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Table of Contents

PHONE 1-800-211-8378 • FAX 1-800-232-1223 • WEB www.PSYCHCORP.com • PROMO CODE MT599 1

ASSESSMENT GUIDE 2

ESSENTIAL SOLUTIONS 3, 43

SENSORY 3-12

PARTICIPATION 13-15

VISUAL/VISUAL MOTOR 16

FEEDING 17-19

MOTOR 20-25

HANDWRITING 26-27

DEVELOPMENT 28-31

AUTISM 32-34

MOVEMENT/NDT 35-36

ADHD 37

SOCIAL-EMOTIONAL/ADAPTIVE 38-41

COGNITION 45-49

ESSENTIAL RESOURCES 50-51

QUALIFICATIONS AND PERMISSIONS 52-56

UNIVERSITY TRAINING PROGRAM 57

ORDER FORM 58

INTERNATIONAL OFFICES 59-60

AUTHOR INDEX 61-62

PRODUCT INDEX 63-64

™A brand of Harcourt Assessment, Inc.

Assessment andTherapy Resourcesfor OccupationalTherapists andPhysical Therapists

Comprehensively measure various aspects of participationor engagement activitiessee page 13

Enable children to participate in goal setting with an innovative measure

see page 13

Assess a child’s functional performance related to school participationsee page 14

Determine the cause of handwriting dysfunction inchildren and decide if intervention is appropriatesee page 26

Operationalize sensory integration principals andapply them to real clinical situations

see page 6

An Overview of Early InterventionIncorporate Occupational Therapy into Early Intervention

see page 31

Monitor the milestones of social-emotional developmentof infants and very young children

see page 38

Interpret a child’s behaviors and plan appropriate interventions

see page 8

COMINGFALL

2005

New Products

For more New Products, see page 44.

2005_OT_Matrix-New-ES_Final 2/2/05 9:28 AM Page 1

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Assessment Guide

Page

Adaptive Behavior Assessment System (ABAS) (2002) 40 ● ● ● ● ● ● ● ● ● ● ●

Adolescent/Adult Sensory Profile (2002) 5 ● ● ● ● ● ●

Alzheimer’s Quick Test (AQT) (2002) 45 ● ● ● ● ●

Bayley Scales of Infant and Toddler Development, Third Edition, including Bayley-III Screening Test (2005)

29 ● ● ● ● ● ● ● ● ● ● ● ●

Bayley Scales of Infant and Toddler Development, Third Edition—Motor Scale Kit (Bayley-III Motor Scale Kit)

20 ● ● ● ● ● ● ● ●

The Behavioural Assessment of the Dysexecutive Syndrome (BADS) (1996)

47 ● ● ● ● ● ● ●

The Behavioural Assessment of the Dysexecutive Syndrome in Children (BADS-C) (2003)

47 ● ● ● ● ● ● ●

Brief Infant Toddler Social Emotional Assessment (BITSEA) (2005)

39 ● ● ● ● ●

Children’s Assessment of Participation and Enjoyment andPerformance for Activities of Children(CAPE/PAC) (2004)

13 ● ● ● ● ● ●

Cognitive Assessment of Minnesota (1993) 49 ● ● ● ● ● ● ●

Cognitive Linguistic Quick Test (2001) 40 ● ● ● ● ● ● ●

Contextual Memory Test (1993) 49 ● ● ● ● ●

Dysphagia Evaluation Protocol (1997) 19 ● ● ● ● ●

FirstSTEp (1993) 28 ● ● ● ● ● ● ● ● ● ● ● ● ●

Greenspan Social-Emotional Growth Chart (2004) 38 ● ● ● ●

Helping Babies Learn (1993) 30 ● ● ● ● ● ● ● ●

Infanib, The (1994) 24 ● ● ● ● ● ● ● ● ● ●

Infant/Toddler Sensory Profile (2002) 5 ● ● ● ● ● ●

Miller Assessment for Preschoolers (MAP) (1982) 30 ● ● ● ● ● ● ● ●

Miller Function and Participation Scales (2005) 14 ● ● ● ● ● ● ● ● ●

Minnesota Handwriting Assessment (1999) 27 ● ● ● ● ●

Motor Skills Acquisition Checklist (2000) 23 ● ● ● ● ● ●

Movement Assessment Battery for Children (1992) 35 ● ● ● ● ● ● ● ●

Pediatric Evaluation of Disabilities Inventory (1992) 29 ● ● ● ● ● ● ● ● ●

The Perceived Efficiency and Goal Setting System (PEGS) (2004)

13 ● ● ● ●

Pervasive Developmental Disorders Screening Test-II (PDDST-II) (2004) 32 ● ● ● ● ● ● ● ●

PrimerPASO (2003) 28 ● ● ● ● ● ● ● ● ● ● ● ● ●

The Rivermead Behavioural Memory Test (RBMT-II) (2003) 46 ● ● ● ● ● ● ●

School Function Assessment (SFA) (1998) 32 ● ● ● ● ● ● ● ●

Sensory Profile (1999) 4 ● ● ● ● ● ●

Shore Handwriting Screening for Early Handwriting Development (2005)

26 ● ● ● ● ● ●

The Test of Everyday Attention (TEA) (1994) 46 ● ● ● ● ●

The Test of Everyday Attention in Children (TEA-Ch) (1998) 46 ● ● ● ● ● ●

The T.I.M.E. Toddler & Infant Motor Evaluation (1994) 21 ● ● ● ● ● ● ●

Visual Object and Space Perception (VOSP) (1991) 47 ● ● ● ● ●

PsychCorp OccupationalTherapy most frequently usedAssessments—Helping YourClients Achieve Success

AdministrationAges IDEA Domains Areas Assessed Scores Time Language

Note: Does not include Distributed Products.

2 PHONE 1-800-211-8378 • FAX 1-800-232-1223 • WEB www.PSYCHCORP.com • PROMO CODE MT599

2005_OT_Matrix-New-ES_Final 2/4/05 5:51 PM Page 2

Essential SolutionsEveryday Sensory Solutions


Comprehensively determine how children process sensory information in

everyday situations.

Sensory Integration Solutions015-8100-328

Total Package Includes:pg. 5 • Infant/Toddler Sensory Profile

076-1649-549 $149.00pg. 4 • Sensory Profile 076-1638-008 $149.00pg. 31 • PDDST-II 076-1635-106 $132.00

If ordered separately $430.00

Save 11.9%! TOTAL $379.00

For more Essential Solutions and special savings, see page 43.

2005_OT_Matrix-New-ES_Final 2/2/05 9:31 AM Page 3


Sensory

Winnie Dunn, Ph.D., OTR, FAOTA

Helpful Information for IEPsPrimary caregivers and parentshave the most complete under-standing of how their childresponds to daily life. Teachers, too,see the child, but in a differentenvironment. Best practice calls forparent information, gathered from

the Sensory Profile Caregiver Questionnaire, along withteacher input to design a child’s successful IndividualizedEducation Plan (IEP).

Classroom observation, together with the Sensory Profile parent’s report, provides you with an abundance of informa-tion to develop successful interventions for the classroomand the home environment.

Features:

• For ages 3 to 10• Easy and quick to administer in only 10 to 15 minutes• Appropriate for children with or without disabilities,

ADHD or autism• Interpretation of results and case studies

Sensory Profile Complete KitIncludes User’s Manual, 25 Caregiver Questionnaires, 25 Short Sensory Profile Sheets and 25 Summary Score Sheets

076-1638-008—$149.00Caregiver Questionnaire, 25 — $42.00English 076-1638-024 Spanish 076-1638-075Short Sensory Profile, 25 — $22.00English 076-1638-040 Spanish 076-1638-113Summary Score Sheet, 25 — $27.00English 076-1638-032 Spanish 076-1638-091

Evaluate parents of a child or infant with sensory processing challenges with theAdolescent/Adult Sensory Profile.

By profiling the parents for their sensory processing responses, you will gain valuableinsights into the child’s interactions and help to build more “family-centered” intervention strategies.

Meet the Child’s SensoryProcessing Needs at Home and at School

Sensory Profile™ for Windows® and Palm OS®

For timesaving efficiency, quickly administerand score the Sensory Profile questionnairesusing a PDA or a personal computer. The soft-ware provides a visual and narrative interpreta-

tion of test results.

Software Kit 076-1638-148—$159.00

Discover How a Parent’sSensory Ability Can Impact a

Child with Sensory Difficulties

OT_Cat_05_p.4-12Sensory_FINAL 2/4/05 5:59 PM Page 4


Sensory

Determine Early Intervention for an Infant’s Best Outcomes

Winnie Dunn, Ph.D., OTR, FAOTA

The Infant/Toddler Sensory Profile providesyou with a standardized tool to examine senso-ry processing patterns in infants and toddlerswho are at risk or have specific disabilitiesrelated to sensory processing abilities. Features:• For children from 0 to 36 months

• Easy and quick to administer, 15 minutes• Evidence for reliability and validity • Interpretation of results and case studies

Infant/Toddler Sensory Profile Complete Kit Includes User’s Manual, 25 English Caregiver Questionnaires, and 25Summary Score Sheets 076-1649-549—$149.00Caregiver Questionnaire, 25 — $42.00English 076-1649-565 Spanish 076-1649-603Summary Score Sheet, 25 076-1649-581 — $27.00

Your Scientifically-based Choice• Understand the

complexities of their sensory processing

• Gather critical sensory information related to home, school, and work

• Design strategies for managing daily life

Use the Sensory Profile tobuild evidence in your practice

• Case Studies• Interpretation• Intervention Planning

By Catana Brown, Ph.D., OTR, FAOTA, andWinnie Dunn, Ph.D., OTR, FAOTA

Your clients can manage sensory processing issues when they can assesstheir own behavior, identify the cause and strategize ways to control it. TheAdolescent/Adult Sensory Profile enablesclients to evaluate themselves through

the use of a Self-Questionnaire.Features:• For ages 11 years and older• Easy and quick to administer, 20 – 30 minutes• Non-intrusive and easy to score• Appropriate for individuals with or without disabilities• Six sensory processing categories: Taste/Smell, Movement,

Visual, Touch, Activity Level, and Auditory Processing• Interpretation of results and case studies

Adolescent/Adult Sensory Profile Complete KitIncludes User’s Manual and 25 Self-Questionnaire/Summary Reports

076-1649-700—$99.00Self-Questionnaire/Summary Reports, 25

076-1649-735—$32.00

A research-based, family-centered

approach to sensory processing intervention



Sensory

This book will present specific assessment tools and strategies, interventions, anddetailed case studies, grounded in solid clinical reasoning framework.

• Case study application of this material is systematic and detailed

• Utilize a sensory integrative approach with your clients

Part I: Set the foundation for assessment and intervention using a SensoryIntegration approach

Part II: Apply Sensory Integration Principles in the following areas:• High-risk infants

• Children with visual defects

• Children with cerebral palsy

• Children with autism and autistic spectrum disorder

• Children with Fragile X

• Children with mental retardation

For a more comprehensive understanding of how to apply SI principles and theory, readUnderstanding the Nature of Sensory Integration with Diverse Populations.

Roseann Schaaf, M.Ed., OTR, FAOTA and Susanne Smith Roley, M.S., OTR

Operationalize sensory integration principles and applythem to real clinical situations

Materials and Prices

SI: Applying ClinicalReasoning to Practice with

Diverse Populations076-1644-202 $39.95

Understanding the Nature ofSensory Integration With

Diverse Populations

464-page softbound manual076-1615-156 $59.95

Susanne Smith Roley, M.S., OTR; Erna Imperatore Blanche, Ph.D., OTR; and Roseann C. Schaaf, M.Ed., OTR, FAOTA

Reference applicable case studies by leading sensory integration researchers

The book covers diverse populations, case studies and is applicable to those working with a variety of clients. Topics include:

• SI Theory • SI and cerebral palsy

• Proprioception • Fragile X

• Praxis and motor planning • Autism

• SI and visual deficits • ADHD

Each chapter contains a bibliography and reference list.

SI: Applying Clinical Reasoning toPractice with Diverse Populations

Understanding the Nature of SensoryIntegration With Diverse Populations

Special Savings!Order SI: Applying ClinicalReasoning to Practice with DiversePopulations and Understanding the Nature ofSensory Integration With Diverse PopulationsSAVE $14.00 . . . . . . . . . $84.00

076-1615-482

COMING

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2005

BEST SELLER


OVERVIEWAges

3 through 5 years

Norms

Pass/Fail(criterion referenced)

Qualifications Level

A-level

OVERVIEWAges

7 through 30 months

Administration

10 minutes


A-level

Sensory

Infant/Toddler Symptom Checklist A Screening Tool for Parents 1995

DeGangi-Berk Test of Sensory Integration (TSI) 1983

Georgia A. DeGangi, Ph.D., OTR, FAOTA;Susan Poisson, M.A.; Ruth Z. Sickel, Ph.D.;and Andrea Santman Wiener, MHS, PT,PCS

Developed by the Reginald S. LourieCenter for Infants and Young Children

Screen for regulatory and sensorydisorders

The Infant/Toddler SymptomChecklist puts parents in control byteaching them the warning signs tolook for in their child's development.


Complete KitIncludes 58-page softbound Manual, 6sets of 5 Score Sheets in 25-page pads,and vinyl storage portfolio.

076-1643-559 $73.00

Score Sheets, set of 6 pads076-1643-753 $45.00

Georgia A. DeGangi, Ph.D., OTR and Ronald A. Berk, Ph.D.

Detect even subtle developmental deficits that can lead to learning difficulties if they are ignored

• 36 items measure overall sensoryintegration as well as three clinically significant subdomains:Postural Control, Bilateral MotorIntegration, and ReflexIntegration.

• The child performs specific tasksor responds to various stimuli and

the therapist rates the child’s performance on each item.

• When used as the basis forscreening decisions, total scoresdemonstrate an 81 percent accuracy rate.


Complete KitIncludes Manual, 25 Star Design Sheetsand 25 Protocol Booklets.

076-1614-028 $210.00

Note: Distributed Product

Grades

AdultsAdolescent

Primary

PreschoolB

irth–3

Grades

AdultsAdolescent

Primary

PreschoolBirth–3


OT_Cat_05_p.4-12Sensory_FINAL 2/2/05 9:00 AM Page 7


Sensory and behavior issues are oftencomplex, intermingled, and pertinent tomost clinicians who work with chil-dren. This book provides informationand strategies for distinguishingbetween sensory-based and non-sen-sory-based behaviors, as well as inter-vention techniques.

Topics addressed include causes ofbehavior, sensory integrative dysfunc-tion, environmental factors that impactbehavior, managing challenging behav-iors, and implementing sensory diets.The case studies and worksheetsincluded offer practical suggestionswhen working with children.

• Help analyze behavior in children todetermine if sensory issues exist or ifit is a behavior related problem

• Identify what factors are the rootcause of the problem

• Laminated cards include interventionstrategies for challenging behaviors


Manual with Laminated Cards076-1644-245 $49.55

Laminated Cards076-1644-237 $5.00

Betty A. Paris, PT, M.Ed. Carolyn Murray-Slutsky, MS, OTR

Interpret a child’s behaviors and plan appropriate interventions


Light (Quilt with 5, 3-lb. weights)

076-1642-528 $171.95

Moderate (Quilt with 5, 4-lb. weights)

076-1642-536 $187.95

Heavy (Quilt with 5, 5-lb. weights)

076-1642-544 $204.95

‘‘Kelliquilt’’ is a registered trademark of Patricia A.Kelly.

Sensory

Kellivest® Kelliquilt® Kellimat™

Materials and Prices076-1642-277 $79.00

‘‘Kellimat’’ is a trademark of Patricia A. Kelly.

Is It Sensory or Is It Behavior?


Small (with 4, 1/2-lb. weights)076-1642-463 $149.95

Medium (with 4, 3/4-lb.weights)076-1642-471 $159.95

Large (with 4, 1-lb. weights)076-1642-48X $171.95

Weight XPouches, set of 41/2-lb. (Blue)

076-1642-498 $17.95

3/4-lb. (Yellow) 076-1642-501 $19.95

1-lb. (Red)076-1642-51X $21.95

‘‘Kellivest’’ is a registered trademark of Patricia A.Kelly.

COMING

SPRING2005



Maryann Colby Trott, M.A.

Tackle the challenge of changing difficult behavior in older children and pre-teens with sensory processing issuesBased on behavioral research and the author’s 25-year career as a behavior consultant, this guide:

• Illustrates how to prevent difficult behaviorsand determine appropriate interventions

• Addresses the ways sensory processing andbehavior strategies work together

• Includes simple explanations of behavioral terms

• Offers practical examples of concepts

With a simple checklist, you’ll develop steps that will lead to a behavior change program.

Katherine Newton Inamura, M.A., OTR

Make informed decisions



Erna I. Blanche, M.A., OTR; Tina M. Botticelli, M.S., PT; and Mary K. Hallway, OTR

Design comprehensive intervention plans


175-page spiral-bound manual076-1643-346 $69.95

Your team will make good use of thissensory-integrative treatment pro-gram, designed for children from 1 to 3 years with mild to moderatedevelopmental delays and disabili-ties. Topics include legislation, pro-gram design and management,appropriate activities and case stud-ies.

BEST SELLER

The plan you design can help chil-dren from birth to 12 years old whoare affected by sensory processingdysfunction, cerebral palsy, Downsyndrome, autism and other devel-opmental disorders.

Sensory

GREATREFERENCES

Oh Behave! Sensory Processing and Behavioral Strategies

SI for Early Intervention A Team Approach

Combining Neuro-Developmental Treatment and Sensory Integration Principles


Set of 10, 32-page softbound booklets

076-1649-76X $42.95



Sensory

SenseAbilitiesUnderstanding Sensory Integration

Every Move CountsSensory-Based Communication Techniques

VIDEO

Documenting Sensorimotor ProgressA Pediatric Therapist’s Guide

An Introduction to Sensory Integration

BEST SELLER




Set of 10, 30-page softbound booklets

076-1620-01X $49.95

Maryann Colby Trott, M.A.; with Marci Laurel, M.A., CCC-SLP; and Susan L. Windeck, M.S., OTR/L

Educate parents and teachers of 5 to 12 year olds about sensory integration

Helpful ideas for adapting yourclients’ environment

• Reproducing training resources

• Case Studies

• Practical information about allsensory domains


SenseAbilities Complete Kit5, 69-page softbound booklets; 69 reproducible looseleaf pages; storagefile folder

076-1642-838 $79.95

Booklets, 5076-1640-088 $39.95

For information about components sold separately, visit www.PsychCorp.com.

BEST SELLER

Jane Edgar Korsten M.A., Dixie K. Dunn, M.A., OTR, Teresa Vernon Foss, M.Ed., and Mary Kay Francke, COTA

Communicate with effective sensory-based strategy

A transdisciplinary approach com-bines tactile and sensory stimula-tion with communication goals.Every Move Counts includes every-thing you need — assessments,intervention strategies, activities,recordkeeping forms, and carry-over materials.


Complete Kit10 minute, full color VHS videotape; and162-page manual

076-1647-49X $89.95

Manual076-1685-43X $64.95 For information about components sold

separately, visit www.PsychCorp.com.

Georgia A. DeGangi, Ph.D., OTR, FAOTA

Create objective documentation

Appropriate for clients with cognitive,sensory, and physical impairments.Provides information parents, refer-ring physicians, and insurance com-panies count on.

• Streamline your recordkeeping

• Create comprehensive checklists

• Eliminate the need for long writtennarratives

Nan Arkwright, MOT, OTR

Include sensory integration in your work withlearning-disabled children

Develop ways to help children syn-thesize, organize, and process infor-mation from the senses and environment — then produce use-ful, goal-directed responses via thetactile, vestibular, and propriocep-tive systems. This introduction alsoshows how parents and teacherscan reinforce therapy at home andin the classroom.



Sensory Motor Handbook—Second Edition

Sensorimotor Processing Activity Plans

Sensory

Activity-Based Intervention Guide

Making It EasySensorimotor Activities at Home and School

Julie Bissell, M.A., OTR; Jean Fisher, M.A., OTR; Carol Owens, OTR; and Patricia Polcyn, OTR

Discover practical solutions

Children come to school with a vari-ety of strengths and limitations. TheSensory Motor Handbook is a greatresource for occupational therapists,speech-language pathologists,teachers and parents. Use activitiesthat can be completed in the class-room or at home. The handbook alsoprovides a troubleshooting sectionthat provides ideas for classroommodifications for individual students.


220-page softbound manual

076-1643-869 $54.95

Constance H. Sheda, M.S., OTR and Patricia R. Ralston, M.S., PT

Create contemporary activity plans

With more than 150 activities tochoose from, this manual offersoccupational or physical therapistsnew ways to help school-aged children with sensory processingor sensorimotor difficulties.Activities are organized by the sys-tems, themes, and developmentalapproaches, and are adaptable forgroups or individuals.


224-page spiral-bound manual

076-1647-678 $49.95



076-1647-678 $49.95

Marcia Cain Coling, M.A. and Judith Nealer Garrett, Ph.D., CCC-SLP

Implement an effectiveintervention program

This resource includes 250 engagingactivities in six developmental areas.Appropriate for children ages birth to5 years with or without disabilities.Chapters include family-centeredservices, team building, adaptingactivities for mixed age/ability groups,and incorporating technology.

BEST SELLER


336-page softbound manual

076-1643-524 $69.95



076-1643-494 $54.95

Mary Haldy, M.S., OTR and Laurel Haack, M.S., OTR

Promote basic skill development with sensorimotor activities

Parents, teachers, and therapistscan easily incorporate these activi-ties into the daily routines ofpreschoolers and young children.You’ll find them a valuable resourcefor keeping your clients motivatedand increasing their attention in theclassroom.


Sensory

Sensory SecretsHow to Jump-start Learning in Children

Mouth MadnessOral Motor Activities for Children

Classroom Intervention for the School-Based TherapistAn Integrated Model

Pediatric Massage—RevisedFor the Child with Special Needs

Catherine Chemin Schneider, O.T.R.

Build a foundation for academic success

This book explains how sensorymotor processing/sensory integra-tion can build a foundation for aca-demic learning. The completedfoundational skills inventory indi-cates any developmental areas thatneed further attention, and it sug-gests activities for children toimprove skills.






Kathy Fleming Drehobl, B.S., OTR/L and Mary Gengler Fuhr, B.S., OTR/L

Learn the special strokes for targeted body areas

This guide offers detailed instruc-tions for parents and caregivers toeffectively massage children up to11 years with cerebral palsy, Downsyndrome, autism, sensory integra-tive disorders, developmentaldelays, and other impairments.Brush up on the latest researchand medical contraindications.

Catherine Orr, M.A., OTR, BCP

Help children learn feeding and verbal skills

Oral motor activities have moreimpact when they’re incorporatedinto games, rhymes and manipulativetasks. The illustrations, photographsand detailed instructions in this man-ual enable you to help preschool andprimary school children with hearingimpairment, oral dyspraxia and artic-ulation deficits.


136-page softbound manual076-1648-50X $54.95



BEST SELLERKathy Bryte, OTR/L

Help children succeed in the classroom

This integrated therapy inter-vention program for studentsage 3 to 13 years provides mul-tisensory learning activities andintervention strategies for thosewith developmental delays,attention deficits and traumaticbrain injury.



OVERVIEWAges

5 to 10 years

Administration

20 to 30 minutes

Qualification Level

A-level

.

OVERVIEWAges

6 to 21 years

Administration

15 to 20 minutes — PAC30 to 45 minutes — CAPE


A-level

Participation

Children’s Assessment of Participation and Enjoyment (CAPE) 2004

and Preferences for Activities of Children (PAC) 2004

The Perceived Efficacy and Goal Setting System (PEGS) 2004

Administer the CAPE to explore anindividual’s day-to-day participationfor the purpose of intervention plan-ning or measuring outcomes. ThePAC may be used to assess an indi-vidual’s preference for activities.Both measures are appropriate forclients with or without disabilitiesbetween the ages of 6 to 21.

• Complete kit includes manual,record forms, activity cards, category cards, CAPE and PACsummary score sheets

• CAPE and PAC may be used independently or together

• Both measures may be adminis-tered either by having the clientcomplete the record form with

assistance from the parent or caregiver or by using the activityand category cards

• Activity types addressed in bothmeasures include: recreational,physical, social, skill-based, andself-improvement


Complete Kit076-1606-432 $99.00

Record Forms, 25076-1606-467 $35.00

For information about components sold separatelyvisit www.PsychCorp.com.

Cheryl Missiuna, Ph.D., O.T. Reg (ONT), Nancy Pollock, M.Sc., O.T. Reg (ONT) and Mary Law, Ph.D., O.T. Reg (ONT)

Enable children to participate in goal setting with an innovative measurePEGS utilizes a child’s self-reportedperformance on everyday tasks toestablish and prioritize goals forintervention. Assess a child’s dailyactivities in the home, school, andcommunity environments.

• Using colorful picture cards,enable even young children toreflect on their participation indaily activities and select areas for intervention

• Parent and teacher questionnairesgive you insight on their percep-tions of the child’s performanceand participation

• Compare responses of the child,parent, and teacher to establishcollaborative goals

• Can be administered to childrendiagnosed with ADHD, cerebalpalsy, autism, developmental

coordination disorder, learning dis-abilities, medical conditions, andother functional-motor impair-ments


Complete KitIncludes manual, 25 Child score sheets,25 Caregiver questionnaires, 25 Teacherquestionnaires, and stimulus cards.

076-1606-211 $99.00

Child Score Sheet, 25076-1606-165 $27.00

Caregiver Questionnaire, 25076-1606-181 $22.00

Teacher Questionnaire, 25076-1606-203 $22.00

Gillian King, Ph.D., Mary Law, Ph.D., O.T. Reg (ONT), Susanne King, M.Sc., Patricia Hurley,B.A., Peter Rosenbaum, M.D., FRCP, Steven Hanna, Ph.D., Marilyn Kertoy, Ph.D., and Nancy Young, Ph.D.

Comprehensively measure various aspects of participationor engagement in activities

Grades

Adults

Adolescent

Primary

PreschoolBirth–3

Grades

AdultsAdolescent

Primary

PreschoolBirth–3


OT_Cat_05_p.13-15Participat_FINAL 2/2/05 11:44 AM Page 13

OVERVIEWAges

2.6 through 7.11

Scores

Norm-Referenced

Administration

55-65 minutes

Participation

Miller Function & Participation Scales (M-FUN-PS) 2006

The Miller Function andParticipation Scales is designed toassess a child’s performance infunctional tasks needed to success-fully participate in classroom andschool activities with an emphasison motor skill performance.

This innovative assessment uses theInternational Classification ofFunctioning, Disability and Health(ICF) as a framework, and addressesparticipation, activity, and bodyfunction.

• Normed on a national sample• Scores: fine motor, gross motor,

and visual motor scales• Parent and teacher questionnaires

The questionnaires provide impor-tant information regarding the child’sparticipation.

Lucy J. Miller, Ph.D., OTR, FAOTA

Assess a child’s functional performance related to school participation

Grades

AdultsAdolescent

Primary

PreschoolBirth–3


COMINGEARLY 2006

ORDER NOW

TO RECEIVE

INTRODUCTORY

PRICING

Sample Workbook Pages

About the AuthorDr. Miller, an occupational therapist and research scientist, is the author ofsix nationally standardized assessments for children with special needs,including the Miller Assessment for Preschoolers, First STEp, andPrimerPASO. She has a B.S. in psychology from Lewis and Clark College inPortland, Oregon, a master’s degree in occupational therapy from BostonUniversity, and a doctorate in special education (educational researchemphasis) from Denver University.


Complete Kit with manipulatives

015-8015-886 Introductory pricing $349.00

Complete Kit without manipulatives


For more information about components sold sepa-rately, visit www.PsychCorp.com.

OT_Cat_05_p.13-15Participat_FINAL 2/3/05 5:40 PM Page 14

OVERVIEWGrades

K through 6

Scores

Criterion-ReferencedScores

Administration

Untimed; individual scalesmay be completed in 5 to10 minutes


A-level

Participation

School Function Assessment (SFA) 1998

Activity Card Sort (ACS)

• Help elementary school studentswith disabilities succeed by iden-tifying their strengths and needsin important non-academic functional tasks

• Use the results to clarifythe specific needs of acomplex child

• Resolve potential adversari-al situations with families ina constructive way

• Criterion-referenced scoreshelp establish eligibility forspecial services

• Use SFA to facilitate collabora-tive program planning for students with a variety of disabling conditions

Wendy Coster, Ph.D., OTR/L; Theresa Deeney, Ed.D.; Jane Haltiwanger, Ph.D.; and Stephen Haley, Ph.D., PT

Evaluate and monitor a student’s performance of functional tasks and activities

Grades

AdultsAdolescent

Primary

PreschoolBirth–3

The ACS captures differences inactivity patterns that have clinicalusefulness and gives the practition-er an immediate impression of theperson’s activities to use in treat-ment planning.

More ACS benefits:

• Discover the impact of a disabilityon an individual’s activity pattern by appraising pre- and post-acci-dent or illness performance

• Foster the use of treatment

activities that are meaningful to the client

• Guide family members and friendsto enable activity and social participation

• ACS is an excellent research tool

• Administration: 20 minutes


Complete Kit076-1600-566 $132.00

Carolyn M. Baum, Ph.D., OTR/L, FAOTA and Dorothy F. Edwards, Ph.D.

Obtain the instrumental, leisure, and social activities of olderadults in a non-threatening and easily understood format


Complete KitIncludes User’s Manual, 25 Record Forms,and 3 8-page Rating Scale Guides.

076-1615-709 $175.00

Record Forms25 Record Forms, and 3 8-page RatingScale Guides.

076-1615-733 $70.00

For more information about components sold sep-arately, visit www.PsychCorp.com.

BEST SELLER


OT_Cat_05_p.13-15Participat_FINAL 2/2/05 11:46 AM Page 15

OVERVIEWAges

4 through 9 years

Scores

Pure visual perception,visual-motor integrationability

Administration

35-60 minutes


A-level

OVERVIEWAges

4 through 17 years

Administration

20 minutes

Norms

Standard Scores,Percentiles, and AgeEquivalents


A-level

Visual/Motor Visual

Test of Visual-Motor Integration (TVMI) 1996

Developmental Test of Visual Perception, Second Edition 1993

In this second edition, these devel-opmental tests will help you meas-ure visual perception in 4- to9-year-old children in an hour orless.

• This revision uses eight subteststo measure both visual perceptionand visual-motor integration skills

• The subtests — Eye-HandCoordination, Copying, SpatialRelations, Position in Space,Figure-Ground, Visual Closure,Visual-Motor Speed, and FormConstancy — are based onupdated theories of visual perceptual development


Complete KitIncludes Examiner’s Manual; PictureBook; 25 Profile/Examiner Record Forms;and 25 Response Booklets in a sturdy storage box.

015-8175-662 $200.00

Profile/Examiner Record Forms, 25

015-8175-794 $30.00

Response Booklets, 25015-8175-948 $69.00


Use the Test of Visual MotorIntegration (TVMI) to assess individuals with wide ranges of visual-motor ability.

• Examinees copy a series ofincreasingly complex geometricfigures

• Administer to individuals orgroups

• Normed on a large, representativesample of 2,000 students

• Highly reliable, valid, and unbiased


Complete KitIncludes Examiner’s Manual and 50Summary/Response Forms in a sturdystorage box.

076-1618-511 $137.00

Summary/Response Forms, 50076-1618-52X $80.00


Donald D. Hammill, Nils A. Pearson, and Judith K. Voress

Test visual perception and visual-motor integration skills of children

Donald D. Hammill, Nils A. Pearson, and Judith K. Voress

Obtain a reliable measure of visual-motor ability

Grades

AdultsAdolescent

Primary

PreschoolBirth–3

GradesAdults

Adolescent

Primary

PPrreesscchhoooollBirth–3


OT_Cat_05_p.16Visual_FINAL 2/4/05 6:24 PM Page 16

Feeding

Pre-Feeding Skills, Second EditionA Comprehensive Resource for Mealtime Development

Mealtime Participation Guide

Suzanne Evans Morris, Ph.D., CCC-SLP and Marsha Dunn Klein, M.Ed., OTR/L

Valuable mealtime and feeding resources

Pre-Feeding Skills, Second Edition

This updated and referenced edition by the authors of the best-selling Pre-Feeding Skills is a must for pediatric feeding specialists working withclients from birth to adolescence. The book contains nearly 12 new chapters with information about mealtime roles and influences, supportivediagnostic testing, gastrointestinal influences on feeding, autism, sensoryinfluences on feeding, children who do not eat enough to grow, foundations for mealtime, and oral motor skills limitations.

Mealtime Participation Guide

The authors of the best-selling Pre-Feeding Skills bring you another invaluable resource for guiding mealtime experiences. Over 130 activitiesguide you through the physical mealtime experiences, as well as imaginedmealtime developmental, sensory, and interactional experiences. You cancomplete the feeding activities individually or use them to guide groupinstruction.


Pre-Feeding Skills


Mealtime ParticipationGuide


AVAILABLE INSPANISH

Special Savings!Order Pre-FeedingSkills and Mealtime Participation GuideSAVE $20.00 . . . . . . . . $124.90

076-1667-954


OT_Cat_05_p17-19Feeding_Final 2/2/05 12:01 PM Page 17


Feeding

Feeding and Swallowing Disorders in InfancyAssessment and ManagementLynn S. Wolf, M.O.T., OTR and Robin P. Glass, M.S., OTR

Evaluate and treat children up to 1 year old with sucking, swallowing, or breathing disorders

Feeding and Nutrition for the Child with Special NeedsHandouts for ParentsMarsha Dunn Klein, M.Ed., OTR/L and Tracy A. Delaney, Ph.D., RD

Offer guidance regarding feeding and nutrition issues

This problem-oriented approach inte-grates the information you gather —from diagnosis to long-term implica-tions.



This manual is a great resource forparents of infants and children withfeeding and nutrition concerns.Each of these 195 reproduciblehandouts can be customized with aspecial section for providing individ-ual information.



Thanks to detailed illustrations and tables, the repro-ducible guidelines in this manual make conducting avideo-fluoroscopic study easy to understand. Gearedtoward infants and older children, you can also review achild's anatomy and motor development as it relates tofeeding.

Matrices for Assessment and InterventionHelps You Make Choices

Clinic/Health Covers diagnosis, assessment, and practical and logical techniques for intervention

University Illustrations and instructions are easy to follow; can supplement other resources specifically about infants

Community Research-based text addresses a team approach

Matrices for Assessment and Intervention Helps You Make Choices

Clinic/Health Pictures reinforce demonstration of techniques

University Assists students in development of treatment plans

Community Has reproducible pages for hand-outs and will increase follow-through at home

School Step-by-step instructions are easy to understand

Joan C. Arvedson, Ph.D., CCC-SLP and Maureen A. Lefton-Greif, Ph.D., CCC-SLP

Review motor development as it relates to feeding

Pediatric Videofluoroscopic Swallow Studies



BEST SELLER

BEST SELLER




1 oz. (pink), set of 5076-1642-676 $14.95

2 oz. (blue), set of 5076-1647-066 $16.95

7 oz. (lime green), set of 5076-1642-684 $18.95


Maroon SpoonsThe narrow, shallow bowls of these spoons allow food to slide off easily, andthe durable plastic construction stands up against reflex biting.

Flexi Cups


Small (1" bowl), set of 20076-1641-580 $22.95

Large (1 1/4" bowl), set of 20076-1641-599 $20.95


Feeding

Dysphagia Evaluation Protocol 1997

Developed at the New York Hospital-Cornell Medical Center; Wendy Avery-Smith, M.S., OTR; Abbey Brod Rosen, OTR; andDonna M. Dellarosa, OTR

Evaluate patients for swallowing disorders

Oral-Motor/Feeding Rating Scale 1990

• Provides guidelines for conduct-ing a feeding trial at bedside

• Helps determine when to initiate,continue, or stop a swallowingevaluation

• Determines whether a patient isappropriate for videofluoroscopyand identify the contributing factors in a patient’s dysphagia

Judy Michels Jelm, M.S., CCC-SLP

Screen and categorize oral-motormovements

In less than one hour, you’ll be onyour way to developing a therapyplan for those with feeding concerns.

• Analyze and discern patterns inthe lip/cheek movement, tonguemovement, and jaw movement ofyour clients as they eat a typicalmeal

• The manual helps you to performinitial observations of skill levelsand to re-evaluate previouslyobserved skills. It also serves as aframework for developing yourown therapy plan

These cups, with generously cut-out rims, promote proper cup drinking andmake invaluable feeding tools.


Complete KitIncludes Manual and 25 Progress Charts.

076-1647-023 $45.00

Progress Charts, 25

076-1647-015 $27.00


Complete KitIncludes 64-page Manual, 40-page Pocket Manual, and 15 Record Forms.

076-1643-583 $76.00

For more information about components soldseparately, visit www.PsychCorp.com.


Motor

Bayley Scales of Infant and Toddler Development®—Third Edition (Bayley–III)

Motor Scale Kit 2005

OVERVIEWAges

1-42 months

Scores

• Yields standard scores• Percentiles and age

equivalents

Norms

• Motor Composite Standard Score

• Fine Motor Index Score• Gross Motor Index Score

Administration

1 - 3 months: 10 minutes4 - 8 months: 15 minutes 9 + months: 20 minutes


B-Level

Grades

AdultsAdolescent

Primary

PreschoolB

irth–3

Everything you need to assess motor development isnow complete in one convenient package. The BayleyScale of Infant and Toddler Development—Third Edition,has been revised (see page 29).

The Bayley-III Motor Scale Kit is available for those clinicians primarily assessing the motor domain of developing children.

• New items have been added to both gross and finemotor subtests to expand the coverage across age

• The new Bayley–III Motor Scale Kit provides greatercontent coverage in keeping with the field of motordevelopment — increased focus on quality of movement

• Ideal for occupational therapists, physical therapists,early intervention and early childhood specialists orcross disciplinary professionals

• Easy to administer and score

• Playful, engaging toys and activities

• Indicates strengths and weaknesses

• Excellent reliability and validity

Motor Scale Administration and Technical Manual is a new component that provides all the necessary information to administer and score the Motor Scaleassessment.


Motor Scale Complete KitIncludes Motor Scale Administration and Technical Manual, 25 Motor Scale Record Forms (with Tracing Design Sheet), andnecessary Motor Scale manipulatives.

015-8027-264 $295.00

Motor Scale Kit Administration and TechnicalManual

015-8027-493 $175.00

Nancy Bayley, Ph.D.

Identify motor delays in young children


AVAILABLEFALL 2005

Bayley Scales of Infant Development®—Second Edition, Motor Scale Kit available through 2005.


Second Edition Motor Scale Complete KitIncludes Motor Scale Administration and Technical Manual, 25 Motor Scale Record Forms, (with Tracing Design Sheet), and necessary Motor Scale manipulatives.

076-1646-000 $210.00

Motor Scale Kit Administration Manual076-1646-043 $27.00

For information about components sold separately, visitwww.PsychCorp.com.

OT_Cat_05-p.20-25Motor_Final 2/4/05 6:30 PM Page 20

About the Author

Dr. Miller, an occupational therapistand research scientist, is the authorof six nationally standardizedassessments for children with spe-cial needs, including the MillerAssessment for Preschoolers, FirstSTEp, and PrimerPASO. She hasa B.S. in psychology from Lewis andClark College in Portland, Oregon, amaster’s degree in occupationaltherapy from Boston University, anda doctorate in special education(educational research emphasis)from Denver University.

OVERVIEWAges

Birth through 6 years

Norms

Standard Scores, PercentileRanks, and Age Equivalents

Administration

20-30 minutes for eachmotor-related subtest or 45-60 minutes for entireassessment


A-level

OVERVIEWAges

2.6 through 7.11

Scores

Norm-Referenced

Administration

55-65 minutes

Motor

Miller Function & Participation Scales (M-FUN-PS) 2006

Peabody Developmental Motor Scales, Second Edition (PDMS–2) 2000

Grades

AdultsAdolescent

Primary

PreschoolB

irth–3Go beyond an assessment ofdevelopmental skills. This kit helpsyou determine where to place chil-dren for appropriate services.

• Measure developing motor skillswith these subtests:Reflexes, Stationary,Locomotion, ObjectManipulation, Grasping, andVisual-Motor Integration

• After assessing the child’s motorskills and completing the Profile/Summary Form, use the PeabodyMotor Activities Program compo-nent to facilitate the child’s devel-opment in the specific skill areas


For information about components sold sepa-rately, visit www.PsychCorp.com.

M. Rhonda Folio and Rebecca R. Fewell

Assess motor skills of children



Complete KitIncludes Examiner’s Manual, 25 Profile/Summary Forms, 25 Examiner/Record Booklets, Guide to Administering and Scoring,Peabody Motor Activities Program Manual, Peabody MotorDevelopment Chart, and Manipulatives, all in a sturdy storage box.

076-1618-21X $433.00

Record Forms, 25076-1618-236 $67.00

Profile/Summary Forms, 25076-1618-503 $29.00

The Miller Function andParticipation Scales is designed toassess a child’s performance infunctional tasks needed to success-fully participate in classroom andschool activities with an emphasison motor skill performance.

This innovative assessment uses theInternational Classification ofFunctioning, Disability and Health(ICF) as a framework, and addressesparticipation, activity, and body func-tion.

• Normed on a national sample

• Scores: fine motor, gross motor,and visual motor scales

• Parent and teacher questionnaires

The questionnaires provide impor-tant information regarding the child’sparticipation.


Assess a child’s functional performance related to school participation

COMINGEARLY 2006

Grades

AdultsAdolescent

Primary

PreschoolBirth–3


Complete Kit with manipulatives


Complete Kit without manipulatives

015-801-5878 Introductory pricing $299.00For more information about components soldseparately, visit www.PsychCorp.com.

Sample Workbook Pages

“FirstSTEp,” and “PrimerPASO” aretrademarks of Harcourt Assessment, Inc.registered in the U.S. and/or other juris-dictions.



OVERVIEWAges

Birth to 3.5 years

Norms

Standard Scores, Percentile Rank

Administration

15 to 45 minutes


A-level

OVERVIEWAges

3 through 10 years

Norms

Standard Scores, PercentileRanks, and Age Equivalents

Administration

Less than 20 minutes

Motor

Test of Gross Motor Development, Second Edition (TGMD–2) 1997

The T.I.M.E.® Toddler and Infant Motor Evaluation—A Standardized Assessment 1994

• Subtests for Locomotor andObject Control help you identifychildren who are significantlybehind their peers in gross motorskill development and who shouldbe eligible for special educationservices in physical education

• Use the results to develop instruc-tional programs, monitor progress,evaluate treatment, and conductfurther research in gross motor development


Complete KitIncludes Manual and 50 Profile-ExaminerRecord Booklets in a sturdy storage box.

076-1618-201 $109.00

Profile-Examiner Record Booklets

076-1618-228 $55.00


For components sold separately, please callCustomer Service, or visit www.PsychCorp.com.

Dale A. Ulrich

Identify children with gross motor skill development problems

Grades

AdultsAdolescent

Primary

PreschoolB

irth–3Grades

AdultsAdolescent

Primary

PreschoolBirth–3

Lucy Jane Miller, Ph.D., OTR and Gale H. Roid, Ph.D.

Evaluate the overall quality of infant and toddler movementBecause a child’s skills drasticallychange over time, especially in thefirst three years, you will need astandardized assessment to keepaccurate records and documentchanges.

• Measure changes in children whohave atypical motor development

• Assess mobility, stability, motororganization, functional perform-ance, and social-emotional abilities


Complete KitIncludes Examiner’s Manual, 10 RecordBooklets, Timer, Rattle, 2 Balls, SqueakToy, Toy Car, 3 Containers, Toy Telephone,2 Shoelaces, 6 Blocks, and nylon tote bag.

076-1642-846 $399.00

Record Form Booklets, 10076-1643-508 $45.00

“The T.I.M.E.” is a trademark of Harcourt Assessment, Inc.

For information about components sold sepa-rately, visit www.PsychCorp.com.


Clinic/Health Useful for documenting changes

University Easy for students to learn; based on research and standardization

Community Quick to administer

BEST SELLER



Motor

As a companion to the best-selling MotorSkills Acquisition in the First Year, thisconvenient checklist helps you identifythe proper milestones for each month ofdevelopment from neonatal to 12 months.Monitor motor development over time,and help treat infants with motor develop-ment delays. Follow a child’s progresswith up to 4 evaluations per checklist.

Lois Bly, M.A., PT

Learn how specific motor components build the foundation forbabies’ developmental milestones Three hundred photographs clearlyillustrate skill progression —whether children are supine, prone,sidelying, standing or walking.

This guide helps you understand thedifference between normal varia-tions and pathology. Bly’s informa-tive discussion includes anoverview of specific developmentalcharacteristics.


Motor Skills Acquisition in the First Year


Motor Skills Acquisition Checklist

Individual checklist, 48-page076-1602-011 $14.00

Checklist Booklet, 10076-1602-02X $48.00


Clinic/Health Differentiates between normal and abnormal variationsin development

University Serves as an excellent reference and supplemental text

Community Includes detailed, month-by-month descriptions andnumerous photos

Motor Skills Acquisition in the First YearAn Illustrated Guide to Normal Development

Motor Skills Acquisition Checklist

BEST SELLER

Special Savings!Order Motor SkillsAcquisition in the First Year and Motor SkillsAcquisition Checklist

SAVE $10.00 . . . . . . . . . $77.00076-1615-490



OVERVIEWAges

4 to 18 months

Administration



A-level

Motor

Spatial, Temporal, and Physical Analysis of Motor Control 1997

The Infanib 1994

Test of Mouse Proficiency (V.1) (TOMP) 2001 Adventures at Hand!—Games for VisualMotor Skills Development

Patricia A. Volpe, OTR

Build on visual motor skills

Patricia H. Ellison, M.D.

Assess tone and posture of infantsWhether you’re testing childrenaffected by illness or prematurity,The Infanib is a valuable tool forassessing their neuromotor capabilities.

Scoring guidelines and a concisetwo-page assessment form areincluded.


Complete KitIncludes Manual and 1 pad of two-sided Screening Forms.

076-1642-668 $105.00

Screening Forms, pad of 50076-1643-605 $32.00

These six games make learning anadventure for children ages 4 to 11.Appropriate for children affected by:

• Dyspraxia

• Sensory integration dysfunction

• Developmental delay

• ADHD

The kit includes six games, instruc-tions, alphabet cards, game mark-ers, bulb syringes, puff balls, WikkiStix®, reward tokens, and dice.


Complete Kit076-1616-004 $149.95

“Wikki Stix” is a registered trademark ofOmnicor.


Grades

AdultsAdolescent

Primary

PreschoolB

irth–3

OVERVIEWAges

Infants and children

Administration

Untimed


A-level

Grades

AdultsAdolescent

Primary

PreschoolB

irth–3

Alison Lane, BOccThy(hons), Ph.D., OTR and Simon Dennis, BSc.(hons), B.A., Ph.D.

Identify children who may be at risk for computer illiteracyAs computer technology continuesto develop, so does the importanceof computer literacy among children.This software helps children becomemore proficient as they learn com-puter skills.

• Ideal for school-based, rehabilita-tion, and developmental settingsfor evaluating children’s masteryof mouse skills

• Includes four subtests with game-like tasks that measure speed,

accuracy, and fluency of mousecontrol of right-handed children

Materials and PricesComplete KitIncludes Manual and CD–ROM

076-1618-546 $225.00

Software is sold on a per user basis; limitedinstallation applies. See software policy


Diane Berg McCormack, M.S., OTR and Kathy Riske Perrin, Ph.D., OTR

Help analyze reflexes and reactions in children with central nervous system deficitsIf you need to quickly analyze central nervous system deficits ininfants and children, put this guide towork for you. You’ll be able to:

• Quickly reference 44 reflexes andreactions with step-by-step line drawings of positions, stimulusprocedures, and responses

• Gain a comprehensive overviewand historical perspective of the theories of motor control

RReefflleexx aanndd RReeaaccttiioonn CCaarrddss aarree ssoollddsseeppaarraatteellyy ffoorr yyoouurr ccoonnvveenniieennccee..


Complete KitIncludes 288-page softbound manual, 15Record Forms, and 44 Cards.

076-1643-788 $90.00

Record Forms, 15076-1644-326 $19.00

Reflex and Reaction Cards076-1644-30X $34.00




Motor Development Program forSchool-Age Children—

Second Edition

Fine Motor DysfunctionCD-ROM Version

Fine Motor Dysfunction—Therapeutic Strategies

in the Classroom

PT Activities for Pediatric Groups

Posture and Fine MotorAssessment of Infants 2000

Normal Development of Functional Motor Skills

The First Year of Life

Pre-Dressing SkillsPre-Writing Skills (Revised)

Pre-Scissor Skills (3rd Edition)

Developmental Hand Dysfunction(Second Edition) 1994

Hands at Work and Play—Developing Fine Motor Skills at

School and Home

Kristin JohnsonLevine, M.S. Ed., OTR

These strategies willshow you how to adaptregular classroom pro-gramming and materialsfor your preschool andschool-age clients.


593 loose-leaf pages in a 3-ring binder

076-1647-04X $94.95

Kristin JohnsonLevine, M.S. Ed., OTR

This best-selling bookhelps you target the indi-vidual needs of yourclients. All 593 pages,along with a user’s manu-al, are included on the CD-ROM.

“Macintosh” is a trademark of Apple Computer, Inc.


CD-ROM for PC and Macintosh; User’s manual

076-1646-906 $129.95

Jeanne ShanksSellers, Ed.D., PT

Easily create individual-ized programs to assessthe motoric develop-ment level of childrenfrom 4 to 12 years old.


208-page spiral-bound manual076-1643-80X $54.95

Motor

Rona Alexander, Ph.D.,CCC-SLP; RegiBoehme, OTR; andBarbara Cupps, PT

Convenient charts andillustrations that lead youthrough the stages ofmotor development in thefirst year of life.



Jane Case-Smith,Ed.D., OTR/L andRosemarie Bigsby,Sc.D., OTR/L

Use this early interven-tion assessment tool forchildren ages 2- to 12-months old.



Karen L. Kane, MPTand Melissa MooreAnderson, PT

Make group therapyeffective! You can helpchildren ages 3- to 5-years old build self-con-fidence and createsocial interaction whilethey’re developing theirgross motor skills.



Janice Miller Knight,M.S.Ed. and Mary Jo GilpinDecker, B.S., OTR/L

Whether cutting, col-oring, or writing, theseactivities will helpteachers and parentsrefine coordination inat-risk 5- to 7-year-olds.




313-page manual in a 3-ringbinder

076-1643-567 $79.95

Rhoda P. Erhardt,M.S., OTR, FAOTA

This manual offers themost current theory,assessment, andtreatment of prehen-sion or hand dysfunc-tion for all ages.

Marsha Dunn Klein,M.Ed., OTR/L


Pre-Dressing Skills152-page softbound manual

076-1646-892 $40.95

Pre-Writing Skills (Revised)119-page softbound manual

076-1620-893 $40.95

Pre-Scissor Skills (3rd Edition) 96-page softbound manual

076-1631-011 $40.95



Handwriting

Shore Handwriting Screener: For Early Handwriting Development 2004

OVERVIEWAges

3 to 7 years

Administration

15 to 20 minutes

Qualifications

B-level

Grades

AdultsAdolescent

Primary

PreschoolBirth–3

This early administered screening tool enables you toexamine handwriting skills of children from preschool tothird grade. SHS covers many aspects of handwritingincluding:

• Postural control

• Hand control

• Letter/number formation

• Environmental factors

The manual also provides information about develop-mental handwriting milestones.

• Resource for over 30 research articles and books in one publication

• Offers visual samples of typical handwriting development

• Offers case studies for review

• Easy to use check-list style tool

Leann Shore

Evaluate major components of effective handwriting


Complete KitIncludes Examiner’s Manual and Shore Record Form Complete Package

076-1603-131 $89.00

Shore Record Form Complete PackageIncludes 25 Individual Record Forms, 25 Worksheet A, 25 Worksheet B, and 25 Worksheet C.

076-1603-239 $35.00

For information about individual components sold separately, please visitwww.PsychCorp.com.

OT_Cat_05_p.26-27Handwriting_FINAL 2/1/05 5:38 PM Page 26


OVERVIEWGrades

Grades 1 and 2

Norms

Cut scores

Administration

2.5 minutes; with scoringexperience, less than 10 minutes


A-level

Minnesota Handwriting Assessment 1999

Handwriting

Big Strokes For Little Folks Loops and Other Groups—A KinestheticWriting System

Grades

AdultsAdolescent

Primary

PreschoolBirth–3

With the Minnesota HandwritingAssessment, you can both test handwriting skills and monitor theprogress of the programs you use todevelop 1st and 2nd graders’ skills.

• Analyze handwriting skills, includ-ing standard manuscript andD’Nealian styles of print to identify

how students are performing inrelationship to their peers.

• Monitor progress as a result ofintervention.

• Test students individually or ingroups.

Normative information substantiatestest/retest reliability.


Complete KitIncludes Manual, 1 Manuscript and 1 D’Nealian Pad, 25 sheets.

076-1637-001 $66.00

1 Pack of 4 D’Nealian PrintPads, 25 sheets per pad

076-1637-060 $19.00

1 Pack of 4 StandardManuscript Print Pads, 25 sheets per pad

076-1637-079 $19.00

Judith Reisman, Ph.D., OTR, FAOTA

Handwriting evaluation that addresses manuscript and D’Nealian print

Bonnie Levine Rubell, OTR/L

Get the “little folks” you work withready to write! This developmentaltraining program is designed for 5- to 9-year-olds who already recog-nize letters but haven’t had much suc-cess learning to write them.

The manual includes 133 reproducibleworksheets to help children practiceletter formation and placement.


246 looseleaf pages in a 3-ring binder

076-1643-672 $69.95

Mary D. Benbow, M.S., OTR/L

With an imaginative approach,learning disabilities and delays areovercome by a new way to learnwriting in cursive. Appropriate for2nd graders through high schoolstudents.

Materials and Price

Complete KitIncludes Instructor’s Manual; Level 1Manual; Level 2 Manual; 32-page AlphabetModels, and Letter Group Charts Manual.

076-1641-890 $59.95

Level 1 Booklet64-page softbound, pkg. of 10,

076-1641-467 $54.95

Level 2 Booklet32-page softbound, pkg. of 10,

076-1641-483 $49.95

OT_Cat_05_p.26-27Handwriting_FINAL 2/1/05 5:38 PM Page 27


OVERVIEWAges

Level 1: 2.9 through3.8 yearsLevel 2: 3.9 through4.8 yearsLevel 3: 4.9 through6.2 years

Scores

School scores by agefor Three domains, andOne Composite ScoreParent/Social-EmotionalForms and AdaptiveBehavior Form

Administration

15 minutes


A-level

“FirstSTEp,” and “PrimerPASO”are trademarks of HarcourtAssessment, Inc. registered in theU.S. and/or other jurisdictions.

OVERVIEWAges

Level 1: 2.9 through3.8 yearsLevel 2: 3.9 through4.8 yearsLevel 3: 4.9 through6.2 years

Norms

Scores stratified by age forThree Domains and OneComposite ScoreSocial/Emotional andAdaptive Checklist

Administration

15 minutes


B-level

“FirstSTEp” is a trademark of HarcourtAssessment, Inc. registered in the U.S.and/or other jurisdictions.

Development

FirstSTEp™: Screening Test for Evaluating Preschoolers 1993

PrimerPASO™2003

Grades

AdultsAdolescent

Primary

PreschoolBirth–3

• Includes adaptations for Spanish-speakers and new pictures thatare culturally sensitive

• Meets the growing need for aquick screening test to identifySpanish-speaking children at riskfor developmental delays in thefive areas mandated by theIndividuals with DisabilitiesEducation Act (IDEA)

• Appropriate for large-scalescreening since it identifies children who are in need of morecomprehensive evaluation


Complete KitFirstSTEp™ and PrimerPASO™

Manual, FirstSTEp Stimulus Book,Manipulatives, PrimerPASO StimulusCards, 25 PrimerPASO Record Forms, 25 PrimerPASO Adaptive Behavior Forms,and 25 Parent/Social-Emotional Forms.

076-1650-067 $291.00

Upgrade Kit (For FirstSTEp Owners) PrimerPASOManual, PrimerPASO Stimulus Cards, 25 PrimerPASO Record Forms, 25 PrimerPASO Adaptive Behavior Forms,and 25 PrimerPASO Parent/Social-Emotional Forms.

076-1650-075 $132.00

Record Forms, 25076-1650-121 $40.00

For information about components sold sepa-rately visit www.PsychCorp.com.


Identify Spanish-speaking children at risk for developmental delay

Special Savings!OrderFirstSTEp/PrimerPASO Complete Kit and Upgrade KitSAVE $45.00 . . . . . . . . $312.00

076-1650-172


Detect even mild developmental delays

GradesAdults

AdolescentPrim

aryPreschool

Birth–3

• Screen to identify developmentaldelays in the IDEA mandateddomains

• Identify children who need in-depth diagnostic testing

• Address IDEA domains: Cognition,Communication, Motor, Social,Emotional, and Adaptive Behavior

• Reports classify results as WithinAcceptable Limits, Caution, or At-Risk Materials and Prices

Complete KitIncludes Manual; Stimulus Booklet; 5 Record Forms each for Levels 1, 2, and 3;25 Social-Emotional/Adaptive BehaviorBooklets; 25 Parent Booklets;Manipulatives in a Plastic Case with handle.

015-8182-707 $225.00

Record Forms, 25 $40.00

Level 1 (Ages 2.9–3.8) 015-8182-731Level 2 (Ages 3.9–4.8) 015-8182-74XLevel 3 (Ages 4.9–6.2) 015-8182-758


AVAILABLE INSPANISH

See PrimerPASO

OT_Cat_05_p.28-31Develop_FINAL 2/6/05 8:31 PM Page 28

OVERVIEWAges

1 to 42 months

Norms

Index scores and subtestscaled scores

Administration

30 minutes to 1 hourdepending on the age ofthe childQualifications Level

C-level

Development

Bayley Scales of Infant and Toddler Development–Third Edition (Bayley–III) 2005

The new Bayley Scales of Infantand Toddler Development – ThirdEdition (Bayley–III) is a compre-hensive, multi-scale, easy-to-administer battery of five subtestsused to identify deficits in veryyoung children, across five majordevelopmental domains: cognitive,language, motor, adaptive behav-ior, and social-emotional.

Social-emotional and adaptivebehavior subtests are authored bythe nation’s leading experts,Stanley Greenspan, M.D., ThomasOakland, Ph.D., Patti L. Harrison,Ph.D.For information about components sold sepa-rately visit www.PsychCorp.com.

“Bayley Scales of Infant and ToddlerDevelopment” is a trademark of HarcourtAssessment, Inc. registered in the U.S. and/orother jurisdictions.

Nancy Bayley, Ph.D.

Examine a young child’s five developmental domains


Grades

AdultsAdolescent

Primary

PreschoolB

irth–3Materials and Prices

Bayley-III Complete KitAdministration Manual, TechnicalManual, Cognitive, Language and MotorRecord Form (25), Stimulus Book, PictureBook, Manipulative Set, Social Emotionaland Adaptive Behavior Questionnaire(25), Parent Report Form (25), RollingCase

015-8027-248 $895.00

Introductory pricing

through 9/30/05 $875.00

Bayley-III Comprehensive KitAdministration Manual, TechnicalManual, Cognitive, Language and MotorRecord Form (25), Stimulus Book, PictureBook, Manipulative Set, Social Emotionaland Adaptive Behavior Questionnaire(25), Parent Report Form (25), RollingCase, PDA Administration Assistant

015-8027-23X $995.00


through 9/30/05 $950.00

OVERVIEWAges

1 to 42 months

Norms:

Cut scores by age forCognitive, Language, andMotor Scales

Administration

15 to 25 minutes


B-level

Bayley Scales of Infant and Toddler Development–Third Edition Screening Test (Bayley–III Screening Test) 2005

Professionals working with infantsand toddlers in any setting under-stand the need for ongoing screen-ing, monitoring, and reassessmentof a child’s capacities — importantbecause young children grow sorapidly.

The BBaayylleeyy--IIIIII SSccrreeeenniinngg TTeesstt canquickly determine if a child is “ontrack” developmentally or if further,more comprehensive assessment is needed.Features:

• Cognitive, language, and motor domains tested

• Fast administration — 15 to 25 minutes

• Easy administration — selected items from the full Bayley-III battery

• Child-friendly, playful activities

• Cut scores according to ageBenefits:

• Ideal for use in early intervention centers, Early Head Start pro-grams, pediatric offices, day care centers — settings where many children are cared for on a regularbasis

• Screens infants and toddlers at

risk for developmental delay to allow early support

• Cost effective


Bayley–III Screening Test KitScreener Manual (Technical +Administration), Screener Stimulus Book,Screener Record Form (25), Picture Book,Screener Manipulative Set

015-8027-256 $225.00


through 9/30/05 $195.00

Nancy Bayley, Ph.D.

Screens for cognitive, language, and motor developmental delays

YES...You Can Use Bayley-III

COMINGFALL 2005

COMINGFALL

2005

Grades

AdultsAdolescent

Primary

PreschoolB

irth–3

If you are an appropriately trained, experi-enced practitioner in these areas, you canbenefit from using the Bayley–III.

• Early intervention/early childhood spe-cialist

• Occupational therapist

It’s easy! Just contact Customer Service at 1-800-211-8378 to complete the necessaryqualification information form.

Cognitive

Motor

Language

Social-emotional

AdaptiveBehavior



Development

Developmental Assessment of Young Children (DAYC) 1998

Miller Assessment for Preschoolers™

(MAP™) 1982


Complete KitIncludes Examiner’s Manual; 25 each ofAdaptive, Cognitive, Communication,Physical, and Social-Emotional DomainScoring Forms; and 25 Profile/SummaryForms in a sturdy storage box.

076-1618-244 $189.00

Profile/Summary Forms, 25076-1618-309 $18.00

Scoring Forms, 25 $30.00

Adaptive 076-1618-252 Cognitive 076-1618-260 Communication 076-1618-279 Physical 076-1618-287Social/Emotional 076-1618-295




288-page spiral-bound manual; 6 Developmental Charts, (set of 5)

076-1678-980 $79.00

6 Sets of 5 DevelopmentalCharts

076-1630-023 $32.00


Manual076-1617-647 $105.00

Scoring Forms, 25076-1617-655 $33.00


Use the game-like activities in theMiller Assessment forPreschoolers™ (MAP™) to help iden-tify developmental delays in senso-rimotor and cognitive abilities

• With five indices — Neuro Foun-dations, Coordination, Verbal,Nonverbal, and Complex Tasks

• Appropriate for aaggeess 22..99 ttoo 55..88yyeeaarrss

• Administration 30 to 40 minutes

• Qualifications: B-level


Complete KitIncludes Examiner’s Manual, ScoreSheets, and all items needed for adminis-tration and scoring in a briefcase.

015-8181-832 $695.00

Record Booklets, 25015-8181-913 $40.00

“Miller Assessment for Preschoolers” and “MAP” are trademarks of HarcourtAssessment, Inc. registered in the U.S. and/orother jurisdictions.

Score Sheets, 25 $40.00

Age I (2.9-3.2 years) 015-8181-840Age II (3.3-3.8 years) 015-8181-859Age III (3.9-4.2 years) 015-8181-867Age IV (4.3-4.8 years) 015-8181-875Age V (4.9-5.2 years) 015-8181-883Age VI (5.3-5.8 years) 015-8181-891

Lucy J. Miller, Ph.D., OTR

Identify preschoolers with moderate-to-severe developmental delays

BEST SELLER

Judith K. Voress and Taddy Maddox

Identify children who may have possible delays• The five domains —

Adaptive Behavior, Cognition,Communication, PhysicalDevelopment, and Social-Emotional Development — reflectareas mandated for assessmentand intervention in IDEA for youngchildren

• Provides a General DevelopmentQuotient (GDQ) if all five subtests are completed

Helping Babies Learn Developmental Profiles and Activities for Infants and Toddlers

Pediatric Evaluation of DisabilityInventory (PEDI) 1992

• Measure both capability and performance by observing self-care, mobility, and socialfunction

• Identify treatment progress and areas for new functionalintervention

• Also use it to evaluate older chil-dren whose functional abilitiesare lower than those of seven-year-olds without disabilities

• Administration 10 to 15 minutes

• Qualifications: B-level

Stephen M. Haley, Ph.D., P.T.; Wendy J. Coster, Ph.D., OTR/L;Larry H. Ludlow, Ph.D.; Jane T. Haltiwanger, M.A., Ed.M.; andPeter J. Andrellos, Ph.D.

Assess key functional capabilities

Setsu Furuno, Ph.D.; Katherine A. O’Reilly, PT, MPH; Carol M.Hosaka, M.A.; Takayo T. Inatsuka, OTR; and Barbara ZeisloftFalbey, M.S., CCC-SP

Use these easy-to-follow develop-mental charts to help parents learnhow to observe their children frombirth to 36 months. The six chartssummarize normal skills developmentfor each 3-month time period andhelp you and the parents track thechild’s progress. Parents discoverhow to use various interactions topromote the development of cogni-tion, communication, socialization,movement, self-care, and safety.Developmentally sequenced activi-ties recommended for use every dayaddress Home Routines, IndoorActivities, Excursions, SocialDevelopment, and Health and Safety.



Home Program Instruction Sheetsfor Infants and Children

An Overview of Early Intervention

Partners in MovementA Family-Centered Approach to Pediatric Kinesiology

Play CalendarsWeekly Activities for Infants,

Toddlers, and Preschoolers

Parent Articles for Early Intervention

E.J. Brown and Jane P. Sorensen

Incorporate Occupational Therapy into Early Intervention

Rachel B. Diamant,M.S., OTR/L

Show parents how tostimulate their child’soverall developmentthrough play.Appropriate for children18 months to 5 years.


192-page spiral-bound manual076-1647-66X $49.95

Rachel B. Diamant,M.S., OTR

Use this collection ofmore than 70 repro-ducible activity sheetswith children birth to 3years old who havedevelopmental delaysor who are at risk.



Vickie Meade, MPH, PT

Help parents and caregivers in therehabilitation process of infants andtoddlers with altered postural align-ment due to muscle imbalance orpathology. Each chapter includes anoutline, objectives, and correspondingquestions. Reproducible record-keep-ing forms are included.



D. LaVonneJaeger, M.A., PTand Joan Gertz,M.S., PT

Augment therapyprovided by thephysical therapistwith these informa-tive and easy-to-useinstruction sheets.


220-looseleaf pages, 3-ringbinder with tabbed dividers

076-1695-214 $63.00



215-page manual in a 3-ring binder

076-1641-335 $59.95

Edited by Marsha Dunn Klein, M.Ed., OTR/L

Give these reproducible articles to parents of children agesbirth through 3 years who have communication and physicaldisorders. Articles are grouped by 12 major topics, includingcommunication, cognitive development and play, personal care,emotional development, and family support. Articles includeanswers to frequently asked questions, detailed instructions,and suggestions for related activities and materials.

Development

Occupational Therapy is beginning to emerge as astrong player in the Early Intervention arena. Thisbook is full of extremely helpful information for thepracticing OT. This book covers:

• Family-centered care

• Identifying markers in prenatal factors

• Issues concerning the family and home environments

• Developmental milestones

• Evaluating delayed development

• Choosing and using treatment options

• Educating parents

• Planning for a realistic future

• Discharging

• Research in early intervention

• Continuing education in early intervention


250-page paperback book076-1644-229 $59.95

Positioning for PlayHome Activities for Parents

of Young Children

AVAILABLEFALL 2005

OT_Cat_05_p.28-31Develop_FINAL 2/7/05 10:30 AM Page 31

Autism

Pervasive Developmental Disorders Screening Test—II (PDDST-II)

Early Childhood Screener For Autistic Spectrum Disorders 2004

OVERVIEWAges

18 months and up

Administration

10-20 minutes


A-level

Grades

AdultsAdolescent

Primary

PreschoolB

irth–3

This easily administered tool isdesigned to screen for several autis-tic spectrum disorders in children asyoung as 18 months, including autis-tic disorder, pervasive developmen-tal delay, and Asperger’s disorder.

• Designed to be a parent-reportscreening measure.

• Facilitates early identification togive early childhood profession-als, parents, and caregivers the

opportunity to implement the bestearly intervention options for thechild.

• Almost 1,000 subjects from differ-ent index and comparison sam-ples took part in the developmentof PDDST–II.

• Consists of three stages that weredeveloped to be used in variousclinical settings.


Complete KitIncludes Examiner’s Manual, Pad of 25Stage I Response Forms, Pad of 25 StageII Response Forms, and Pad of 25 Stage IIIResponse Forms.

076-1635-106 $132.00

Response Forms, $32.00

Pad of 25 Stage I 076-1635-114Stage II 076-1635-122Stage III 076-1635-130

Response Forms, Spanish $32.00

Pad of 25Stage I 076-1600-175Stage II 076-1600-183Stage III 076-1600-191

Combination Stage I, II & IIIEnglish Forms, Pad of 25 each

076-1635-181 $95.00

Bryna Siegel, Ph.D.

Detect autism at an early age to begin intervention


Response Forms

AVAILABLE INSPANISH

OT_Cat_05-p.32-34Autism_Final 2/1/05 4:57 PM Page 32

Exploring the Spectrum of Autism and PervasiveDevelopmental Disorders

Intervention Strategies

This resource explains how to effec-tively treat children from birth to 18years who have autism or relatedpervasive developmental disorders.



Janice E. Janzen, M.S.

Gain practical strategies for dealing with Autism

Carolyn Murray-Slutsky, M.S.,OTR and Betty A. Paris, PT

Gain knowledge necessary to treat children with Autism

Appropriate for use with any ageand ability level, this resource is avaluable tool for therapists, teach-ers, and parents. This new editionpresents an integrated approach toteaching and intervention, incorpo-rating strategies from recognizedmodels that match the specificneeds of each individual.



Autism Facts and Strategies for Parents

This book is intended for parents ofchildren recently diagnosed withautism or one of the AutismSpectrum disorders includingAsperger’s Syndrome.



Janice E. Janzen, M.S.

Learn additional information about and strategies in dealing with Autism

Sensory Motor Issuesin Autism

Understanding the Nature of Autism, Second Edition

This manual, developed for thera-pists, teachers, and caregivers ofautistic children explores sensorymotor issues for individuals withAutism.


88-page semi-concealed manual

076-1671-005 $24.95

Johanna Anderson, OTR

Gain a new understanding about sensory processing disorders and autism

Read about diagnostic criteria, rangeof symptoms and behaviors, andimpact on family functioning.




Edited by Heather Miller-Kuhaneck, M.S., OTR/L, BCP

Understand symptomsand behaviors of Autism

Autism


BEST SELLER

NOW

AVAILABLE

Autism, Second EditionA Comprehensive Occupational

Therapy Approach

Matrices for Assessment and InterventionHelp You Make Choices

Clinic/Health Case studies and illustrations useful for training

University Reproducible forms are convenient for students

Community Written at a level that parents and non-professionals can easily follow

School Practical management strategies; assessment; treatment approaches



Eric Schopler, Ph.D.; Robert L. Reichler, M.D; andBarbara Rochen Renner,Ph.D.

Identify children with autismBrief, 15-item behavior rating scale

• Helps to identify and classify children with autism

• Distinguish children with autismfrom developmentally delayedchildren who do not have autism


Complete KitIncludes Manual and 25 Rating Scales.

076-1614-001 $76.00

Rating Scale, 25076-1614-01X $32.00


OVERVIEWAges

3 through 22 years

Norms

Standard Scores,Percentiles

Administration

5 to 10 minutes


A-level

Gilliam Autism Rating Scale (GARS) 1995

James E. Gilliam

Helps identify and diagnose autism; estimate severity

Childhood Autism Rating Scale (CARS) 1998

Core subtests:

• Describe specific and measurablebehaviors

• Enables parents to contribute dataabout their child’s developmentduring the first three years of life


Complete Kit Includes Examiner’s Manual, 25Summary/Response Forms, and a sturdystorage box.

076-1618-341 $105.00

Summary/Response Forms, 25076-1618-35X $49.00


Autism

Asperger Syndrome Diagnostic Scale (ASDS) 2000

Brenda Myles, Stacy Jones-Bock, and Richard Simpson

Quickly identify childrenwho might haveAsperger Syndrome

Gilliam Asperger’s Disorder Scale (GADS) 2000

James E. Gilliam

Help identify childrenwho might haveAsperger’s Disorder• Evaluate children with unique

behavioral problems who mayhave Asperger’s Disorder and differentiate from those who haveautism or other related pervasivedevelopmental disabilities

• Use in the assessment process, to document behavioral progress,to target goals for IEPs, and forresearch purposes

Answer the 50 yes/no items drawnfrom five specific areas of behavior:

• Cognitive

• Maladaptive

• Language

• Social

• Sensorimotor


Complete Kit Includes Examiner’s Manual, 50Summary/Response Forms, and Storage Box.

076-1618-384 $110.00

Summary/Response Forms, 50076-1618-392 $45.00


Grades

Adults

Adolescent

Primary

PreschoolBirth–3

OVERVIEWAges

2 years and older

Norms

Criterion or Cut Scores

Administration

Untimed


A-level

Grades

AdultsAdolescent

Primary

PreschoolB

irth–3

OVERVIEWAges

3 through 22 years

Norms


Administration

5 to 10 minutes


A-level

Grades

Adults

Adolescent

Primary

PreschoolBirth–3

OVERVIEWAges

5 through 18 years

Norms


Administration

10 to 15 minutes


A-level

Grades

AdultsA

dolescentPrim

aryPreschool

Birth–3


Complete KitIncludes Examiner’s Manual, 25 Summary/Response Forms, and Storage Box.

076-1618-368 $105.00

Summary/Response Forms, 25076-1618-376 $47.00



OVERVIEWAges

4 years through 12

Forms

One checklist form and fourforms by age level

Norms

Percentiles by age group;standardized on 400 U.S.children

Administration

20 to 30 minutes

Qualification Level

B-level; OTs and PTs arequalified to purchase

Movement/NDT

Progressive Individualized Exercises (PIE)

Movement Assessment Battery for Children (Movement ABC) 1992

Grades

AdultsAdolescent

Primary

PreschoolBirth–3

The Movement Assessment Batteryfor Children is complete in one pack-age: instructions, forms and manipu-lables are in one convenient case,ready for you to use when testingchildren 4- to 12-years-old.

• Based on a revision of the well-established Test of MotorImpairment (TOMI), it providesone integrated package forscreening, comprehensiveassessment, and managementguidelines for children with motorskill impairments

• The fast, easily administeredChecklist can be used as ascreening test and includes 60items

• The norm-referencedPerformance test is composed of32 child-friendly items

• Intervention guidelines and casestudies are provided

• Use with a wide variety of clinicaland research populations, includ-ing Developmental CoordinationDisorder (DCD), Dyspraxia,Prematurity, Low Birthweight and

other “at risk” populations,Muscular Dystrophy, Spina Bifida,Learning Disability, andAsperger’s Syndrome

Sheila E. Henderson and David A. Sugden

Identify and describe impairments of motor function in children

Joelle Schneider, PT and Joan Cecil Passanisi, PT

Help clients regain strength through ProgressiveIndividualized ExerciseThis complete collection of repro-ducible exercise sheets, divided bymajor body area, can be used withadolescent and adult clients withorthopedic and neurological involve-ment who need to regain strengthand range of motion.

The illustrations show 433 exercisesin passive, active assistive, activeresistive, isometric, and stretchingstages. Categories include facial,upper extremities, lower extremities,neck, and trunk (including breathing).


440-reproducible pages in a 3-ring binder with tabbeddividers

076-1641-629 $59.95

BEST SELLER



Complete KitIncludes Manual, Checklist, Record Forms, and all necessary manipulatives in an attaché case.

015-8541-308 $599.00

Record Forms, 25 $55.00

Ages 4-6 015-8541-324Ages 7-8 015-8541-332Ages 9-10 015-8541-340Ages 11-12 015-8541-359Note: Distributed Product


OT_Cat_05_p.35-36Movement_Final 2/6/05 8:37 PM Page 35


Neuro-DevelopmentalTreatment Approach

Facilitation Techniques Basedon NDT Principles

Baby Treatment Based on NDT Principles

Aston™ Postural AssessmentWorkbook Skills for Observing and Evaluating Body Patterns

Posture and Movement of the Child With Cerebral Palsy

Pediatric Balance Program

Pediatric Strengthening ProgramReproducible Exercises

Transferring and Lifting Children and Adolescents (Revised)Home Instruction Sheets

Lois Bly, M.A., PT

Facilitate function inbabies with neurologicaldisorders.



Lois Bly, M.A., PT andAllison Whiteside, PT

It’s the first “how to”manual aimed at help-ing clients of all agesreach their highestfunctional levels.



Sieglinde Martin,M.S., PT

Help children ages 1-18years achieve earlyindependence throughbalance training.



Marcia Stamer, PT, PC

Use this collection ofmore than 70 repro-ducible activity sheetswith parents of childrenbirth to 3 years old whohave developmentaldelays or who are atrisk.


Includes 252-page softboundmanual

076-1649-00X $44.95

Judith Aston, M.F.A.

Learn how to efficientlyand effectively evaluateadult clients with ortho-pedic conditions andother alignment or painsyndromes contributing tomusculoskeletal dysfunc-tion.



“Aston” is a trademark of Judith Aston.

D. LaVonne Jaeger, M.A., PT

Give caregivers the repro-ducible instruction sheets theyneed for transferring and liftinginfant through adolescentclients who have motor dis-abilities.


381-page hardbound book097-2461-507 $85.00



268-looseleaf pages in a 3-ring binder

076-1643-826 $79.95

Janet M. Howle incollaboration with NDTA TheoryCommittee

Learn theory behindNDT and how NDTcan improve function-al activities

Movement/NDT

These playful activities help toincrease the strength of yourpediatric clients who have hadselective dorsal rhizotomy

(SDR) surgery, myelomeningo-cele, Guillain-Barré, spinalcord injury, or orthopedic surgery.



Text by Linda Stern, PT, Illustrations by Kathryn Steidle, PT

OT_Cat_05_p.35-36Movement_Final 2/1/05 6:31 PM Page 36

ADHD

Attention Deficit Disorder Strategies for School-Age Children

Sourcebook for Children with Attention Deficit Disorder, Second EditionA Management Guide For Early Childhood Professionals and Parents

Parent Articles About ADHD

Clare B. Jones, Ph.D.

Totally dedicated to attention disor-ders in early childhood, this revisedguide contains updated and expand-ed information for working with children ages 3- to 6-years old in the



preschool classroom. It providessuccessful ADD strategies, originalactivities of the earlier edition, andalso features reproducible parenthandouts in English and Spanish.

Clare B. Jones, Ph.D., Foreword by Sam Goldstein, Ph.D.

This practical manual providesinformation useful in managingattention deficit disorder in childrenand adolescents from 6- through 18-years old. Use as a multimodalityapproach to instruction thatemphasizes building your students’self-esteem.



Special Savings!Order Sourcebook forChildren with Attention DeficitDisorder, Second Edition andAttention Deficit DisorderSAVE $14.00 . . . . . . . .$100.00

076-1671-96X

BEST SELLER

AVAILABLE INSPANISH

Edited by Clare B. Jones, Ph.D.

Parental involvement is mandatoryfor successful intervention with children who have attention-deficithyperactivity disorder (ADHD). Thiscollection of reproducible articles,written by leaders in the field ofADHD, gives parents the information

they need to assist in their child’stherapy.

Occupational therapists, speech-language pathologists, educators,researchers, and physicians havewritten these articles in an easy-to-understand format for parents.




OT_Cat_05_p.37ADHD_Final 2/1/05 6:36 PM Page 37

OVERVIEWAges

0-42 months (Items are presented according toage typical of mastery)

Administration:

10 minutes

Qualification Level

A-level

Social-Emotional/Adaptive

Greenspan Social-Emotional Growth ChartA Screening Questionnaire for Infants and Young Children (2005)

Grades

AdultsAdolescent

Primary

PreschoolB

irth–3


Stanley I. Greenspan, M.D.

Monitor the milestones of social-emotional development ofinfants and very young childrenStanley Greenspan, M.D., one of theworld’s leading experts in childdevelopment, has developed ascreening tool to measure social-emotional milestones inyoung children ages 0-42 months.

Early identification of social-emo-tional deficits and compromisesleads to more successful interven-tions. Greenspan Social-EmotionalGrowth Chart offers a brief and reliable tool to meet your needs:

• Determine the mastery of earlycapacities of social-emotionalgrowth

• Monitor healthy social and emotional functioning

• Establish goals for early intervention planning

• Monitor progress in early intervention programs

• Detect deficits or problems withdevelopmental social-emotionalcapacities


Complete KitManual, 25 Questionnaires, and Parent Report

015-8280-229 $99.00

Manual 015-8280-237 $75.00

Questionnaires, 25 015-8280-245 $35.00

Questionnaires, 50 015-8280-253 $65.00

Caregiver Report, 25015-8280-261 $25.00

For information about components soldseparately, visit www.PsychCorp.com.

Greenspan Developmental Milestones by Age Groups0-3 months Exhibits growing self-regulation and interest in

the world

4-5 months Engages in relationships

6-9 months Uses emotions in an interactive, purposeful manner

10-14 months Uses a series of interactive, emotional signals or gestures to communicate

15-18 months Uses a series of interactive, emotional signals or gestures to solve problems

19-30 months Uses ideas to convey feelings, wishes, or intentions

31-42 months Creates logical bridges between emotions and ideas

OT_Cat_05_p.38-44Soc-Emo-Ad_Final 2/2/05 7:14 AM Page 38

OVERVIEWAges

Children through adolescents


B-level

OVERVIEWAges

12-36 months

Administration

7 – 10 minutes

Norms (Parent Form)National sample of 600 children. Clinical groupsincluded language delayed,premature, and other diagnosed disorders.Problem Total Score andCompetence Total Score

Scoring

Hand score


B-level


Brief Infant-Toddler Social Emotional Assessment (BITSEA™) 2005

Functional Assessment and Intervention System™

Improving School Behavior 2004

The growing importance of earlyintervention increases the need toidentify emerging social-emotionalproblems in infants and toddlers.The nationally-normed BITSEA™ isan effective screener and of chil-dren ages 12 to 36 months.

BITSEA quickly determines the pos-sibility of a problem or delay.

• Cost-effective routine screener—ideal for monitoring progress over time

• Quick and easy to administer

• 36-item Parent Form completed on-site or in family environment

• Child Care Provider Formallows you to look at behavior across settings

• Especially suited for settings withlimited time, resources, and/or technical training

• Determine if further assessment is recommended

Benefits of BITSEA

• Ideal for evaluating eligibility for IDEA early intervention services

• Assesses competencies that may positively influence treatment outcome

• Family-centered assessment—relies on parent/caregiver input and level of concern

• Can be administered as a structured interview

• Spanish Language Parent and Child Care Provider Forms

National NormsThe psychometrically sound BITSEAis highly targeted to the subtle

growth and developmental stages ofinfants with norms presented in 6-month age bands. Validation studiesinclude ABAS-II and GreenspanSocial-Emotional Growth Chart. Coming Soon!

Informative, New Web sitewww.Itsea-Bitsea.com


BITSEA KitIncludes BITSEA manual, Parent Formsand Child Care Provider Forms, 25 each

015-8007-352 $99.00

“BITSEA” is a trademark of HarcourtAssessment, Inc. registered in the U.S. and/orother jurisdictions.

For information about components sold sepa-rately visit www.PsychCorp.com.

Alice Carter Ph.D. and Margaret Briggs-Gowan Ph.D.

Assess emerging social-emotional development

Grades

AdultsA

dolescentPrim

aryPreschool

Birth–3

Karen Callan Stoiber and Thomas R. Kratochwill

Use assessment record to design interventions based on socially competent and challenging behaviors• Help students achieve social

competence goals by designingintervention strategies based onthe functions or intents of bothsocially competent and challeng-ing behaviors.

• Teachers, parents, and the stu-dent complete checklists by directobservation or knowledge of thestudent; you can then use thedata to create an assessmentrecord and the FunctionalAssessment Report.

• Includes general guidelines forunderstanding a student’s behav-ioral challenges; comprehensivesocial competence goals; a spe-cific protocol for documentingand using performance-basedinformation to create intervention

strategies; and a detailed list ofresources and materials.


Complete KitIncludes Manual and 25 Record Forms.

015-8004-353 $90.00

Manual015-8004-388 $55.00

Record Forms, 25015-8004-396 $43.00

Social Competence Checklist,Pad of 25

015-8004-40X $22.00

“Functional Assessment and InterventionSystem” is a trademark of Harcourt Assessment,Inc. registered in the U.S. and/or other jurisdic-tions.


Grades

AdultsAdolescent

Primary

PreschoolB

irth–3

COMINGFALL 2005

OT_Cat_05_p.38-44Soc-Emo-Ad_Final 2/6/05 8:46 PM Page 39


Adaptive Behavior Assessment System®—Second Edition (ABAS®–II) 2003

OVERVIEWAges

0 through 89

Forms

5 Forms–Parent/PrimaryCaregiver Form, Birth-5;Parent Form, 5-21;Teacher/Daycare ProviderForm, 2-5;Teacher Form, 5-21;Adult Form, 16-89

Administration

Approximately 15-20 minutes for respondents to complete checklist


B-level

Grades

Adults

Adolescent

Primary

PreschoolB

irth–3

The AAddaappttiivvee BBeehhaavviioorr AAsssseessssmmeennttSSyysstteemm——SSeeccoonndd EEddiittiioonn (ABAS–II)is the only instrument to incorporatecurrent American Association ofMental Retardation (AAMR) guide-lines. ABAS–II also measuresbehaviors important to determiningeligibility under the Individuals withDisabilities Education Act (IDEA),DSM-IV-TR, Supplemental SecurityIncome (SSI), and DisabilityInsurance (DI).

Features

• Evaluates the three general areasof adaptive behavior (Conceptual,Social, Practical)

• Provides an overall adaptivebehavior score (General AdaptiveComposite)

• Links to Wechsler® Scales

DSM-IV-TR Skill AreasAssessed

• Communication

• Community Use

• Functional Academics

• Home Living

• Health and Safety

• Leisure

• Self-Care

• Self-Direction

• Social

• Work

• Motor Skills (for young children)

In-depth Reliability and Validity Data Available• Inter-rater and cross-form

consistency

• Mean performance of various clinical groups compared to matched control groups

Scoring Software

The ABAS–II ScoringAssistant ®, Windows®

eliminates the need tomanually score results.

• Produces technical report withcomposite scores

• Provides analysis of strengthsand weaknesses, and plots SkillArea and Composite ScoreProfiles

Patti Harrison and Thomas Oakland

Get a complete assessment of adaptive skills functioning

“Adaptive Behavior Assessment System,”“ABAS,” “Wechsler,” and “ScoringAssistant” are registered trademarks ofHarcourt Assessment, Inc. “Windows” isa registered trademark of MicrosoftCorporation.

AVAILABLE INSPANISH

BEST SELLER

SOFTWAREis sold on a per

user basis; limited

installation applies.

See Software Policy.


Windows® 95/98/2000/Me/XP/NT®4.0Workstation Operating System, 133 MHzPentium processor (Recommended: 300MHz), 32 MB RAM; more memoryimproves performance (Recommended:128 MB), 2 MB video card capable of800x600 resolution (16-bit color)(Recommended: 1024 x 768 resolution; 32-bit color), 100 MB free hard disk spacewhen installing PsychCorpCenter for thefirst time (Recommended: 175 MB of freehard disk space), 25 MB of free hard diskspace if PsychCorpCenter has beeninstalled with another product, CD-ROMdrive (Recommended: 31/2” Floppy Disk


ABAS–II Examination Kit Manual, Parent/Primary Caregiver Forms(all ages), Teacher/ Daycare ProviderForms (all ages).

015-8004-507 $175.00

ABAS–II Infant and Preschool KitManual, 25 Parent/Primary CaregiverForms, and 25 Teacher/Daycare ProviderForms.

015-8007-107 $175.00

ABAS–II School Kit Manual, 25 Parent Forms (ages 5-21), and25 Teacher Forms (ages 5-21).

015-8004-671 $175.00

ABAS–II Adult Kit Manual and 25 Adult Forms (ages 16-89).

015-8004-68X $175.00

Parent/Primary Caregiver Form(Ages 0-5) Pkg of 25 Infant and PreschoolForms

015-8004-523 $59.00Pkg of 100

015-8004-54X $225.00

Spanish Parent/PrimaryCaregiver Form(Ages 0-5) Pkg of 25

015-8004-604 $59.00

Teacher/Daycare Provider Form(Ages 2-5) Pkg of 25

015-8004-531 $59.00

Pkg of 100 015-8004-558 $225.00

Spanish Teacher/DaycareProvider Form(Ages 2-5) Pkg of 25

015-8004-574 $59.00

Parent Form (Ages 5-21) Pkg of 25

015-8004-612 $59.00Pkg of 100

015-8004-620 $225.00

Spanish Parent Form (Ages 5-21) Pkg of 25

015-8004-566 $59.00

Teacher Form(Ages 5-21) Pkg of 25

015-8004-655 $59.00Pkg of 100

015-8004-663 $225.00

Adult Form (ages 16-89) Pkg of 25

015-8004-639 $59.00

ABAS–II Scoring Assistant®

Windows® CD-ROM

015-8004-698 $199.00



Transition-to-Work Inventory™(TWI™) 1996 Independent Living Scales (ILS) 1996


Promoting Social Competence

Living In My Skin The Insider’s View of LifeWith a Special Needs Child

Lori A. Hickman, M.S., CCC-SLP

Understand parents of special-needs childrenGain a better understanding of howto provide information and supportto parents with special needs chil-dren from birth to adolescence.This professional resourcedescribes in parents’ own wordsthe emotions, ideas, and situationsthey face daily when parenting aspecial needs child.



Lee Friedman, Carl Cameron, and Jennifer Fletcher

Help place workers with severe disabilities• Identify the job, work activities,

and conditions most suitable for the individual

• Items reflect real life job demandssuch as social interaction, communication and motor andvisual activities

Patricia Anderten Loeb

Evaluate cognitive functioning to determineappropriate living setting

• This reliable, standardized toolhelps you identify areas of com-petence and determine the mostappropriate living setting forclients experiencing a decline incognitive functioning

• Assess abilities in five areas:Memory and Orientation,Managing Money, Managing

Home and Transportation, Healthand Safety, and SocialAdjustment

• A screening test is included todetermine whether to administerthe test orally or in written form,and as an aid in interpreting per-formance on the five scales

Appropriate for children betweenthe ages of 3 and 12 years. It empha-sizes peer interaction with ageappropriate activities for effectingchanges in social and play behavior,self-regulation, communication,prosocial skills, and social decisionmaking.


181-page softbound manual 076-1602-16X $39.95

G. Gordon Williamson, Ph.D., OTR, FAOTA and Wilma J. Dorman, OTR

Enhance social competence

BEST SELLER


Complete KitIncludes Manual; Stimulus Booklet; 25Record Forms; and Facsimile Driver’sLicense, Credit Card, and Key in a storage pouch.

015-8147-073 $290.00

Record Forms, 25015-8147-09X $45.00

For information about components sold separately. visit www.PsychCorp.com.


Complete KitIncludes User’s Manual andAccommodation Guide, 10 Job AnalysisBooklets, 25 Worker Analysis Booklets, and 25 Profile Sheets.

015-8958-25X $105.00

User’s Manual015-8958-268 $68.00

Job Analysis Booklets, 10015-8958-284 $23.00

Worker Analysis Booklets, 25015-8958-276 $41.00

Profile Sheets, 25015-8958-292 $22.00

“Transition-to-Work Inventory” and “TWI” aretrademarks of Harcourt Assessment, Inc.

OT_Cat_05_p.38-44Soc-Emo-Ad_Final 2/6/05 8:46 PM Page 41



PHONE 1-800-211-8378 • FAX 1-800-232-1223 • WEB www.PSYCHCORP.com • PROMO CODE MT599 43PHONE 1-800-211-8378 • FAX 1-800-232-1223 • WEB www.PSYCHCORP.com • PROMO CODE MT599 43

Essential SolutionsAdult Clinical Solutions

Evaluating neurocognitive functioning lays the foundation for

successful therapy, treatment and intervention.

Screening Solutions for Neurological Dysfunction

015-8100-107

Total Package Includes:pg. 45 • Alzheimer’s Quick Test (AQT)

015-8237-269 $265.00pg. 45 • Cognitive Linguistic Quick Test (CLQT)

015-8328-000 $175.00


Save 11.6%! TOTAL $389.00

For more Essential Solutionsand special savings visit

www.PsychCorp.com.

Adult Memory Solutions015-8100-212

Total Package Includes:pg. 45 • Cognitive Linguistic Quick Test (CLQT)

015-8328-000 $175.00pg. 46 • The Rivermead Behavioural Memory Test (RBMT-II)

Complete Kit 015-8054-415 $350.00


Save 12.6%! TOTAL $459.00Use the CLQT as a screener and follow-up with the RBMT-IIfor the most comprehensive assessment.

Adult Attention Solutions015-8100-263

Total Package Includes: pg. 45 • Cognitive Linguistic Quick Test (CLQT)

015-8328-000 $175.00pg. 46 • The Test of Everyday Attention (TEA)

Complete Kit 015-8054-458 $450.00


Save 12.2%! TOTAL $549.00Use the CLQT as a screener and follow-up with the TEA forthe most comprehensive assessment.

Adult Aphasia Solutions015-8100-271

Total Package Includes:pg. 45 • Cognitive Linguistic Quick Test (CLQT)

015-8328-000 $175.00pg. 47 • Western Aphasia Battery (WAB)

015-8988-434 $132.00


Save 12.4%! TOTAL $269.00Use the CLQT as a screener and follow-up with the WAB forthe most comprehensive assessment.


New Products


For more comprehensive and accurate results check out the newest additions

to your favorite PsychCorp™ brand of products!VISITWWW.PSYCHCORP.COM

FOR SPECIAL SAVINGS

The Rivermead BehaviouralMemory Test (RBMT–II)

see page 46

The Test of Everyday Attention (TEA)

see page 46

The Test of Everyday Attention for Children (TEA-Ch)

see page 46

Visual Object and Space Perception (VOSP)

see page 47

Behavioural Assessment of the Dysexecutive Syndrome (BADS) /

Behavioural Assessment of the Dysexecutive Syndrome in Children (BADS–C)

see page 47

Dynamic Occupational Therapy CognitiveAssessment for Children (DOTCA-Ch™)

see page 48

PsychCorp™ is a trademark of Harcourt Assessment, Inc. registered in the U.S. and/or other jurisdictions.


OVERVIEWAges

Adults

Scores

Criterion-ReferencedScores based on namingtime and accuracy

Administration

3-5 minutes for screening


B-level

OVERVIEWAges

18 through 89

Norms

Criterion Referenced

Administration

12-30 minutes


A-level

Cognition

Cognitive Linguistic Quick Test (CLQT) 2001

Alzheimer’s Quick Test (AQT)

Assessment of Parietal Function 2002

Grades

Adults

AdolescentPrim

aryPreschool

Birth–3

• Use in conjunction with brainimaging (e.g. CT Scan, MRI, etc.)and other neuro-psychiatric procedures to detect impairedtemporal parietal function andsupport early diagnosis

• Includes three Naming tasks that are highly reliable and consistent over repeated trials;results are independent of cultur-al and educational background.Two additional tasks are providedas alternatives

• Easy and quick to administer,score, and interpret

• Independent of gender differ-ences, education, and cultural-linguistic background

Elisabeth H. Wiig, Ph.D.; Niels Peter Nielsen, M.D.; Lennart Minthon, M.D.; and Siegbert Warkentin, Ph.D

Quickly screen for parietal-lobe disorder, including Alzheimer’s disease

Nancy Helm-Estabrooks, Sc.D., CCC-SLP

Quickly obtain severity ratings for 5 cognitive domainsEnables you to quickly determineseverity ratings for five primarydomains of cognition:

• Attention

• Memory

• Executive Functions

• Language

• Visuopatial Skills

Obtain Composite Severity Rating foradults with known or suspected neurological impairment.

CLQT can be administered at a tableor at bedside to examinees who cansit up and use a pen.

Special effort was made to createsome tasks with minimal languagedemands to assist in evaluating thecognitive functions of examineeswith language disorders such asaphasia.

Value Package!Screening Solutions for Neurological Dysfunction. . . . . . . . . . . $389.00See page 43 for details 015-8100-107

Response Booklets

AVAILABLE INSPANISH

Value Package!Screening Solutions for Neurological Dysfunction. . . . . . . . . . . $389.00See page 43 for details 015-8100-107


Grades

Adults

AdolescentPrim

aryPreschool

Birth–3


Complete Kit Includes Examiner’s Manual, StimulusManual, 15 Response Booklets, and 15English Record Forms.

015-8328-000 $175.00

Examiner’s Manual015-8328-019 $80.00

Stimulus Manual015-8328-027 $80.00

English Record Forms/Response Booklets, 25

015-8328-035 $59.00

Spanish Record Forms/Response Booklets, 15

015-8328-043 $37.00


Complete KitIncludes Examiner’s Manual, StimulusManual, and 25 Record Forms.

015-8237-269 $265.00

OT_Cat_05_p.45-49Cognition_Final 2/2/05 7:25 AM Page 45

Cognition


OverviewAges

16 to 96 years

Norms

118 U.K. controls aged from 14 to 69 years and 119 people aged 70 to 96 years. 176 people with brain injury

Administration

25 to 30 minutes


B-level

Add These Assessments

Barbara A. Wilson, Janet Cockburn and Alan Baddeley

Identify everyday memory problems and monitor change over time


RBMT–II Complete KitIncludes Manual, 25 Record Forms, 2 Supplements, 4 Stimulus books, CD and Timer

015-8054-415 $350.00

RBMT–II Record FormsPkg. of 50

015-8054-423 $75.00

The Rivermead Behavioural Memory Test, Second Edition (RBMT–II) 2003

The RBMT-II allows for repeated assessments usingeveryday examples to monitor stability, improvement,or deterioration over time. Kit includes four parallel ver-sions for minimized practice effects in retesting.

Simple Scoring

For each subtest two scores are produced, a simplepass/fail or screening score and a standardized profile score.

Value Package!Adult MemorySolutions . . . . . . . . . . . . $459.00See page 43 for details 015-8100-212

Grades

Adults

Adolescent

Primary

PreschoolBirth–3

The Test of Everyday Attention (TEA) 1994 /The Test of Everyday Attention for Children (TEA-Ch) 1998

The Test of Everyday Attention (TEA) gives abroad-based measure of three important clinicaland theoretical aspects of attention.

The TEA has a wide range of applications,

from patients with Alzheimer’s disease to youngnormal subjects.

It is the only test of attention based largely onevery day materials; the real-life scenario means

that patients enjoy the test and find it relevant tothe problems faced in life.

• Appropriate for ages 18 to 80 years

• Normed with UK control groups

Ian H. Robertson, Tony Ward, Valerie Ridgeway and Ian Nimmo-Smith

Measure selective attention, sustained attention and attentional switching

Tom Manly, Ian H. Robertson, Vicki Anderson, and Ian Nimmo-Smith

Assess the different attentional capacities in children and adolescentsBuilding on the international reputationof the TEA, the Test of EverydayAttention for Children (TEA–Ch) com-prises 9 subtests which measure chil-dren’s abilities to selectively attend, tosustain their attention, to divide theirattention between two tasks, to switchattention from one thing to another andto withhold (inhibit) verbal and motorresponses.

• Appropriate for ages 6 to 16 years

• Normed with UK control groups

Value Package!Adult AttentionSolutions Package . . . . . $549.00See page 43 for details 015-8100-018


TEA Complete KitIncludes Manual, 25 Record Forms, Administration Book, Stimulus Cards and Maps, 3 Audiotapes, and 1 Videotape

015-8054-458 $450.00

TEA-Ch Complete KitIncludes Manual, 25 Record Forms, Administration Book, 2 Audiotapes, Stimulus Cards and Maps

015-8054-474 $499.00


Cognition


Behavioural Assessment of theDysexecutive Syndrome for Children (BADS–C)

Hazel Emslie, F. Colin Wilson, Vivian Burden, Ian Nimmo-Smith, and Barbara A. Wilson

Assist in early identification of deficitsin executive functioning in childrenBADS-C is a scientifically valid and reliable battery of testsof executive functioning for children and adolescents withneuro-developmental disorders such as ADHD, pervasivedevelopment disorder and traumatic brain injury.

Dysexecutive Syndrome includes disorders of planning,organization, problem solving, setting priorities, and attention.

BADS:

• Specifically assess skills and demands of everyday life

• Is sensitive to capacities affected by frontal lobe damage

Behavioural Assessment of the Dysexecutive Syndrome (BADS) /Behavioural Assessment of the Dysexecutive Syndrome for Children (BADS–C) (2003)

Behavioural Assessment of the Dysexecutive Syndrome (BADS)

Barbara A. Wilson, Nick Alderman, Paul W. Burgess, Hazel Emslie and Jonathan J. Evans

Predict everyday problems associated with the dysexecutive syndrome

Overview

AgesBADS: 16 to 87 yearsBADS-C: 8 to 16 years

NormsBADS: 216 U.K. controls and 92 patient study. Aged scaled scores and percentile ranksBADS-C: 259 U.K. controls, 8 age groups, 3 ability bands, aged scaled scores and percentile ranks

Administration

BADS: 40 minutesBADS-C: 35 to 45 minutes


B-level

To Your PsychCorp™ ToolboxGrades

Adults

Adolescent

Primary

PreschoolBirth–3


BADS Complete KitIncludes Manual, 25 Record Forms, 5 Stimulus Books,Stimulus Cards, Three-dimensional Plastic Materials, Timer, 25 DEX Self-Rater Questionnaires and 25 DEXIndependent-Rater Questionnaires

015-8054-350 $399.00

BADS–C Complete KitIncludes Manual, 25 Record Forms, Stimulus Cards, Three-dimensional Plastic Materials, Timer, 25 DEX-C Independent Rater Questionnaires, Beads, Nuts, Bolts and Washers

015-8054-385 $450.00

Western Aphasia Battery (WAB) 1982

Evaluate information content, fluency, auditory comprehension,repetition, naming, reading, writing,and calculation.

• An Aphasia Quotient helps you categorize clients according to various aphasia taxonomic classifications and determine the degree of severity

• Administration also requires com-mon objects such as a cup, pencil,flower, comb, and screwdriver, andtakes 60 minutes

• Appropriate for adults

• Qualifications level: B-level


Complete KitIncludes Manual, 25 Test Booklets,Stimulus Cards.

015-8988-434 $132.00

Koh’s Blocks and Raven’s Coloured ProgressiveMatrices are needed to obtain a Cortical Quote

To order the Koh’s Blocks and the Raven’s com-plete kit and answer documents visitwww.PsychCorp.com.

Andrew Kertesz, M.D.

Test for aphasia syndromes and measure their severity

Value Package!Adult AphasiaSolutions. . . . . . . . . . . $269.00See page 43 for details 015-8100-271

Visual Object and Space Perception Battery (VOSP) 1991

Elizabeth K. Warrington and Merle James

Assess object and space perceptionVOSP consists of eight tests eachdesigned to assess a particularaspect of object or space percep-tion, while minimizing the involve-ment of other cognitive skills. The

VOSP will enable an assessor tocompare the scores of a subject withthose of a normal control sample andthose obtained by patients with right-and left-cerebral lesions. The testscan be individually or group adminis-tered, as a whole battery, and apartfrom the initial screening test, in anyorder. Qualifications Level: B-level.


Complete KitManual, 25 Scoring Sheets, 3 StimulusBooks

015-8055-11X $225.00



Cognition

Dynamic Occupational Therapy Cognitive Assessment for Children (DOTCA-Ch™) (2004)

OVERVIEWAges

6 through 12 years

Norms

Percentiles based on over2,000 individuals

Administration

1.5 hours


B-level

Noomi Katz and Shula Parush

Measure the cognitive abilities and learning potential for children with special needs

Grades

Adults

Adolescent

Primary

PreschoolBirth–3

Appropriate for children ages 6through 12 years old.

DOTCA-Ch™ consists of 22 sub-testsin 5 cognitive areas:

• Orientation

• Spatial Perception

• Praxis

• Visuomotor Organization

• Thinking Operations

For each subtest there is an option ofa structured 5-step mediation.

Measures of short-term memory andtime of performance are included inthe visualmotor organization area.

The goals of the assessment are toidentify the strengths and deficits ofthe child in the different cognitiveareas and measure learning poten-tial, as well as to recognize thechild's thinking strategies utilizingdynamic procedures.

Data for typical children ages 6-12years, groups of children with learn-

ing disabilities and brain injury wascollected to establish the standardi-zation, reliability and validity proper-ties of the test.


Complete Kit076-1600-116 $689.00


Harcourt Assessment works with examiners across the country who administer possible items toadults and children in their area. This helps ensure that culturally-biased items can be removedand a wide range of participants are included in the normative sample. Both the examiner andexaminee are paid for their time.

Who are we looking for?• Psychologists• Speech-language pathologists• Occupational therapists• Educational diagnosticians• Human resources specialists, and• other trained professionals who routinely administer tests

We look forward to working with you!Call us at 11--880000--223333--55668866 or e-mail us at [email protected]

Would you like to be aresearch partner?



OVERVIEWAges

Adults

Norms

Normative data gatheredon 200 individuals

Administration



A-level

OVERVIEWAges

Adults

Administration

10 to 20 minutes


A-level

OVERVIEWAges

Adults

Norms

Probability Ratios

Administration

15 minutes


B-level

Cognition

Useful Field of View (UFOV®) 1998

Contextual Memory Test 1993

The Cognitive Assessment of Minnesota 1993

Joan P. Toglia, M.A., OTR

Assess awareness of memory• Assess the awareness of memory

capacity, strategy of memory use,and recall in clients with memorydysfunction.

• Use with a variety of client diagnoses, including head trauma,cerebral vascular disorders, multiple sclerosis, depression,schizophrenia, and chronic alcohol abuse.

Ruth A. Rustad, OTR; Terry L. DeGroot, OTR; Margaret L. Jungkunz, OTR; Karen S. Freeberg,OTR; Laureen G. Borowick, OTR; and Ann M. Wanttie, OTR

Measure the cognitive abilities of adults with neurologic impairments

Subtests measure attention span,memory orientation, visual neglect,temporal awareness, safety andjudgement, recall/recognition, audi-tory memory and sequencing, andsimple math skills.

Karlene Ball, Ph.D. and Daniel Roenker, Ph.D.

Determine a driver’s risk of accident involvement

• Computer-administered andscored test of visual attentiondetermines the visual field area(useful field of view) over which adriver can process rapidly present-ed visual information.

• Recommended for individuals whohave concerns about their drivingability.

SOFTWARE

Grades

Adults

AdolescentPrim

aryPreschool

Birth–3

Grades

Adults

AdolescentPrim

aryPreschool

Birth–3

Grades

Adults

AdolescentPrim

aryPreschool

Birth–3


Complete KitIncludes User’s Manual, Reference Card,CD, and Use Counter (preloaded with fivecredits).

015-8969-901 $165.00

Credits10 credits 015-8969-91X $115.00

25 credits 015-8969-928 $254.00

100 credits 015-8969-936 $928.00

“UFOV” is a registered trademark of HarcourtAssessment, Inc. registered in the U.S. and/orother jurisdictions.


Complete KitIncludes Manual, 2 Test Cards, 14 cut-apart sheets (80 Picture Cards), and 25Score Sheets in a vinyl carrying case.

076-1647-503 $120.00

Score Sheets, 25076-1647-511 $44.00


Complete KitIncludes Examiner’s Manual, 8 Test Cards,and 25 Score Booklets in a vinyl carrying case.

076-1647-457 $125.00

Score Booklets, 25076-1647-465 $44.00

OT_Cat_05_p.45-49Cognition_Final 2/6/05 8:52 PM Page 49

Essential Resources


Training the Physical Therapist Aide A Guide for the Rehabilitation Professional

The Consulting Therapist

Materials and Prices076-1615-024 $69.95

Barbara E. Hanft, M.A., OTR/L, FAOTA and Patricia A. Place, Ph.D.

Work effectively with teachers, aides, and parents tohelp your preschool-and school-age clients achieveacademic success as well as enhance their non aca-demic performance in the gym, lunchroom, and onthe playground. Learn how to apply your therapeuticknowledge and skills to provide consultation in aschool setting.



Developed by Catherine Thut, M.B.A., PT for Baylor Institute for Rehabilitation

These reproducible outlines and illustrations helpyou provide comprehensive and consistent trainingfor your physical therapy aide. The easy-to-usematerial provides a basic science background andpsychomotor information. Three sections of mod-ules include General Orientation, Basic Principles,and Diagnostic-Specific Training.



A Practitioner’s Guide to Clinical Occupational TherapyMoya Kinnealey, Ph.D., OTR/L, FAOTA; Donna Weiss, Ph.D., OTR/L, FAOTA; and Marlene Morgan, Ed.D., OTR/L

Increase your efficiency in analyzing data and designing intervention

Easily review clinical synopses anddecisions, contextual considera-tions, and case studies in this exten-sive guidebook, essential foroccupational therapy practice. The book also provides additionalresources for numerous develop-mental, behavioral, and neurologicaldisorders.

• Encourages efficiency in gather-

ing and analyzing data and indeveloping intervention that isgrounded in theory and also relat-ed to client experience

• Aids in developing client-cen-tered, activity-based treatmentprograms

• Contains information on an array of diagnostic categories

frequently seen by occupationaltherapists

• Addresses the clinical and socialchallenges currently facing occu-pational therapists

Driver Rehabilitation A Guide for Assessment and InterventionWendy B. Stav, Ph.D., OTR/L, CDRS

Evaluate the effects of aging and health status on driving performanceAddressing growing concerns aboutour aging population, this source-book includes information related todriver rehabilitation, implications ofelderly and medically impaired indi-viduals operating a motor vehicle,driving assessment, and intervention.



The Recycling Occupational Therapist Hundreds of Simple Therapy Materials You Can Make




Barbara Smith, M.S., OTR

Find everything you need to know aboutcreating therapy materials from commonhousehold items in this resource. Makethe items yourself, or include your clientsin the creative process. Use the recycledtherapy materials to assist clients of allages with the fine motor activities, grossmotor skills, and sensory activitiesdescribed in the book.

BEST SELLER BEST SELLER

OT_Cat_05_p.50-51Essential_Final 2/2/05 7:57 AM Page 50

Follow the manual’s illustrations,photographs, and step-by-stepinstructions to learn how to adapt orfabricate splints for children ages 1-18 years who need protection,support, correction, or interventionof the upper extremity. Reproduciblepatterns are included, along withwearing schedules and tips forencouraging children to wearsplints.

Chapters include:

• Principles In Pediatric SplintingMaterial

• Practical Tips for Fabrication andWear

• Splint Patterns and FabricationDirections

This innovative resource provides athorough review of developmentalbiomechanics and related assess-ment procedures for detectinglower extremity alignment problemsin children from birth through 7years with cerebral palsy. It is alsoideal for those who fabricate andrecommend casts and splints.

Chapters include:

• Early Development of the Legsand Feet – BiomechanicalTerminology

• Identifying Developmental Issues

• The Foot and Leg – RelatingFunction to Structure

• Common Features of Alignment inChildren with NeuromotorDisorders

• Management Guidelines for UsingSplints

• Serial Casts – An Approach toManagement of Static Soft TissueContracture

• Splinting the Foot and Ankle – The Basics of Fabrication and

Implementation

• Research Considerations

Reproducible forms are provided inthe appendices.



Laura Hogan, OTR, BCP and Tracy Uditsky, OTR, BCP

Learn to adapt or create splints for childrenBeverly D. Cusick, M.S., PT

Identify and remedy extremity alignment problems in children



OT GOALs COTA Exam Study GuideStrategies for Success

Functional DocumentationA Process for the Physical Therapist

Marcia HornbrookStamer, PT and Judith C. Bierman, PT

Use this resourcefulhandbook to keep effec-tive, concise records ofinitial evaluations, dailyprogress notes, discharge summaries,team meeting notes, andreimbursement letters.



Susan G. Ahmad,M.S., OTR/L and Donald Kallembach,M.S., OTR/L

This study guide hasbeen designed to identi-fy areas of competenceand weakness and toorganize study into logi-cal steps.

Each chapter containsa comprehensive review of that chapter’s topicincluding theory, evaluations, and interventions.


252-page soft-bound manual076-1667-962 $49.95

Partners in GOALs

Quickly completerequired paperwork foryour preschool to highschool caseload. Thismanual helps you toincorporate measura-ble therapy goals andobjectives into yourtherapy reports, treat-ment plans,IEPs, andother pro-grams requir-ing indivi-dualized lists of goals.



Essential Resources

Pediatric SplintingSelection, Fabrication, and Clinical Application of

Upper Extremity Splints

Progressive Casting and SplintingFor Lower Extremity Deformities in Children with

Neuromotor Dysfunction


BEST SELLER

OT_Cat_05_p.50-51Essential_Final 2/2/05 7:58 AM Page 51

Requirements to Qualify for Test Purchase


Quick and Easy!

Current CustomersIf you are a current customer, please provide us with your Account Number when ordering. Use our convenient Order Form (page 58) when you call, fax, mail, or order online.

If this is your first order, you will need to provide us with a completed Qualifications Form (page 56) along with your order.

Please follow these 3 easy steps:Step 1 – Review the Qualification Levels (page 55)Step 2 – Fax or mail a completed Qualifications Form (page 56)Step 3 – Place an order by using our convenient Order Form (page 58) when you call, fax, mail, or

order online.

Call us at 1-800-211-8378 or e-mail us at [email protected] to check on the status of yourorder or if you have any suggestions, comments, or questions.

See the following pages to learn about:53: Our 100% Product Guarantee, Volume Discounts, Software Policy, and Terms and Conditions of

Purchase54: Information on Copyright and Licensing and Student Research54: How to Qualify for Test Purchase and Test Security55: Qualifications Requirements for Purchase56: Qualifications Form57: 40% University Discounts58: Order Form

CALL TOLLCALL TOLL-FREE FAX TOLL-FREE MAIL

1-800-211-8378 1-800-232-1223 Harcourt AssessmentMonday–Friday 24 hours a day Order Service Center7 a.m.–7 p.m. 7 days a week P.O. Box 708912Central Time San Antonio, TX 78270-8912

WEB: SECURE ONLINE ORDERINGwww.PsychCorp.com

24 hours a day, 7 days a week

New Customers

OT_Cat_05_Order_Final 2/6/05 9:28 PM Page 52


Terms and Conditions

Materials and Ordering Information, Terms and Conditions of Purchase

Customer Service CenterOrders are processed at our Customer ServiceCenter in San Antonio, Texas.To obtain prompt service, orders for materials shouldbe sent to the Customer Service Center, P.O. Box708912, San Antonio, TX 78270-8912. You may alsoplace your order by calling 1-800-211-8378 or faxingyour order to 1-800-232-1223.PricesAll prices and terms are subject to change withoutnotice and are exclusive of taxes and shipping andhandling charges.Terms are Net 30 Days. No discount is offered forcash payments or prompt payment.TaxesIf your account is not currently listed as “tax-exempt,” applicable state and local taxes will beadded to your invoice. If you wish to be listed as“tax-exempt” for future purchases, send a copy ofyour tax-exempt certificate to our Customer ServiceCenter, Attn: Account Maintenance, P.O. Box708912, San Antonio, TX 78270-8912. Shipping and HandlingTest materials are shipped by traceable means viaground delivery unless first class, air, or specialdelivery is requested. Orders that include a specific delivery date will be treated as authorizingair or special delivery charges if accelerated shipping (or delivery) is needed to meet the requireddate. A handling charge of 4% will be added toorders for materials or scoring services to coverpicking, packing, and assembly costs. In addition,shipping charges will be added. Together, thesecharges will be listed on your invoice as “Shippingand Handling.” Please allow 10 days for delivery oftest materials after we receive your order.Expedited DeliveryCustomer Service must receive orders by noonCentral Standard Time for Expedited Delivery.BackordersWe make every attempt to maintain sufficient inven-tory to handle all routine orders without backorders.If a backorder occurs and you desire partial ship-ment or would prefer that we hold your order until itcan be filled in its entirety, please let us know. Confirming OrdersIf an order is placed by phone or fax and followed upwith a confirming purchase order, please make cer-tain that it is clearly marked as CONFIRMING. Thiswill prevent a duplicate shipment.Volume Discounts on Materials*Customers may obtain volume discounts on theirtotal orders.

*If any materials are returned, the order will be re-billed at the applicable price.

University Training Program DiscountA special training program discount of 40% is granted on the purchase of test materials for use in college or university measurement courses. For more information, please visitwww.HarcourtAssessment.com, or see form on page 57.Bookstores DiscountHarcourt Assessment bookstore policy and registration forms are available from CustomerService at 1-800-211-8378. Returns, Credits, Adjustments100% Product Satisfaction Harcourt Assessment guarantees satisfaction withthe physical quality of its test materials. If materialsare damaged or defective, they may be returned forexchange or credit at any time. If not defective inmanufacturing, resalable test booklets, answer documents, and accessory materials may bereturned for credit within 90 days of the invoice date.Only unbroken, resalable packages will be accept-ed, and packages must show complete name,address, invoice number, and reason for return onall paperwork.All returns (except those resulting from shipmenterror or manufacturing defects) will be assessed a10% restocking fee.Please observe these procedures to ensure prompthandling:

Check your shipment upon receipt. Do not openpackages; broken test packages cannot beaccepted for credit unless defective.If you receive incorrect materials or quantities, ordamaged or defective items, please call 1-800-211-8378. You will be connected with aCustomer Service Associate who will provideassistance.

Software PolicyAll of Harcourt Assessment's software licenses aresold on a per user basis and each license may beinstalled and used by one user only (unless otherwise noted).Software may be returned within 30 days of invoicedate. Software must be returned with all media,accompanying materials, and original packagingalong with a written statement verifying that thesoftware has been removed from all computers.International OrdersFor orders originating outside of the United States,go to www.HarcourtAssessment.com or callCustomer Service at 1-800-211-8378.Acceptance of Terms and ConditionsSales of test instruments, related materials, andservices are based upon acceptance of the various terms and conditions and adherence to allpolicies described in this catalog. Purchasers agreeto be bound to all terms and conditions by placing anorder for materials, signing Harcourt Assessment‘sQualifications Form, a Purchase Order, a Test OrderForm, or by part or total payment of HarcourtAssessment‘s invoice for any tests, materials, orservices ordered. No modification or additions tothese terms and conditions are binding uponHarcourt Assessment unless previously agreed to in writing by an authorized representative ofHarcourt Assessment.

Terms and Conditions of Purchase1. Limited Warranty. Harcourt Assessment warrants that its products meet applicable professional standards and will be manufactured in usable quality. HARCOURT ASSESSMENTMAKES NO OTHER WARRANTIES, EXPRESSED ORIMPLIED, INCLUDING WARRANTIES OF MER-CHANTABILITY OR FITNESS FOR A PARTICULARPURPOSE. REPLACEMENT OF MATERIALS, OR REFUND OF ALL OR A PORTION OF THE PURCHASE PRICE (BASED UPON THE SALABLECONDITION OF THE MATERIALS), AT HARCOURTASSESSMENT’S SOLE OPTION AND IN ACCOR-DANCE WITH THE PRODUCT RETURNS POLICYCONSTITUTES THE PURCHASER’S SOLE ANDEXCLUSIVE REMEDY, IN LIEU OF ALL REMEDIESAND ACTUAL, CONSEQUENTIAL, SPECIAL, INCIDENTAL, OR OTHER DAMAGES IN CONNECTION WITH THE PRODUCT AND ANY USE OR MISUSE THEREOF. HARCOURTASSESSMENT WILL NOT, UNDER ANY CIRCUMSTANCES, BE LIABLE FOR PURCHASER’SEXPENSES FOR DELAYS, FOR COSTS OF SUBSTITUTE MATERIALS, OR FOR POSSIBLE LOSTINCOME, GRANTS, PROFITS, OR ANY OTHER SPE-CIAL OR CONSEQUENTIAL DAMAGES THAT MAYRESULT FROM USING A PRODUCT.Some jurisdictions restrict certain limitation of warranties, so some or all of the above limitations may not apply to you.2. Confidentiality. Purchaser acknowledges andagrees the contents of Harcourt Assessment’s testsmay constitute trade secrets, which include confi-dential and proprietary material, information, andprocedures. Purchaser will not resell or otherwisedistribute materials, or authorize or allow disclosure of the contents of a test instrument protocol, including test questions and answers, or normative data, except under the limited circumstances described in the section titled“Maintenance of Test Security,” or as otherwisecontemplated in the manual associated with thetest. Purchaser acknowledges and agrees that theuse or disclosure of trade secrets in a mannerinconsistent with the provisions of this Agreementmay cause Harcourt Assessment irreparable damage for which remedies other than injunctiverelief may be inadequate. Accordingly, you agreethat in any request by Harcourt Assessment to acourt of competent jurisdiction for injunctive or other equitable relief seeking to restrain such use or disclosure, you will not maintain that such remedyis not appropriate under the circumstances.3. Maintenance of Test Security. Each person orinstitution purchasing a test must agree to complywith basic principles of minimum test security,including the standards described on page 54:“Maintenance of Test Security and Test Use.”4. Copyright Notice. Tests, test protocols, testitems, norms, score reports, and other related materials of Harcourt Assessment are copyrighted.They are not to be reproduced or transmitted in anyform or by any means, electronic or mechanical,including photocopying, recording, or any informationstorage and retrieval system without permission in writing from Harcourt Assessment. The reproduction of any part of Harcourt Assessment’s copyrighted testsand related materials in any way, whether the repro-ductions are sold or furnished free for use, is a

$1,500-$4,999 2.5%

$5,000-$7,499 5%

$7,500-$49,999 10%

$50,000+ 15%

Total Single Order Save


54 PHONE 1-800-211-8378 • FAX 1-800-232-1223 • WEB www.PSYCHCORP.com • PROMO CODE MS599


Materials and Ordering Information, Terms and Conditions of Purchaseviolation of federal copyright law. No adaptations,translations, modifications, or special versions maybe made without permission in writing from Harcourt Assessment; users are advised that such adaptations, translations, modifications, orspecial versions may affect the validity of the tests.5. Protective Orders. Purchaser agrees to seek aprotective order safeguarding the confidentiality oftest materials classified by Harcourt Assessment as C-level assessments if Purchaser is required toproduce such materials in court or administrativeproceedings.6. Limitation of Liability. IN NO EVENT WILL HARCOURT ASSESSMENT BE LIABLE FOR DAMAGES ARISING UNDER THIS AGREEMENT, OR OTHERWISE ARISING FROM THE ORDER(S)CONTEMPLATED UNDER THIS AGREEMENT, INEXCESS OF THE AMOUNTS PAID FOR THE PROD-UCT(S) WHICH DIRECTLY CAUSED THE DAMAGE.7. Force Majeure. Except for payment obligations,nonperformance of either party shall be excused tothe extent that performance is rendered impossibleby strike, fire, flood, act of God, war, governmentalacts or orders or restrictions, failure of suppliers, orany other reason where failure to perform is beyondthe reasonable control of the non-performing partyand not due to its fault or negligence.8. Notices. Any required notices shall be given inwriting to the Purchaser at the most recent contactinformation provided by Purchaser to HarcourtAssessment. We may send you notice by electronicmail as an alternative to conventional mail.9. Governing Law and Venue. This Agreement,each transaction entered into in connection withthis Agreement, and all matters arising from or relat-ed to this Agreement (including validity and interpre-tation) are governed by, construed, and enforced inaccordance with the laws of the State of Texas,without reference to any conflict of law principles.Purchaser submits to the exclusive jurisdiction ofthe federal and state courts located in Bexar County,in the State of Texas. 10. Limitation of Claims. Purchaser must bring anyaction on any claim against Harcourt Assessmentwithin one (1) year following the date the claim firstaccrued, or it shall be deemed waived.11. Export Law Assurance. If the product(s)ordered from Harcourt Assessment have been right-fully obtained within the United States, Purchaseragrees and certifies that neither the products norany technical data received by the Purchaser fromHarcourt Assessment will be exported outside of theUnited States, except as authorized by the laws andregulations of the United States.Permissions and Licensing PolicyReproduction of any purchased materials requiresthe prior written consent of Harcourt Assessment.Questions and answers, including practice ques-tions and answers, may not be reproduced withoutwritten permission, regardless of the number of linesor items involved. Test copies may not be bound intheses or reports placed in libraries, generally circulated, or accessible to the public, or in any article or text of any kind.Harcourt Assessment will consider requests forpermission to reproduce, modify, or translate part orall of any copyrighted publication and will also con-

sider the granting of licenses for use of our copy-righted materials. Requests to reproduce, translate,adapt, modify, or make special versions of thesepublications should be addressed to the Legal Department19500 Bulverde Rd., San Antonio, Texas 78259-3701. Once approved, any reproduction must includeacknowledgement of the source, including author,test, publisher, and copyright notice.Permission to Use Copyrighted Test NormsHarcourt Assessment has the sole right to authorizereproductions of any portion of its published tests,including test norms. Copying of test norms withoutauthorization is a violation of copyright. The term“copying” includes, but is not limited to, entry of testnorms into a computer memory for purposes of testprocessing, scoring, or reporting. Any person ororganization wanting to use Harcourt Assessment’stest norms must submit a formal written request tothe Legal Department. If permission is granted, a feemay be charged. Permission from HarcourtAssessment for use of test norms does not implyendorsement of, or responsibility for, the accuracyor adequacy of any test processing, scoring, orreporting service.Permission for ResearchPermission is not needed for research by individuals who are qualified to purchase andadminister the tests; however, no reproduction oftest materials is allowed for any purpose, includingarticles and reports based on research, without theprior written consent of Harcourt Assessment.Students wanting to use test materials for thesis,dissertation, or research should complete and sub-mit a Student Qualifications Form located atwww.HarcourtAssessment.com.This form must be accompanied by a prepaid orderfor the materials requested. The form and order canbe faxed to Customer Service at 1-888-200-4880, or mailed to us at P.O. Box 708912, San Antonio, Texas, 78270-8912.A 50% discount is offered to students using published assessments in research; a 40% discount is offered to students using published intervention instruments in research. Because of test security, permission is not granted forappending tests to theses, dissertations, or reports of any kind.TrademarksHarcourt Assessment has the sole right to licenseuse of its trademarks. Any unauthorized use ofHarcourt Assessment or Harcourt, Inc. trademarksis strictly prohibited. Requests to use any trademarkshould be addressed to the Legal Department, 19500 Bulverde Rd. San Antonio, Texas 78259-3701.Harcourt Assessment reserves the right to amendthese policies at any time. Contact the LegalDepartment for more information at 1-800-228-0752.Maintenance of Test Security and Test UseEach person or institution purchasing a test mustagree to comply with these basic principles of mini-mum test security:

1. Test takers must not receive test answers beforebeginning the test.

2. Test questions are not to be reproduced or para-phrased in any way.

3. Access to test materials must be limited to qualified persons with a responsible, professionalinterest who agree to safeguard their use.

4. Test materials and scores may be released only to persons qualified to interpret and use themproperly.

5. If a test taker or the parent of a child who hastaken a test wishes to examine test responses orresults, the parent or test taker may be permittedto review the test and the test answers in thepresence of a representative of the school, col-lege, or institution that administered the test.Such review should not be permitted in thosejurisdictions where applicable laws require theinstitution to provide a photocopy of the test sub-sequent to review. If you are not certain of the effect of the laws in your state, please con-tact your state’s professional organization.

6. No reproduction of test materials is allowed in any form or by any means, electronic or mechanical.

7. Requests to copy any test materials must be inwriting and directed to the: Legal Affairs Department Harcourt Assessment, Inc. 19500 Bulverde Rd. San Antonio, Texas 78259-3701or sent via online to [email protected]. Our policy on confidentiality and release of testmaterials to unqualified individuals can be viewed online atwww.HarcourtAssessment.com.

8. Test materials may not be resold or distributed for any purpose.

Qualifications for PurchaseNote: Please read this section. Not everyone whowishes to buy a test is qualified to do so. In order toavoid delay in your order, please make sure yourqualifications are known to us.The tests listed in this catalog are carefully devel-oped assessment instruments that require special-ized training to ensure their appropriate professionaluse. Eligibility to purchase these tests, therefore, isrestricted to individuals with specific training andexperience in a relevant area of assessment. Thesestandards are consistent with the Standards forEducational and Psychological Testing and withthe professional and ethical standards of a variety ofprofessional organizations. These organizationswhose members use tests are diverse, but includesuch organizations as the American CounselingAssociation (ACA), the American EducationalResearch Association (AERA), the AmericanPsychological Association (APA), the Council forExceptional Children (CEC), the National Associationof School Psychologists (NASP), and the NationalCouncil on Measurement in Education (NCME).Harcourt Assessment is committed to upholding




Terms and Conditions of Purchase

Requirements to Qualify for Test Purchase

these standards, and we reserve the right to requireadditional evidence of each Purchaser’s qualifica-tions. Harcourt Assessment has the sole right todetermine whether a Purchaser is qualified andunder what classification. In addition, HarcourtAssessment retains the right to withhold or with-draw approval for test purchase where there is evi-dence of violation of commonly accepted testingpractices or any of the Terms and Conditions ofPurchase.Note: No tests are sold for self-guidance, nor to any individualor organization engaged in testing and counseling by mail. Testusers must agree to guard against the improper use of our testsin order to retain the right to purchase those tests. To protecttheir security and value, tests and scoring keys must be kept inlocked files or storage cabinets accessible only to authorizedpersonnel. Test materials may not be resold or otherwise dis-tributed. Customers wishing to purchase tests for homeschool-ers should refer to the section entitled “Rules Governing Sale ofMaterials to Various Categories of Purchasers” on this page.

Rules Governing Sale of Materials toVarious Categories of PurchasersUniversities, schools, organizations, businesses,clinics, and hospitals are subject to the guidelinesset forth above and must have appropriately quali-fied individuals on staff in order to purchase test

materials. These individuals must complete aQualifications Form or provide information as to theirqualifications. Orders not accompanied by this doc-umentation may not be processed. Qualified customers should comply with the require-ments of their respective institutions concerning theuse of purchase orders. Harcourt Assessment maynot be able to process orders without the appropri-ate purchase order(s) or other documentationrequired by the institution.No educational materials will be shipped to a homeaddress. If you are a homeschooler, please contactCustomer Service for advice. There are homeschoolagencies that provide testing services in programsapproved by Harcourt Assessment.University libraries and bookstores may purchasematerials subject to submission of a UniversityBookstore/Library Agreement Form. For more infor-mation, contact the Qualifications Group inCustomer Service at 1-800-211-8378. Questions should be directed to the Legal

Department of Harcourt Assessment at 1-800-228-0752.

Harcourt Assessment reserves the right to amendthese policies at any time. Contact

the Legal Department for more information at 1-800-228-0752.

Compliance with HIPAAHarcourt Assessment would like to advise its cus-tomers that they are not obligated to disseminatecopies of test record forms or protocols to personswho erroneously claim that they are entitled tocopies under HIPAA’s Privacy Rule. This position isconsistent with a guidance letter Harcourt receivedfrom the Department of Health and Human Serviceswhich states that so long as test items (which maybe disclosed in record forms) are trade secrets,such information is not required to be disclosedunder HIPAA. Harcourt Assessment has claimedtrade secret status for its test record forms andprotocols for many years in order to preserve thevalidity of these tools used by the professionalcommunity for the benefit of the general public.Please go to www.HarcourtAssessment.com for amore detailed explanation of our position regardingHIPAA.

Harcourt Assessment publishes a wide variety of tests for all kinds ofusers—tests that may be administered by paraprofessionals, tests thatmay be administered by educational specialists with differing back-grounds in assessments, and tests that require an advanced level oftraining to administer and interpret the test results.

Some tests, such as intelligence tests, are restricted to individuals withspecific training. Others, such as some checklists of adaptive behav-iors, provide examiners with useful information and do not require agreat deal of interpretation.

We differentiate assessment products in our catalog by classifying themas A-, B-, or C-level instruments.Generally, A-level instruments are those that do not require an individ-ual to have advanced training in assessment and interpretation. Thesetypes of tests include products such as School Function Assessment(SFA), Infanib, and Adolescent/Adult Sensory Profile. There are no spe-cial qualifications to order these products.

B-level instruments require more expertise on the part of the examinerthan A-level tests. The administration procedures and interpretation oftest results are generally more complex than A-level products. Examplesof B-level instruments include products such as Bayley InfantNeurodevelopmental Screener, Miller Assessment for Preschoolers, andBrown Attention–Deficit Disorder Scales for Children.

B-level tests may be purchased by individuals who are certified by aprofessional organization recognized by Harcourt Assessment torequire training and experience in a relevant area of assessment.

These professional organizations include as part of their code of ethics the requirement that practitioners engage in aspects of theirprofessions that are within the scope of their competence. Therefore,practitioners who do not have a master’s degree but who have com-pleted specialized training or have developed expertise in a specificarea (e.g. neurodevelopmental treatment or infant development) mayorder B-level products to assess skills in the practitioner’s area ofexpertise.

If you are a member of a professional organization such as theAmerican Speech-Language-Hearing Association (ASHA) or theAmerican Occupational Therapy Association (AOTA), you are eligible topurchase B-level products.

B-level tests may also be purchased by individuals with a master’sdegree in psychology, education, or a related field with relevant train-ing in assessment.

C-level tests require verification of a doctorate in psychology, education,or a related field or licensure. If you have certification by certain agen-cies or national organizations, such as ASHA or NBCOT, you may be ableto purchase C-level products based on your training or expertise.

If you belong to one of the professional organizations listed in our cat-alog, are licensed to practice in your state or have experience andtraining in a specific area of assessment, and would like to purchaseB- or C-level products, our Customer Service Center staff would behappy to talk with you about qualifying you to purchase a test relevantto your practice. Please call our Customer Service Center at 1-800-211-8378 if you have questions or concerns about ordering any product.

Harcourt Assessment has established a policy for qualifying individuals, organizations, or agencies to purchase tests. A three-level (A, B, C) classification systemdifferentiates products according to the types of purchasers to whom tests may be sold. Depending on the Qualifications Level assigned to the product(s) being ordered, theorder must also include the following information to qualify an individual, organization, or agency for test purchase:

Call our Qualifications Group for additional information, 1-800-211-8378



Qualifications FormHarcourt Assessment maintains a high commitment to professional practices in testing and assessment. Many of the tests andmaterials presented in this catalog are available only to qualified professionals in accordance with the principles stated in TheAmerican Psychological Association’s Ethical Principles of Psychologists and Code of Conduct. Eligibility to purchase certainrestricted materials is determined on the basis of training and experience.Current qualified customers must update their qualification information every 2 years.

Name ______________________________________________________ Phone __________________________ Fax _______________________

Address: Street_______________________________________________ City___________________________ State _______ Zip ____________

E-mail address __________________________________________________________________________________________________________

Responsible Party_____________________________________________ Position/Title _______________________________________________

Type of Business■■ Public School ■■ Non-Public School ■■ College: 4 year, 2 year, Trade/Technical Institute, Graduate

■■ Government: Federal, State, County, Military ■■ Tutoring/Learning Agency ■■ Preschool/Daycare

■■ Clinic/Medical Facility ■■ Hospital ■■ Rehab/Counseling Facility ■■ Private Practice

■■ Other ____________________________________________________________________________________________________________

Primary Area of Specialty (based on training, or supervised experience) check only one

■■ Psychology ■■ School Psychology ■■ Educational ■■ Counseling ■■ Physical Therapy

■■ Speech Language Pathologist ■■ Occupational Therapy ■■ Other (specify) _____________________________________________

Educational Background■■ Bachelor’s Degree: Year ____________ Institution ___________________________________ Major __________________________

■■ Master’s Degree: Year ____________ Institution ___________________________________ Major __________________________

■■ Doctorate: Year ____________ Institution ____________________________________ Major __________________________

■■ Other: Year ____________ Institution ____________________________________ Major __________________________

Professional Credentials (check as many as apply)

■■ Licensed in Area: State _______________ Lic # ______________________________________ Exp __________________________

■■ Licensed in Area: State _______________ Lic # ______________________________________ Exp __________________________

Membership in Professional Organization(s) Status■■ APA ■■ AERA ■■ NCME ■■ CEC ■■ ACA ■■ AMA ■■ SIOP ■■ NASP ■■ ASHA ■■ AOTA■■ ASTD ■■ IPMA ■■ HRCI ■■ SHRM ■■ Other _________________________________________

■■ Fellow ■■ Associate ■■ Student ■■ Other _____________________________________

I certify that I and/or persons who may use the test materials being ordered by me have a general knowledge of measurement principles and of the limitations of test interpretations as called for in the Standards for Educational and Psychological Tests and that I/we are qualified to useand interpret the results of these tests being purchased as recommended in these Standards. Each person or institution purchasing a test mustagree to comply with the following basic principles of minimum test security: Test takers must not receive test answers before beginning the test;test users must adhere strictly to the copyright law and under no circumstances photocopy or otherwise reproduce answer forms, test books, ormanuals; access to test materials must be limited to qualified persons who agree to safeguard their use. Test materials may not be resold or distributed under any circumstances. I additionally certify that I have read the Terms and Conditions of Purchase and other policies set forth inthis catalog and that I understand and accept such Terms and Conditions of Purchase and policies.

Your signature indicates acceptance of and compliance with the statements above.

You may fax this form to our Qualifications Group at 1-888-200-4880, or mail to P.O. Box 708912, San Antonio, TX 78270-8912

Signature_________________________________________________________________________Date _______________________________



University Training Program • Discount Form

A training program discount of 40 percent is granted on the purchase of materials for use incollege or university measurement courses, internships, and clinical practices and not forresale. The training program assumes responsibility for proper use of materials consistentwith user qualifications and applicable testing standards. This applies only to publications ofHarcourt Assessment or its divisions. No training discount is given on distributed materials for other publishers. This discount may not be used with any other discounts, special offers, or introductory pricing.

Orders must be submitted in writing on a University Purchase Order and must be accompanied by a completed andapproved University Training Program Discount Form.

The University Course Information and the signatures of both the Department/Program Director and the courseinstructor, if applicable, are required to process each order placed requesting the Training Program Discount.

Phone orders will not be granted the discount.

Name of Department Chair/Program Director

Signature of Department Chair/Program Director

Signature of Course Instructor

Name Title

University/College Building

Street City State Zip Code

Telephone E-Mail Office Hours

Prices and Other TermsHarcourt Assessment reserves the right to deny any request for University Training Program discounts for any reason. Prices are subject to change without further notice.There is no minimum charge on orders for tests and related materials. Shipping and handling will be added to your invoice as a separate item. If your account is not currently listed as “tax-exempt,” the applicable tax will be charged. Prices are F.O.B. Shipping Point. Terms: Net 30 Days.Copyright © 2005 by Harcourt Assessment, Inc.

Title of course to be taught or brief description of program:

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

Course Schedule (Semester/Quarter): Fall Winter Spring Summer Projected Course Enrollment: _____________

I certify that I have read and accept the Terms and Conditions of Purchase and the other policies set forth in this catalog.Important! This box must be checked in order to process your order.

Note: Discount cannot be approved without authorized signatures. There is no discount on Examination Kits. There is no discount on

materials (including books) that are distributed, but not published, by Harcourt Assessment, Inc.

Copy and return with purchase order to:Harcourt Assessment, Inc. • Qualifications Group, Customer Service • PO Box 708912, San Antonio, TX 78270-8912

You may fax this form to our Qualifications Group at 1-888-200-4880

40%For Your Convenience Please Photocopy This Form


Order Form

58

UnitQty. Product Code Product Title Price Total

Prices and other terms: Prices are subject to change without further notice. There is no minimum charge on orders for tests and related materials. Products may not be resold or distributed for any purpose. Shippingcharges will be added to your invoice as a separate item. If your account is not currently listed as “tax-exempt,” the applicable tax will be charged. Prices are F.O.B. Shipping Point. Terms: Net 30 Days. Copyright © 2005 byHarcourt Assessment, Inc.

DATE

Promo Code for this catalog.

Method of Payment:My PURCHASE ORDER is enclosed.

(Required for schools, universities, hospitals, and government agencies)

P.O.# (Net 30 days)

Payment is enclosed Bill me Charge to my credit card

Card No.

Name as it appears on card:

Exp. date Mo. Yr. Signature

Harcourt Assessment, Inc.Customer ServiceP.O. Box 708912San Antonio, TX 78270-8912

1-800-211-8378

1-800-232-1223

www.PsychCorp.com

I am a current customer. My account number is I am a new customer; I have completed the Qualifications Form on the reverse side.I certify that I have read and accept the Terms and Conditions of Purchase and the other policies set forth in this catalog.

Important! This box must be checked in order to process your order.

Regular Ground Delivery (10–15 working days) 4% handling plus shipping charges. Orders are shipped by Ground Delivery unless otherwise requested.Expedited Delivery 4% handling plus shipping charges. Order must be received by noon Central Time. Please specify:

Overnight 2nd Day 3rd Day

Phone:

Fax:

Web:

Mail:

100%PRODUCT

SATISFACTION

Bill To:PLEASE PRINTFacility/Organization

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Address

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MT599



Export Shipment Pro Forma invoices are provided uponrequest but must indicate the mode of ship-ment desired and any special shippinginstructions so that all charges can be cor-rectly calculated. Purchasers in countrieshaving import or exchange controls mustobtain an import license and place its num-ber on the order. All shipments to countriesnot providing parcel post insurance are atthe purchaser’s risk.

Ordering and PaymentProcedures We accept payment of: • Purchase order - due in 120 days • Money orders • Credit Card: VISA/MasterCard/

AmericanExpress/Discover Card The purchase order must contain a validshipping and billing location with postalcode, a phone number, a fax number, or e-mail address. Shipments take approximate-ly 4-6 weeks for delivery. Please note we usecouriers and cannot ship to a Postal Box.Testing materials can be ordered directlyfrom our customer service department in SanAntonio, Texas, by following these steps: 1. If you do not have an existing account withHarcourt Assessment, you will need to sub-mit a Qualifications Form. Internationalschools will also need to complete anAccreditation Form. You may fax the forms toCustomer Service, 210-339-8199, or submit with your order. These forms

can be downloaded from our Web sitewww.HarcourtAssessment.com. 2. You may also fax your order to CustomerService, 210-339-8199. 3. If you need to talk directly to someoneabout your order, you may contact your localinternational office or call Customer Serviceat 210-339-8190. For information aboutassessment products, contact your localinternational office.

Call 1-800-211-8378 or 210-339-8190FAX 1-877-576-1816 or 210-339-8199

For additional product information, visit www.HarcourtAssessment.com

Canada55 Horner AvenueToronto, Ontario M8Z 4X6Tel: (866) 335-8418 • Fax: (800) [email protected] PawsonGeneral ManagerHarcourt Assessment55 Horner AvenueToronto, Ontario M8Z 4X6Tel: (800) 387-7278 ext. 236 or(416) 255-0177 ext. 236Fax: (416) [email protected]

Jacinthe BourassaClinical Measurement ConsultantConseiller Clinique en Mesureand ÉvaluationNewfoundland, PEI, Nova Scotia,New Brunswick, QuebecTel: (866) 335-8412 or (800) 387-7278 ext. 641 • Fax: (514) [email protected] MerxClinical Measurement ConsultantBritish Columbia, Alberta,Saskatchewan, Manitoba, Yukon,Northwest Territories, NunavutTel: (866) 335-8417 or (800) 387-7278 ext. 633 • Fax: (604) [email protected] customers, please contactJulia RiccelliSales and Marketing AssociateTel: (800) 387-7278 [email protected]

United Kingdom, Europe, Asia,Africa and Middle EastHarcourt AssessmentHalley CourtJordan HillOxford, OX2 8EJTel: 44-1865-888188 • Fax: [email protected]

Australia, New ZealandHarcourt Assessment30-52 Smidmore Street(Locked Bag 16, St. Peters, 2044)Marrickville, NSW, 2204 AustraliaDianne Lissner, General ManagerDenise Leanfore, Cust Svc ManagerTel: 61-2-9517-8958 • Fax: [email protected]

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For sales assistance, please call

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Measurement Consultant.


International Offices (con’t)


GermanyHarcourt Test ServicesBaseler Straße 35-3765933 Frankfurt am Main, GermanyTel: 49 (0) 69 633 988 0Fax: 49 69 633 988 [email protected]

FranceLes Editions du Centre de Psychologie Appliquée25 Rue de la Plaine75020 Paris, FranceTel: 331 40 09 62 62 Fax: 331 40 09 62 [email protected]

Africa/Europe/Middle East/Sub-ContinentSharon Reed, Director of SalesJolene Palazzo, Sales Asst.Harcourt International6277 Sea Harbor DriveOrlando, FL 32887Tel: 407-345-3671 • Fax: 407-352-3395Email: [email protected] HackerP. O. Box 857Abu Dhabi, United Arab EmiratesTel: 971-2-6336-999 Fax: 971-2-6320-844Cel: 971-50-415-1624Email: [email protected] EastMohamed Al-MasryP. O. Box 13663Dubai, United Arab EmiratesTel: 971-4-2663474Fax: 971-4-2665363Cel: 971-50-656-9220Email: [email protected] / JordanJihan BaillieKathe-Kollwitz-Strasse 1514532 KleinmachnowGermanyTel: 49-33203-24500 Fax: 49-33203-25640Cel: 49-170-445-7555Email: [email protected]

English-Speaking CaribbeanBermuda and Other English-Speaking CaribbeanSusan Stead, Director of SalesJolene Palazzo, Sales AssistantHarcourt International6277 Sea Harbor DriveOrlando, FL 32887Tel: 407-345-3671 • Fax: 407-352-3395Email: [email protected] and Cayman IslandsClare SymonetteP. O. Box SS-6805Academia Williams CourtNassau, BahamasTel: 242-327-7589 • Fax: 242-327-2162Email: [email protected] States Virgin IslandsBill WoodP. O. Box 305914St. Thomas, VI 00803Tel: 340-777-6889Email: [email protected]

Asia / PacificCindy Hager, Director of SalesElva Smith, Sales AssistantHarcourt International6277 Sea Harbor DriveOrlando, FL 32887Tel: 407-345-3679 • Fax: 407-352-3395Email: [email protected] LeeSunjin BD #601Yangjae-dong 82-8, Seocho-GuSeoul, South Korea 137-890Tel: 82-2-576-3412 • Fax: 82-2-577-3419Cel: 82-11-242-9749Email: [email protected] Chau6F-2, No. 29, Chung Shan North Rd.,Sec. 3Taipei, Taiwan (ROC) 104Tel: (02) 2595-6615 • Fax: (02) 2595-6615Cel : 0961-396-399Email : [email protected] ArmstrongPO Box 505910San Antonio, Saipan MP 96950Tel: 670-235-1051Email: [email protected]/PacificKristine HagenP. O. Box 326417Hagatna, Guam 96932Tel: 671-477-4690 • Fax: 671-477-4691Cel: 671-688-0893Email: [email protected]

Latin AmericaBlanca Wolek, Director of SalesLuis Zapata, Sales AssistantHarcourt International6277 Sea Harbor DriveOrlando, FL 32887Tel: 407-345-3630 • Fax: 407-352-3395Email: [email protected], Bolivia, Brazil,Uruguay, ParaguayJulie PisanoAllianza III e Ilanes-Urdesa CentralGuayaquil, EcuadorTel: 593-4-238-2914Cel: 593-9-783-5029Email: [email protected] Wolek, Director of SalesLuis Zapata, Sales AssistantHarcourt International6277 Sea Harbor DriveOrlando, FL 32887Tel: 407-345-3630 • Fax: 407-352-3395Email: [email protected], Venezuela, PanamaAv 7 #150-01, Oficina 105Bogota, ColombiaFabian CastroTel: 571-627-3935 • Fax: 571-216-6037Cel: 57315-309-2093Email: [email protected] SimsTel: 571-626-3935 • Fax: 571-216-6037Cel: 310-772-4737Email: [email protected] RicaGabriela DellanoceP. O. Box 5466-1000San Jose, Costa RicaTel: 506-289-7519 • Fax: 506-232-4921Cel: 506-834-4740Email: [email protected] Ines MolestinaKm. 12 1/2 V’ia a la CostaGuayaquil, EcuadorTel/Fax: 593-4-2870-458Cel: 593-9-700-5042Email: [email protected] Salvador, GuatemalaMelissa Flores-Gomez Belches5a Ave. “E” - 12-11Condominio Paisajes deSan Crostobal IIZona 8 de MixcoGuatemala City, GuatemalaTel: 502-2-460-5418Fax: 502-2-437-6771Cel: 502-5-990-9335Email: [email protected] Eduardo ValentineColonia CentroamericanaBloque Q, Casa 1718Tegucigalpa, HondurasTel: 504-239-5968Cel: 504-992-6763Email: [email protected]

MexicoAndrea Diaz, Regional Sales Mgr.Lopez Cotilla 1858-103Colonia Del ValleMexico D.F. 03100Tel: 525-55-524-1062Fax: 525-55-524-9348Email: [email protected] Otiniano de VidalCalle Los Agricolas V-20La MolinaLima-12, PeruTel/Fax: 511-348-0243Cel: 511-9945-2459Email: [email protected] Rico, Dominican RepublicMaria de Lourdes Negron425 Road 693 PMB 105Dorado, PR 00646-4802Tel/Fax: 787-796-4797Cel: 787-413-4151Email: [email protected] M. LopezStreet #38 F-5Turabo GardensCaguas, PR 00725Tel: 787-286-0037Cel: 787-422-7222Email: [email protected] FranquiP. O. Box 3703Bayamon, PR 00958-3703Tel: 787-279-5300Cel: 787-370-8411Email: [email protected]

Department of DefenseEducation ActivitySusan Stead, Director of Key AccountsJudy Roberts, Sales AssistantHarcourt International6277 Sea Harbor DriveOrlando, FL 32887Tel: 407-345-3673Fax: 407-352-3395Email: [email protected]


AAhmad, Susan G.. . . . . . . . . . . . . . . . 51Alderman, Nick. . . . . . . . . . . . . . . . . . 47Alexander, Rona. . . . . . . . . . . . . . . . . 25Anderson, Johanna . . . . . . . . . . . . . . 33Anderson, Melissa Moore. . . . . . . . . 25Anderson, Vicki . . . . . . . . . . . . . . . . . 46Andrellos, Peter J. . . . . . . . . . . . . . . . 30Arkwright, Nan. . . . . . . . . . . . . . . . . . 10Arvedson, Joan C. . . . . . . . . . . . . . . . 18Aston, Judith . . . . . . . . . . . . . . . . . . . 36Avery-Smith, Wendy . . . . . . . . . . . . . 19

BBall, Karlene . . . . . . . . . . . . . . . . . . . . 49Baum, Carolyn M. . . . . . . . . . . . . . . . 47Bayley, Nancy. . . . . . . . . . . . . . . . 20, 29Benbow, Mary D. . . . . . . . . . . . . . . . . 27Berk, Donald A. . . . . . . . . . . . . . . . . . . 7Bierman, Judith C. . . . . . . . . . . . . . . . 51Bigsby, Rosemarie . . . . . . . . . . . . . . . 25Bissell, Julie . . . . . . . . . . . . . . . . . . . . 11Blanche, Erna Imperatore . . . . . . . . 6, 9Bly, Lois. . . . . . . . . . . . . . . . . . . . . 23, 36Boehme, Regi . . . . . . . . . . . . . . . . . . . 20Borowick, Laureen G. . . . . . . . . . . . . 49Boticelli, Tina M.. . . . . . . . . . . . . . . . . . 9Brown, Catana . . . . . . . . . . . . . . . . . . . 5Brown, E.J. . . . . . . . . . . . . . . . . . . . . . 31Bryte, Kathy . . . . . . . . . . . . . . . . . . . . 12Burden, Vivian . . . . . . . . . . . . . . . . . . 47Burgess, Paul W. . . . . . . . . . . . . . . . . 47

CCameron, Carl . . . . . . . . . . . . . . . . . . 41Case-Smith, Jane. . . . . . . . . . 22, 25, 27Coling, Marcia Cain . . . . . . . . . . . . . . 11Coster, Wendy J. . . . . . . . . . . . . . 30, 15Cupps, Barbara. . . . . . . . . . . . . . . . . . 25Cusick, Beverly D. . . . . . . . . . . . . . . . 51

DDecker, Mary Jo Gilpin . . . . . . . . . . . 25Deeney, Theresa. . . . . . . . . . . . . . . . . 15DeGangi, Georgia A. . . . . . . . . . . . 7, 10DeGroot, Terry L. . . . . . . . . . . . . . . . . 49Delaney, Tracy A. . . . . . . . . . . . . . . . . 18Dellarosa, Donna . . . . . . . . . . . . . . . . 19Dennis, Simon . . . . . . . . . . . . . . . . . . 24Diamant, Rachel B. . . . . . . . . . . . . . . 31Dorman, Wilma J. . . . . . . . . . . . . . . . 45Drehobl, Kathy Fleming . . . . . . . . . . 12Dunn, Dixie K.. . . . . . . . . . . . . . . . . . . 10Dunn, Winnie . . . . . . . . . . . . . . . . . . 4, 5

EEdwards, Dorothy F. . . . . . . . . . . . . . 14Ellison, Patricia H. . . . . . . . . . . . . . . . 24Emslie, Hazel . . . . . . . . . . . . . . . . . . . 47Erhardt, Rhoda P. . . . . . . . . . . . . . . . . 25Evans, Jonathan J. . . . . . . . . . . . . . . 47

FFalbey, Barbara Zeisloft. . . . . . . . . . . 30Fewell, Rebecca R. . . . . . . . . . . . . . . . 21Fisher, Jean. . . . . . . . . . . . . . . . . . . . . 11Fletcher, Jennifer . . . . . . . . . . . . . . . . 41Folio, M. Rhonda . . . . . . . . . . . . . . . . 21Foss, Teresa Vernon. . . . . . . . . . . . . . 10Francke, Mary Kay . . . . . . . . . . . . . . . 10Freeberg, Karen S. . . . . . . . . . . . . . . . 49Friedman, Lee. . . . . . . . . . . . . . . . . . . 41Furh, Mary Gengler . . . . . . . . . . . . . . 12Furuno, Setsu . . . . . . . . . . . . . . . . . . . 30

GGarrett, Judith Nealer . . . . . . . . . . . . 11Gertz, Joan . . . . . . . . . . . . . . . . . . . . . 31Gilliam, James E. . . . . . . . . . . . . . . . . 34Glass, Robin P. . . . . . . . . . . . . . . . . . . 18Greenspan, Stanley I. . . . . . . . . . . . . 38

HHaack, Laurel . . . . . . . . . . . . . . . . . . . 11Haldy, Mary . . . . . . . . . . . . . . . . . . . . 11Haley, Stephen M. . . . . . . . . . . . . 15, 30Hallway, Mary K. . . . . . . . . . . . . . . . . . 9Haltiwanger, Jane T. . . . . . . . . . . 15, 30Hammill, Donald D. . . . . . . . . . . . . . . 16Hanft, Barbara E. . . . . . . . . . . . . . . . . 50Hanna, Steven . . . . . . . . . . . . . . . . . . 13Harrison, Patti. . . . . . . . . . . . . . . . . . . 40Helm-Estabrooks, Nancy. . . . . . . . . . 45Henderson, Sheila E. . . . . . . . . . . . . . 35Hickman, Lori A.. . . . . . . . . . . . . . . . . 41Hogan, Laura . . . . . . . . . . . . . . . . . . . 51Hosaka, Carol M. . . . . . . . . . . . . . . . . 30Howle, Janet M. . . . . . . . . . . . . . . . . . 36Hurley, Patricia . . . . . . . . . . . . . . . . . . 13

IInamura, Katherine Newton . . . . . . . 10Inatsuka, Takayo T.. . . . . . . . . . . . . . . 30

JJaeger, D. LaVonne . . . . . . . . . . . 31, 36James, Merle . . . . . . . . . . . . . . . . . . . 13Janzen, Janice E. . . . . . . . . . . . . . . . . 33Jelm, Judy Michels . . . . . . . . . . . . . . 19Jones, Clare B. . . . . . . . . . . . . . . . . . . 37Jones-Bock, Stacy . . . . . . . . . . . . . . . 37Jungkunz, Margaret L. . . . . . . . . . . . 49

KKallembach, Donald . . . . . . . . . . . . . 51Kane, Karen L. . . . . . . . . . . . . . . . . . . 25Katz, Noomi . . . . . . . . . . . . . . . . . . . . 48Kertoy, Marily . . . . . . . . . . . . . . . . . . . 13King, Gillian . . . . . . . . . . . . . . . . . . . . 13King, Susanne . . . . . . . . . . . . . . . . . . 13Kinnealey, Moya. . . . . . . . . . . . . . . . . 50Klein, Marsha Dunn . . . . 17, 18, 25, 31

Author Index


OT_Cat_05Indexes61-64 FINAL 2/2/05 4:21 PM Page 61

Author Index


Knight, Janice Miller . . . . . . . . . . . . . 25Korsten, Jane Edgar . . . . . . . . . . . . . 10Kratochwill, Thomas R. . . . . . . . . . . . 39

LLane, Alison . . . . . . . . . . . . . . . . . . . . 24Laurel, Marci. . . . . . . . . . . . . . . . . . . . . 9Law, Mary . . . . . . . . . . . . . . . . . . . . . . 13Lefton-Greif, Maureen A. . . . . . . . . . 18Levine, Kristin Johnson . . . . . . . . . . 25Loeb, Patricia Anderten. . . . . . . . . . . 41Ludlow, Larry H.. . . . . . . . . . . . . . . . . 30

MMaddox, Taddy. . . . . . . . . . . . . . . . . . 30Manly, Tom. . . . . . . . . . . . . . . . . . . . . 46Martin, Sieglinde . . . . . . . . . . . . . . . . 36McCormack, Diane Berg . . . . . . . . . . 22Meade, Vickie . . . . . . . . . . . . . . . . . . . 31Miller, Lucy Jane . . . . . . . 14, 21, 28, 30Miller-Kuhaneck, Heather . . . . . . . . . 33Minthon, Lennart . . . . . . . . . . . . . . . . 45Missiuna, Cheryl . . . . . . . . . . . . . . . . 13Morgan, Marlene . . . . . . . . . . . . . . . . 50Morris, Suzanne Evans . . . . . . . . . . . 17Murray-Slutsky, Carolyn . . . . . . . . 8, 33Myles, Brenda . . . . . . . . . . . . . . . . . . 37

NNielsen, Niels Peter . . . . . . . . . . . . . . 45Nimmo-Smith, Ian . . . . . . . . . . . . 46, 47

OO’Reilly, Katherine A.. . . . . . . . . . . . . 30Oakland, Thomas. . . . . . . . . . . . . . . . 40Orr, Catherine . . . . . . . . . . . . . . . . . . . 12Owens, Carol . . . . . . . . . . . . . . . . . . . 11

PParis, Betty A.. . . . . . . . . . . . . . . . . 8, 33

Partners in GOALs . . . . . . . . . . . . . . . 51Parush, Shula . . . . . . . . . . . . . . . . . . . 48Passanisi, Joan Cecil . . . . . . . . . . . . . 35Pearson, Nils A. . . . . . . . . . . . . . . . . . 16Perrin, Kathy Riske. . . . . . . . . . . . . . . 22Place, Patricia A.. . . . . . . . . . . . . . . . . 50Poisson, Susan. . . . . . . . . . . . . . . . . . . 7Polcyn, Patricia. . . . . . . . . . . . . . . . . . 11Pollock, Nancy . . . . . . . . . . . . . . . . . . 13

RRalston, Patricia R.. . . . . . . . . . . . . . . 11Reichler, Robert L. . . . . . . . . . . . . . . . 34Reisman, Judith . . . . . . . . . . . . . . . . . 27Renner, Barbara Rochen . . . . . . . . . . 34Ridgeway, Valerie. . . . . . . . . . . . . . . . 46Robertson, Ian H. . . . . . . . . . . . . . . . 46Roenker, Daniel . . . . . . . . . . . . . . . . . 49Roid, Gale H. . . . . . . . . . . . . . . . . . . . 21Roley, Susanne Smith . . . . . . . . . . . . . 6Rosen, Abbey Brod . . . . . . . . . . . . . . 19Rosenbaum, Peter . . . . . . . . . . . . . . . 13Rubell, Bonnie Levine . . . . . . . . . . . . 27Rustad, Ruth A. . . . . . . . . . . . . . . . . . 49

SSchaaf, Roseann C. . . . . . . . . . . . . . . . 6Schneider, Catherine Chemin. . . . . . 12Schneider, Joelle . . . . . . . . . . . . . . . . 35Schopler, Eric . . . . . . . . . . . . . . . . . . . 34Sellers, Jeanne Shanks . . . . . . . . . . . 25Sheda, Constance H. . . . . . . . . . . . . . 11Shore, Leann . . . . . . . . . . . . . . . . . . . 26Sickel, Ruth Z. . . . . . . . . . . . . . . . . . . . 7Siegel, Bryna . . . . . . . . . . . . . . . . . . . 32Simpson, Richard . . . . . . . . . . . . . . . 37Smith, Barbara . . . . . . . . . . . . . . . . . . 51Sorensen, Jane P. . . . . . . . . . . . . . . . 31Stamer, Marcia. . . . . . . . . . . . . . . 36, 51Stav, Wendy B. . . . . . . . . . . . . . . . . . 50

Steidle, Kathryn . . . . . . . . . . . . . . . . . 36Stern, Linda . . . . . . . . . . . . . . . . . . . . 36Stoiber, Karen Callan. . . . . . . . . . . . . 39Sugden, David A. . . . . . . . . . . . . . . . . 35

TThut, Catherine. . . . . . . . . . . . . . . . . . 50Toglia, Joan P.. . . . . . . . . . . . . . . . . . . 49Trott, Maryann Colby. . . . . . . . . . . . . . 9

UUditsky, Tracy . . . . . . . . . . . . . . . . . . . 51Ulrich, Dale A. . . . . . . . . . . . . . . . . . . 22

VVolpe, Patricia A. . . . . . . . . . . . . . . . . 24Voress, Judith K. . . . . . . . . . . . . . 16, 30

WWanttie, Ann M. . . . . . . . . . . . . . . . . 49Ward, Tony . . . . . . . . . . . . . . . . . . . . . 46Warkentin, Siegbert . . . . . . . . . . . . . . 45Warrington, Elizabeth K. . . . . . . . . . 47Weiss, Donna . . . . . . . . . . . . . . . . . . . 50Whiteside, Allison . . . . . . . . . . . . . . . 36Wiener, Andrea Santman . . . . . . . . . . 7Wiig, Elisabeth H. . . . . . . . . . . . . . . . 45Williamson, G. Gordon . . . . . . . . . . . 45Wilson, Barbara A. . . . . . . . . . . . . . . 47Wilson, F. Colin. . . . . . . . . . . . . . . . . . 47Windeck, Susan L. . . . . . . . . . . . . . . . 9Wolf, Lynn S. . . . . . . . . . . . . . . . . . . . 18

YYoung, Nancy . . . . . . . . . . . . . . . . . . . 13


Product Index


AActivity-Based Intervention Guide. . 11Activity Card Sort (ACS) . . . . . . . . . . 14Adaptive Behavior AssessmentSystem—Second Edition,(ABAS–Second Edition) . . . . . . . . . . 40Adolescent/Adult Sensory Profile . . . 5Adventures at Hand! . . . . . . . . . . . . . 24Alzheimer’s Quick Test . . . . . . . . . . . 45Asperger Syndrome Diagnostic Scale (ASDS) . . . . . . . . . . . . . . . . . . . 34Aston Postural Assessment Workbook . . . . . . . . . . . . . . . . . . . . . . 36Autism—A ComprehensiveOccupational Therapy Approach,Second Edition. . . . . . . . . . . . . . . . . . 33Autism—Facts and Strategies for Parents . . . . . . . . . . . . . . . . . . . . . 33Attention Deficit Disorder . . . . . . . . . 37

BBaby Treatment Based on NDTPrinciples. . . . . . . . . . . . . . . . . . . . . . . 36Bayley Scales of Infant and Toddler Development, Third Edition (Bayley-III) . . . . . . . . . . . . . . . . . . . . . . 29

Bayley Scales of Infant and Toddler Development, Third Edition (Bayley-III) Motor Scale Kit. . . . . . . . 20

Bayley Scales of Infant and ToddlerDevelopment, Third Edition (Bayley-III) Screening Test . . . . . . . . . . . . . . . 29

Behavioural Assessment of theDysexecutive Syndrome (BADS) . . . 47

Behavioural Assessment of theDysexecutive Syndrome for Children(BADS-C) . . . . . . . . . . . . . . . . . . . . . . . 47

Big Strokes for Little Folks . . . . . . . . 27Brief Infant-Toddler Social EmotionalAssessment (BITSEA) . . . . . . . . . . . . 39

CChildren’s Assessment ofParticipation and Enjoyment andPreferences for Activities of Children

(CAPE/PAC). . . . . . . . . . . . . . . . . . . . . 13

Childhood Autism Rating Scale(CARS). . . . . . . . . . . . . . . . . . . . . . . . . 34Classroom Intervention for theSchool-Based Therapist . . . . . . . . . . 12Cognitive Assessment of Minnesota, The . . . . . . . . . . . . . . . . . 49Cognitive Linguistic Quick Test (CLQT) . . . . . . . . . . . . . . . . . . . . . 45Combining Neuro-DevelopmentalTreatment and Sensory IntegrationPrinciples. . . . . . . . . . . . . . . . . . . . . . . . 9Consulting Therapist, The. . . . . . . . . 50Contextual Memory Test. . . . . . . . . . 49COTA Exam Study Guide . . . . . . . . . 51

DDeGangi-Berk Test of SensoryIntegration (TSI) . . . . . . . . . . . . . . . . . . 7Developmental Assessment of Young Children (DAYC) . . . . . . . . 30Developmental Hand Dysfunction,Second Edition. . . . . . . . . . . . . . . . . . 25Developmental Test of VisualPerception, Second Edition . . . . . . . 16Documenting Sensorimotor Progress . . . . . . . . . . . . . . . . . . . . . . . 10Driver Rehabilitation . . . . . . . . . . . . . 50Dynamic Occupational TherapyCognitive Assessment for Children(DOTCA-Ch) . . . . . . . . . . . . . . . . . . . . 48

Dysphagia Evaluation Protocol . . . . 19

EEvery Move Counts . . . . . . . . . . . . . . 10Exploring the Spectrum of Autism and Pervasive DevelopmentalDisorders. . . . . . . . . . . . . . . . . . . . . . . 33

FFacilitation Techniques Based on NDT Principles . . . . . . . . . . . . . . . 36Feeding and Nutrition for the Child with Special Needs . . . . . . . . . 18Feeding and Swallowing

Disorders in Infancy. . . . . . . . . . . . . . 18Fine Motor Dysfunction . . . . . . . . . . 25Fine Motor Dysfunction, CD-ROM Version . . . . . . . . . . . . . . . . 25FirstSTEp: Screening Test forEvaluating Preschoolers . . . . . . . . . . 28Flexi Cups . . . . . . . . . . . . . . . . . . . . . . 19Functional Assessment andIntervention System . . . . . . . . . . . . . 39Functional Documentation . . . . . . . . 51

GGilliam Asperger’s Disorder Scale (GADS) . . . . . . . . . . . . . . . . . . . 34Gilliam Autism Rating Scale (GARS). . . . . . . . . . . . . . . . . . . . . . . . . 34Greenspan Social-Emotional GrowthChart: A Screening Questionnaire forInfants and Young Children . . . . . . . 38

HHands at Work and Play . . . . . . . . . . 25Helping Babies Learn . . . . . . . . . . . . 30Home Program Instruction Sheets for Infants and Children . . . . 31

IIndependent Living Scales (ILS). . . . 41Infant/Toddler Sensory Profile . . . . . . 5Infant/Toddler Symptom Checklist. . . 7Introduction to Sensory Integration,An . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Is It Sensory or Is It Behavior? . . . . . . 8

KKellimat . . . . . . . . . . . . . . . . . . . . . . . . . 8Kelliquilt . . . . . . . . . . . . . . . . . . . . . . . . 8Kellivest. . . . . . . . . . . . . . . . . . . . . . . . . 8

LLiving in My Skin . . . . . . . . . . . . . . . . 41Loops and Other Groups . . . . . . . . . 27

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MMaking It Easy . . . . . . . . . . . . . . . . . . 11Maroon Spoons . . . . . . . . . . . . . . . . . 19Mealtime Participation Guide. . . . . . 17Miller Assessment for Preschoolers (MAP) . . . . . . . . . . . . . . 30Miller Function & Participation Scales(M-FUN-PS). . . . . . . . . . . . . . . . . . . . . 14

Minnesota Handwriting Assessment . . . . . . . . . . . . . . . . . . . . 27Motor Development Program forSchool-Age Children . . . . . . . . . . . . . 25Motor Skills Acquisition Checklist . . 23Motor Skills Acquisition in the First Year . . . . . . . . . . . . . . . . . . . . . . . 23Mouth Madness . . . . . . . . . . . . . . . . . 12Movement Assessment Battery forChildren (Movement ABC) . . . . . . . . 35

NNeuro-Developmental TreatmentApproach . . . . . . . . . . . . . . . . . . . . . . 36Normal Development of FunctionalMotor Skills. . . . . . . . . . . . . . . . . . . . . 25

OOh Behave! Sensory Processing andBehavioral Strategies . . . . . . . . . . . . . 9Oral-Motor Feeding Rating Scale . . 19OT GOALs. . . . . . . . . . . . . . . . . . . . . . 51Overview of Early Intervention, An. 31

PParent Articles About ADHD. . . . . . . 37Parent Articles for Early Intervention . . . . . . . . . . . . . . . . . . . . 31Partners in Movement. . . . . . . . . . . . 31Peabody Developmental MotorScales, Second Edition (PDMS–2) . . 21Pediatric Balance Program . . . . . . . . 36Pediatric Evaluation of DisabilityInventory (PEDI) . . . . . . . . . . . . . . . . . 30Pediatric Massage . . . . . . . . . . . . . . . 12

Pediatric Splinting . . . . . . . . . . . . . . . 51Pediatric Strengthening Program . . 36Pediatric Videofluoroscopic Swallow Studies . . . . . . . . . . . . . . . . 18Perceived Efficacy and Goal SettingSystem (PEGS). . . . . . . . . . . . . . . . . . 13

Pervasive Developmental Disorders Screening Test—II(PDDST–II). . . . . . . . . . . . . . . . . . . . . . 32

Play Calendars . . . . . . . . . . . . . . . . . . 31Positioning for Play . . . . . . . . . . . . . . 31Posture and Fine Motor Assessment of Infants. . . . . . . . . . . . 25Posture and Movement of the Child with Cerebral Palsy . . . . . . . . . 36Practitioner’s Guide to ClinicalOccupational Therapy, A . . . . . . . . . 50

Pre-Dressing Skills . . . . . . . . . . . . . . . 25Pre-Feeding Skills, Second Edition . 17Pre-Scissor Skills, Third Edition . . . . 25Pre-Writing Skills, Revised . . . . . . . . 25PrimerPASO . . . . . . . . . . . . . . . . . . . . 28Progressive Casting and Splinting . 51Progressive Individualized Exercises (PIE) . . . . . . . . . . . . . . . . . . 35Promoting Social Competence . . . . 45PT Activities for Pediatric Groups . . 25

RRecycling Occupational Therapist, The. . . . . . . . . . . . . . . . . . . . . . . . . . . . 50Rivermead Behavioural MemoryTest—Second Edition, The (RBMT-II) . . . . . . . . . . . . . . . . . . . . . . . 46

SSchool Function Assessment (SFA) . 15SenseAbilities. . . . . . . . . . . . . . . . . . . . 9Sensorimotor Processing ActivityPlans . . . . . . . . . . . . . . . . . . . . . . . . . . 11Sensory Motor Handbook, Second Edition. . . . . . . . . . . . . . . . . . 11Sensory Motor Issues in Autism . . . 33Sensory Profile for

Windows & Palm OS. . . . . . . . . . . . . . 4Sensory Profile. . . . . . . . . . . . . . . . . . . 4Sensory Secrets . . . . . . . . . . . . . . . . . 12Shore Handwriting Screener . . . . . . 26

SI For Early Intervention . . . . . . . . . . 10SI: Applying Clinical Reasoning toPractice with Diverse Populations . . 6

Sourcebook for Children withAttention Deficit Disorder, Second Edition. . . . . . . . . . . . . . . . . . 37Spatial, Temporal, and PhysicalAnalysis of Motor Control. . . . . . . . . 22

TTest for Everyday Attention (TEA) . 47

Test for Everyday Attention forChildren (TEA-Ch) . . . . . . . . . . . . . . . 47

Test of Gross Motor Development,Second Edition (TGMD-2). . . . . . . . . 22Test of Mouse Proficiency, Version 1 (TOMP). . . . . . . . . . . . . . . . 24Test of Visual Motor Integration (TVMI) . . . . . . . . . . . . . . . . . . . . . . . . . 16The Infanib . . . . . . . . . . . . . . . . . . . . . 24The T.I.M.E. Toddler and Infant Motor Evaluation . . . . . . . . . . . . . . . . 21Training the Physical Therapist Aide . . . . . . . . . . . . . . . . . . . . . . . . . . . 50Transferring and Lifting Children and Adolescents (Revised) . . . . . . . . 36Transition-to-Work Inventory (TWI) . 41

UUnderstanding the Nature of Autism, Second Edition . . . . . . . . . . 33Understanding the Nature of Sensory Integration with Diverse Populations. . . . . . . . . . . . . . . 6Useful Field of View (UFOV). . . . . . . 49

VVisual Object and Space Perception

(VOSP). . . . . . . . . . . . . . . . . . . . . . . . . 46

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