Beruflich Dokumente
Kultur Dokumente
Behavior Academic
Tier 3 Tier 3
Monitor students with severe behavior or emotional issues more Write individualized annual goals and monitor more frequently for those
frequently or refer to a behavior specialist who need intensive instructional services
Tier 2 Tier 2
Identify appropriate behavior and social skills Assess and monitor at-risk students to determine the
interventions with a user-friendly tool effectiveness of instructional changes
Set up behavior-based progress monitoring
Tier 1 Tier 1
Benchmark all students at least two times per Benchmark all students three times per year for
year for behavior and/or social skills academic universal screening, general education
progress monitoring, and AYP accountability
Identify students whose social skills deficits
and/or social/emotional behavior Identify students at risk for academic failure
problems could interfere with learning
800.627.7271 | PearsonClinical.com
3
Winning Combinations –
Helping You Help Students Succeed!
Do you
know a
Caeden?
Caeden, almost 17, just enrolled in the tenth grade at Riverside High and is already struggling. Previous school
records indicate that although he was referred in both fifth and seventh grades with learning difficulties, he was not
found to be in need of special education services. His parents report that his pediatrician diagnosed him with ADHD and
placed him on medication in fifth grade, but the schools only provided classroom modifications through Section 504 and
retained him.
The campus student study team reviews his records When results reveal deficits in the areas of working
and failing grades and asks two of his teachers to memory and executive functions, appropriate subtests
complete the ACES norm-referenced rating scale, from the D-KEFS™ assessment are added. Academic
which identifies deficits in both academic skills and achievement is evaluated using the
academic enabling behaviors such as motivation, WIAT® –III subtests.
engagement, study skills, and interpersonal skills. Both
teachers report concerns in reading/language arts and
critical thinking as well as all of the enabling behaviors. Results of Caeden’s evaluation reveal high average
In comparison to other students, Caeden is at high risk cognitive abilities but numerous executive function deficits
of continued academic failure, which could result in his related to planning, organization, cognitive flexibility, and
dropping out before completing high school. working memory, which no doubt contribute to his below
grade level achievement skills in Reading Comprehension,
Referral is made for a comprehensive evaluation to
Math Reasoning, and Written Expression. The team
Dr. Dunn, the school psychologist, who includes
determines he is a student with a Specific Learning
the WAIS® –IV test and the WMS® –IV test in his
Disability, which has been exacerbated by his executive
battery. These are comprehensive assessments of the
function deficits.
cognitive abilities necessary for success in a high school
curriculum.
800.627.7271 | PearsonClinical.com
4
WIAT–III®
(Wechsler Individual Achievement Test™–Third Edition)
The WIAT-III incorporates the best features of earlier editions, while offering valuable new
benefits. This latest edition is designed to improve the diagnostic power and sensitivity of
subtests and to provide maximally informative scores, skills analysis, and intervention goal
O v erv iew
statements.
n ges:
A
Users & Applications n Research-supported alternatives for 4:0–50:11
n Identify the academic strengths and determining severe learning disability and n ualification Levels:
Q
weaknesses of a student non-responders within an RTI environment B, Q2
n Inform decisions regarding eligibility for n Parent Report, with a description of each n TI Tiers:
R
2&3
educational services, educational placement, subtest, as well as information to help the
or diagnosis of a specific learning disability parent understand the WIAT-III scores
n Design instructional objectives and plan
interventions
Easy. Efficient.
Content & Administration
Economical.
The D-KEFS offers a choice of nine subtests
A quick online multi-rater
that you can administer individually or as a
measure of behavior-based
complete battery:
Sorting—Assesses problem-solving, verbal
executive function issues.
and spatial concept formation, flexibility of
thinking on a conceptual task (previously
called California Sorting Text) Scoring & Reporting
Trail Making—Assesses flexibility of thinking The Scoring Assistant® software makes
on a visual-motor task generating score reports faster and easier,
Verbal Fluency—Assesses fluent productivity allowing you to:
in the verbal domain n Record and score the nine subtests
Design Fluency—Assesses fluent productivity individually or as a complete battery
in the spatial domain n Produce, view, and print score reports in
Color-Word Interference—Assesses verbal tabular or graphic format
inhibition
Tower—Assesses planning and reasoning in
M ATER IA LS A N D PR IC ES
the spatial modality, impulsivity
Complete Kits
Includes Manual, Stimulus Booklet, Sorting
Cards (3 sets of 6 cards each), 1 Tower Stand
with 5 color Disks, 25 Record Forms, 25 Design
Fluency Response Booklets, and Trail Making
Response Booklet set (each set contains 25
Response Booklets for each of the 5 Trail Making
conditions)
800.627.7271 | PearsonClinical.com
015-8091-108-D43 Box $599.00
6 015-8091-116-D43 Soft Case $649.00
WAIS®–IV
(Wechsler Adult Intelligence Scale®, Fourth Edition)
David Wechsler, PhD
WMS-IV
Flexible Approach Available!
WMS®–IV
(Wechsler Memory Scale®, Fourth Edition)
David Wechsler, PhD
O v erv iew
Comprehensively assess adolescent and adult memory abilities
n ge Range:
A
Designed to help evaluate memory capabilities, the new WMS–IV offers significant enhancements, 16:0–90:11
including briefer and easier administration. This tool is particularly appropriate for use by school n ualification Levels:
Q
psychologists as part of a psychoeducational evaluation of adolescent and adult students. C
n TI Tier:
R
Features & Benefits M AT E R I ALS A N D PR IC ES
3
WMS® –IV builds on a tradition of Basic Kit
innovation by: Includes Administration Manual, Technical
n Providing a comprehensive assessment that Manual, Stimulus Books #1 & #2, 25 Adult
now can be administered more quickly Record Forms (16:11–69), 25 Older Adult
n Offering enhanced clinical sensitivity Record Forms (65–89:11), Response Booklets
n Eliminating subtest/construct overlap with (25), Memory Design Grid, Design Cards, Spatial
the WAIS–IV Addition Cards, Scoring Template
015-8895-800-D43 $743.00
Softcase Kit
Includes all components of Basic Kit.
015-8896-009-D43 $805.00 800.627.7271 | PearsonClinical.com
For system requirements, please visit PsychCorp.com
7
Th e R o l e o f A s s es s m en t
in RTI
Behavior Academic
Tier 3 Tier 3
Monitor students with severe behavior or emotional issues more Write individualized annual goals and monitor more frequently for those
frequently or refer to a behavior specialist who need intensive instructional services
Tier 2 Tier 2
Identify appropriate behavior and social skills Assess and monitor at-risk students to determine the
interventions with a user-friendly tool effectiveness of instructional changes
Set up behavior-based progress monitoring
Tier 1 Tier 1
Benchmark all students at least two times per Benchmark all students three times per year for
year for behavior and/or social skills academic universal screening, general education
progress monitoring, and AYP accountability
Identify students whose social skills deficits
and/or social/emotional behavior Identify students at risk for academic failure
problems could interfere with learning
800.627.7271 | PearsonClinical.com
8
Tier 1: Tier 2: Tier 3:
During this period, students receive When more intensive interventions A small percentage of students will not
CBM and other universal screeners. must be considered, in most cases, keep pace with classmates in physical,
Those who have been identified as at a specialized problem-solving/ emotional, academic, and/or cognitive
risk academically or behaviorally receive intervention team convenes to identify domains. When a student does not
interventions. Once interventions targeted curriculum modifications respond to the targeted interventions
are implemented, student progress and progress monitoring methods. To provided at Tier 2, a referral may
is monitored to determine whether select the most appropriate research- be needed to consider whether a
the interventions are working, if based instructional tools to address comprehensive individualized evaluation
interventions need to be changed, or students’ difficulties, the team should is required. Such an evaluation typically
whether additional detailed diagnostic gather data from CBM screenings and means examining various aspects of
testing is needed to further guide possibly from other more in-depth cognitive, emotional, and behavioral skills
the selection and use of educational standardized measures that delineate to understand how these underlying
strategies. It’s important to keep student needs within a specific processes may be impacting functioning.
in mind that after the screening content or behavioral area. The This includes the careful, systematic
process, there might be information data from these formal and informal observation of how a student solves
that suggests a disability in some assessments provide a closer look problems, which provides the detailed,
youngsters. In this case, individualized into the overall strengths and needs highly specific information required
comprehensive evaluation can be of the student, thereby guiding more for the development of specialized
warranted immediately. targeted instructional approaches or intervention and instruction. Data from
strategies and intervention. Progress these evaluations can also be used to
monitoring remains an essential determine if a student is eligible for an
component at this level to document educational disability classification. If so,
the effectiveness of interventions and an IEP (Individualized Educational Plan)
develop revised instructional tactics. can be developed to provide special
At this point, the main goal of these education services. Once interventions
types of assessments is to answer are created and implemented, specific,
the question, “How can we help the frequent progress monitoring strategies
teacher instruct this child?” rather are needed to analyze response to
than “Is this student eligible for special the interventions and specialized
education services?” However, if a instruction. This continual progress
student continues to make insufficient monitoring is essential throughout the
improvement, despite repeated educational process so that the student’s
progress monitoring and curriculum achievements and needs are accurately
modifications, a comprehensive examined across time.
individualized evaluation may be
justified.
WISC®–IV Integrated
(Wechsler Intelligence Scale for Children™–Fourth Edition Integrated)
David Wechsler, PhD with Edith Kaplan, PhD, Dean Delis, PhD, Deborah Fein, PhD,
Art Maerlender, PhD, Robin Morris, PhD & Joel Kramer, PhD
800.627.7271 | PearsonClinical.com
10
DAS®-II
(Differential Ability Scales®–Second Edition)
Colin D. Elliott, PhD
n Assess the cognitive deficits underlying n Easily access the diagnostic power of n ualification Level:
Q
C
particular learning problems using DAS-II the test
diagnostic subtests in combination with n Quickly identify a child’s strengths and n TI Tier:
R
3
other instruments needs with subtest comparisons and across
n Go beyond the traditional use of ability- age clusters
achievement discrepancies to determine
eligibility for services Visit DAS-II.com for more information
n Respond more effectively to IDEA and plan
M ATE RI AL S A N D P R I C E S
appropriate educational interventions for
Comprehensive Kit
children ages 2:6–17:11 years old
Includes Administration Manual; Normative
Data Manual; Technical Manual; 15 Early Years
Software offers multiple advantages
Record Forms; 15 School-Age Record Forms;
DAS-II software Scoring Assistant® does more
10 each of Speed of Information Processing
than assist in scoring:
Booklet Versions A, B, and C; 4 Stimulus Books;
Object Recall Card; Picture Similarities Cards;
Saves time and increases accuracy with
Phonological Process and Signed Sentences CD;
automated scoring
Manipulatives; and Scoring Assistant
n Cuts scoring time to mere minutes by Now Available!
015-8339-69X-D43 $ 1,237.00
automating scoring of 20 subtests versus Identify cognitive strengths and
scoring by hand weaknesses to help diagnose
Additional Materials
n Includes many error-proofing techniques so learning disabilities or identify
Early Years Record Forms (25)
common scoring errors can be avoided giftedness in bilingual children
015-8339-762-D43 $79.00
School-Age Record Forms (25) ages 2:6–6:11. Supplement
Report only the information you need and complements the DAS-II so you
015-8339-770-D43 $ 105.00
nothing more can administer in Spanish.
n Customize summary information by
importing into any word processing
program
n Use the results to analyze ability with the
WIAT–III achievement scores
n Tailor report content to your needs by
selecting tables and text desired
800.627.7271 | PearsonClinical.com
11
TM
KABC™-II
(Kaufman Assessment Battery for Children, Second Edition)
Alan S. Kaufman, PhD & Nadeen L. Kaufman, EdD
The KABC-II helps you determine a child’s cognitive strengths and weaknesses so you can find
the best ways to teach each child effectively. This theory-based measure of processing and
O verview cognitive abilities helps you get a true picture of each child’s abilities—regardless of language or
n ges:
A cultural differences.
3–18
n ualification Level:
Q And when you have a complete understanding of cognitive strengths and weaknesses, you
C
can feel secure that you are making effective, informed decisions that lead to more accurate
n TI Tier:
R placement and intervention.
3
Fun to take and easy to administer, the M ATER IA LS A N D PR IC ES
KABC-II gives you detailed information and KABC-II Complete Kit
unprecedented flexibility in: Includes 4 Easels, 1 Manual, all necessary
Stimulus and Manipulative Materials, 25 Record
n Diagnosing specific learning disabilities (SLD) Forms, Soft-Sided Nylon Briefcase
for ages 3–18 years old 21000A-D43 $ 925.00
n Developing individualized education plans KABC-II Record Forms (25)
and/or special education and related 21015A-D43 $ 68.50
services to monitor progress KABC-II ASSIST Software
n Documenting that underachievement of a 21025A-D43 $ 290.00
child suspected of having an SLD is based Visit website for system requirements.
on a processing disorder and is not due to
the lack of appropriate instruction
800.627.7271 | PearsonClinical.com
12
KTEA™-II
(Kaufman Test of Educational Achievement, Second Edition) Comprehensive Form
Alan S. Kaufman, PhD & Nadeen L. Kaufman, EdD
The KTEA-II Comprehensive Form helps you conduct a thorough, research-based assessment
of key academic skills. This tool provides state-of-the-art error analysis along with detailed
prescriptive information—to help you plan targeted interventions.
800.627.7271 | PearsonClinical.com
13
Winning Combinations –
Helping You Help Students Succeed!
Do you
know a
Juan?
Juan, a third grader, has struggled with reading since first grade. His current teacher reports that he has a limited
sight word vocabulary, makes unusual decoding and spelling errors, and reads without fluency. He receives Tier 2
The reading specialist has been monitoring his The reading specialist administers select subtests
progress on a bi-weekly basis using aimsweb ®
from the PAL™-II Diagnostic Assessment for
Reading Curriculum-Based Measurement Reading and Writing to confirm her findings.
and MAZE comprehension prompts and has
documented his unusually slow progress.
Juan’s intervention is then modified to include the
Orthography Lessons from the PAL Research-
To learn more about how to better differentiate Based Reading and Writing Lessons and explicit
instruction for Juan, she administers the instruction in fluency.
WIAT -III reading subtests for basic reading,
®
800.627.7271 | PearsonClinical.com
14
PAL™-II Diagnostic Assessment for
Reading and Writing
(Process Assessment of the Learner, Second Edition)
Virginia Wise Berninger, PhD
Additional Materials
PAL-II Reading and Writing gives you
Record Forms (25)
the ability to:
015-8661-745-D43 $88.50
n Screen students to identify those at risk for
Response Booklets (25)
reading and writing problems
015-8661-753-D43 $83.00
n Clarify the nature of a problem during the
PAL Guides for Intervention Complete Kit
identification phase of problem solving
015-8660-900-D43 $288.00
consultation
PAL Research-Based Reading and Writing
n Design and evaluate interventions related to
Lessons
the nature of the problem identified
015-8661-044-D43 $133.75
n Diagnose reading and writing disabilities
800.627.7271 | PearsonClinical.com
15
PAL™-II Diagnostic Assessment for Math
(Process Assessment of the Learner, Second Edition)
Virginia Wise Berninger, PhD
800.627.7271 | PearsonClinical.com
16
KeyMath™-3 Diagnostic Assessment
Austin J. Connolly, EdD
M ATERIAL S AND PR I CE S
Hand-Scoring Materials
Forms A and B Combined Starter Kit
31220-D43 $ 789.00
Form A Starter Kit
31230-D43 $ 446.00
Form B Starter Kit
31235-D43 $ 446.00
800.627.7271 | PearsonClinical.com
17
NEPSY®–II
(NEPSY®–II Second Edition)
Marit Korkman, PhD, Ursula Kirk, PhD, and Sally Kemp, PhD
M ATER IA LS A N D PR IC ES
You’ll find assistance with interpretation and
Complete Kit with Scoring Assistant & Planner
specific recommendations in the Clinical and
Includes Clinical and Interpretive Manual,
Interpretive Manual.
Administration Manual, Stimulus Books 1 and
2, 25 Record Forms (Ages 3–4), 25 Record
Begin your assessment based on clinical
Forms (Ages 5–16), 25 Response Booklets (Ages
experience or by using the most discriminating
5–16), Memory for Design Card Set, Memory
subtests for particular disorders as suggested
for Names Card Set, Animal Sorting Card Set,
in the NEPSY-II Scoring Assistant and
Memory Grid, Scoring Template, Red Blocks
Assessment Planner.
Set, Black pencil in box, Training CD, and Scoring
Assistant & Planner
NEPSY-II Scoring Assistant® and
015-8234-332-D43 $999.00
Assessment Planner
Two tools in one—subtest selection and
Additional Materials
timesaving scoring
Record Forms (25) Ages 3–4
015-8234-286-D43 $65.00
Based on the specific child and the referral/
Record Forms (25) Ages 5–16
clinical questions, the software can suggest
015-8234-294-D43 $82.00
specific batteries for:
Response Booklets (25) Ages 3–4
n Math Disorder
015-8234-308-D43 $54.00
n Language Disorder
Response Booklets (25) Ages 5–16
n Reading Disorder
015-8234-316-D43 $72.00
n Behavior Management
n Attention/Concentration
n Asperger’s/Autism
800.627.7271 | PearsonClinical.com
18
Review more
C ASE ST UDY: scenarios here.
Noah Tier 1
After the first reporting period, Mr.
Learning math has always Maxwell recommended Noah for
been a challenge for afterschool tutoring, which is provided
by another math teacher on campus.
Noah, a seventh grader, Tutoring is voluntary, available every
who has attended four day after school on a walk-in basis. In
the next six-week period, Noah went
different schools in
once weekly for approximately 45
the past three years. minutes, and received help in doing
Although he is a good his homework assignments. His tutor,
Mrs. Luna, indicated that Noah often
reader and makes Bs and asked for assistance because he had
Cs in his other subjects, difficulty setting up and solving multi-
step word problems and performing
he is currently failing his calculations when using multi-digit
math class. His teacher, numbers. Unfortunately, Noah’s
grades did not improve. Following a
Mr. Maxwell, describes
parent-teacher-student conference
Noah as a poorly Mr. Maxwell made a referral to the
motivated student campus Student Assistance Team (SAT).
Tier 3
In February, Noah was referred for an individual comprehensive evaluation.
The school psychologist plans to include the KABC™-II, KTEA™-II, PAL™- II
Diagnostic Assessment for Math, and select subtests from the NEPSY®-II to
determine why he has not responded to intervention efforts, and if he might
be a student with a learning disability in math. 800.627.7271 | PearsonClinical.com
17
Winning Combinations –
Helping You Help Students Succeed!
Do you
know a
Stacey?
Stacey is a 5-year-old kindergartner who is struggling to keep up with her classmates. Based on his observations
of Stacey and her classwork, her teacher suspects that Stacey has a developmental delay. He consults with the school
psychologist, who creates an assessment battery using brief, child-friendly tests with proven reliability.
The school psychologist administers the Based on the information provided by the three
diagnostic subtests of the upper level of the assessments along with classroom observations
DAS®-II Early Years Battery to identify Stacey’s and teacher feedback, the school psychologist
school readiness. The test results show informs the IEP team that she believes Stacey
borderline school readiness due to significant may have a specific learning difference since she
weakness in phonological processing skills displays signs of dyslexia. The team develops an
instructional program with guidance from the
PAL Guides for Intervention that complements
Based on the results of the DAS-II subtests, the Stacey’s strengths while targeting her
school psychologist suggests that subtests of the weaknesses.
PAL™-II Diagnostic Assessment for Reading and
Writing be administered to Stacey to determine
the underlying cause for her processing Stacey’s test results showed that she had signs of
problems. The results indicate Stacey has a dyslexia. She was likely to develop a significant
significant weakness in phonological processing reading deficit and the school psychologist
skills and is poor in auditory and visual working recommended immediate intervention through
memory. individual work with a trained reading specialist. Very
early interventions would help prevent, or at least
ameliorate, future reading deficits. Stacey was given
To investigate possible underlying factors much positive support for her efforts.
of Stacey’s suggested profile that might lead
Dyslexia can be very discouraging, but with
to a future reading disorder and to identify
individualized work and support, Stacey was able to
her strengths and weaknesses, the school
overcome any reading difference.
psychologist administers the NEPSY-II ® Learning
Differences-Reading Referral Battery. Results
show that Stacey displays a clear dyslexic pattern
of significant naming and phonological processing
deficits.
800.627.7271 | | PearsonClinical.com
Copyright © 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved. aimsweb, ASSIST, DAS, DKEFS, KABC, KeyMath, KTEA, NEPSY, Pal, Q-global, Scoring Assistant, WAIS, WIAT, WMS,
Always Learning, Pearson, design for Psi, and PsychCorp are trademarks, in the U.S. and/or other countries, of Pearson Education, Inc. or its affiliate(s). 7325 3/13