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Glaspey Dynamic Assessment of Phonology (GDAP)
Standardized Assessment of Speech Production and Stimulability
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The Glaspey Dynamic Assessment of Phonology is the first standardized, dynamic assessment of speech production and stimulability.

NEW! This 12-question screener gathers information from parents, teachers, and students on language and literacy academic tasks as compared to students’ same-age peers.
The TAPS provides a way to identify particular language processes that an individual may be having difficulties with. The TAPS-4 features new subtests along with updates to subtests from the TAPS-3.
The RESCA-E combines standardized tests and informal observation across settings to give a more complete picture of a child's communication skills.
The TOSR assesses breadth (the number of lexical entries one has) and depth (the extent of semantic representation for each known word) of vocabulary knowledge without taxing expressive language skills, providing an important new resource for individuals assessing children with possible language and literacy deficits.
The MAPA includes eight different subtests in the three skill areas (monaural, temporal, and binaural) that the American Speech-Language-Hearing Association (ASHA) recommends for auditory processing assessment.
The Glaspey Dynamic Assessment of Phonology is the first standardized, dynamic assessment of speech production and stimulability.
ROWPVT-4 is a receptive one-word picture vocabulary test that assesses how well persons of all ages can match a word that is heard to objects, actions, or concepts presented in full-color pictures.
Now normed through Geriatrics! Assesses how well persons ages 2 years 0 months to over 80 years can name the objects, actions, or concepts presented in full-color pictures.
The Test of Childhood Stuttering assesses speech fluency skills and stuttering-related behaviors in children.
Identify children who are at risk or who may be experiencing Auditory Processing Disorder (APD) with this nationally standardized, norm-referenced auditory processing battery for children ages 5 through 12.
The TAPS-3 Spanish-Bilingual measures what a person does with what is heard. Nine subtests provide information about a child's auditory abilities in three areas: Basic Auditory Skills, Auditory Memory, and Auditory Cohesion. Normed on Spanish-speaking children.
Now with expanded norms (ages 2-0 through 70+), this edition is intended for use with - and was normed on - a bilingual population of individuals who speak Spanish and English with varying levels of proficiency.
The TWF-3 assesses single-word expressive language.
Now with expanded norms (ages 2-0 through 70+), this edition is intended for use with - and was normed on - a bilingual population of individuals who speak Spanish <u>and</u> English with varying levels of proficiency.
The SLDTE:NU is intended to be used by professionals familiar with language disorders to identify children with poor social interaction.
The Listening Inventory (TLI) is an informal child behavioral observation completed by parents and/or teachers. TLI is a first step to quantify behaviors to see if a child might need evaluation for auditory disorders. It can provide a starting point for discussions with the speech-language professional prior to formal evaluation of a child.
The Fluharty-2 provides rapid identification of those preschool children for whom a complete speech and language evaluation is recommended.
The TELD-4 is a highly reliable and valid measure of spoken language in children ages 3 years 0 months through 7 years 11 months.
The CTOPP-2 assesses reading-related phonological processing skills. The test has been renormed on a nationally stratified sample of 1,900 individuals, and the age range extended downward by adding items to eliminate floor effects. The ceiling has also been extended.
The TACL-4 assesses the ability to understand the structure of spoken language (receptive language).
The OWLS-II provides a complete and integrated picture of oral and written language skills across a wide age range.
The Rossetti Infant-Toddler Language Scale assesses preverbal and verbal aspects of communication and interaction in the young child.
The OPUS is a measure of listening (auditory) comprehension that evaluates a person's ability to listen to passages that are read aloud and recall information about them.
The CASL-2 is the new update to this assessment of spoken language that requires no reading or writing.
TOLD-I:5 is a norm-referenced expressive and receptive language assessment.
The Communication Activities of Daily LivingThird Edition (CADL-3) is an individually administered assessment of the functional communication skills of adults with neurogenic communication disorders.
This new assessment of expressive language is a companion test to the TACL4, which tests receptive language.
The PAT-2:NU is a standardized assessment of phonological awareness, phoneme-grapheme correspondence, and phonemic decoding skills.
The Word Test 3-Elementary assesses a student's ability to recognize and express semantic attributes critical to vocabulary growth and language competency.
The Emerging Literacy and Language Assessment (ELLA), evaluates the skills children need to become proficient readers.
Arizona-4 provides a comprehensive assessment of articulation in children from 18 months to 21 years.
The TOLD-P:5 assesses spoken language in young children.
New The ELT-2:NU measures spoken language expression and flexibility. The language skills tested are those commonly identified by researchers, teachers, and clinicians as the most predictive of classroom learning difficulty.
New Edition The TNL is an easy-to-administer tool to assess how well children use their knowledge of language components as they engage in functional discourse.
The RAN and RAS are naming tests, reflecting over 30 years of clinical research examining the relationship between reading and processing speed.
NEW! The TAWF-2 is a single-word expressive language test expressly designed to assess the word-finding ability of adolescents and adults.
NEW! The TOSS-I:NU is an individually administered test of semantic skills in older elementary and adolescent children.
NEW! The BELT-3 is an individually administered assessment of young children’s expressive language skills.
NEW! The BDAE-3 helps you identify and distinguish among disorders of language function and neurologically recognized aphasic syndromes.
NEW! The CAAP-2 is a time-efficient, accurate assessment for articulation and phonology that you will like giving and children will enjoy taking.
NEW! The TOSS-P is a receptive and expressive diagnostic test designed to assess a student’s semantic skills.
NEW! The LCT-A:NU evaluates a student’s abilities in listening comprehension skills. Teachers can use the results to help students improve their skills and behaviors in the classroom and in everyday listening situations.
The TOPL-2 focuses on the student's ability to interpret a situation accurately.
The TTFC-2 assesses a child's receptive language ability using 20 tokens that are provided in the test kit.
The Social Language Development TestAdolescent: Normative Update (SLDT-A: NU) assesses language-based social skills. Specifically, it measures students ability to make inferences, and interpret and respond to social interaction.
New Revision The TILLS assessment tests oral and written language skills in students ages 6 through 18 years.
New The EFCP measures subtle, functional changes in nonverbal communication skills in children with severe disabilities and larger gains in children with moderate disabilities.
The Language Processing Test 3 Elementary (LPT-3:E) evaluates the ability to attach increasingly more meaning to information received and to then formulate an expressive response.