The CTONI-2 (2009 revision) is a popular norm-referenced test that uses nonverbal formats to measure general intelligence of children and adults whose performance on traditional tests might be adversely affected by subtle or overt impairments involving language or motor abilities.
The Wide Range Assessment of Memory and Learning allows the user to evaluate a child's ability to actively learn and memorize a variety of information. Quantitative results from the WRAML, along with qualitative observations, contribute to a comprehensive evaluation of cognitive abilities.
TIPS assesses how information (either visual or auditory) is processed and retained (in sequence or not) in persons 5 - 90+ years. Delayed recall, semantic fluency, and the effects of interference on recall and learning are also quantified.
The CAYC is an easy-to-administer screening instrument for early identification of children with developmental delays. This newly revised and updated version of the DASI-II (Developmental Activities Screening Inventory-II) was normed on a nationally stratified sample of 743 children.
The PTONI assesses reasoning abilities in young children. Psychologists, diagnosticians, special educators, speech-language pathologists, and other professionals can use this test to identify both severe intellectual deficits and superior cognitive intelligence.
The Executive Functions Test-Elementary: Normative Update assesses how students use language in various executive functions, such as working memory, problem solving, inferring, predicting outcomes, and shifting tasks.
The FrSBe fills a gap in the assessment of frontal systems behavioral syndromes by providing a means to identify and quantify disordered natural behavior so that problems may be targeted for treatment.
The SCCAN is designed to assess a broad range of neurological patients for cognitive-communicative impairment and functional ability, to determine the severity of impairment, and to guide planning of treatment.
The RIPA-P is a valuable tool for speech pathologists, resource specialists, and special-education teachers for identifying information processing impairments in children with TBI or other conditions that affect information processing.