Package of 25 Test of Narrative Language – Second Eidtion Examiner Record Booklets. Each booklet is 8 pages.

The Test of Narrative Language

Ages: 4-0 through 15-11
Testing Time: 15 to 20 minutes (30-45 minutes if you are unfamiliar with administering the test)
Administration: Individual
The Test of Narrative Language–Second Edition (TNL-2) is a norm-referenced test that measures children’s narrative language abilities (i.e., children’s ability to understand and tell stories). Narration is an important aspect of spoken language, not usually measured by oral-language tests, that provides a critical foundation for literacy.

The TNL-2 enables clinicians and teachers to assess important aspects of narrative language without having to transcribe children’s stories. This saves hours of transcription time, and provides a valid and reliable metric of narrative language development.

COMPLETE TNL-2 KIT INCLUDES: Examiner’s Manual, Picture Book, and 25 Examiner Record Booklets, all in a sturdy box. (©2017)

Test of Narrative Language – 2, Complete Kit $244.00

Features of the TNL-2
The TNL-2 is:

• a functional assessment of narrative comprehension and narrative production;
• a dynamic assessment in which comprehension and production tasks are alternated so children have the opportunity to profit from adult narrative models;
• a measure of the ability to comprehend and produce three types of stories: a script, a personal narrative, and a fictional narrative;
• a system for scoring oral narratives that does not require clinicians to transcribe the stories;
• a normative test with clear, well-organized norms tables and administration procedures, as well as an easy-to-use record form; and
• a fair and equitable assessment of narrative discourse for all children.

Story Topics

• 2 children going to eat at McDonalds with their mother
• school art project
• boy late for school
• finding treasure at a park
• aliens

Improvements in the TNL-2

The test has been improved in three major ways: (1) new, more colorful pictures, (2) more inferential comprehension questions, and (3) a consistent scoring format. Additional improvements to the test, based on feedback and current research, include:

• The normative sample is larger than the sample for the original TNL, with a wider age range (4–15 for the TNL-2 as compared to 5–12 for the TNL) and many more children at each age.
• The norms are based on new standardization data that were collected between 2013 and 2015. The demographic characteristics of the sample conform to those of the population reported by the U.S. Census Bureau (www.census.gov) and are representative of the U.S. population.
• The McDonald’s story retelling now has a picture that supports it, so that all the comprehension and production tasks have the same visual support.
• The pictures were revised to make them more colorful and interesting to children.
• The number of items on the comprehension tasks was increased, with more inferential items; more items for the youngest, low-functioning examinees; and more items for the oldest, high-functioning examinees.
• The scoring system for the oral narratives is now similar across the three types of stories. These changes make the TNL easier to score and more reliable.
• The reliability and validity chapters have been expanded.
• Numerous studies that provide evidence of the test’s construct validity and its long-term stability have been added to the validity chapter.
• A study of the test’s diagnostic accuracy (sensitivity and specificity) supports its use for diagnosing children with language impairment and language-based learning disabilities that affect reading and writing.

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The Social Language Development Test–Adolescent: Normative Update (SLDT-A: NU) assesses language-based social skills. Specifically, it measures students’ ability to make inferences, and interpret and respond to social interaction. Performance on the test differentiates typically developing students from those with autism spectrum disorder.

New Features

• The norms have been updated to reflect the demographics of the 2016 U.S. Census.
• The normative sample (N = 868) is stratified by age relative to geographic region, gender, race, and ethnicity.
• New standard score metric for subtests and composites (M = 10, SD = 3; M = 100, SD = 15).
• All-new item analysis and item bias studies provide convincing evidence of content-description validity.
• All-new reliability and validity studies were prepared, including diagnostic accuracy analyses, which are considered the most rigorous techniques for establishing validity today. These analyses involve the computation of sensitivity and specificity indexes and the receiving operating characteristic/area under curve (ROC/AUC) statistic.
• The audio files for the Interpreting Ironic Statements subtest are available for use or download online.

Description of the Test

The test has five subtests (Making Inferences, Interpreting Social Language, Problem Solving, Social Interpretation, and Interpreting Ironic Statements) that yield scaled scores. A composite score, called the Social Language Development Index, represents overall performance on the subtests. The Examiner’s Manual discusses the test’s theoretical and research-based foundation, item development, standardization, administration and scoring procedures, normative tables, and guidelines for using and interpreting the test’s results. Reliability and validity studies were conducted with students with typical language abilities and students who had previously been diagnosed with autism spectrum disorder.
The average coefficient alpha ranges between .76 and .86 for the subtests and is .95 for the composite. New validity studies demonstrate the test’s ability to differentiate students with autism spectrum disorder from typically developing students. The results demonstrate that a Social Language Development Index cutoff score of 90 resulted in a sensitivity of .71, a specificity of .96, and a ROC/AUC of .90

COMPLETE SLDT-A: NU KIT INCLUDES: Examiner’s Manual, Scoring Standards and Example Responses Book, Picture Book, and 25 Examiner Record Booklets, all in a sturdy storage box. (©2017)

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• Auditory Processing
• Ages 5-0 through 18-11
• Individual Administration
• Norm-Referenced (U.S. Spanish-bilingual speakers)
• Qualification Level B

The Spanish-bilingual version of the Test of Auditory Processing Skills, 3rd Edition (TAPS-3:SBE) is a norm-referenced, individually administered assessment of auditory skills commonly used in academic and everyday activities by Spanish speakers aged 5 to 18 years. It provides a way to identify any particular auditory process that the examinee may be having difficulties with, to allow for better remediation strategies to be planned. (It is not intended to assess language proficiency.) While this assessment is administered in Spanish and responses are expected to be in Spanish, the examiner may use English to give directions if necessary, and English responses may be accepted if the meaning is the same as the intended response.

This assessment was developed to be used by speech-language pathologists, audiologists, school psychologists and other clinicians who are interested in, and have been trained to assess auditory information. This Spanish version is NOT just a translation, but also includes items that are equivalent to the English version that were developed with the assistance of Spanish-bilingual professionals. The norms are specific to this Spanish version and are not generalizable to the English version. This assessment is untimed, but is generally completed in about one hour (plus five minutes if the optional Auditory Figure-Ground subtest on CD is used) and scored in about 15 minutes.

The structure of the TAPS-3:SBE is the same as the English version and represents current views of auditory processing, with tasks progressing from the most basic skills to the most complex. Allowances were made for language and grammar differences. The sentences and passages for the last three subtests were written specifically for the Spanish-bilingual version, with the assistance of Spanish-bilingual school psychology and speech professionals. Like the English version, the subtest and index score structures were confirmed by factor analysis.

The nine TAPS-3:SBE subtests provide information for four main areas (reflected as Index scores). Subtests (and items within each subtest) progress from the most basic skills to the most complex. In addition, an optional auditory figure-ground (auditory attention) subtest is presented on CD. The indices and subtests are:

Auditory Attention:
Optional Auditory Figure-Ground screener presented at the start of the test session.

Basic Phonological Skills:
Subtest 1: Word Discrimination
Subtest 2: Phonological Segmentation
Subtest 3: Phonological Blending

Auditory Memory:
Subtest 4: Number Memory Forward
Subtest 5: Number Memory Reversed
Subtest 6: Word Memory
Subtest 7: Sentence Memory

Auditory Cohesion:
Subtest 8: Auditory Comprehension
Subtest 9: Auditory Reasoning

TAPS-3:SBE Scoring
The scoring guidelines are the same as used in the English version and include these features:

• Partial credit for test responses allow a more accurate rendering of abilities
• Three Index scores (Basic Phonological Skills, Auditory Memory, and Auditory Cohesion) are derived using combinations of subtest scores; these reflect functional areas indicated by current literature
• Overall score is based on the sum of all subtest scaled scores;
  Individual subtests are reported as scaled scores, while cluster scores (Phonological Skills, Memory, and Cohesion) and the overall score are reported standard scores; percentile ranks and age equivalents are also provided
  
  NOTE: Examinees with suspected hearing loss or central processing deficits should be referred for audiological testing prior to assessment with the TAPS-3:SBE, since peripheral hearing problems will interfere with performance of the tasks presented. Likewise, known or suspected attention problems should be assessed prior to assessment with the TAPS-3:SBE, since attention deficits will also interfere with TAPS-3:SBE tasks.

Kit includes:  Test Manual, 25 Test Booklets, Auditory Figure-Ground CD.

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Guide to Identifying Educational Needs for Students with Hearing Loss

Teachers have been asking “Help me pull all of this data together into better assessments so my kids can qualify for services and more appropriate programs!”

Karen Anderson, author/co-author of Building Skills for Success in the Fast-Paced Classroom,
Building Skills for Independence in the Mainstream, and SCRIPT has joined together with Lynne Price, author of the Steps to Success Curriculum and COACH: Self-Advocacy Skills and Transition Training  to develop Steps to Assessment.

The focus of this 290-page guide is appropriate assessment practices for children from transition to school at age 3 through high school. Categories of assessment are presented, as are ways to tease out information from assessment results to illustrate how to identify needs to support eligibility.

A variety of assessments are described for each assessment area. Case studies are provided that show how the teacher can choose appropriate test instruments and interpret the results, including determining possible goal areas.

A section describing self-learning application activities helps readers to integrate the information into daily practice and makes this Guide the perfect subject of a Professional Learning Community.

Teachers who use this guide will have a much better understanding of the vulnerable areas of development due to hearing loss, how the areas interconnect, and ultimately how they are the experts in using the ‘deaf lens’ to contribute to their evaluation teams and service planning. This information will assist educators of the deaf/hard of hearing, educational audiologists and specialist speech language pathologists in being able to advocate with school teams for appropriately tailored assessment and program planning for students who are deaf or hard of hearing. Informational handout describing Steps to Assessment to share with your Team!

Steps to Assessment: Guide to Identifying Educational Needs for Students with Hearing Loss $64.00 + S/H

5 copies of Steps to Assessment all shipped to same address (15% discount) $272.00 + S/H: Enter Discount Code: STEPS15 at Check-out

Table of Contents

Introduction

Chapter 1: The Assessment Process

Chapter 2: Speech Perception and Device Use

Chapter 3: Performance Review

Chapter 4: Auditory Skills Development

Chapter 5: Prosody, Phonologic Awareness, and Morphology

Chapter 6: Language Processing and Use

Chapter 7: Social Interaction: Pragmatic Language Use and Social Skills

Chapter 8: Self-Advocacy, Self-Determination and Independence with Amplification Devices

Chapter 9: Students with Additional Challenges

Self-Learning Application Activities for Individual and Professional Learning Communities

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For Teachers of the Deaf/Educators of the Deaf Special Education Teachers working with children who are deaf or hard of hearing; for Educational Audiologists and SLPs working with children who are deaf or hard of hearing.

• Includes 19 Subtests From Duration Discrimination to Listening Comprehension (0 SNR)
• Target Population: Approximately 2-year-olds to middle school children with hearing loss using Hearing Aid/s, Cochlear Implant/s
• for mainstreamed student who is deaf or hard of hearing
• 1 HA & 1 CI (bimodal), “bone-anchored” systems, and/or other Assistive Listening Devices. A criterion-based assessment of listening abilities for Annual Administration for documentation of your IEP/504-based intervention plan effectiveness
• Beautifully illustrated 172 page easel (including BIPOC illustrations),
• Comes with USB drive with ALL required Audio clips.
• Free downloadable Score Sheets
• Free downloadable Manual/Administration Instructions
• Final Subtests measure auditory abilities with Competing Messages
• 3 noise levels: + 10 signal-to-noise ratio (SNR); + 5 SNR; 0 SNR

Test of Auditory Functioning (TAF) by Donald M. Goldberg
Reviewed by Carol Flexer

Those of us in the auditory brain development business, such as listening and Spoken Language Specialists (LSLS), educational audiologists, speech/language pathologists, members of cochlear implant teams, and teachers of the deaf, have been waiting for this test! Developed by Donald M. Goldberg, PhD, CCC-SLP/A, LSLS Cert. AVT, the Test of Auditory Functioning (TAF) is a criterion-based assessment tool for children from approximately two years of age through middle school.

The TAF is designed for annual administration to children who are deaf or hard of hearing for the purpose of identifying their current level of auditory functioning and cataloging their yearly progress.

To explain, criterion-based tests measure performance against a fixed set of standards. So, the TAF looks at an individual child’s auditory functioning/skill attainment from one year to the next. The child’s auditory skills are not compared to other children, like in a norm-referenced test. Rather, the child’s auditory skills are compared only to the child him/herself over the years.

The TAF includes 19 subtests, ranging from suprasegmental discrimination through listening comprehension with competing noise/messages, and is based on the auditory hierarchy and landmark work of Norman Erber.

Here’s what I like about the TAF: (I love the whole test; here are some specific features.)

• The TAF was field tested on 125 children who are deaf or hard of hearing in the USA, Israel, England, and Australia. This extensive field testing showed the test’s appropriateness for toddlers through early adolescence.
• Even though the target population is children, many of the subtests are also appropriate for adults.
• The TAF comes with a 172-page easel and a small USB drive with all required audio clips, calibration tone, score sheets, manual, and detailed administration instructions.
• The Manual is excellent and includes guidance on selecting the appropriate subtest to begin administration of the TAF, and ceiling recommendations.
• There is a complete script for each test item.
• The 19 subtests have an excellent progression, beginning with suprasegmentals and continuing through sequencing and then listening comprehension (using original stories) with competing noise/messages.
• The subtests are numbered and color-coded on the easel for ease of use.
• The illustrations on the172-page easel are original, colorful, clever, and fun.
• The score sheets are free and downloadable.

Tips:

• First, check the child’s technology. We want the best possible signal/auditory information to reach the child’s brain. If the child’s technology is faulty, the TAF results will be worthless.
• Download a calibration app for your phone or iPad or purchase an inexpensive SLM because the test material coming from your computer needs to be calibrated, often several times during test administration. Because the test is performed in a typical (hopefully quiet) room, it’s important to verify consistency of the calibration; 76 dBA at the position of the child’s head. The TAF now comes with downloadable audio files.
• Read the instruction Manual thoroughly. It’s excellent!
• Even if you are an experienced test administrator, have at least one practice session to become comfortable with the easel, score sheets, and your presentation of the audio clips.
• The score sheet will be much easier to read if it is downloaded using a color printer.
• Don’t confirm or deny the accuracy of the child’s response. The TAF will likely be given once a year for a number of years to evaluate the child’s progress, and we don’t want to unintentionally teach the correct response to an item.

TAF Subtests  1-8: Video Link
TAF Subtests 9-12: Video Link
TAF Subtests 13-19: Video Link
TAF Calibration: Video Link

New Score Sheet! Download now.

Summary:

I highly recommend this test! The TAF exemplifies a research to practice paradigm, and is the culmination of Dr. Goldberg’s years of research into auditory functioning coupled with his vast clinical experience and expertise.

Dr. Goldberg designed the test for annual administration to children who are deaf or hard of hearing for the purpose of identifying their current level of auditory functioning and cataloging their yearly progress. And the TAF does exactly what it is intended to do – identify the development of the child’s listening brain!

Thank you, Dr. Goldberg, for developing this much needed Test of Auditory Functioning!

Product Details:  8.5” x 6.25” x 1” | Heavy cardstock | 172 pages | Spiral bound | Double-sided cards | Includes downloadable audio files and score sheet.

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Identify listening comprehension ability in preschoolers!

A fast and reliable tool to test the comprehension skills of young learners, ages 3-5 years.

Great for progress monitoring too!

Do you love the OPUS – Oral Passage Understanding Scale for your school-age students? The ASC provides similar information for students in Pre-K and Kindergarten.

The ASC has 6 forms, each of which include:

• a teacher script with a brief story
• followed by eight literal and inferential comprehension questions
• including one question that asks the child to infer the meaning of a vocabulary word used in the story.

$63.00

 The ASC manual includes

• an introduction to the tool, its development, and its supporting research
• detailed administration guidelines, including sample schedules for administering the ASC
• general and item specific scoring guidelines
• frequently asked scoring questions, including examples of how to score ambiguous responses
• fidelity checklists and guidance on establishing and maintaining reliability
• a guide to interpreting scores, including typical score ranges for children ages 3–4 and 4–5
• two practice sets of materials for use in training examiners

Takes only about 3 minutes to administer and 1 minute to score. ©2019

Overall the ASC was easy to give. The student has to come up with the answer and there are no visuals. I like that the manual has a nice scoring guide in the back to assist in determining HOW to score the student. There are also several examples of scored assessments. The student I assessed today only scored 7 out of 17. The ASC would be a good progress monitoring tool to assess three times a year. This student was unable to make predictions based on the title. She scored 3 points out of 6 on the fact-based questions. She scored 3 out of 6 on the inference questions. She was unable to give a definition of the vocabulary word, even with it used 3x in the text. When given a choice, she was able to determine the meaning of the word. This is a student who is six years old, so it definitely points to some issues. A 5-year-old who scores below 11 should receive intervention based on the manual, and this student scored a 7 and she is six years old! Educational Diagnostician for DHH Students – Texas 

Assessment of Story Comprehension Manual Contents

Chapter 1: Introduction to the Assessment of Story Comprehension (ASC)
  Language and Reading Comprehension
  Purposes of the ASC and Curriculum-Based Measurement
  Technical Adequacy
  Organization of the ASC Manual

Chapter 2: Overview of the Assessment of Story Comprehension (ASC)
  What Is the ASC?
  ASC Stories
  ASC Questions

Chapter 3: Administering the Assessment of Story Comprehension (ASC)
  Qualifications and Training of Examiners
  Frequency and Timing of the ASC
  Materials and Setting
  Building Rapport and Managing Behaviors
  Specific Administration Guidelines

Chapter 4: Scoring the Assessment of Story Comprehension (ASC)
  Terms to Know
  General Rules and Scoring Tips
  Scoring Tips by Item
  Frequently Asked Scoring Questions
  Establishing and Maintaining Scoring Reliability
  Appendix: Extended Scoring Guides

Chapter 5: Using the Results of the Assessment of Story Comprehension (ASC)
  Interpretation of ASC scores
  Special Populations
  Sharing Results
  Linking to Intervention

Appendix A: Basic Scoring Guides
Appendix B: Fidelity Checklists
Appendix C: Practice Sets 1 and 2
References
Index

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The primary purpose of Building Success with Intelligible Speech, is to improve student success by inproving speech intelligibility and communication self-confidence. It is not possible to teach students all of the words they will ever say; however, we can teach them the TOOLS for correctly pronouncing new words they encounter. These tools can be found in this assessment and intervention book. English is said to be one of the most difficult languages to learn because of the inconsistencies and exceptions to word pronunciation. Thus far, detailed analysis, comprehensive assessments and remediation of English pronunciation skills have not been available for students with pronunciation issues.

BUILDING SUCCESS WITH INTELLIGIBLE SPEECH for Students with Hearing Loss or Others with Speech Pronunciation Issues was created to be used by the Speech Language Pathologists (SLP) and Teachers of the Deaf and Hard of Hearing (TOD).

This book includes:

• Comprehensive Pronunciation testing for 3-year evaluations
• Pronunciation subtests for Developing IEP Goals
• Sample IEP Goals
• Intervention recommendations
• Intervention activities

Skill:  Speech Pronunciation

Grades: 4 – 12 and adults

Population:
Deaf or Hard of Hearing
Accent Reduction
Other Speech Pronunciation Issues

” I LOVE THIS!! WOW! Building Skills with Intelligible Speech makes so much sense! I think this is a great assessment for teachers and SLPs. The explanations are excellent and I didn’t feel like I was reading something that was too technical. The intelligibility explanation versus articulation also made sense. Many students who are DHH may never reach full articulation with some sounds, but this would assist with intelligibility. I liked the suggestion to record the student and then score it, starting with just syllables and scoring that, then listening again for the second component and so on. The first few times would be difficult to score, but that is explained and expected for a new assessment. The Exceptional Word List and Abbreviations information is also spot on. I really want to give this to the SLPs to use with their assessment of my kids with reading skills grade 4 and up.”
 – Educational Diagnostician for DHH, Texas

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Preschool can be a real challenge for students with hearing loss and their teachers. How do we know that they are learning as well and as fast as they need to if they are to keep up with peers?

The CID-Central Institute for the Deaf Preschool Language Pack provides the functional assessments YOU NEED to be able to identify areas of language development need and track learning progress in the subcategories of.

The Preschool Language Pack includes all functional assessments necessary to accurately:

The package contains (1) TAGS: Teacher Assessment of Grammatical Structures manual + five (5) each:

All CID functional assessments feature the same simple marking system. Instructions are included.

Supporting Success for Children with Hearing Loss is pleased to partner with the Central Institute for the Deaf to offer the Preschool Language Pack.

The post Preschool Language Pack first appeared on Supporting Success For Children With Hearing Loss.

Guide to Identifying Educational Needs for Students with Hearing Loss

Teachers have been asking “Help me pull all of this data together into better assessments so my kids can qualify for services and more appropriate programs!”

Karen Anderson, author/co-author of Building Skills for Success in the Fast-Paced Classroom, Building Skills for Independence in the Mainstream, and SCRIPT has joined together with Lynne Price, author of the Steps to Success Curriculum and COACH: Self-Advocacy Skills and Transition Training  to develop Steps to Assessment.
Resources for Identifying DHH_ 2025 Update Download our Resources for Identifying DHH Student Needs: Eligibility Assessment and Beyond

The focus of this 290-page guide is appropriate assessment practices for children from transition to school at age 3 through high school. Categories of assessment are presented, as are ways to tease out information from assessment results to illustrate how to identify needs to support eligibility.

A variety of assessments are described for each assessment area. Case studies are provided that show how the teacher can choose appropriate test instruments and interpret the results, including determining possible goal areas.

A section describing self-learning application activities helps readers to integrate the information into daily practice and makes this Guide the perfect subject of a Professional Learning Community.

Teachers who use this guide will have a much better understanding of the vulnerable areas of development due to hearing loss, how the areas interconnect, and ultimately how they are the experts in using the ‘deaf lens’ to contribute to their evaluation teams and service planning. This information will assist educators of the deaf/hard of hearing, educational audiologists and specialist speech language pathologists in being able to advocate with school teams for appropriately tailored assessment and program planning for students who are deaf or hard of hearing. Informational handout describing Steps to Assessment to share with your Team!

See our Steps to Assessment Workshop course. Persons who sign up to view this course can receive a 20% discount on the Steps to Assessment book.  See https://successforkidswithhearingloss.com/product/steps-to-assessment-group/ for discounts when 5 or more books are purchased.

Table of Contents

Introduction

Chapter 1: The Assessment Process

Chapter 2: Speech Perception and Device Use

Chapter 3: Performance Review

Chapter 4: Auditory Skills Development

Chapter 5: Prosody, Phonologic Awareness, and Morphology

Chapter 6: Language Processing and Use

Chapter 7: Social Interaction: Pragmatic Language Use and Social Skills

Chapter 8: Self-Advocacy, Self-Determination and Independence with Amplification Devices

Chapter 9: Students with Additional Challenges

Self-Learning Application Activities for Individual and Professional Learning Communities

The post Steps to Assessment-Individual first appeared on Supporting Success For Children With Hearing Loss.

Repairing Communication Breakdowns in Everyday Situations

Provides means to assess current communication repair skills and then a step-by-step training program with a complete description of what to do and ready-made materials to use with your students.

Introduction

Part 1 – Responding when the student is not understood by others

• Assessment
• Familiarization
• Demonstration
• Specific Practice

Part 2 – Requesting clarification when the student does not understand

• Assessment
• Familiarization
• Demonstration
• Specific Practice
• Critical Thinking
• Role Play

Part 3 – Implementation of Communication Repair Strategies

Appendix

Includes 37 downloadable files PLUS 10 pages of Inventory Stimuli 134 pages

Hear It, Fix It game comes FREE as part of the SCRIPT 2nd Edition.

Need more help?

Communication breakdowns happen to everyone, and more so to students with hearing loss. This session will provide information on ways to assess communication repair needs, and strategies to develop skills. Enroll in our course! Individual and group rates available.

The post SCRIPT 2nd Edition first appeared on Supporting Success For Children With Hearing Loss.