Pediatric List of Tests

8/2/2019 Pediatric List of Tests

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PEDIATRIC NEUROPSYCHOLOGICAL TEST BATTERY REFERENCE

I. INTELLECTUAL FUNCTIONING

Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV): Ages 6-16 years, 11 months Consists of the following indexes: Full Scale Intelligence Quotient (FSIQ), Verbal

Comprehension Index (VCI), Perceptual Reasoning Index (PRI), Working Memory Index(WMI), and Processing Speed Index (PSI)

Verbal Comprehension Index (VCI) Consists of the following subtests: Similarities, Comprehension, and Vocabulary Information and Word Reasoning are supplemental subtests Measure of overall verbal comprehension abilities Assesses for the ability to think with words and to apply verbal skills and information to

the solution of new problems

Perceptual Reasoning Index (PRI) Consists of the following subtests: Block Design, Picture Concepts, and Matrix

Reasoning More pure measure of fluid reasoning Previously known as the Perceptual Organization Index (POI) Picture Completion is a supplemental subtest

Working Memory Index (WMI) Consists of the following subtests: Digit Span and Letter-Number Sequencing Arithmetic is a supplemental subtest Measure of ability to sustain attention Assesses short-term memory and ability to use rehearsal strategies and shift mental

operations on symbolic material

Previously known as the Freedom from Distractibility Index (FDI)Processing Speed Index (PSI)

Consists of the following subtests: Coding and Symbol Search Cancellation is a supplemental subtest Measure of processing speed Assesses perceptual discrimination, speed of mental operation, and psychomotor speed

Verbal Comprehension Index (VCI) subtests:Similarities

Test of verbalization of conceptual thinking for identifying relationshipsVocabulary

Test of word knowledgeComprehension

Test of knowledge of rules for conventional behaviors(Information)

Test of factual knowledge(Word Reasoning)

Test of identification of common concepts described in a series of clues


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Perceptual Reasoning Index (PRI) subtests:Block Design

Test of visual-motor integration and spatial orientation with blocksPicture Concepts

Test of higher order associative reasoning skills with picturesMatrix Reasoning Test of nonverbal reasoning ability for perceptual discrimination(Picture Completion)

Test of ability to differentiate between essential and nonessential detailsWorking Memory Index (WMI) subtests:

Digit Span Test of rote short-term auditory memory for numbersLetter-Number Sequencing Test of short-term auditory memory of letters and numbersArithmetic) Test of application of reasoning skills for solving mathematical problems

Processing Speed Index (PSI) subtests:Coding

Measure of visual motor speed and dexteritySymbol Search

Assesses perceptual discrimination and processing speed abilities(Cancellation)

Test of ability to scan both a random and structured arrangement of picturesWechsler Intelligence Scale for Children-Third Edition (WISC-III):

Ages 6-16 years, 11 months Following indexes: Full Scale Intelligence Quotient (FSIQ), Verbal Intelligence Quotient

(VIQ), Performance Intelligence Quotient (PIQ), Verbal Comprehension Index (VCI),

Perceptual Organization Index (POI), Freedom from Distractibility Index (FDI), andProcessing Speed Index (PSI)

Verbal Comprehension Index (VCI) Consists of the following subtests: Information, Similarities, Vocabulary, and

Comprehension Measure of overall verbal comprehension abilities Assesses for the ability to think with words and to apply verbal skills and information to

the solution of new problems

Perceptual Organization Index (POI) Consists of the following subtests: Picture Completion, Picture Arrangement, Block

Design, and Object Assembly Measure of overall perceptual organization skills Assesses for ability to think in terms of visual images and manipulate them with fluency,

flexibility, and relative speed

Notes the ability to interpret or organize visually perceived material within a time limit


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Freedom from Distractibility Index (FDI) Consists of the following subtests: Arithmetic and Digit Span Measure of ability to sustain attention Assesses short-term memory and ability to use rehearsal strategies and shift mental

operations on symbolic material

Processing Speed Index (PSI) Consists of the following subtests: Coding and Symbol Search Measure of processing speed Assesses perceptual discrimination, speed of mental operation, and psychomotor speed

Verbal Intelligence Quotient (VIQ) subtests:

Information Test of factual knowledgeSimilarities Test of verbalization of conceptual thinking for identifying relationshipsArithmetic Test of application of reasoning skills for solving mathematical problemsVocabulary Test of word knowledgeComprehension Test of knowledge of rules for conventional behaviors(Digit Span) Test of rote short-term auditory memory for numbers

Performance Intellectual Quotient (PIQ) subtests:Picture Completion

Measure of ability to differentiate between essential and nonessential detailsCoding

Measure of visual motor speed and dexterityPicture Arrangement

Test of sequential thought processes for ability to infer causal relationshipsBlock Design

Test of visual-motor integration and spatial orientation with blocksObject Assembly

Test of ability to synthesize concrete parts into meaningful wholes(Symbol Search)

Test of perceptual discrimination and processing speed abilities(Mazes)

Test of visual-motor and perceptual organization


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Woodcock Johnson Psychoeducational Battery-Third Edition: Test of Cognitive Abilities

(WJ-III: Cognitive)

Measures different aspects of cognitive ability Contains 20 tests Ages 2-90

Clusters on acquired knowledge, thinking ability, and cognitive efficiency Definition of measured abilities by each test/cluster are based on the Cattell-Horn-Carol

(CHC) theory of cognitive abilities (i.e., Gf-Gc theory and the three-stratum theory in

which Stratum III represents a general factor (g), Stratum II, the broad abilities (e.g., Gf,Gc), and Stratum I, the many narrow abilities

Cluster of Verbal Ability-Standard Scale Consists of Test 1: Verbal Comprehension, including all 4 of its subtests Measure of language development

Cluster of Verbal Ability-Extended Scale

Consists of Test 1: Verbal Comprehension and Test 11: General Information Represents a broad category of language-based acquired knowledge and the ability to

communicate that knowledgeCluster of Thinking Ability-Standard Scale

Consists of Test 2: Visual-Auditory Learning, Test 3: Spatial Relations, Test 4: SoundBlending, and Test 5: Concept Formation

Represents a sampling of different thinking processes that may be invoked wheninformation in short-term memory cant be automatically processed

Cluster of Thinking Ability-Extended Scale Consists of Test 2: Visual-Auditory Learning, Test 3: Spatial Relations, Test 4: Sound

Blending, Test 5: Concept Formation, Test 12: Retrieval Fluency, Test 13: PictureRecognition, Test 14: Auditory Attention, and Test 15: Analysis-Synthesis

A broad representation of the following four thinking abilities: long-term retrieval (Glr),visual-spatial thinking (Gv), auditory processing (Ga), and fluid reasoning (Gf)

Cluster of Cognitive Efficiency-Standard Scale Includes Test 6: Visual Matching and Test 7: Numbers Reversed Represents the capacity of the cognitive system to process information automatically

Cluster of Cognitive Efficiency-Extended Scale

Includes Test 6: Visual Matching, Test 7: Numbers Reversed, Test 16: Decision Speed,and Test 17: Memory for Words

Represents two types of cognitive processing, processing speed (Gs) and short-termmemory (Gsm)

Cluster of Comprehension-Knowledge Includes Test 1: Verbal Comprehension and Test 11: General Information Represents crystallized intelligence, which includes the breadth and depth of acquired

knowledge, ability to verbally communicate knowledge, and ability to reason using

previously learned experiencesCluster of Long-Term Retrieval

Includes Test 2: Visual-Auditory Learning and Test 12: Retrieval Fluency Represents the ability to store information and fluently retrieve it later via thinking


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Cluster of Visual-Spatial Thinking Includes Test 3: Spatial Relations and Test 13: Picture Recognition Represents the ability to perceive, analyze, synthesize, and think with visual patterns,

including the ability to store and recall visual representations

Cluster of Auditory Processing

Includes Test 4: Sound Blending and Test 14: Auditory Attention Represents the ability to analyze, synthesize, and discriminate auditory stimuli, including

the ability to process and discriminate speech sounds that may be presented under

distorted conditionsCluster of Fluid Reasoning

Includes Test 5: Concept Formation and Test 15: Analysis-Synthesis Represents the broad thinking ability of reasoning, forming concepts, and solving

problems using unfamiliar information or novel proceduresCluster of Processing Speed

Includes Test 6: Visual Matching and Test 16: Decision Speed Represents the ability to perform automatic cognitive tasks, particularly measured under

pressure to maintain focused attentionCluster of Short-Term Memory

Includes Test 7: Numbers Reversed and Test 17: Memory for Words Represents the ability to apprehend and hold information in immediate awareness and

then use it within a few secondsCluster of Phonemic Awareness

Includes Test 4: Sound Blending and Test 8: Incomplete Words Represents the knowledge and skills related to analyzing and synthesizing speech sounds

Cluster of Working Memory Includes Test 7: Numbers Reversed and Test 9: Auditory Working Memory Represents the ability to hold information in immediate awareness while performing a

mental operation on the information

Cluster of Broad Attention Includes Test 7: Numbers Reversed, Test 9: Auditory Working Memory, Test 14:

Auditory Attention, and Test 20: Pair Cancellation Represents the complex construct of attention, which consists of focused or selective

attention, vigilance or sustained attention, divided attention, and attentional capacity orworking memory

Cluster of Cognitive Fluency Consists of Test 12: Retrieval Fluency and Test 16: Decision Speed Represent the ease and speed of performing cognitive tasks

Cluster of Executive Processes

Includes Test 5: Concept Formation, Test 19: Planning, and Test 20: Pair Cancellation Represents three aspects of executive functioning: strategic planning, proactive

interference control, and the ability to repeatedly shift ones mental setCluster of Delayed Recall

Includes Test 10: Visual-Auditory Learning-Delayed and Test 12: Story Recall Represents the ability to both recall and relearn associations previously learned


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Cluster of Knowledge Includes Test 11: General Information and Test 19: Academic Knowledge Represents general information and curricular knowledgeVerbal Comprehension

Includes the following four subtests: Picture Vocabulary (lexical knowledge), Synonyms(vocabulary knowledge), Antonyms (vocabulary knowledge), and Verbal Analogies(reasoning using lexical knowledge) to measure different aspects of languagedevelopment

Measure of acquired knowledgeVisual-Auditory Learning

Test of long-term storage and retrieval involving associative and meaningful memory Asked to learn and recall rebuses (i.e., pictographic representations of words)Spatial Relations Test of visual-spatial thinking Requires identification of the two or three pieces that form a complete target shapeSound Blending

Test of auditory processing test of phonetic coding

Asked to synthesize language sounds after listening to a series of syllables or phonemesConcept Formation Test of fluid reasoning and executive processing consisting of a controlled-learning task

involving categorical reasoning based on principles of inductive knowledge Requires the derivation of rules for each item upon presentation of a complete stimulus

set and examiner feedbackVisual Matching

Test of processing speed that is perceptual Visual Matching 1 is used for preschool children and individuals with impaired cognitive

functioning requires pointing to the two matching shapes in a row of 4-5 shapes Visual Matching 2 is used for individuals above a maturational age of 5 and asked for the

locations and circling of the two identical numbers in a row of 6 numbersNumbers Reversed

Test of short-term memory as well as attentional capacity and working memory Requires the retaining of a span of numbers in immediate awareness while performing a

metal operation on it by reversing its sequenceIncomplete Words

Test of auditory processing, including auditory analysis and auditory closure, aspects ofphonemic awareness, and phonetic coding

Asks for the identification of the complete word upon hearing a word with missingphonemes from an audio recording

Auditory Working Memory Test of short-term auditory memory span, including working memory and divided

attention Requires the reordering of information, repeating objects then digits in sequential order

upon the presentation of a series containing words and digits


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Visual-Auditory Learning-Delayed Test of long-term retrieval-especially aspects of associative and meaningful memory Asked to relearn the associations made in Test 2: Visual-Auditory Learning 30 minutes to

8 days later to identify the ease of relearning

General Information

Test of comprehension-knowledge-especially verbal Consists of the following two subtests: Where you find(an object)? and What would

you do with(an object)?

Retrieval Fluency Test of long-term retrieval fluency from stored knowledge Requires the naming of as many examples from a given category within one minutePicture Recognition

Test of visual memory of objects or pictures as part of visual-spatial thinking Asks to recognize a subset of previously presented pictures within a field of distracting

picturesAuditory Attention

Test of speech-sound discrimination, or the ability to overcome the effects of auditorydistortion or masking in understanding oral language

Requires the pointing to the correct picture for a word upon listening to a word whileseeing four pictures

Analysis-Synthesis Test of fluid reasoning involving sequential (deductive) reasoning Asks to perform increasingly complex procedures by giving instructions on performance

and feedback on correctness

Involved learning of a miniature system of mathematics and uses symbolic formationsfrom chemistry and logic

Decision Speed Test of processing speed-the ability to make conceptual decisions quickly Requires the quick location of two pictures that are conceptually alikeMemory for Words

Test of short-term auditory memory span Asks to repeat lists of unrelated words in the correct sequenceRapid Picture Naming Test of cognitive fluency and processing speed Requires speedy direct recall of information from acquired knowledgePlanning

Test of executive processing of mental control process involved in determining, selecting,and applying solutions to problems using forethought

Asks to trace a pattern without removing the pencil from the paper or retracting any linesPair Cancellation

Test of executive processing, attention/concentration, and processing speed abilities Requires the location and marking of a repeated pattern as quickly as possible


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II. ACHIEVEMENT

Woodcock-Johnson Psychoeducational Battery-Third Edition: Test of Achievement (WJ-

III: Achievement)

Individually administered test designed to assess academic achievement in reading,mathematics, written language, and general knowledge

Ages 2-90+ years Conormed with WJ-III Cognitive to allow comparisons of ability versus achievement Standard battery includes the following subtests: Letter-Word Identification, Reading

Fluency, Passage Comprehension, Spelling, Writing Fluency, Writing Samples,

Understanding Directions, Story Recall and Story Recall-Delayed, Calculation, MathFluency, and Applied Problems

Academic Achievement clusters: Broad Reading, Broad Mathematics, Broad OralLanguage, and Broad Written Language

Other subtests are: Academic Knowledge, Phoneme/Grapheme Knowledge, AcademicSkills, Academic Fluency, and Academic Application

Extended Battery consists of the following subtests: Word Attack, Picture Vocabulary,Oral Comprehension, Editing, Reading Vocabulary, Quantitative Concepts, Academic

Knowledge, Spelling of Sounds, Sound Awareness, Punctuation, and Capitalization Oral language tests, each Basic Achievement cluster has a basic skills test, fluency test,

and application test Obtain a Total Achievement Score

Cluster of Broad Reading Consists of Test 1: Letter-Word Identification, Test 2: Reading Fluency, and Test 9:

Passage Comprehension Provides a comprehensive measure of reading achievement including reading decoding,

reading speed, and the ability to comprehend connected discourse while readingCluster of Basic Reading Skills

Consists of Test 1: Letter-Word Identification and Test 13: Word Attack Provides a measure of basic reading skills and measures sight vocabulary, phonics, and

structural analysisCluster of Reading Comprehension

Consists of Test 9: Passage Comprehension and Test 17: Reading Vocabulary Provides a measure of reading comprehension skills, vocabulary, and reasoning

Cluster of Oral Language-Standard Consists of Test 3: Story Recall and Test 4: Understanding Directions Measure of linguistic competency, listening ability, and comprehension

Cluster of Oral Language-Extended

Consists of Test 3: Story Recall, Test 4: Understanding Directions, Test 14: PictureVocabulary, and Test 15: Oral Comprehension

Measures expressive vocabulary, reasoning, listening comprehension, and memoryCluster of Listening Comprehension

Consists of Test 4: Understanding Directions and Test 15: Oral Comprehension Measures listening ability and verbal comprehension skills


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Cluster of Oral Expression Consists of Test 3: Story Recall and Test 14: Picture Vocabulary Measures linguistic competency and expressive vocabulary

Cluster of Broad Math

Consists of Test 5: Calculation, Test 6: Math Fluency, and Test 10: Applied Problems

Provides a comprehensive measure of math achievement including problem solving,number facility, automaticity, and reasoningCluster of Math Calculation Skills

Consists of Test 5: Calculation and Test 6: Math Fluency Measure of computational skills and automaticity with basic math facts and provides a

measure of basic math skillsCluster of Math Reasoning

Consists of Test 10: Applied Problems and Test 18: Quantitative Concepts Provides a measure of mathematical knowledge and reasoning and assesses for problem

solving, analysis, reasoning, and vocabularyCluster of Broad Written Language

Consists of Test 7: Spelling, Test 8: Writing Fluency, and Test 11: Writing Samples

Provides a comprehensive measure of written language achievement including spelling ofsingle-word responses, fluency of production, and quality of expression

Cluster of Basic Writing Skills

Consists of Test 7: Spelling and Test 16: Editing Provides a measure of basic writing skills in both isolated and contextually based formats

by assessing the spelling of single-word responses and identification and correction oferrors in spelling, punctuation, capitalization, and word usage

Cluster of Written Expression Consists of Test 8: Writing Fluency and Test 11: Writing Samples Measures meaningful written expression and fluency providing a measure of written

expression skills

Cluster of Academic Knowledge Consists of Test 19: Academic Knowledge Samples a broad range of knowledge across the areas of science, social studies, and

culture

Cluster of Academic Skills Consists of Test 1: Letter-Word Identification, Test 5: Calculation, and Test 7: Spelling Measures reading decoding, math calculation, and spelling of single-word responses to

provide an overall score of basic achievement skills

Cluster of Academic Fluency Consists of Test 2: Reading Fluency, Test 6: Math Fluency, and Test 8: Writing Fluency Provides an overall index of academic fluency

Cluster of Academic Applications

Consists of Test 9: Passage Comprehension, Test 10: Applied Problems, and Test 11:Writing Samples

Measures the application of academic skills to academic problems


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Cluster of Phoneme/Grapheme Knowledge Consists of Test 13: Word Attack and Test 20: Spelling of Sounds Used to evaluate proficiency with both phonic (i.e., sounds) generalizations, as well as

common orthographic patterns (i.e., frequently occurring letter clusters) for decoding

(i.e., reading) and encoding (i.e., spelling)

Cluster of Total Achievement Combination of the nine tests included in the Broad Reading, Broad Math, and Broad

Written Language clusters

Represents overall performance across the various achievement domainsLetter-Word Identification

Test of word identification skills Requires the identification and pronunciation of letters and wordsReading Fluency Test of ability to read simple sentences Asks to read the sentences and decide if the statements are true or falseStory Recall

Test of oral language including language development and meaningful memory

Requires to recall details of a story after listening to an audio recordingUnderstanding Directions Test of oral language Requires the listening of a sequence of audio-recorded instructions and their follow-

through by pointing to various objects in a colored picture

Calculation Test of math achievement measuring the ability to perform math computations Asks to write single numbers, and then to perform addition, subtraction, multiplication,

and division, as well as a combination of these operations, as well as to solve geometric,

logarithmic, and calculus operationsMath Fluency

Test of the ability to solve simple addition, subtraction, and multiplication facts quickly Asks to solve a series of simple arithmetic problems presented in the response bookletSpelling Test of the ability to write orally presented words correctly Requires drawing and tracing of letters and lines, production of uppercase and lowercase

letters, and spelling of words

Writing Fluency Test of skill in formulating and writing simple sentences quickly Asks to provide sentences that related to the stimulus picture and includes a given set of

three words

Passage Comprehension Test of symbolic learning, or the ability to match a rebus (i.e., pictographic representation

of a word) with an actual picture of the object Test progresses to the identification of pictures represented by a phrase via pointing Last portion of the test consists of the identification of a missing key word that makes

sense in the context of the presented passage


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Applied Problems Test of analysis and math problem solving Requires listening to the problem, recognition of the procedure to be followed, and

performing of simple calculations

Writing Samples

Test of writing responses to a variety of demands Requires the production of written sentences that are evaluated with respect to the quality

of the expression

Story Recall-Delayed Test of language development and meaningful memory using previously presented stories Requires recalling, after 30 minutes on the same day until 8 days after the administration

of the story elements presented in Story Recall

Word Attack Test of application of phonic and structural analysis skills to the pronunciation of

unfamiliar printed words Requires production of sounds for single letters and combinations of letters that are

phonically consistent, or regular, patterns in English orthograph but are nonwordsPicture Vocabulary

Test of oral language development and lexical (i.e., word) knowledge Requires the identification of pictured objects that become increasingly less frequent in

the environmentOral Comprehension

Test of oral language requiring the use of listening, reasoning, and vocabulary abilities Requires the comprehension of a short audio-recorded passage and the production of the

missing word using syntactic and semantic cuesEditing

Test of identification and correction of errors in a written passage Asks to correct punctuation, capitalization, word usage, or spelling errorsReading Vocabulary Test of skill in reading words and supplying appropriate meanings Includes three subtests: Synonyms, Antonyms, and Analogies Synonyms requires reading a word and providing a synonym Antonym requires reading a word and providing an antonym Analogies requires reading three words of an analogy and providing a fourth word to

complete the analogyQuantitative Concepts

Test of knowledge of mathematical concepts, symbols, and vocabulary Consists of two subtests: Concepts and Number Series Concepts requires counting and identification of numbers, shapes, and sequences, as well

as the application of mathematical terms and formulas without paper-and-pencil

calculations Number Series requires to look at a series of numbers, identify the pattern, and provide

the missing number in the series


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Academic Knowledge Test of knowledge in the sciences, history, geography, government, art, music, and

literature Consists of three subtests: Science, Social Studies, and HumanitiesSpelling of Sounds

Test of spelling ability-particularly of phonological and orthographical coding skills Requires writing of single letters of sounds as well as the spelling of letter combinations

that are regular patterns but nonwords

Sound Awareness Test of phonological awareness Consists of four subtests: Rhyming, Deletion, Substitution, and Reversal Rhyming requires the production of a word that rhymes with the provided stimulus word Deletion requires the removal of a part of a compound word or a letter sound from a word

to make a new word

Substitution requires the substitution of a word, word ending, or a letter to create a newword

Reversal requires the initial reversal of parts of compound words and then the reversal ofletter sounds of words to create new words

Punctuation and Capitalization Test of certain written English formatting skills Requires the punctuation and capitalization of items correctly


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Reading:

Word Attack, Letter-Word Identification, Passage Comprehension, Reading Fluency

Measures of reading achievement Letter-Word Identification and Passage Comprehension assesses for decoding, speed, and

comprehension connectedness discourse of reading Letter-Word Identification and Word Attack are measures of sight vocabulary, phonics,

and structural analysis skills

Reading Fluency is a measure of automaticity and speed of readingSpadafore Diagnostic Reading Test (SDRT)

Test of reading at the primer through 12th grade levels Assesses decoding skills in reading, as well as comprehension Administration of 30-60 minutes Consists of the following 4 subtests: Word Recognition, Oral Reading and

Comprehension, Silent Reading Comprehension, and Listening Comprehension

DecodingWord Recognition

Assesses ability to recognize individual words Obtain an indication of sight vocabulary Provides the examiner with a guide for selecting an appropriate starting point in other

SDRT subtests

Oral Reading and Comprehension Assesses ability to read aloud Obtain a measure of reading fluency by number of errors made

Comprehension

Oral Reading and Comprehension Assesses performance on reading comprehension of what has been read aloud Questions require recall and inferential abilitiesSilent Reading Comprehension

Assesses the ability to understand material that is read silently No auditory reinforcement is presentListening Comprehension Assesses the ability to understand material when there is no requirement for decoding

present

Gray Oral Reading Test-4 (GORT-4)

Measures oral reading and comprehension Ages 6-18 Fluency Score combines rate and accuracy Oral Reading Comprehension Score is based on number of correct responses to

comprehension questions

Oral Reading Quotient is derived from a combination of the Fluency Score and OralReading Comprehension Score


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Wide Range Achievement Test-Third Edition (WRAT-3)

Screening measure of word reading ability Ages 5-75 Blue and tan forms Requires child to read aloud a series of words that become more difficult and less

common Measures recognition and naming of letter and pronunciation of words out of context

Written Language:

WJ-III: Spelling, Writing Samples, Writing Fluency

Measures of written language achievement Assesses for spelling of single-word responses and quality of written expression Writing Fluency is a measure of efficiency of written production


Screening measure of spelling ability

Ages 5-75 Blue and tan forms Requires child to spell a series of words that become more difficult and less common Measures the ability to write name, letters, and words to dictation

Test of Written Language (TOWL-3)

Designed to identify students who perform significantly more poorly than their peers inwriting and determine a students strengths and weaknesses in various writing abilities

Children ages 7-17 years, 11 months Eight subtest scores: Vocabulary, Spelling, Style, Logical Sentences, Sentence

Combining, Contextual Language, and Story Construction

All items are untimed Three composite scores: Contrived Writing, Spontaneous Writing, and Overall Writing

Mathematics:

WJ-III: Calculations, Applied Problems, Math Fluency

Measure of math achievement Assesses for basic mathematical skills, including computational skills, mathematic

knowledge and reasoning such as problem-solving and analysis Math Fluency is a measure of efficiency of basic math facts


Screening measure of mathematics ability Ages 5-75 Blue and tan forms Requires child to solve math problems that become more difficult Measures the ability to count, read number symbols, solve oral problems and perform

written computations


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III. ATTENTIONAL ABILITIES & EXECUTIVE FUNCTIONING

Trail Making Test (TMT)

Speeded test that measures sustained visual attention, visual scanning, sequencing, andcognitive flexibility

Trails A: requires sequencing of numbers

Trails B: requires alternation and sequencing between letters and numbersChild Color Trails Test (CCTT)

Standardized, paper-and-pencil orthographic neuropsychological instrument that shouldbe administered to children individually

Easily administered and objective scored measure of alternating sustained visualattention, sequencing, psychomotor speed, cognitive flexibility, and inhibition-disinhibition

Children ages 8-16 Recognition of Arabic numbers and colors of pink and yellow

Like Trails A except all odd numbered circles are printed against a pink background andall even numbered circles are printed against a yellow background

Child is instructed to draw a line rapidly through circles numbered 1-15 in consecutiveorder

Colors alternate with each succeeding number is not said Ten seconds are allowed for child to make connection between circles

Stroop Color & Word Test

Used to measure cognitive flexibility, resistance to interference from outside stimuli andthe ability to suppress a prepotent verbal response

Performance is compared across three tasks: word reading, color naming, and color wordnaming

Color word naming requires to name as quickly the color ink, which is disconcordantwith the color word

Auditory Consonant Triagrams


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Childrens Memory Scale (CMS)

Comprehensive memory instrument that measures the dimensions of attention andworking memory, verbal and visual memory, short delay and long delay memory, recalland recognition, and learning characteristics

Used in children ages 5-16

Consists of 9 subtests that assess functioning in three domains: auditory-verbal, visual-nonverbal, and attention-concentration Each domain includes two core subtests and one supplemental subtest Core subtests include: Stories, Word-Pairs, Dot Locations, Faces, Numbers, and

Sequences

Supplemental subtests consist of: Word Lists, Family Pictures, and Picture Locations Core subtests result in the following 8 summary scores: Verbal Immediate, Verbal

Delayed, Visual Immediate, Visual Delayed, General Memory, Delayed Recognition,Attention and Concentration, and Learning

Visual/nonverbal domain: consists of story memory and verbal paired-associate learning Available optional memory tasks include word lists learning and complex picture

memory Conormed with WISC-III and WPPI-R to allow for comparisons among intellectual

ability, learning, and memoryAttention-Concentration

Consists of digit span and mental control tasks Numbers/Sequences

WISC-III:

Freedom from Distractibility Index (FDI) Measures ability to sustain attention and retain short-term memory Assesses ability to shift mental operations on symbolic material Test of ability to self-monitorCoding Test of attention and concentration Assesses for sustained energy or persistenceSymbol Search

Test of attention and concentration Assesses for sustained energy or persistence Measures short-term visual memoryArithmetic

Test of concentration and attention skills Assesses ability to engage in complex thought patterns Gauges orientation to teacherDigit Span

Optional subtest Measures ability for short-term auditory memory Assesses ability to attend to auditory stimuli in a testing situation DS forward is a measure of elementary attention or span of apprehension DS backward is a measure of mental manipulation or control and requires working

memory


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WISC-IV:

Processing Speed Index (PSI)

Test of attention span Assesses for speed of mental operations

Working Memory Index (WMI)

Measures ability to sustain attention and retain short-term memory Assesses ability to shift mental operations on symbolic material Test of ability to self-monitorCoding Test of attention and concentration Assesses for sustained energy or persistenceSymbol Search

Test of attention and concentration Assesses for sustained energy or persistence Measures short-term visual memoryArithmetic

Test of concentration and attention skills

Assesses ability to engage in complex thought patterns Gauges orientation to teacherDigit Span

Optional subtest Measures ability for short-term auditory memory Assesses ability to attend to auditory stimuli in a testing situation DS forward is a measure of elementary attention or span of apprehension DS backward is a measure of mental manipulation or control and requires working

memory

Conners Continuous Performance Test (CPT-II)

Used to identify visual attention problems manifested in impaired vigilance andimpulsive responding

Test is presented via computer Provides information on numbers of omission and commission errors, perceptual

sensitivity, and reaction time Children ages 6+

Wisconsin Card Sorting Test (WCST)

Measures abstract reasoning, concept generation, and perseverative responding Ages 6.5-89 Requires child to sort the cards according to one of three principles of class membership Measures include: categories achieved, perseverative responses, perseverative errors,

nonperseverative errors, failure to maintain set, and efficiency of learning


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Childrens Category Test (CCT)

Designed to assess nonverbal learning and memory, concept formation, and problem-solving abilities

Directly assesses the cognitive processes required for successful academic achievementby measuring the childs ability to learn, solve problems, and to develop, test, and modify

hypotheses Task itself is a learning experience rather than a demonstration of acquired skills, ability,

or knowledge

Does not require a verbal or motor response Children ages 5-16 years, 11 months (Level 1: 5-8; Level 2: 9-16) Five subtests, six scores (Subtests I-V and Total Score) Adaptation of the Category Test from the Halstead-Reitan Neuropsychological Test

Battery Administration time of 15-20 minutes, but no strict time limit

Verbal Fluency/Controlled Oral Word Association Test

Measure of verbal fluency or the ability to maximally produce words belonging to aparticular class

FAS Must generate as many words beginning with the letter F, A, and S in one

minute/letterCategory Fluency

Required to generate as many words as possible belonging to a certain category, such asanimals


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IV. LANGUAGE

Peabody Picture Vocabulary Test (PPVT-III)

Screening test of verbal ability Forms A and B

Measure of English hearing vocabulary Normed on ages 2_-90 years of age Required to match one of four pictures on a test page with a word spoken aloud by the

examiner

Expressive One-Word Picture Vocabulary Test-Revised (EOWPVT-R)

Obtains a basal estimate of verbal intelligence by means of acquired one-word expressivepicture vocabulary

Measures verbal expression of language, a complicated thought process, by requiring theprocessing of language that has been learned from what is visually and auditorilyperceived

Forms L and U

Ages 2-12 Useful source of information for the following: speech deficits, learning disorders,

bilingual childs fluency in English, auditory processing, and auditory-visual-verbal

association ability

WJ-III: Achievement

Picture Vocabulary

Extended battery subtest Measure of expressive vocabulary

Strip Initial Consonant Task

Auditory Discrimination and Attention Test

Designed to assess auditory discrimination and attention for speech Ages 3_ -12 Administered in 20 minutes Assesses the ability to discriminate and attend to differences between 17 pairs of words Items are presented in a picture-book format in which the pairs have one "broad" feature,

consisting of a voicing group (i.e., pear-bear), place group (i.e., key-tea), manner group

(i.e., mat-bat), and a cluster group (i.e., crown-clown) Twelve colored counters are provided for response to the stimulus word by placing one of

the counters in slots provided on the book frame beneath the appropriate picture Asked to name each word for every pair of pictures Repetitions of words at the request of the child are scored as errors


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WISC-IV:

Vocabulary

Measure of word knowledge Verbal comprehension skill Assesses verbal skills and language developmentSimilarities Measures ability to select and verbalize appropriate relationships between two

objects/concepts

Notes verbal comprehension skills Assesses verbal concept formation and language development

WISC-III:

Vocabulary Measure of word knowledge Verbal comprehension skill Assesses verbal skills and language developmentSimilarities Measures ability to select and verbalize appropriate relationships between two

objects/concepts Notes verbal comprehension skills Assesses verbal concept formation and language development

Token Test

Rapid and effective measure for assessing subtle receptive language dysfunction inchildren

Test is divided into 5 subtests, with each part presenting progressively longer and morecomplex commands for a total of 61 items


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Clinical Evaluation of Language Fundamentals-Third Edition (CELF-3)

Tool for identification, diagnosis, and follow-up evaluation of language skills deficits Ages 6 years, 0 monnths-21 years, 11 months Assesses word meanings (i.e., semantics), word and sentence structure (i.e., morphology

and syntax), and recall and retrieval of spoken language (i.e., memory)

Total administration time of 30-45 minutes Consists of the following subtests: Sentence Structure, Word Structure, Concepts and

Directions, Formulated Sentences, Word Classes, Recalling Sentences, Sentence

Assembly, Semantic Relationships, Word Associations, Listening to Paragraphs, andRapid, Automatic Naming

Obtain Receptive and Expressive Language Scores, as well as a Total Language ScoreSentence Structure

Assesses for the ability to understand syntax, or sentence structureWord Structure

Measures the ability to express and understand distinctions in meaning that arise fromgrammatical markers, such as plural and possessive word endings, past-tense forms,

personal pronouns, and derived forms of nouns, verbs, and adjectivesConcepts and Directions

Assesses for the ability to follow directions that include basic linguistic concepts, such ascoordinating conjunctions, references to inclusion or exclusion, time, condition, or

quantityFormulated Sentences

Measures generative language aspects related to planning and producing sentences forconversation, classroom discourse, academic interactions, and written language

Word Classes Measures the ability to associate related words automatically and efficientlyRecalling Sentences Assesses the ability to immediately recall spoken languageSentence Assembly Measures the ability to formulate descriptions, questions, responses, or conversationSemantic Relationships Assesses the ability to interpret sentences that make comparisons (i.e., comparative

relations), identify location or direction (i.e., spatial relations), include time relationships(i.e., temporal relations), include serial order (i.e., sequential relations), or express

passive voice (i.e., passive relations)Word Associations

Measures the ability to demonstrate semantic organization and word associationstrategies

Listening to Paragraphs Assesses listening comprehension at the factual and inferential levelsRapid, Automatic Naming Measures word-finding difficulties (i.e., dysnomia) and reading disabilities (i.e., dyslexia)


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Test of Language Competence-Expanded Edition (TLC-E) Level 1/2

Used by speech and language pathologists, special educators, and psychologists Test used on children who have not acquired the expected levels of metalinguistic

competence in semantics, syntax, and/pragmatics

Norm-referenced

Takes less than one hour to administer Level 1: Ages 5-9 years, 11 months Level 2: Ages 9 years, 11 months-18 years, 11 months Consists of the following 5 subtests: Ambiguous Sentences, Listening Comprehension:

Making Inferences, Oral Expression: Recreating Speech Acts, Figurative Language, and

Remembering Word Pairs Consists of the following 4 composite scores: Expressing Intents, Interpreting Intents,

Screening Composite, and TLC-Expanded CompositeAmbiguous Sentences

Requires interpretation of ambiguous sentences Context-reduced task in which the child is provided with only minimal situational

information upon which to base judgmentListening Comprehension: Making Inferences

Consists of making inferences from short scripts Context-reduced task in which the child is provided with only minimal situational

information upon which to base judgmentOral Expression: Recreating Sentences

Requires the formulation of speech acts or sentences about a scene using specific words Greater contextual and situational information is providedFigurative Language Subtest consists of 20 previously untrained figurative expressions that are featured in

curriculum text at grade level (e.g., I just cant swallow that.) Interpret the expression and the childs ability to match the meaning of the expression to

one of four choicesRemembering Word Pairs

Supplemental subtest for Level 2 onlyVerbal Fluency/Controlled Oral Word Association Test

Measure of verbal fluency or the ability to maximally produce words belonging to aparticular class

FAS: must generate as many words beginning with the letter F, A, and S in oneminute/letter

Category Fluency

Required to generate as many words as possible belonging to a certain category, such asanimals

Upper-Extension Expressive One-Word Picture Vocabulary Test

Measures vocabulary for English speakers Children ages 2-18 Conormed with Receptive One-Word Picture Vocabulary Test


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V. VISUAL PERCEPTUAL DISCRIMINATION

Right-Left DifferentiationPersonal Space

Personal Cross Commands

Extra Personal SpaceHand Preference Test (Right/Left/Both)

Test of Visual Perceptual Skills (TVPS)

Assesses visual perceptual skills, which is the ability of the brain to understand andinterpret what is being seen

Children ages 4-13 Non-language test Subtests are the following: Visual Discrimination, Visual Memory, Visual-Spatial

Relationships, Visual Form Constancy, Visual-Sequential Relationships, Visual Figure-Ground, and Visual Closure

Tasks measure the extent of the following skills: identification of forms correctly,memory of forms individually and in sequence, determination of the correct direction of

forms, recognition of the same form when varied in size from the stimulus, location of aform when hidden, and determination form parts of a form the whole form

Nonmotor only requires pointing TVPS-Upper Level (TVPS-UL) retains the 7 original subtests but has items modified to

measure visual-perceptual skills of ages 12-18

WISC-IV:

Block Design

Test of visual-motor spatial integration Assesses for analysis and synthesis of visual stimuli Measures spatial visualization Test of fluid abilityMatrix Reasoning Assesses analogic, nonverbal perceptual reasoning abilities Test of attention to detail Measures spatial ability Represents fluid intelligence

WISC-III:

Block Design

Test of visual-motor spatial integration Assesses for analysis and synthesis of visual stimuli Measures spatial visualization Test of fluid abilityObject Assembly Test of perceptual organization and visual processing Measures spatial ability and synthesis of concrete parts into meaningful wholes


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Beery-Buktenica Test of Visual-Motor Integration (VMI)

Measures visual-motor integration Requires child to copy 24 geometric designs that progress from less to more complex Supplemental measures using the same stimuli assess visual perception and motor

coordination

Short form (i.e., 15 drawings) is normed for children ages 3-8 Long form (i.e., 24 drawings) is normed for children ages 3-18

Test of Visual-Perceptual Skills (TVPS) (non motor)

Assesses visual perceptual skills, which is the ability of the brain to understand andinterpret what is being seen

Based on non-motor visual-perceptual testing Children ages 4-13 Non-language test Subtests are the following: Visual Discrimination, Visual Memory, Visual-Spatial

Relationships, Visual Form Constancy, Visual-Sequential Relationships, Visual Figure-

Ground, and Visual Closure Tasks measure the extent of the following skills: identification of forms correctly,

memory of forms individually and in sequence, determination of the correct direction offorms, recognition of the same form when varied in size from the stimulus, location of a

form when hidden, and determination form parts of a form the whole form Nonmotor only requires pointing TVPS-Upper Level (TVPS-UL) retains the 7 original subtests but has items modified to

measure visual-perceptual skills of ages 12-18

Obtain a Perceptual QuotientRey-Osterrieth Complex Figure Test (CTF)

Assesses a variety of cognitive processes, including planning and organizational skillsand problem-solving strategies, as well as perceptual, motor, and memory functions

Ages 6-85 Consists of the Rey-Osterrieth Complex figure, blank pieces of paper, and colored

pictures

Alternate figure is the Taylor figure Requires the copying of the figure and then, without prior warning, its reproduction from

memory Delay is commonly 30 minutes, but can vary from 3-45 minutes Scores on Copy, 3-Minute Recall, Delayed Recall, and Recognition


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VI. LEARNING & MEMORY

Verbal Memory:


Comprehensive memory instrument that measures the dimensions of attention andworking memory, verbal and visual memory, short delay and long delay memory, recalland recognition, and learning characteristics

Used in children ages 5-16 Consists of 9 subtests that assess functioning in three domains: auditory-verbal, visual-

nonverbal, and attention-concentration Each domain includes two core subtests and one supplemental subtest Each subtest contains both an immediate memory component and a delayed memory

component, with a delay of 30 minutes between the two components

Core subtests include: Stories, Word-Pairs, Dot Locations, Faces, Numbers, andSequences

Supplemental subtests consist of: Word Lists, Family Pictures, and Picture Locations

Core subtests result in the following 8 summary scores: Verbal Immediate, VerbalDelayed, Visual Immediate, Visual Delayed, General Memory, Delayed Recognition,Attention and Concentration, and Learning



ability, learning, and memory

California Verbal Learning Test-Child (CVLT-C)

Word list learning task Also have this test for adults ages 16-89 Measures verbal learning and memory Uses words from four categories over five trials, after which an interference list is

presented, and followed by short-delay recall of the first list and long-delay recall of the

same list after 20 minutes Recognition trial also available at the end of the test Provides information about acquisition, recall, retention, and retrieval of verbal

information and strategies on learning

Wide Range Assessment of Memory and Learning (WRAML)

Designed to evaluate learning and memory abilities Children ages 5-17 Index scores are available for Verbal Memory, Visual Memory, and Learning General Memory Index score can be derived from the index scores Delayed recall and auditory recognition tasks are included Subtests include the following: Story Memory, Verbal Learning, Sentence Memory,

Design Memory, Picture Memory, Finger Windows (i.e., for spatial span)


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Nonverbal Memory:


Comprehensive memory instrument that measures the dimensions of attention andworking memory, verbal and visual memory, short delay and long delay memory, recall

and recognition, and learning characteristics Used in children ages 5-16 Consists of 9 subtests that assess functioning in three domains: auditory-verbal, visual-

nonverbal, and attention-concentration Each domain includes two core subtests and one supplemental subtest Each subtest contains both an immediate memory component and a delayed memory

component, with a delay of 30 minutes between the two components

Core subtests include: Stories, Word-Pairs, Dot Locations, Faces, Numbers, andSequences

Supplemental subtests consist of: Word Lists, Family Pictures, and Picture Locations Core subtests result in the following 8 summary scores: Verbal Immediate, Verbal

Delayed, Visual Immediate, Visual Delayed, General Memory, Delayed Recognition,Attention and Concentration, and Learning



ability, learning, and memory

Rey-Osterreith Complex Figure Test (CFT)

Assesses a variety of cognitive processes, including planning and organizational skillsand problem-solving strategies, as well as perceptual, motor, and memory functions

Ages 6-85 Consists of the Rey-Osterrieth Complex figure, blank pieces of paper, and colored

pictures

Alternate figure is the Taylor figure Requires the copying of the figure and then, without prior warning, its reproduction from

memory Delay is commonly 30 minutes, but can vary from 3-45 minutes Scores on Copy, 3-Minute Recall, Delayed Recall, and Recognition


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VII. SENSORY MOTOR

Handedness

Can belong to one of the following: right, left, ambiguous, or ambidextrousQuick Neurological Screening Test (QNST)

Brief, 20-minute test assessing neurological integration as it relates to learning Consists of a series of brief tasks adapted from a pediatric neurological examination Samples maturity of motor development, skill in controlling large and small muscles,

motor planning and sequencing, sense of rate and rhythm, spatial organization, visual and

auditory perceptual skills, balance and cerebellar-vestibular functioning, and disorders ofattention

Easy to administer Consists of 15 tasks Starts from ages 5 Screening tool only-not a diagnostic

Tasks measured are the following: Hand Skill, Palm Form Recognition, Finger to Nose,Thumb and Finger Circle, Rapidly Reversing Repetitive Hand Movements, Tandem

Walk, Stand on One Leg, and Skip

Grooved Pegboard

Measures manual dexterity Requires complex visual-motor coordination Pegboard consists of 25 randomly positioned keyholes Patient must rotate pegs (i.e., keys) to match the holes before the peg can be inserted into

the keyhole on the board

Like Finger Tapping, it helps to assess laterality of brain damage Used on children and adults

Finger Tapping Test/Finger Oscillation Test

Included in the Halstead-Reitan Battery Measures fine motor speed of the index finger on each hand Used on children and adults Helpful in assessing laterality Test consists of finger tapping on a special finger tapping board

Grip Strength

Assesses the strength of each hand Uses a hand dynamometer Records movement while acting against a resistive torque

Brannock Device

Measures foot length Typically, the right foot is a bit longer Assesses for left-handed pathology if the left foot is longer than the right


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VIII. EMOTIONAL/BEHAVIORAL

CDI

Self-report scale of depression 27 items

Ages 7-18 Evaluates symptoms in the following areas: Negative Mood, Interpersonal Problems,

Ineffectiveness, Anhedonia, and Negative Self-Esteem

Obtain a total scoreCDI-S

Total

Revised Childrens Manifest Anxiety Scale (RCMAS)

Subtitled What I Think and Feel Assesses the level and nature of anxiety

Ages 6-19 37-item self-report instrument Obtain a Total Anxiety score Subtests include the following: Physiological Anxiety, Worry/Oversensitivity, Social

Concerns/Concentration, and LiePhysiological Anxiety

Index of childs expression of physical manifestations of anxiety High score suggests that the child has certain kinds of physiological responses during

anxietyWorry/Oversensitivity

Index of being afraid, nervous, or oversensitive to environmental pressures High score indicates a child who internalizes anxiety experience and may become

overburdened trying to relieve this anxietySocial Concerns/Concentration

Index of concern about self vis--vis other people or expression of difficulty inconcentrating

High score suggests that the child feels some anxiety about being unable to live up to theexpectations of significant individuals

Lie Validity index Indicates that the child presents self in an unrealistic ideal manner

Conners Rating Scales-R (CRS-R)

Three versions of the scale parent, teacher, and self Used to assess reports of ADHD symptoms and related problems in the following areas:

conduct, family, cognitive, anxiety, anger, and somatic

Children ages 3-17


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Achenbach Child Behavior Checklist (CBCL)/Teacher Rating Form (TRF)/Youth Self

Report (YSR)

Assesses for competencies and problems of children and adolescents through the use ofratings and reports by different informants (e.g., teacher, parent, child)

Children ages 2-18

Scores on the following: Sleep Problems, Somatic Problems, Aggressive, Destructive,Syndrome Scales (i.e., Withdrawn, Somatic Complaints, Anxious-Depressed, SocialProblems, Thought Problems, Attention Problems, Aggressive Behavior, Delinquent

Behavior), Internalizing, Externalizing, Total Problems, Competence Scales (i.e.,Activities, Social, School, Total Competence), Academic Performance, Adaptive

Functioning, Behavior Problems, Withdrawn-Inattentive, Nervous-Obsessive, Depressed,Hyperactive, Attention-Demanding, On-Task Behavior, Aggressive Behavior, Anxious,

Family Problems, Resistant, Strange, Withdrawn 15 minutes/checklist Behavioral problems similar to the DSM

House-Tree Person (HTP) Projective technique that allows for qualitative interpretation of simple drawings Can reflect feelings about the home situation, emotional history, and self Ages 7-12 Was developed to assess personality-emotional characteristics of sexually abused

children

Scores on the following areas: Preoccupation with Sexually Relevant Concepts,Aggression and Hostility, Withdrawal and Guarded Accessibility, Alertness for Danger-

Suspiciousness, and Lack of Trust.

Minnesota Multiphasic Personality Inventory-Adolescent (MMPI-A)

Personality inventory designed to measure adolescent psychopathology and identifypersonal, social, and behavioral problems

Ages 14-18 Validity Scales include: Variable Response Consistency, True Response Inconsistency,

Infrequency, Lie, Defensiveness, and Cannot Say

Has the same Clinical Scales as the MMPI-2: Hypochondriasis, Depression, Hysteria,Psychopathic Deviate, Masculinity-Femininity, Paranoia, Psychasthenia, Schizophrenia,

Hypomania, and Social Introversion Has Supplementary Scales, Content Scales, and Subscales to further delineate pathology

Beck Youth Inventories (BYI)

Five self-report instruments Children ages 7-14 Each inventory contains 20 statements about thoughts, feelings, and behaviors in the

following areas: depression, anxiety, anger, disruptive behavior, and self-concept


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Vineland Adaptive Behavior Scale (VABS)

Assesses a wide range of adaptive behaviors in communication, daily living skills,socialization, and motor skills domains

Good for children, adolescents, and low-functioning adults Can be given to caregiver in semistructured interview format or to a teacher as a

questionnaire

Roberts Apperception Test

Assesses childrens perceptions of interpersonal situations 16 stimulus cards depicting black and white drawing of children and adults engaging in a

variety of interpersonal interactions Administration time of 20-30 minutes Children ages 6-15 Cards presented in exact numerical sequence Addresses themes that are relevant to children, such as family and peer interactions,

homework, sibling rivalry, and observation of nudity

Separate versions for girls (G) and boys (B), except for 5 cards

Five queries used only during the first two cards: What is happening?, What happenedbefore?, What is he/she feeling?; What is he/she talking about?; and How does thestory end?

Sentence Completion Series

A semi-projective method of gathering client information for personality andpsychodiagnostic assessment

Used on adolescents and adults Administration time of 10-45 minutes 8 forms: Adolescent, Adult, Family, Marriage, Parenting, Work, Illness, and Aging Addresses touchy issues 50 questions/form Standardized form of administration, but no normative manner for interpretation

Rorschach

Projective test used for clinical assessment and diagnosis Consists of 10 cards depicting inkblots There are 5 black and white cards, 2 black, white, and red cards, 3 pastel colored cards Used with children ages 5+-adult Duration of 20-30 minutes for administration First portion consists of answering the questions What might this be? for each card Second portion has free association stage in which there is elaboration of the responses

given during the first part

Scoring is complex, and based on aspects such as location, whether shape or colordetermined the responses, and the content of the response

Documents

Pediatric List of Tests