This evaluation was done by David Usdan, PhD for a 2;9 month old boy diagnosed with Autism Spectrum Disorder.
This resource, originally published in 1997, consists of reviews of standardized tests that are intended to measure language and communication skills. This volume is one in a series of guides for assessment in the New York City Public Schools.
This resource, originally published in 1994, consists of reviews of tests and other measures that may be used to obtain information about the preschool child who is suspected of having an educational disability.
Alexandra and Elana created this poster based on work they did in the Assessment and Evaluation course at Teachers College Columbia University and presented it at ASHA’s convention in Chicago in November 2013.
This resource consists of reviews of standardized measures of cognition and affect that may be used to provide information for determining eligibility for special education and for planning the education of students who have an educational disability.
This module introduces the psychometric characteristics used to judge the validity of assessments that are used in determining disabilities.
This module examines validity issues for psychological tests such as the lack of validity of standardized IQ tests when used with bilingual individuals and English language learners (ELL).
This module examines the role of standard error of measurement in standardized language and psycho-educational tests.
(McCauley & Swisher, 1984) Psychometric Review of Language and Articulation Tests for Preschool Children
This was one of the first of many articles publishing research demonstrating the severe limitations of using commercially available child language tests when assessing children for speech and language disability.
(Spaulding, Plante, & Farinella, 2006) Eligibility Criteria for Language Impairment: Is the Low End of Normal Always Appropriate?
This article demonstrates how many standardized tests do not even provide information about validity and reliability.