson and Ray Lee, 2001

Age Range: 3 years 6 months to 4 years 5 months

Qualifi cation Code: CL3 (See page 80)

Overview:Screen for special educational needs

Administration: IndividualPREST 1: 10 to 15 minutesPREST 2: 10 to 15 minutes

Materials and PricesComplete kit: Includes manual, score keys, sample permission letter, test cards, beads, cord, sound order tape, frog pond card and frog, 50 double sided response sheets in a bag978 0 749118 40 2 £131.50 exc VAT

Response sheets, pack of 50978 0 749118 48 8 £51.00 exc VAT

The PREST screens children in the nursery and reception age group. As a normed test, it produces a score for each child based on the actual performance on each test and gives quantitative, comparative data to underpin identifi cation. It can routinely form the basis for important records of the child’s development.

PREST provides a profi le of strengths and weaknesses that can be used to guide the development of in-school support for a child or group. It may also form a valuable fi rst step in deciding whether to request full assessments for nursery children who show marked delays.

The PREST consists of PREST 1 (to screen all children) and PREST 2 (for those children with an ‘at-risk’ score result from PREST 1). The PREST may be re-administered to check progress after a six month period.

UK Norms

Related productDyslexia Screening Test Range – see pages 36–37.

Kaufman Assessment Battery for Children, Second Edition (KABC-II) Alan S Kaufman and Nadeen L Kaufman, 2004

Age Range: 3 years to 18 years


Dual Theoretical Model Gives You Options With the KABC-II, you can choose the Cattell-Horn-Carroll model for children from a mainstream cultural and language background. Or if Crystallised Ability would not be a fair indicator of the child’s cognitive ability, you may choose the Luria model which excludes verbal ability.

Administer the same subtests on four or fi ve ability scales. Then, interpret the results based on your chosen model. Either approach gives you a global score that is highly valid and that shows small diff erences between ethnic groups in comparison with other comprehensive ability batteries. In addition, a nonverbal option allows you to assess a child whose verbal skills are signifi cantly limited.

KABC-II Scales and their Subtests Include:• Simultaneous: Triangles, Face Recognition, Pattern Reasoning (ages 5 and 6), Block Counting,

Story Completion (ages 5 and 6), Conceptual Thinking, Rover, Gestalt Closure• Sequential: Word Order, Number Recall, Hand Movements • Planning: Pattern Reasoning (ages 7–18), Story Completion (ages 7–18)• Learning: Atlantis, Atlantis Delayed, Rebus, Rebus Delayed• Knowledge (included in the CHC model only): Riddles, Expressive Vocabulary, Verbal

Knowledge.

Co-normed with the KTEA-II, the KABC-II approach provides insights into how a child receives and processes information, helping you pinpoint cognitive strengths and weaknesses.

The Kaufman Assessment Battery for Children, Second Edition (KABC-II) provides an extensively updated version of one of the most well-respected tests of cognitive ability available.

A test of exceptional cultural fairness KABC-II subtests are designed to minimise verbal instructions and responses. This gives you in-depth data with less “fi ltering” due to language. Also, test items contain little cultural content, so children of diverse backgrounds are assessed more fairly. You can be confi dent you’re getting a true picture of a child’s abilities – even when language diffi culties or cultural diff erences might aff ect test scores.

KABC-II ASSIST™

Score tests easily and accurately with the ASSIST™, with four analysis options, including: Score summary; Scale profi le; Achievement/ability comparison; Additional diagnostic information for hypothesis generation.


Overview:Measure cognitive ability and processing skills

Administration: Core battery, Luria model: 25 to 55 minutes Core battery, CHC model: 35 to 70 minutes

Materials and PricesComplete kit: Includes manual, 4 stimulus books, 25 record forms in a bag978 0 749153 14 4 £656.50 exc VAT


KABC-II ASSIST™ CD-ROM978 0 749153 13 7 £271.00 exc VAT

Find out more: Read an interview with author Dr Alan Kaufmann on the KABC-II at www.psychcorp.co.uk



Kaufman Brief Intelligence Test, Second Edition (KBIT-2)Alan S Kaufman and Nadeen L Kaufman, 2004


Qualifi cation Code: CL2R (See page 80)

Overview:Measure of verbal and non-verbal cognitive ability


Materials and PricesComplete kit:Includes manual, stimulus book, 25 record forms in a bag978 0 749153 19 9 £235.50 exc VAT


The Kaufman Brief Intelligence Test, Second Edition is a highly reliable and well-normed assessment of intelligence. Developed by leading cognitive ability experts Alan and Nadeen Kaufman, the test provides a measure of both verbal (crystallised) and non-verbal (fl uid) abilities.

You can use KBIT-2 to:• Estimate an individual’s verbal versus non-verbal

intelligence• Obtain a quick estimate of intelligence• Re-evaluate the intellectual status

of a student who previously received thorough cognitive assessment

• Identify high-risk younger students, who require a more comprehensive evaluation, through large-scale screening

• Obtain a quick estimate of the intellectual ability of adults in institutional settings, such as prisons, group homes, rehabilitation clinics or mental health centres.

KBIT-2 measures two distinct cognitive abilities through two scales – Crystallised and Fluid.• Crystallised (Verbal) Scale contains two item types: Verbal Knowledge and Riddles• Fluid (Non-verbal) Scale is a Matrices subtest.

All Matrices items contain full colour pictures and abstract designs that are specially intended to appeal to children and reluctant examinees. This allows non-verbal ability to be assessed even when language skills are limited.

Like the original, KBIT-2 continues to provide:• High reliability and validity• Attractive, easy to use materials• Scores provided on a familiar scale where mean = 100 and standard deviation = 15.

Did you know?The KBIT-2 is co-normed with the brief achievement test, KTEA-II Brief Form, for ages4 years 6 months to 90 years +. You can read more about the authors and the range of tests they have developed on the KBIT-2 product page at www.psychcorp.co.uk.

Author Information:Dr Alan S Kaufman and Dr Nadeen L Kaufman have been at Yale University’s Child Study Center in the School of Medicine since 1997, as Clinical Professor of Psychology and Lecturer on the clinical faculty, respectively. Together they combine expertise in psychometrics, test construction, and clinical assessment.



NEPSY – Second Edition (NEPSY-II)Marit Korkman, Ursula Kirk and Sally Kemp, 2007

Age Range: 3 years to 4 years; 5 years to 16 years 11 months


Overview:Assess neuropsychological development in children

Administration: Core Assessment: 45 minutes for preschool ages, 1 hour for school ages; Comprehensive Assessment: 90 minutes for preschool ages, 2 to 3 hours for school ages

The NEPSY–II is the only single measure that allows the clinician to create a tailored assessment across six domains, specifi c 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.

The Six Domains are:Social Perception, Executive Functioning/Attention, Language, Memory and Learning, Sensorimotor Functioning and Visuospatial Processing.

With the Integrated NEPSY-II you can:• Assess executive functioning• Vary the number and variety of subtests according to the needs of the child• Link results to education diffi culties• Facilitate recommendations for mental health interventions• Obtain a comprehensive view of quantitative and qualitative patterns of neuropsychological

performance.

Features of NEPSY-II• Age range extended up to 16 years – record form formats for diff erent age ranges• Shortened administration time• Recommended diagnostic grouping of subtests for use with clinical populations• Replacement of domain scores with more clinically useful subtest scores• Improved psychometric properties (ceilings and fl oors, reliability, validity) and clinical sensitivity• Enhanced process scores within subtests.

NEPSY-II Scoring Assistant and Administration PlannerThis scoring software can be used both before and after test administration. Based on the specifi c child and the referral/ clinical questions, the software can suggest specifi c subtests for administration to enhance the clinical utility and minimise testing time.

Find out more: Visit www.psychcorp.co.uk/NEPSY-II to download a presentation on NEPSY-II, sample and technical reports, case studies and more.


Materials and PricesComplete kit:Includes pack of 25 record forms (3-4 years), pack of 25 record forms (5-16 years), pack of 25 response booklets (3-4 years), pack of 25 response booklets (5-16 years), stimulus book 1, stimulus book 2, clinical and interpretive manual, administration manual, training CD with WAV fi les.978 0 158234 27 4 £775.00 exc VAT

Complete kit with scoring assistant:978 0 158234 33 5 £970.00 exc VAT

Record forms (3-4 years), pack of 25978 0 158234 28 1 £51.00 exc VAT

Record forms (5-16 years), pack of 25978 0 158234 29 8 £51.00 exc VAT

Response booklets (3-4 years), pack of 25978 0 158234 30 4 £51.00 exc VAT

Response booklets (5-16 years), pack of 25978 0 158234 31 1 £51.00 exc VAT


Raven’s – Educational Raven’s Progressive Matrices and Vocabulary Scales John C Raven et al., 2008

Age Range: CPM / CVS: 4 years to 11 years, SPM+ / MHV: 7 years to 18 years


Raven’s Progressive Matrices and Vocabulary Scales 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.

This important instrument has now been re-standardised for the UK population.

In this standardisation study 640 children aged between 4 and 11 years were administered the Coloured Progressive Matrices (CPM) and the Crichton Vocabulary Scale (CVS) and 960 children aged between 7 years and 18 years received the Standard Progressive Matrices – Plus version (SPM-Plus) and Mill Hill Vocabulary Scale (MHV).

The data was collected in groups for the SPM+ and MHV and comparison studies against individual administration were completed. Equating studies on other forms of the Progressive Matrices and Vocabulary Scales (e.g. SPM-Classic, CPM-parallel) were also carried out. This standardisation represents the most signifi cant development for the children’s version of the Raven’s Progressive Matrices and Vocabulary Scales since the 1979 and 1982 standardisations with children aged from 5 years to 16 years.

The re-standardisation means that you can confi dently use the Raven’s to assess non-verbal and verbal aspect of general ability for children in the UK.

Along with this standardisation, Raven’s – Educational has been extensively redesigned, simplifi ed and updated. This makes the test more attractive and easier to use.

The following kits are available for children:• Raven’s – Educational CPM/CVS complete kit Individually administered test for children aged four to 11 years.• Raven’s – Educational SPM+/MHV complete kit Individually and Group administered test for children and adolescents aged seven to 18 years.

NB: There is an overlap in the normative data for the CPM/CVS kit and SPM+/MHV kit for children aged between 7 years to 11 years. It is advised that the examiner uses their professional judgement as to which would be the most appropriate test for their use when they are seeing children within this age range.

CPM/CVS is an individually administered test and has easier items than SPM+/MHV. The SPM+/MHV can be administered individually and in groups.

Overview:Measure non-verbal and verbal aspects of general ability

Administration: Individual or GroupSPM+/MHV: 60 to 90 minutes CPM/CVS: 30 minutes

Materials and PricesCPM/CVS complete kit: Includes CPM/CVS manual, CPM stimulus booklet, 25 CPM record forms, 25 CVS record forms, CVS word card and CPM scoring acetate in a bag978 0 749142 07 0 £260.00 exc VAT

SPM+/MHV complete kit: Includes SPM+/MHV manual, SPM+ stimulus booklet, 25 SPM+ record forms, 25 MHV Form 1 record forms and SPM scoring acetate in a bag978 0 749142 19 3 £260.00 exc VAT

CPM record forms, pack of 25978 0 749142 06 3 £27.00 exc VAT

CVS record forms, pack of 25978 0 749142 03 2 £27.00 exc VAT

SPM+ record forms, pack of 25978 0 749142 18 6 £27.00 exc VAT

MHV (Form 1) record forms, pack of 25978 0 749142 10 0 £27.00 exc VAT

MHV (Form 2) record forms, pack of 25978 0 749142 11 7 £27.00 exc VAT

UK Norms

Find out more: Visit www.psychcorp.co.uk/ravens to view a video demonstration of Raven’s, read a new case study and see frequently asked questions.

www.psychcorp.co.uk0845 630 888814

Naglieri Nonverbal Ability Test® – Individual Administration (NNAT® – Individual Administration) Jack A Naglieri, 2003



Overview:Individually assess general non-verbal ability in children

Administration: Individual30 to 45 minutes

Materials and PricesComplete kit: Includes manual, stimulus booklet, 50 record forms A and 50 record forms B978 0 158706 00 9 £298.00 exc VAT

Record form A, pack of 25978 0 158706 02 3 £73.50 exc VAT

Record form B, pack of 25978 0 158706 03 0 £73.50 exc VAT

Ideal for use with children who do not speak English as their fi rst language, NNAT® – Individual Administration is language free and culture fair. No reading, writing or speaking is required of students; they merely point to the answers they feel are correct. The test uses progressive matrices, which are unbiased for minority students, hearing-impaired students and children with impaired colour vision. NNAT® – Individual Administration allows for a fair evaluation of students’ non-verbal reasoning and general problem-solving ability.

NNAT® – Individual Administration includes four item types: Pattern Completion, Serial Reasoning, Reasoning by Analogy and Spatial Visualisation.

Norms: Non-verbal Ability Indexes and Percentile Ranks.

Gifted Rating Scales (GRS) Steven Pfeiff er and Tania Jarosewich, 2003



Overview:Identify children for placement in gifted education programmes


Materials and PricesComplete kit: Includes manual, 25 early child record forms and 25 school age record forms978 0 158130 50 7 £160.50 exc VAT

Record forms for ages 4:0-6:11, pack of 25978 0 158130 52 1 £46.50 exc VAT

Record forms for ages 6:0-13:11, pack of 25978 0 158130 53 8 £46.50 exc VAT

The Gifted Rating Scales are norm-referenced rating scales based on current theories of giftedness.

Teachers can complete both forms of the GRS easily and quickly: the GRS-P form for children aged 4 years to 6 years 11 months and the GRS-S form for ages 6 years to 13 years 11 months. These forms cover the domains: intellectual, academic readiness, motivation, creativity and artistic talent (‘leadership’ is also included for GRS-S form).

Both forms of the GRS allow for identifi cation of relative strengths and specifi c areas of giftedness and provide specifi c behavioural guidelines for identifi cation of giftedness within each domain.

General Ability

15Memory and Cognition0845 630 5555

Memory and Cognition

Automated Working Memory Assessment (AWMA)Tracy Packiam Alloway, 2007

Suitable for Access Arrangements and DSA Applications

BESTSELLER

www.psychcorp.co.uk0845 630 8888Memory and Cognition16



Overview:Eff ectively screen for working memory impairments

Administration: IndividualScreener: 5 to 7 minutesShort form: 10 to 15 minutesLong form: 45 minutes

The Automated Working Memory Assessment (AWMA) is a PC-based assessment of working memory skills, with a user friendly interface. This tool provides a practical and convenient way to screen for signifi cant working memory problems from childhood through to early adulthood.

This innovative tool requires minimal training as the administration and scoring is fully automated. The testing sequence is pre-set, test scores are calculated by the computer program and an interpretation of how their working memory scores will aff ect their learning is provided. Working memory abilities are closely associated with a wide range of measures of academic ability, including literacy and mathematics. The majority of those with recognised learning diffi culties in these areas have working memory impairments.

Poor working memory skills in the early years of education are also eff ective predictors of poor scholastic attainments over the subsequent school years.

There are three levels of assessment within AWMA:

1. AWMA ScreenerThis is made up of two tests and is suitable for screening individuals with suspected working memory diffi culties.

2. AWMA: Short Form (AWMA-S)This consists of four tests and is recommended to screen individuals who are suspected to have memory diffi culties, but the specifi c area of their diffi culties is not known.

3. AWMA: Long Form (AWMA-L)This consists of all 12 tests and is recommended for confi rmation of signifi cant working memory problems.

Materials and PricesComplete kit:Complete kit: Includes manual, scorebook, program (CD software with one year’s licence) and free copy of Understanding Working Memory: A Classroom Guide978 0 749141 95 0 £201.00 exc VAT

1 year licence renewal978 0 749141 60 8 £118.00 exc VAT

Author InformationTracy Packiam Alloway, PhD, recently moved to the University of Florida from the UK, where she was the Director of the Center for Memory and Learning in the Lifespan, and has led the way with extensive research into the way working memory impacts upon our ability to learn; with a particular focus on the eff ects that working memory has on both typically developing children and those aff ected by ADHD, autism, language impairments, dyspraxia, and learning disabilities.

Tracy Alloway has written numerous academic articles and books on how children learn. Recently, in 2009, she was appointed the winner of the prestigious Joseph Lister Award by the British Science Association for bringing her scientifi c discoveries to a wide audience. http://tracyalloway.com

Find out more: Download a free demo of two AWMA subtests at www.psychcorp.co.uk/awma

UK Norms

Alloway Working Memory Assessment 2 (AWMA 2) Tracy Packiam Alloway, 2012



Overview:Eff ectively screen for working memory impairments

Administration: Individual or groupScreener: 5 to 7 mins; Short form: 10 to 15 mins; Long form: 40 mins

The Alloway Working Memory Assessment 2 (AWMA 2) is an online 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 signifi cant working memory problems in 5 to 79 year olds.

This innovative tool requires minimal training as the administration and scoring is fully automated. The testing sequence is pre-set, test scores are calculated by the computer program and an interpretation of how their working memory scores will aff ect their learning is provided.

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IN DEVELOPMENT


Cogmed Working Memory Training™

Age Range: 4 years and older


Overview:An evidence-based intervention for improved working memory

Administration: 25 sessions of 30 to 40 minutes each, done over 5 weeks

Materials and PricesA range of Cogmed packages which include Cogmed Coach Training are available. For further details please see our website www.psychcorp.co.uk/cogmed

Cogmed Working Memory Training™ is an online-solution for attention problems caused by poor working memory. Through combining cognitive neuroscience with innovative game design and close professional support Cogmed delivers substantial and lasting benefi ts to its users:

• Aims to improve attention by increasing working memory capacity • An online-based, coach-supported training programme • Can be completed in around fi ve weeks • For children and adults alike • Based on solid research.

Published, peer-reviewed research shows that Cogmed training eff ects also generalise to improved behaviour in individuals with poor working memory.

Cogmed is already implemented successfully in schools in Sweden and Cogmed is now being introduced to schools and private practices in the UK. The training method consists of 25, computerised training sessions, each 30-45 minutes long, completed over a 5 week period within school. Built around three age-specifi c software applications, all products share the same underlying design and algorithms – the diff erences are in the user interface:

Cogmed JM is for pre-school children. It features an interface especially designed for younger children, ages 4-6 years and requires participation for 10-15 minutes every weekday for fi ve weeks. The software guides the child through several rotating exercises each day, and the exercises become more diffi cult in small steps, as the child’s ability to handle them improves.

Cogmed RM is for children of approximately age 7 years and up. It requires participation for approximately 30 minutes every weekday for fi ve weeks. The software guides the child through multiple rotating exercises each day. The complexity level of each exercise is automatically adjusted and included in the program is an optional racing game, which functions as an immediate reward after each day of training.

Cogmed QM is for adults or adolescents who prefer to work with this interface – it is clinically proven to strengthen and increase working memory capacity with rigorous and engaging exercises. Its training design is identical to our original program for children but features a new interface for adults.

Cogmed Training WebThe Cogmed Training Web is a tool that allows coaches to monitor training data in detail. The training web provides support material necessary for motivating and guiding students through the training.

Find out more about the research studies that support Cogmed, watch a demonstration of each training products and read FAQs at www.psychcorp.co.uk/cogmed

NEW

Cogmed JM Cogmed RM Cogmed QM

Working Memory Rating Scale (WMRS)Tracy Packiam Alloway, Susan Gathercole and Hannah Kirkwood, 2008



Overview:Checklist to identify children with poor working memory skills

Administration: Individual – Untimed

Materials and PricesComplete kit: Includes manual and 25 record forms978 0749151 00 3 £44.00 exc VAT



Teachers can rarely identify memory as a source of diffi culty in children with working memory problems, despite their poor classroom functioning. Instead, children with memory problems are typically described as inattentive. The WMRS will increase the chances of the detection and subsequent eff ective support in school for children with defi cits of working memory.

The WMRS was developed on the basis of interviews with teachers and consists of 22 items. It provides a quick and effi cient way for early identifi cation of working memory problems that will impair learning. It has also been co-normed with the Automated Working Memory Assessment (AWMA) to provide a reliable tool for routine screening of memory diffi culties.

UK Norms

Children’s Memory Scale™ (CMS)Morris Cohen, 1997



Overview:Assess children’s memory abilities

Administration: Individual – 30 minutes

Materials and PricesComplete kit: Includes manual, 2 stimulus booklets, chips, 25 record forms for both age levels and 5 family picture cards in bag978 0 158038 08 7 £610.00 exc VAT

This battery comprehensively assesses the integrity of memory functions in children and enables comparison with measures of both ability and achievement. In keeping with the high standards of technical quality, reliability and validity established by the Wechsler series, the CMS links learning and memory directly to ability and achievement.

The CMS parallels the structure of the adult Wechsler Memory Scales. Its six core subtests (Dot Locations, Stories, Faces, Word Pairs, Numbers and Sequences) load onto scales tapping:

Immediate Verbal Memory, Immediate Visual Memory, Delayed Verbal Memory, Delayed Visual Memory and General Memory.

It features minimal item bias and extensive clinical validation studies, making it appropriate as a process skills screening instrument for children with learning diffi culties or memory/attentional defi cits resulting for example from, traumatic brain injury, epilepsy and cancer.

Norms: 1,000 normally functioning children. Subtest Scaled Scored and index Scored representing critical domains of learning, attention and memory.

Find out more: Sample summary report available at www.psychcorp.co.uk


Children’s Test of Nonword Repetition (CN REP) Susan Gathercole and Alan Baddeley, 1996



Overview:Test short-term memory in children

Administration: Individual – 15 minutes

CN REP contains 40 non-words, each of which are presented on the accompanying CD. The child listens to each non-word and must then attempt to repeat it immediately in the silent interval that follows. The single score calculated at the end corresponds to the total number of correct repetitions. Easy to use tables convert this to standardised scores and central points for ages 4 to 8 years.

Materials and PricesComplete kit:Includes manual, record forms and CD 978 0 749110 00 0 £94.50 exc VAT

Record forms, pack of 25 978 0 749110 02 4 £38.50 exc VAT

UK Norms

Wechsler Memory Scale® – Fourth UK Edition (WMS®-IVUK)David Wechsler, 2010

BESTSELLER

NEW



Overview:Assess verbal and non-verbal memory abilities in adults



Materials and PricesComplete kit: Includes manual, stimulus books 1 and 2, adult battery record forms (25), older adult battery record forms (25), response booklets (25), memory grid, scoring template in envelope, designs and spatial addition cards, WAIS-IV/WMS-IV online training and WMS-IVUS technical manual in a backpack978 0749150 30 3 £804.00 exc VAT

Adult battery record forms, pack of 25978 0749150 34 1 £74.50 exc VAT

Older adult battery record forms, pack of 25978 0749150 35 8 £57.00 exc VAT

Response booklets, pack of 25978 0749150 39 6 £42.00 exc VAT

WAIS-IV/WMS-IVUK Scoring Software & Report Writer978 0749150 24 2 £557.00 exc VAT

Find out more: Visit www.psychcorp.co.uk/WMS for more information

In recognition of emerging demographic and clinical trends, the WMS-IVUK was developed to provide you with the most advanced measure of memory and results you can trust when addressing the changing clinical landscape.

Changing Demographics• Updated normative

data for ages 16–90 years

• Enhanced utility for older adults.

Emerging Clinical Needs• New clinical studies.

New Research in the Field• Newly developed subtests and items.

Increase Caseload• Reduced administration time to obtain

composite scores• Improved scoring rules.

Four Revision Goals• Expanded clinical utility• Enhanced user-friendliness• Improved psychometric properties• Updated test structure. UK Norms


Related productWAIS-IVUK – see page 6.

“

”

I warmly recommend the WMS-IV to any practitioner or researcher who has a keen interest in understanding the complexities of memory ... It should provide an invaluable further tool in the repertoire of clinical and research assessments available.

Professor Jane L Ireland, School of Psychology, University of Central Lancashire

WAIS-IV/WMS-IVUK Scoring Software & Report WriterTime-saving Scoring and Reporting:• Produces individualised, comprehensive reports that go beyond mere scores, tables and graphs• Non-Technical Client Report• Comprehensive Narrative Report with narrative interpretations included• Clinical and Background Review• Generates concise score reports and statistical reports with graphs and tables• Raw to scaled score conversions• Strength and weakness discrepancies• Interprets statistically signifi cant discrepancies between scores• Uses the PsychCorpCenter Platform as its foundation to integrate with other report writer

applications and produce cross battery analysis of scores• Includes comprehensive user manual.

Suitable for DSA Applications


Rivermead Behavioural Memory Test –Third Edition (RBMT-3)Barbara A Wilson, Eve Greenfi eld, Linda Clare, Alan Baddeley, Janet Cockburn, Peter Watson, Robyn Tate, Sara Sopena and Rory Nannery, 2007



Overview:Assess everyday memory


Materials and PricesComplete kit: Includes manual, 25 record forms, 2 stimulus books, novel task stimulus material, storycard, message envelope, alarm and timer978 0 749134 76 1 £397.50 exc VAT


The RBMT-3 was developed with the goal of updating the clinical applicability and utility of previous versions.

A Number of Changes were made to Meet this Goal. • A larger normative sample

has been collected than previous versions of the test.

• It was thought by the authors that some of the subtests in the currently used versions can prove to be a little too diffi cult (RBMT-E) or a little too easy (RBMT) for certain patients. The RBMT-3 sought to make adjustments in item diffi culty to meet this need.

• On the Face Recognition subtests of the original RBMT the ethnic diversity of the local population was not adequately represented. Therefore, the new version includes more pictures of people of African-Caribbean and Asian origin to ensure the test is appropriate for a multi-racial society. The stories used to assess a person’s ability to absorb verbal information have also been updated.

• A new subtest – the Novel Task has been added. This Novel Task assesses the ability of a person to learn a new skill, an accomplishment critical for everyday functioning.

• An intervention chapter has been added to improve the clinical utility of the tool.• Finally, given that the RMBT-E was published in 1999, a revision of the normative data was

required. Whilst the original structure of the RBMT has been maintained, as this has proved both valid and sensitive to everyday memory problems.

UK Norms

Find out more: Visit: www.psychcorp.co.uk/rbmt3 to download a presentation on RBMT-3, read case studies and our ‘Meet the Author’ piece with Barbara Wilson, recipient of the British Psychological Society’s Lifetime Achievement Award for 2008

Rivermead Behavioural Memory Test for Children (RBMT-C)Barbara A Wilson, Rebecca Ivani-Chalian and Frances Aldrich, 1991



Overview:Predict everyday memory problems in children

Administration: Individual 25 to 30 minutes

Materials and PricesComplete kit: Includes manual, pack of 25 scoring sheets, supplement, 3 stimulus books, set of stories and story pictures, gold stars, audiotape and timer in a bag978 0 749130 98 5 £233.00 exc VAT

Scoring sheets, pack of 25978 0 749131 00 5 £29.00 exc VAT

While existing memory tests provide examiners with useful answers to theoretical questions, the RBMT-C has been devised to provide information that will be useful in establishing and alleviating diffi culties encountered by a child in everyday life.

The RBMT-C comprises of a number of subtests, each attempting to provide an objective measure of one of a range of everyday memory problems reported and observed in subjects with memory diffi culties.

This version has been standardised for use with children aged 5 to 10 years. Norms are available for six age bands ranging from 5 years to 10 years 11 months.

Norms: 335 controls, 36 patient clinical study.UK Norms


Behavioural Assessment of the Dysexecutive Syndrome in Children (BADS-C)Hazel Emslie, F Colin Wilson, Vivian Burden, Ian Nimmo-Smith and Barbara A Wilson, 2003



Overview:Assist in early identifi cation of defi cits in executive functioning in children


UK Norms

Delis-Kaplan Executive Function System™ (D-KEFS™)Dean C Delis, Edith Kaplan and Joel H Kramer, 2001



Overview:Assess key components of executive functions


Materials and PricesComplete kit: Includes manual, stimulus booklet, sorting cards (3 sets of 6 cards), 1 tower stand with 5 colour disks, 25 record forms, 25 design fl uency response booklets, 25 trail making response booklet sets (each set contains 5 response booklets for the 5 trail making conditions) in a bag978 0 749122 11 9 £596.50 exc VAT

Complete kit with Scoring Assistant: Includes all of the above and CD ROM for Windows®

978 0 749122 12 6 £761.50 exc VAT

Scoring Assistant: CD ROM for Windows®

978 0 158984 18 6 £237.00 exc VAT

Standard record forms (All nine subtests combined), pack of 25978 0 158091 15 0 £51.00 exc VAT

Alternate record forms and separate record forms for each of the subtests are also available. For details, contact Customer Services on 0845 630 8888 or visit us at www.psychcorp.co.uk

Materials and PricesComplete kit: Includes manual, 25 scoring sheets, stimulus cards, three-dimensional plastic materials, timer, 25 DEX-C independent rater questionnaires, beads, nuts, bolts and washers in a case978 0 749134 01 3 £469.50 exc VAT


DEX-C questionnaires, pack of 25978 0 749133 32 0 £16.50 exc VAT

Now with normative data for 7 year olds

The authors of the BADS-C have extended the original normative sample scores by testing 22 children (9 girls and 13 boys) aged from 7 years to 7 years 11 months.

BADS-C examines a number of aspects of dysexecutive syndrome such as infl exibility and perseveration, novel problem solving, impulsivity, planning and the ability to use feedback and moderate one’s behaviour accordingly.

BADS-C subtests are brief, varied, fun for the child, avoid feelings of failure and assess everyday life situations involving executive functioning. They capture a richness of data by looking at both the level of competence being demonstrated as well as how the task was attempted.

The battery includes a 20 item questionnaire which refl ects the range of problems usually associated with executive diffi culties. This assesses four broad areas of possible diffi culty: emotional / personality, motivational, behavioural and cognitive.

Comprehensively assess with nine new tests the key components of executive functions believed to be mediated primarily by the frontal lobe. The Delis-Kaplan Executive Function System™ (D-KEFS™) is the fi rst standardised set of tests to evaluate higher-level cognitive functions in both children and adults from 8 to 89 years. The tests assess vital executive functions such as fl exibility of thinking, inhibition, problem solving, planning, impulse control, concept formation, abstract thinking and creativity in both verbal and spatial modalities.

Use D-KEFS™ results to assess the integrity of the frontal system of the brain to determine how defi cits in abstract, creative thinking may impact an individual’s daily life; and to plan coping strategies and rehabilitation programmes tailored to each patient’s profi le of executive-function strengths and weaknesses.

This unique instrument incorporates principles from cognitive science to evaluate the component processes of tasks thought to be especially sensitive to frontal-lobe dysfunction. For example, the Trail Making Test has fi ve testing conditions that allow the examiner to quantify and derive normative data for several critical component processes needed to perform the task.

D-KEFS™ is individually administered, and its game-like format is designed to be interesting and engaging for examinees, encouraging optimal performance without providing “right/wrong” feedback that can create frustration in some children and adults.

Norms: Standardised on over 2,000 individuals.



Related productBehavioural Assessment of the Dysexecutive Syndrome (BADS) – see website for details

Find out more: Sample report available at www.psychcorp.co.uk


Test of Everyday Attention for Children (TEA-Ch)Tom Manly, Ian H Robertson, Vicki Anderson and Ian Nimmo-Smith, 1998



Overview:Assess the diff erent attentional capacities in children and adolescents


UK Norms

Materials and PricesComplete kit: Includes manual, 25 scoring sheets, cue book, 2 audio CDs, stimulus cards and maps in a bag978 0 749134 06 8 £454.00 exc VAT


The TEA-Ch comprises 9 subtests which measure children’s abilities to:• Selectively attend• Sustain their attention• Divide their attention

between two tasks• Switch attention from one

thing to another• Withhold (inhibit) verbal and

motor responses.

Using attractive graphics and sound, the subtests are designed to be appealing to children as young as 6 years without being inappropriate for use with adolescents up to the age of 16 years. The subtests are sensitive to the developmental progression of attentional skills. There are two parallel forms which allow for confi dence in re-testing of the same child.

Clinical and research strengthsStandardised scores allow comparison of attentional performance in each of the attentional domains. TEA-Ch is suitable for group or single case assessment of children with a wide range of abilities.


Find out more: Visit www.psychcorp.co.uk to read about test retest reliability, frequently asked questions and reference materials.

Language

23Language0845 630 5555

www.psychcorp.co.uk0845 630 8888Language24

Early Repetition Battery (ERB)Belinda Seeff -Gabriel, Shula Chiat and Penny Roy, 2008



Overview:Assess phonological and morphosyntactic processing abilities


Materials and PricesComplete kit: Includes manual, puppet and 25 record forms in a bag978 0 749149 15 4 £107.00 exc VAT


The ERB is a UK-developed and standardised test battery, based on a nationally stratifi ed sample of children, which assesses phonological and morphosyntactic processing abilities in children aged 2 to 6 years.

Nonword and sentence repetition tasks have been identifi ed as clinical markers of Specifi c Language Impairments (SLI) 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. Children are introduced to a puppet, and are then asked to copy what the puppet says. After two practice items, the child is presented with 18 words and 18 phonologically matched non-words. One point is awarded for each word correctly repeated, with a maximum of 36. Standard scores and percentiles are provided for total performance.

SIT (Sentence Imitation Test) – children are required to repeat sentences, assessing for length and syntactic complexity. Standard scores and percentiles are provided for performance on whole sentences, content words, function words, and infl ections. Additional optional analyses of errors are included.

The ERB can be used on three levels.

Level 1 is used to identity children for referral and as part of the fi rst stages of assessment. It can be used by teachers and SENCOs.

Level 2 and 3 analyses the child’s performance in greater depth, identifying areas of strength and diffi culties. This level is designed to be used by Speech and Language Therapists.

The ERB is easy for young children to understand and quick to administer, score and interpret.

Both tasks in the ERB are easy for young children to understand, and are quick to administer, making the test particularly useful when assessing children who suff er from short attention spans. The scoring system makes allowances for speech diffi culties, and a special scoring system for SIT enables the assessment of morphosyntactic abilities in children with severe speech impairment.

For professionals with relevant training, the scoring system allows more detailed analysis of phonological and morphosyntactic performance to identify specifi c diffi culties. Key features:• Two separate tasks provide a more comprehensive assessment of the child ability than a standard

one dimensional test• Authored by leaders in the fi eld of child phonological and morphosyntactic assessment• Research studies have indicated that the PSRep and the SIT help to categorise and diff erentiate

between children with and without language problems.

The ERB can be used to inform therapy or IEP (Individual Educational Plan) targets as well as help monitor progress by comparing repeated test results.

UK Norms

Find out more: Read ‘More to repetition than meets the ear’ an article from the Royal College of Speech and Language Therapists’ Bulletin

25Language0845 630 5555

Expressive Vocabulary Test, Second Edition (EVT-2) Kathleen Williams, 2007

Age Range: 2 years 6 months to 90 years and older


The second edition of the Expressive Vocabulary Test (EVT–2), often used in conjunction with the PPVT–4, off ers 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.

Several signifi cant enhancements have been made in this fi rst revision of the EVT:• Two parallel forms, each with 190

items• Stimulus questions included for more

precise administration • More up-to-date, realistic art used, off ering an

exceptional balance of gender and race/ethnicity• Growth Scale Values (GSVs) added, a new metric for easily measuring progress over time• Larger stimulus material used (8.5 x 11 inches)• Modernised core vocabulary• Enhanced technology options enhanced for faster administration, scoring and reporting.

The PPVT–4 and EVT–2 are normed on the same sample, making direct comparison of these two scales possible.

Overview:Measure expressive vocabulary


Scoring Options: Hand or Software scored

Handscore Materials and PricesForm A kit:Includes stimulus book A, manual and 25 record forms (A) in a bag 978 0749157 88 3 £219.50 exc VAT

Form B kit: Includes stimulus book B, manual and 25 record forms (B) in a bag 978 0749157 89 0 £219.50 exc VAT

Form A and B kit: 978 0749157 95 1 £416.00 exc VAT

For a complete listing of all available components, please visit www.psychcorp.co.uk

Peabody Picture Vocabulary Test, Fourth Edition (PPVT-4) Lloyd M Dunn and Douglas M Dunn, 2007

Age Range: 2 years 6 months to 90 years and older


The fourth edition of the renowned Peabody Picture Vocabulary Test (PPVT-4) is quick, easy and reliable to administer. It assists you in your key role of fostering growth in language and literacy.

Several signifi cant enhancements have been made in this revision of the PPVT:• Illustrations designed in full colour• More up-to-date, realistic art used, off ering

an exceptional balance of gender and race/ethnicity

• More stimulus words included (now 228 per form), with better representation of word types across all levels of diffi culty

• Growth Scale Values (GSVs) added, a new metric for easily measuring progress over time• Larger stimulus material (8.5 x 11 inches)• Modernised core vocabulary• Enhanced technology options for faster administration, scoring and reporting.

Overview:Measure receptive vocabulary



Handscore Materials and PricesForm A kit: Includes stimulus book, manual, 25 record forms in a bag 978 0749157 44 9 £220.50 exc VAT

Form B kit: Includes stimulus material, manual, 25 record forms in a bag 978 0749157 45 6 £220.50 exc VAT

Form A and B kit: 978 0749157 62 3 £426.00 exc VAT

For a complete listing of all available components, please visit www.psychcorp.co.uk


• Includes the fi rst fi ve subtests from the Bracken Basic Concept Scale – Third Edition (BBCS–3)

• Quick and easy to administer• Record form has

detachable Parent-Teacher Conference form that includes information about the child’s performance and activities the parent can do with the child at home

• Includes information showing how the subtests align to each state’s early childhood standards.

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 and expressive knowledge of basic concepts

Administration: IndividualBBCS-3:R – 30 to 45 minutes BBCS:E – 30 minutes

Basic concept knowledge is an integral part of a child’s cognitive development and provides the necessary fundamental framework for both a child’s overall communication development and academic success.

Used in conjunction or separately these two assessments can help gain a complete picture of a child’s expressive and receptive basic concept development.

Bracken Basic Concept Scale – Third Edition: Receptive (BBCS-3:R)A revision of the popular Bracken Basic Concept Scale – Revised (BBCS-R) this is a developmentally sensitive measure that evaluates concepts essential to early communication development and school readiness.

Bracken Basic Concept Scale: Expressive (BBCS:E)The Bracken Basic Concept Scale – Expressive (BBCS:E) can be used to evaluate a child’s acquisition of basic concepts expressively.

Both the BBCS-3:R and BBCS:E includes the Following Areas of Assessment:• Colour• Letters/Sounds• Numbers/Counting• Sizes/Comparisons• Shapes• Direction/Position• Self/Social Awareness

• Texture/Material• Quantity• Time/Sequence.

Key Features:• Normative sample included 750 children

based on the US Census• Clinical studies on specifi c populations

including language impairment and developmental delay

• An optional scoring assistant.

BBCS-3:R and BBCE:E Scoring AssistantNow you can quickly and accurately score test results, maintain test records and create comprehensive graphical and narrative reports for both the BBCS-3:R and BBCS:E. It also guides you in determining appropriate intervention.

Find out more: Sample Parent and Teacher reports are available at www.psychcorp.co.uk

Materials and PricesBBCS-3:R complete kitIncludes examiner’s manual, stimulus manual and a pack 25 record forms in a bag978 0 158338 85 9 £321.00 exc VAT

BBCS-3:R record forms, pack of 25978 0 158338 88 0 £49.50 exc VAT

BBCS:E complete kit: Includes examiner’s manual, stimulus manual and a pack of 25 record forms in a bag978 0 158338 92 7 £232.00 exc VAT

BBCS:E record forms, pack of 25 978 0 158338 95 8 £49.00 exc VAT

Scoring Assistant 978 0 158339 05 4 £161.50 exc VAT

Bracken School Readiness Assessment – Third Edition (BSRA–3) Bruce A Bracken, 2007



Overview:Screen readiness concept knowledge


Materials and PricesComplete kit: Includes stimulus book, 25 records, pad of 25 parent/teacher forms and an examiner’s manual 978 0 158033 07 5 £162.00 exc VAT


Pad of 25 parent/teacher forms 978 0 158033 88 4 £31.50 exc VAT

27Language0845 630 5555

Boehm-3 PreschoolAnn E Boehm, 2001



Boehm Test of Basic Concepts – Third Edition (Boehm-3) Ann E Boehm, 2000



Overview:Individually evaluate basic concept comprehension


Overview:Evaluate basic concepts essential for school success

Administration: Individual or Group30 to 45 minutes

Materials and PricesComplete kit: Includes examiner’s manual, picture stimulus manual and pack of 25 record forms 978 0 158020 90 7 £180.00 exc VAT


Boehm-3 Preschool measures concepts relevant to today’s early childhood curriculum with effi cient tests that are quick and easy to administer and score. In addition, children respond favourably to the colourful stimulus materials.

Each concept is tested twice to determine the child’s understanding of it across contexts. It includes a curriculum based test summary, observation and intervention planning tool, a parent report form, and suggestions for modifying and adapting administration directions and testing materials for diff erently able children.

Materials and PricesComplete kit: Includes examiner’s manual, norms, directions for administration, 25 test booklets (form E) and one class record978 0 749120 00 9 £167.00 exc VAT

Form E test booklets, pack of 25978 0 158020 84 6 £76.00 exc VAT

(Optional) Parallel Form F:Includes 25 test booklets (form F), directions for administration, one class record978 0 158020 81 5 £107.00 exc VAT

Form F test booklets, pack of 25978 0 158020 85 3 £76.00 exc VAT

The Boehm Test of Basic Concepts – Third Edition (Boehm-3) helps you measure 50 basic concepts relevant to today’s early childhood curriculum. Boehm-3 eff ectively identifi es areas of concern and validates suspected or observed problems in concept acquisition. Two parallel forms, E and F, allow for pre- and post-testing.


K-SEALS is valuable in a variety of situations: – testing school readiness, identifying gifted children, evaluating program eff ectiveness, and researching children’s early development.

K-SEALS features three separate subtests for a well-rounded profi le:• Vocabulary Subtest – the child identifi es, by gesture or name, pictures of objects or actions and

points to or names objects based on verbal descriptions of their attributes.• Numbers, Letters & Words – the child selects or names numbers, letters, or words, counts,

indicates knowledge of number concepts (“smallest,” “half ”), and solves number problems.• Articulation Survey – the child pronounces the names of common objects or actions and is

assessed for correctness of pronunciation.

Kaufman Survey of Early Academic and Language Skills (K-SEALS) Alan S Kaufman and Nadeen L Kaufman, 1993



Overview:Measure of language skills (expressive and receptive vocabulary), numerical skills and articulation



Handscore Materials and PricesComplete kit: Includes manual, stimulus book, 25 record forms in a bag 978 0 749153 15 1 £284.00 exc VAT


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Wechsler Individual Achievement Test – Second UK Edition (WIAT-IIUK) David Wechsler, 2005



Overview:Assess language, numerical and reading abilities

Administration: Individual 45 to 90 minutes depending on the age of the examinee

Materials and PricesComplete kit: Includes examiner’s manual, UK scoring and normative supplement, stimulus book 1, stimulus book 2, pseudoword CD, 25 record forms, 25 response booklets, pseudoword card and word card in a bag978 0 749128 01 2 £459.00 exc VAT

Reading subtests record forms, pack of 25978 0 749128 13 5 £31.50 exc VAT

Language subtests record forms, pack of 25978 0 749128 17 3 £31.50 exc VAT

Numerical subtests record forms, pack of 25978 0 749128 22 7 £31.50 exc VAT

Combined record forms, pack of 25978 0 749128 06 7 £66.00 exc VAT


Adult scoring and normative supplement (available separately, not part of complete kit) 978 0 749128 02 9 £53.50 exc VAT

WISC-IV – WIAT-IIUK Writer: Includes user’s guide and software (CD ROM) 978 0 749128 72 2 £504.50 exc VAT

WIAT-IIUK is a rich, reliable source of information about an individual’s achievement skills and it 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.

There are 3 Measures of Reading:• Word Reading • Reading Comprehension • Pseudoword Decoding

There are 2 Measures of Numerical Attainment:• Numerical Operations • Mathematical Reasoning

There are 2 Measures of Written Language Attainment:• Spelling • Written Expression

There are 2 Measures of Oral Language Attainment:• Listening Comprehension • Oral Expression.

In response to customer feedback, you can now purchase individual record forms for reading, language and numerical subtests. These are more economical and are available to order as additional items to your complete kit.

UK Norms

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Find out more: Download sample reports and a product presentation at www.psychcorp.co.uk


WISC-IV–WIAT-IIUK WriterSave time and eff ort in generating reports with the WISC-IV–WIAT-IIUK Writer. The software aids reporting and interpreting results from the WISC-IVUK and WIAT-IIUK. The software allows you to score a case, maintain demographic information, store raw scores, and produce comprehensive reports. It features a table and graph report, which provides raw to scaled score conversions; strength and weakness discrepancies; index scores; and ability achievement discrepancies between the WISC-IVUK and WIAT-IIUK.

The Writer also has a comprehensive interpretive reporting function allowing you to interpret clinically signifi cant diff erences between scores and provides a Clinical and Background Review and a Parent/Carer Report.

Related productThe WIAT-IIUK is co-normed with the WISC-IVUK – see page 5

www.psychcorp.co.uk0845 630 8888Literacy30

Wechsler Individual Achievement Test – Second UK Edition for Teachers (WIAT-IIUK-T) David Wechsler, 2006

Age Range: 4 years to 85 years (17 years to 85 years are US Norms)


The WIAT-IIUK-T is the most comprehensive UK-normed assessment package designed for access arrangements, statementing and general literacy levels.

The WIAT-IIUK-T is the only test for specialist teachers currently off ering subtests in the three key areas of reading:• Untimed Single Word

Accuracy • Reading

Comprehension • Reading Speed.

It provides the following:• Single Word Reading – includes

letter identifi cation, phonological awareness, letter-sound awareness, accuracy and automaticity of word recognition

• Reading Comprehension – stories and sentences include literal, inferential and lexical comprehension, oral reading accuracy and fl uency and word recognition in context

• Reading Speed – for 6 to 16 years 11 months. Words per minute (WPM) can also be recorded for the full age range

• Reading Rate – this is calculated from the Reading Comprehension subtest. The quartile scores identify the slow and accurate, slow and inaccurate, fast and accurate and fast and inaccurate reader

• Single Word Spelling – includes letter-sound correspondence for vowels, consonants and consonant blends, regular and irregular words, contradictions and high-frequency homonyms.

In addition to a full set of US norms for the adult population, WIAT-IIUK-T provides up-to-date UK norms for children and adolescents.

Based on 800 children, across all geographic regions, the data accurately represents the current UK population aged 4 to 16 years 11 months according to the 2001 UK census data. They are stratifi ed within each group according to the following variables:• Race/ethnicity • Education level of parents • Socio-economic status • Gender.

Overview:Assess single word reading, reading comprehension, reading speed and spelling in one assessment


UK Norms

Materials and PricesComplete kit:Includes examiner’s manual, stimulus book and a pack of 25 record forms in a bag978 0 749128 04 3 £281.50 exc VAT



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Kaufman Test of Educational Achievement, Second Edition (KTEA-II) Alan S Kaufman and Nadeen L Kaufman, 2004

Age Range: Comprehensive Form: 4 years 6 months to 25 years Brief Form: 4 years 6 months to 90+ years


Overview:Assess reading, maths, written language and oral language

Administration: IndividualComprehensive form: 30 to 80 minutes depending on age Brief form: 15 to 45 minutes


Materials and PricesComprehensive Form A kit: Includes manual, 2 stimulus books, norms book, 25 form A record forms, 25 form A response booklets, 25 form A error analysis booklets, 2 each of 3 form A WE booklets, all necessary stimulus materials, Form A administration CD, puppet in a bag978 0 749153 23 6 £357.00 exc VAT

Comprehensive Form B kit:Includes manual, 2 stimulus books, norms book, 25 form B record forms, 25 form B response booklets, 25 form B error analysis booklets, 2 each of 3 form B WE booklets, all necessary stimulus materials, form B administration CD, puppet in a bag978 0 749153 24 3 £357.00 exc VAT

Comprehensive Form A record forms & student response books, pack of 25 each 978 0 749153 27 4 £72.00 exc VAT

Comprehensive Form B record forms & student response books, pack of 25 each978 0 749153 28 1 £72.00 exc VAT

KTEA-II Comprehensive ASSIST CD-ROM978 0 749153 39 7 £270.50 exc VAT

Brief kit: Includes manual, stimulus book, 25 record forms and 25 response forms978 0 749153 40 3 £180.00 exc VAT

Brief kit record forms & student response forms, pack of 25 each978 0 749153 41 0 £42.50 exc VAT

The KTEA–II Comprehensive Form is a carefully constructed and designed measure of academic achievement. It is a well established instrument and a standard in educational assessment. It is an excellent tool for identifying strengths and weaknesses across the key achievement domains of reading, maths and language, and highlights specifi c skill areas needing remediation.

Use the KTEA–II Comprehensive Form for in-depth analysis The KTEA–II Comprehensive Form gives you state-of-the-art error analysis along with detailed prescriptive information for simple remediation planning. It is easy to administer, score and interpret and features alternate forms to help you measure student progress or response to intervention and to adjust instruction based on performance.

A complete solution for pinpointing and remediating achievement gaps The Comprehensive Form consists of 14 subtests grouped into 4 domain composites, 4 reading-related composites, an overall Comprehensive Achievement Composite in addition to separate subtest scores.

Highlights & features• Recently redesigned and improved• Enhanced error analysis provides in depth

information about student performance and promotes targeted intervention and helps determine applicable learning strategies

• Alternate forms measure progress or response to intervention

• Easy to administer, with novel tasks to motivate students

• Use as part of a comprehensive psychological, psychoeducational or neuropsychological test battery which can enhance understanding of the individuals total functioning.

KTEA–II ASSIST Scoring software for quick resultsThe KTEA–II Comprehensive Form can be scored by hand or with the time-saving ASSIST™ scoring program. Using ASSIST™ allows you to quickly convert raw scores to derived scores and provides: • A summary of student performance by

composite or subtest• Comparisons of skill areas or subtests for

easy interpretation• Aptitude-achievement discrepancy analysis• Error analysis for all subtests.

Use the KTEA–II Brief Form for a quick measure of achievementThe KTEA–II Brief Form is a curriculum-based instrument which provides norm-referenced assessment in the same three core achievement domains as the comprehensive form and includes the following subtests: • Reading – word recognition and reading

comprehension • Maths – computation and application

problems • Written Expression – written language and

spelling.

The Brief Form provides a battery composite as well as subtest scores in reading, maths and spelling. There is no overlap in content with the comprehensive form allowing it to be used for reliable retesting.

Benefi ts of using the KTEA–II Comprehensive Form and Brief Form• Can be used to screen examinees;

providing useful and reliable academic information quickly while determining those in need of more thorough testing and evaluation

• Allows for the administration of a single subtest or a combination of subtests to assess achievement

• Assesses skills relevant to what students are required to do in the classroom

• Engaging, appealing and motivating • Suitable for diverse samples and a range of

circumstances• Appropriate for clinical, educational and

research settings • Co-normed with the KABC–II which allows

for in-depth comparison of a students ability and school performance.


Woodcock Reading Mastery Tests, Third Edition (WRMT-III) Richard W Woodcock, 2011



The new WRMT-III off ers you the latest revision of the WRMT, which set the standard for assessment of reading readiness and reading achievement. This signifi cant revision retains the format and structure of the WRMT-R/NU, while expanding the test’s range to give you even greater diagnostic power.

The WRMT-III helps: • Evaluate struggling readers • Identify specifi c strengths and

weaknesses in reading skills to plan targeted intervention

• Screen for reading readiness • Determine reading strategies for

students with special needs • Guide educational selection and

placement decisions

The WRMT-III contains four new and fi ve revised subtests: • NEW Phonological Awareness - First Sound Matching - Last Sound Matching - Rhyme Production - Blending - Deletion • NEW Listening Comprehension • Revised Letter Identifi cation • Revised Word Identifi cation • NEW Rapid Automatic Naming - Object & Colour Naming - Number & Letter Naming • NEW Oral Reading Fluency • Revised Word Attack • Revised Word Comprehension - Antonyms - Synonyms - Analogies • Revised Passage Comprehension

Features & Benefi ts The WRMT-III off ers signifi cant enhancements, including: • Comprehensive, contemporary

reading coverage based on extensive research

• New photorealistic stimulus art to more readily engage children

• Two parallel forms that can be used to monitor reading growth

• Four new subtests to help you target specifi c problem areas

• Test items arranged in order of increasing diffi culty

• Basal and ceiling rules and age-specifi c start points to help you administer only those items within the examinee’s functional range

• Item-level error analysis on Listening Comprehension, Passage Comprehension, and Phonological Awareness

• Within-item-level error analysis on Word Attack, Word Identifi cation, and Oral Reading Fluency

• Simplifi ed administration and scoring.

Norms: A nationally (US) representative sample of 3,360 individuals aged 4 years 6 months to 79 years 11 months.

Overview:An assessment of reading readiness and reading achievement

Administration: 15 to 45 minutes for complete battery

Materials and PricesForm A Complete kit:Includes administration manual, Form A record form (25), oral reading fl uency Form A (25), Form A stimulus book, rapid automatic naming cards and audio CD978 0 749163 17 4 £360.00 exc VAT

Form B Complete kit:Includes administration manual, Form B record form (25), oral reading fl uency Form B (25), Form B stimulus book, rapid automatic naming cards and audio CD978 0 749163 20 4 £360.00 exc VAT

Combined kit:Includes Form A kit and Form B kit978 0 749163 16 7 £580.00 exc VAT

Form A record forms, pack of 25978 0 749163 19 8 £55.00 exc VAT

Form B record forms, pack of 25978 0 749163 22 8 £55.00 exc VAT

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Find out more: Want to view the new WRMT-III call 0207 010 2875 to make an appointment with your area sales consultant.

Gain a sharper focus on reading diffi culties


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.• Syllable Segmentation • Rhyme Awareness • Alliteration Awareness• Phoneme Segmentation• Letter Knowledge• Phoneme Isolation.

Features:• UK norms • Standard scores and percentile ranks • Profi le graph • Full colour stimulus material • Case histories.

The early identifi cation of reading diffi culties is a desirable goal with many advantages. If children can be identifi ed who are likely to fi nd the early stages of learning diffi cult, remedial help can be given in the hope of preventing reading failure.

An impressive amount of evidence, gathered over the past 30 years, shows that the best predictors of early reading progress are children’s phonological skills.

The Phonological Abilities Test Consists of Six Tests:• Rhyme detection• Rhyme production • Word completion – syllables

and phonemes• Phoneme deletion – beginning sounds and end sounds • Speech Rate subtest• Letter Knowledge subtest.

Features:• Extensive UK sample• Excellent reliability and validity• Colourful, child-friendly material• Simple to administer.

Preschool and Primary Inventory of Phonological Awareness (PIPA) Barbara Dodd, Sharon Crosbie, Beth McIntosh, Tania Teitzel and Anne Ozanne, 2000

Phonological Abilities Test (PAT) Valerie Muter, Charles Hulme and Margaret Snowling, 1997


Age Range: 5 years to 7 years (normative data available for 4 year olds)



Overview:Identify children at risk of literacy problems

Administration: Individual or Group25 to 30 minutes (each subtest takes 4 to 5 minutes)

Overview:Assess the nature and extent of child’s phonological weakness

Administration: Individual30 minutes (each subtest takes approx 5 minutes)

UK Norms

UK Norms

Materials and PricesComplete kit:Includes examiner’s manual, stimulus manual and record forms in a bag 978 0 749117 65 8 £119.50 exc VAT


Materials and PricesComplete kit:Includes examiner’s manual, stimulus manual, alphabet cards and record forms in a bag 978 0 749111 75 5 £114.50 exc VAT


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Comprehensive Test of Phonological Processing (CTOPP) Richard Wagner, Joseph K Torgesen and Carl Rashotte, 1999



Overview:Identify individuals who need help in developing phonological skills


Materials and PricesComplete kit: Includes examiner’s manual, 25 profi le/examiner record booklets for ages 5 to 6, 25 profi le/examiner booklets for ages 7 to 24, picture book and CD ROM in a storage box978 0 158735 03 0 £272.50 exc VAT


The Comprehensive Test of Phonological Processing (CTOPP) assesses phonological awareness, phonological memory and rapid naming. Individuals with defi cits in one or more of these kinds of phonological processing abilities may have more diffi culty learning to read than those who do not. The CTOPP was developed to aid in the identifi cation of individuals from nursery through to college who may profi t from instructional activities to enhance their phonological skills.

The CTOPP has four principle uses: • To identify individuals who are signifi cantly below their peers in important phonological abilities • To determine strengths and weaknesses among developed phonological processes • To document an individual’s progress in phonological processing as a consequence of special

intervention programmes • To serve as a measurement device in research studies investigating phonological processing.

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Test of Word Reading Effi ciency – Second Edition (TOWRE-2) Carl Rashotte, Joseph K Torgesen and Richard Wagner, 2011

Age Range: 6 to 24 years 11 months


Overview:Measure word reading rate and accuracy


Materials and PricesComplete kit: Includes Examiner’s Manual, 25 each of Profi le/Examiner Record Booklets A and B, and Form A, B, C, and D Word Cards, and 25 Response to Intervention booklets in a sturdy storage box 978 0 749163 06 8 £225.00 exc VAT

Form A record forms, pack of 25978 0 749163 08 2 £38.00 exc VAT

Form B record forms, pack of 25978 0 749163 10 5 £38.00 exc VAT

Suitable for Access Arrangements and DSA Applications

The newly updated TOWRE–2 provides a reliable measure of word reading accuracy and fl uency. Quick to administer,, the test provides an effi cient 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.

Changes to the TOWRE–2 • Additional word lists have been added to both

subtests making it more useful for monitoring progress and evaluating the impact of instructional interventions

• An extensively revised manual includes new information on the validity, reliability and retest performance

• Independent research studies have been aggregated, providing strong evidence for diagnostic assessments of children with reading disabilities and other learning diffi culties.

TOWRE–2 contains two subtests with four alternate forms: • The Sight Word Effi ciency (SWE) subtest assesses the number of real words printed in vertical

lists that an individual can accurately identify within 45 seconds • The Phonemic Decoding Effi ciency (PDE) subtest measures the number of pronounceable

nonwords presented in vertical lists that an individual can accurately decode within 45 seconds.

The four parallel forms of each subtest are of equivalent diffi culty, and any of the forms may be given depending on the purposes of the assessment. If only one form of each test is used, the test can be administered in approximately 5 minutes.

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Dyslexia Early Screening Test – Second Edition (DEST-2) Rod Nicolson and Angela Fawcett, 2004

Dyslexia Screening Test – Junior (DST-J) Angela Fawcett and Rod Nicolson, 2004





Overview:Profi le strengths and weaknesses often associated with dyslexia


Overview:Identify children in infant/junior school who are at risk of dyslexia


Materials and PricesComplete kit: Includes examiner’s manual, envelope 1 (containing subtest cards and sample permission letter), envelope 2 (containing score keys), forward digit span tape, sound order tape, corsi frog, beads, cord, blindfold, balance tester, scoring software with manual and 50 score sheets in bag978 0 749121 36 5 £159.50 exc VAT


Materials and PricesComplete kit: Includes examiner’s manual, envelope 1 (containing subtest cards, sample permission letter and acetates), envelope 2 (containing score keys), backward digit span tape, beads, cord, blindfold, balance tester, scoring software with manual and 50 score sheets in a bag978 0 749121 35 8 £159.50 exc VAT

Score sheets, pad of 50978 0 749121 72 3 £49.00 exc VAT

The DEST-2 battery contains screening tests of attainment and ability. These determine whether a young child is experiencing diffi culty in areas known to be aff ected in dyslexia. An ‘at risk’ score for dyslexia determines whether further in-depth testing should be undertaken. A profi le of skills provides valuable information that can be used to guide in-school support.

The Dyslexia Early Screening Test – Second Edition (DEST-2) Consists of 12 Subtests:• Rapid Naming• Bead Threading• Phonological Discrimination • Postural Stability • Rhyme/Alliteration• Forwards Digit Span

• Digit Naming• Letter Naming • Sound Order• Shape Copying• Corsi Frog• Vocabulary (group/individual).

The Dyslexia Screening Test covers primary and secondary school-aged children in two separate assessments. The division of the DST into two tests, DST–Junior and DST–Secondary include extra subtests which are particularly relevant to the age group. They refl ect changes in theory and practice since the initial publication with additional subtests, validation studies and case histories and scoring software. New theoretical developments in dyslexia research suggest that it should be possible to identify both slow learners and potential dyslexic children at the age of 5 or 6 years, in time for greater reading support. The DST-J is designed for early identifi cation of children who are at risk of reading failure so that they can be given extra support at school.

The DST-J Consists of the Following Subtests:• Rapid Naming • Bead Threading • One Minute Reading • Postural Stability • Phonemic Segmentation • Two Minute Spelling • Backwards Digit Span • Nonsense Passage Reading • One Minute Writing • Verbal Fluency • Rhyme • Vocabulary.

UK Norms

UK Norms

Includes Scoring Software


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37Literacy0845 630 5555


Dyslexia Adult Screening Test (DAST) Angela Fawcett and Rod Nicolson, 1998

Age Range: 16 years 5 months and older


The Dyslexia Adult Screening Test (DAST) has been designed to be used as a screening instrument, for use routinely within further education establishments and the commercial workplace. In designing the test, care has been taken to make the testing procedure as straightforward as possible, avoiding the use of IQ tests.

As a result DAST provides an excellent fi rst step in deciding whether to request further testing, and to provide a profi le of the strengths and weakness which can be used to guide the intervention training strategies for the individual. DAST can also form the fi rst step in deciding whether a more comprehensive dyslexic assessment is warranted.

The DAST comprises of 11 subtests which emphasise fl uency as well as accuracy:

Overview:Screen for dyslexia and other learning diffi culties


Materials and PricesComplete kit:Includes examiner’s manual, envelope (containing score keys, rapid naming card, one minute reading cards, nonsense passage cards and one minute writing passage cards), 50 record forms, blindfold, balance tester and CD in a bag978 0 749113 21 6 £179.50 exc VAT


UK Norms

• Rapid Naming• Phonemic Segmentation• Nonsense Passage Reading• Verbal Fluency• One Minute Reading• Two Minute Spelling

• Non-verbal Reasoning• Semantic Fluency• Postural Stability• Backwards Digit Span• One Minute Writing.

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Dyslexia Screening Test – Secondary (DST-S) Angela Fawcett and Rod Nicolson, 2004



The DST-S is designed to identify those children who are still experiencing diffi culties at secondary school and provides data which can be used in support of requesting extra time concessions in exams.

The DST-S consists of the following subtests:• Rapid Naming • Bead Threading • One Minute Reading • Postural Stability • Phonemic Segmentation • Two Minute Spelling • Backwards Digit Span • Nonsense Passage Reading • One Minute Reading • Verbal Fluency • Semantic Fluency • Spoonerisms • Non-verbal Reasoning.

Overview:Identify children in secondary school who are at risk of dyslexia


Materials and PricesComplete kit:Includes examiner’s manual, envelope 1 (containing subtest cards, sample permission letter and acetates), envelope 2 (containing score keys), backward digit span tape, beads, cord, blindfold, balance tester, scoring software with manual and 50 score sheets in a bag978 0 749121 55 6 £159.50 exc VAT

Score sheets, pad of 50978 0 749121 62 4 £49.00 exc VAT

UK NormsBESTSELLER


Gray Oral Reading Tests-Fifth Edition (GORT-5) J. Lee Weiderholt and Brian R. Bryant, 2011



Overview:Measure oral reading accuracy, speed, rate and comprehension


Materials and PricesComplete kit: Includes examiner’s Manual, Student Book, and 25 Examiner Record Booklets each for Forms A and B, all in a sturdy storage box.978 0 749163 35 8 £255.00 exc VAT

Form A Record Forms, pack of 25978 0 749163 36 5 £55.00 exc VAT

Form B Record Forms, pack of 25978 0 749163 37 2 £55.00 exc VAT

Student Book978 0 749163 34 1 £60.00 exc VAT

The Gray Oral Reading Tests, now in its fi fth edition, provides an effi cient and objective measure of oral reading fl uency and comprehension. The GORT-5 has two equivalent forms, Form A and Form B, each containing 16 developmentally sequenced reading passages with fi ve comprehension questions each. An optional miscue analysis system allows reading specialists to analyze reading errors and tailor interventions to specifi c students’ needs.

New Features of the GORT-5• New normative data were collected in 2008-2010• Norms were extended upward to age 23 years, 11 months• Basal and ceiling rules were streamlined to make administration easier and more effi cient• Comprehension questions were completely revised, and studies were provided to show that

the items are passage dependent • Reliability and validity studies were added• Updated design of assessment.

Available Scores for the GORT-5• Rate: derived from the amount of time in seconds taken by a student to read a story aloud.• Accuracy: derived from the number of words the student pronounces correctly when reading

the passage• Fluency: a combination of the student’s Rate and Accuracy Scores• Comprehension: the number of questions about the stories that the student answers correctly.

The open-ended format ensures that the items are passage dependent• Oral Reading Index: a composite score formed by combining students’ Fluency and

Comprehension scaled scores.

Rate, Accuracy, Fluency, and Comprehension are reported as raw scores, grade and age equivalents, percentile ranks, and scaled scores having a mean of 10 and a standard deviation of 3. The Oral Reading Index is reported as a standard score based on a distribution having a mean of 100 and a standard deviation of 15. Percentile ranks are also provided.

The new GORT-5 may be used for:• Identifying students with reading diffi culties – identifying those students who may need more

intensive or explicit instruction in reading in order to make adequate progress in reading facility and/or comprehension

• Diagnosing reading disabilities – the test can be used as part of a battery of tests for diagnosis of specifi c reading disabilities in children through young adults

• Determining strengths and weaknesses – can be used to compare intra-individual reading skills (e.g., reading rate vs. comprehension) and to help tailor interventions to the student’s specifi c needs

• Evaluating students’ progress in reading – two equivalent forms enables examiners to conduct pre-and post-intervention testing to measure progress

• Conducting research. The GORT-5 is a standardized, norm-referenced test, making it suitable for use in reading research.

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39Literacy0845 630 5555

Adult Reading Test (ART) Peter Brooks, John Everatt and Rob Fidler, 2004



The Adult Reading Test (ART) has been developed to assess the literacy skills of adults. It is a prose reading test that provides measures of reading accuracy, reading comprehension, speed of reading and speed of writing, using centile scores. The test was standardised on a UK student population attending Further and Higher Education colleges/universities in the South East of England.

The DfES has established a working party to review arrangements for the assessment of specifi c learning diffi culties in higher education. The Adult Reading Test, which was developed as part of a dyslexia assessment process at Roehampton, has been included in the list of suitable tests produced by the working party. It has also been used to obtain literacy measures for exam certifi cation. There are fi ve passages, increasing in diffi culty as the student progresses through the test. There is also an extension passage and a pre-entry passage available. Scoring sheets are provided with the manual along with technical data.

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Overview:Assess adult reading skills

Administration: IndividualUntimed

Materials and PricesComplete kit:Includes reading booklet and examiner’s manual with reproducible record forms978 0 749125 90 5 £128.00 exc VAT


UK NormsBESTSELLER

Gray Silent Reading Tests (GSRT) J Lee Wiederholt and Ginger Blalock, 2000



Overview:Measure silent reading comprehension

Administration: Individual or GroupUntimed

Materials and PricesComplete kit: Includes manual, 25 profi le/response forms, 10 each of the reading book forms A and B in sturdy storage box 978 0 749120 65 8 £181.00 exc VAT

Profi le/response forms, pack of 25 978 0 749120 66 5 £28.50 exc VAT

Reading book, form A, pack of 10 978 0 749120 71 9 £40.50 exc VAT

Reading book, form B, pack of 10 978 0 749120 72 6 £40.50 exc VAT

The Gray Silent Reading Tests (GSRT) will help you quickly and effi ciently measure an individual’s silent reading comprehension ability. This test consists of two parallel forms, each containing 13 developmentally sequenced reading passages with fi ve multiple-choice questions. This test can be either group or individually administered and each form of the test yields raw scores, grade equivalents, age equivalents, percentiles and a Silent Reading Quotient.

You can use the GSRT with confi dence in a variety of settings such as primary and secondary school, clinics, reading centres and post secondary environments. The two forms of the test allow you to study an individual’s reading progress over time.

Distributed Product



Courses available for an UNLIMITED number of staff from the same establishment Course Duration Tutor Cost

Training for Readers, Scribes, Invigilators etc in Exams 1 hr Caroline Read £50

Training for Readers, Writers in KS2 National Curriculum Tests 50 min Caroline Read £40

An Overview of Access Arrangements for Staff in Centres 40 min Caroline Read £35

Contact: Web: www.communicate-ed.org.uk Email: [email protected] Tel: 0845 3311 492

†INDIVIDUAL registration courses – 40/50% discount for 2nd/3rd delegate from the same establishment Examination Access Arrangements – for new delegates 5 hr Caroline Read £105†

Examination Access Arrangements - Update/Refresher 2011/12 3 hr Caroline Read £70

Extra Time in Examinations – assessing the need (updated for 2011/12) 2.5 hr Sarah Beard £65†

Standardised Tests - Principles in Educational Testing (10 hr course SASC approved for core hours for APC renewal, 5 hr course pending)

5/10 hr Various £140 /£230†

Assessing Adult Students – for the DSA (SASC approved) 5 hr Ros Lehany £105†

To view a free sample presentation, please go to http://online.communicate-ed.org.uk/introduction

After the DDA: The Equality Act 2010 – schools’ responsibilities 5 hr Philippa Stobbs *£105†

Supporting students with: Asperger Syndrome 6 hr Maggie Anderson *£105†

Supporting students with: AD(H)D or Behavioural Difficulties (2 courses) 5 hr Ronnie Young *£105†

Supporting students with: Dyslexia 5 hr Sarah Beard *£105†

Supporting students with: Dyspraxia 5 hr Jan Warner *£105†

*Marked courses available for an UNLIMITED number of staff from the same establishment for £350

Online Courses

real

Develop your skills in using, interpreting and understanding your educational assessment products

The Certificate of Competence in Educational Testing (CCET) is the gold standard for assessment skills in education

• Administer educational tests with accuracy • Report test scores to parents and external professionals with confidence• Understand the reliability and validity of your assessment products• Support your professional career development with expertise in educational assessment• Become registered on the British Psychological Society’s Register of Qualifications in Test Use• Study online only or via blended learning with a 3 day training event

Call our team to discuss the course and the study options best suited to you.Call us on 01273 35 80 80 or visit www.realtraining.co.uk

Certificate of Competence in Educational Testing (CCET)

Sensory/Motor Visuo-perceptual Skills

41Sensory/Motor Visuo-perceptual Skills0845 630 5555

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The DASH project is another example of excellence…The assessment helps teachers spot students with slow handwriting so they can plan how best to support them.

Oxford Brookes University News

Detailed Assessment of Speed of Handwriting (DASH) Anna Barnett, Sheila E Henderson, Beverly Scheib and Joerg Schulz, 2007



Overview:Assess handwriting speed

Administration: Individual or GroupComplete battery: Maximum 30 minutes

Materials and PricesComplete kit: Includes examiner’s manual, laminated reproducible test cards, a timer, 25 record forms in a bag978 0 749136 40 6 £102.00 exc VAT


www.psychcorp.co.uk0845 630 8888Sensory/Motor Visuo-perceptual Skills42

The Detailed Assessment of Speed of Handwriting (DASH) is ideal for providing evidence for Access Arrangements for Key Stage 2 and 3 National Curriculum Tests and for General Qualifi cations. It can also play a role in identifying children with handwriting diffi culties and provides information relevant for intervention planning. The assessment includes fi ve subtests, each testing a diff erent aspect of handwriting speed. The subtests examine fi ne motor and precision skills, the speed of producing well known symbolic material and the ability to alter speed of performance on two tasks with identical content as well as free writing competency.

Standardised subtest and composite scores are provided, based on a nationally stratifi ed normative sample of over 500 children collected across the UK in 2006.

UK NormsBESTSELLER

Both DASH and DASH 17+ are suitable for Access Arrangement Applications

Detailed Assessment of Speed of Handwriting (DASH 17+) Anna Barnett, Sheila E Henderson, Beverly Scheib and Joerg Schulz, 2010



Overview:Assess handwriting speed in FE and HE students

Administration: Individual or GroupComplete battery: Maximum 30 minutes

The DASH 17+ provides a reliable, age-appropriate measure of handwriting speed for students aged 17–25 years in further and higher education. This upwards extension of the DASH can identify students with slow handwriting and may assist in providing evidence for extra support, such as Access Arrangements in examinations or the Disabled Students’ Allowance. Information from the DASH 17+ also provides relevant information for planning intervention.

The assessment includes fi ve subtests, each testing a diff erent aspect of handwriting speed. The subtests examine fi ne motor and precision skills, the speed of producing well known symbolic material, the ability to alter speed of performance on two tasks with identical content and free writing competency.

Standardised subtest and composite scores are provided, based on data collected from a sample of 400 students in further and higher education across the UK in 2009.

UK Norms NEW

Materials and PricesComplete kit: Includes examiner’s manual, laminated reproducible test cards, a timer, 25 record forms in a bag978 0 749149 25 3 £102.00 exc VAT


Suitable for DSA Applications


Beery-Buktenica Developmental Test of Visual-Motor Integration, Sixth Edition (Beery VMI) Keith E Beery, Norman A Buktenica and Natasha A Beery, 2010

Movement Assessment Battery for Children Checklist – Second Edition (Movement ABC-2 Checklist) Sheila E Henderson, David A Sugden and Anna Barnett, 2007





Now in it’s Sixth EditionInternationally respected and backed by decades of research and clinical use, the Beery VMI, now in its sixth edition, off ers a convenient and economical way to screen for visual-motor defi cits that can lead to learning, neuropsychological and behavioural problems. It can be used by psychologists, occupational therapists, learning disability specialists, specialist teachers and other professionals.

Early Childhood FocusThe sixth edition of the Beery VMI remains strongly focused upon early childhood education. It includes updated norms for ages 2 years to 18 years; making it one of the few psychological assessments that provide standard scores as low as 2 years. Adult norms are also included for ages 19 years and older.

Full and Short FormsThe Short Format and Full Format tests present drawings of geometric forms arranged in order of increasing diffi culty that the individual is asked to copy; helping to assess the extent to which individuals can integrate their visual and motor abilities. This culture-free and non-verbal assessment means that the Beery VMI is useful with individuals of diverse environmental, educational, and linguistic backgrounds.

The Short and Full Format tests can be administered individually or to groups. (Individual administration is recommended for the supplemental tests.) The Short Format is often used with children ages 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. These optional assessments are designed to be administered after results from the Short Format or Full Format test show the need for further testing. A statistical comparison of results from all three tests can be quickly and easily made on the graphic profi le.

NormsThe Beery VMI was standardised on a national sample of 1,737 individuals age 2 to 18 years (2010) and 1,021 adults ages 19-100 (2006), and has proven reliability and validity.

The manual also provides approximately 600 age-specifi c norms from birth to 6 years. These consist of basic gross motor, fi ne motor, visual and visual-fi ne motor developmental “stepping stones” that have been identifi ed by research criteria. This information has been found to be useful in helping parents better understand their child’s current level of development.

Teaching MaterialsIn response to teachers’ and parents’ requests, the authors have also developed visual, motor, and visual-motor teaching activities and other materials for use with children from birth to primary school age. See page 76 for further details.

Overview:Assess visual-motor skills in children and adults

Administration: Individual and Group Short and Full Format tests: 10–15 minutes each Visual and Motor tests: 5 minutes each

Materials and PricesBeery VMI Sixth Edition Starter Kit:Includes manual, 10 full forms, 10 short forms, 10 visual perception forms and 10 motor co-ordination forms978 0 749160 27 2 £121.50 exc VAT

Beery VMI Sixth Edition manual978 0 749160 25 8 £60.00 exc VAT

Beery VMI Sixth Edition Full Forms, pack of 25978 0 749160 24 1 £94.00 exc VAT

Beery VMI Sixth Edition Motor Co-ordination Forms, pack of 25978 0 749160 26 5 £16.00 exc VAT

Beery VMI Sixth Edition Visual Perception Forms, pack of 25978 0 749160 28 9 £16.00 exc VAT

Beery VMI Sixth Edition Short Forms, pack of 25978 0 749160 29 6 £70.00 exc VAT

Beery VMI Teaching Materials: Starter Kit:Includes My Book of Shapes, My Book of Letters and Numbers, Developmental Teaching Activities, Developmental Wall Chart, and Stepping Stones Parent Checklists (25 per pack)978 0 749152 44 4 £157.50 exc VAT

NEW


Overview:Identifi es, describes and guides treatment of motor impairment

Administration: Individual or Group10 minutes

Materials and PricesChecklists, pack of 50978 0 749136 02 4 £25.00 exc VAT

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. In addition, the behaviour section of the checklist – identical to that contained in the test – considers the extent to which a child’s attitudes and feelings about motor tasks are situation specifi c or more generalised. Percentile cut scores are provided.

UK Norms

Assessments and Interventions – Please use this checklist as a reference guide to which tests will be suitable

www.psychcorp.co.uk0845 630 8888Assessments and Interventions – Matrix

Early Years Primary Secondary FE/HE Interventions (Birth – (4 years 6 months (11 years (16 yearsAssessment and Intervention Title 4 years 6 months) - 11 years - 18 years) and older)

A Adaptive Behavior Assessment System – Second Edition (ABAS-II) • • • • Adolescent / Adult Sensory Profi le • • Adult Reading Test (ART) • • Aggression Questionnaire (AQ) • • Asperger Syndrome Diagnostic Scale (ASDS) • • • Autism Diagnostic Interview – Revised (ADI-R) • • • • Autism Spectrum Rating Scales (ASRS) • • • • Automated Working Memory Assessment (AWMA) • • • B BASC-2 Behavioral and Emotional Screening System (BASC-2 BESS) • • • Beck Depression Inventory® (BDI®-II) • • Beck Youth Inventories – Second Edition for Children and Adolescents (BYI-II) • • • Beery VMI 6th Edition • • • • Beery VMI Teaching Materials •Behavioral Assessment of the Dysexecutive Syndrome in Children (BADS-C) • • Behavioral Assessment System for Children – Second Edition (BASC-2) • • • • Behavioral Assessment System for Children – Second Edition Progress Monitor • • • • •Behavioral Assessment System for Children – Second Edition Interventions • • • • •Boehm-3 Preschool • • Boehm Test of Basic Concepts – 3rd Edition (Boehm-3) • Bracken Basic Concept Scale – 3rd Edition: Receptive (BBCS-3:R) • • Bracken Basic Concept Scale: Expressive (BBCS:E) • • Bracken School Readiness Assessment – Third Edition (BSRA-3) • • Bridge of Vocabulary, The •Brown Attention-Defi cit Disorder Scales (Brown ADD Scales) • • • • C Childhood Autism Rating Scales – Second Edition (CARS-2) • • • • Children’s PTSD Inventory • • • Children’s Test of Nonword Repetition (CN REP) • Cogmed Working Memory Training • • • •Comprehensive Test of Phonological Processing (CTOPP) • • • Conners 3rd Edition (Conners 3) • • • Conners Comprehensive Behavior Rating Scales (Conners CBRS) • • • Conners Early Childhood (Conners EC) • • D Delis-Kaplan Executive Function System (D-KEFS) • • • Detailed Assessment of Handwriting (DASH) • • Detailed Assessment of Handwriting 17+ (DASH 17+) • Developmental Test of Visual Perception – Adolescent and Adult (DTVP-A) • • Developmental Test of Visual Perception – Second Edition (DTVP-2) • • Dyslexia Adult Reading Test (DAST) • Dyslexia Early Screening Test – Second Edition (DEST-2) • • Dyslexia Screening Test – Junior (DST-J) • Dyslexia Screening Test – Secondary (DST-S) • E Early Repetition Battery (ERB) • • Expressive Vocabulary Test – Second Edition (EVT-2) • • • • F Facilitator’s Training Kit, The • • • • G Gifted Rating Scales (GRS) • •Gilliam Asperger’s Disorder Scale (GADS) • • • • Gilliam Autism Rating Scale – Second Edition (GARS-2) • • • • Gray Oral Reading Tests (GORT-5) • • • Gray Silent Reading Tests (GSRT) • • •

for the age range of your client/student.

Early Years Primary Secondary FE/HE Interventions (Birth – (4 years 6 months (11 years (16 yearsAssessment and Intervention Title 4 years 6 months) - 11 years - 18 years) and older)

K Kaufman Assessment Battery for Children – Second Edition (KABC-II) • • • • Kaufman Brief Intelligence Test – Second Edition (KBIT-II) • • • Kaufman Survey of Early Academic and Language Skills (KSEALS) • • Kaufman Test of Educational Achievement – Second Edition (KTEA-II) • • • • L Launch into Reading Success •M Millon Adolescent Clinical Inventory (MACI) • • Millon Adolescent Personality Inventory (MAPI) • • Millon Pre-Adolescent Clinical Inventory (M-PACI) •Movement ABC Checklist • •N Naglieri Nonverbal Ability Test (NNAT) – Individual Administration • • • NEPSY – Second Edition (NEPSY-II) • • • Novaco Anger Scale and Provocation Inventory (NAS-PI) • • P Peabody Picture Vocabulary Test – Fourth Edition (PPVT-4) • • • • Phonological Abilities Test (PAT) • Practical Ideas Series •Preschool and Primary Inventory of Phonological Awareness (PIPA) • • Pre-school Screening Test (PREST) • R Raven’s – Educational • • Resiliency Scales for Children and Adolescents • • • Revised Children’s Manifest Anxiety Scale, Second Editon (RCMAS-2) • • •Reynolds Bully-Victimization Scales for Schools (RBVSS) • • Rivermead Behavioural Memory Test – Third Edition (RBMT-3) • Rivermead Behavioural Memory Test for Children (RBMT-C) • S School Motivation and Learning Strategies Inventory (SMALSI) • • • Self Image Profi les (SIP) • • Self Image Profi les for Adults (SIP-Adult) • • Sensory Profi le and Supplement • • Sensory Profi le School Companion • • Sensory Profi le Select Scoring Assistant • • • • Social Skills Improvement System – Assessments and Interventions (SSIS) • • • • • T Test of Everyday Attention for Children (TEA-Ch) • • Test of Word Reading Effi ciency – Second Edition (TOWRE-II) • • • V Vineland Adaptive Behavior Scales (Vineland-II) • • • • W Wechsler Abbreviated Scale of Intelligence™ – Second Edition (WASI-II) • • • Wechsler Adult Intelligence Scale – 4th UK Edition (WAIS-IVUK) & Scoring Software and Report Writer • Wechsler Individual Achievement Test – Second UK Edition (WIAT-IIUK) • • • Wechsler Individual Achievement Test – Second UK Edition for Teachers (WIAT-IIUK-T) • • • Wechsler Intelligence Scale for Children – Fourth UK Edition (WISC-IVUK) • • Wechsler Memory Scale – Fourth UK Edition (WMS-IVUK) • Wechsler Nonverbal Scale of Ability (WNV) • • • Wechsler Preschool and Primary Scales of Intelligence – Third UK Edition (WPPSI-IIIUK) • • Woodcock Reading Mastery Tests, Third Edition (WRMT-III) • • •Working in Partnership with Parents: The Family Partnership Model • • • • Working Memory Rating Scale (WMRS) •

Assessments and Interventions – Matrix0845 630 5555


Sensory Profi le™ and Supplement Winnie Dunn, 1999

Sensory Profi le® School Companion Winnie Dunn, 2006





Overview:Evaluate sensory information processing


Overview:Assess children’s sensory processing information related to school performance


Materials and PricesComplete kit:Includes user’s manual, 25 caregiver questionnaires, 25 short sensory profi le sheets and 25 summary score sheets978 0 761638 00 1 £174.50 exc VAT

Caregiver questionnaire, pack of 25978 0 761638 02 5 £41.50 exc VAT

Short sensory profi le sheets, pack of 25978 0 761638 04 9 £21.00 exc VAT

Summary score sheets, pack of 25978 0 761638 03 2 £25.50 exc VAT

Sensory Profi le Supplement complete kit: Includes manual and pack of 25 record forms978 0 158338 60 6 £79.00 exc VAT

Sensory Profi le Supplement record forms, pack of 25978 0 158338 62 0 £31.00 exc VAT

Sensory Profi le Supplement manual978 0 158338 61 3 £56.50 exc VAT

Materials and PricesComplete kit:Includes examiner’s manual, pack of 25 teacher questionnaires and 25 summary score sheets978 0 761600 20 6 £158.50 exc VAT

Summary score sheets, pack of 25978 0 761600 25 1 £33.00 exc VAT

Teacher questionnaires, pack of 25978 0 761600 23 7 £51.00 exc VAT

Use the Sensory Profi le, a 125 question profi le, to determine how well children process sensory information in everyday situations and to profi le the sensory system’s eff ect on functional performance. The profi le contributes to a comprehensive picture of a child’s performance. Combine it with other evaluation data to create a complete picture of the child’s status for diagnostic and intervention planning.

The Short Sensory Profi le is a 38 item caregiver questionnaire and score sheet designed for use in screening and research protocols. The items on the Sensory Profi le are grouped into three major sections:• Sensory processing• Modulation• Behavioural and emotional responses.

Sensory Profi le Supplement:• Quadrant scores and expanded cut scores for easy interpretation• Provides general information about sensory processing and problem solving strategies

supported by clinical reasoning, along with expanded cut scores and quadrant cut scores• Off ers the latest research available on sensory processing• Use this supplement in conjunction with the current Sensory Profi le to target eff ective

interpretation.

With the Sensory Profi le® School Companion, clinicians have the ability to evaluate a child’s sensory processing skills and how these skills aff ect the child’s classroom behaviour and performance. Developed by Dr Winnie Dunn, well known in the fi eld sensory integration, and based on Dunn’s Model of Sensory Processing, this standardised assessment refl ects the teacher’s observations of the child’s performance in the school environment.

Using the Sensory Profi le® School Companion in conjunction with the Sensory Profi le off ers clinicians a comprehensive evaluation as it addresses the child’s behaviour in various contexts, home community and the classroom. The manual includes interpretation of results and case studies.

Find out more: Access reference materials and read frequently asked questions at www.psychcorp.co.uk

BESTSELLER


Adolescent / Adult Sensory Profi le™ Catana Brown and Winnie Dunn, 2002

Sensory Profi le® Select Scoring AssistantPearson Assessment, 2006





Clients can evaluate themselves through the use of a self-questionnaire. With the Adolescent / Adult Sensory Profi le™ you can obtain a greater understanding about why individuals engage in particular behaviours and why they prefer certain environments and experiences.

The results provide an increased awareness and understanding of sensory processing preferences not only for the client but also for the therapist, team members, family members, and others who are close to the individual.

Software that can meet your needs for all Sensory Profi le® products.

Sensory Profi le® Select Scoring Assistant supports the Sensory Profi le (including expanded and quadrant cut scores), Infant/Toddler Sensory Profi le, Adolescent/Adult Sensory Profi le and the new Sensory Profi le School Companion.• Save time with automatic scoring, interpreting, reporting and store your results• Administer the profi le from a desktop computer• Receive an annual licence to any of the Sensory Profi le products.

Overview:Identify sensory processing patterns and eff ects on functional performance

Administration: Individual Untimed

Overview:Select software that fi ts with your profi le

Materials and PricesComplete kit: Includes user’s manual and 25 self-questionnaire/summary reports978 0 761649 70 0 £120.00 exc VAT

Self-questionnaire/summary reports, pack of 25978 0 761649 73 1 £35.00 exc VAT

Materials and PricesSP Select Scoring Assistant: all ages978 0 158339 48 1 £180.00 exc VAT

SP Select Renewal / Additional Licence978 0 150004 04 2 £85.00 exc VAT

Find out more: A technical report is now available online for the Adolescent / Adult Sensory Profi le™

Find out more: Download a range of sample reports at www.psychcorp.co.uk


Developmental Test of Visual Perception, Second Edition (DTVP-2) Donald D Hammill, Nils A Pearson and Judith K Voress, 1993



Overview:Assess visual perception and visual-motor integration skills of children


Materials and PricesComplete kit: Includes examiner’s manual, picture book, 25 profi le/examiner record forms, 25 response booklets, sturdy storage box978 0 158175 66 9 £228.50 exc VAT

Profi le/examiner record forms, pack of 25978 0 158175 79 9 £34.50 exc VAT


The DTVP-2 is suitable for children aged 4 to 10 years and measures both visual perception and visual-motor integration skills. It has eight subtests, is based on updated theories of visual perceptual development, and can be administered to individuals in 35 minutes.

Of all the tests of visual perception and visual-motor integration, the DTVP-2 is unique in that its scores are reliable at the .8 or .9 levels for all age groups and its scores are validated by many studies. The norms are based on a large representative sample and yield scores for both pure visual perception (no motor response) and visual-motor integration ability. It has been proven to be unbiased relative to race, gender and handedness.

The DTVP-2 subtests are:• Eye-Hand Coordination• Copying• Spatial Relations• Position in Space• Figure-Ground• Visual Closure• Visual-Motor Speed• Form Constancy.

Distributed Product

Related productDevelopmental Test of Visual Perception – Adolescent and Adult (DTVP-A) – see www.psychcorp.co.uk for details.

North East, Yorkshire, East Midlands and East Anglia

Kerry Rough

Tel: 07826 914974email: [email protected]

North West, North Wales, Northern Ireland and Scotland

Alison WinterTel: 0773 474 4771email: [email protected]

Mid and South Wales

Nicola OwensSales ManagerTel: 01291 626 333 or 07764 822394email: [email protected]

West Midlands, Warwickshire and Home Counties

Ellie NichollsTel: 07717 895425

email: [email protected]

Southern England

Claire ParsonsTel: 07917 436457

email: [email protected]

Want to discuss your assessment decisions? Arrange a visit from your Area Sales Consultant

www.psychcorp.co.uk/salesconsultants

Emotional and Behavioural Diffi culties

49Emotional and Behavioural Diffi culties0845 630 5555

Beck Youth Inventories™ – Second Edition for Children and Adolescents (BYI-II) Judith S Beck, Aaron T Beck, John B Jolly and Robert A Steer, 2005

Beck Depression Inventory®-II (BDI®-II) Aaron T Beck, Robert A Steer and Gregory K Brown, 1996





Overview:Evaluate child and adolescent emotional and social impairment

Administration: Individual or Group 5 to 10 minutes per inventory

Overview:Assess the severity of depression


Materials and PricesComplete kit: Includes manual and 25 combination inventory booklets978 0 158014 19 7 £170.00 exc VAT

Depression inventory, pad of 25978 0 158014 32 6 £46.00 exc VAT

Anxiety inventory, pad of 25978 0 158014 34 0 £46.00 exc VAT

Anger inventory, pad of 25978 0 158014 36 4 £46.00 exc VAT

Disruptive behavior inventory, pad of 25978 0 158014 38 8 £46.00 exc VAT

Self-concept inventory, pad of 25978 0 158014 40 1 £46.00 exc VAT

Combination inventory, pack of 25 booklets989 0 158014 23 4 £91.50 exc VAT

Materials and PricesComplete kit: Includes manual and 25 record forms978 0 158018 37 9 £86.50 exc VAT


www.psychcorp.co.uk0845 630 8888Emotional and Behavioural Diffi culties50

This edition of the Beck Youth Inventories allows you to assess your clients with confi dence whilst helping you plan eff ective intervention. The fi ve self-report 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.

The BYI-II can also be used in conjunction with other assessments such as the Resiliency Scales for Children and Adolescents™, to gain a comprehensive picture of the individual’s mental health and wellbeing.

This edition of the Beck Depression Inventory®-II, the world’s most widely used instrument detecting depression, features new items that bring it in line with current depression criteria of the DSM-IV. It consists of 21 items to assess the intensity of depression in clinical and normal patients. Each item is a list of four statements arranged in increasing severity about a particular symptom of depression.

Find out more: BDI-II can now be scored using Q Local Software – see page 58 for details.


Resiliency Scales for Children and Adolescents™

Sandra Prince-Embury, 2006



Overview:Profi le child and adolescent personal strengths as well as vulnerability

Administration: Individual or Group5 minutes per scale

Materials and PricesComplete kit:Includes manual and 25 combination scales booklets978 0 158234 63 2 £97.50 exc VAT

Combination scales booklets, pack of 25978 0 158234 64 9 £55.50 exc VAT

Emotional reactivity scale, pad of 25978 0 158007 62 5 £28.50 exc VAT

Sense of mastery scale, pad of 259 780 158006 23 9 £30.00 exc VAT

Sense of relatedness scale, pad of 25978 0 158006 24 6 £30.00 exc VAT

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The Resiliency Scales…represent a scientifi cally grounded, reasoned approach to evaluating resiliency through the eyes of the most important stakeholders in the system; our youth. These scales provide a framework for understanding processes within a youth’s thinking, that interact with immediate family and extended community to off set the negative eff ects of adversity, thereby increasing the probability of positive development…

Sam Goldstein, Ph.D., Neurology, Learning and Behavior Center, University of Utah

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 signifi cant.

The scales contain three brief self-report scales designed to identify areas of perceived strength and/or vulnerability in youth aged 9 – 18 years. Each scale focuses on one area of resiliency:• Sense of Mastery Scale – Optimism,

Self-Effi cacy, Adaptivity• Sense of Relatedness Scale – Trust, Support, Comfort, Tolerance• Emotional Reactivity Scale – Sensitivity, Recovery, Impairment.

Why Assess Resiliency?• Build positive psychology into your assessment practice• Resiliency levels infl uence expected outcomes of many disorders• Resiliency skills can be taught as an intervention strategy• Patterns of strengths within the resiliency domain (mastery, relatedness, reactivity) can

infl uence intervention goals• Teens with depression or anxiety may have diff erent prognoses and lengths of care depending

on their level of resiliency• Victims of school bullying may respond diff erently depending on their resiliency profi le• Course of care may vary with resiliency profi le for teens with adjustment reactions to

divorce, loss, or other life events• Teens with posttraumatic stress disorder may respond diff erently depending on their

resiliency profi le• Use together with any symptom based measure to obtain a balanced view of the teen.

BESTSELLER

Related productBeck Youth Inventories – see opposite page.

The information provided by the Resiliency Scales for Children and Adolescents™ may be applied in treatment planning and used with additional information gained from the Beck Youth Inventory™ – Second Edition, enabling you to implement eff ective interventions that work with an individuals strengths and coping styles.

Children’s PTSD Inventory Philip Saigh, 2004

Reynolds Bully-Victimization Scales for Schools (RBVSS)Bully-Victimization Scale (BVS), Bully-Victimization Distress Scale (BVDS), School Violence Anxiety Scale (SVAS). William M Reynolds, 2003


Age Range: BVS: 8 years to 17 yearsBVDS: 8 years to 17 yearsSVAS: 10 years to 17 years



Overview:Diagnose posttraumatic stress disorder in children and adolescents


Overview:Screen for children and adolescents who engage in bullying behaviour or are the victims of bullying


Materials and PricesComplete kit: Includes manual and 25 inventory forms978 0 158038 27 8 £147.00 exc VAT

Inventory forms, pack of 25 978 0 158038 29 2 £58.00 exc VAT

Materials and PricesComplete kit: Includes manual, 30 BVS record forms, 30 BVDS record forms, 30 SVAS record forms and scoring keys 978 0 158630 00 7 £203.00 exc VAT

BVS record forms, pad of 30 978 0 158630 02 1 £39.00 exc VAT

BVDS record forms, pad of 30 978 0 158630 05 2 £38.50 exc VAT

SVAS record forms, pad of 30 978 0 158630 04 5 £38.50 exc VAT


Over ten years in development, the Children’s PTSD Inventory is a unique, comprehensive tool for reliably assessing posttraumatic stress disorder (PTSD) in children and adolescents:• Structured clinical interview that consists of

5 subtests • Measures DSM-IV criteria for all PTSD types

(including ruling out the disorder) • Authored by one of the leading PTSD experts• Ideal for school and juvenile correctional

settings • Useful in making a diff erential diagnosis in the

presence of co-morbid disorders • Can help you develop intervention and

treatment plans.

These three self-report instruments form a comprehensive picture of a child’s experience of peer-related threat, level of distress and anxiety related to school safety.

Bully-Victimization Scale (BVS)The BVS provides for the identifi cation of youngsters who are being bullied and students who engage in bullying behaviour.

Bully-Victimization Distress Scale (BVDS)The BVDS is a measure of a student’s psychological response to bullying and determines the internalising and externalising nature of this distress.

School Violence Anxiety Scale (SVAS)The SVAS evaluates anxiety about the school as a safe environment, including anxiety specifi c to physical harm at school, harassment at school and the potential for violence occurring at school.

Find out more: You can fi nd out more about the Reynolds Bully-Victimization Scales and other related products in our Health and Wellbeing in Education pack. Visit www.psychcorp.co.uk/wellbeing to download your copy.


Millon™ Pre-Adolescent Clinical Inventory (M-PACI™)Theodore Millon, Robert Tringone, Carrie Millon, and Seth Grossman, 2005

Millon™ Adolescent Clinical Inventory (MACI™)Theodore Millon, Carrie Millon, Roger Davis and Seth Grossman, 1993

Millon™ Adolescent Personality Inventory (MAPI™)Theodore Millon, Catherine J. Green, and Robert B. Meagher Jr., 1977







Overview:Brief pre-adolescent personality inventory

Administration: Individual: 15 to 20 minutes

Overview:Brief adolescent personality inventory


Overview:Assess adolescent personality characteristics


Materials and PricesHandscore starter kit: Includes manual, 10 test booklets, 50 answer sheets, 50 worksheets, 50 profi le forms and answer keys978 0 749153 48 9 £366.00 exc VAT

Answer sheets, pack of 25 978 0 749153 47 2 £28.50 exc VAT

Handscore Materials and PricesManual 978 0749153 95 3 £48.50 exc VAT

Answer sheets, pack of 25 978 0749153 97 7 £24.00 exc VAT

Test booklets, pack of 10978 0749153 96 0 £31.00 exc VAT

This versatile instrument is essential in helping to:• Conduct detailed evaluations to confi rm

diagnostic hypotheses• Create individualised treatment planning• Measure progress before, during and after

treatment.

To help you formulate more precise treatment plans, the Grossman Facet Scales identify personality processes (e.g., self-image, mood, temperament) that underlie overall scale elevations on the Personality Pattern scales. Each personality scale now has three

facet scales, for which results are presented in the automated reports.

Using an age-appropriate format, the MACI™ test helps measure a number of factors closely associated with adolescents, including Sexual Discomfort, Substance Abuse Proneness, Suicidal Tendency and Eating Dysfunctions.

Q Local software (optional): See page 58 for details or call Customer Services on 0845 630 8888.

Materials and PricesHandscore starter kit: Includes manual, 50 answer sheets, 50 profi le forms and answer keys978 0 749154 19 6 £229.50 exc VAT

The M-PACI™ assessment provides an integrated view that synthesises the child’s emerging personality styles and clinical syndromes, helping clinicians detect early signs of Axis I and Axis II disorders.

Key features:• Contains fewer than 100 questions and

takes most pre-adolescents only 15 to 20

minutes to complete• Uses age-appropriate language and

requires minimal reading level• Validated against expert clinician

judgments and other leading self-report inventories for this age group

• A summary of potential treatment strategies, tailored to each patient.

The MAPI outlines 3 distinct scale dimensions. These scales help evaluate adolescent expressed concerns, personality styles, and coping patterns to help select the best approach to treatment and identify behaviour patterns and issues that may need further exploration during therapy.

Q Local software (optional): See page 58 for details or call Customer Services on 0845 630 8888.



Novaco Anger Scale and Provocation Inventory (NAS-PI)Raymond W Novaco, 2003



Overview:Tells you how individuals experience anger and what kind of situations provoke it

Administration: Individual 25 minutes

Materials and PricesComplete kit:Includes manual and 25 record forms978 0749140 97 7 £98.00 exc VAT


Brief and easy-to-administer, this self-report questionnaire is an excellent way to assess anger in clinical, community and correctional settings.

The NAS-PI is composed of two parts:• The Novaco Anger Scale (60 items), which tells you how an individual experiences anger• The Provocation Inventory (25 items), which identifi es the kind of situations that induce anger in

particular individuals.

It can also be administered to students who have learning diffi culties and developmental delays.

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Aggression Questionnaire (AQ) Arnold H Buss and W L Warren, 2000



Overview:Off ers a quick, practical way to screen large groups or individuals for aggressive tendencies

Administration: Individual and Groups 10 minutes

Materials and PricesComplete kit:Includes 25 AutoScore answer forms and manual978 0749160 88 3 £96.50 exc VAT

Screen child and adults for aggressive tendencies with this routine self-report inventory. The Aggression Questionnaire (AQ) measures an individual’s aggressive responses and his or her ability to channel those responses in a safe, constructive manner.

The self-report consisting of 34 items on which individuals rate themselves on a 5-point scale ranging from “Not at all like me” to “Completely like me”:• Physical Aggression• Hostility• Verbal Aggression• Indirect Aggression• Anger

Standardisation is based on a US sample of 2,138 individuals, ages 9 to 88. In addition, norms for the Verbal Aggression and Physical Aggression scales are separated by gender. Scores can be used in treatment planning and outcome measurement

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Related productNAS-PI – see above.

Find out more: Author Raymond Novaco confi rmed as keynote speaker at the 2012 DFP Annual conference www.bps.org.uk/dfp


Revised Children’s Manifest Anxiety Scale: Second Edition (RCMAS-2) Cecil R. Reynolds and Bert O. Richmond, 2008



Overview:Measures the level and nature of anxiety, as experienced by children today, using a simple yes-or-no response format

Administration: Individual 10 to 15 minutes; less than 5 minutes for Short Form

Materials and PricesComplete Kit:Includes 25 AutoScore Forms, Audio CD and manual 978 0 749163 24 2 £94.00 exc VAT

The new RCMAS-2 is a brief self-report inventory, with a simple yes/no format that measures the level and nature of anxiety in 6 to 19 year olds. The test brings into focus the often invisible worry, stress, and fear that can lead to academic diffi culties, social withdrawal and other problems.

Composed of 49 items, the test covers the following scales:• Physiological Anxiety • Worry • Social Anxiety • Defensiveness • Inconsistent Responding Index.

A Convenient Short Form Test administration is quick and easy, the Full Form can be completed in just 10 to 15 minutes, whilst the new Short Form requires less than 5 minutes. The test generates a Total Anxiety score plus scale scores.

Ideal for Routine ScreeningAdministered regularly, the scale allows you to identify anxiety in individual children, assess levels of anxiety in the classroom as a whole, and help students handle anxiety-producing situations.

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NEW

The new RCMAS-2 is a brief self-report inventory, wit

Find out more: Request a copy of our health and Wellbeing in Education pack, simply email [email protected]


Behavioral Assessment System for Children, Second Edition (BASC-2) Cecil R Reynolds and Randy W Kamphaus, 2004



Overview:Assess behaviour and emotions in children and adolescents


Materials and PricesPreschool (2-5yrs) kit:Includes manual, 25 preschool teacher rating scales, 25 preschool parent rating scales, 25 student observation system, 25 structured developmental history978 0749159 76 4 £245.50 exc VAT

Child (6-11yrs) kit: Includes manual, 25 child teacher rating scales, 25 child parent rating scales, 25 personality child (8-11) self reports, 25 personality interview (6-7) self reports, 25 student observation system, 25 structured developmental history 978 0749159 77 1 £319.00 exc VAT

Adolescent (12-21yrs) kit: Includes manual, 25 adolescent teacher rating scales, 25 adolescent parent rating scales, 25 adolescent personality self reports, 25 student observation system, 25 structured developmental history 978 0749159 78 8 £256.50 exc VAT

For a complete listing of all available components, please contact Customer Service on 0845 630 8888 or visit www.psychcorp.co.uk

Positive behaviour can bring many benefi ts – among them, improved academic success for an individual student, fewer distractions in the classroom for the teacher, and reduced dependence on disciplinary and other special resources for the school.

The BASC-2 family off ers a comprehensive, integrated system that helps you identify and manage behavioural and emotional strengths and weaknesses in children and young adults – and incorporates the perspectives of parents, teachers, and the students themselves.

A comprehensive set of rating scales and forms including the Teacher Rating Scales (TRS), Parent Rating Scales (PRS), Self-Report of Personality (SRP), Student Observation System (SOS), and Structured Developmental History (SDH). Together, they help you understand the behaviours and emotions of children and adolescents.

Benefi ts• Uses a multidimensional approach for conducting a comprehensive assessment• Strong base of theory and research gives you a thorough set of highly interpretable scales• Enhanced computer scoring and interpretation provide effi cient, extensive reports• Diff erentiates between hyperactivity and attention problems with one effi cient instrument.

An eff ective way to measure behaviour BASC-2 provides the most comprehensive set of rating scales. These scales measure areas important for the DSM-IV classifi cations. In addition, BASC-2 is respected for its developmental sensitivity. Best of all, you receive the most extensive view of adaptive and maladaptive behaviour.

Multiple Perspectives is the Key to Measuring BehaviourBASC-2 applies a triangulation method for gathering information. By analysing the child’s behaviour from three perspectives – Self, Teacher, and Parent – you get a more complete and balanced picture. Combined, these BASC-2 tools provide one of the most comprehensive systems currently available!

Teacher Rating ScalesUse the Teacher Rating Scales (TRS) to measure adaptive and problem behaviours in the preschool or school setting. Teachers or other qualifi ed observers can complete forms at three age levels – preschool (ages 2 years to 5 years), child (ages 6 years to 11 years), and adolescent (ages 12 years to 21 years) – in about 10 to 20 minutes. The forms describe specifi c behaviours that are rated on a four-point scale of frequency, ranging from “Never” to “Almost Always.” The TRS contains 100-139 items. Validity and response set indices used to help judge the quality of completed forms are also available.

Parent Rating ScalesUse the Parent Rating Scales (PRS) to measure both adaptive and problem behaviours in the community and home setting. Parents or caregivers can complete forms at three age levels – preschool (ages 2 years to 5 years), child (ages 6 years to 11 years), and adolescent (ages 12 years to 21 years) – in about 10 to 20 minutes. The PRS contains 134-160 items and uses a four-choice response format. All clinical and adaptive scales are listed in the chart below. Validity and response set indexes used to help judge the quality of completed forms are also available.

Related productBASC Intervention Program and Progress Monitor – see page 77

Find out more: New BASC-2 Clinical Report (only available on Q Local) provides clinical probability indexes for ADHD, EBD, and Functional Impairment. – see page 58 for details


The BASC-2 BESS off ers a reliable, quick and systematic way to determine behavioural and emotional strengths and weaknesses of children and adolescents. This comprehensive screening system consists of brief forms that can be completed by teachers, parents or students. Each form ranges from 25 to 30 items, requires no formal training for the raters, and is easy to complete. Parents or students who have diffi culty reading may complete the forms by listening to audio recordings on compact disc.

ASSIST™ software (optional):BASC-2 BESS may be computer scored using ASSIST™ software or hand-scored, enabling use in a variety of settings.

Author InformationDr Kamphaus is a Professor of Educational Psychology at the University of Georgia. In addition to classroom work, he has served in roles such as Director of Training for the doctoral program in School Psychology, Director of the School Psychology Clinic and as Faculty Administrator for Research in the College of Education.

Dr Reynolds, Professor of Educational Psychology and a Professor of Neuroscience, has published a total of more than 300 scholarly works. Dr Reynolds has received a number of national awards, in 1999 he received the APA Division of School Psychology’s Senior Scientist Award, and in 2000 the National Academy of Neuropsychology Distinguished Neuropsychologist Award.

BASC-2 Behavioral and Emotional Screening System (BASC-2 BESS)Randy W Kamphaus and Cecil R Reynolds, 2007

Overview:Promote student success through comprehensive, systematic screening





Materials and PricesManual 978 0749159 62 7 £65.50 exc VAT

Teacher form (Preschool), pack of 25 978 0749159 64 1 £28.50 exc VAT

Teacher form (Child/Adolescent), pack of 25 978 0749159 66 5 £28.50 exc VAT

Student form, pack of 25 978 0749159 68 9 £28.50 exc VAT

Q Local Scoring and Software ReportingPearson Assessment


Overview:Enjoy the convenience of desktop administration and scoring


Materials and PricesQ Local Software + USB Report Writer 978 0 749153 44 1 £89.50 exc VAT

Look out for our Q Local demo video at www.psychcorp.co.uk/qlocal

Q Local is a valuable tool that provides a quick and easy solution to the complexities of the scoring and administration of over thirty of Pearson Assessments tests, including: • Behavioral Assessment System for Children – Second Edition (BASC-2) • Millon Clinical Multiaxial Inventory-III (MCMI-III) • Minnesota Multiphasic Personality Inventory-2 (MMPI-2) • Minnesota Multiphasic Personality Inventory-2-Restructured Form (MMPI-RF) • Beck range of assessments.

The easy to install software can be used by respondents to complete their assessment onscreen, or alternatively you can enter their data into the program after the assessment has been completed. Both methods enable you to output a number of professional reports which analyse your results.

Features of Q Local Software • Easy to install and update from a CD-ROM along with a counter chip that keeps track of the

tests you score • After payment of the annual licence fee, you only pay for the tests and administrations you

need • On-screen report viewing • Ability to save client demographic information for use with multiple assessments • On-screen administration for pre-selected barriers • Custom data fi elds • Automatic reminders to back up data • Administration of timed and graphics-based tests on screen • Recycle bin for easily deleting records • Reports in PDF that can be copied and pasted into other applications, including Microsoft

Word.

The latest version has been updated with new content and features. New assessments have been added including the: • BASC™-2 Clinical Report, (only available on Q Local), which provides clinical probability

indexes for ADHD, EBD, and Functional Impairment • On-screen administration of BASC-2 Teacher Rating Scales, Parent Rating Scales, and Self-

Report of Personality for students • Beck’s range of tests, that will enable you to carry out online administration and scoring for the

BDI® -II, BHS®, BSS®, BAI.

Whilst some assessments have been updated: • MCMI™-III – combined-gender norms, new scale and added Noteworthy Responses section • MBMD™- revised demographics and added Noteworthy Responses section • M-PACI™- added Noteworthy Responses section• New updates to MMPI-2 RF® Reporting including customised comparison groups, summaries

of the test taker’s T scores and more.

Other new and updated features include: • CD Installation Updated • Audio Install and Download from Preferences Section • Windows Vista 64-bit Edition Support Added • Windows XP Service Pack 3 Added • Full support of Microsoft Windows® 7 family of operating systems.

Popular assessments compatible with Q Local


Brown Attention-Defi cit Disorder Scales® (Brown ADD Scales) Thomas E Brown, 2001, 1996

Age Range: 3 years to 7 years, 8 years to 12 years, 12 years to 18 years, Adult (18+ years)*


Overview:Screen for reliable indications of ADD in all ages


Based on Thomas Brown’s cutting-edge model of cognitive impairment in ADD, the Brown ADD Scales explore the executive cognitive functioning aspects of cognition associated with ADHD (ADD).

Clusters of Executive FunctionsThe 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. As with the adolescent and adult version, the children’s edition features fi ve clusters frequently associated with ADD – plus a sixth one, Monitoring and Self-Regulating Action, that encompasses problems in appropriately controlling behaviour:

• Organising, Prioritising and Activating to Work

• Focusing, Sustaining and Shifting Attention to Tasks

• Regulating Alertness, Sustaining Eff ort and Processing Speed

• Managing Frustration and Modulating Emotions

• Utilising Working Memory and Accessing Recall

• Monitoring and Self-Regulating Action.

Comprehensive Diagnostic FormThe Brown ADD Diagnostic Form allows you to gather and integrate important diagnostic information about an individual, with cluster and total scores arriving at a diagnostic decision. The Diagnostic Form helps you conduct a comprehensive evaluation, with a set of procedures for integrating a clinical history, a co-morbidity screener, and a worksheet for integrating data from the Brown ADD Scales with standardised scores from other tests.

Flexible ScoringThe convenient Ready Score® form gives you immediate cluster scores and a total score indicating overall impairment from a broad range of ADD symptoms. T scores give you an indication of how much impairment the examinee is showing on each of the clusters, relative to a normative population. Results indicate whether the individual appears to have ADD and would benefi t from a full evaluation for the disorder.

Norms: Clinically validated Cut Score.

Materials and PricesComplete kit for children and adolescents: Includes manual for children and adolescents, 5 Ready Score® parent and teacher forms for ages 3 to 7, 5 Ready Score® parent, teacher and self-report forms for ages 8 to 12, 5 Ready Score® answer documents for ages 12 to 18, and diagnostic forms (10 each, children and adolescents)978 0 158029 33 7 £219.50 exc VAT

Ready Score® Parent Forms, pack of 25: Ages 3 to 7 978 0 158029 34 4 £51.50 exc VAT

Ready Score® Parent Forms, pack of 25: Ages 8 to 12 978 0 158029 37 5 £51.50 exc VAT

Ready Score® Teacher Forms, pack of 25: Ages 3 to 7 978 0 158029 35 1 £51.50 exc VAT

Ready Score® Teacher Forms, pack of 25: Ages 8 to 12 978 0 158029 36 8 £51.50 exc VAT

Ready Score® Self-Report Forms/Answer Documents, pack of 25: Ages 8 to 12 (Child) 978 0 158029 38 2 £51.50 exc VAT

Ready Score® Self-Report Forms/Answer Documents, pack of 25: Ages 12 to 18 (Adolescent) 978 0 158029 45 0 £51.50 exc VAT

Find out more: * For a complete listing of all available components, including the Brown ADD Scales’ Adult Version, please visit www.psychcorp.co.uk or call Customer Services on 0845 630 8888.

Author InformationDr Thomas E Brown is a clinical psychologist who received his PhD from Yale University and maintains a private practice in Hamden, CT. He received an award of honour by the National Attention Defi cit Disorder Association for his research and teaching about ADHD. He has been inducted into the Children and Adults With ADHD (CHADD) Hall of Fame for outstanding contributions to research and professional education about ADHD in children and adults.

Conners 3rd Edition™ (Conners 3™) C Keith Conners, 2008

Age Range: Teacher/parent forms: 6 years to 18 years; Self-report forms: 8 years to 18 years


Overview:Assess ADHD


Materials and PricesConners 3 handscored kit: Includes manual, 25 parent QuikScore forms, 25 teacher QuikScore forms, 25 self-report QuikScore forms, 25 parent short QuikScore forms, 25 teacher short QuikScore forms and 25 self-report QuikScore forms978 0 749148 11 9 £298.00 exc VAT

Conners 3 software kit: Includes manual, scoring software, 25 parent response booklets, 25 teacher response booklets, 25 self-report response booklets, 25 parent short QuikScore forms, 25 teacher short QuikScore forms and 25 self-report QuikScore forms978 0 749148 23 2 £549.50 exc VAT

Conners 3 ADHD index user’s package: Includes manual, 25 parent QuikScore forms, 25 teacher QuikScore forms and 25 self-report QuikScore forms978 0 749148 28 7 £177.00 exc VAT

Conners 3 global index user’s package: Includes manual, 25 parent QuikScore forms and 25 teacher QuikScore forms978 0 749148 25 6 £142.50 exc VAT

Please visit www.psychcorp.co.uk for a full list of components.

The Conners 3rd Edition™ (Conners 3™) is the result of fi ve years of extensive product development and research. The Conners 3™ now addresses co-morbid disorders such as oppositional defi ant disorder and conduct disorder. Each parent, teacher and self-report form is available in full-length and short versions.

Professionals in the psychological fi eld will benefi t from the following enhancements:

• A large representative normative sample based on the latest US census data

• A refi ned focus on ADHD in school-age children with a new age range (6–18 for parent and teacher scales and 8–18 for self-report scales)

• Strengthened DSM-IV-TR™ connections • Clear applications in education settings that help

identify children with clinical symptoms • A manual that provides step-by-step guidance on

how to use the tool in intervention planning and monitoring.

Conners 3 Global IndexThe Conners 3™ Global Index (Conners 3GI™) is a fast and eff ective measure of general psychopathology. It includes the 10 best predictive items from the trusted market leader, Conners’ Rating Scales–Revised (CRS–R™), parent and teacher rating scales.

Conners 3 ADHD IndexThe Conners 3rd Edition™ off ers a 10-item Conners 3 ADHD Index™ (Conners 3AI™). The items are taken from the Conners 3™ full-length form and are the perfect tool when time is limited.

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Find out more: Download a product presentation on Conners 3rd Edition and Conners CBRS at www.psychcorp.co.uk



Conners Early Childhood™ (Conners EC™) C Keith Conners, 2009



Overview:Monitor early childhood behaviour in a preschool setting


Materials and PricesConners Early Childhood Behaviour kit: Includes manual, scoring software and 25 parent/teacher response booklets 978 0749140 63 2 £239.50 exc VAT

Conners Early Childhood Global Index handscore kit: Includes manual, 25 Global Index parent QuikScore forms and 25 Global Index teacher QuikScore forms 978 0749140 75 5 £119.50 exc VAT


The Conners Early Childhood™ is an innovative psychological instrument designed to assess the concerns of parents and teachers/childcare providers of preschool children. This instrument aids in the early identifi cation of behavioural, social and emotional problems. The Conners EC™ also assists in measuring whether or not the child is appropriately meeting major developmental milestones (Adaptive Skills, Communication, Motor Skills, Play and Pre-Academic/Cognitive).

• Multi-informant (parent and teacher/childcare provider) assessment allows for easy comparison across raters

• Full-length, Short, Behaviour, Developmental Milestones and Global Index forms

• Validity scales • Excellent reliability and validity • Easy administration, scoring and results

interpretation.

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Conners Comprehensive Behavior Rating Scale™ (Conners CBRS™) C Keith Conners, 2008

Age Range: Teacher/parent forms: 6 years to 18 years; Self-report forms: 8 years to 18 years


Overview:Assess behaviours, emotions and academic problems


Materials and PricesConners CBRS software kit: Includes Conners CBRS manual, scoring software, 25 parent response booklets, 25 teacher response booklets and 25 self-report response booklets978 0 749148 39 3 £545.50 exc VAT

Conners Clinical Index User’s Package: Includes Conners CBRS manual, 25 parent QuikScore forms, 25 teacher QuikScore forms and 25 self-report QuikScore forms 978 0 749148 41 6 £175.00 exc VAT


The new Conners CBRS™ assesses a wide spectrum of behaviours, emotions and academic problems in today’s youth. The Conners CBRS™ includes the DSM-IV-TR™ symptom scales, empirical and rational scales, as well as other clinical indicators and critical and impairment items.

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Find out more: For further information on Conners contact your Area Sales Consultant for a free product demonstration – see page 48 for details

NEW


Autism Spectrum Rating Scales™ (ASRS™) Sam Goldstein and Jack A Naglieri, 2010



Overview:Measure behaviours associated with the Autism Spectrum Disorders (ASD)

Administration: Individual: 20 minutesShort form: 5 minutes

NEW

Materials and PricesComplete Handscored Kit: Includes manual, 25 Parent/Teacher/Short QuikScore Forms (2-5 years) and 25 Parent/Teacher/Short QuikScore Forms (6-18 years) 978 0 154010 25 4 £315.00 exc VAT

Handscored Kit (2–5 years): Includes Manual and 25 Parent/Teacher/Short QuikScore Forms978 0 154010 21 6 £189.00 exc VAT

Handscored Kit (6–18 years): Includes Manual and 25 Parent/Teacher/Short QuikScore Forms978 0 154010 23 0 £189.00 exc VAT

Scoring Software Kit (2–5 years): Includes Manual and 25 Parent/Teacher/Short Response Forms:978 0 154010 22 3 £270.00 exc VAT

Scoring Software Kit (6–18 years): Includes Manual and 25 Parent/Teacher/Short Response Forms978 0 154010 24 7 £270.00 exc VAT

The ASRS™ was designed to eff ectively identify symptoms, behaviours, and associated features of Autism Spectrum Disorders (ASDs) in children and adolescents aged 2 to 18 years. Authored by the highly respected Sam Goldstein, PhD, and Jack A Naglieri, PhD, it is a US standardised, norm-referenced tool of the Autism Spectrum, including Asperger’s Disorder and Autism.

A valid, reliable, and carefully crafted tool, ASRS™ can help guide diagnostic decisions, treatment planning, ongoing monitoring of response to intervention, and program evaluation. It is suitable for use by Psychologists, Social Workers, Paediatricians, Counsellors, Specialist Teachers, Mental Health Professionals, Occupational Therapists and Speech and Language Therapists.

Using a fi ve-point Likert rating scale, parents and teachers evaluate how often they observed specifi c behaviours in a number of areas such as socialisation, communication, unusual behaviours, behavioural rigidity, sensory sensitivity, and self-regulation.

ASRS Scales • Social/Communication • Unusual Behaviours• Self-Regulation (ASRS [6–18 Years] only).

Treatment Scales • Peer Socialisation • Adult Socialisation • Social/Emotional Reciprocity • Atypical Language • Stereotypical Behaviour • Behavioural Rigidity • Sensory Sensitivity • Attention/Self-Regulation (ASRS [2–5

Years] only) • Attention (ASRS [6–18 Years] only).

The assessment has two versions available:• ASRS (2–5 Years) for ratings of children

aged 2 to 5 years – comprises of 70 items• ASRS (6–18 Years) for ratings of children

or adolescents aged 6 to 18 years – comprises of 71 items.

There are also separate parent and teacher rating forms for each age group.

This form provides in-depth information, including the Total Score, the ASRS Scales, the DSM-IV-TR Scale, and the Treatment Scales. Recommended for use in initial evaluations and full re-evaluations.

There is also a 15-item ASRS short form available, which provides an effi cient way to screen large numbers of children to determine which are most likely to require additional evaluation or services for an ASD and related issues. It can also be used for monitoring treatment/intervention progress.

Norms:• Over 7,000 assessments were collected

which included US normative data, clinical data, as well as reliability and validity research data.

• 2,560 were included in the normative sample - 320 ASRS [2−5 Years] Parent Ratings

- 320 ASRS [2−5 Years] Teacher/Childcare Provider Ratings

- 960 ASRS [6−18 Years] Parent Ratings - 960 ASRS [6−18 Years] Teacher Ratings.

In addition ratings from over 1,600 youth with a clinical diagnosis were collected to create clinical samples.

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Find out more: Download a product overview of ASRS at www.psychcorp.co.uk

Materials and PricesComplete kit: Includes manual, 10 interview booklets and 10 comprehensive algorithm forms 978 0749140 85 4 £199.50 exc VAT

Comprehensive algorithm forms, pack of 10 978 0749140 87 8 £14.00 exc VAT

Scoring CD for ADI-R/ADOS/SCQ 978 0749140 89 2 £458.00 exc VAT

DVD training package: Includes training program on DVD, guidebook with behaviour coding instructions and examples, interview booklets and comprehensive algorithm forms978 0749140 90 8 £827.00 exc VAT


Since its original publication, the CARS™ has become one of the most widely used and empirically validated autism assessments. Now the revised Second Edition expands the test’s clinical value, making it more responsive to individuals on the ‘high functioning’ end of the autism spectrum – those with average or higher IQ scores, better verbal skills, and more subtle social and behavioural defi cits. While retaining the simplicity, brevity and clarity of the original test, the CARS2™ adds forms and features that help you integrate diagnostic information, determine functional capabilities, provide feedback to parents and design targeted intervention.

The CARS2™ includes three forms:• Standard Version Rating Booklet• High Functioning Individuals Rating Booklet• Questionnaire for Parents or Caregivers.

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Used in research for decades, this comprehensive interview provides a thorough assessment of individuals suspected of having autism or other autism spectrum disorders. The ADI-R has proven to be highly useful for formal diagnosis as well as treatment and educational planning.

The interview can be used to assess both children and adults, as long as their mental age is above 2 years.

Evaluate three functional domains:Composed of 93 items, the ADI-R focuses on three functional domains:• Language/Communication• Reciprocal Social Interactions• Restricted, Repetitive and Stereotyped Behaviours and Interests.

Following highly standardised procedures, the interviewer records and codes the informant’s responses. Interview questions cover eight content areas:

• The subject’s background, including family, education, previous diagnoses and medications• Overview of the subject’s behaviour• Early development and developmental milestones• Language acquisition and loss of language or other skills• Current functioning in regard to language and communication• Social development and play• Interests and behaviours• Clinically relevant behaviours, such as aggression, self-injury and possible epileptic features.

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Childhood Autism Rating Scale™ – Second Edition (CARS2™) Eric Schopler, Mary E Van Bourgondien, Gilenna Janette Wellman and Steven R Love, 2010

Autism Diagnostic Interview – Revised (ADI-R) Michael Rutter, Ann LeCouteur and Catherine Lord, 2003





Overview:Covers the entire autism spectrum, including Asperger’s Syndrome


Overview:Diagnose autism, plan treatment and distinguish autism from other developmental disorders

Administration: Individual1 hour 30 minutes to 2 hours 30 minutes

NEW

Materials and PricesComplete kit: Includes manual, 25 standard version rating forms, 25 high functioning rating forms, 25 caregiver forms 978 0749144 83 8 £150.00 exc VAT

High functioning individuals rating booklets, pack of 25 978 0 749144 88 3 £33.00 exc VAT

Parent/Caregiver questionnaires, pack of 25 978 0 749144 89 0 £26.00 exc VAT

Standard version rating booklets, pack of 25 978 0 749144 84 5 £35.00 exc VAT

Gilliam Autism Rating Scale™ – Second Edition (GARS-2™)James E Gilliam, 2005



Overview:Help to identify and diagnose autism


Materials and pricesComplete kit: Includes examiner’s manual, 50 summary/response booklets and instructional objectives manual in a storage box 978 0 749120 50 4 £150.50 exc VAT

Summary/response booklets, pack of 50978 0 749120 53 5 £51.50 exc VAT


This assessment consists of 42 clearly stated items describing the characteristic behaviours of a person with autism.

The items are grouped into three subtests:• Stereotyped Behaviours• Communication• Social Interaction.

Using objective, frequency-based ratings, the entire scale can be completed and scored in 5 to 10 minutes. A structured interview form is

included for gathering diagnostically important information from the child’s parents.

A separate booklet, Instructional Objectives for Children Who Have Autism, is included in the test kit to assist in the formulation of instructional goals and objectives based on the results from the GARS-2™ assessment.

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Gilliam Asperger’s Disorder Scale™ (GADS™)James E Gilliam, 2000



Overview:Identify children who might have Asperger’s Disorder


Materials and PricesComplete KitIncludes examiner’s manual, 25 summary/response forms in storage box978 0 749120 98 6 £115.50 exc VAT

Summary/response forms, pack of 25978 0 749120 99 3 £51.50 exc VAT

• Evaluate children with unique behavioural problems who may have Asperger’s Disorder and diff erentiate from those who have autism or other related pervasive developmental disabilities

• Use in the assessment process to document behavioural progress, to target goals for IEPs, and for research purposes

• A parent or professional who knows the child provides documentation about the essential behaviour characteristics of Asperger’s Disorder necessary for diagnosis

• Thirty-two clearly stated items divided into four subscales describe specifi c, observable and measurable behaviours

• Distinguish persons with Asperger’s Disorder from persons with autism.

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Asperger Syndrome Diagnostic Scale (ASDS)Brenda Myles, Stacey Jones-Bock and Richard Simpson, 2000



Overview:Identify children who might have Asperger Syndrome


• Obtain an AS Quotient that indicates the likelihood that an individual has Asperger Syndrome

• Answer the 50 yes/no items drawn from fi ve specifi c areas of behaviour: Cognitive, Maladaptive, Language, Social and Sensorimotor

• The fi ve subtest scores provide comparative information• The total score identifi es individuals with Asperger Syndrome• Use the test to document behavioural progress as a result of

intervention or to target goals on the student’s IEP.

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Materials and PricesComplete KitIncludes examiner’s manual, 50 summary/response forms and storage box978 0 761618 38 6 £115.50 exc VAT

Summary/response forms, pack of 50978 0 761618 39 3 £56.50 exc VAT

Life Skills and Wellbeing

65Life Skills and Wellbeing0845 630 5555

Vineland Adaptive Behavior Scales, Second Edition (Vineland-II) Sara S Sparrow, Domenic V Cicchetti and David A Balla, 2005

Age Range: Birth to 90 years


Overview:Measure adaptive behaviour from birth to adulthood


www.psychcorp.co.uk0845 630 8888Life Skills and Wellbeing66

The leading assessment for diagnosing intellectual and developmental disabilities

Vineland-II is the leading measure of daily living skills. Psychologists and other professionals continue to depend on it to identify and classify individuals who have learning diffi culties, developmental delays, autism spectrum disorders and other impairments.

A comprehensive assessment of adaptive behaviour for individuals from birth to 90 years, the test is individually administrated and comes in various levels and versions to suit diff erent examinees needs.

These tests diff er can be used not only for diagnosis purposes, but also for qualifi cation of special programs, progress reporting, program and treatment planning, and research. The new edition off ers both semi-structured interview format which focuses discussion and gathers in-depth information, and also convenient rating forms.

New Extended Versions and Optional Forms

Vineland-II aims to be as fl exible as possible. There are now four diff erent forms, all of which help to give accurate and in depth analysis of examinees

• Survey Interview Form: Administered to a parent or caregiver using a semi-structured interview format, this provides a targeted assessment of adaptive behaviour

• Parent/Caregiver Rating Form: Suitable for when time or access is limited, this form is extremely useful for progress monitoring

• Expanded Interview Form: Provides an in-depth alternative or addition to the Survey Interview Form. It is particularly useful for young age groups of 0 to 5 years, or for low functioning individuals

• Teacher Rating Form: assesses adaptive behaviour for students in school, preschool or a structured daycare setting. It is a questionnaire that is completed by the teacher or daycare provider. This test not only combines the same domains as the Survey Interview Forms, but also covers content that only a teacher would be able to observe in a classroom setting.

Key features:• Expanded age range encompassing birth to age 90 (Survey Interview, Expanded Interview,

Parent/Caregiver Rating Form) and 3 to 21-11 (Teacher Rating Form)• Updated content refl ects tasks and daily living skills that are attuned to current societal

expectations• Increased coverage of early childhood adaptive behaviour improves classifi cation of moderate to

profound learning diffi culties• More complete coverage of adult adaptive behaviour• Semi-structured interview format now lists items by sub domain, making test administration

easier• Parent/Caregiver Rating Form gives you another choice, a simple rating scale, for obtaining the

basic information you receive from the semi-structured interview.

Covers the full spectrum of adaptive behaviourAll Vineland-II forms aid in diagnosing and classifying learning diffi culties and other disorders, such as autism, Asperger Syndrome and developmental delays. The content and scales are organised within a three domain structure: Communication, Daily Living, and Socialisation.

In addition, Vineland-II off ers a Motor Skills Domain and an optional Maladaptive Behaviour Index to provide more in-depth information about your clients.

Vineland-II Survey Forms Assist™

The Vineland-II Survey Forms ASSIST software calculates derived scores for you – easily and accurately. The software also produces detailed reports at the click of a button.

Materials and PricesSurvey forms starter kit: Includes manual, 10 survey interview forms, 10 parent/caregiver rating forms, 10 survey interview report to parents and 10 survey forms report to caregivers 978 0 749152 00 0 £132.00 exc VAT

Expanded Interview starter kit: Includes manual, 10 expanded interview forms, 10 reports to parents, 10 summary and planning reports978 0 749157 78 4 £188.00 exc VAT

Teacher rating form starter kit: Includes manual, 10 teacher rating forms and 10 teacher rating form report to parents and caregivers978 0 749152 04 8 £80.00 exc VAT

For a complete listing of all available components, please contact Customer Services on 0845 630 8888 or visit www.psychcorp.co.uk

School Motivation and Learning Strategies Inventory (SMALSI™) Kathy Chatham Stroud, and Cecil R. Reynolds, 2006

Adaptive Behavior Assessment System® Second Edition (ABAS® -II) Patti Harrison and Thomas Oakland, 2003


Age Range: Birth to 5 years; 5 to 21 years; 16 to 89 years



Overview:Identify strengths and weaknesses related to a student’s academic success

Administration: 20 to 30 minutes

Overview:Assess the level of adaptive skills in children and adults

Administration: Individual: 15 minutes

Materials and PricesComplete kit: Includes manual (infant and preschool, school and adult), 5 parent/primary caregiver forms (ages 0-5), 5 teacher/daycare provider forms (ages 2-5), 5 parent forms (ages 5-21), 5 teacher forms (ages 5-21) and 5 adult forms (ages 16 to 89)978 0 158004 50 1 £199.50 exc VAT

Infant and Preschool kit: Includes manual (infant and preschool, school and adult), 25 parent/primary caregiver forms (ages 0 to 5), 25 teacher/daycare provider forms (ages 2 to 5)978 0 158007 10 6 £199.50 exc VAT

School kit: Includes manual (infant and preschool, school and adult), 25 parent forms (ages 5 to 21) and 25 teacher forms (ages 5 to 21) 978 0 158004 67 9 £199.50 exc VAT

Adult kit: Includes manual (infant and preschool, school and adult) and 25 adult forms (ages 16 to 89) 978 0 158004 68 6 £199.50 exc VAT

Packs of 25 record forms are available separately, please contact Customer Services or visit our website at www.psychcorp.co.uk

Based on more than 30 years of intensive research, the SMALSI™ helps identify strengths and weaknesses that are related to a student’s academic success, and makes it possible to address weak learning strategies proactively. The SMALSI™ is highly eff ective at identifying students with ineff ective learning strategies, low academic motivation, attention and concentration problems, diffi culties with test taking, or test anxiety. Intended to be used with special and general education students, the SMALSI™ is appropriate for a wide variety of diff erent learning styles. This assessment is most useful as a screening tool within regular education settings; as a component of pre-referral intervention; and as an evaluation of students with learning disabilities, emotional disturbance, or ADHD.

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This excellent tool can be used for determining functional levels and evaluating levels of adaptive functioning, in order to specify treatment goals for individuals with behavioural, medical and psychological problems (including Attention-Defi cit Hyperactivity Disorder (ADHD). It is the fi rst test that comprehensively assesses all 10 areas of adaptive behaviours as specifi ed by DSM-IV in relation to learning diffi culties:

• Communication • Community Use• Functional Academics • Home Living• Health and Safety • Leisure• Self-Care • Self-Direction• Social • Work

Scores for each section allow you to evaluate areas of functioning and determine strengths and weaknesses from the perspective of teachers, parents and other professionals involved with the client.

Validity studies using large linking samples allow the clinician to evaluate the relationship between adaptive behaviour functioning and intelligence, as measured by the WISC-IV, WAIS-IV® and WASI™.

Now available: The technical supplement for ABAS-II which provides new Adaptive Domain Composite Scores.

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Materials and PricesSMALSI comprehensive kit (8 to 18 years) Includes 25 child test forms; 1 set of child scoring templates; 25 child profi le sheets; 25 teen test forms; 1 set of teen scoring templates; 25 teen profi le sheets; audio CD; manual978 0 749160 92 0 £199.50 exc VAT

SMALSI 8-12 kit Includes 25 child test forms; 1 set of child scoring templates; 25 child profi le sheets; audio CD; manual978 0 749160 91 3 £136.50 exc VAT

SMALSI 13-18 kit Includes 25 teen test forms; 1 set of teen scoring templates; 25 teen profi le sheets; audio CD; manual978 0 749160 87 6 £136.50 exc VAT

Social Skills Improvement System Stephen N Elliott and Frank M Gresham, 2008


Qualifi cation Code: CL2R (Rating Scales and Screening Guide) UNAS (Intervention Guide and Program)(See page 80)


The Social Skills Improvement System addresses the need for an evidence-based, multi-tiered assessment and intervention system to help students develop, improve and maintain important social skills.

Designed by experienced scientist-practitioners Stephen Elliott, PhD and Frank Gresham, PhD, 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 diffi culties, help plan interventions for improving these behaviours, and evaluate progress on targeted skills after intervention.

Materials and PricesSSIS Rating Scales

Hand-Scored Starter Kit: Includes manual and 25 of each form: Teacher, Parent, Student ages 8-12, Student ages 13-18978 0 749157 17 3 £241.50 exc VAT

ASSIST Starter Set – Computer-Entry978 0 749157 08 1 £503.50 exc VAT

For a full list of scoring options and forms please see our website

Hand-Scored English Forms – Parent – ages 3-18, pack of 25 978 0 749157 14 2 £43.00 exc VAT

Hand-Scored English Forms – Student – ages 13-18, pack of 25 978 0 749157 16 6 £42.00 exc VAT

Hand-Scored English Forms – Student – ages 8-12, pack of 25 978 0 749157 15 9 £43.00 exc VAT

Hand-Scored English Forms – Teacher – ages 3-18, pack of 25 978 0 749157 13 5 £43.00 exc VAT

Manual 978 0 749157 06 7 £102.00 exc VAT

Performance Screening Guide

Preschool, pack of 4978 0 749159 29 0 £16.50 exc VAT

Elementary, pack of 10 978 0 749159 30 6 £41.50 exc VAT

Secondary, pack of 10 978 0 749159 31 3 £41.50 exc VAT

Intervention Guide with Resource Disk 978 0 749159 41 2 £111.50 exc VAT

Classwide Intervention

Preschool starter set (3 to 5 years): Includes Teacher’s Manual, Performance Screening Guide (4) and Student Booklets (pack of 25 of each booklet)978 0 749159 36 8 £345.00 exc VAT

Kindergarten starter set (5 to 6 years): Includes Teacher’s Manual, Performance Screening Guide (10), Student Booklets (pack of 25 of each booklet)978 0 749159 37 5 £367.00 exc VAT

Lower elementary starter set (5 to 8 years): Includes Teacher’s Manual, Performance Screening Guide (10) and Student Booklets (pack of 25 of each booklet)978 0 749159 38 2 £367.00 exc VAT

Upper elementary starter set (8 to 12 years): Includes Teacher’s Manual, Performance Screening Guide (10) and Student Booklets (pack of 25 of each booklet)978 0 749159 39 9 £367.00 exc VAT

Secondary Starter Set: Includes Teacher’s Guide with Resource CDs and the Performance Screening Guide (Secondary, 7 years to 12 years) (10)978 0 749160 86 9 £105.00 exc VAT

Useful for Social and Emotional Aspects of Learning (SEAL)

Product Number 14100


SSiS Rating Scales

The Rating Scales enables targeted assessment of individuals and small groups to help evaluate social skills, problem behaviours and academic competence. Teacher, parent and student forms help provide a comprehensive picture across school, home and community settings.

The multi-rater SSIS Rating Scales helps measure: Social Skills: Communication, Co-operation, Assertion, Responsibility, Empathy, Engagement, Self-Control, Competing Problem Behaviours: Externalising, Bullying, Hyperactivity/Inattention, Internalising, Autism Spectrum, Academic Competence: Reading Achievement, Maths Achievement, Motivation to Learn.

The SSIS Rating Scales may be hand-scored. For added convenience, use the ASSIST software which provides computer scoring and reporting, including individual, progress and multi-rater reports – and a direct link to suggested interventions with the SSIS Intervention Guide.

SSiS Intervention Guide The Intervention Guide is designed to help you plan and implement remediation strategies. It off ers in-depth interventions for 20 keystone social skills linked directly to results from the SSIS Rating Scales, and enables you to conduct meaningful pre- and post-intervention assessments ensuring confi dence that your decisions are reliable and your documentation of changes is accurate.

The guide provides units that follow a step-by-step teaching model addressing: • Communication (2 units) • Co-operation (3 units) • Assertion (3 units) • Responsibility (3 units) • Empathy (2 units) • Engagement (3 units) • Self-control (4 units) • Administration Materials.

In addition to the 20 instructional units, the SSIS Intervention Guide provides many optional intervention strategies, resources that support instruction, and tools to monitor program eff ectiveness and student progress.

Social Skills Improvement System (SSiS) Performance Screening Guide The SSIS Performance Screening Guide provides a time-effi cient, technically sound tool for classwide screening of key social, motivational and academic skills. For use with students in preschool through to secondary school, this universal screening instrument helps assess and document the performance level of all students, not just those in greatest need of intervention.

The SSIS Performance Screening Guide focuses on observable behaviours in four skill areas: • Pro-social Behaviours • Motivation to Learn • Reading Skills • Maths Skills.

Educators identify the level of performance for the student using criterion-referenced performance rating for each of these areas to measure the student’s skills against age-level expectations.

SSiS Classwide Intervention Program

The Classwide Intervention Program provides a structured, yet fl exible and effi cient way to teach 10 of the most important social skills to students from preschool to early adolescence. The program has been designed in conjunction with the SSIS Performance Screening Guide to provide a co-ordinated system for improving social skills.

Program units focus on 10 social skills that consistently earned the highest importance ratings. Each of the 10 skill units is divided into three 20 – to 25-minute lessons organised around the six phases.

Features & Benefi ts: • Includes ongoing monitoring and feedback components • Off ers materials that support home-school communications and student

self-monitoring – critical elements in generalising social skills to environments beyond the classroom.

The SSIS Family of Assessment and Intervention Tools are:

Find out more: For further details visit our website or contact your Area Sales Consultant to request a free product demonstration.

NEW

Self Image Profi les (SIP) Richard J Butler, 2001

Self Image Profi le for Adults (SIP-Adult) Richard J Butler and Sarah L Gasson, 2004





Overview:Quickly assess self image and self esteem in children and adolescents

Administration: Individual or GroupSIP-C: 12 to 15 minutes SIP-A: 9 to 17 minutes

Overview:Quickly assess self image and self esteem in adults

Administration: Individual or Group7 to 15 minutes

Materials and PricesComplete kit: Includes manual, 25 SIP-C record forms and 25 SIP-A record forms in a bag978 0 749120 48 1 £96.50 exc VAT

SIP-C record forms, pack of 25 978 0 749120 47 4 £48.50 exc VAT

SIP-A record forms, pack of 25 978 0 749120 46 7 £48.50 exc VAT

Materials and PricesComplete kit: Includes manual and pack of 25 record forms978 0 749134 95 2 £80.00 exc VAT



The Self Image Profi les (SIP) are brief self- report measures that tap the individual’s self-concept. There are 2 forms; the SIP-C for children aged 7 to 11 years and the SIP-A for adolescents aged 12 to 16 years.

The SIP provides 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 provides a measure of Self Esteem, which is calculated by the discrepancy between ratings of ‘How I am’ and ‘How I would like to be’. The SIP is child friendly and easy to administer and score. It is useful as a screening instrument where a quick assessment of self-concept is required.

Norms: SIP-C: 513 children in primary schools in the UK.SIP-A: 341 young people in secondary schools in the UK.

The Self Image Profi le for Adults (SIP-Adult) is a brief self report measure that taps the individual’s theory of self. It provides an extension to the child (SIP-C: 7-11 years)and adolescent (SIP-A: 12-16 years) profi les, having a similar structure and format. The SIP-Adult consists of 32 items rated by the respondent in terms of both how they think of themselves and how they would like to be. The SIP-Adult provides a visual display of self image, enabling the individual, as they complete it, to reveal to him/ herself, as well as to the clinician, ways they construe themselves.

The SIP-Adult also provides a measure of Self Esteem, which is calculated by the discrepancy between ratings of ‘How I am’ and ‘How I would like to be’.

Features• Identifi es both self-image and self-esteem• British norms, based on samples drawn from across the

UK• May be used as a screening instrument where a quick

assessment of self is required• Identifi es where people wish to change and therefore off ers therapeutic avenues.

UK Norms

UK Norms

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Find out more: You can fi nd out more about SIP and SIP-Adult along with other related products in our Health and Wellbeing in Education pack. Visit www.psychcorp.co.uk/wellbeing

Interventions

71Interventions0845 630 5555

Practical Ideas That Really Work for Students with ADHD, Second Edition Kathleen McConnell and Gail Ryser, 2005

www.psychcorp.co.uk0845 630 8888Interventions72

Practical Ideas That Really Work for Students with ADHD was created for teachers, psychologists and other professionals who work with students with ADHD and other organisation or attention problems. It has recently been revised into two age appropriate versions. One suitable for those in preschool through to 9 years and one designed for those aged 10 to 17 years.

This second edition consists of two main components:• A book of practical ideas, containing updated

activities and solutions for students’ problem behaviours stemming from inattention, impulsivity and hyperactivity.

• An easy to use evaluation form which rates the specifi c behaviours that interfere with student learning and a matrix to select appropriate interventions.

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Materials and PricesPreschool to 9 years kitIncludes spiralbound manual and 10 evaluation forms978 0 749127 55 8 £61.00 exc VAT

Preschool to 9 years evaluation formsEvaluation forms, pack of 10 978 0 749137 05 2 £18.50 exc VAT

10 to 17 years kitIncludes spiralbound manual and 10 evaluation forms 978 0 749127 58 9 £61.00 exc VAT

10 to 17 years evaluation forms Evaluation forms, pack of 10 978 0 749137 06 9 £18.50 exc VAT

Age Range: Preschool to 17 years

Qualifi cation Code: UNAS (See page 80)

Practical Ideas That Really Work for Students with Asperger Syndrome Kathleen McConnell and Gail Ryser, 2005

Practical Ideas That Really Work for Students with Asperger Syndrome is designed for those who work with students who have Asperger Syndrome or other developmental disorders that interfere with learning and social interaction. It is suitable for children aged 4 to 18 years and consists of two main components:• A book of practical ideas, containing 34

instructional strategies that can be used to improve students’ social skills, organisation, and communication. The ideas are reproducible with helpful illustrations and examples.

• An easy to use evaluation form which includes a rating scale and an ideas matrix.

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Materials and PricesIncludes spiralbound manual and 10 evaluation forms978 0 749137 10 6 £61.00 exc VAT

Evaluation forms, pack of 10 978 0 749137 09 0 £18.50 exc VAT



Find out more: To see our full range of Practical Ideas titles and to keep up to date with new publications see www.psychcorp.co.uk

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me BESTSELLER

Overview:Tools for teachers, psychologists and professionals working with students with ADHD

Overview:Instructional strategies designed to improved students’ social skills, organisation and communication






Practical Ideas That Really Work for Students with Autism Spectrum Disorders – Second EditionKathleen McConnell and Gail Ryser, 2006

Practical Ideas That Really Work for Students with Disruptive, Defi ant, or Diffi cult Behaviors, Second EditionKathleen McConnell, Gail Ryser and James R Patton, 2011

Practical Ideas That Really Work for Students with Autism Spectrum Disorders – Second Edition was revised and written to provide intervention strategies to promote students’ ability to learn and to function in social situations.

The second edition is intended for use with students who are preschool age through to 17 years old. It includes two primary components: • Evaluation Form with a Rating Scale and Ideas Matrix• Practical Ideas Manual.

The Rating Scale portion of the evaluation form is a criterion-referenced measure for evaluating behaviours that impact student learning and social interactions. The Manual includes an “Ideas Matrix” of 40 ideas, many with reproducible matters, and all grounded in research and the collective experience of the many educators who advised and shared information with the authors. Each idea is provided with specifi c supporting references such as Show You Know, Talk Prompters, Teaching Independence and Social Skills in Pictures.

Five easy steps are also included for guidance:1. Collect Student Information 2. Rate the Behaviours of the Student 3. Choose the Ideas to Implement 4. Read and Review the Practical Ideas that Have Been Selected 5. Evaluation.

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These tools were created for professionals who work with students with serious emotional disturbance or behaviour disorders. The Preschool through to 9 years edition emphasises visual communication strategies ideal for young students. The other version, appropriate for 10 to 17 year olds, focuses on interventions specially designed to meet the unique needs of older students.

Both include two components:• A book of practical ideas, focusing on areas of

problematic behaviour commonly reported among school age students and contains suggestions for interventions

• An evaluation form, including rating scales which consist of 40 items measuring four areas: acting out behaviours/ serious misconduct, non-compliance in the classroom, poor peer relationships and emotional adjustment problems.

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Materials and PricesIncludes spiralbound manual and 10 evaluation forms 978 0 749137 15 1 £61.00 exc VAT


Materials and PricesPreschool to 9 years kit978 0 749162 76 4 £61.00 exc VAT

Preschool to 9 years evaluation forms, pack of 10978 0 749162 77 1 £18.50 exc VAT

10 years to 17 years kitIncludes Spiralbound manual and pack of 10 evaluation forms978 0 749162 74 0 £61.00 exc VAT

10 years to 17 years evaluation forms, pack of 10978 0 749162 75 7 £18.50 exc VAT

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Overview:Tools for professionals working with students with serious emotional disturbances or behavioural disorders

Overview:Intervention strategies for promoting students’ ability to learn and function in social situations

NEW





Practical Ideas That Really Work for Students with Reading Disabilities – Second Edition Kathleen McConnell, Judith Moening and Gail Ryser, 2009

Practical Ideas That Really Work for Secondary Students in Inclusive Classrooms Kathleen McConnell and Gail R Ryser, 2007


Practical Ideas that Really Work for Students with Reading Disabilities: Improving Vocabulary, Comprehension, and Metacognition – Second Edition is for educators who work with students with mild to moderate reading disabilities. Like the other titles in this series, this easy-to-use resource consists of two main components: a Practical Ideas Manual and an Evaluation Form.

The Manual has 37 practical intervention ideas, reproducible worksheets, examples, illustrations, and tips designed for easy implementation. Teachers can incorporate these creative and fun materials into their general education curriculum.

The Evaluation Form consists of a Rating Scale, ideas Matrix, and Intervention Plan. The Rating Scale is a criterion-referenced measure for evaluating reading behaviours that impact student learning. The ideas Matrix provides a systematic way of linking the results of the Rating Scale to interventions. The Intervention Plan is a record-keeping tool used to document (1) the targeted skills, (2) the interventions tried, and (3) the evaluation.

A CD is also included so that all the reproducible items can be easily printed.

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This is designed for educators assisting secondary school students in general education classrooms that have mild to moderate disabilities or are struggling learners. “Struggling learners” may include those with English language barriers, cultural diversity, or economic disadvantages. Distributed Product

Materials and PricesIncludes spiralbound manual and 10 evaluation forms and CD978 0 749147 03 7 £61.00 exc VAT


Materials and PricesIncludes spiralbound manual and 10 evaluation forms978 0 749147 00 6 £61.00 exc VAT


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Overview:For educators who work with students with mild to moderate reading diffi culties

Overview:Designed for teachers assisting students with mild to moderate disabilities & struggling learners






Practical Ideas That Really Work for English Language LearnersKathleen McConnell, David Campos and Gail Ryser, 2006

Practical Ideas That Really Work for Teaching Math Problem SolvingGail Ryser, James Patton, Edward Polloway and Kathleen McConnell, 2006

The instructional ideas presented in this kit are specially designed for teaching 7 to 17 year old students who possess English as an additional language (EAL). The kit includes a quick, easy to use criterion-referenced rating scale, an ideas matrix, and 37 research-based strategies to improve students’ skills in listening, speaking, reading, writing and cultural awareness. You can use these reproducible practical ideas and evaluation forms to assess behaviours that interfere with learning and social interactions.

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The instructional ideas presented in this kit are specially designed for teaching students who are working with problem solving skills that encompass addition and subtraction. The kit includes a quick, easy-to-use criterion-referenced rating scale, an ideas matrix, and 34 research-based strategies to improve students’ skills in the following areas: reading and understanding maths problems, using strategies to solve maths problems, checking the reasonableness of the answer, and using what they learned to solve other maths problems.

The rating scale:• Evaluates behaviours that interfere with

eff ective maths problem solving • Relates the behaviours to problem solving.

The matrix:• Quickly identifi es which ideas will target

selected behaviours • Off ers multiple ideas for each behaviour.

The ideas:• Include a one-page explanation of each of

the 34 ideas • List handy tips to increase each idea’s

eff ectiveness • Provide helpful illustrations and examples • Off er reproducible masters for most

ideas.

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ngBESTSELLER

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Overview:Instructional ideas for teaching problem solving skills involving addition and subtraction

Overview:Instructional ideas for EAL students


Age Range: Birth to 6 years


Beery VMI Teaching Materials Keith E Beery and Natasha A Beery, 2010

In response to teachers’ and parents’ requests, Keith and Natasha Beery have developed visual, motor and visual-motor teaching activities and other material for use with children from birth to primary school age.

Teaching materials include:

Developmental Teaching Activities – A booklet of more than 250 activities for teachers and parents to use with children from birth to 6 years old to help develop solid foundations for art, academics (including pre-reading and pre-writing) and athletic skills. At each level, activities are included for gross motor, fi ne motor, visual and visual-motor development.

My Book of Shapes – Contains 100 geometric paper and pencil exercises that preschool and reception teachers and parents may use with children to refi ne motor, visual and visual-motor activities development. The exercises help support early prevention of problems and provide an important foundation for the teaching of letter and numeral shapes in the fi rst semester of reception.

My Book of Letters and Numbers – Provides 100 exercises for use with students in the second semester of reception. The exercises use numeral and letter shapes so that the motor, visual and visual-motor skills children learn with geometric shape exercises can be successfully transferred to numeral and letter shapes they will use in school.

Developmental Wall Chart for Visual-Motor Integration – A laminated full-colour wall chart of basic gross, fi ne motor, visual and visual-motor developmental “stepping stones” from birth to 6 years old.

Beery™ VMI Stepping Stones Parent Checklist – A consumable checklist of more than 200 key developmental “stepping stones” designed to help parents note observations of children from pre-reception to early primary age in non-school settings. Parents may then share this information with teachers to help track developmental progress and design learning programs.

NEW

Overview:A range of visual, motor and visual-motor activities

Materials and PricesBeery VMI Teaching Materials: Starter KitIncludes My Book of Shapes, My Book of Letters and Numbers, Developmental Teaching Activities, Developmental Wall Chart, and Stepping Stones Parent Checklists (25 per pack) 978 0 749152 44 4 £157.50 exc VAT

Individual sets of materials are available to order, please contact Customer Services or visit our website www.psychcorp.co.uk


The BASC-2 family enables you to remediate behaviour and emotional issues with a comprehensive set of BASC-2™ Intervention Materials, which can then be followed up with the BASC-2™ Progress Monitor.

BASC-2™ Intervention Guide: Firstly, this step-by-step guide provides extensive information on the most common behavioural and emotional issues. It can be used to select and implement evidence-based interventions that work in schools.

Covering 60 interventions, each chapter includes characteristics of the condition, theoretical framework, and a list of available evidence-based, proven interventions. In addition, the guide gives an overview of each intervention, followed by clear, step-by-step implementation procedures, evidence-for-use information, citations for each intervention, and a description of factors that may enhance or detract from the chosen intervention’s eff ectiveness.

Behaviour and emotional categories covered include: • Academic Problems • Adaptability • Aggression • Anxiety • Attention Problems • Conduct Problems • Depression • Functional Communication • Hyperactivity • Leadership/Social Skills.

Also available is a Classroom Intervention Guide which complements the BASC™-2 Intervention Guide. Consisting of easy-to-use, workbooks they provide descriptions, examples of common behaviours, reviews of the types of problems a student may be experiencing and intervention strategies.

Parent Tip Sheets in turn provide useful information about the categories of behavioural and emotional interventions and list steps and strategies that parents can take to help support school and home-based intervention strategies.

Finally, a Documentation Checklist is available for professionals to assist with reporting requirements.

BASC-2™ Progress Monitor:The BASC™-2 Progress Monitor will help you easily monitor the eff ectiveness of interventions based on specifi c areas of concern grouped by internalising problems, externalising and ADHD problems, social withdrawal, and adaptive skills. By using the BASC-2™ Progress Monitor you can not only gain multiple perspectives to track progress eff ectively but readily meet documentation requirements with easy-to-use software reports.

There are four forms available – Teachers, Parent’s forms for preschool (ages 2–5) and Child/Adolescent and Student forms.

ou

eon ioural be used to ce-basedh l

Behavioural Assessment System for Children™ – Second Edition – Intervention Guide and Progress Monitor Kimberly J Vannest, Cecil R Reynolds and Randy W Kamphaus, 2008



Materials and PricesBASC Intervention starter set 978 0 749160 97 5 £314.00 exc VAT

BASC Progress Materials starter set: Includes manual and 10 forms of all teacher, parent and student forms 978 0 749160 98 2 £197.50 exc VAT

Overview:Implement evidence-based interventions that work in schools and monitor progress

Administration: Progress Monitor: 5 minutes per form

Related productBehavior Assessment System for Children, Second Edition (BASC-2) see page 56


Launch into Reading SuccessThrough Phonological Awareness TrainingPamela Ottley and Lorna Bennett, 1997

The Bridge of Vocabulary: Evidence – Based Activities for Academic SuccessJudy K. Montgomery, 2007

Materials and PricesComplete kit: Includes manual, containing rainbow chart and game board978 0 749113 00 1 £95.50 exc VAT

Overview:Addressing the need for research-based vocabulary intervention

Launch into Reading Success provides a programme to teach the phonological awareness skills so critical for the focused word work in the Literacy Hour in Key Stage 1. Phonological awareness has been shown to be critical to longer term reading success.

Designed for use by Classroom and Special Needs Teachers, Teachers’ Assistants (under supervision) and Speech and Language Therapists, Launch into Reading Success should be used with children, aged 2 to 12 years, with mild to severe indicators of literacy problems.

Launch into Reading Success:• Is a carefully sequenced auditory training programme beginning with single words as units of

sound and concluding with linkage• Provides assessment over time (using evaluation and assessment record forms) so that areas of

breakdown are pinpointed• Is activity-oriented with 66 activity lessons divided into nine sections• Fully photocopiable exercises• Is quick and easy to administer• Fits in perfectly with the important Key Stage 1 curriculum aims of teaching good listening skills,

exploring all aspects of spoken language and giving experience with the form of language.

The Bridge of Vocabulary off ers the only explicit vocabulary intervention programme tied to evidence-based research and curriculum standards and developed for both general and special educators.

This highly relevant resource directly links specifi c vocabulary intervention with a research-based strategy and presents a systematic, intensive approach to help you foster vocabulary and language growth. Written for multiple professional disciplines, The Bridge of Vocabulary facilitates collaboration among SLTs, classroom teachers, reading teachers, and other education professionals.

The Bridge of Vocabulary is designed to supply educators with the resources they need to create linguistic environments that will allow all students to succeed as listeners, speakers, readers, and writers. The program can be used with:• Students for whom English is an Additional Language (EAL)• Students with language and learning diffi culties• Students with complex communication diffi culties• Typical elementary and secondary students, including low and high achievers.

This easy-to-use tool employs strategies grounded in solid research, such as activities that:• Help specialists, teachers, and parents systematically plan explicit word encounters• Encourage fast mapping• Provide slow mappers with extended exposure to vocabulary• Demonstrate phonotactic probability and neighborhood density, two important factors in

vocabulary growth• Incorporate student-friendly defi nitions that use spoken vocabulary words instead of reading

vocabulary words.

The book and CD off er over 100 activities, guided practice, independent practice, word cards, and pictures cards.

Materials and PricesBook and CD 978 0 749160 99 9 £51.50 exc VAT

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Overview:Teach phonological awareness skills




The Facilitator Training Kit. Family Partnership Foundation CourseHilton Davis and Crispin Day in association with Christine Bidmead, Megan Ellis and Michelle MacGrath, 2009

Working in Partnership: The Family Partnership Model Hilton Davis and Crispin Day, 2010

Overview:A clear and detailed description of all aspects of the Family Partnership Model

Materials and PricesPaperback, 288 pages978 0 749121 86 0 £35.00 exc VAT

Working in Partnership: The Family Partnership Model off ers a clear and detailed description of all aspects of the Family Partnership Model, which focuses on how to build eff ective working relationships with parents in order to ensure they have the support they need to create healthy environments for their children.

Recent attention on the eff ectiveness of working practices between professionals in social services and child care settings and parents, makes the launch of Working in Partnership: The Family Partnership Model by child health care experts Hilton Davis and Crispin Day a timely publication.

The book carefully elaborates the skills required for establishing best practice communication and

relationships with parents, so that professionals can truly understand the challenges and the diffi culties they face and, working together, achieve eff ective outcomes. It aims is to put parents at the centre of their process of change.

A previous edition of Working in Partnership has been used as a key text in the Family Partnership Foundation Course run by The Centre for Parent and Child Support.

Timely and eff ective, Professor Davis and Dr Day use their experience as leading professionals in their fi elds, to write this new publication that will be ideal for practitioners and invaluable to parents too.

Materials and PricesComplete kit: Includes the training manual and course text978 0 749155 21 6 £212.50 exc VAT

Training Manual 978 0 749155 22 3 £179.00 exc VAT

Working in Partnership: The Family Partnership Model: Paperback, 288 pages978 0 749121 86 0 £35.00 exc VAT

Author InformationProfessor Hilton Davis is Emeritus Professor of Child Health Psychology at King’s College London, UK. He was formerly Head of the Centre for Parent and Child Support, at Guy’s Hospital, London, UK before retiring in 2007.

Dr Crispin Day is Head of Child and Adolescent Mental Heath Services Research Unit, Kings College London, UK and Head of the Centre for Parent and Child Support, Munro Centre, Guy’s Hospital, London, UK.

The Facilitator Training Kit includes the revised two part Training Manual and Course Textbook. The manual includes a practical step-by-step guide that describes in detail the course for facilitating the Family Partnership Foundation Course, and is needed by anyone wishing to teach the course.

It contains all the information facilitators might need regarding the theoretical and service background underlying the approach, relevant research and the development and evaluation of associated services.

It includes the principles and methods of teaching, photocopiable handouts and information and methods about routine evaluation and supervision.

The facilitators’ manual is restricted to people with a mental health background, including psychologists, psychiatrists and counsellors. It is also available to other professionals (for example paediatric occupational therapists) who have trained as Parent Advisers.

Family Partnership Foundation Course

The Foundation Course was developed for anyone who works directly or indirectly with parents, children and families.

The training enables participants both to gain a clear understanding of the ingredients and processes of helping and to develop the basic skills of relating to and communicating eff ectively with clients’ parents.

People interested in the Family Partnership Model and wanting to train on the Foundation Course or as supervisors, or facilitators should contact:

The Centre for Parent and Child SupportMunro CentreGuy’s HospitalSnowsfi eldsLondon, SE1 3SS, UK

Telephone: +44 (0)20 3228 9751Fax: +44(0)20 3228 9755email: [email protected]: www.cpcs.org.ukCourses can be arranged by the Centre for groups anywhere in the world.

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85Author Index0845 630 5555

Author Index

Author Page AAldrich, Frances 20Alloway, Tracy Packiam 16, 18Anderson, Vicki 22

BBaddeley, Alan 18, 20, 22Balla, David A 66Barnett, Anna 42, 43Beck, Aaron T 50Beck, Judith S 50Beery, Keith E 43 , 76Beery, Natasha A 43 , 76Bennett, Lorna 78Bidmead, Christine 79Blalock, Ginger 39Boehm, Ann E 27Bourgondien, Mary E Van 63Bracken, Bruce A 26Brooks, Peter 39Brown, Catana 47Brown, Gregory K 50Brown, Thomas E 59Bryant, Brian R 38Buktenica, Norman A 43Burden, Vivian 21Buss, Arnold H 54Butler, Richard J 70

CCampos, David 75Chiat, Shula 24Cicchetti, Domenic V 66Clare, Linda 20Cockburn, Janet 20Cohen, Morris 18Conners, C Keith 60, 61Crosbie, Sharon 34

DDavis, Hilton 79Davis, Roger 53Day, Crispin 79Delis, Dean C 21Dodd, Barbara 34Dunn, Douglas M 25Dunn, Lloyd M 25Dunn, Winnie 46, 47

EElliott, Stephen N 68, 69Ellis, Megan 79Emslie, Hazel 21Everatt, John 39

FFawcett, Angela 8, 36, 37Fidler, Rob 39Foster, Caroline 30

Author Page GGasson, Sarah L 70Gathercole, Susan 18Gilliam, James E 64Goldstein, Sam 62Green, Catherine, J 53Greenfi eld, Eve 20Gresham, Frank M 68, 69Grossman, Seth 53

HHammill, Donald D 48Harrison, Patti 67Henderson, Sheila E 42, 43Hulme, Charles 34

IIvani-Chalian, Rebecca 20

JJarosewich, Tania 14Jolly, John B 50Jones-Bock, Stacey 64

KKamphaus, Randy W 56, 57, 77Kaplan, Edith 21Kaufman, Alan S 9, 10, 28, 32Kaufman, Nadeen L 9, 10, 28, 32Kemp, Sally 12Kirk, Ursula 12Kirkwood, Hannah 18Korkman, Marit 12Kramer, Joel H 21

LLeCouteur, Ann 63Lee, Ray 8Lord, Catherine 63Love, Steven R 63

MMacGrath, Michelle 79Manly, Tom 22McConnell, Kathleen 72, 73, 74, 75McIntosh, Beth 34Meagher Jr, Robert S 53Millon, Carrie 53Millon, Theodore 53Moening, Judith 74Montgomery, Judy K. 78Muter, Valerie 34Myles, Brenda 64

NNaglieri, Jack A 8, 14, 62Nannery, Rory 20Nicolson, Rod 8, 36, 37Nimmo-Smith, Ian 21, 22Novaco, Raymond W 54

Author Page OOakland, Thomas 67Ottley, Pamela 78Ozanne, Anne 34

PPatton, James R 73, 75Pearson, Nils A 48Pfeiff er, Steven 14Polloway, Edward 75Prince-Embury, Sandra 51

RRashotte, Carl 35Raven, John C 13Reynolds, Cecil R 55, 56, 57, 67, 77Reynolds, William M 52Richmond, Bert O 55Robertson, Ian H 22Roy, Penny 24Rutter, Michael 63Ryser, Gail 72, 73, 74, 75

SSaigh, Philip 52Scheib, Beverly 42Schopler, Eric 63Schulz, Joerg 42Seeff -Gabriel, Belinda 24Simpson, Richard L 64Snowling, Margaret 34Sopena, Sara 20Sparrow, Sara S 66Steer, Robert A 50Stroud, Kathy Chatham 67Sugden, David A 43

TTate, Robyn 20Teitzel, Tania 34Torgesen, Joseph K 35Tringone, Robert 53

VVannest, Kimberly J 77Voress, Judith K 48

WWagner, Richard 35Warren, W L 54Watson, Peter 20Wechsler, David 4, 5, 6, 7, 8, 19,

30, 31, 33Wellman, Gilenna Janette 63Wiederholt, J Lee 38, 39Williams, Kathleen 25Wilson, Barbara A 20, 21Wilson, F Colin 21Woodcock, Rochard W 33

Find out more:

Want to know more about our authors? In each education e-newsletter we include a ‘Meet the Author/Specialist’ feature. Sign up to receive your copy at www.psychcorp.co.uk/enewsletter

Acronym Index

www.psychcorp.co.uk0845 630 8888Acronym Index86

A Page ABAS-II 67 ART 39 AQ 54ASDS™ 64 ADI-R 63 ASRS™ 62 AWMA 16AWMA 2 16

BBASC-2-BESS 57 BDI®-II 50 BYI-II 50 Beery VMI 43, 76 BADS-C 21 BASC-2 56, 77 Boehm-3 27 BBCS-3:R 26 BBCS:E 26 BSRA-3 26 Brown ADD Scales 59

CCARS 2™ 63 CMS™ 18 CN REP 18 CTOPP 35 Conners 3™ 60 Conners CBRS™ 61 Conners EC™ 61Cogmed 17

DD-KEFS™ 21 DASH 42 DASH 17+ 42 DTVP-2 48 DAST 37 DEST-2 36 DST-J 36 DST-S 37

EERB 24 EVT-2 25

GGADS™ 64 GARS-2™ 64 GORT-5 38GRS 14 GSRT 39

K KABC-II 9 KBIT-II 10 K-SEALS 28 KTEA-II 32

MMACI 53 MAPI™ 53 MASC-2 55M-PACI 53 Movement ABC Checklist 43

NNNAT® – Individual 14 NEPSY-II 12 NAS-PI 54

PPPVT™-4 25 PAT 34 PIPA 34PITRW 72–75 PREST 8

QQ Local 58

RRaven’s 13 RBVSS 52 RBMT-3 20 RBMT-C 20RCMAS-2 55

SSMALSI 67 SIP 70 SIP-A 70 SSiS 68–69

TTEA-Ch 22 TOWRE-II 35

VVineland-II 66

WWASI™-II 7 WAIS®-IVUK 6 WIAT-IIUK 30 WIAT-IIUK-T 31 WISC-IVUK 5 WMS®-IVUK 19 WNV 8 WPPSI-IIIUK 4 WMRS 18 WRMT-II 33

87Product Index0845 630 5555

Product Index

A Page Adaptive Behavior Assessment System – Second Edition (ABAS-II) 67 Adolescent / Adult Sensory Profi le™ 47 Adult Reading Test (ART) 39 Aggression Questionnaire (AQ) 54Alloway Working Memory Assessment (AWMA 2) 16 Asperger Syndrome Diagnostic Scale (ASDS™) 64 Autism Diagnostic Interview – Revised (ADI-R) 63 Autism Spectrum Rating Scales™ (ASRS™) 62 Automated Working Memory Assessment (AWMA) 16

B BASC-2™ Behavioral and Emotional Screening System (BASC-2 BESS) 57 Beck Depression Inventory®-II (BDI®-II) 50 Beck Youth Inventories – Second Edition for Children and Adolescents (BYI-II) 50 Beery-Buktenica Developmental Test of Visual-Motor Integration, Sixth Edition (Beery VMI) 43 Beery VMI Teaching Materials 76 Behavioral Assessment of the Dysexecutive Syndrome in Children (BADS-C) 21 Behavioral Assessment System for Children™ – Second Edition – Intervention Guide 77 Behavioral Assessment System for Children™ – Second Edition – Progress Monitor 77 Behavioral Assessment System for Children™ – Second Edition (BASC-2) 56 Boehm Test of Basic Concepts – 3rd Edition (Boehm-3) 27 Boehm-3 Preschool 27 Bracken Basic Concept Scale – 3rd Edition: Receptive (BBCS-3:R) 26 Bracken Basic Concept Scale: Expressive (BBCS:E) 26 Bracken School Readiness Assessment – Third Edition (BSRA-3) 26 Bridge of Vocabulary, The 78 Brown Attention-Defi cit Disorder Scales (Brown ADD Scales) 59

C Page Childhood Autism Rating Scales™ – Second Edition (CARS-2™) 63 Children’s Memory Scale™ (CMS™) 18 Children’s Memory Scale™ (CMS™) – Scoring Assistant 18 Children’s PTSD Inventory 52 Children’s Test of Nonword Repetition (CN REP) 18Cogmed Working Memory Training™ 17 Comprehensive Test of Phonological Processing (CTOPP) 35 Conners 3rd Edition™ (Conners 3rd™) 60 Conners Comprehensive Behavior Rating Scales™ (Conners CBRS™) 61 Conners Early Childhood™ (Conners EC™) 61

D Delis-Kaplan Executive Function System™ (D-KEFS™) 21 Detailed Assessment of Speed of Handwriting (DASH) 42 Detailed Assessment of Speed ofHandwriting 17+ (DASH 17+) 42 Developmental Test of Visual Perception – Second Edition (DTVP-2) 48 Dyslexia Adult Screening Test (DAST) 37 Dyslexia Early Screening Test – Second Edition (DEST-2) 36 Dyslexia Screening Test – Junior (DST-J) 36 Dyslexia Screening Test – Secondary (DST-S) 37

E Early Repetition Battery (ERB) 24 Expressive Vocabulary Test – Second Edition (EVT-2) 25

F Facilitator’s Training Kit, The 79

G Page Gifted Rating Scales (GRS) 14 Gilliam Asperger’s Disorder Scale (GADS™) 64 Gilliam Autism Rating Scale – Second Edition (GARS-2™) 64 Gray Oral Reading Tests – Fifth Edition (GORT-5) 38 Gray Silent Reading Tests (GSRT) 39

K Kaufman Assessment Battery for Children – Second Edition (KABC-II) 9 Kaufman Brief Intelligence Test – Second Edition (KBIT-II) 10 Kaufman Survey of Early Academic and Language Skills (K-SEALS) 28 Kaufman Test of Educational Achievement – Second Edition (KTEA-II) 32

LLaunch into Reading Success 78

M Millon™ Adolescent Clinical Inventory (MACI) 53 Millon™ Adolescent Personality Inventory (MAPI™) 53 Millon™ Pre-Adolescent Clinical Inventory (M-PACI) 53 Movement ABC Checklist 43

N Naglieri Nonverbal Ability Test® (NNAT – Individual Administration) 14 NEPSY – Second Edition (NEPSY-II) 12 Novaco Anger Scale and Provocation Inventory (NAS-PI) 54

Titles in bold indicates new products to Pearson Assessment

Find out more:

A full A to Z list of all our products can be found via the home page at www.psychcorp.co.uk

Product Index

www.psychcorp.co.uk0845 630 8888Product Index88

P Page Peabody Picture Vocabulary Test™ – Fourth Edition (PPVT™-4) 25 Phonological Abilities Test (PAT) 34 Practical Ideas that Really Work for English Language Learners– Second Edition 75 Practical Ideas That Really Work for Secondary Students in Inclusive Classrooms 74Practical Ideas That Really Work for Students with ADHD (Preschool to 17 years) 72 Practical Ideas That Really Work for Students with Asperger Syndrome 72 Practical Ideas That Really Work for Students with Autism Spectrum Disorders – Second Edition 73 Practical Ideas That Really Work for Students with Disruptive, Defi ant, or Diffi cult Behaviors – Second Edition 73 Practical Ideas That Really Work for Students with Reading Disabilities – Second Edition 74 Practical Ideas That Really Work for Teaching Math Problem Solving 75 Preschool and Primary Inventory of Phonological Awareness (PIPA) 34 Pre-school Screening Test (PREST) 8

Q Q Local Scoring and Software Reporting System (Q Local) 58

R Raven’s – Educational 13 Resiliency Scales for Children and Adolescents™ 51Revised Children’s Manifest Anxiety Scale, Second Editon (RCMAS-2) 55 Reynolds Bully-Victimization Scalesfor Schools (RBVSS) 52 Rivermead Behavioural Memory Test – Third Edition (RBMT-3) 20 Rivermead Behavioural Memory Test for Children (RBMT-C) 20

S Page School Motivation and Learning Strategies Inventory (SMALSI) 67 Self Image Profi les (SIP) 70 Self Image Profi les for Adults (SIP-Adult) 70 Sensory Profi le™ and Supplement 46 Sensory Profi le® School Companion 46 Sensory Profi le® Select Scoring Assistant 47 Social Skills Improvement System – Classwide Intervention Program 68-69 Social Skills Improvement System – Intervention Guide 68-69 Social Skills Improvement System – Performance Screening Guide 68-69 Social Skills Improvement System – Rating Scales 68-69

T Test of Everyday Attention for Children (TEA-Ch) 22 Test of Word Reading Effi ciency– Second Edition (TOWRE-II) 35

V Vineland Adaptive Behavior Scales, Second Edition (Vineland-II) 66

W Page WAIS-IV /WMS-IVUK Scoring Software and Report Writer 6, 19 Wechsler Abbreviated Scale of Intelligence™ – Second Edition(WASI-II) 7 Wechsler Adult Intelligence Scale® – 4th UK Edition (WAIS®-IVUK) 6 Wechsler Individual Achievement Test – Second UK Edition (WIAT-IIUK ) 30 Wechsler Individual Achievement Test – Second UK Edition for Teachers (WIAT-IIUK -T) 31 Wechsler Intelligence Scale for Children® – Fourth UK Edition (WISC-IVUK ) 5 Wechsler Memory Scale® – Fourth UK Edition (WMS®-IVUK ) 19 Wechsler Nonverbal Scale of Ability® (WNV) 8 Wechsler Preschool and Primary Scales of Intelligence™ – Third UK Edition (WPPSI-IIIUK ) 4 WISC-IV–WIAT-IIUK Writer 5, 30Woodcock Reading Mastery Tests, Third Edition (WRMT-III) 33 Working in Partnership with Parents: the family partnership model 79 Working Memory Rating Scale (WMRS) 18WPPSI-IIIUK Scoring Assistant 4

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Copyright© Pearson 2008

Welcome to our new 2012 Education catalogue. With an expanding portfolio of assessments for education professionals, we are proud to be able to present new, bestselling and core assessments that address your needs across a wide range of areas.

The past year has seen some signifi cant changes to educational policies and the economy, and no doubt this trend will continue throughout 2012. At Pearson Assessment we’ve been doing our best to listen to your needs and respond accordingly, developing new tests, considering budgets and communicating with you in new and exciting ways.

New developments and key productsIn 2012 there are a number of developments and opportunities for you to look out for. These include the launch of Cogmed Working Memory Training™, our online intervention solution for poor working memory. With peered-reviewed research Cogmed training eff ects have been shown to impact upon behaviour; you can fi nd more details on page 17. This year also sees the publication of the Wechsler Abbreviated Scale of Intelligence – Second Edition (WASI-II), a reliable brief measure of intelligence; and the Woodcock Reading Mastery Tests, Third Edition (WRMT-III), a new assessment ideal for identifying struggling readers and helping you to plan intervention strategies around the individuals strengths and weaknesses.

And it doesn’t end there, this year we are calling for psychologists who are interested in becoming fi eld examiners – see page 28 for details.

Your essential assessmentsOur assessments and intervention materials cover a wide range of areas, including memory and cognition, emotional and behaviour diffi culties, life skills and wellbeing as well as language, literacy and general ability. In particular, look out for tests highlighted as being ‘Suitable for Access Arrangements and DSA’ these tests can help you ensure your students get the support they need.

Looking back at Hello Last year saw us sponsoring the Hello, national year of communication campaign. It was great to see so many of you taking part in activities to raise awareness of speech and communication needs and our support for The Communication Trust will be ongoing. We’ll be updating www.psychcorp.co.uk/hello with information and case studies throughout the year.

Communications on the goOur ways of talking to you have been growing, now you can:• Follow @psychcorpuk and @CogmedUK on Twitter• Like our PsychCorpUK group on Facebook• Read our team blog at http://psychcorpuk.wordpress.com • Receive our enewsletter via www.psychcorp.co.uk/enewsletters

These pages have proved to be an informative way for us to let you know about new products, events we are attending, as well as obtain feedback from yourselves on policy updates and topical news stories.

Listening to youWe’re keen to ensure that our products are meeting your needs. If you have a proposal for a new assessment, please do contact us at www.psychcorp.co.uk/proposals. Alternatively, if you are using a test, why not write us a review or a case study? For each one we receive we will donate £5 to a chosen charity.

We look forward to meeting with many of you this year. Remember if you do have any questions about our assessments, our area sales consultants are on hand to provide free, no obligation product demonstrations. You can fi nd their details on the opposite page.

Kind regardsAmanda WynnSales and Marketing Director

www.psychcorp.co.uk


978 0 997856 35 4

New and Bestselling Titles

Woodcock Reading Mastery Tests, Third Edition (WRMT-III) Page 33

Peabody Picture Vocabulary Test, Fourth Edition (PPVT-4) Page 25

Gray Oral Reading Tests-Fifth Edition (GORT-5) Page 38

Wechsler Intelligence Scale for Children® – Fourth UK Edition (WISC-IVUK) Page 5

Test of Word Reading Effi ciency, Second Edition (TOWRE-2) Page 35

Detailed Assessment of Speed of Handwriting (DASH) Page 42

Education Assessment Catalogue 2012 Pearson Assessment, 80 Strand, London WC2R 0RLwww.psychcorp.co.uk


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Education Catalogue 2012

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