The Autism Diagnostic Observation Schedule – Second Edition (ADOS-2; Lord, Rutter, DiLavore, Risi, Gotham, & Bishop, 2012) is a semi-structured, standardized behavior observational assessment tool designed to assess autism spectrum disorders in children, adolescents, and adults.

The Asperger Syndrome Diagnostic Scale (ASDS; Myles, Bock, & Simpson, 2001) is a norm- referenced measure consisting of 50 yes/no items.

The Autism Diagnostic Interview™ – Revised (ADI-R; Rutter, LeCouteur, & Lord, 2003) is a comprehensive, semi-structured parent/caregiver interview that addresses the functional domains relevant to autism spectrum diagnosis.

The Autism Observation Scale for Infants (AOSI; Bryson, McDermott, Rombough, Brian, & Zwaigenbaum, 2000) is a semi-structured, play-based measure designed to identify early signs of autism in high-risk infants (i.e., those who have an older sibling with autism).

The Autism Screening Instrument For Educational Planning – Third Edition (ASIEP-3; Krug, Arick, & Almond, 2008) was developed to evaluate autism spectrum disorder and assist in developing and monitoring educational programs for individuals on the spectrum. The Autism Behavior Checklist (ABC) is a component of the ASIEP-3 and the results of this checklist guide selection of the ASIEP-3 components which will be directly administered to the child.

The Autism-Spectrum Quotient (AQ) is a parent questionnaire designed to identify the presence of the characteristics of autism spectrum disorders. There are currently two versions of the Autism-Spectrum Quotient: the school-age adolescent version (AQ-Adol; Baron-Cohen, Hoekstra, Knickmeyer, & Wheelwright, 2006) and the children’s version (AQ-Child; Auyeung, Baron-Cohen, Wheelwright, & Allison, 2008).

The Autism Spectrum Rating Scales (ASRS; Goldstein & Naglieri, 2009) is a multi-informant rating scale that helps to identify symptoms and behaviors associated with the full range of autism spectrum disorder; it can also help with treatment planning and monitoring intervention response.

The Checklist for Autism Spectrum Disorder (CASD; Mayes, 2012) is a diagnostic and screening tool that consists of multiple sources of information to guide both diagnosis and treatment.

The purpose of the Childhood Autism Rating Scale – Second Edition (CARS-2; Schopler, Van Bourgondien, Wellman, & Love,2010) is to identify the presence of autism in children and to determine the severity of symptoms. Items related to fifteen functional domains can be completed by anyone who knows the child well.

The Childhood Autism Spectrum Test (CAST; Scott, Baron-Cohen, Bolton, & Brayne, 2002) (formerly known as the Childhood Asperger Syndrome Test) is a parent questionnaire that screens for autism in children ages 5-11 years.

The Developmental Behavior Checklist (DBC; Einfeld & Tongue, 1992, 2002) is a combination of instruments for the assessment of persons across ages. There are multiple components, two of which are parent scales for use with children of different ages: the Autism Screening Algorithm (DBC-ASA: Brereton, Tonge, Mckinnon, & Einfeld, 2002), for 4-18 year-olds; and the Early Screen (DBC-ES; Gray & Tonge, 2005), for children ages 18-48 months.

The Early Screening of Autistic Traits (ESAT; Swinkels et al., 2006) is a 19-item screening checklist for parents/caregivers of 14-month old infants. It is primarily used by health practitioners at well-baby visits.

The Gilliam Asperger’s Disorder Scale (GADS; Gilliam, 2001) is a 32-item questionnaire designed to identify individuals with Asperger’s Disorder.

The Gilliam Autism Rating Scale, Third Edition (GARS; Gilliam, 2014) is completed by parents, teachers, or clinicians to help diagnose autism and estimate its severity among persons 3-22 years old.

The Modified Checklist for Autism in Toddlers, Revised with Follow-Up (MCHAT-R/F; Robbins, Fein, & Barton, 2009), designed to screen for autism in toddlers from 16 to 30 months, was developed for use during well-child checkups.

The Monteiro Interview Guidelines for Diagnosing the Autism Spectrum, Second Edition (MIGDAS-2; Monteiro, 2018) is a sensory-based, systematic, qualitative assessment tool designed to gather information needed to diagnose autism in children, adolescents, and adults.

The Parent’s Observations of Social Interactions (POSI; The SWYC.org, 2015) is a seven-item screening instrument for autism spectrum disorders (ASD) for children under age 5 ½ years.

The Screening Tool for Autism in Two-Year-Olds (STAT™; Stone, Coonrod, & Ousley, 2000) is an instrument for screening for autism in children between the ages of 24 and 36 months.

The Social Communication Questionnaire (SCQ; Rutter, Bailey, & Lord, 2003) is an instrument for screening for autism in individuals over the age of 4 with a mental age over 2 years. It is based on the ADI-R.

The Social Responsiveness Scale – Second Edition (SRS-2; Constantino & Gruber, 2012) is a 65-item parent- and/or teacher- completed rating scale used to assist in the screening and diagnosis of autism. It helps to identify the presence and severity of social impairment within the autism spectrum and differentiates it from that which occurs in other disorders.

The Adaptive Behavior Assessment System – Third Edition (ABAS-3; Harrison & Oakland, 2015) uses a behavior rating format to assess adaptive behavior and related skills for individuals from 0 through 89 years of age. Information on children may be provided by parents and/or teachers; information on adults may be provided by significant others, care providers, supervisors, and/or the client himself/herself.

The Scales of Independent Behavior – Revised (SIB-R; Bruininks, Woodcock, Weatherman, & Hill, 1996) is a comprehensive, norm-referenced assessment of adaptive and problem behaviors.

The Vineland Adaptive Behavior Scales – Third Edition (Vineland-3; Sparrow, Cicchetti, & Saulnier, 2016) is a measure of personal and social skills needed for everyday life. Domains assessed include communication, daily living skills, socialization, motor skills (optional), and maladaptive behaviors (optional); an overall Adaptive Behavior Composite is also yielded.

The Bilingual Verbal Ability Tests – Normative Update (BVAT-NU; Muñoz-Sandoval, Cummins, Alvarado, & Ruef, 2005) is comprised of three tests from the Woodcock-Johnson–Revised Tests of Cognitive Ability [WJ-R] (Woodcock & Johnson, 1989).

The Diagnostic Achievement Battery, Fourth Edition (DAB-4; Newcomer, 2014) is an individually-administered, norm-referenced achievement test used to measure achievement in children from ages 6 to 14.

The Gray Oral Reading Test – Fifth Edition (GORT-5; Wiederholt & Bryant, 2012) is an individually administered, norm-referenced instrument used to measure oral reading fluency and comprehension.

The Kaufman Test of Educational Achievement – Third Edition (KTEA-3; Kaufman & Kaufman, 2014) is an individually-administered measure of academic achievement across multiple areas for individuals from ages 4 years, 6 months through 25.

The KeyMath Diagnostic Assessment – Third Edition (KeyMath-3; Connolly, 2007) is an individually administered, norm-referenced inventory designed to assess mathematical concepts and skills.

The Oral and Written Language Scales – Second Edition (OWLS-II: Carrow-Woolfolk, 2011) offers an integrated, global approach to language assessment.

The Qualitative Reading Inventory, Sixth Edition (QRI-6; Leslie & Caldwell, 2017) is a criterion-referenced instrument emphasized the authentic assessment of students’ reading abilities from emergent to advanced readers, PK-12, to assess oral reading accuracy, rate of reading, and comprehension of passages read orally and silently.

The Test of Early Mathematics Ability – Third Edition (TEMA-3; Ginsburg & Baroody, 2003) is designed to measure the informal and formal mathematics abilities of children ages 3:0 to 8:11.

The Test of Early Reading Ability – Fourth Edition (TERA-4; Reid, Hresko, & Hammill, 2017) assesses early-developing reading skills in young children ages 4:8-8:11.

The Test of Early Written Language – Third Edition (TEWL-3; Hresko, Herron, Peak, & Hicks, 2012) evaluates writing skills in children ages 4 to 11:11.

The Test of Mathematical Abilities – Third Edition (TOMA-3; Brown, Cronin, & Bryant, 2012) is a norm-referenced assessment tool of mathematical functioning that measures math performance in children aged 8 to 18:11, and is used to identify and quantify mathematical deficits.

The Test of Reading Comprehension – Fourth Edition (TORC-4; Brown, Wiederholt & Hammill, 2008) measures silent reading comprehension of contextual reading materials in students between the ages of 7 and 17:11.

The Test of Word Reading Efficiency – Second Edition (TOWRE-2; Torgesen, Wagner, & Rashotte, 2012) is an individually administered, norm-referenced measure of reading fluency and accuracy for individuals ages 6 to 24:11.

The Test of Written Language – Fourth Edition (TOWL-4; Hammill & Larsen, 2009) is a test of written composition for students aged 9 to 17:11. It can be administered individually or in a group. The measure can help identify students in need of specialized support and document progress in a writing program.

The Test of Written Spelling – Fifth Edition (TWS-5; Larsen, Hammill, & Moats, 2013) is an accurate and efficient instrument that uses a dictated-word format to assess spelling skills in school-age children and adolescents from 5 to 18 years old.

The Wechsler Individual Achievement Test – Third Edition (WIAT-III; Wechsler, 2009) comprehensively assesses the achievement of children, adolescents, college students, and adults ages 4 through 50.

The Wide Range Achievement Test, Fifth Edition (WRAT-5; Wilkinson & Robertson, 2017) is designed to measure and monitor fundamental reading, spelling, and math skills among persons 5 years through 85 years and older. It can be administered to individuals or in small groups as a screening instrument.

The Woodcock Reading Mastery Tests – Third Edition (WRMT-III; Woodcock, 2011) is an individually administered assessment designed to measure reading readiness and achievement.

The Woodcock-Johnson IV Tests of Achievement (WJ IV ACH; Schrank, Mather, & McGrew, 2014) measures basic skills, fluency, and application in reading, writing, and mathematics domains.

The Woodcock-Muñoz Language Survey – Third Edition (WMLS-III; Woodcock, Alvarado, Ruef, & Schrank, 2017) is an individually administered, norm-referenced instrument designed to measure academic language proficiency in listening, speaking, oral language, language comprehension, reading, and writing.

The Behavior Rating Inventory of Executive Function – Preschool Version (BRIEF-P; Gioia, Espy, & Isquith, 2003) is an individualized, norm-referenced measure of executive function behaviors for preschool-aged children from 2 years to 5 years, 11 months of age.

The Behavior Rating Inventory of Executive Function- Second Edition (BRIEF-2; Gioia, Isquith, Guy, & Kenworthy, 2015) is an individualized, norm-referenced measure of executive function behaviors designed for school-aged students from 5 to 18 years of age.

The Cognitive Assessment System – Second Edition (CAS2; Naglieri & Das, 2014) measures cognitive processing abilities based on the cognitive/neuropsychological theory known as PASS (Planning, Attention, Simultaneous, and Successive) for children 4 years through 18 years, 11 months.

The Comprehensive Test of Phonological Processing – Second Edition (CTOPP-2; Wagner, Torgesen, Rashotte, & Pearson, 2013) is an individually administered, norm-referenced measure of phonological processing abilities for individuals 4 years to 24 years, 11 months.

The Detroit Tests of Learning Abilities- Fifth (DTLA-5; Hammill, McGhee, & Ehrler, 2017) is an individually-administered, norm-referenced measure of specific cognitive abilities for individuals 6 years to 17 years, 11 months.

The Differential Ability Scales – Second Edition (DAS-II; Elliott, 2007) is an individually administered norm-referenced battery of cognitive subtests for children and adolescents ages 2:6 through 17:11.

The Kaufman Assessment Battery for Children – Second Edition Normative Update (KABC-II NU; Kaufman & Kaufman, 2018) is an individually administered measure of the cognitive processing abilities of children and adolescents ages 3 through 18.

The Leiter International Performance Scale – Third Edition (Leiter-3; Roid, Miller, Pomplun, & Koch, 2013) is an individually administered, nonverbal measure of intelligence for persons 3-75 years old.

The NEPSY-II (Korkman, Kirk, & Kemp, 2007) is a comprehensive instrument designed to assess neuropsychological development in preschool and school-aged children from 3 years to 16 years, 11 months. It has a strong theoretical foundation that emphasizes the interrelatedness of brain operations.

The Reynolds Adaptable Intelligence Test (RAIT; Reynolds, 2014) is an intelligence test that can be administered individually or to a group; it is used for persons 10-75 years of age.

The Stanford-Binet Intelligence Scales – Fifth Edition (SB-5; Roid, 2003) measures intellectual and cognitive ability for examinees 2-85 years of age and older. In addition to a full scale score, it covers five factors of cognitive ability: Fluid Reasoning, Quantitative Reasoning, Visual-Spatial Reasoning, Working Memory, and Knowledge.

The Universal Nonverbal Intelligence Test – Second Edition (UNIT-2; Bracken & McCallum, 2015) measures the general intelligence and three foundational cognitive abilities (memory, fluid reasoning, and quantitative reasoning) of children and adolescents from ages 5 years through 21 years, 11 months. Administration and response format is entirely nonverbal, making it useful for assessing students regardless of English proficiency, hearing, cultural background, or language skills.

The Wechsler Abbreviated Scale of Intelligence – Second Edition (WASI-II; Wechsler, 2011) is an individually administered, brief, reliable measure of cognitive ability for individuals 6 through 90 years, 11 months.

The Wechsler Adult Intelligence Scale – Fourth Edition (WAIS-IV; Wechsler, 2008) is an individually administered, norm-referenced test designed to measure cognitive ability in individuals from age 16 years to 90 years, 11 months. Field research for the WAIS-5 is ongoing throughout 2020.

The Wechsler Intelligence Scale for Children –Fifth Edition (WISC-V; Wechsler, 2014) provides a measure of general intellectual functioning (Full Scale Intelligence Quotient [FSIQ]) and five index scores (Verbal Comprehension, Visual Spatial, Fluid Reasoning, Working Memory, and Processing Speed) for children 6:0-16:11.

The Wechsler Nonverbal Scale of Ability (WNV; Wechsler & Naglieri, 2006) is an individually-administered, norm-referenced nonverbal test of intelligence for culturally and linguistically diverse groups. It is used for persons 4 through 21 years, 11 months.

The Wechsler Preschool and Primary Scale of Intelligence – Fourth Edition (WPPSI-IV; Wechsler, 2012) is an individually administered, standardized instrument for assessing the intelligence of children aged 2 years, 6 months through 7 years, 7 months.

The Wide Range Assessment of Memory and Learning – Second Edition (WRAML-2; Sheslow & Adams, 2004) is an individually administered measure of memory functions that may have a significant impact on learning and school-related problems. It is used for individuals 5 to 90 years old. Field research for development of the WRAML-3 is ongoing through early 2020.

The Woodcock-Johnson IV Tests of Cognitive Abilities –Fourth Edition (WJ-IV COG; Schrank, McGrew, & Mather, 2014) is an individually-administered, norm-referenced instrument that measures general intellectual ability (g) and specific cognitive abilities in persons age 2 to 90+ years old.

The Ages & Stages Questionnaire, Third Edition (ASQ-3) is a standardized, parent-completed screening instrument useful for documenting developmental progress in communication, gross and fine motor, problem solving, and personal-social areas for children between 1 month and 5 years, 6 months.

The Bayley Scales of Infant and Toddler Development –Fourth Edition (Bayley-4; Bayley & Aylward, 2019) may be used to identify developmental delays, chart a child’s progress, and teach parents about the child’s development. This updated version will be published in September 2019.

The Battelle Developmental Inventory – Second Edition, Normative Update (BDI-2 NU; Newborg, 2016) is an individually administered, norm-referenced instrument used to assess developmental milestones in young children.

The Developmental Assessment of Young Children – Second Edition (DAYC-2; Voress & Maddox, 2013) is a norm-referenced instrument designed to identify possible delays in children aged birth through 5 years, 11 months in the areas of cognition, communication, social emotional development, physical development, and adaptive behavior.

The Developmental Profile – Third Edition (DP-3; Alpern, 2007) is a norm-referenced developmental screening instrument that is administered as a structured parent interview to determine the child’s present level of functioning; administration as a parent/caregiver checklist is an option when a direct interview is not feasible.

The Hawaii Early Learning Profile (HELP) consists of two criterion-referenced assessment instruments for use with children between birth and 6 years old- the HELP: 0-3 Years (2006; VORT) and the HELP: 3-6 years (2010; VORT), These instruments are used to track progress in the domains of cognitive, language, gross motor, fine motor, social-emotional, and self-help skills for the purposes of tracking intervention process.

The Mullen Scales of Early Learning (Mullen, 1995) is an individually administered, norm-referenced measure of early intellectual development and school readiness designed to be used with children from birth through 68 months.

The Merrill-Palmer-Revised Scales of Development (M-P-R; Roid & Sampers, 2004) is a play-based, norm-referenced instrument that is individually administered to evaluate cognitive, social-emotional, self-help, and fine and gross motor development in infants and children 1 month to 6 years, 5 months old.

The Psychoeducational Profile – Third Edition (PEP-3; Schopler, Lansing, Reichler, & Marcus, 2005) is an individually-administered, norm-referenced instrument designed to assess skills and behaviors of children with autism and communication disabilities, identifying learning strengths, uneven development, emerging abilities, and other information useful in educational programming.

Transdisciplinary Play-Based Assessment, Second Edition (TPBA2; Linder, 2008) is designed to evaluate children between birth and 6 years of age in structured and unstructured play settings using observation. The domains assessed include Cognitive, Social-Emotional, Communication and Language, and Sensorimotor.

The Conners, Third Edition (Conners 3; Conners, 2008) are norm-referenced rating scales that assess behavioral and emotional problems in children ages 6 to 18 years, with a focus on ADHD and comorbid disorders. Teacher, parent, and self-report are available.

The Behavior Assessment System for Children –Third Edition (BASC-3; Reynolds & Kamphaus, 2015) is a comprehensive set of rating scales and forms designed to inform understanding of the behaviors and emotions of children and adolescents ages 2 years through 21 years, 11 months.

The Child Behavior Checklist for ages 6-18 (CBCL/6-18; Achenbach &Rescorla, 2001) is the parent/caregiver rating form of the ASEBA system, designed to measure a broad range of behavioral and emotional problems among school-age children.

The ABC-Iceberg (ABC-I; Aspy & Grossman, 2011) is a form used to examine the antecedents, behaviors, and consequences observed and to consider the characteristics of autism as they relate to the observed behavior.

The Functional Assessment Checklist: Teachers and Staff (FACTS; March, Horner, Lewis-Palmer, Brown, Crone, & Todd, 1999) is a semi-structured brief interview method used to conduct a functional assessment or develop an intervention plan for individual students.

The Functional Assessment Interview (FAI; O’Neill et al., 1997) is a semi-structured interview with 11 sections, which is designed to gather information about a behavior and the circumstances under which it occurs.

The Motivation Assessment Scale (MAS; Durand & Crimmins, 1988, 1992; Haim, 2002) is a rating scale designed to help identify the motivation behind a target problem behavior. It yields scores on subscales that represent possible functions of behavior.

The Questions About Behavioral Function (QABF; Matson & Vollmer, 1995; Paclawskyj, Matson, Rush, Smalls, & Vollmer, 2000) is a 25-item rating scale that is designed to identify variables maintaining problem behavior in persons with intellectual disability and/or autism. It yields scores on five factors/functions.

The Student-Directed Functional Assessment Interview (SDFAI; O’Neill et al., 1997) is a semi-structured interview conducted with the student in an effort to understand the student’s perspective on the circumstances related to a specific behavior of concern.

The Beery-Buktenica Developmental Test of Visual-Motor Integration – Sixth Edition (Beery VMI; Beery, Buktenica & Beery, 2010) is a norm-referenced test used to assess the ability to integrate visual and motor abilities for persons 2 years and older. It can be administered individually or in a group format.

The Bruininks-Oseretsky Test of Motor Proficiency – Second Edition (BOT-2; Bruininks & Bruininks, 2005) is a test of fine and gross motor proficiency for children 4 years to 21 years, 11 months old.

The Clinical Observation of Motor and Postural Skills – Second Edition (COMPS-2; Wilson, Kaplan, Pollock, & Law, 2000) is a screening tool for identifying the presence or absence of motor problems with a postural component.

The Evaluation Tool of Children’s Handwriting (ETCH; Amundson, 1995) is a criterion-referenced assessment of manuscript and cursive writing for students in grades 1 through 6 (6 years through 12 years, 5 months). It results in scores for seven tasks, as well as a composite score for total legibility.

The Minnesota Handwriting Assessment (MHA; Reisman, 1999) is a norm-referenced instrument that can be used from January of first grade through second grade to identify young students’ whose manuscript handwriting indicates the need for further evaluation.

The Movement Assessment Battery for Children – Second Edition (Movement ABC-2/MABC-2; Henderson, Sugden, & Barnett, 2007) is a norm-referenced instrument that helps identify children between 3 years and 16 years, 11 months who have motor function impairment. It can be administered individually or in group format. There are two parts: a performance test and, for children 5-12 years, a checklist.

The Peabody Developmental Motor Scales – Second Edition (PDMS-2; Folio & Fewell, 2000) is a individually-administered, norm-referenced test of gross- and fine-motor development for children from birth to 5 years old.

The Pediatric Evaluation of Disability Inventory - Computer Adaptive Test (PEDI-CAT; Haley, Coster, Dumas, Fragala-Pinkham, & Moed, 2012) is an interview-based, norm-referenced questionnaire that is designed to measure abilities of persons birth through 21 years of age in four domains: Daily Activities, Mobility, Social/Cognitive, and Responsibility. It is used for persons birth through 21 years old.

The Quick Neurological Screening Test – Third Edition, Revised (QNST-3R; Mutti, Martin, Sterling & Spalding, 2017) is an individually-administered, norm-referenced standardized instrument that measures the development of motor coordination and sensory integration.

The School Function Assessment (SFA; Coster, Deeney, Haltiwanger, & Haley, 1998) is a criterion-referenced assessment used to measure a student’s performance of non-academic functional tasks that support participation in elementary school (K-6).

The Test of Handwriting Skills – Revised (THS-R; Milone, 2007) is a norm-referenced, clinician-administered assessment of manuscript and cursive handwriting used with students ages 6 years to 18 years, 11 months.

The Wide Range Assessment of Visual Motor Abilities (WRAVMA; Adams & Sheslow, 1995) norm-referenced instrument to measure visual-motor skills. It consists of three subtests: Visual-Motor, Visual-Spatial, and Fine-Motor, that can be given to students ages 3 to 17 years in 15 to 30 minutes.

The Assessment of Basic Language and Learning Skills – Revised (ABLLS-R; Partington, 2006) is a criterion-referenced instrument used to assess the language, academic, self-help, and motor skills of children ages birth to 12 years. It is particularly useful for use with children with autism and other developmental disabilities who have deficiencies in language, academic, self-help, and motor skills. The ABLLS-R informs development of individualized curriculum with concrete, actionable educational objectives.

The School Motivation and Learning Strategies Inventory (SMALSI; Stroud & Reynolds, 2006) is a self-report inventory that measures 10 areas related to success in learning, learning-related motivation, and study habits. Three forms are available: The Child Form (147 items) is for students 8–12 years; the Teen Form (170 items) is for 13–18 year olds); and the new College Form (164 items) is for college students at all levels.

The Adolescent/Adult Sensory Profile (Brown & Dunn, 2002) is a norm-referenced self-report instrument that measures sensory processing among adolescents and adults, ages 11 years and up. It elicits information about the adolescent’s or adult’s general responsiveness to various sensory stimuli and identifies processing deficits in the sensory systems that contribute to performance challenges in daily activities.

The DeGangi-Berk Test of Sensory Integration (TSI; DeGangi & Berk, 1983) is a criterion-referenced assessment of sensory integrative functions of children ages 3 to 5 years old. The TSI is sensitive to even subtle developmental deficits, which can facilitate early intervention.

The Sensory Integration and Praxis Tests (SIPT; Ayres, 1989) are a clinician-administered, norm-referenced series of tests designed to measure the sensory integration processes that underlie learning and behavior among children 4 years through 8 years, 11 months.

The Sensory Integration Inventory – Revised for Individuals with Developmental Disabilities (SII-R; Reisman & Hanschu, 1992) is a non-standardized checklist that can be used to screen for the possibility of sensory integration problems.

The Sensory Processing Measure (SPM; 2007) and Sensory Processing Measure – Preschool (SPM-P; 2010) (Parham, Ecker, Kuhaneck, Henry, & Glennon, 2007, 2010) are norm-referenced rating scales that measure sensory processing difficulties at school and home for children 2 through 12 years of age.

The Sensory Profile 2 (Dunn, 2014) is a set of norm-referenced, parent and teacher questionnaires designed to assess the sensory processing patterns of children from birth through 14 years, 11 months across settings.

The Assessment of Social and Communication Skills for Individuals with Autism Spectrum Disorder, Revised (ASCS-2; Quill & Brusnahan, 2017) was previously the Social Skills Checklist. It was designed to assess skills, prioritize needs, target goals, and plan intervention. The ASCS-2 includes three components that help to create children’s social and communication behavior profile, identify social learning obstacles, and assess social and communication skills. The tools may be used individually or together.

The Autism Social Skills Profile, Second Edition (ASSP-2; Bellini, 2016) is an individually-administered, norm-referenced instrument that is designed to measure social competence in youth ages 6-17 years old on the spectrum. It is not intended to be a diagnostic instrument but to assess progress in social skills intervention.

Preschool and Kindergarten Behavior Scales- Second Edition (PKBS-2; Merrell, 2003) is an individually-administered, norm-referenced parent- and/or teacher-completed rating scale that measures social and emotional problems in young children ages 3 to 6 years. It yields scores in two different scales: Social Skills and Problem Behaviors.

The Profile of Social Difficulty (POSD; Coucouvanis, 2005) was developed to help identify gaps in skills needed for successful social interaction. It can be used for children 6-11 years old.

The Social Skills Improvement System Rating Scales (SSIS Rating Scales; Gresham & Elliott) are a set of norm-referenced rating forms that enable targeted assessment of individuals and small groups to help evaluate social skills, problem behaviors, and academic competence among children 3 to 18 years old.

The Expressive Vocabulary Test Third Edition (EVT-3; Williams-3) is an individually-administered, norm-referenced measure of expressive vocabulary and word retrieval for use with individuals ages 2 years, 6 months to 90 years and older. It is co-normed with the Peabody Picture Vocabulary Test Fifth Edition (PPVT-5).

The Children’s Communication Checklist – Second Edition, U.S. Edition (CCC-2; Bishop, 2006) is a norm-referenced measure designed to assess children’s communication skills, particularly in the area of pragmatic language. It is used with children 4:0-16:11 who speak in sentences and whose primary language is English.

The Clinical Evaluation of Language Fundamentals – Fifth Edition (CELF-5; Semel, Wiig, & Secord, 2013) is an individually administered instrument used for identifying and diagnosing language disorder in individuals ages 5:0 through 21:1.

The Clinical Evaluation of Language Fundamentals – Preschool – Second Edition (CELF-Preschool-2; Semel, Wiig, & Secord, 2004) is an individually-administered instrument designed to assess performance in the aspects of language that are considered to be fundamental to the development of effective communication skills for children ages 3:0 through 6:11.

The Communication and Symbolic Behavior Scales (CSBS; Wetherby & Prizant, 2003) is a norm-referenced tool that surveys both communication skills and often-overlooked indicators of symbolic development (i.e., gestures, facial expressions, play behaviors) The screening instrument derived from this instrument, the CSBS Developmental Profile (CSBS DP) helps determine the communicative competence of young children.

The Comprehensive Assessment of Spoken Language, Second Edition (CASL-2; Carrow-Woolfolk,2017) is an individually administered oral language battery for individuals ages 3 through 21; it measures oral language processing skills related to both comprehension and expression.

The Language Curriculum – Referenced Assessment (LCRA; Cannon, Johnsen, Malone, Walsh, & Fagan, 2002) is a criterion-referenced assessment instrument that uses the language areas of listening comprehension, oral expression, semantics, syntax, and pragmatics to identify areas of strengths and challenges. It can be used for students age 3 through high school.

The Peabody Picture Vocabulary Test Fifth Edition (PPVT-5; Dunn, 2018) is an individually-administered, norm-referenced measure of receptive vocabulary for use with individuals ages 2 years, 6 months to 90 years and older. It is co-normed with the Expressive Vocabulary Test- Third Edition (EVT-3).

The Pragmatic Language Observation Scale (PLOS; Newcomer, & Hammill, 2009) is a norm-referenced checklist that is completed by teachers or other professionals to provide a quick assessment of spoken language used in the classroom. It is especially useful as a pre-referral tool.

The Preschool Language Scale Fifth Edition (PLS-5; Zimmerman, Steiner, & Pond, 2011) is an individually administered, play-based instrument that assesses developmental language skills in children from birth to 7 years, 11 months.

The Receptive-Expressive Emergent Language Scale-Third Edition (REEL-3; Bzoch, League, & Brown, 2006) is a norm-referenced caregiver interview that is typically used to screen for emergent language learning problems in both receptive and expressive domains among infants and toddlers up to 3 years of age.

The Test for Auditory Comprehension of Language-Fourth Edition (TACL-4; Carrow-Woolfolk, 2014) is a norm-referenced measure of receptive spoken language skills designed for use with individuals aged 3 years through 12 years, 11 months. It is co-normed with the TEXL.

The Test of Expressive Language (TEXL; Carrow-Woolfolk & Allen, 2014) is a norm-referenced measure of expressive spoken language skills designed for use with individuals aged 3 years through 12 years, 11 months. It is co-normed with the TACL-4.

The Test of Language Development, Intermediate-Fourth Edition (TOLD- I:4; Newcomer & Hammill, 2008), appropriate for individuals from ages 8 through 17 years, 11 months, is an individually-administered, norm-referenced measure of oral language proficiency.

The Test of Language Development:-Primary, Fifth Edition (TOLD-P:5; Newcomer & Hammill, 2019) is used to assess spoken language in children ages 4 through 8 years, 11 months. Six core subtests and three supplemental subtests yield composite scores in three major dimensions of language: semantics and grammar; listening, organizing, and speaking; and overall language ability.

The Test of Pragmatic Language, Second Edition (TOPL-2; Phelps-Terasaki & Phelps-Gunn,2007) examines social communication in context for individuals aged 6 through 18 years, 11 months.

The Test of Problem Solving- Elementary, Third Edition Normative Update (TOPS-3; Bowers, Huisingh, & LoGiudice, 2018) focuses on a broad range of language-based thinking skills, ages 6 through 12:11.

The Test of Problem Solving 2: Adolescent (TOPS-2:A; Bowers, Huisingh, & LoGiudice, 2007) is a norm-referenced instrument that assesses critical thinking abilities based on student language strategies using logic and experiences. It is for adolescents 12:0 through 17:11.

The Communication Matrix (Rowland, 1996) is a direct observational tool/behavioral inventory designed to determine how a child communicates and to provide a framework for developing communication goals.

The Rossetti Infant-Toddler Language Scale (Rossetti, 2006) is a criterion-referenced instrument that was designed to assess the preverbal and verbal aspects of communication and interaction in young children from birth to 3 years of age.

The American Institutes for Research (AIR) Self-Determination Assessments include student, parent, and educator versions which, together, can identify areas of strength and areas needing improvement. They can be used with all school-age students.

The Arc’s Self-Determination Scale- Adolescent Version (SDS; Wehmeyer & Kelchner, 1995) is a self-report measure for adolescents with mild cognitive disabilities or learning disabilities, which measures strengths and limitations in self-determination. Four aspects of self-determination are measured: Autonomy, Self-Regulation, Psychological Empowerment, and Self-Realization.

The Armed Services Vocational Aptitude Battery (ASVAB; United States Military Entrance Processing Command, 2002) is a norm-referenced multiple-aptitude assessment given by the military to measure developed abilities and predict occupational success in the military.

The Brigance Transition Skills Inventory (Brigance TSI; Brigance, 2010) includes more than 100 criterion-referenced assessments, which measure four transition skill areas: Academic Skills, Post-Secondary Opportunities, Independent Living, and Community Participation.

The Career Ability Placement Survey (CAPS; Knapp & Knapp, 2015) is an individualized, norm-referenced measure of abilities related to various vocational fields for students in grade 8 and older.

The Career Orientation Placement and Evaluation Survey (COPES; Knapp, Knapp-Lee, &. Knapp, 2015) provides a measure of values to supplement programs in educational and industrial career counseling.

The Career Occupational Preference System – Picture Interest Inventory (COPS-PIC; Knapp-Lee, 2007) is a nonverbal assessment of occupational interest designed to help assess students with reading or language difficulties and individuals with low academic or career motivation.

The Community-Based Functional Skills Assessment for Transition-Age Youth with ASD (VCU-RRTC, 2014) is a tool designed to measure functional life skills across eight domains in order to identify areas of instructional priorities for students with ASD who are ages 12 and older.

The Prevocational Assessment Screen (PAS; Rosinek, 1985) is a direct, standardized screener of motor and perceptual abilities of students with mild disabilities, ages 14–21. It can be administered individually or in groups of up to five students.

The Reading-Free Vocational Interest Inventory – Second Edition (R-FVII:2; Becker, 2000) is a norm-referenced measure of vocational interests presented in a reading-free format. It is used for students age 13 years and older and can be administered individually or in groups.

The Skills Assessment Module (SAM; Rosinek, 1985) is a criterion-referenced, standardized assessment of students’ affective, cognitive, and manipulative strengths and weaknesses in relation to vocational skills required in various training programs within a school system. It is for students 14-18 years old.

The fifth edition of the Self-Directed Search (Holland & Messer, 2013) was renamed the StandardSDS in 2017. It is a paper-pencil or online assessment designed to help individuals between 11 and 70 years old learn about themselves and their career options. The StudentSDS was created from a subset of the normative data and is for students ages 11-17 years old.

The TEACCH Transition Assessment Profile– Second Edition (TTAP; Mesibov, Thomas, Chapman, & Schopler, 2007) is a criterion-referenced instrument used with students in grades 3 through 12, as well as with adults. It facilitates educational and transitional planning via evaluation of six major functional skill areas.

The Vocational Training Interest & Exploration Survey and Career Development Plan (VOC-TIES; Scott & Gilbreath, 2012) is an individually or group-administered computer-based assessment designed to measure an individual’s interest in career/technical pathways for students ages 14-17 years.

The Rapid Prompting Method (RPM) was created by the parent of a child with autism (AU) and popularized by the media.

Assistive technology (AT) refers to equipment that is used by an individual with a disability to increase his or her functional capabilities. Many students with autism require strategies, equipment, and/or support to reach their potential (Schlosser, Blischak, Belfiore, Bartley, & Barnett, 1998). Research has shown that one such means of support, assistive technology, is effective for students with autism spectrum disorder.

A visual display that supports the learner engaging in a desired behavior or skills independent of additional prompts.

A video-recorded demonstration of the targeted behavior or skill shown to the learner to assist learning in or engaging in a desired behavior or skill

Arrangement of events or circumstances that precede an activity or demand in order to increase the occurrence of a behavior or lead to the reduction of the challenging/interfering behaviors

The application of a consequence following a learner’s use of a response or skills that increases the likelihood that the learner will use the response/skills in the future.

Verbal, gestural, or physical assistance given to learners to support them in acquiring or engaging in a targeted behavior or skill.

A process in which an activity or behavior is divided into small, manageable steps in order to assess and teach the skill. Other practices, such as reinforcement, video modeling, or time delay, are often used to facilitate acquisition of the smaller steps.

A systematic process that increases desirable behavior or the absence of an undesirable behavior by providing positive consequences for demonstration/non-demonstration of such behavior. These consequences may be provided when the learner is: a) engaging in a specific desired behavior other than the undesirable behavior (Differential Reinforcement of Alternative Behavior or DRA), b) engaging in a behavior that is physically impossible to do while exhibiting the undesirable behavior (Differential Reinforcement of Incompatible Behavior or DRI), or c) not engaging in the undesirable behavior (Differential Reinforcement of Other Behavior or DRO).

Demonstration of a desired target behavior that results in use of the behavior by the learner and that leads to the acquisition of the target behavior.

A practice used to systematically fade the use of prompts during instructional activities by using a brief delay between the initial instruction and any additional instructions or prompts.

Interventions using and/or teaching the use of a system of communication that is not verbal/vocal which can be aided (e.g., device, communication book) or unaided (e.g., sign language)

The organization of behavior expectations in a sequence in which low probability, or more difficult, responses are embedded in a series of high probability, or less effortful, responses to increase persistence and the occurrence of the low probability responses.

Instruction on management or control of cognitive processes that lead to changes in behavioral, social, or academic behavior.

A systematic approach to teaching using a sequenced instructional package with scripted protocols or lessons. It emphasizes teacher and student dialogue through choral and independent student responses and employs systematic and explicit error corrections to promote mastery and generalization.

Interventions that use physical exertion, specific motor skills/ techniques, or mindful movement to target a variety of skills and behaviors.

The removal of reinforcing consequences of a challenging behavior in order to reduce the future occurrence of that behavior.

A systematic way of determining the underlying function or purpose of a behavior so that an effective intervention plan can be developed.

A set of practices that replace a challenging behavior that has a communication function with more appropriate and effective communication behaviors or skills.

Intervention that incorporates songs, melodic intonation, and/or rhythm to support learning or performance of skills/behaviors. It includes music therapy, as well as other interventions that incorporate music to address target skills.

A collection of techniques and strategies that are embedded in typical activities and/or routines in which the learner participates to naturally promote, support, and encourage target skills/behaviors

Parent delivery of an intervention to their child that promotes their social communication or other skills or decreases their challenging behavior.

Intervention in which peers directly promote autistic children’s social interactions and/or other individual learning goals, or the teacher/ other adult organizes the social context (e.g. play groups, social network groups, recess) and when necessary provides support (e.g., prompts, reinforcement) to the autistic children and their peer to engage in social interactions

*PBII is a reconceptualized category that now includes adult-mediated interventions with peers in addition to peer-mediated interventions.

The introduction of a prompt, comment, or other distractors when an interfering behavior is occurring that is designed to divert the learner’s attention away from the interfering behavior and results in its reduction.

Instruction focusing on learners discriminating between appropriate and inappropriate behaviors, accurately monitoring and recording their own behaviors, and rewarding themselves for behaving appropriately.

Interventions that target a person’s ability to integrate sensory information (visual, auditory, tactile, proprioceptive, and vestibular) from their body and environment in order to respond using organized and adaptive behavior

Interventions that describe social situations in order to highlight relevant features of a target behavior or skill and offer examples of appropriate responding.

Group or individual instruction designed to teach learners ways to appropriately and successfully participate in their interactions with others.

Instruction or intervention in which technology is the central feature the technology is specifically designed or employed to support the learning or performance of a behavior or skill for the learner.

Facilitated communication (FC) is a controversial technique in which a facilitator provides physical, communication, and emotional support to an individual with a communication disorder (the communicator).

Social thinking is a type of group or individual instruction designed to improve social cognition, such as perspective taking. It emphasizes teaching children with autism the foundation of social knowledge to develop successful social behaviors.

The Developmental, Individual-Difference, Relationship-Based (DIR) intervention model, also known as Floor Time™, is designed to help children work around processing difficulties to reestablish effective contact with caregivers or play partners and begin to master developmentally appropriate skills. It is designed to increase socialization, improve language, and decrease repetitive behaviors.

Interventions that incorporate the use of a dog to improve performance of targeted behaviors or skills

Systematic exposure to modulated tones resulting in changes in parent reported problem behavior

Systematic consultation between parent and teacher and ongoing coaching across the school year to help the team promote achievement of IEP goals utilizing evidence based practices *Previously called Collaborative Coaching

Increasing (for accelerating behaviors) or decreasing (for decelerating behaviors) the stimulus intensity or conditions to promote the occurrence of the desired response

Systematic massage using moderate pressure on the head/neck, arms/hands, torso, and the legs/feet. *Previously called Touch Therapy

Teaching approach that facilitates generalization of taught information to related but untaught information through the arrangement of components of desired skills (e.g., words) along the horizontal and vertical axes of a rectangle, then systematically teaching combinations of components across the resulting matrix.

Group camp-style activities that incorporate songs, rope courses, and debriefs focusing on teamwork, trust, communication, facing fears, and self-determination

A series of tasks that target body awareness, motor planning, bilateral motor integration, balance skills, fine motor coordination, functional vision skills, and oral motor skills

Team-based process for selecting and organizing the services and supports that an individual may need to live in the community directed by the learner

Consequence that is applied to a behavior that has the effect of reducing the future occurrence of that behavior (e.g. verbal reprimand, response cost)

Sensory based activities integrated into child routines to meet sensory needs

Intervention that supports parents, students, and school teams in individualized planning for and executing the transition from primary to secondary school and addressing related behavioral and emotional issues.

Instructional approach with massed or repeated trials with each trial consisting of the teacher’s instruction/presentation, the child’s response, a carefully planned consequence, and a pause prior to presenting the next instruction

Applied behavior analysis (ABA) has its roots in the philosophy of modern behaviorism pioneered by Skinner, who laid the foundation in the early 1900s. As such, it is the practical application of behavioral laws—laws of reinforcement—formulated by Skinner to solve behavior problems. ABA is defined as the process of systematically applying interventions based upon the principles of behavior theory to improve socially significant behaviors, including reading, academics, social skills, communication, and adaptive living skills, to a meaningful degree, and to demonstrate that the interventions employed are responsible for the improvement in behavior (Baer, Wolf, & Risley, 1968; Sulzer-Azaroff & Mayer, 1991).

*Comprehensive Model: Not included in Outcomes Matrix

Pivotal Response Training (PRT) is a contemporary naturalistic-behavioral intervention that applies principles of applied behavior analysis (ABA) to build on learner initiative and interests, enhancing the pivotal learning variables: motivation, responding to multiple cues, self-management, and self-initiations of social interactions.

*Now categorized as a Naturalistic Intervention