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Age CHC BROAD ABILITY (code)Battery Test Range CHC Narrow Ability (code)

(years) Test DescriptionFLUID INTELLIGENCE (Gf)

Tests of Induction (I)

CTONI-2 Geometric Analogies 6-89 The examinee is required to recognize the realtionship between two designs and find the same relationship between two different geometric designs.

CTONI-2 Geometric Categories 6-89 The examinee is required to select from a set of different designs the one that is most similar to two other related geometric designs.

CTONI-2 Pictorial Analogies 6-89 The examinee is required to recognize the relationship between two objects and to find the same relationship between two different objects.

CTONI-2 Pictorial Categories 6-89 The examinee is required to select from a set of different pictures the drawing that is most similar to two other related pictures.

DAS-II Matrices 3:6-17 The examinee is required to complete a matrix of abstract designs by choosing the correct design from among four or six designs.

DAS-II Picture Similarities 2:6-6 The examinee is required to match a target picture to one of four stimulus pictures.

D-KEFS Sorting Test: Free Sorting 8-89The examinee is provided with six cards and is required to make as many sorts as he or she can in four minutes, with only two groups and three cards in each group. The examinee must also describe each sort after completion.

D-KEFS Sorting Test: Sort Recognition 8-89 The examiner sorts a set of cards and the examinee is required to explain how they are sorted.

D-KEFS Twenty Questions Test 8-89 The examinee is required to ask the fewest number of yes/no questions possible in order to identify an unknown target object that has been selected by the examiner (Gc:LD).

KABC-II Pattern Reasoning 7-18 The examinee is required to complete a pattern by selecting the correct stimulus from an array of four to six options.

KBIT-2 Matrices 4-90The examinee is required to select which one of five pictures goes best with the stimulus picture, select which one of six pictures best completes a 2 by 2 analogy, and to solve a 2 by 2 or a 3 by 3 matrix depending on item difficulty level.

NAB Categories 18-97 The examinee is required to generate different two-group categories based on photographs and verbal information, such as name, occupation, place of birth and marital status about six people.

NEPSY-II Animal Sorting 7-16

The examinee is provided with eight cards with pictures of animals and is required to come up with different ways to make two groups of four cards (i.e., sorting the cards into categories) within a specified time period. The examinee is asked to make a novel sort each time by not repeating any of the groups he or she made before (Gc:K0).

SB5 Nonverbal Fluid Reasoning 2-85+

The examinee is required to hand the examiner an object that matches the target object from an array of several objects, choose an object from five possible response options that completes a row of a pattern of objects, and to identify from several response options the missing shape/design that completes a matrix of objects, and to identify from several response options the missing shape/design that completes a matrix (Gv).

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SB5 Verbal Fluid Reasoning 2-85+

At level 2 the examinee views an illustration/picture presented on a stimulus page and is required to describe what is happening in the picture. At level 3 the examinee is presented with 30 randomly dispersed chips on a table. Each chip has a picture of a common object (e.g., book, pen, key). The examinee is required to create as many groups of three chips as possible so that the three chips share at least one common characteristic. At level 4 the examinee is required to state verbally what is silly or impossible about a sentence stated by the examiner (RG; Gc:CM)

SHIPLEY-2 Abstractions 7-89 The examinee is required to view short letter, number, and word puzzles and fill in missing letters, numbers or words to complete the sequence in a designated time period (RG).

TONI-4 Test of Nonverbal Intelligence – 4th Edition 6-90

The examinee is required to identify the rule that characterizes the relationship among a series of stimulus figures and select a correct response from an array of figures (RG).

TVCF Classification 8-89

The examinee is required to match each of a set of four standard stimulus cards with one card from a deck of cards presented. The classification rules change throughout the task; first, the examinee must match the cards by color, then by conceptual category (i.e., animals, food) and lastly by number of words.

WASI-2 Matrix Reasoning 6-90The examinee is presented with a series of matrices in which one part of each matrix is missing, and is required to identify the missing part from a series of presented alternatives.

WECH Matrix Reasoning 4-90 The examinee is presented with a series of matrices in which one part of each matrix is missing, and is required to identify the missing part from a series of presented alternatives.

WISC-IV Picture Concepts 6-16 The examinee is presented with two or three rows of pictures and is required to choose one picture from each row to form a group with a common characteristic.

WJ III NU COG Concept Formation 4-90+

The examinee is required to identify the rules for concepts when shown illustrations of instances of the concepts and noninstances of the concepts. This is a controlled-learning task that involves categorical reasoning based on principles of formal logic. The examinee is given feedback regarding the correctness of each response.

WNV Matrices 4-21 The examinee is required to select from four or five options the missing portion of an incomplete matrix.

FLUID INTELLIGENCE (Gf)Tests of General Sequential Reasoning (RG)

CTONI-2 Geometric Sequences 6-89 The examinee is required to select from a set of geometric designs the one that completes a sequence of actions shown in three designs.

CTONI-2 Pictorial Sequences 6-89 The examinee is required to select from a set of pictures the drawing that completes a sequence of actions shown in three pictures.

D-KEFS Word Context Test 8-89The examinee is provided with a non-word (i.e., a "ripfa") and is provided with a context for the word. He or she must reason to decide what the non-word may mean, based on the information provided about it (Gc:LD).

KABC-II Story Completion 7-18The examinee is required to select pictures from a given set that are needed to complete a story and place the missing pictures in their correct locations (Gc:K0).

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KBNA Conceptual Shifting 20-89

For each item, the examinee is presented with four line drawings that can be grouped together in various ways based on two physical attributes, with three of the drawings sharing a least one attribute in common. For each shared attribute, the examinee is required to decide which three drawings are alike (share an attribute) and explain in what way (describe the attribute).

NNAT-2 Naglieri Nonverbal Ability Test 5-17The examinee is required to solve a series of progressive matrices (I).

PLAI 2 Reasoning 3-5The examinee is required to reason about features of objects, regarding what may, might, could or would happen to materials if placed in specific conditoins.

RIAS Odd-Item Out 3-94 The examinee is required to choose which item does not belong with the others (Gc:K0).

WJ III NU COG Analysis-Synthesis 4-90+

The examinee is required to analyze the presented components of an incomplete logic puzzle and to identify the missing components. This is a controlled-learning task in which the examinee is given instructions on how to perform an increasingly complex procedure. The examinee is given feedback regarding the correctness of his or her response.

FLUID INTELLIGENCE (Gf)Tests of Quantitative Reasoning (RQ)

DAS-II Sequential & Quantitative Reasoning 7-17

For set A, the examinee has to complete a series by providing the missing figure. For set B, the examinee has to determine the relationship between two pairs of numbers, apply the relationship to an incomplete pair of numbers, and provide the missing number.

KM3 Applied Problem Solving 5-21The examinee is required to interpret problems set in a context and to apply his or her computational skills and conceptual knowledge to come up with solutions.

SB5 Nonverbal Quantitative Reasoning 2-85+

At levels 2-3 the examinee is required to demonstrate his/her understanding of quantitative concepts such as “bigger” and “more” (e.g., point to the bigger car). At levels 3-4 the examinee is also required to solve addition problems and recognize numbers presented on a stimulus page (Gq:A3).

SB5 Verbal Quantitative Reasoning 2-85+

At levels 2-4 the examinee is required to count using toys (e.g., blocks) and other objects (e.g., counting rods), name numbers, and to solve basic addition and subtraction problems presented verbally by the examiner and visually on a stimulus page. At level 4 the examinee is required to solve mathematical word problems presented orally by the examiner and visually on a stimulus page (Gq:A3).

WAIS-IV Figure Weights 16-90The examinee is shown a scale with missing weight(s) and must select a response option that keeps the scale balanced. He or she is given a specified time limit to complete this task.

WIAT-III Math Problem Solving 4-50

The examiner reads questions to the examinee, who simultaneously views a problem written on a page in a Stimulus Book. The examinee is required to provide answers to the questions and may use paper and pencil to work out a problem. The problems increase in difficulty as the examinee progresses through the items.

WJ III NU ACH Applied Problems 2-90+

The examinee is required to analyze and solve practical problems in mathematics by deciding on the appropriate mathematical operations to use (Gq:A3).

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WJ III NU ACH Quantitative Concepts 2-90+

The examinee is required to demonstrate knowledge of math concepts such as writing numbers, clocks and telling time, money, and rounding numbers (Gq: KM, A3).

WJ III NU ACH Form C Applied Problems 2-90+

The examinee is required to analyze and solve practical problems in mathematics by deciding on the appropriate mathematical operations to use (Gq:A3).

WJ III NU DS Number Matrices 4-90+

The examinee is required to look at a two dimensional matrix of numbers with a number missing, analyze the relationship among the numbers, and then identify the missing number.

WJ III NU DS Number Series 4-90+

The examinee is required to look at a series of numbers with a number missing from the series, determine the numerical pattern, and then provide the missing number in the series.

CRYSTALLIZED INTELLIGENCE (Gc)Tests of Language Development (LD)

CELF-4 Sentence Assembly 9-21The examinee is required to produce two semantically and grammatically correct sentences from visually and orally presented words or groups of words presented by the examiner and in a stimulus book (MY).

CELF-Pre2 Word Classes(Receptive, Expressive Total) 4-6

Each test item consists of a receptive part and an expressive part. For the receptive part, the examinee is presented with pictures that are named by the examiner. He or she is then required to select the two words that go together. For the expressive part, the examinee is required to explain how these words go together (VL; Gf:I).

D-KEFS Proverb Test: Free Inquiry 16-89The examinee is required to interpret concise and concrete phrases which convey deeper, abstract meanings (K0).

D-KEFS Proverb Test: Recognition 16-89 The examinee is required to select the best alternative interpretation of phrases among four choices (K0).

ITPA-3 Spoken Vocabulary 5-12The examinee is required to state a word that possesses an attribute associated with the word first stated by the examiner.

PLAI 2 Reordering 3-5The examinee is required to answer questions that require information beyond salient perceptual clues (i.e., the examinee views two different objects and is required to describe how they are similar).

TAPS-3 Auditory Reasoning 4-18The examinee is required to listen as the examiner says a sentence and then answer questions involving understanding jokes, riddles, inferences, and abstractions (K0).

TOLD-I:4 Sentence Combining 8-17After the examiner orally presents two or more simple sentences, the examinee is required to form one compound or complex sentence which includes the use of compound subject, objects, verbs, verb phrases and dependent clauses (MY).

TOLD-I:4 Word Ordering 8-17After the examiner orally presents a series of randomly ordered words, the examinee is required to reorder them to form a complete, correct sentence (Gsm: MW).

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Word-2 Flexible Word Use 6-17 The examinee is required to provide two different meanings for each word spoken by the examiner (VL).

CRYSTALLIZED INTELLIGENCE (Gc)Tests of Lexical Knowledge (VL)

APAT Semantic Relationships 5-12The examinee listens to a set of words spoken by the examiner and is required to determine which two words go together based on some category (i.e., table and chair go together because both are furniture) (Gf:I).

BBCS-3:R Direction/Position 3-6The examinee is required to view pictured objects and then answer questions that involve relational terms describing either the placement of an object relative to another, its position relative to itself, or the direction of placement.

BBCS-3:R Quantity 3-6 The examinee is required to view pictured objects and then answer questions that involve assigning number values to a set of objects. This includes single and double-digit numerals (Gq:KM).

BBCS-3:R Self/Social Awareness 3-6

For the Self-Awareness items, the examinee is required to view pictured items that reflect the concept of emotional states (i.e., angry, excited) and answer questions about them. The Social Awareness portion requires the examinee to view pictured items which describe kinship, gender, relative ages, and social appropriateness and answer questions pertaining to these concepts (Gkn:BC).

BBCS-3:R Subtests 1-5 (SRC) 3-6The School Readiness Composite subtests assess the examinee's formal school readiness, by measuring his or her knowledge of necessary concepts such as Colors, Letters, Numbers/Counting, Sizes/Comparisons and Shapes (LD).

BBCS-3:R Texture/Material 3-6The examinee is required to view pictured objects and answer questions that pertain to their salient characteristics or attributes or their basic composition.

BBCS-3:R Time/Sequence 3-6The examinee is required to view pictured items that reflect a temporal or sequential continuum. He or she must then then answer questions that pertain to the concepts of time and sequence.

BBCS-E Direction/Position 3-6The examinee is required to view pictured objects and then answer questions that involve relational terms describing either the placement of an object relative to another, its position relative to itself, or the direction of placement.

BBCS-E Quantity 3-6The examinee is required to view pictured objects and then answer questions that involve assigning number values to a set of objects. This includes single and double-digit numerals (Gq:KM).

BBCS-E Self/Social Awareness 3-6

For the Self-Awareness items, the examinee is required to view pictured items that reflect the concept of emotional states (i.e., angry, excited) and answer questions about them. The Social Awareness portion requires the examinee to view pictured items which describe kinship, gender, relative ages, and social appropriateness and answer questions pertaining to these concepts (Gkn:BC).

BBCS-E Subtests 1-5 (SRC) 3-6The School Readiness Composite subtests assess the examinee's formal school readiness, by measuring his or her knowledge of necessary concepts such as Colors, Letters, Numbers/Counting, Sizes/Comparisons and Shapes (LD).

BBCS-E Texture/Material 3-6 The examinee is required to view pictured objects and answer questions that pertain to their salient characteristics or attributes or their basic composition.

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BBCS-E Time/Sequence 3-6The examinee is required to view pictured items that reflect a temporal or sequential continuum. He or she must then then answer questions that pertain to the concepts of time and sequence.

BSRA-3 Colors 3-6The examinee is required to answer questions pertaining to basic color terms after viewing pictures of colors which represent primary colors.

BSRA-3 Size Comparisons 3-6After viewing pictured objects, the examinee is required to answer questions about dimensions which involve the ability to match, differentiate, and compare objects based on their salient characteristics. Items may describe one dimension, two dimensions, or three dimensions.

BVAT-NU Oral Vocabulary 4-90+ This subtest consists of two parts: Synonyms and Antonyms. The Synonyms items require the examinee to provide a word that has the same meaning as a word presented by the examiner. The Antonyms items require the examinee to state a word that means the opposite of a word presented by the examiner.

BVAT-NU Picture Vocabulary 4-90+

The earlier items of this subtest require the examinee to view pictures of objects and place hir or her finger on the one that depicts a word spoken by the examiner. The remaining items require the examinee to look at a picture of an object or a situation and answer questions about either what the object is, what the object is called, or what is happening in the pictured scene.

BVAT-NU Verbal Analogies 4-90+ The examinee listens to an analogous sentence spoken by the examiner and is required to state a missing word to complete the analogy (Gf:I).

CELF-4 Expressive Vocabulary 5-9 The examinee is required to name illustrations of people, objects, and actions.

CELF-4 Word Classes-Expressive 5-21 The examinee is required to express the relationship between the two words chosen in Word Classes-Receptive (1 and 2) ( Gf:I).

CELF-4 Word Classes-Receptive 5-21The examinee is required to name the two words that go together after the examiner reads aloud three or four words (Gf:I).

CELF-4 Word Definitions 10-21 The examinee is required to define words stated that are presented in isolation and in a sentence by the examiner.

CELF-Pre2 Basic Concepts 3-4The examinee is shown pictures depicting basic concepts and is required to select the picture that is depicting a situation spoken by the examiner (i.e.'Look at these pictures. Point to the one who is sad) (LS).

CELF-Pre2 Expressive Vocabulary 3-6 The examinee is shown pictures of items or pictures that depict simple concepts or situations, and is asked to orally express what is being shown in the image.

CREVT-2 Expressive Vocabulary 5-89 The examinee is required to provide oral definitions for a series of words.

CREVT-2 Receptive Vocabulary 4-89 The examinee is required to select from six pictures the one that best represents the stimulus word stated by the examiner.

DAB-3 Synonyms 6-14 The examinee is required to state a word similar in meaning to the word spoken by the examiner.DAS-II Early Number Concepts 2:6-6 The examinee is required to demonstrate understanding of basic mathematical concepts (Gq:A3).DAS-II Naming Vocabulary 2:6-6 The examinee is required to name objects or pictures of objects.

DAS-II Verbal Similarities 7-17 The examinee is required to state what is similar or common about three different objects or ideas (Gf:I).

DAS-II Word Definitions 7-17 The examinee is required to define words.

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DWNB Naming Pictures of Objects 4-90+ The examinee is required to provide verbal labels for pictured items shown in a stimulus book.

EOWPVT-4 Expressive One Word Vocabulary Picture Test

2-80+ After the examiner presents a series of full-color illustrations depicting objects, actions, or concepts, the examinee is required to name each illustration, typically with one word.

ERA Receptive Vocabulary 4-7 The examinee points to the picture of a word spoken by the examiner.

ERA Written Word Vocabulary 4-7The examinee is shown a stimulus (a letter or picture) accompanied by an array of five choices (printed letters, numerals, symbols, or words) and is asked to point to the choice in the array that is most closely related to the stimulus (Grw:RD).

EVT-2 EVT-2 (Form A and B) 2:6-90+ The examinee is required to name or provide a synonym for a series of presented pictures.

GDRT-2 Listening Vocabulary 6-13 The examinee is required to select a picture from four response options that best represents the word stated by the examiner.

ITPA-3 Spoken Analogies 5-12 The examinee is required to state the correct word that best completes the analogy presented orally by the examiner (Gf:I).

ITPA-3 Written Vocabulary 5-12 The examinee is required to read an adjective silently and then write a noun that is appropriately associated with the adjective (Grw:EU).

KABC-II Expressive Vocabulary 3-18 The examinee is required to name objects in illustrations.

KABC-II Riddles 3-18 The examinee is required to point to one of six pictures that shows the meaning of the word or the answer to the question asked by the examiner (Gf:RG).

KABC-II Verbal Knowledge 3-18 The examinee either points to a picture or says a single word that answers the riddle asked by the examiner (K0).

KBIT-2 Riddles 4-90 The examinee either points to a picture or says a single word that answers the riddle asked by the examiner (LD; Gf:RG).

KBIT-2 Verbal Knowledge 4-90 The examinee is required to point to one of six pictures that shows the meaning of the word or the answer to the question asked by the examiner (K0).

KBNA Picture Naming 20-89 The examinee is required to identify pictures of common objects.LCT-2 Vocabulary 6-11 The examinee is required to provide a definition for a word in a passage.

LPT3 Differences 5-11 The examinee is required to distinguish between two items and decide which primary features differ (LD; Gf:RG).

LPT3 Multiple Meanings 6-11 The examinee is required to define words in varying contexts, after each word is presented in three different sentence contexts (LD).

LPT3 Similarities 5-11The examinee is required to compare two items and state how they are alike, showing recognition for the similar features which place the items in the same category (Gf: I).

NAB Naming 18-97 The examinee views a pictured object and is required to state a name for the object.

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OWLS-II Listening Comprehension 3-21

This scale consists of 130 items that increase in difficulty. After a verbal stimulus is read to the examinee while he or she looks at four colored pictures (numbered 1 through four) in a stimulus book, he or she is required to choose the picture that best depicts the meaning of the verbal stimulus. The scale consists of Lexical/Semantic, Symantic, and Supralinguistic items. The Lexical/Symantic items measure the range of linguistic structures. Syntactic items measure comprehension of noun and verb modulators (i.e., number, gender, tense, person). The Supralinguistic items require the examinee to conduct language analysis on a higher level than decoding literal lexical or syntactic structures by including comprehension of figurative language (i.e., use of simile, metaphors or double meaning) and humor. Form A can be used with ages 3 to 21 and Form B may be used with ages 5 to 21.

PLAI 2 Matching 3-5The examinee is required to name objects and point to common objects when they are named by the examiner (K0;Gv:MV).

PLS-5 Auditory Comprehension Birth-7

The examinee is asked to perform various developmental tasks depending on his or her age in order to assess his or her level of auditory comprehension. The child's caregiver is involved in the tasks in cases of very young children. If a child is too young to perform tasks, the caregiver is asked questions about the child's auditory comprehension abilities. For example, in a child ranging from 2 to 3 months of age, it would be observed whether he or she glances momentarily at a person who talks to him or her. In the case of a 1 year old child, it would be observed whether he or she interrupts an activity when his or her name is called. In the case of a 3 year old child, it would be observed whether he or she engages in symbolic play, recognizes action in pictures or understands the use of objects. The developmental tasks increase in difficulty and appropriateness according to age (LS).

PLS-5 Expressive Communication Birth-7

The examinee is asked to perform various developmental tasks depending on his or her age in order to assess his or her level of expressive communication. The child's caregiver is involved in the tasks in cases of very young children. If a child is too young to perform tasks, the caregiver is asked questions about the child's expressive communication abilities. For example, in a child ranging from 9 to 11 months, it would be observed whether he or she attempts to imitate facial expressions and movements. In the case of a child aged 3 to 3.5 years, he or she is asked to perform tasks such as naming objects in photographs. The developmental tasks increase in difficulty and appropriateness according to age (LD).

PPVT-4 Peabody Picture Vocabulary Test 2-90+

The examinee is required to point to a picture that matches the word provided by the examiner.

PTI-2 Verbal Abstractions 3-8The examinee is required to identify pictures that represent the meaning of a spoken word, the meaning of a spoken definition of a word, and are different in form or function from other pictures on a page (K0; Gf:I)

QPRT Quick Picture Reading Test 8-89

This is a brief screening test (10 minutes of administration) intended to measure reading skills. The examinee is required to read a list of 26 short phrases and view 35 simple line drawings. He or she must select one picture for each phrase which best represents its meaning. Over the span of the test, the phrases increase in grammatical complexity and difficulty (Grw:RC).

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RIAS Verbal Reasoning 3-94 The examinee is required to listen to an incomplete sentence and then provide a verbal response to complete the sentence (LD;Gf:I).

ROWPVT-4 Receptive One-Word Picture Vocabulary Test 2-80+

This is an individually administered, norm-referenced assessment of how well individuals can match a word that is heard (in English) to concepts, actions, or objects that are presented in full-color pictures (in a multiple-choice format).

SB5+ Verbal Knowledge 2-85

The child is required to demonstrate knowledge of body parts by pointing to body parts on him/herself (e.g., eyes) and on a picture card of a boy or girl (e.g., hands). In addition, the child is required to name common objects or things, describe with a one or two-word response what is happening in a picture, and define words presented orally by the examiner (K0).

TOAL-4 Spoken Analogies 12-24After the examiner says a part of an analogous sentence with a word missing at the end, the examinee is required to supply the word in order to complete the sentence (Gf:I).

TOAL-4 Word Derivations 12-24

After the examiner speaks a key word and two sentences, the second sentence missing a word at the end, the examinee is required to state the missing word. For instance, if the key word spoken is 'laugh', and the two sentences are "The play was very funny. The people broke out___", the missing word would be "laughing" (MY).

TOAL-4 Word Opposites 12-24After the examiner speaks a word, the examinee is required to state a word that means the exact opposite.

TOAL-4 Word Similarities 12-24 After being presented with a printed stimulus word, the examinee is required to write a synonym for that word.

TOLD-I:4 Multiple Meanings 8-17The items on this subtest require the examinee to listen to a single spoken word which has two or more meanings and then respond by stating as many meanings for this word that he or she can think of.

TOLD-I:4 Picture Vocabulary 8-17The examinee is required to view a Picture Card containing 6 images, as the examiner orally presents two-word phrases (e.g."cavity maker"). The examinee must then select the picture which best represents the phrase spoken (K0).

TOLD-I:4 Relational Vocabulary 8-17The examinee is orally presented with 3 words and must then express orally how these words are alike (Gf:I).

TOLD-P:4 Oral Vocabulary 4-8The examinee is orally presented with common English words and is required to provide an oral definition for each word.

TOLD-P:4 Picture Vocabulary 4-8 After the examiner orally presents a word, the examinee is required to point to a picture (out of four options) that best describes the meaning of the word.

TOLD-P:4 Relational Vocabulary 4-8 The examinee is required to orally express the relationship between two spoken words. For instance, the examiner may ask "How are a pencil and a pen alike?" (Gf:I).

TOPEL Definitional Vocabulary 3-5 The examinee views images of objects or animals in a Picture Book. He or she is then required to answer two questions; 'What is this?' and 'What does this do?'

TOWL-4 Vocabulary 7-17 The examinee is asked to write a sentence using a given word (Grw:WA).

WASI-2 Similarities 6-90 The examinee is presented pairs of words orally and is required to explain the similarity of the common objects or concepts they represent (Gf:I).

WASI-2 Vocabulary 6-90 The examinee is required to define a series of orally presented words.

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WECH Picture Naming 2:6-7:7 The child names pictures that are displayed in the stimulus book.WECH Receptive Vocabulary 2:6-7:7 The child looks at a group of four pictures and points to the one the examiner names aloud.

WECH Similarities 4-90 The examinee is presented pairs of words orally and is required to explain the similarity of the common objects or concepts they represent (Gf:I).

WECH Vocabulary 4-90 The examinee is required to define a series of orally presented words. WECH Word Reasoning 4-16 The examinee is required to identify common concepts being described in a series of clues (Gf:I).

WIAT-III Listening Comprehension 4-50 The examinee is required to point to a picture (out of a choice of several on a page in a stimulus book) that depicts a word spoken by the examiner (LS).

WIAT-III Oral Expression 4-50

The examiner describes something that may be an object, a component of an object, an animal or living thing, a place, an action, a person with particular attributes, or a person performing a particular action or job. The examinee is required to orally express a word that means whatever the examiner is describing (Glr:FI).

WISC-IV Integrated

Picture Vocabulary Multiple Choice 6-16

This subest is a multiple choice variation of Vocabulary; the 36 items making up this subtest consist of material that is identical to that in Vocabulry. After being presented with vocabulary words read aloud by the examiner, the examinee is asked to view a group of four pictures and then point to the one which best depicts the definition of the word.

WISC-IV Integrated Similarities Multiple Choice 6-16

This subtest is a variation of Similarities, consisting of 23 items which contain the same content. The items are read aloud by the examiner and also presented in a stimulus book, along with 4-5 response options. The examinee is then required to choose the response item which best represents the ways in which the presented concepts or objects are similar (Gf:I).

WISC-IV Integrated Vocabulary Multiple Choice 6-16

This subtest is a variation of Vocabulary; its 36 items consist of the same content. For picture items, the examinee is required to view pictures in Stimulus Book 2 and then select a response option out of those presented orally by the examiner. The verbal items and their corresponding four or five response options are presented in a stimulus book and orally by the examiner, and the examinee is asked to choose the response option which best defines the word.

WJ III NU ACH

Picture Vocabulary 2-90+ The examinee is required to identify pictured objects.

WJ III NU ACH Reading Vocabulary 5-90+

A three-part subtest. In Part I, the examinee is required to state a one-word response similar in meaning to the word presented. In Part II, the examinee is required to state a one-word response opposite in meaning to the word presented. In Part III, the examinee is required to read three words of an analogy and provide the fourth word to complete the analogy (Gf:I).

WJ III NU COG Verbal Comprehension 2-90+

In part a (synonyms), the examinee is required to state a word similar in meaning to the word presented. In part b (antonyms), the examinee must state a word that is opposite in meaning to the word presented. In part c (picture vocabulary) the examinee is required to name familiar and unfamiliar pictured objects (Gf:I).

WJ III NU DRB Oral Vocabulary 3-90+

The examinee is required to state a word similar in meaning to the word presented in Part A. In Part B, the examinee is required to state a word that is opposite in meaning to the word presented.

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WJ III NU DRB Reading Vocabulary 5-90+

In Part 1, the examinee is required to state a one-word response similar in meaning to the word presented. In Part II, the examinee is required to state a one-word response opposite in meaning to the word presented. In Part III, the examinee is required to read three words of an analogy and provide the fourth word to complete the analogy (Gf:I).

WJ III NU DS

Bilingual Verbal Comprehension (Spanish) 2-90+

In part a (synonyms), the examinee is required to state a word similar in meaning to the word presented. In part b (antonyms), the examinee must state a word that is opposite in meaning to the word presented. In part c (picture vocabulary) the examinee is required to name familiar and unfamiliar pictured objects.

WMLS-R: NU Picture Vocabulary 2-90+

The examinee is required to orally identify pictured objects. The items begin with objects that are frequently seen in the environment and become increasingly difficult as they become less common.

WMLS-R: NU Verbal Analogies 2-90+

The examinee is required to listen to three words in an analogy and then complete the analogy by providing the appropriate fourth word. (Gf:I)

Word-2 Antonyms 6-17 The examinee is required to provide one-word antonyms for words spoken by the examiner.

Word-2 Associations 6-17 The examinee is required to determine which of four words spoken by the examiner does not belong with the others (LD).

Word-2 Definitions 6-17 The examinee is required to define words spoken by the examiner.

Word-2 Semantic Absurdities 6-17 The examinee is required to provide a word to correct sentences that are semantically absurd because of incorrectly used vocabulary words (LD).

Word-2 Synonyms 6-17 The examinee is required to provide a synonym for a word spoken by the examiner.CRYSTALLIZED INTELLIGENCE (Gc)

Tests of Listening Ability (LS)

APAT Complex Sentences 5-12 The examinee listens to a sentence spoken by the examiner and is then required to answer a question pertaining to the events in the sentence.

APAT Following Directions 5-12 The examinee is a given a page that consists of rows and columns. The examiner speaks various directions which the examinee must follow using the page (Gsm:MW).

APAT Passage Comprehension 5-12 The examinee listens to stories read by the examiner and is then asked questions about the stories heard (Gsm:MW).

CELF-4 Concepts and Following Directions

5-12 The examinee is required to point to objects in a stimulus book in response to oral directions stated by the examiner.

CELF-4 Semantic Relationships 9-21 The examinee is required to select from the four choices shown in the stimulus booklet the two correct answers to a sentence stated by the examiner that contains a missing part (Gf:I).

CELF-4 Sentence Structure 5-8 The examinee is required to point to the picture that best depicts a sentence stated by the examiner.

CELF-4 Understanding Spoken Paragraphs

5-21 The examinee is required to provide a response to inferential questions about a paragraph that is read by the examiner (Gf:I).

CELF-4 Word Structure 5-8 The examinee is required to use the contents of a picture and an incomplete sentence stated by the examiner to write the missing word or words in that sentence (MY).

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CELF-Pre2 Concepts and Following Directions 3-6

The examinee is first shown familiarization items; pictures of animals used in the test items, and is asked to point to a specified picture. Upon showing knowledge of the names of the animals, he or she is administered the test items. The examinee is shown various pages with an array of animals and is asked to select the one that is specified by the examiner, such as 'the big monkey' or 'the tallest animal' (VL;Gsm:MW).

CELF-Pre2 Sentence Structure 3-6The examinee is shown pages depicting four basic concepts or situations. The examiner then speaks a simple sentence, such as 'the boy has a ball' and the examinee is required to select the picture that depicts what is spoken (LD).

CELF-Pre2 Word Structure 3-6

The examinee is shown a split page with two pictures depicting different situations. The examiner then points to one of the pictures and begins saying what is being shown in the picture and the examinee is required to finish the sentence. As the items progress, the required answers include linguistic concepts like prepositions, posessive pronouns, third person singular etc (LD).

DAB-3 Characteristics 6-14The examinee is required to listen to a sentence read by the examiner and decide whether the statement is true or false.

DAB-3 Story Comprehension 6-14 The examinee is required to listen to a passage read by the examiner or played on audiotape and then answer a question about the item or story.

DAS-II Verbal Comprehension 2:6-6 The examinee is required to answer orally presented questions regarding common knowledge.

DELV-NR Syntax 4-9

The Syntax domain includes three subdomains (Wh -questions, Passives and Articles). For items in the Wh domain, the examinee is presented with pictures and told certain information about each picture and is then asked questions about them. In the Passive items, the examinee is shown pictures and orally provided with information which reflects what is happening in one of the pictures. He or she is then to point to the picture that is spoken about. Items in the Articles domain do not include any pictures. The examiner orally presents a simple situation and the examinee is required to orally answer questions about what was spoken (MY).

KBNA Auditory Comprehension 20-89 The examinee is required to respond orally with a 'yes' or 'no' answer, to a series of oral questions.

KTEA-II Listening Comprehension 4:6-25 The examinee is required to listen to passages on an audiorecording and answer questions spoken by the examiner.

LCT-2 Details 6-11 The examinee is required to listen to verbally presented information, remember details, and then answer questions about what was heard (LD).

LCT-2 Main Idea 6-11 The examinee is required to listen to verbally presented information and then express the main idea. LCT-2 Reasoning 6-11 The examinee listens to information and is required to infer answers from what is heard (Gf:RG).LCT-2 Understanding Messages 6-11 The examinee is required to gather the most relevant information.

NAB Auditory Comprehension 18-97

This subtest consists of six parts which require the examinee to demonstrate comprehension of orally presented instructions. Some of the tasks require the examinee to perform one-to-four step commands given by the examiner. Other tasks require comprehension of the concepts of before and after, above or below, or right and left. Still other items require the examinee to identify body parts, answer yes or no questions and fold paper as instructed.

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NAB Bill Payment 18-97

This is a daily living task. The examinee is provided with a utility bill statement, a check, check ledger and an envelope and is required to follow a series of eight commands given by the examiner. The commands require oral and written responses and increase in complexity. This task involves auditory language comprehension, reading comprehension, writing, speech output and ability to do simple calculation (Grw:RC, WA).

NEPSY-II Comprehension of Instructions 3-16

The examinee is required to listen to and respond quickly to a series of increasingly complex verbal instructions (e.g., “point to the little, bright star”). Later, the examinee must point to items that are not as readily identifiable (“point to a shape that is not blue and is in between two triangles and under a circle”) (VL;Gsm:MW).

NEPSY-II Theory of Mind 3-16

This subtest consists of two tasks which assess the examinee's ability to understand mental functions and another's point of view. The Verbal task involves stories, pictures and questions asked by the examiner which assess belief, intention, emotion, imagination, deception, imitation and the examinee's understanding of other's ideas, feeligs and thoughts. Additionally, this task requires comprehension of abstract meanings in figurative language. The Contextual task involves the ability to relate emotion to a social context. After the examinee is shown a picture which depicts children in a social context, he or she is required to select one of four photos which best depicts the appropriate affect of the target child (K0; Gkn:BC).

PLAI 2 Receptive 3-5 This subtest measures the examinee's ability to meet language demands that call for a nonverbal response (Vl;Gf:RG).

PLAI 2 Selective Analysis 3-5 The examinee is required to respond to questions about specific attributes of objects, as well as integrate several elements into one unified idea (LD).

TAPS-3 Auditory Comprehension 4-18 The examinee is required to listen as the examiner says passages of increasing length and complexity then answer questions asked by the examiner.

TNL Narrative Comprehension 5-11

The Narrative Comprehension items require the examinee to listen to a story read aloud by the examiner and then answer questions about the story. In the first narrative format, the examinee must rely solely on his or her auditory memory to answer the questions. However, in some tasks, the examinee is asked to view a sequence of pictures corresponding to the story prior to answering questions about the events, characters, problems or consequences in the story.

TOLD-P:4 Syntactic Understanding 4-8

The examinee is presented with three pictures which represent the same action being shown in such a way that they emphasize syntax, (e.g., showing the same action in the present and past). After the examiner orally presents a sentence, the examinee must select the picture which best describes the action spoken (MY).

TTFC-2 Token Test for Children 3-12After first being exposed to the meaning of the words circle, square, large, small and the colors blue, green, yellow, white and red, the examinee is orally instructed to do various things using tokens (i.e. 'touch the small green circle). The directions for each task are given only once (Gsm:MW).

WJ III NU ACH Oral Comprehension 2-90+

The examinee is required to comprehend a short audio-recorded passage and then supply the missing word using syntactic and semantic cues.

WJ III NU ACH Understanding Directions 2-90+

The examinee is required to listen to a sequence of audio-recorded instructions and then follow the directions by pointing to various objects (Gsm:MW).

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WJ III NU DRB Oral Comprehension 2-90+

The examinee is required to comprehend a short audio-recorded passage and then supply the missing word using syntactic and semantic cues.

WMLS-R: NU Understanding Directions 2-90+

The examinee is required to listen to a sequence of audio-recorded instructions point to various objects in a colored picture after following directions. These directions gradually increase in linguistic complexity as the child progresses through the test (Gsm:MW).

WRMT-3 Listening Comprehension 4:6-79A passage is read aloud (either by the examiner or on a CD) to the examinee who is then required to answer a question about its content.

CRYSTALLIZED INTELLIGENCE (Gc)Tests of General Information (K0)

APAT Sentence Absurdities 5-12The examiner reads a sentence and the examinee is required to say what is wrong with the sentence (Gf:RG).

BSRA-3 Letters 3-6 The examinee is required to identify uppercase and lowercase letters.BSRA-3 Shapes 3-6 The examinee is required to identify shapes.

KABC-II Story Completion 5-6 The examinee is required to select pictures from a given set that are needed to complete a story and place the missing pictures in their correct locations (Gf:RG).

KBNA Clocks 20-89

This subtest consists of five components: Free Drawing, Predrawn, Reading Without Numbers, Reading With Numbers, and Copy. For the Free Drawing Component, the examinee is required to draw a clock face including the numbers and the hour and minute hands set to a specifed time. For the Predrawn component, the examinee is given a blank clock face and required to draw the numbers and the hour and minute hands set to a specified time. For Reading Without Numbers, the examinee is asked to state the times indicated by the hands after being presented with a series of clock faces without numbers. For the Reading With Numbers component, the examinee is asked to state the times indicated by the hands on a series of clock faces with numbers. Finally, for the Copy component, the examinee is required to copy a clock face with numbers and the hands set to a specified time (Gv:Vz).

KBNA Orientation 20-89 The examinee is asked to answer questions regarding personal information, current information, and orientation to time and place.

KBNA Practical Problem Solving 20-89 The examinee is required to read aloud a sequence of practical problems and to state possible solutions.

KBNA Praxis 20-89

The examinee is required to perform intransitive and transitive movements, initially with the dominant hand and following with the nondominant hand. She or he is then asked to perform buccofacial movements. If the examine fails to perform any movement, he or she is then asked to copy the examiner's performance of that movement (Gp:P1).

LPT3 Associations 5-11 The examinee is required to name an additional item that is typically associated with specific nouns that are presented. His or her answer must be appropriate to the context or situation of the item.

LPT3 Attributes 5-11The examinee is required to spontaneously describe a specific noun. This task involves the ability to express the specific attributes of parts, function, size/shape, color, accessories/necessities, composition, category and location/origin.

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LPT3 Categorization 5-11 After being presented with a certain category, the examinee is required to name three distinctly different objects that share similar features.

NAB Judgment 18-97 This is a daily living task which requires the examinee to answer 10 judgement questions. The questions relate to home safety, health, and various medical issues.

NAB Orientation 18-97 The examinee is required to answer questions about orientation to self, time, place, and situation.

NEPSY-II Body Part Naming and Identification 3-4

The examinee is required to name specific body parts presented on a stimulus card.

NEPSY-II Clocks 7-16

This subtest consists of drawing items and visual items, both of which are designed to assess the examinee's executive functioning (i.e., planning and organization, visuoperceptual and visuospatial skills, and the concept of time as related to analog clocks). The drawing items require the examinee to draw the image of a clock and place the hands where the examiner indicates. The visual items require the examinee to read the time on clocks that either have numbers or do not (Gv:Vz).

RIAS Guess What 3-94The examinee is required to listen to a question that containes clues and then provide a verbal response (VL;GF:I)

SB5 Nonverbal Knowledge 2-85+

At levels 2-3 the examinee is required to perform everyday actions stated by the examiner or demonstrate physically how common objects are typically used. At level 4 the examinee is required to identify verbally and by pointing to what is silly or impossible about a picture presented on a stimulus page (LS;Gf:RG)

TOC Abbreviations 6-17 The examinee views a list of abbreviations and is required to write out what each one means (Grw:EU).

TOC Signs and Symbols 6-17 The examinee views a series of signs and symbols (i.e., the club symbol from a deck of cards, the numeral 5, or an equal sign) and is required to state what each one means.

WECH Comprehension 4-90 The examinee is required to respond orally to orally presented questions that focus on everyday problems or understanding of social rules and concepts.

WECH Information 2:6-90 The examinee is required to answer orally presented questions regarding common events, objects, places, and people.

WECH Picture Concepts 4-7:7 The examinee is presented with two or three rows of pictures and is required to choose one picture from each row to form a group with a common characteristic (Gf:I).

WISC-IV Integrated Comprehension Multiple Choice 6-16

This subtest is a multiple choice adaptation of Comprehension. The examinee is required to choose a response option that best represents his or her understanding of general principals and social situations out of 4-5 response options that are read aloud by the examiner and simultaneously presented in a stimulus book.

WISC-IV Integrated Information Multiple Choice 6-16

This subtest is a multiple choice adaptation of Information. The examinee is required to choose a response option that best represents his or her understanding of general knowledge topics out of several response options that are read aloud by the examiner and simultaneously presented in a stimulus book.

WJ III NU ACH Academic Knowledge 2-90+

The examinee is required to answer questions in the sciences, history, geography, government, economics, art, music, and literature (Gkn:K2).

WJ III NU COG

General Information 2-90+ The examinee is required to answer orally presented questions regarding the common or typical characteristics of certain objects.

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CRYSTALLIZED INTELLIGENCE (Gc)Tests of Grammatical Sensitivity (MY)

DAB-3 Grammatic Completion 6-14 The examinee is required to supply the missing morphological form to unfinished sentences read by the examiner.

DELV-NR Semantics 4-9

The Semantic Domain is comprised of four subdomains which include Verbal Contrast, Preposition Contrast, Quantifiers and Fast Mapping. The Verbal Contrast and the Preposition Contrast items require the examinee to view pictures of situations while the examiner begins to say a sentence which the examinee is required to complete. The Quantifiers items require the examinee to view pictures of situations and verbally answer questions about them (I.e., 'Is every dog eating a bone?') The Fast Mapping items require the examinee to view pictures of situations while the examiner says some information about them. The examinee is then asked questions about the pictures and must point to the answer in the picture (i.e., "Which one did he pour the juice into?") (LD).

ITPA-3 Morphological Closure 5-12 The examinee is required to complete a phrase using the grammatically correct word after the phrase is presented orally by the examiner.

TOAL-4 Sentence Combining 12-24 The examinee is required to combine two or more sentences into one that is grammatically correct (Grw:WA).

TOLD-I:4 Morphological Comprehension 8-17 The examinee is required to distinguish between sentences that have correct grammar and those that do not (LS).

TOLD-P:4 Morphological Completion 4-8After the examiner reads unfinished sentences aloud, the examinee is required to express the missing morphological forms. (i.e., if the examiner says 'Michael has a toy. Bobby has a toy, they have two __', the examinee would say 'toys') ( LS).

CRYSTALLIZED INTELLIGENCE (Gc)Tests of Communication Ability(CM)

CELF-4 Formulated Sentences 5-21The examinee is shown a picture and then is required to make up (and say out loud) a sentence about the picture using target words or phrases.

DELV-NR Pragmatics 4-9

The Pragmatics Domain consists of three subdomains; Communicative Role Taking, Short Narrative and Question Asking. The Communicative Role Taking items require the examinee to view pictures of various situations and people and answer questions about what he or she thinks the people are saying. For the Short Narrative Items, the examinee views several pictures which together make up a certain situation or story and is required to tell the story to the examiner, describing what is happening int the pictures. The Question Asking items require the examinee to view pictures which have something missing in them as the examiner simultaneously begins to describe what is happening in the picture, omitting a missing element. The examinee must then decide on the appropriate question that he or she must ask the examiner in order to be shown the missing piece ( LD).

KBNA Picture Description Oral 20-89 The examinee is required to provide descriptions orally for events pictured in a line-drawn scene.

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KTEA-II Oral Expression 4:6-25

The examinee is required to say things that characters would say via a series of related incidents involving a continuing set of characters. Items include pragmatic tasks such as expressing greetings, questions, descriptions of events or sequences, or persuasion and syntactical and grammatical tasks such as forming plurals and possessives, and constructing sentences that combine ideas or that include particular words (MY).

NAB Oral Production 18-97 The examinee is required to orally describe a picture of a family scene.

OWLS-II Oral Expression 3-21

This scale consists of 106 items that increase in difficulty. A verbal stimulus is read aloud while the examinee is asked to view one or more colored pictures and is then required to either answer a question about the picture by filling in a word, or supply a missing word to a statement spoken by the examiner in order to complete it. Some items require the examinee to describe a second picture after the examiner describes the first as an example. The Lexical/Symantic items require the examinee to use nouns, verbs, modifiers, idioms, words with double meanings or words that represent direction, spatial relationships, quantity etc. Syntactic items require the examinee to use noun and verb modifiers and syntactic constructions that include embedded sentences, coordination and so on. The Pragmatic items require appropriate responses in specific situations that may include questions, courtesy responses and reasonable explanations. The Supralinguistic items include language analysis on a nonliteral level. Form A may be used with ages 3 to 21 and Form B may be used with ages 5 to 21.

PLAI 2 Expressive 3-5The examinee is required to formulate meaningful messages which meet those language demands that call for a verbal response (VL;Gf:RG).

SPELT-3 Structured Photographic Expressive Language Test 4-9

This test is designed to assess childrens' grammatical morpheme development by measuring their morphology and syntax skills. It can be utilized to identify children with language impairments. Items in this test include structured visual and auditory stimuli which create a context for the child to use in developing responses. Visual stimuli are full color photographs depicting everyday situations, while auditory stimuli are comprised of brief statements or questions presented by the examiner (LD).

TNL Oral Narration 5-11

The Oral Narration tasks require the examinee to retell an entire story (i.e., the McDonald's story) after it is read aloud by the examiner. On some items, while listening to the story, the examinee is also asked to view a corresponding picture. Thus, the story he or she retells should correspond to the pictured scene (LD; Glr:MM).

SHORT-TERM MEMORY(Gsm)

Tests of Memory Span (MS)

APAT Sentence Memory 5-12 The examiner speaks a sentence which the examinee is then required to repeat verbatim.

APAT Word Sequences 5-12The examiner speaks a sequence of words which the examinee is then required to repeat in the same order.

ASA Mimicry 3-6 The examinee is asked to listen to made-up words on an audio track and is then required to repeat them. This is a measure of the child's ability to imitate pseudowords that follow conventional English language patterns.

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CELF-4 Familiar Sequences 5-21The examinee is required to manipulate and sequence auditory/verbal information including but not limited to counting forward and backward, saying the alphabet, counting by 4s, and saying the months of the year backward as quickly as possible (MW).

CELF-4 Number Repetition-Forward 5-21The examinee is required to repeat number sequences stated by the examiner of graduated length forward.

CELF-4 Recalling Sentences 5-21 The examinee is required to repeat a sentence stated by the examiner verbatim.

CELF-Pre2 Recalling Sentences 3-6 The examinee is read aloud sentences and is then required to repeat exactly what was said verbatim.

CELF-Pre2 Recalling Sentences in Context 3-6 The examiner reads aloud a story to the examinee. Throughout the story, the examinee is asked to recall and state what characters said verbatim.

DAS-II Recall of Digits-Forward 6-17 The examinee is required to repeat verbatim a series of orally presented digits.DWNB Expressive Speech 4-90+ The examinee is required to repeat verbatim words and phrases spoken by the examiner.

ITPA-3 Rhyming Sequences 5-12 The examinee is required to repeat a string of words that increase in length as presented orally by the examiner.

ITPA-3 Syntactic Sentences 5-12 The examinee is required to repeat a series of syntactically and semantically correct nonsensical sentences as presented orally by the examiner.

KABC-II Hand Movements 3-18 The examinee is required to imitate a series of hand movements in the same sequence performed by the examiner (Gv:MV).

KABC-II Number Recall 3-18 The examinee is required to repeat verbatim orally presented number sequences.

KABC-II Word Order 3-18 The examinee is required to touch a series of pictures in the same sequence as named by the examiner (MW).

KBNA Numbers 20-89 The examinee is required to repeat telephone numbers after they are read out loud by the examiner. Each item includes two oral trials and one written trial.

KBNA Repetition 20-89 The examinee is required to repeat a series of orally presented items that range from single words to complete sentences.

NAB Digits Forward 18-97 The examinee is required to repeat orally presented digits. NEPSY-II Repetition of Nonsense Words 5-12 The examinee is required to repeat a series of tape-recorded nonsense words.NEPSY-II Sentence Repetition 3-6 The examinee must repeat a series of increasingly complex and lengthy sentences.

NEPSY-II List Memory 7-12The examinee is required to listen to a list of orally presented words and repeat as many words as he/she can remember, in any order. Later, the examinee is presented with a new list of words and must recall those words, in addition to the original list or words, in any order (Glr:M6)

NEPSY-II Word List Interference 7-16.The examinee is presented with two series of words and is required to repeat each sequence immediately after its presentation. Then, he or she must recall each series in the order of presentation (MW).

RIAS Verbal Memory 3-94 The examinee is required to repeat verbatim a sentence or story stated by the examiner.

SB5 Nonverbal Working Memory 2-85+At level 1 the examinee is required to find an object (e.g., ball) placed under one of two or three inverted cups in view of the child. At levels 2-4 the examinee is required to tap blocks in a specified order stated by the examiner after the examiner has tapped the blocks (MW).

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SB5 Verbal Working Memory 2-85+At levels 2-4 the examinee is required to repeat verbatim sentences of varying length presented orally by the examiner. At level 4 the examinee is required to recall in order the last word in a series of questions asked by the examiner (after all questions have been asked and answered) (MW).

TAPS-3 Number Memory Forward 4-18. The examinee is required to listen as the examiner says a series of numbers then repeat back those numbers in the same order.

TAPS-3 Sentence Memory 4-18. The examinee is required to listen as the examiner says a sentence then repeat back that sentence exactly as it was spoken.

TAPS-3 Word Memory 4-18 The examinee is required to listen as the examiner says a series of words then repeat these words in order.

TOLD-P:4 Sentence Imitation 4-8 After the examiner orally presents a sentence, the examinee is required to repeat the sentence verbatim, reflecting his or her familiarity with appropriate word order and morphological markers.

TOMAL-2 Digits Forward 5-59 The examinee is required to recall (and verbally express) a sequence of numbers in the exact order as they are spoken by the examiner.

TOMAL-2 Letters Forward 5-59 The examinee is required to recall (and verbally express) a sequence of letters in the exact order as they are spoken by the examiner.

TOMAL-2 Manual Imitation 5-59The examinee is required to immitate a sequence of hand movements exactly as shown by the examiner (Gv:MV).

TOMAL-2 Visual Sequential Memory 5-59The examinee views a set of designs in a specific order for 5 seconds and is then shown the designs in a different order on the next page. He or she must show the order in which the designs appeared originally by (Gv:MV).

TVPS3 Sequential Memory 4-18The examinee is shown (for 5 seconds) design sequences which consist of elements and numbers. Then, after the page is turned, he or she is required to select the matching design out of an array of choices.

WECH Digit Span 6-90

This subtest is comprised of three tasks. In Digit Span Forward, the examinee listens to a sequence of numbers and is then required to recall the numbers in the same order as they were heard. In Digit Span Backward, the eaminee hears a sequence of numbers and is required to recall them in reverse order. For Digit Span Sequencing, the examinee hears a sequence of numbers and must recall them in ascending order (MW).

WISC-IV Integrated Letter Span 6-16

This subtest is a variation of Digit Span. Each of the eight items are broken down into four trials of equal span length. The first two trials of each item are made up of nonrhyming letters and the remaining two trials contain rhyming letters. The examinee is required to repeat letters in the same order as spoken by the examiner.

WISC-IV Integrated

Spatial Span Forward and Backward 6-16

The Spatial Span subtest is comprised of two tasks with seven items in each: Spatial Span Forward and Spatial Span Backward. All items are administered using the Spatial Span Board. In Spatial Span Forward, the examinee is required to tap a sequence of tapped blocks in the same order as shown by the examiner. In Spatial Span Backward, the examinee is asked to repeat a sequence of tapped blocks in the reverse order of how it was done by the examiner (MW).

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WISC-IV Integrated Visual Digit Span 6-16

This subtest is an adaptation of Digit Span and consists of eight items, each of which has two trials with the same number of digits. Each trial is presented using the Visual Digit Span Card and Sleeve, exposing digits for a specified amount of time. The examinee is required to repeat numbers in the same order as they are presented (Gv:MV).

WJ III NU COG

Memory for Words 4-90+ The examinee is required to repeat lists of unrelated words in the correct sequence after they are presented aurally by use of a tape player, or, in special cases, by an examiner.

WJ III NU DS

Memory for Sentences 6-90+ The examinee is required to remember and repeat phrases and sentences auditorily by use of a CD or by the examiner.

WNV Spatial Span 8-21 The examinee is required to tap a series of blocks as demonstrated by the examiner (MW). WRAML-2 Finger Windows 5-85+ The examinee is required to repeat a pattern presented by the examiner (Gv:MV).

WRAML-2 Number Letter 5-85+ The examinee is required to repeat a sequence of single digits and letters orally after they're presented by the examiner.

WRAML-2 Sentence Memory 5-85+ The examinee is required to repeat a series of sentences dictated by the examiner. SHORT-TERM MEMORY(Gsm)Tests of Working Memory (MW)

CELF-4 Number Repetition-Backward 5-21 The examinee is required to repeat number sequences stated by the examiner of graduated length backward.

DAS-II Recall of Digits-Backwards 5-17 The examinee is required to repeat a series of orally presented digits in reverse order.

DAS-II Recall of Sequential Order 5-17The examinee is required to order a list of body parts from highest to lowest after the examiner presents the parts in random order.

NAB Digits Backward 18-97 The examinee is required to repeat a series of orally presented digits in reverse order.

NEPSY-II Auditory Attention and Response Set 5-16

There are two tasks in this subtest. The Auditory Attention task assesses the examinee's selective auditory attention and ability to sustain it (vigilance). The Response Set task assesses his or her ability to shift and maintain a complex new set, which involves inhibition of previously learned responses as well as being able to correctly respond to matching or contrasting stimuli. The examinee must listen to a series of words and then touch the appropriate circle when a target word is heard (Gs:R9).

NEPSY-II Inhibition 5-16

The examinee views a series of black and white shapes or arrows and is required to name either the shape or the direction of the arrow, or an alternate response depending on the color of the shape or arrow. The completion time is recorded. This timed task assesses the examinee's ability to inhibit automatic responses in favor of novel ones, as well as the ability to switch between response types.

SIT Section D 6-17

The examinee views one-syllable nonwords printed on the Letters and Words cards, each of which is shown for three seconds and then removed from view. He or she must then identify specific letters by order, say them in reverse order, or change specific letters and state what new nonword results (Grw:RD).

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SIT Section E 6-17

The examinee views multisyllable nonwords printed on the Letters and Words cards, each of which are shown from three minutes and then removed from view. He or she must then identify specific letters by order, say the letters in reverse order, or change or omit specific letters and state what new nonword results (Grw:RD).

TAPS-3 Number Memory Reversed 4-18The examinee is required to listen as the examiner says a series of numbers then repeat back those numbers in the reverse order.

TOMAL-2 Digits Backward 5-59The examinee is required to recall (and express verbally) a sequence of numbers in the reverse order of how they were spoken by the examiner.

TOMAL-2 Letters Backward 5-59The examinee is required to recall (and express verbally) a sequence of letters in the reverse order of how they were spoken by the examiner.

WECH Arithmetic 6-90The examinee mentally solves a series of orally presented arithmetic problems within a specified time limit (Gf:RQ).

WECH Letter-Number Sequencing 6-90The examinee is read a sequence of numbers and letters and recalls the numbers in ascending order and the letters in alphabetical order.

WISC-IV Integrated Arithmetic Process Approach 6-16

This subtest is an adaptation of Arithmetic. It involves two parts. Part A requires the examinee to mentally solve arithmetic items as they are simultaneously read aloud and presented in Stimulus Book 3. In Part B, the child is readministered those items scored 0 points from Part A and is provided with a paper and pencil to attempt them again (Gsm:MW).

WISC-IV Integrated

Letter-Number Sequencing Process Approach 6-16

This subtest is a variation of Letter-Number Sequencing. There are 6 items, each of which contain 3 trials with an equal number of digits and letters, and embedded words in two of the trials. The examinee is required to read each trial and recall the numbers in ascending order and the letters in alphabetical order.

WJ III NU COG Auditory Working Memory 4-90+

The examinee is required to retain two types of orally presented information (numbers and words) and then repeat them in a specified order. The task requires the examinee to perform two different mental operations simultaneously (i.e., to retain and manipulate stimuli).

WJ III NU COG

Numbers Reversed 4-90+ The examinee is required to repeat a series of number sequences presented via an audiorecording.

WMS-4 Symbol Span 16-90The examinee is asked to view a series of abstract symbols on a page and is then required to select the symbols from an array of symbols in the same order that they were shown in the previous page (Gv:MV).

WRAML-2 Symbolic Working Memory 9-85+The child is presented a series of numbers and is required to point out the numbers in ascending order using a number card.

WRAML-2 Verbal Working Memory 9-85+The examinee is verbally presented a series of words representing animals and not animals; the examinee is required to repeat the words stating the animal words first then non animal words.

VISUAL PROCESSING (Gv)

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Tests of Visualization (Vz)

Beery VMI Beery-VMI 2-99The examinee is presented with a booklet containing pages with various forms drawn in boxes at the top of the page. The examinee is then asked to directly copy what he or she sees at the top of each page by drawing it on the bottom of the page (Gp:P1).

Beery VMI Visual Perception 2-99

This subtest is given after the regular Beery VMI procedure. The examiner returns to the first item on which the examinee did not meet the Beery VMI scoring criteria and asks the child to look at the stimulus and then his or her own attempted copy of the stimulus. The child is asked to assess whether his or her copy looks the same as the stimulus, and to explain how it is different (whether any differences exist).

DAS-II Copying 3:6-6 The examinee is required to copy drawings made by the examiner or presented in a picture.

DAS-II Matching Letter-Like Forms 4-6The examinee is required to find an identical match of a target letter-like shape in an array of 5 distracters.

DAS-II Pattern Construction 2:6-17For Set A, the examinee uses wooden blocks to copy two-or-three dimensional designs.For Sets B and C, the examinee is required to use flat squares or blocks to construct a series of designs within specific time limits.

D-KEFS Tower 8-89The examinee is given a wooden structure with three poles with pegs on them. After being shown a picture of a tower built with pegs, he or she is required to reproduce it by moving one piece at a time and repositioning them in such a way that they match the image (Gf:RG).

DTVP-A Copying 11-74The examinee views a simple figure and is required to draw it on a piece of paper, using the figure as a model. The items become increasingly more difficult and eventually become three-dimensional (Gp:P1).

DTVP-A Form Constancy 11-74The examinee views a stimulus figure and is required to find it twice in a sequence of figures, where the targeted figure may appear in a different size, shade, position or emersed within a distracting background (CF).

DTVP-A Visual Closure 11-74The examinee views a stimulus figure and is asked to select it out of a series of figures that are incompletely drawn, requiring him or her to visualize the missing parts.

KABC-II Block Counting 5-18 The examinee is required to count the exact number of blocks in pictures of stacks of blocks which are configured so one or more blocks is partially or completely hidden from view.

KABC-II Conceptual Thinking 3-6 The examinee is required to select the object that does not belong with the others (Gf:I).

KABC-II Pattern Reasoning 5-6 The examinee is required to complete a pattern of stimuli by selecting the correct missing stimulus from an array of four to six options (Gf:I).

KABC-II Triangles 3-18 The examinee is required to reproduce a printed two-dimensional design using two-color triangles.

KBNA Complex Figure 1 20-89This subtest consists of two components: Copy and Recall. In Copy, the examinee is required to copy a geometric figure while viewing it. In Recall, the examinee is required to draw the previously seen figure from memory (MV).

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MFVPT-3 Motor Free Visual Perception Test 4-70

The examinee is shown a line drawing and must then choose the matching drawing from a set of four on the following page. This test is designed to assess an individual's visual perceptual ability--with no motor involvement required to make a response. It is particularly useful with those who may have learning, motor, or cognitive disabilities. Five categories of visual perception are measured; Spatial Relationship, Visual Closure, Visual Discrimination, Visual Memory and Figure Ground. The test format is multiple-choice (Gsm:MW).

NAB Design Construction 18-97 The examinee is required to use plastic manipulatives to reproduce two-dimensional target designs.

NAB Figure Drawing 18-97 The examinee is required to draw (involves copying and immediate recall) a geometric figure of moderate complexity.

NAB Map Reading 18-97 This is a daily living task which requires the examinee to answer oral and written questions about a city map that includes a compass rose and a mileage legend.

NAB Visual Discrimination 18-97 The examinee is required to match a target visual design with one out of an array of four similar designs presented below the target.

NEPSY-II Arrows 5-16 The examinee is asked to view an array of arrows that are arranged around a target and then indicate which arrow(s) point to the center of the target.

NEPSY-II Block Construction 3-6 The examinee is required to construct a series of three-dimensional designs using monochromatic blocks.

NEPSY-II Design Copying 3-16 The examinee is required to copy two-dimensional figures that are displayed in the response booklet.

PTI-2 Form Discrimination 3-8The examinee is required to match forms, differentiate between similar shapes, identify unfinished pictures, find embedded shapes, and reason about abstract shapes and patterns (CS;Gf:I).

PTONI Primary Test of Nonverbal Intelligence 3-9

This is a research based, theoretically sound test designed to measure reasoning abilities in young children. It can be used to identify intellectual deficits as well as superior cognitive intelligence. Since it has a non-verbal format, this test can be particularly useful for testing chidlren who are not verbally or motorically well developed (Gf:RG).

SB5 Nonverbal Visual-Spatial Processing 2-85+

At levels 1-2 the examinee is required to complete a form board that contains several common shapes. At levels 3-4 the examinee is required to construct designs of common objects (e.g., car) under specified time limits, using plastic puzzle pieces that are presented on a stimulus page.

SB5 Verbal Visual-Spatial Processing 2-85+

At levels 2-4 the examinee is required to place a block on a specified part of a picture of a common object (e.g., building) or scene (e.g., children on a playground) found on a stimulus page (Gc:VL,K0).

SHIPLEY-2 Block Patterns 7-89

In Part A of this subtest, the examinee is asked to view block patterns as well as a selection of different blocks and select the block which completes the design. In part B, the examinee is shown two versions of of the same design and is required to select the block which completes each design. This portion involves the ability to hold a design in memory as well as making mental rotations of the design.

TVMS-3 Test of Visual Motor Skills-Third Edition 3-90+

This test assesses how well individuals can coordinate visually guided, fine-motor movements through design copying tasks. The examinee is required to reproduce 39 increasingly complex geometric designs, each in a single attempt, without sketching or tracing any of the designs.

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TVPS3 Form Constancy 4-18The examinee is required to find one design among a page with various designs. The target design can be larger, smaller, or rotated (CF).

TVPS3 Spatial Relations 4-18The examinee is asked to view a series of designs on a page and must then choose the one that is different from all the others. The design may differ in a detail or in the rotation of the entire design or a part.

TVPS3 Visual Closure 4-18 The examinee views a completed design on a page and is then required to match it to one of the incomplete patterns displayed on the page.

TVPS3 Visual Discrimination 4-18 The examinee views a design and must then point to a matching design among several choices shown below it.

WAIS-IV Visual Puzzles 16-90The examinee is given a specified time limit to view a completed puzzle and then select three response options that, when combined, rebuild the same puzzle.

WASI-2 Block Design 6-90 The examinee is required to reproduce a series of designs using blocks.

WECH Block Design 2:6-90 The examinee is required to reproduce a series of designs using blocks.

WISC-IV Integrated

Block Design Multiple Choice (BDMC) and BDMC No Time Bonus

6-16The examinee is asked to view a picture of a constructed block design in a stimulus book and then select a matching block composition from four response choices within a given time limit.

WISC-IV Integrated Block Design Process Approach 6-16

This subtest is a variation of Block Design. For each of the six items, the examinee is presented with a pictured design in Stimulus Book 3. In Part A, he or she is required to use 12 red and white blocks to recreate the design within a certain time limit. In Part B, the examinee is readministered those items that were scored 0 in Part A. In order to assist the examinee in constructing designs, grid overlays are placed over the picture.

WJ III NU COG

Spatial Relations 6-90+ The examinee is required to match shapes visually by selecting from a series of shapes the component parts needed to make a given whole shape.

WJ III NU DS

Block Rotation 6-90+ The examinee is required to match shapes visually. The examinee must select, from a series of shapes, the component parts needed to make a given whole shape.

WMS-4 Visual Reproduction II Copy 16-90 After a series of five designs is shown to the examinee one at a time (for 10 seconds each), he or she is required to draw each design from memory.

WNV Picture Arrangement 8-21 The examinee is required to arrange a set of prearranged pictures to tell a logical story within a specified time limit (Gc:K0).

VISUAL PROCESSING (Gv)

Tests of Visual Memory (MV)

DAS-II Recall of Designs 7-17 The examinee is required to reproduce abstract line drawings from memory after a 5 second exposure time.

DAS-II Recognition of Pictures 2:6-13:5 The examinee is required to view pictures of objects and identify those objects in a second picture that has a larger array of objects.

KABC-II Face Recognition 3-5The examinee is required to select from a group photograph the one or two faces that were shown briefly in a preceding photograph.

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KBNA Complex Figure 2 20-89

This subtest consists of two components: Recall and Recognition. Both are based on the figure presented previously in Complex Figure 1. In the Recall component, the examinee is required to draw this figure from memory. In Recognition, the examinee is shown an incomplete figure. For the first task, he or she is required to identify separate parts of the figure. In the second task, the examinee is required to copy each selected missing part of the incomplete figure in its correct location.

KBNA Picture Recognition 20-89After being shown a series of pictures that include those from Picture Naming, the examinee is asked to indicate with a "yes" or "no" response whether each picture is one that he or she has seen before.

KBNA Spatial Location 20-89

For each item in this subtest, the examinee is presented with a design consisting of black dots scattered within a rectangular box. After the stimulus design is then hidden from view the examinee is asked to place the response chips on the response grid in the locations that correspond to those where the dots were seen in the stimulus design.

NAB Dots 18-97The examinee is asked to view an array of dots for a brief period followed by a blank interference page. He or she is then required to view a new array that contains an additional dot and point to the dot that is "new" (Gv MW).

NAB Driving Scenes 18-97

This is a daily living task which requires the examinee to first view a drawing of a driving scene (with a view from behidn the steering wheel) and then view a second scene where he or she must state and point to everything that is different, new, or missing relative to the original scene. The examinee is asked to do this task with five scenes in total.

NAB Shape Learning 18-97The examinee is first required to do a multiple-choice immediate recognition task (for nine visual stimuli that involve various shapes). He or she is later required to do a delayed recognition and forced-choice recall task.

NEPSY-II Memory for Designs 3-16The examinee is shown a grid containing four to ten designs on a page. After it is removed from view, the examinee is required to select the same designs from a set of cards and place them in a grid in the same place as previously shown.

NEPSY-II Memory for Faces 5-16 The examinee is asked to view a series of faces and is then shown three photographs at a time and is required to select a face that was previously seen.

RIAS Nonverbal Memory Test 3-94The examinee is required to look at each picture card for 5 seconds and then identify the target picture when it is re-presented among distracting pictures. Two atempts for responding correctly are allowed.

SIT Section A 6-17The examinee views strings of unconnected letters printed on the Letters and Words card, each of which is shown for two to seven seconds before being removed from view. After each card is shown briefly and then hidden from view, the student is then required to state what letters he or she saw.

SIT Section B 6-17 The examinee views nonwords ranging from one to five syllables that are printed on the Letters and Words cards. After each is shown for three seconds and removed from view, the examinee must state what letters he

TOMAL-2 Abstract Visual Memory 5-59 After being shown a specific abstract stimulus, the examinee is required to recognize it among a display of six abstract figures.

TOMAL-2 Facial Memory 5-59The examinee is asked to view a picture of a face for 5 seconds and is then required to select (by placing a chip on) the face he or she saw out of a page of black and white photos of various faces of different ages, genders and ethnic backgrounds.

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TOMAL-2 Memory for Location 5-59 After being presented with a set of large dots arrayed on a page, he or she is presented with a blank grid and required to recall the locations (by placing a chip on a space) of the dots in any order.

TVPS3 Visual Memory 4-18 The examinee views (for 5 seconds) a design on one page. Then the page is turned and he or she is required to choose the same design among several choices displayed on the next page.

WJ III NU COG

Picture Recognition 6-90+ The examinee is required to recognize a subset of previously presented pictures within a field of distracting pictures.

WMS-4 Designs I 16-69The examinee is asked to view a grid with 4-8 designs on a page for 10 seconds. After it is removed from view, he or she must select the design from a set of cards and place the cards in a grid in the same place as was previously seen (Gsm: MW).

WMS-4 Designs II Delayed Recall 16-69 The examinee is required to first recreate the pages shown in the immediate condition with the cards and grid (Gsm:MW).

WMS-4 Designs II Recognition 16-69 The examinee is shown a series of grids and is required to select the two designs that are correct and in the same location as on the pages seen in the immediate condition (Gsm:MW).

WMS-4 Spatial Addition 16-69 The examinee views, sequentially, two grids that contain blue and red circles and is then required to add or subtract the location the circles based on a set of given rules (Gsm:MW).

WMS-4 Visual Reproduction I 16-90 The examinee is required to view a design briefly and to draw it from memory.

WMS-4 Visual Reproduction II Delayed Recall

16-90 The delayed condition requires the examinee to draw from memory the designs shown in the immediate condition in any order.

WMS-4 Visual Reproduction II Recognition 16-90

The exainee is required to choose which of six designs on a page matches the original design shown in the immediate condition. For an optional copy task, the examinee is asked to draw the designs while viewing them.

WNV Recognition 4-7 The examinee is required to look at a stimulus for three seconds and then identify it from a set of four and five responses.

WPPSI-IV Picture Memory 2:6-7:7 The examinee views a stimulus page of one or more pictures for a specified time and then selects the pictures from options on a response page.

WPPSI-IV Zoo Locations 2:6-7:7 The examinee views one or more animal cards placed on a zoo layout for a specified time and then places each card in the previously viewed locations.

WRAML-2 Design Memory 5-85+ The examinee is required to draw four presented designs from memory following a 10-sec delay.

WRAML-2 Design Memory Recognition 5-85+ The examinee is asked whether or not they have seen a design presented by the examiner.

WRAML-2 Picture Memory 5-85+ The examinee is required to view two scenes and identify which components have changed from the first to second scene.

WRAML-2 Picture Memory Recognition 5-85+ The examinee is asked whether or not they have seen a picture presented by the examiner. VISUAL PROCESSING (Gv)Tests of Closure Speed (CS)

KABC-II Gestalt Closure 5-18 The examinee is required to name an object or scene pictured in a partially completed ink blot drawing.WECH Object Assembly 2:6-7:7 The examinee is required to complete a series of puzzles within a specified time limit.

WJ III NU DS Visual Closure 6-90+ The examinee is required to identify a drawing or picture of a simple object that is represented by disconnected

lines. The test requires the subject to combine the disconnected lines visually into a meaningful whole.

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WNV Object Assembly 4-7 The examinee is required to complete a series of puzzles within a specified time limit. VISUAL PROCESSING (Gv)Tests of Spatial Scanning (SS)

KABC-II Rover 5-18 The examinee is required to move a toy dog to a bone on a checker board-like grid that contains obstacles and tries to find the quickest path (i.e., the one that takes the fewest moves) (Gf:RG).

NAB Mazes 18-97The examinee is required to solve seven paper-and-pencil mazes which increase in difficulty as quickly as possible, while being timed.

WISC-IV Integrated

Elithorn Mazes (EM) and EM No Time Bonus 6-16

The child is required to view a maze in a response booklet and draw a path that passes through a specified number of dots on the way to the exit, within a designated time limit.

WJ III NU COG

Planning 6-90+ The examinee is required to trace a pattern without removing the pencil from the paper or retracing any lines (Gf:RG).

VISUAL PROCESSING (Gv)Tests of Flexibility of Closure (CF)

DTVP-A Figure Ground 11-74 The examinee views stimulus figures and is then required to find as many of them as possible on a page where figures are emersed in a confusing and complex background.

NEPSY-II Geometric Puzzles 3-16The examinee is shown a picture of a large grid that contains several shapes. Each item requires the child to match either two shapes outside of the grid or two shapes within the grid. The completion time is recorded for each item (Vz).

NEPSY-II Picture Puzzles 7-16The examinee is shown a large picture divided by a grid and four smaller pictures taken from sections of the large one. He or she is then required to identify the locations on the grid of the large picture from which each of the smaller pictures were taken. Completion time is recorded for each item.

NEPSY-II Route Finding 5-12The examinee is presented with a drawing of a target house in a small schematic map and is required to find a route to that house. Later, the examinee must find the target house again when it is presented within a larger map containing other houses and streets.

RIAS What's Missing 3-94 The examinee is required to determine what part is missing from an object (Gc:K0).

TVPS3 Figure Ground 4-18 The examinee is required to find a specific design among many that are emersed in a complex background.

WECH Picture Completion 4-90The examinee is required to identify an important part that is missing from a set of pictures of common objects and scenes (Gc:K0).

LONG-TERM RETRIEVAL (Glr)Tests of Associative Memory (MA)

APAT Cued Recall 5-12After the examiner reads a set of word pairs, he or she prompts the examinee with the first word and the examinee must say the second word in the pair.

KABC-II Atlantis 3-18 The examinee is taught nonsense picture names for fish, plants, and shells and is then required to point to each picture from an array of pictures when it is named by the examiner.

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KABC-II Atlantis Delayed 5-18The examinee is required to point to nonsense pictures of fish, plants, and shells learned 15-25 minutes earlier.

KABC-II Rebus 4-18 The examinee is required to learn the word or concept associated with a particular rebus (drawing) and then read phrases and sentences composed of these rebuses.

KABC-II Rebus Delayed 5-18 The examinee is required to “read” phrases and sentences composed of rebuses they learned about 45 minutes earlier during the rebus learning test.

NEPSY-II Memory For Names 5-16The examinee is presented with a series of pictures depicting children and is given the name of each child. Following this presentation, the examinee is presented with the stimulus cards in random order and must provide the correct name.

NEPSY-II Memory for Names Delayed 5-16 The examinee is shown six to eight cards and is asked to recall the name of the child pictured on the card (25-35 minutes after Memory for Names).

TOMAL-2 Paired Recall 5-59 The examinee is required to listen to novel word pairs and, upon the presentation of the first word of each pair, provide the second word of the pair.

WISC-IV Integrated Coding Recall 6-16

There are three items in this subtest which have different task demands. The examinee is asked to attempt to recall members of the paired associates from Coding B (both through a cued-recall and a free-recall format) within a specified time limit, without the help of a key. This subtest measures the incidental learning that occured during Coding B (Gv:MV).

WJ III NU COG

Delayed Recall: Visual-Auditory Learning 4-90+

The examinee is required to recall (after 1-8 days) the symbols (rebuses) presented in the visual-auditory learning test. The examinee is not told that subsequent testing will occur. This test is a controlled-learning test in which the examinee’s errors are corrected.

WJ III NU DS

Delayed Recall: Memory for Names

4-90+ The examinee is required to recall (after 1-8 days) the space creatures presented in the memory for names test. The examinee is not told that subsequent testing will occur.

WJ III NU DS Memory for Names 2-90+

The examinee is required to learn associations between unfamiliar auditory and visual stimuli (an auditory-visual association test).

WJ III NU COG Visual Auditory Learning 2-90+

The examinee is required to associate novel visual symbols (rebuses) with familiar words in oral language and to translate a series of symbols into verbal sentences (a visual-auditory association task). This test is a controlled-learning test in which the examinee’s errors are corrected.

WMS-4 Verbal Paired Associates I 16-90 The examinee is required to listen to eight novel word pairs, and, upon the presentation of the first word of each pair, the examinee must provide the second word of the pair.

WMS-4 Verbal Paired Associates II 16-90The examinee is presented with the first word of each pair learned in verbal paired associates and must provide the corresponding word that completes the pair. Later, the examinee is read a list containing 24 word pairs and must identify each pair as a previously learned or newly presented pair.

WRAML-2 Sound Symbol 5-8 The examinee is required to recall sounds that were previously related to a series of abstract figures. A delayed recall trial is given.

WRAML-2 Sound Symbol Delay Recall 5-8 The examinee is required to recall sounds that go with specific shapes.LONG-TERM RETRIEVAL (Glr)

Tests of Ideational Fluency (FI)

CELF-4 Word Associations 5-21The examinee is given 60 seconds to name as many things as he or she can that go with a particular topic.

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D-KEFS Verbal Fluency Test: Category Fluency 8-89

The examinee is required to rapidly generate words based on categories and following specific rules (i.e., animals or clothing).

D-KEFS Verbal Fluency Test: Category Switching 8-89

The examinee is required to rapidly generate words by category, while shifting between two semantic categories (Gsm:MW).

KTEA-II Associational Fluency 4:6-25The examinee is required to retrieve words that belong to a semantic category (semantic; ages 4-6 to 25-11) and words that start with a given sound (semantic + phonological; ages 6-0 to 25-11) in 30 seconds for each of two trials per category (FW).

NAB Word Generation 18-97 The examinee is required to generate three-letter words from a group of eight letters (two vowels and six consonants) which are presented visually. This task is timed.

NEPSY-II Word Generation 3-16 The examinee is provided with a category and is required to produce as many words as possible that fit this category. He or she is given 60 seconds for this task (FW).

TVCF Categorical Fluency 8-89The first part of this task requlires the examinee to tell as many names of animals that he or she can think of within a specified time period. The second part of the task requires him or her to say as many names as possible of things that one may eat within a specified time period.

WJ III NU COG Retrieval Fluency 6-90+

The examinee is required to retrieve the names of objects fluently. The examinee is asked to state as many items as he or she can of three different types: “things to eat or drink,” “names of people,” and “animals.”

LONG-TERM RETRIEVAL (Glr)Tests of Figural Fluency (FF)

D-KEFS Design Fluency Test: Empty

8-89 The examinee is required to generate novel patterns by connecting empty only dots inside of a square. D-KEFS Design Fluency Test: Filled 8-89 The examinee is required to generate novel patterns by connecting only filled dots inside of a square.

D-KEFS Design Fluency Test: Switching 8-89The examinee is required to generate novel patterns by connecting filled and empty dots (inside of a square) in an alternating fasion, such that each empty dot is connected to a filled dot, which is then connected to an empty dot and so on.

LONG-TERM RETRIEVAL (Glr)Tests of Naming Facility (NA)

CELF-4 Rapid Automatic Naming 5-21 The examinee is required to name colors, shapes, and shape-color combinations as quickly as possible (Gs:R9).

DAS-II Rapid Naming 5-17 The examinee is required to name colors, pictures, and colored pictures as quickly as possible (Gs:R9).

D-KEFS Color-Word Interference: Color- 8-89 The examinee is required to name basic colors.

D-KEFS Color-Word Interference: Inhibition

8-89 The examinee is shown color words written in different ink colors and is required to name the colors of the ink.

D-KEFS Color-Word Interference: Inhibition/ Switching

8-89 The examinee is shown color words written in different ink colors and is required to name the color of the ink and then switch to naming the word when a word inside of a box is seen (Gsm:MW).

D-KEFS Color-Word Interference: Word Reading

8-89 The examinee is required to read color words.

ERA Rapid Orthographic Naming 4-7 The examinee is shown a sequence of pictures, letters, numerals, symbols, or words and has to name as many of these graphic symbols as possible in 1 minute (Grw:RD;Gs:R9).

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GDRT-2 Rapid Naming 6-13The examinee is required to name six different letters and eight different words randomly ordered in rows on a stimulus page as fast as s/he can. If the examinee does not know the names of the stimuli, the subtest is not administered (Gs:R9).

KTEA-II Naming Facility 4:6-25The examinee is required to name objects and colors (ages 4-6 to 25-11) and letters (ages 6-0 to 25-11). Each task contains six or eight distinct stimuli, randomly ordered in five or six rows, for a total of 36 or 40 stimuli per task (Gs:R9).

NEPSY-II Speeded Naming 5-12The examinee is required to name the color, size, and shape of a series of stimulus items rapidly (Gs:R9)

RAN/RAS Colors 5-18The examinee is required to name five different colors on a stimulus card as quickly as possible (Gs:R9).

RAN/RAS Letters 5-18 The examinee is required to name five different high-frequency lowercase letters on a stimulus card as quickly as possible (Gs:R9).

RAN/RAS Numbers 5-18 The examinee is required to name five different single-digit numbers on a stimulus card as quickly as possible (Gs:R9).

RAN/RAS Objects 5-18 The examinee is required to name five different high frequency objects on a stimulus card as quickly as possible (Gs:R9).

RAN/RAS RAS 2-Set 5-18 The examinee is required to name alternating letters and numbers on a stimulus card as quickly as possible (Gs:R9).

RAN/RAS RAS 3-Set 5-18 The examinee is required to name alternating letters, numbers, and colors on a stimulus card as quickly as possible (Gs:R9).

WJ III NU COG

Rapid Picture Naming 4-90+ Measures the ability to identify and orally name pictures of common objects rapidly (Gs:R9)

WRMT-3 Rapid Automatic Naming 4-8

The examinee is required to complete one of two tasks, depending on age. Examinees who are in pre-kindergarten are asked to complete Object and Color Naming, while those in in kindergarten through Grade 2 must complete a Number and Letter Naming task. These tasks involve the use of Rapid Automatic Naming Stimulus cards (Gs:R9).

LONG-TERM RETRIEVAL (Glr)Tests of Free Recall Memory (M6)

DAS-II Recall Of Objects - Delayed 4-17 The examinee is required to recall as many objects as possible that were shown to him/her during Recall of Objects-Immediate.

DAS-II Recall Of Objects - Immediate 4-17 The examinee is required to view a picture card with 20 objects and recall the names of these objects after the card is removed.

KBNA Word Lists 1 20-89 There are four trials in this subtest, for each of which the examinee is read a list of words and is then required to recall them in any order.

KBNA Word Lists 2 20-89

There are three components in this subtest: Free Recall, Cued Recall, and Recognition. The target words are the same as those in Word Lists 1. In Free Recall, the examinee is required to recall the target words from Word List 1, and the words are not reread to the examinee. In Cued Recall, the examinee is required to recall the words according to given categories. In Recognition, the examinee is read a new list of words and then asked to indicate with a 'yes' or 'no' response whether the word is one of the target words (MM).

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NAB List Learning 18-97

The examinee is first required to learn a 12-word list through three learning trials, followed by an interference list. He or she is then required to recall (free recall) words from the list after a short delay. The examinee is later required to recall (free recall) words from the list after a long delay. The examinee is then also required to do long delay forced-choice recognition tasks.

NEPSY-II List Memory Delayed 7-12 The examinee is required to recall words from List Memory after 25-35 minutes have passed.

NEPSY-II Memory for Designs Delayed 3-16 The examinee is required to select 8-10 designs out of a set of cards and place them on a grid in the same location as was previously shown (15-25 minutes after Memory for Designs) (Gv:MV).

NEPSY-II Memory for Faces Delayed 5-16 The examinee views three photographs at a time and is required to select a face that was previously seen (15-25 minutes after Memory for Faces) (Gv:MV).

TOMAL-2 Object Recall 5-59 After being presented with a page containing pictures and being told the names of each picture by the examiner, the examinee is required to recall and orally express the names of the pictures.

TOMAL-2 Visual Selective Reminding 5-59After watching the examiner touch a series of target dots on a grid, the examinee is required to show the dots that were touched. He or she is then shown (reminded) the dots which he or she forgot to touch.

TOMAL-2 Word Selective Reminding 5-59 After hearing a list of words spoken by the examiner, the examinee is required to attempt repeat (order is unimportant). He or she is then reminded of any words that were left out.

TOMAL-2 Word Selective Reminding-Delayed 5-59

The examinee must attempt to remember words from the list that was learned in Word Selective Reminding.

WRAML-2 Verbal Learning 5-85+ The examinee is required to immediately recall an orally presented word list. Later, a delayed-recall trial is administered.

WRAML-2 Verbal Learning Delay Recall 5-85+ The examinee is required to recall words from a list learned earlier.

WRAML-2 Verbal Learning Recognition 5-85+ The examinee is asked to recall whether or not a word presented by the examiner is a part of a word list presented earlier.

LONG-TERM RETRIEVAL (Glr)Tests of Meaningful Memory (MM)

APAT Content Memory Delayed 5-12 The examiner reads a story and the examinee is asked to retell as much of the story as possible several subtests later.

APAT Content Memory Immediate 5-12 The examiner reads a story and the examinee is required to retell as much of the story as possible as soon as the examiner is finished.

NAB Daily Living Memory 18-97The examinee is required to learn and later recall (through immediate recall, delayed recall, and delayed multiple-choice recognition tasks) information that is regularly encountered in daily living. This includes a name, an address, a phone number and medication instructions (Gsm:MS).

NAB Story Learning 18-97 The examinee is presented with a five-sentence story and is required to recall the story (the recall is scored for both verbatim and gist elements) in both immediate and delayed free recall tasks.

NEPSY-II Narrative Memory 3-16 The examinee is required to listen to a story and then repeat the story. He or she is then also asked questions to draw forth missing details from the story.

TOMAL-2 Memory for Stories 5-59 After being read a story by the examiner, the examinee is required to tell the story back the way he or she heard it.

TOMAL-2 Memory for Stories-Delayed 5-59 The examinee must attempt to recall as much as possible from the stories that were read to him or her in Memory for Stories.

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WJ III NU ACH

Story Recall 2-90+ The examinee is required to recall increasingly complex stories that are presented using an audio recording.

WJ III NU ACH

Story Recall-Delayed 3-90+ The examinee is required to recall, after 30 or more minutes on the same day or up to 8 days after the administration, the story elements presented in Story Recall.

WMLS-R: NU Story Recall 2-90+

The examinee listens to stories spoken on an audio recording and is then required to answer questions pertaining to the events in the stories. As the examinee progresses through the subtest, the stories become increasingly complex.

WMS-4 Logical Memory I 16-90 Two short stories are read aloud to the examinee. For adults only, one story is presented twice. The examinee must retell each story from memory immediately after it is presented.

WMS-4 Logical Memory II Delayed 16-90 The examinee is asked to retell two previously presented stories from logical memory.WMS-4 Logical Memory II Recognition 16-90 The examinee is asked to respond to closed ended (i.e., yes/no) questions about both sets of stories. WRAML-2 Story Memory 5-85+ The examinee is asked to retell a story presented verbally with as much detail as possible.WRAML-2 Story Memory Delay Recall 5-85+ The examinee is asked to recall a story presented in an earlier subtest.WRAML-2 Story Memory Recognition 5-85+ The examinee is asked questions about a story presented in an earlier subtest.

LONG-TERM RETRIEVAL (Glr)Tests of Word Fluency (FW)

D-KEFS Verbal Fluency Test: Letter Fluency 8-89

The examinee is required to rapidly name as many words as he or she can that begin with a particular letter.

KBNA Sequences 20-89 The examinee is required to manipulate or sequence information menally and as quickly as possible

KBNA Verbal Fluency 20-89 The examinee is asked to generate and state words that fall into three specified and distinct categories: words that begin with C, names of animals, and first names (FA).

TVCF Letter Naming 8-89 The examinee is required to state as many words as he or she can think of that begin with a specified letter in a specified time period (i.e., the letters S, P, T or D).

AUDITORY PROCESSING (Ga)Tests of Phonetic Coding- Analysis (PC)

APAT Phonemic Awareness 5-12

This subtest consists of four parts. In Part 1-Recognition, the examinee is instructed to listen to a series of sounds spoken by the examiner as well as a specific sound that he or she must listen for and raise a hand when it is heard again (i.e., The child is instructed to listen for the sound /w/ and must raise her hand when she hears it among the sounds /r/, /w/, and /ch/). In Part 2-First Sound Awareness, the examiner says a made-up word and the examinee is instructed to say the first sound in the word. In Part 3-Sound Number Awareness, the examiner says more made up words and the examinee is required to say how many different sounds there are in the words. For Part 4-Awareness of Last Sound, the examinee listens to more made-up words and must say the last sound of each word.

ASA Blending 5-6In Part 1 of this subtest, the examinee hears words said in parts on an audio recording and must point to a picture of the word in a stimulus book. In Part 2, after the examinee hears the words spoken in parts, he or she must say the whole word (without the use of pictures).

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CELF-4 Phonological Awareness 5-12The examinee is asked to rhyme words and segments, to blend , and to identify sounds and syllables in words.

CELF-Pre2 Phonological Awareness 3-6The examinee is required to listen to words spoken by the examiner and complete various phonological tasks that include orally putting together compound words, blending syllables, segmenting sentences, segmenting syllables and detecting as well as producing rhymes.

DAB-3 Phonemic Analysis 6-14The examinee is required to repeat a compound word stated by the examiner, and then restate the word without one word as indicated by the examiner. The examinee is then required to repeat a word stated by the examiner, then state the word without a particular phoneme as indicated by the examiner.

DAS-II Phonological Processing 5-12The examinee is required to rhyme, blend, segment, identify, and delete syllables, sounds, and phonemes in words.

ERA Phonological Awareness 4-7 The examinee deletes phonemes, affixes, or words from words spoken by the examiner.

GDRT-2 Phonetic Analysis 6-13The examinee is required to select from four printed choices the letter that corresponds to the sound at the beginning of the target word stated by the examiner. The examinee is also required to read pseudowords (Grw:RD).

GDRT-2 Phonological Awareness 6-13The examinee is required to listen to a spoken word, repeat it, and say the word again deleting a designated phoneme sound or group of phonemes

ITPA-3 Sound Deletion 5-12 The examinee is required to delete word parts and phonemes from a word presented orally by the examiner.

KTEA-II Phonological Awareness 5-12The examinee is required to rhyme (via production and odd-one-out), match sounds (using illustrations), blend and segment sounds (using a hand puppet), and manipulate phonemes (omitting the beginning or ending sound of a word, dropping a beginning phoneme, and deleting an internal phoneme).

NEPSY-II Phonological Processing 3-16The examinee is required to first identify a word from word segments. Then, he or she is required to repeat a word and then create a new word by omitting either a syllable or a phoneme, or by substituting one phoneme in the word for another (US;Gsm:MW).

SCAN-3:A Filtered Words 13-50The examinee listens to monosyllabic words (on a CD) low-pass filtered at 750 Hz and is required to process distorted speech.

SCAN-3:C Filtered Words 5-12The examinee is presented with monosyllabic words (on a CD) low-pass filtered at 750 Hz and is required to process distorted speech.

TAPS-3 Phonological Blending 4-18 The examinee is required to listen as the examiner says sounds and then says the word that the sounds make.

TAPS-3 Phonological Segmentation 4-18 The examinee is required to manipulate phonemes within words.

TAPS-3 Word Discrimination 4-18 The examinee is required to listen as the examiner says two words that sound similar then state whether those words are two different words that sound similar or if they are the same word spoken twice.

TOLD-P:4 Phonemic Analysis 4-8 The examinee is asked to repeat a presented word and then to say it with a specific part missing.

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TOPA-2+ Letter Sounds 5-18

For the 20 items of the kindergarten version, the examinee is required to select from four printed choices the letter that corresponds to the sound heard at the beginning of the target word stated by the exmainer. For the 18 items of the early elementary version, the examiner names a pretend animal that is a pseudoword followed by a word with which the pseudoword rhymes and the examinee is required to spell the pseudoword based on letter-sound correspondences (Grw:SG).

TOPA-2+ Phonological Awareness 5-18 The examinee is asked to identify sounds within words.

TOPAS Incomplete Words 5-10 The examinee is required to provide the missing sounds and pronounce words after hearing only parts of the words articulated by the examiner.

TOPAS Phoneme Deletion 5-10 The examinee is required to identify the sounds that make up common words and to repeat the word that remains when a specific sound is eliminated.

TOPAS Rhyming 5-10 The examinee is required to complete the last word in a sentence that rhymes with a word that has been emphasized by the examiner when reading the sentence.

TOPAS Sound Sequencing 6-10The examinee is required to listen to sound sequences and arrange colored blocks in a corresponding sequence according to the sound each block represents. Therefore, the examinee must discriminate among speech sounds and analyze the number and order of speech sounds in different sequences (Gsm:MS).

TOPEL Phonological Awareness 3-5The first 12 items require the examinee to say a word and then say what is left if a specific sound is dropped out (elision). The remaining 15 items require the examinee to listen to separate sounds and combine them to form one word (blending) (Gsm:MW).

WIAT-III Early Reading Skills 4-9

The items on this subtest require the examinee to state the names of letters that are shown in a stimulus book and state the sounds made by letters shown. Some items require him or her to determine whether certain words rhyme, as well as provide a word that rhymes with a given word. Some items require the examinee to come up with words which begin with the same sounds as a word spoken by the examiner. Other items require the examinee to come up with a letter group which makes a particular sound in a word (i.e., 'Which letter group makes the \st\ sound in stop ?'). Still other items require the examinee to read a word and point to a picture that depicts the word (Grw:RD).

WJ III NU ACH Sound Awareness 4-90+

The examinee is required to provide a word that rhymes with a stimulus word that is presented orally, remove part of a compound word or a letter sound from a word to make a new word, substitute a word, a word ending, or a letter sound to create a new word, and to reverse parts of compound words as well as reverse letter sounds of words to create new words.

WJ III NU COG Incomplete Words 6-90+

After hearing a recorded word that has one or more phonemes missing, the examinee is required to identify the correct word.

WJ III NU COG Sound Blending 2-90+

The examinee is required to integrate and then say whole words after hearing part (syllables and/or phonemes) of the words presented via an audio tape player.

WJ III NU DRB Sound Awareness 4-90+

The examinee is required to provide a word that rhymes with a stimulus word that is presented orally, remove part of a compound word or a letter sound from a word to make a new word, substitute a word, a word ending, or a letter sound to create a new word, and to reverse parts of compound words as well as reverse letter sounds of words to create new words.

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WJ III NU DRB Sound Blending 2-90+

The examinee is required to integrate and then say whole words after hearing part syllables and/or phonemes of the words presented on an audio recording.

WRMT-3 Phonological Awareness 4:6-8

This subtest consists of 5 portions: First Sound Matching, Last Sound Matching, Rhyme Production, Blending, and Deletion. In First Sound Matching, the examiner first points to and names a stimulus word which is also depicted in a picture shown to the examinee. The examiner then names two or three more items and the examinee is required to name or point to an item that has the same first sound as the main picture. In the Last Sound Matching task, which is quite similar, the examinee is required to name or point to the picture which has the same last sound as the main picture. The Rhyme Production task requires the examinee to name a real or made-up word which rhymes with a word given by the examiner. The Deletion task requires the examinee to say the word that is created when one syllable or phoneme is removed from the beginning or end of a word given by the examiner.

AUDITORY PROCESSING (Ga)Tests of Speech/General Sound Discrimination (US)

ASA Rhyming 5-6 The examinee is required to listen to sets of two words and say whether or not they rhyme (UR).

ASA Speech Discrimination in Noise 3-6The examinee is asked to listen to words spoken on an audio track and then point to a picture that matches the meaning of the word in a stimulus book. Distracting noises on the audio recording intentionally make it more difficult to discriminate the words (UR;Gc:VL,K0)

ASA Tonal Patterning 5-6 The examinee listens to sounds made by two intstruments (piano and oboe) and is required to state which instrument played last (UM;Gsm:MS).

KBNA Auditory Signal Detection 20-89 The examinee is asked to listen to a recording of alphabet letters in random order and is required to tap the table each time he or she hears the letter A.

SCAN-3:A Competing Words-Free Recall 13-50 The examinee is presented with a monosyllabic word to each ear simultaneously and is required to repeat both words in any order.

SCAN-3:C Competing Words-Free Recall 5-12 The examinee is presented with a monosyllabic word to each ear simultaneously and is required to repeat both words in any order.

TOLD-P:4 Word Discrimination 4-8 The examinee is asked to determine whether two presented words are the same or different.WJ III NU DS

Sound Patterns – Music 6-90+ The examinee is required to indicate whether pairs of musical sounds (presented on a CD) are the same or different.

WJ III NU DS

Sound Patterns – Voice 6-90+ The examinee is required to indicate whether pairs of complex sounds (presented on a CD) that resemble human speech sounds are the same or different.

AUDITORY PROCESSING (Ga)Tests of Sound Localization (UL)

SCAN-3:A Competing Sentences 13-50The examinee is required to listen to two sentences presented at the same time: one in the right ear and one in the left ear. The examinee is then required to say the sentence spoken in the left ear first and say the sentence spoken in the right ear second, and vice versa.

SCAN-3:A Competing Words-Directed Ear 13-50The examinee is required to listen to two words presented at the same time: one in the right ear and one in the left ear. The examinee is then required to say the word spoken in the right ear first and say the word spoken in the right ear second, and vice versa (US).

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SCAN-3:C Competing Sentences 5-12The examinee is required to listen to two sentences presented at the same time: one in the right ear and one in the left ear. The examinee is then required to say the sentence spoken in the left ear first and say the sentence spoken in the right ear second, and vice versa.

SCAN-3:C Competing Words-Directed Ear 5-12The examinee is required to listen to two words presented at the same time: one in the right ear and one in the left ear. The examinee is then required to say the word spoken in the right ear first and say the word spoken in the right ear second, and vice versa (US).

AUDITORY PROCESSING (Ga)Tests of Resistance To Auditory Stimulus Distortion (UR)

SCAN-3:A Auditory Figure-Ground at 0db 13-50 The examinee is required to listen for words spoken in the presence of background noise at 0 db (the stimulus words are at the same intensity as the background multi-talker speech).

SCAN-3:A Auditory Figure-Ground at 12dB

13-50 The examinee is required to listen for words spoken in the presence of background noise at 12 db (the stimulus words are at 12db greater intensity than the background multi-talker speech).

SCAN-3:A Auditory Figure-Ground at 8dB 13-50The examinee is required to listen for words spoken in the presence of background noise at 8 db (the stimulus words are at 8db greater intensity than the multi-talker speech in the background). This test is used as a screening test as well as a diagnostic test.

SCAN-3:A Time Compressed Sentences 13-50The examinee is required to listen and repeat words recorded on the CD. The stimulus words have been time compressed at 60% and the examinee's ability to process degraded speech is assessed (Gsm:MS).

SCAN-3:C Auditory Figure-Ground at 0db 5-12 The examinee is required to listen for words spoken in the presence of background noise at 0 db (the stimulus words are at the same intensity as the background multi-talker speech).

SCAN-3:C Auditory Figure-Ground at 12dB

5-12 The examinee is required to listen for words spoken in the presence of background noise at 12 db (the stimulus words are at 12db greater intensity than the background multi-talker speech).

SCAN-3:C Auditory Figure-Ground at 8dB 5-12The examinee is required to listen for words spoken in the presence of background noise at 8 db (the stimulus words are at 8db greater intensity than the multi-talker speech in the background). This test is used as a screening test as well as a diagnostic test.

SCAN-3:C Time Compressed Sentences 5-12 The examinee is required to listen and repeat words recorded on the CD. The stimulus words are time compressed at 60% and the examinee's ability to process degraded speech is assessed (Gsm:MS).

WJ III NU COG Auditory Attention 2-90+

The examinee is required to discriminate similar-sounding words in the presence of increasing noise. This test requires selective attention and may also involve resistance to auditory stimulus distortion.

AUDITORY PROCESSING (Ga)Tests of Musical Discrimination and Judgment (U1/U9)

ASA Tonal Discrimination 5-6For each item, the examinee is asked to listen to sounds made by two instruments (a piano and an oboe) on an audio track. The sequence of sounds played are either from one instrument or from both. The examinee is required to determine whether the sounds were the same or not.

PROCESSING SPEED (Gs)Tests of Perceptual Speed (P)

CTMT Trial 2 11-74 The examinee is required to draw a line to connect in order the numbers 1 through 25, which are contained in a plain black circle. The page also contains twenty-nine empty distractor circles.

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CTMT Trial 3 11-74The examinee is required to draw a line to connect in order the numbers 1 through 25, which are all contained in a plain black circle. The page also contains thirteen empty distractor circles and 19 distractor circles containing irrelevant line drawings.

CTMT Trial 4 11-74The examinee is required to draw a line to connect in order the numbers 1 through 20; 11 of the numbers are presented as Arabic numerals (i.e., 1, 7) while the others are spelled out in English language form (i.e., Nine).

CTMT Trial 5 11-74The examinee is required to draw a line connecting, in alternating sequence, the numbers 1 through 13 and the letters A through L, starting with 1 and drawing a line to A, then 2, then B, and so on until he or she has connected all numbers and letters. There are fifteen empty distractor circles on the page (Gsm:MW).

DAS-II Speed of Information Processing 6-17

In Booklet A, the examinee scans rows of circles with small boxes and determines which circles have the most boxes as quickly as possible. In Booklets B and C, the examinee is required to mark on each row the largest number as quickly as possible.

D-KEFS Trail Making Test: Number-Letter Switching 8-89

The examinee is required to make a trail where he or she must switch between numbers and letters. This task requires complex mental processes of cognitive flexibility, involving multi-tasking and simultaneous processing, and divided attention (Gsm:MW).

D-KEFS Trail Making Test: Visual Scanning

8-89 The examinee is required to rapidly locate items on a page.

ERA Silent Orthographic Efficiency 4-7

The examinee is shown a series of 35 rows of items ranging in complexity from single letters to four-letter words. Each item consists of a stimulus figure in a box followed by 5 choices. One of the choices in the row matches the stimulus in the box. The examinee matches as many boxed stimuli as possible with their lookalikes in 1 minute .

KBNA Symbol Cancellation 20-89 After being presented with a page with over 200 geometric figures, the examinee is required to circle the figures that match a designated target figure.

NAB Numbers and Letter 18-97 The examinee must complete four timed tasks which involve letter cancellation, letter counting, serial addition and letter cancellation plus serial addition.

TOC Grapheme Matching 6-17The examinee views a series of rows, each of which contain five figures (i.e., objects, letters, symbols, or group of letters). Two of the figures in each row are identical. The examinee is required to identify the two identical figures in each row by drawing a slash through them, and is given 2 minutes to complete this task.

TOC Letter Choice 6-17 The examinee views rows of words which have one of four letters missing (p,d, b, or q) and is given 2 minutes to write in the letters to complete as many words as possible (Grw:SG).

WECH Cancellation 4-69 The examinee is required to scan a structured arrangement of shapes and mark target shapes within a specified time limit.

WECH Symbol Search 4-90 The examinee is required to scan a row of symbols and identify the matching symbols in the group.WJ III NU COG Decision Speed 4-90+

The examinee is required to scan a row of pictures rapidly and to decide which of the two drawings are conceptually related. The decisions become slightly more abstract as the test progresses.

WJ III NU COG

Pair Cancellation 4-90+ The examinee is required to identify and circle instances of repeated patterns as quickly as possible.

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WJ III NU COG Visual Matching 2-90+

The examinee is required to locate and circle the two identical numbers in a row of six numbers. The task proceeds in difficulty from single-digit numbers to triple-digit numbers and has a 3-min time trial. For younger examinees, the task requires the examinee to identify two identical pictures of assorted shapes and colors by pointing.

WJ III NU DS Cross Out 4-90+

The examinee is required to scan and compare visual information quickly. The examinee must mark the 5 drawings in a row of 20 drawings that are identical to the first drawings in the row. The examinee is given a 3-min time limit to complete as many rows of items as possible.

WPPSI-IV Bug Search 4-7:7 The examinee marks the bug in the search group that matches the target bug wihtin a specified time limit.

PROCESSING SPEED (Gs)Tests of Rate-of-Test-Taking (R9)

CTMT Trial 1 11-74 The examinee is required to draw a line connecting the number 1 through 25 in order, all of which are contained in a plain black circle.

D-KEFS Trail Making Test: Letter Sequencing

8-89 The examinee is required to draw a trail by connecting letters in alphabetical order.

D-KEFS Trail Making Test: Number Sequencing

8-89 The examinee is required to draw a trail by connecting numbers in the correct order.

DTVP-A Visual Motor Search 11-74The examinee views a page covered in numbered circles which are randomly arranged. He or she is then required to connect the cirlces with a line in numerical sequence, as quickly as possible. The page contains distractor circles without numbers to enhance the visual search component of the task.

DTVP-A Visual-Motor Speed 11-74The examinee is presented with a) four different geometric designs, of which two contain special marks in them and b) a page filled completely with the four designs, all of which are empty. The examinee must then draw the marks in as many appropriate designs as possible within a specified time period.

GORT-5 Rate 6-23

The examinee is required to read aloud each passage as quickly as possible after listening to a corresponding prompt presented orally by the examiner. The examinee is then required to answer multiple-choice questions aloud as presented orally by the examiner. The rate score is a converted value that is based on the time it takes the child to read the story.

NEPSY-II Design Fluency 5-12 The examinee is required to make as many unique designs as quickly as possible by connecting a series of dots (Gv:VZ).

TVCF Trails C 8-89 The examinee is required to connect numbers on a page in numerical order by drawing a line from one number to the next and so on, while working as fast as possible and without making mistakes.

WECH Coding 6-90 The examinee is required to draw symbols that are paired with a series of letters (coding a) or numbers (coding b) quickly according to a key.

WISC-IV Integrated

Coding Copying 6-16 The examinee is required to copy symbols from the paired associates in Coding B within a given time limit.

WNV Coding 4-21 The examinee is required to draw symbols that are paired with a series of letters (coding a) or numbers (coding b) quickly according to a key.

WPPSI-IV Animal Coding 4-7:7 The examinee marks shapes that correspond to pictured animals using a key within a specified time limit.

PROCESSING SPEED (Gs)Test Of Number Facility (N)

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WIAT-III Math Fluency - Addition 6-50 The examinee is required to use a pencil without an eraser to solve addition problems as quickly as possible within one minute.

WIAT-III Math Fluency - Multiplication 8-50 The examinee is required to use a pencil without an eraser to solve multiplication problems as quickly as possible within one minute.

WIAT-III Math Fluency - Subtraction 6-50 The examinee is required to use a pencil without an eraser to solve subtraction problems as quickly as possible within one minute.

WJ III NU ACH

Math Fluency 7-90 The examinee is required to solve simple addition, subtraction, and multiplication facts quickly.

WJ III NU ACH Form C Math Fluency 7-90

The examinee is required to solve simple addition, subtraction, and multiplication facts quickly.

READING ABILITY (Grw – R)Tests of Reading Decoding (RD)

DAB-3 Alphabet/Word Knowledge 6-14 The examinee is required to read aloud letters/words.

GDRT-2 Letter/Word Recognition 6-13 The examinee is required to recognize letter and word forms, say the names of letters, and read aloud a series of individual printed words.

GDRT-2 Reading Vocabulary 6-13 The examinee is required to select a word from four words that best identifies a picture and to select from five words the two words that mean the opposite of one another (Gc:VL).

GORT-5 Accuracy 6-18 The student is asked to read a passage with as few deviations from print as possible.

GORT-5 Fluency 6-18

The examinee is required to read aloud each passage as quickly as possible after listening to a corresponding prompt presented orally by the examiner. The examinee is then required to answer multiple-choice questions aloud as presented orally by the examiner. The fluency score is the sum of the rate and accuracy scores.

ITPA-3 Sight Decoding 6:6-12 The examinee is required to pronounce a list of printed words that contain unusual orthographic elements or silent letters.

ITPA-3 Sound Decoding 6:6-12 The examinee is required to pronounce a list of phonically regular names of make-believe creatures.KBNA Reading Single Words 20-89 The examinee is required to read aloud real words as well as pseudowords.

KTEA-II Decoding Fluency 8-25 The examinee is required to read the list of words from the nonsense word decoding subtest as fast as possible in one minute (Gs:R9).

KTEA-II Letter and Word Recognition 4:6-25 The examinee is required to point to letters, say the name or sound of a letter, and read regular and irregular words.

KTEA-II Nonsense Word Decoding 6-25 The examinee is required to read nonsense words.

KTEA-II Word Recognition Fluency 8-25 The examinee is required to read the list of words from the letter and word recognition subtest as fast as possible in one minute (Gs:R9).

PRT Decoding 6-12 The examinee is required to read made-up words from a stimulus booklet.

SHIPLEY-2 Vocabulary 7-89 The examinee is required to view presented words on page and select (in a multiple choice manner) another word that has the same meaning within a designated time frame (Gc:VL).

SORT-3 Sort 5-99+ The examinee is required to read a series of regular and irregular words from a stimulus booklet.

TERA-3 Alphabet 3:6-8:6 The examinee is required to correctly identify letters and words as visually presented by the examiner using the picture book with verbal prompting.

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TIWRE Reading Efficiency Index 3-94

This test measures reading skill through the use of phonetically irregular words (those that do not conform to the rules of phonetics as commonly taught in the United States). The examinee is required to read letters (presented in both uppercase and lowercase), as well as words, all of which are phonetically irregular. This test consists of three equivalent forms which can be administered in any order, offering the ability to monitor changes in reading performance over short periods of time (without practice effects from testing). It may be applied to monitoring treatment progress or RTI.

TOSWRF Silent Word Reading Fluency 6:6-17The examinee is presented with rows of words that have been strung together and is required to draw a line wherever one word ends and another begins. The examinee is given 3 minutes for this task (Gs:R9).

TOWRE 2 Phonemic Decoding Efficiency 6-24 The examinee is required to read lists of increasing difficulty non-words as quickly as possible (Gs:R9).TOWRE 2 Sight Word Efficiency 6-24 The examinee is required to read lists of words of increasing difficulty as quickly as possible (Gs:R9).WFAS Word Reading (Form A & B) 5-50 The examinee is required to read aloud isolated words from a list as they increase in difficulty. WIAT-III Pseudoword Decoding 6-50 The examinee is asked to read a list of nonwords from a list.

WIAT-III Word Reading 4-50 The examinee is asked to name letters, identify and generate rhyme, identify the beginning and ending sounds of words, blend sounds, and match sounds with letter and letter blends.

WIST Sound-Symbol Knowledge 7-18 The examinee is presented with specific letters or combinations of letters and is required to produce the appropriate sounds (phonemes) made by the single letters or by the blending of letters (Ga:PC).

WIST Word Identification 7-18 The examinee is required to read regular and then irregular words listed on word cards.WJ III NU ACH

Letter-Word Identification 2-90+ The examinee is required to identify letters and words correctly.

WJ III NU ACH

Word Attack 4-90+ The examinee is required to read aloud letter combinations that are linguistically logical in English (but that do not form actual words), or words that occur with low frequency in the English language.

WJ III NU ACH Form C Letter-Word Identification 2-90+

The examinee is required to identify letters and words correctly.

WJ III NU DRB

Letter Word Identification 2-90+ The examinee is required to identify letters and words correctly.

WJ III NU DRB

Word Attack 4-90+ The examinee is required to read aloud letter combinations that are linguistically logical in English (but that do not form actual words), or words that occur with low frequency in the English language.

WMLS-R: NU

Letter-Word Identification 2-90+ In the earlier items on this subtest, the examinee is required to identify letters of the alphabet. In the subsequent items, he or she is required to fluently read words that are presented by the examiner.

WRAT-Expanded Reading 5-24

In Part I, the examinee is required to choose which of four pictures names or tells about a word printed above the pictures. In Part II, the examinee is required to read a story to him/herself and then read and answer questions about the story (RC).

WRMT-3 Oral Reading Fluency 6-56+The examinee is required to read one or two passages that range in length from approximately 80 words (for a first grader) to 200 words (for an adult), while the examiner records any errors made (Gs: R9).

WRMT-3 Word Attack 6-56+ The examinee is required to read aloud letter combinations that are linguistically logical in English (but that do not form actual words), or words that occur with low frequency in the English language.

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WRMT-3 Word Comprehension 6-56+

This section consists of three portions. In the Synonyms part, the examinee is required to read a word and then state another word that has the same meaning. The Antonyms part requires the examinee to read a word and then state another word with the opposite meaning. In the Analogies section, the examinee is required to read a pair of words, understand the relationship between the two words, then read the first word of a second word pair and state a second word that would complete the analogy (Gc:VL).

WRMT-3 Word Identification 6-56+ The examinee is required to read and pronounce words in order of increasing difficulty.

READING ABILITY (Grw – R)Tests of Reading Comprehension (RC)

DAB-3 Reading Comprehension 6-14The examinee is required to read short passages silently and respond to comprehension questions asked by the examiner.

GDRT-2 Meaningful Reading 6-13The examinee is required to provide a missing word from a passage in which the first letter of the word is given as a clue. Younger examinees are required to demonstrate knowledge or pre-reading skills.

GORT-5 Comprehension 6-18 The examinee is asked to answer questions about a passage he or she had read.

ITPA-3 Sentence Sequencing 6:6-12The examinee is required to read a series of sentences, then place them into a sequence to form a meaningful passage.

KTEA-II Reading Comprehension 6-25The examinee is required to look at a word and point to the picture that illustrates the word, read short sentences that direct him/her to perform a certain physical action or say a certain thing, and to answer question after reading a passage.

NAB Reading Comprehension 18-97This is a two part subtest which first requires the examinee to read single words, followed by sentences, and then demonsrate comprehension by pointing to multiple choice written words and sentences which match visual stimuli.

OWLS-II Reading Comprehension 5-21

This scale consists of 140 items that are arranged in an increasing order of difficulty and require the examinee to select a correct response out of four choices. The examinee is asked to read a stimulus and four answer options (some early items for younger children present pictures as a stimuls or as response options) and must respond by pointing or by saying a number that corresponds to one of the four answer options. The earlier Lexical/Semantic RC items require the examinee to read simple words. The Syntactic RC items include various functions, inflections and sentence structures as seen in the other OWLS-II scales. The Supralinguistic items require the examinee to engage in language analysis on a higher level than lexical or syntactic decoding, as he or she is given tasks that include comprehension of figurative language and humor, or derivation of meaning from context, logic and inference. Some Pragmatic skills are assessed in this scale, though since the examinee selects from four written options, these items are best measured on expressive scales. The examiner begins with example A if the examinee is aged 5 to 8 and with Example B if he or she is aged 9 to 21.

PRT Comprehension 6-12 The examinee is required to read passages from a stimulus booklet and answer questions asked by the examiner.

TERA 3 Meaning 3:6-8:6 The examinee is required to comprehend and identify words, sentences, and paragraphs as visually presented by the examiner using the picture book with verbal prompting.

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TORC-4 Paragraph Construction 7-17For items on this subtest, the examinee reads sentences (either three, four or five) that are not in the right order. He or she must decide on the order that would make the most sense and then show this in the Student Answer Booklet by writing the letters that stand for the sentences in the appropriate order.

TORC-4 Relational Vocabulary 7-17For items on this subtest, the examinee reads three words in a box and is asked to think about how they are alike and why they might go together. He or she is then required to select two words (by circling two out of four response options) that are most like the words in the box.

TORC-4 Sentence Completion 7-17The examinee is required to read sentences in which two words are missing. He or she must then select a word pair out of five response options (by circling the letter of the word pair in a Question Booklet) that best completes the meaning of the sentence.

TORC-4 Text Comprehension 7-17

For the items in this subtest, the examinee is required to read stories and answer five questions for each story in a Question Booklet. Prior to the test items, the examiner reads a sample story aloud while the child reads to him or herself and goes through the questions with the examinee for practice. The examinee is asked to complete the rest of the stories on his or her own but if he or she fails to respond correctly, the examiner explains the correct answers and administers the subtest.

WFAS Reading Comprehension (Form A & B) Grades K-1 6-35

For younger examinees, this subtest measures pre-requisite reading and listening comprehension skills necessary for reading comprehension through various tasks. In Matching Pictures, the examinee is presented with a picture that has a letter of the alphabet within a certain simple context, for example, the letter C with a circle below it. He or she must then select a matching picture out of several pictures on the page. In Matching Letters, the examinee is required to identify two matching letters from an array of letters. In Word-Picture Sound Identification, the examinee first listens to an orally presented word while simultaneously looking at it in his or her booklet, in which one or two letters of the word is underlined. He or she must then select a picture (out of several options) that has the same sound made by the underlined letters. In Sound Matching, the examinee listens to an orally presented word while looking at a picture that represents this word. The examinee then has to view several pictures which represent other words, while they are read loud by the examiner, and is required to select the picture that has the same beginning sound as the original word presented. Picture-Word Sound Identification requires the examinee to look at pictures within a booklet as the examiner says the names of the pictures. Next to each picture, the child sees a row of words with the beginning or middle sound underlined and is required to find the word that has the same beginning or middle sound as the word represented in the picture. Single-Sentence Picture Matching requires the examinee to read sentences silently and find a picture out of several options that best matches what is described in the sentence.

WIAT-III Reading Comprehension 6-50 The examinee is asked to read sentences without error; read passages and answer questions; define vocabulary from context.

WJ III NU ACH

Passage Comprehension 2-90+ The examinee is required to point to pictures represented by a phrase and read a short passage to identify a missing key word that makes sense in the context of that passage

WJ III NU ACH Form C Passage Comprehension 2-90+

The examinee is required to point to pictures represented by a phrase and read a short passage to identify a missing key word that makes sense in the context of that passage.

WJ III NU DRB

Passage Comprehension 2-90+ The examinee is required to point to pictures represented by a phrase and read a short passage to identify a missing key words that makes sense in the context of that passage.

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WMLS-R: NU Passage Comprehension 2-90+

In the earlier items on this subtest, the examinee is required to match rebuses (photographic representations of words) with an actual picture of the object, as a measure of his or her symbolic learning. Next, the examinee is presented with items in a multiple-choice format and is asked to point to the picture which is represented by a phrase. In the remaining items, the child is required to read a short passage and identify a missing key word which makes sense in the context. As pictorial stimuli are removed and passage length is increased,vocabulary and syntactic and semantic cues become more complex, the items become increasingly difficult.

WRMT-3 Passage Comprehension 5-75+The examinee is required to read passages and their corresponding items silently. He/she must then respond orally to the items by providing single-word responses within 30 seconds after finishing reading the passages.

READING ABILITY (Grw – R)Tests of Reading Speed (RS)

PRT Fluency 6-12 The examinee is timed by the examiner when reading the passages for the comprehension subtest.

TORC-4 Contextual Fluency 7-17The examinee is required to scan rows of sentences in which all words have been run together. He or she must then draw a line after each word he or she finds (separating the run-together words so that a word is at each side of the line). The examinee is given 3 minutes to find as many words as possible.

TOSCRF All Forms A-D 7-18The examinee is given a page with passages in which all words have been run together. He or she must scan each row of sentences (containing words that are run together) and draw a line after each word that he or she finds. The examinee is given 3 minutes for this task.

TOSREC Test of Silent Reading Efficiency and Comprehension 6-18

The examinee is required to read and verify the truthfulness (by circling "yes" or "no") of as many sentences as possible within a 3 minute time period. This test is a measure of silent reading efficiency, including speed and accuracy. It also measures comprehension.

WIAT-III Oral Reading Fluency 6-50 The examinee is instructed to read stories out loud and is then required to answer questions pertaining to what he or she read.

WJ III NU ACH

Reading Fluency 6-90+ The examinee is required to read printed statements as quickly as possible and decide whether the statement is true or false.

WJ III NU ACH Form C Reading Fluency 6-90+ The examinee is required to read printed statements as quickly as possible and decide whether the statement is

true or false.WJ III NU DRB

Reading Fluency 6-90+ The examinee is required to read simple sentences quickly and decide if the statement is true.

WRITING ABILITY (Grw – W)Tests of Spelling Ability (SG)

DAB-3 Spelling 6-14 The examinee is required to spell phonetically regular words.

ITPA-3 Sight Spelling 6:6-12 The examinee is required to fill in the missing letter(s) of words that are printed on a word list after the entire word is presented orally by the examiner.

ITPA-3 Sound Spelling 6:6-12 The examinee is required to write an entire nonsense word after it is presented orally by the examiner.KTEA-II Spelling 6-25 The examinee is required to spell words via dictation by the examiner.

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SIT Section C 6-17 The examinee listens to nonwords (spoken by the examiner) which contain one to five syllables. For each word, the examinee is required to state the names of the letters that spell it.

TOC Homophone Choice 6-17The examinee views a picture and then three spelling choices of a word that depicts the picture (i.e., a picture of a boat oar with choices of "oar", "ore" and "or") and must circle the word that he or she believes is the correct spelling (Gc:VL,K0).

TOC Sight Spelling 6-17The examinee listens to the examiner state a word, while looking at the written form of a part of the word with one or more of the letters missing. He or she must then fill in the missing letter(s) which would complete the word.

TOC Word Choice 6-17The examinee listens to the examiner state a word (i.e., "city"), while looking at three phonically regular spelling choices for the word (i.e., "sitty", "sitee", "city") and is required to circle the correct spelling of the word.

TOC Word Scramble 6-17 The examinee looks at sets of scrambled words that can be rearranged to spell actual words and is given 3 minutes to reorder as many groups of letters into real words as possible (Gs:R9).

TOWL-4 Spelling 7-17 The examinee is asked to write down sentences presented verbally by the examiner.

WFAS Spelling 5-50

If the examinee is in kindergaten or grade 1, he or she is asked to listen to an orally presented word and write the letter(s) which make(s) the beginning sound of the word (i.e. \m\ in 'man' or \cr\ in 'creek'). If the examinee is in second grade or older, he or she is required to write down full words after they are orally presented by the examiner and used in a sentence.

WIAT-III Spelling 5-50 The examinee is required to write dictated letter, letter blends, and words.

WIST Spelling 7-18 The examinee is required to spell regular and then irregular words stated by the examiner in isolation and in a sentence.

WJ III NU ACH

Spelling 2-90+ The examinee is required to spell words presented orally by the examiner.

WJ III NU ACH

Spelling of Sounds 6-90+ The examinee is required to write single letters of sounds and to listen to an audio recording to spell letter combinations that are regular patterns in English spelling (Ga:PC).

WJ III NU ACH Form C Spelling 2-90+

The examinee is required to spell words presented orally by the examiner.

WJ III NU DRB

Spelling of Sounds 6-90+ The examinee is required to write single letters of sounds and to listen to an audio recording to spell letter combinations that are regular patterns in English spelling (Ga:PC).

WRITING ABILITY (Grw – W)Tests of Writing Ability (WA)

DAB-3 Contextual Language 7-14 The examinee is required to write a short story with a beginning, middle, and ending based on three stimulus pictures.

DAB-3 Story Construction 6-14 The examinee is required to answer general mathematics questions that are presented orally by the examiner.

KBNA Picture Description: Written 20-89 The examinee is required to describe through writing the events shown in a line-drawn scene.

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OWLS-II Written Expression 5-21

The 50 items on this scale measure lexical/semantic, syntactic, pragmatic and supralinguistic catogories. The scale consists of both direct and indirect items. Direct items include tasks that require the examinee to retell a story, complete a story or interpret a statemtent. Indirect tasks include those that require the examinee to copy words, write dictated sentences or combine sentences into one. The scale contains 5 different item sets that may be administered depending on age.

TEWL-3 Contextual Writing 5-11 The examinee is required to write a story about a picture presented to the examinee by the examiner.TOWL-4 Story Composition 7-17 The examinee is asked to write a story paying attention to the use of prose, action, sequencing, and theme.

TOWL-4 Sentence Combining 7-17 The examinee is asked to combine target sentences into one sentence (EU).

WIAT-III Essay Composition 8-50The examinee is required to write an essay on a given topic (i.e., write about a favorite video game and include at least three reasons why he or she likes it) and is encouraged to write a full page. The examinee is given 10 minutes to complete this task.

WJ III NU ACH

Writing Samples 5-90+ The examinee is required to write down sentences in response to different demands.

WJ III NU ACH Form C Writing Samples 5-90+

The examinee is required to write down sentences in response to different demands.

WRITING ABILITY (Grw – W)Tests of English Usage Knowledge (EU)

DAB-3 Capitalization 6-14 The examinee is required to rewrite sentences making appropriate capitalization corrections.DAB-3 Punctuation 6-14 The examinee is required to rewrite sentences making appropriate punctuation corrections.

KTEA-II Written Expression 4:6-25The examinee is required to write letters, words, and sentences, and edit text with correct punctuation and capitalization via a storybook format. In addition, the examinee has to provide a writing sample that tells a story based on a verbal or picture prompt (WA).

NAB Writing 18-97 The examinee is asked to view a drawing of a family scene (the same one used in Oral Production) and is required to write about it.

TERA-3 Conventions 3:6-8:6The examinee is required to identify conventions of print such as book handling, print conventions, and knowledge of punctuation, capitalization, and spelling as visually presented by the examiner using the picture book with verbal prompting.

TEWL-3 Basic Writing 3-10The examinee is required to draw specified objects and explain the drawing after receiving a verbal prompt from the examiner and point to a correct stimulus item after a verbal prompt from the examiner (SG).

TOAL-4 Orthographic Usage 12-24 The examinee is required to correct words that have been purposely misspelled, as well as provide missing puntcuations in a sequence of graded sentences (Gc:MY).

TOC Punctuation 6-17 The examinee is provided with a list of printed sentences that are missing punctuation marks. He or she is required to edit the sentences by providing the appropriate punctuation.

TOWL-4 Contextual Conventions 7-17 The examinee is asked to write a story paying attention to punctuation, spelling, and capitalization.TOWL-4 Logical Sentences 7-17 The examinee is asked to correct incorrect sentences.

TOWL-4 Punctuation 6-17The examinee orally presents some sentences and the examinee is required to write them in a booklet while paying special attention to punctuation (and spelling and capitalization). The examinee receives a separate score for punctuation.

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WIAT-III Sentence Composition 6-50 The examinee is required to read two sentences and write one good sentence which combines the two (WA).

WJ III NU ACH

Editing 6-90+ The examinee is required to identify and correct errors in spelling, punctuation, capitalization, or words used in a short passage.

WJ III NU ACH

Punctuation & Capitalization 6-90+ The examinee is required to use correct punctuation and capitalization in writing orally dictated words and phrases.

WMLS-R: NU Dictation 2-90+

The examinee is first required to draw lines, trace and copy letters as a test of his or her prewriting skills. The actual test items then measure his or her ability to respond in writing to an array of questions which pertain to letter forms, spelling, punctuation, capitalization and word usage. All items are presented orally by the examiner, much like a traditional spelling test.

WRITING ABILITY (Grw – W)Tests of Writing Speed (WS)

WIAT-III Alphabet Writing Fluency 4-9 The examinee is required to write as many letters of the alphabet as he or she can, working as quickly as possible. He or she is given 30 seconds to complete this task.

WJ III NU ACH

Writing Fluency 5-90+ The examinee is required to formulate and write a simple sentence by using a set of three words that relates to a given stimulus picture.

WJ III NU ACH Form C Writing Fluency 7-90+

The examinee is required to formulate and write a simple sentence by using a set of three words that relates to a given stimulus picture.

QUANTITATIVE KNOWLEDGE (Gq)Tests of Mathematical Knowledge (KM)

BSRA-3 Numbers/Counting 3-6 The examinee is required to identify single-and double-digit numerals, as well as count objects (A3).

KM3 Data Analysis and Probability 5-21The examinee is required to collect, display and interpret data. He or she must also show understanding of concepts that are associated with chance and probability (i.e., an activity that an individual is likely to get hurt doing) (A3;Gf:RQ).

KM3 Geometry 5-21The examinee is required to analyze, describe, compare, and classify two-and-three dimensional shapes (A3;Gv:Vz).

PTI-2 Quantitative Concepts 3-8The examinee is required to answer questions asked by the examiner about size and comprehension of number symbols, to count, and then solve simple arithmetic problems (A3).

TEMA-3 Test of Early Mathematics 3-8

An array of assessment probes and instructional activites are given to the examinee. They are designed in such a way as to gain insight into the strategies being used by the student to solve mathematical problems (including those that lead to incorrect responses) as well as their conceptual understanding of mathematics (A3;Gsm:MW).

QUANTITATIVE KNOWLEDGE (Gq)Tests of Mathematical Achievement (A3)

CMAT Addition 7-18 The examinee is required to add whole numbers, decimals, fractions, and mixed numbers in horizontal and vertical formats.

CMAT Algebra 7-18The examinee is required to solve equations for a single unknown, simplification of polynomials, factoring polynomials, quadratics by factoring and/or with the use of the quadratic equation, and simultaneous linear equations. The use of a calculator is allowed on this subtest (Gf:RQ).

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CMAT Charts, Tables, And Graphs 7-18 The examinee is required to extract mathematical information from visual presentations including pie charts, histograms, and area and line graphs. The use of a calculator is allowed on this subtest.

CMAT Division 7-18 The examinee is required to divide whole numbers, decimals, fractions, and mixed numbers in horizontal and vertical formats.

CMAT Geometry 10-18The examinee is required to solve problems involving plane geometry, area, volume, surface area, parallel lines, geometry of the triangle, and geometry of the circle. The use of a calculator is allowed on this subtest (Gv:Vz).

CMAT Measurement 7-18The examinee is required to solve problems involving length, area, and volume by making reasonable estimates of the size of common items and transforming measurements from one unit of representation to another. The use of a calculator is allowed on this subtest (Gv:Vz).

CMAT Money 7-18The examinee is required to solve monetary problems written in English that involve evaluation of best buys in retail purchasing, relationships between compensation paid across multiple time scales, sales commissions, and interests. The use of a calculator is allowed on this subtest.

CMAT Multiplication 7-18 The examinee is required to multiply whole numbers, decimals, fractions, and mixed numbers in horizontal and vertical formats.

CMAT Problem Solving 7-18

The examinee is required to translate a problem written in English into a mathematical problem for an ultimate solution. Items require the manipulation of operations and combination of operations, use of formulas, probability, or calculation of percentages and ratios. The use of a calculator is allowed on this subtest (Gf:RQ).

CMAT Rational Numbers 7-18 The examinee is required to solve problems involving rounding, the magnitude of fractions and decimal numbers, and fractional portions. The use of a calculator is allowed on this subtest.

CMAT Subtraction 7-18 The examinee is required to subtract whole numbers, decimals, fractions, and mixed numbers in horizontal and vertical formats.

CMAT Time 7-18 The examinee is required to solve problems involving an analog clock and a month-format calendar as well as addition and subtraction of time. The use of the a calculator is allowed on this subtest.

DAB-3 Math Calculation 6-14 The examinee is required to calculate mathematics problems.

DAB-3 Math Reasoning 6-14 The examinee is required to answer general mathematics questions that are presented orally by the examiner (Gf:RQ).

KBNA Sentence Reading-Arithmetic 20-89For the first task, the examinee is required to read two word problems aloud and then use a paper and pencil to calculate the answers. The second task requires the examinee to calculate and write the answers to arithmetic problems that are presented to him or her on a page (Grw:RC).

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KM3 Addition and Subtraction 5-21

The examinee is required to determine the total of two sets, count to determine a total, match representing with number sentences, and complete facts. In the second domain, the examinee is required to add two and three digit numbers without regrouping, with regrouping ones, with regrouping ones and tens, and in column addition. For one item, the examinee is required to add positive and negative integers. In the third domain, the examinee is required to add monetary values, other decimals with same and different place values, and fractions with like and unlike denominators; The examinee is required to solve problems involving all modalities of subtraction. The examinee is then required to solve problems involving matching representations and completing facts. In the second domain, the examinee is required to solve problems involving subtracting from two and three digit numbers without regrouping, with regrouping tens, with regrouping across hundreds, tens, and ones and with subtracting positive and negative integers. In the second domain, the examinee is required to solve problems involving subtracting monetary values, other decimals with same and different place values, and fractions with like and unlike denominators.

KM3 Algebra 5-21

The examinee is required to complete tasks that involve sorting, classifying and ordering based on various attributes or categories. He or she is also required to recognize and describe patterns and functions, work with number sentences, operational properties, equations, expressions, variables, functions and represent mathematical relationships (KM).

KM3 Foundations of Problem Solving 5-21The examinee is required to identify the various elements, operations and strategies which are necessary to solve math problems, with emphasis placed on his or her ability to explore different strategies to faciliate solutions (Gf:RQ).

KM3 Measurement 5-21

The examinee is required to solve problems involving comparing and ordering heights, lengths, weights, sizes, temperature, and perceived container capacity. In the second domain, the examinee is required to solve problems involving non-standard units addressing length, area, capacity, weight, and parameters. In the third domain, the examinee is required to solve problems involving standard units associated with linear scales and progresses to area and temperature measurement. In the fourth domain, the examinee is required to solve problems involving weight and capacity (KM).

KM3 Mental Computation and Estimation 6-21

The examinee is required to solve problems involving the oral presentation of computation chains. In the second domain, the examinee is required to solve problems involving visually presented items. in the third domain, the examinee is required to solve problems involving rational numbers, subtracting a fraction from a whole number, adding a whole number to a mixed number, multiplying by a decimal that can be easily converted to a fraction, determining percent, and multiplying a decimal value by tens. For all domains, the examinee is not permitted to use pencil and paper.; The examinee is required to solve problems involving whole numbers, rational numbers, measurement, and computation.

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KM3 Multiplication and Division 7-21

The examinee is required to solve problems involving multiple sets and arrays associating a representation with a number sentence. In the second domain, the examinee is required to multiply two and three digit numbers by a one or two digit multiplier. In the third domain, the examinee is required to solve problems involving multiplying monetary values, other decimal values, fractions, and mixed numbers. The examinee is required to solve problems involving the determination of how many equal-sized sets, the size of a given number of sets, and how many are left over after units are separated into sets of given sizes. The examinee is also required to associate representation with a number sentence and completes facts. In the second domain, the examinee is required to divide with one and two digit divisors. In the third domain, the examinee is required to solve problems involving division with decimal values, fractions, and mixed numbers.

KM3 Numeration 5-21

The examinee is required to solve problems involving concepts including correspondence, rational counting, reading and sequencing numbers, and ordinal positions. In the second domain, the examinee is required to solve problems involving the concepts of place value (tens and ones); reading, comparing, sequencing, and renaming numbers; and skip counting. In the third domain, the examinee is required to solve problems involving the concepts of place value; representing, comparing, sequencing, renaming numbers; and rounding numbers. In the fourth domain, the examinee is required to solve problems involving multi-digit numbers and advanced numeration as well as problems that require the comparing, sequencing, and rounding of multi-digit numbers.

KTEA-II Math Computation 5-25 The examinee is required to solve written computational problems using the four basic operations.

KTEA-II Math Concepts and Application 4-25The examinee is required to solve math problems involving reasoning (e.g., analytical geometry, trigonometry, logarithms, algebra, calculus, and probability) and mathematical concepts (e.g., biggest, fourth, and less than) (Gf:RQ).

WFAS Numerical Operations 5-50

This subtest requires the examinee to perform several tasks which include writing one and two -digit numbers, solving written problems involving addition, subtraction, multiplication and division, solving written geometric problems and written algebraic and calculus equations. Item difficulty increases with examinee's age.

WIAT-III Numerical Operations 5-50 The examinee is asked to identify and write numbers, count, solve written calculations and equations using mathematical operations.

WISC-IV Integrated Written Arithmetic 6-16

This subtest is an adaptation of Arithmetic. The examinee is presented with mathematical calculations in Response Booklet 3 and is required to use a pencil to complete them within a designated time limit.

WJ III NU ACH Calculation 5-90+

The examinee is required to perform mathematical operations (addition, subtraction, multiplication, division, and combinations of these basic operation, as well as geometric, trigonometric, logarithmic, and calculus operations) involving decimals, fractions, and whole numbers.

WJ III NU ACH Form C Calculation 5-90+

The examinee is required to perform mathematical operations (addition, subtraction, multiplication, division, and combinations of these basic operations, as well as geometric, trigonometric, logarithmic, and calculus operations) involving decimals, fractions, and whole numbers.

WRAT-Expanded Mathematics 5-24

The examinee is required to solve problems involving numeration and number sense, operation, measurement, geometry/spatial sense, data analysis/statistics, probability and discrete mathematics, and patterns and algebra (Gf:RQ).

PSYCHOMOTOR ABILITIES (Gp)

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Tests of Manual Dexterity (P1)

Beery VMI Motor Coordination 2-99

This supplemental subtest is intended for administration after the Beery VI and the Visual Perception Test. The examinee is first required to complete three tasks. Task 1: climb into and sit in an adult chair without help. Task 2: hold a pencil with thumb and fingertips. Task 3: hold paper with one hand while scribbling or drawing with the other. The examinee is then presented with items within which he or she must draw various lines connecing two dots, while being timed. The child must stay within the confines of the image and not draw outside of it.

D-KEFS Trail Making Test: Motor Speed 8-89 The examinee is required to draw a line over a dotted line as quickly as possible.

DWNB Coordination 4-90+In Part A, Finger-to-Nose, the examinee is required to rapidly touch the tip of his or her nose and then the examiner's fingertip. In Part B, Hand-to-Thigh, the examinee is required to rapidly slap the front and back of his/her hand on his or her thigh.

DWNB Mime Movements 4-90+The examinee is required to pretend that he or she is doing specific tasks. He or she must show the examiner how he or she would perform the tasks, such as brushing his or her hair, opening and pouring a glass of juice into a cup, and making a telephone call.

KBNA Motor Programming 20-89 The examinee is required to perform five alternating movements using his or her hands and is allowed three trials.

NEPSY-II Imitating Hand Positions 3-12 The examinee is required to imitate a series of hand positions as demonstrated by the examiner using both the preferred and nonpreferred hands within a specified time limit (e.g., 20 sec).

NEPSY-II Manual Motor Sequences 3-12 The examinee is required to imitate a series of rhythmic movement sequences shown by the examiner, using one or both hands (Gsm:MS).

NEPSY-II Visual-Motor Precision 3-12 The examinee is required to draw lines inside of tracks as quickly as possible (Gs:R9). PSYCHOMOTOR ABILITIES (Gp)

Tests of Finger Dexterity (P2)

DWNB Finger Tapping 4-90+The examinee is instructed to tap his or her index finger as fast as he or she can using a calculator (i.e., tap the equal sign as fast as possible). The examinee's finger must come all the way up and then back down to tap each time he or she taps. After 10 seconds have passed, the number of taps is recorded.

NEPSY-II Finger Tapping 5-16The examinee is required to copy a series of finger motions as quickly as possible after they are demonstrated by the examiner.

PSYCHOMOTOR ABILITIES (Gp)Tests of Static Strength (P3)

DWNB Grip Strength 4-90+

The examinee is asked to stand with his or her arms pointing toward the floor. He or she must then squeeze a dynanometer, with his or her arms still pointing to the floor. The hand dynanometer is used to estimate the examinee's upper extremity strength. The proper grip of the hand dynanometer is demonstrated by the examiner.

PSYCHOMOTOR ABILITIES (Gp)Tests of Gross Body Equilibrium (P4)

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DWNB Gait and Station 4-90+The examinee is required to walk using three different gaits- free walking, heel-to-toe, and hopping. Observation of the examinee walking provides information regarding his or her peripheral and central nervous system functioning.

DWNB Romberg 4-90+The examinee's degree of swaying or weaving (a measure of unsteadiness) is compared when his or her eyes are open with when his or her eyes are closed. The Romberg test is positive when the examinee's unsteadiness increases if his or her eyes are closed.

NEPSY-II Statue 3-6 The examinee is required to maintain a body position with his or her eyes closed during a 75-second period, while inhibiting the impulse to respond to sound distracters.

DOMAIN SPECIFIC KNOWELDGE ABILITIES (Gkn)Tests of Knowledge of Behavioral Content (BC)

KBNA Expression of Emotion 20-89The examine is required to demonstrate a sequence of facial expressions which correspond to common emotional states. If the examinee is unable to express an emotion, he or she is then asked to imitate an expression shown by the examiner.

NEPSY-II Affect Recognition 3-16

In the first task, the examinee is required to state whether or not two photographs depict faces with the same affect. The second task requires the examinee to select two photographs of faces that have the same affect out of three or four photographs. In the third task, the examinee is shown a page with five faces and is required to select one of four faces that depicts the same affect as a face shown on the top of the page. Lastly, the examinee briefly views a face and must use his or her memory to then select two photographs which depict the same affect as seen in this face (Gv:MV).

TOPL-2 Test of Pragmatic Language 6-18This test was designed to be used as part of a full individual evaluation ad program planning. It is intended to aid in identifying individuals with pragmatic language deficits,determining individual strengths and weaknesses, and documenting an individual’s progress (Gc:CM).

TACTILE ABILITIES (Gh)Tests of Tactile Sensitivity (TS)

DWNB Tactile Examination: Finger Identification

4-90+ While blindfolded, the examinee is required to identify which of his or her fingers are being touched by the examiner.

DWNB Tactile Examination: Object Identification 4-90+

While blindfolded, the examinee is required to identify familiar objects that are placed in his or her hands by the examiner (e.g., pen, key).

DWNB Tactile Examination: Palm Writing 4-90+

In Part A, Letters, the examinee has his or her eyes blindfolded and must identify letters traced on the palm of his or her hand by the examiner. In Part B, Numbers, with his or her eyes still blindfolded, the examinee must identify numbers traced on his or her palm by the examiner.

DWNB Tactile Examination: Simultaneous Localization 4-90+

In Part A, Hands Only, the examinee is blindfolded and is instructed to put both of his or her hands on the table. Then, he or she must identify which of his or her hands is being touched by the examiner. In Part B, Hands and Cheeks, while still blindfolded, the examiner touches either one of the examinee's cheeks, hands, or a cheek and a hand simultaneously. The examinee must identify which hand and which cheek is being touched.

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