Skip to main content

Evaluations

Evaluations may be filtered by category and/or age group. Results returned provide a brief description of each evaluation and a link to more comprehensive information. Please note: an evaluation’s inclusion in this library does not reflect an endorsement or mandate.

Select a view mode

19 evaluations found for: Speech-Language-Communication Assessments Reset

Children’s Communication Checklist - Second Edition

Children’s Communication Checklist - Second Edition

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.

View Evaluation
Clinical Evaluation of Language Fundamentals - Fifth Edition

Clinical Evaluation of Language Fundamentals - Fifth Edition

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.

View Evaluation
Clinical Evaluation of Language Fundamentals - Preschool - Second Edition

Clinical Evaluation of Language Fundamentals - Preschool - Second Edition

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.

View Evaluation
Communication and Symbolic Behavior Scales

Communication and Symbolic Behavior Scales

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.

View Evaluation
Comprehensive Assessment of Spoken Language - Second Edition

Comprehensive Assessment of Spoken Language - Second Edition

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.

View Evaluation
Language Curriculum - Referenced Assessment

Language Curriculum - Referenced Assessment

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.

View Evaluation
Peabody Picture Vocabulary Test - Fifth Edition

Peabody Picture Vocabulary Test - Fifth Edition

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).

View Evaluation
Pragmatic Language Observation Scale

Pragmatic Language Observation Scale

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.

View Evaluation
Preschool Language Scale - Fifth Edition

Preschool Language Scale - Fifth Edition

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.

View Evaluation
Receptive-Expressive Emergent Language Scale - Third Edition

Receptive-Expressive Emergent Language Scale - Third Edition

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.

View Evaluation
Test for Auditory Comprehension of Language - Fourth Edition

Test for Auditory Comprehension of Language - Fourth Edition

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.

View Evaluation
Test of Expressive Language

Test of Expressive Language

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.

View Evaluation
Test of Language Development, Intermediate - Fourth Edition

Test of Language Development, Intermediate - Fourth Edition

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.

View Evaluation
Test of Language Development, Primary - Fifth Edition

Test of Language Development, Primary - Fifth Edition

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.

View Evaluation
Test of Pragmatic Language - Second Edition

Test of Pragmatic Language - Second Edition

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.

View Evaluation
Test of Problem Solving 2: Adolescent

Test of Problem Solving 2: Adolescent

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.

View Evaluation
Test of Problem Solving, Elementary - Third Edition: Normative Update

Test of Problem Solving, Elementary - Third Edition: Normative Update

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.

View Evaluation
The Communication Matrix

The Communication Matrix

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.

View Evaluation
The Rossetti Infant-Toddler Language Scale

The Rossetti Infant-Toddler Language Scale

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.

View Evaluation