Pearson Education, Inc.19500 Bulverde Road
San Antonio, Texas 78259
Telephone: 800-627-7271 or 210-339-8190.
Products manufactured by Pearson Education, Inc. (listed alphabetically)
ADAPTIVE BEHAVIOR ASSESSMENT SYSTEM, SECOND EDITION (ABAS-II)
The Adaptive Behavior Assessment System, Second Edition (ABAS-II), by Patti Harrison and Thomas Oakland, is a test designed for use in assessing adaptive skills functioning of children or adults with cognitive disabilities. This assessment can be used to determine how an individual is responding to daily demands; develop treatment and training goals; determine eligibility for services and Social Security benefits; assess individuals with intellectual disability (ID), learning difficulties, ADD/ADHD, or other cognitive disabilities; and assess the capability of adults to live independently. The instrument incorporates current American Association of Intellectual Disabilities (AAID) guidelines for evaluating the three general areas of adaptive behavior (conceptual, social, practical), as well as all 10 specific adaptive skills areas specified in the American Psychiatric Association's Diagnostic and Statistical Manual, Fourth Edition (DSM-IV). It uses age-based norms and is linked to the Wechsler scales. Composite scores are drawn from multiple information sources (parent, teacher, caregiver, or adult client) using five forms: A parent form for birth to age 5, a parent form for children ages 5 to 21, a teacher/day care provider form for ages 2 to 5, a teacher form for ages 5 to 21, and an adult form for ages 16 to 89. An examination kit includes a manual with five copies of each form. OPTIONS: School Kit with a manual and 25 copies each of the parent and teacher forms for children age 5 to 21; Adult Kit with a manual and 25 adult forms; Infant and Preschool Kit with 25 parent forms for children ages 0 to 5 and teacher/day care provider forms for children ages 2 to 5; additional manual or forms; and scoring software.
BEHAVIOR ASSESSMENT SYSTEM FOR CHILDREN, SECOND EDITION (BASC-2)
The Behavior Assessment System for Children, Second Edition (BASC-2), is a behavioral assessment designed for use in evaluating children and adolescents with cognitive, emotional, or learning disabilities. This assessment can be used by school and clinical psychologists to differentiate between hyperactivity and attention problems. It can identify behavior problems as required by IDEA and can be used for the development of FBAs, BIPs, and IEPs. It has multiple scales and forms that assess child behavior from teacher, parent, and self perspectives, including the Teacher Rating Scales (TRS), Parent Rating Scales (PRS), Self-Report of Personality (SRP), Student Observation System (SOS), and Structured Developmental History (SDH). Computer scoring and interpretation provides extensive reports, which are normed based on the latest U.S. Census population characteristics. Record forms are available in hand score, computer score, and scannable formats. A manual and all forms are included. OPTIONS: BASC Enhanced ASSIST and ASSIST Plus software for scoring and reporting; clinician resources (The Clinician's Guide to the BASC and Essentials of Behavioral Assessment); Spanish language versions of parent and self-report forms; audiotape versions of parent and self-report scales; training video; additional copies of individual forms.
COMPREHENSIVE ASSESSMENT OF SPOKEN LANGUAGE (CASL)
The Comprehensive Assessment of Spoken Language (CASL) is a speech and language assessment designed for use to evaluate children with speech or communication disabilities. This battery of 15 individually and orally administered tests enables the speech language therapist to identify language disorders and impairment as outlined by IDEA, including delayed language, oral language disorders, dyslexia, and aphasia. The tests measure language processing skills (comprehension, expression, and retrieval) in four categories: Lexical / Semantic Tests to evaluate knowledge and use of words and word combinations; Syntactic Tests to evaluate knowledge and use of grammar (morphology and syntax); Supralinguistic Tests to evaluate comprehension of complex language whose meaning is not directly available from lexical or grammatical information; and Pragmatic Tests to evaluate awareness of appropriate language in a situational context and the ability to modify this language as necessary. Core tests measure the most representative aspects of each language category for six age bands, and supplementary tests provide additional diagnostic information to yield assessment data for quantitative (profile) and qualitative (clinical) analyses. The complete assessment kit includes three test books, 12 each of Record Form 1 for younger children and Record Form 2 for older children, a manual, and a norms book. OPTIONS: ASSIST scoring software for Windows and Macintosh; overview video; additional record forms and test books.
INFANIB COMPLETE KIT
The Infanib Complete Kit is a developmental assessment system designed for use in assessing the muscle tone and posture of infants ages four to eighteen months. The kit includes a 124-page spiral-bound manual, "The Infanib: A Reliable Method for the Neuromotor Assessment of Infants," by Patricia H. Ellison, M.D., and one pad of 50 two-sided screening forms. Administration of the assessment is untimed.
ORAL AND WRITTEN LANGUAGE SCALES (OWLS)
The Oral and Written Language Scales (OWLS) is an assessment designed for use in evaluation of children with communication, learning, or speech disabilities. This individually administered assessment includes a Listening Comprehension Scale (LCS) that measures receptive language skills; an Oral Expression Scale (OES) that measures expressive language skills; and a Written Expression scale (WE). The OWLS LC/OE and WE Complete Test Kit has all three scales and the OWLS LC/OE Kit includes the two oral scales. Both kits come with a manual, Listening Comprehension and Oral Expression easels used in administering the tests, and 25 record forms. OPTIONS: ASSIST scoring software; additional manuals, easels and record forms for the oral tests, and response booklets for the written test.
PEABODY INDIVIDUAL ACHIEVEMENT TEST - REVISED - NORMATIVE UPDATE (PIAT-R/NU)
The Peabody Individual Achievement Test-Revised-Normative Update (PIAT-R/NU) is an assessment test designed for use by children with cognitive, learning, communication, or speech disabilities. This assessment measures individual academic achievement across six subtests. It can be used to identify specific learning disabilities, and its multiple-choice format allows a pointing response for most items. Only those items within the student’s range of difficulty are administered. The subtests include General Information (100 verbal items that assess general knowledge); Reading Recognition (100 items that measure recognition of printed letters and the ability to read words aloud); Reading Comprehension (82 items that measure reading comprehension by requiring the student to choose one of four pictures that best illustrate a sentence); Written Expression (Level 1 tests pre-writing skills and Level II requires the student to write a story about a picture); Mathematics (100 multiple choice items that test knowledge and application of math concepts and facts); and Spelling (100 multiple choice items that measure recognition of correct word spelling). The PIAT-R/NU Complete Kit includes four easels for use in test administration, 50 combined test record and written expression booklets, a manual, and a carrying bag. OPTIONS: ASSIST scoring and reporting software for Macintosh and Windows; nylon briefcase; Spanish-language Report to Parents blackline master; additional test records, response booklets, manual, Book of Plates volumes I to IV.
STUDENT SELF-CONCEPT SCALE (SSCS)
The Student Self-Concept Scale (SSCS) is an assessment designed for use by children with emotional, learning, or other mild disabilities or behavior difficulties. This individually- or group-administered, 72-item self-report can be used for general screening, pre-referral assessment, or assessment of students already classified as mildly disabled. Separate norms are given for elementary and secondary male and female students. The assessment provides ratings of three dimensions (Self-Confidence, Importance, and Outcome Confidence), and in each of these dimensions it measures self-concept in three areas (academic, social, and self-image). Self-Confidence and Importance ratings indicate domains in which students may feel confident, but which they do not consider important to their self-concept. These ratings also reveal if students feel unsure of themselves in certain domains, yet consider these domains important to their self-concepts. The Outcome Confidence rating measures students' perceptions that certain behaviors will result in positive outcomes. A supplemental Lie Scale screens for unrealistic levels of social desirability. Student questionnaires (Level 1 for children in grades 3-6 and Level 2 for children in grades 7-12) come in packs of 25 and are sold separately from the teacher's manual.
TOOLS FOR TRANSITION
Tools for Transition is an assessment designed for use by secondary school students with learning disabilities. This program helps students identify and describe the strengths and weaknesses of their own learning style, and then relate this information to their individual education plan (IEP) goals; apply appropriate study strategies to their individual learning problems; understand the legal rights of students with learning disabilities to plan and advocate for accommodations in school; select a postsecondary school and learn how to fill out applications; explore a variety of careers by evaluating personal interests, aptitudes, and values; and demonstrate and reinforce positive interpersonal behavior. A Student Workbook is included that reinforces lessons with a variety of exercises and which serves as a reference for students.
VINELAND ADAPTIVE BEHAVIOR SCALES, SECOND EDITION
Vineland Adaptive Behavior Scales, Second Edition (Vineland-II) is an assessment designed for use to evaluate personal and social skills of children and adults with mental retardation, autism spectrum disorders (ASDs), attention deficit hyperactivity disorder (ADHD), brain injury, or dementia / Alzheimer’s disease. Psychologists and other professionals can use this assessment to identify individuals who have mental retardation, developmental delays, brain injuries, and other impairments. The assessment also provides information for developing educational and treatment plans. The content reflects tasks and daily living skills that are attuned to current societal expectations. The content and scales are organized within a three- domain structure (Communication, Daily Living, and Socialization) that corresponds to the three broad domains of adaptive functioning recognized by the American Association of Mental Retardation (AAMR, 2002): Conceptual, Practical, and Social. In addition, the assessment includes a Motor Skills domain and a Maladaptive Behavior Index. The assessment is available in a Vineland-II Survey Forms Starter Set, which includes 10 Survey Interview Record Booklets, 10 Parent/Caregiver Rating Forms, 10 Survey Interview Report to Parents, 10 Survey Forms Report to Caregiver, and one Survey Manual.
Products distributed by Pearson Education, Inc. (listed alphabetically)
PEDIATRIC EVALUATION OF DISABILITY INVENTORY (PEDI)
The Pediatric Evaluation of Disability Inventory (PEDI) is a developmental assessment system designed for use with children with disabilities. This comprehensive clinical assessment of key functional capabilities and performance of children between the ages of six months and seven years can also be used to evaluate older children with functional abilities that are less than those expected of a 7-year-old child without disabilities. It is a descriptive measure of a child's current functional performance that can be used to track changes over time. The assessment measures both capability and performance of functional activities in three content domains: self-care, mobility, and social function. In clinical settings, it can be used to monitor functional outcomes, and in research studies of treatment approaches, it can be used to document functional change. The assessment is available in a paper-based format or in a computerized format called PEDI-MCAT, which provides individual reports that summarize a child’s functional status in the domains of self-care and mobility function and compares the child's scores to norms from 6 months to 14 years of age. OPTIONS: Manual; scoring forms; and software.