The Modified Checklist for Autism in Toddlers, Revised, is a parent-report screening tool to assess risk for Autism Spectrum Disorder (ASD). The M-CHAT-R is used for clinical, research, and educational purposes. The M-CHAT-R can be administered and scored as part of a well -child care visit, and also can be used by specialists or other professionals to assess risk for ASD.
The Childhood Autism Rating Scale™, Second Edition, (CARS™2) helps to identify children 2 years of age and older with Autism, distinguishing them from children with other developmental disorders. The results obtained on CARS-2 helps in diagnostic feedback to parents, characterizing functional profiles, and guiding intervention planning. It is used on children who are below 6 years of age.
Childhood Autism Rating Score-2 High Functioning version is for use with children who are 6 years and older and are verbally fluent. The CARS-2 HF was developed as an alternative to the original CARS in helping to identify high functioning children.
The sensory Profile-2 assessment provides a standard method for professionals to document children’s sensory processing patterns, and when combined with information and participation, supports the team in identifying the effects of sensory processing in the context of a child’s home, school and community. It can be done with parents/caregivers who have children from birth to 14 years 11 months old.
Ages and Stages (ASQ) tool for developmental screening and referral for diagnostic assessment. ASQ questionnaire can be administered with parents having children from birth to 5 ½ years. Highly reliable and valid, ASQ looks at strengths and trouble spots, educates parents about developmental milestones.
ASQ Social Emotional (SE) is a screening tool used for children three months to 5 ½ years. It is a series of questionnaire filled by parents/caregivers which gives an in-depth evaluation of the overall development of the child. It helps to identify children in need of further assessment due to potential developmental or social-emotional delay.
The behavioral scale is designed to provide information about the functional skills of the persons with mental retardation for the purpose of individualized programme planning. The scale comprises 360 items grouped into 18 functional areas or domains of 20 items each. The MDPS was designed to assess adaptive behaviors through the use of the behavior scale and to produce documents that would facilitate the process of ‘Individualized Programme Planning’ (IPP).
The Developmental Profile 3 or DP III is a well established standardised measure of overall child development. DP3 utilizes inputs from parents and caregivers in an interview format to provide scores in 5 areas of development - Physical, Adaptive Behavior, Social-emotional, Cognitive and Communication. The assessment provides norm-based scores and information of the child's strength and weaknesses during his/her development. It also assesses the likelihood of any developmental delay.
With the increased awareness about the importance of education, the number of children enrolling in school have significantly increased. Every year due to poor scholastic performance, many children drop out of the schools. A lot many times, children are found deficit only in academic performance and other areas of development like self-help, communication, motor and social are adequately performed by them. The need for a detailed focused evaluation for academic skills arise then.
Dyslexia Screening Test – J is designed to identify children with potential reading difficulties. It can be used with children for ages 6.6 – 11.5. A lot of research has shown the earlier identification is done, the easier it is to overcome the reading problems. It also helps to identify children who are “at risk” of reading concerns so that they are given extra support at school.
Grade Level Assessment Device has been developed to find out the level of academic performance in children up to class IV level. It helps to identify the level of functioning and process of learning, which in turn would provide information about how much the child deviates from the normal and in what specific area he/she deviates, thus giving a platform to start the remedial measures.
WRAT - 5 is a nationally norm-referenced test that measures the basic academic skills of word reading, spelling, math computation and sentence comprehension. It is used with children ranging from age 5 through grade 12 and adulthood (ages 18-85+). The WRAT – 5 result can help educators estimate student’s basic academic skill levels for general education purposes.
The NIMHANS Index for Specific Learning Disabilities consists of tests of Reading, Writing,
Spelling and Arithmetic Abilities, to identify children with Specific Learning Disabilities
in these areas of learning. It consists of two levels:
Level I: Consisting of tests of Attention, Visual Discrimination, Visual Memory, Auditory Memory, Speech and Language, Visuomotor skills and Writing Skills.
Level II: Consisting of tests of Attention, Language (Reading, Writing, Comprehension), Spelling, Perceptual Motor Abilities, Memory and Arithmetic.
Attention Deficit and Hyperactivity Disorder is a neurodevelopmental disorder. It is characterized by problems in paying attention, excessive activity, problems in controlling behavior which may be not appropriate for the individual/child’s age. ADHD (Attention Deficit Hyperactivity Disorder) assessment is a multi-step process, involving clinical examination, interview and feedback from parents and teacher in a structured form using rating scale and behavioral observations by the professionals.
Conner’s 3 is a thorough assessment of Attention Deficit/Hyperactivity Disorder (ADHD) and its most commonly associated problems and disorders in school-aged youth. The Conners 3 is a multi-informant assessment with forms for parents, teachers, and youth. Parent and teacher ratings can be obtained about youth aged 6–18 years, and youth aged 8–18 years can complete the self-report. The assessment features multiple content scales that assess ADHD-related concerns such as inattention and hyperactivity as well as related problems in executive functioning, learning, aggression, and peer/family relations.
The Receptive Expressive Emergent Language Test is designed to identify infants and toddlers who have language impairments or who have other disabilities that effect language development. It is especially useful as an assessment and planning instrument in early childhood intervention programmes.
To identify young children (birth to 7:11) who have a language delay or disorder. It assess a wide range of communication skills:
Extra lesson is an assessment and intervention programme for children, and adolescents with learning and behavioral difficulties. The extra lesson programme is based on the premise that learning difficulties are often due to disruptions in the developmental stages of the first seven years of life. This can result in poor spatial orientation, and body awareness, sensory processing challenges, retained early movement, patterns and early co-ordination difficulties.
The Irlen method non-invasive technology that uses colored overlays and filters to improve the brain’s ability to process visual information.
Malin’s Intelligence Scale for Children (MISIC) is an Indian standardized scale of WISC, for measuring overall IQ of Indian children, for educational and academic purpose. It measure the IQ in Verbal and Performance domains.
Standard Progressive Matrices is a non-verbal test which is generally used in educational settlings. It is a 60-item test used in measuring abstract reasoning and regarded as a non-verbal estimate of intelligence.
The Seguin Form Board Test is based on the single factor theory of intelligence, measures speed and accuracy. It is useful in evaluating a child’s eye-hand co-ordination, shape concept, visual perception and cognitive ability. The test primarily used to assess visuo-motor skills. It includes Gesell figures where in the child is ask to copy ten geometrical figures to evaluate visuo-motor ability. Test materials consist of ten differently shaped wooden blocks and a large form board with recessed corresponding shapes.
Rorschach assessment is a projective test which consist of Inkblots cards on which the examinee’s perception is recorded. It is often used to determine underlying thought disorder and emotional functioning.
Thematic Apperception Test is a projective test consisting of series of picture in which the examinee is requested to create a story about the picture. It is often used to determine emotional and behavioral functioning and also to get a better insight into one’s personality.
Vineland-3 helps in diagnosing and classifying intellectual and developmental disabilities and other disorders, such as autism, Asperger Syndrome and developmental delays. The scales are organized using three domains--Communication, Daily Living Skills, and Socialization--that correspond to the three broad domains of adaptive functioning.
Some children demonstrate behavior and emotional concerns in daily activities because they suffer deficits in their cognitive functions like memory and understanding. A brief advance screening would help in early understanding and timely intervention for their development.
CTMT is quick screening tool to assess the executive functions like concerns with frontal lobe, psychomotor speed, focus, visual search and sequencing. It can be assessed in children from 11years though adulthood(85years).
B.G.T. is a neurological screening assessment designed to detect signs of perceptual-motor problems. It can be administered with children of 10years through adulthood and old age.
Memory is the complex higher order process which included the collection, storage and retrieval of information. It plays a very integral part in the developmental years of a child. An understanding of deficits in memory functioning is essential for preventive and better learning.