2007 occupational therapy assessment products...

Occupational TherapyAssessment ProductsANNUAL CATALOG 2007

The Power to Improve Lives.

See our NEW

Flexible Qualification

Levels, page 46.

Dear Colleague:

At PsychCorp, we continue our mission to develop and publish world-class assessment solutions

that effectively assist you in serving your clients. As the use of assessments in occupational therapy

increases, our goal is to deliver assessment solutions that provide reliable and valid results which

effectively enhance your evidence-based practice objectives.

In this catalog we introduce three new clinical products to benefit you and those you serve, the

Sensory Profile™ School Companion, the Sensory Profile Select Scoring Assistant, and

the Miller Function & Participation Scales.

With Sensory Profile™ School Companion, you can determine how students’ sensory processing

abilities may be affecting their classroom participation and performance. The measure was designed

to capture input from the person in the best position to observe a student’s classroom performance—

the teacher! For your added convenience, the new Sensory Profile Select Scoring Assistant software

supports all Sensory Profile™ products, saving you significant scoring and report-writing time.

The new Miller Function & Participation Scales solution is designed to effectively measure a child’s

functional skills that are required to successfully participate in classroom activities. The Miller Function

& Participation Scales incorporates hands-on, functional activities and tasks that appeal to children,

while providing you with a normative assessment tool for measuring development in fine motor, gross

motor, and visual motor skills.

PsychCorp remains committed to innovation and new product development, giving you the power to

improve lives. Your opinions are vital to ensuring that we create new products that effectively meet the

needs of you and your clients. We invite you to visit our web site at PsychCorp.com and click on

“Contact Us” to provide us with your valuable feedback.

Best wishes for a successful and fulfilling year.

Sincerely,

Michael Hansen

Aurelio Prifitera, Ph.D.

President & Chief Executive Officer,Publisher

Harcourt Assessment, Inc.

TA B L E O F C O N T E N T S

PHONE 8 0 0 . 211 . 8 3 7 8 • FAX 8 0 0 . 23 2 . 12 2 3 • P s yc h C o r p . c o m

■ ASSESSMENT GUIDE..........................................2

■ NEW PRODUCTS ................................................3

ASSESSMENT TOOLS

■ AUTISM ..............................................................23

■ COGNITION ........................................................30

■ DEVELOPMENT..................................................19

■ FEEDING/SWALLOWING ..................................18

■ HANDWRITING ..................................................25

■ MOTOR................................................................11

■ MOVEMENT ........................................................22

■ PARTICIPATION ....................................................9

■ SENSORY..............................................................4

■ SOCIAL-EMOTIONAL/ADAPTIVE BEHAVIOR ..26

■ VISUAL/VISUAL MOTOR....................................17

■ BOOKS AND EQUIPMENT..........................................36ADHD ......................................................................................42AUTISM....................................................................................40CASTING/SPLINTING ............................................................42DEVELOPMENT ......................................................................40ESSENTIAL RESOURCES ....................................................43FEEDING ................................................................................38MOTOR ....................................................................................39MOVEMENT ............................................................................41SENSORY ................................................................................36SOCIAL-EMOTIONAL ADAPTIVE BEHAVIOR ......................39

QUICK REFERENCES

■ ORDERING OPTIONS ........................................45

■ REQUIREMENTS TO QUALIFY FOR TEST PURCHASE ......................................46

■ QUALIFICATIONS FORM ..................................47

■ UNIVERSITY TRAINING PROGRAM ................48

■ CLINICAL CONSULTANTS ................................49

■ ORDER FORM ....................................................52

■ AUTHOR INDEX..................................................53

■ PRODUCT INDEX ..............................................55

LOOK FOR THESE

FOR SPECIAL PRODUCT INFORMATION!LOOK FOR THESE

FOR SPECIAL PRODUCT INFORMATION! SYMBOLSSYMBOLS

Assessment and Therapy Resourcesfor Occupational Therapists

1

Look for InnovativeNew Products

Quality Assessments for

Spanish-Speaking Clients

Clinical Reports

(Technical & Software)

Software

Popular with Practitioners

Product Training

Available

¡Si!

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Our Most Frequently UsedOccupational Therapy Assessments—Helping Your Clients Achieve Success

Adaptive Behavior Assessment System–Second Edition(ABAS–II) 28 ● ● ● ● ● ● ● ● ● ● ●

Adolescent/Adult Sensory Profile 7 ● ● ● ● ● ●

A Quick Test of Cognitive Speed (AQT) 30 ● ● ● ● ●

Bayley Scales of Infant and Toddler Development–Third Edition (Bayley–III), including Bayley–III Screening Test NEW!

20 ● ● ● ● ● ● ● ● ● ● ● ●

Bayley Scales of Infant and Toddler Development–Third EditionMotor Scale NEW! 14 ● ● ● ● ● ● ● ●

Behavioural Assessment of the Dysexecutive Syndrome (BADS)

34 ● ● ● ● ● ●

Behavioural Assessment of the Dysexecutive Syndrome in Children, The (BADS-C)

34 ● ● ● ● ● ● ●

Brief Infant–Toddler Social Emotional Assessment (BITSEA) NEW!

26 ● ● ● ● ●

Children’s Assessment of Participation and Enjoyment and Performance for Activities of Children (CAPE/PAC)

10 ● ● ● ● ●

Cognitive Assessment of Minnesota 35 ● ● ● ● ●

Cognitive Linguistic Quick Test (CLQT) 32 ● ● ● ● ● ●

Contextual Memory Test 35 ● ● ● ● ●

Dysphagia Evaluation Protocol 18 ● ● ● ● ●

FirstStep 19 ● ● ● ● ● ● ● ● ● ● ● ● ●

Functional Assessment and Intervention System (FAIS) 29 ● ● ● ● ● ●

Greenspan Social-Emotional Growth Chart 27 ● ● ● ●

Helping Babies Learn/Hawaii Developmental Charts 40 ● ● ● ● ● ● ● ● ●

Independent Living Scales 29 ● ● ● ●

Infanib, The 17 ● ● ● ● ● ● ● ● ●

Infant/Toddler Sensory Profile 7 ● ● ● ● ● ●

Learning Through The Senses Resource Manual NEW! 6 ● ●

Miller Assessment for Preschoolers (MAP) 22 ● ● ● ● ● ● ● ● ● ●

Miller Function and Participation Scales NEW! 9, 12 ● ● ● ● ● ● ● ● ●

Minnesota Handwriting Assessment 26 ● ● ● ● ●

Motor Skills Acquisition Checklist 16 ● ● ● ● ● ●

Movement Assessment Battery for Children–Second Edition NEW! 15 ● ● ● ● ● ● ● ●

Pediatric Evaluation of Disability Inventory (PEDI) 22 ● ● ● ● ● ● ● ● ●

Perceived Efficiency and Goal Setting System, The (PEGS)

10 ● ● ●●

●

Pervasive Developmental Disorders Screening Test–II (PDDST-II)

23 ● ● ● ● ●●

● ●

PrimerPASO 19 ● ● ● ● ● ● ● ● ● ● ● ● ●

Rivermead Behavioural Memory Test, The (RBMT-II) 33 ● ● ● ● ● ● ●

School Function Assessment (SFA) 9 ● ● ● ● ● ● ● ●

Sensory Profile 5 ● ● ● ● ● ●

Sensory Profile School Companion NEW! 4 ● ● ● ● ● ●

Shore Handwriting Screening for EarlyHandwriting Development (SHS)

25 ● ● ● ● ● ●

Test of Everyday Attention, The (TEA) 33 ● ● ● ● ●

Test of Everyday Attention in Children, The (TEA-Ch) 33 ● ● ● ● ● ●

T.I.M.E. Toddler & Infant Motor Evaluation, The 11 ● ● ● ● ● ● ● ● ●

Transition to Work Inventory (TWI) 29 ● ● ●

Visual Object and Space Perception Battery (VOSP) 34 ● ● ● ●

Western Aphasia Battery–Revised (WAB–R) NEW! 31 ● ● ● ● ●

Ages IDEA Domains Areas Assessed Scores Admin Time Language

3

N E W P R O D U C T S


See page 31

See pages 14, 20See pages 9, 12

11 EXCITING, NEW, AND REVISEDassessment products to improve your clinical decision making

from birth to the eldest client

MovementAssessment Batteryfor Children—Second Edition

Gilliam AutismRating Scale–Second Edition

See page 24

See page 40

See page 4 See page 6 See page 6

See page 15

See page 6

See page 26

4 PHONE 8 0 0 . 211 . 8 3 7 8 • FAX 8 0 0 . 23 2 . 12 2 3 • P s yc h C o r p . c o m

Sensory Profile®

School Companion 2006

Winnie Dunn, Ph.D., OTR, FAOTA

Enables you to assess children’s sensoryprocessing information related to schoolperformance

Ages3:0-11:11 years

ScoresCut Scores based on NationalSample

Administration:30 minutes

Qualification LevelA

FOR MORE INFORMATION:

SensoryProfile.com

With the new Sensory Profile School Companion,clinicians now have the ability to assess the impact ofstudents’ sensory processing abilities on their participa-tion and performance in the classroom with input fromthe person best qualified to respond—The Teacher!

Developed by Dr. Winnie Dunn, well-known in the fieldof sensory integration, and based on Dunn’s Model ofSensory Processing, this standardized assessmentreflects the teacher’s observations of the child’s perform-ance in the school environment.

Using the Sensory Profile School Companion inconjunction with the Sensory Profile offers clinicians acomprehensive evaluation as it addresses the child’sbehavior in various contexts—home, community, andclassroom. Manual includes interpretation of results andcase studies.

S E N S O RY

Infant/ToddlerSensoryProfile

SensoryProfile

Adolescent/AdultSensoryProfile

Sensory ProfileSupplement

Sensory ProfileSchool Companion

• To measure infants’ and toddlers’ sensory processingabilities

• Profile the effect of sensory processing on functional performance in the daily life of an infant/toddler

• Measure children’s sensory processing abilities

• Profile the effect of sensory processing on functional performance in the daily life of a child

• Provide clinical reasoning and more in-depthintervention strategies

• Provide the current Sensory Profile user with quadrantcut scores and expanded cut scores

• Measure students’ sensory processing abilities

• Profile the effect that sensory processing has on functional performance in the school environment

• Measure an individual’s sensory processing abilities

• Profile the effect of sensory processing on functional performance in their daily life

0-3 years

3-10 years

Primarily 3-10 years

3-11 years

11 yearsand up

Autism,Developmental Delay,Down Syndrome, SID,

Reflux & more

Autism, ADHD,Fragile X,

DevelopmentalDisorders

Schizophrenia,Bipolar Disorder

Autism,Asperger’s,

ADHD

AgeRangePurpose

Information onClinical

Populations

NEW!

NEW!

N/A

M A T E R I A L S A N D P R I C I N G

Sensory Profile School Companion Complete KitIncludes Manual, 25 Teacher Questionnaires, and 25 Summary Score Sheets

076-1600-205-MT799

Teacher QuestionnairesPkg of 25 076-1600-23X-MT799

Summary Score SheetsPkg of 25 076-1600-256-MT799 $29.00

$45.00

$140.00

5PHONE 8 0 0 . 211 . 8 3 7 8 • FAX 8 0 0 . 23 2 . 12 2 3 • P s yc h C o r p . c o m

Sensory Profile® 1999



SensoryProfile.com

S E N S O RY

Ages3:0-10:11 years

ScoresCut Scores; Standardized with 1,037 cases

Administration:20-30 minutes


Use with any other Sensory Profileproduct to determine how

sensory processing impacts interpersonal relations

Use with Sensory Profileto assess performance

in two contexts(home and school)

Use in conjuctionwith Sensory Profile

Use with Sensory ProfileSchool Companion to assessperformance in two contexts

(home and school)

Use with the Adolescent/AdultSensory Profile to determine

sensory processing styleof parent/caregiver

School

Caregiver

Teacher

SelfNo

No

Yes

Yes Caregiver

Home,Community

Home,Community,

School

Home,Community

Home,Community,

SchoolYes*

Quadrant Scoresbased on Dunn’s

Model of SensoryProcessing

SpanishForms

AvailableCompleted

ByScoringSoftware

ContextSpecific

Other Common Uses of theSensory Profile

Yes*

Yes*

NEW!

Yes*

Yes*

Yes

Yes

Yes N/A N/A

Yes

Yes

*Software available as computer/desktop version only (PDA version not available for new software purchases)

NEW!

NEW!

NEW!

With Sensory Profile, you can determine how well children ages 3 to 10 process sensory information ineveryday situations. You can also profile the sensorysystem’s effect on functional performance. The results of Sensory Profile, when considered with other evalua-tion data, will give you greater insight about the childfor diagnostic and intervention planning.

Sensory Profile will help you understand a child’s sensory processing patterns. Items are grouped by sensory processing, modulation, and behavioral andemotional responses.

The nine factor groupings characterize children by theirresponsiveness to sensory input including:

• Sensory seeking

• Emotional reactive

• Low endurance/tone

• Oral sensory sensitivity

• Inattention/distractibility

• Poor registration

• Sensory sensitivity

• Sedentary

• Fine motor/perceptual

The development of this evaluation tool was based onresearch on over a thousand children, including childrenwith disabilities, ADHD, and autism. The manualdescribes administration, scoring, and interpretation ofscores and provides a worksheet of items and factorsrelating to ADHD. It also explains the rationale, theory,and development of Sensory Profile.

M A T E R I A L S A N D P R I C E S

Complete KitIncludes User’s Manual, 25 Caregiver Questionnaires, 25 ShortSensory Profile Sheets, 25 Summary Score Sheets

076-1638-008-MT799

User’s Manual076-1638-016-MT799

Caregiver QuestionnairesPkg of 25 076-1638-024-MT799

Short Sensory ProfilePkg of 25 076-1638-040-MT799

Summary Score SheetsPkg of 25 076-1638-032-MT799

Caregiver Questionnaires, SpanishPkg of 25 076-1638-075-MT799

Short Sensory Profile, SpanishPkg of 25 076-1638-113-MT799

Summary Score Sheets, SpanishPkg of 25 076-1638-091-MT799 $30.00

$24.00

$47.00

$30.00

$24.00

$47.00

$99.00

$162.00

¡Sí!CR

Use the Sensory ProfileSupplementto obtain expanded scoring optionsand updatedterms and intervention strategies.

See page 6


S E N S O RY

Sensory Profile® Select Scoring Assistant 2006

Select Software that Fits with your ProfileOne software can meet your needs for ALL Sensory Profile products!

Current SensoryProfile softwareusers may renewtheir current license by visitingPsychCorp.com orSensoryProfile.com.


SensoryProfile.com

Sensory Profile Select Scoring Assistant supportsthe Sensory Profile (including expanded and quadrantcut scores), Infant/Toddler Sensory Profile,Adolescent/Adult Sensory Profile and the new Sensory Profile School Companion.

• Save time with automatic scoring, interpreting,reporting, and storing your results

• Subscriptions may be purchased based on your individual practice needs

• Administer the profile from your computer

• Variety of reports include: score summary,interpretive, and item analysis


One Year subscription (includes access to one Sensory Profile product)Sensory Profile 015-8339-487-MS799

Infant/Toddler 015-8339-495-MS799

Adolescent/Adult 015-8339-509-MS799

School Companion 015-8339-517-MS799

Additional Subscriptions/RenewalSensory Profile 015-0004-044-MS799

Infant/Toddler 015-0004-028-MS799

Adolescent/Adult 015-0004-036-MS799

School Companion 015-0004-052-MS799

Upgrade Sensory Profile Select Scoring AssistantFor previous Sensory Profile Scoring Assistant renewals

015-0004-069-MS799 $79.95

$75.00

$75.00

$75.00

$75.00

$129.00

$129.00

$129.00

$129.00

Learning Through The Senses Resource Manual 2006

The Impact of Sensory Processing in the Classroom

Develop effective classroom interventionstrategies based on sensory processing

Now you have easily accessible intervention excercises for theteacherUnderstand sensory processing and facilitate improved learning through effectiveintervention techniques–a perfect companionresource for Sensory Profile and SensoryProfile School Companion. Includes repro-ducible handouts for teachers.


Learning Through The SensesResource Manual208-page Manual 076-1602-283-MT799 $49.00


Complete KitIncludes Supplemental Manual and 25 Record Forms

015-8338-60X-MT799

Record FormsPkg of 25 015-8338-626-MT799 $27.00

$69.00

Sensory Profile®

Supplement 2006


Now Available—QuadrantScores and Expanded CutScores for Easier Interpretation

The Sensory Profile Supplement offers the latest research available on sensory processing. This resource provides general information about sensory processing and problem solving strategies supported by clinical reasoning, along with expanded cut scores and quadrant cut scores and updated terms. Use this supplement in conjunction with the current Sensory Profile to targeteffective intervention.


S E N S O RY

Infant/Toddler Sensory Profile® 2002

Winnie Dunn, Ph.D., OTR, FAOTA and Debora B. Daniels, M.A., CCC-SLP

AgesBirth-36 months

ScoresCut Scores; Standardized with 589 cases

Administration:15 minutes


Ages11:0 years and older

ScoresCut Scores; Standardized with 950 cases

Administration20-30 minutes



SensoryProfile.com

Examine patterns in children from birth to 36 monthswho are at risk or have specific disabilities related tosensory processing abilities. Caregivers complete ajudgement-based questionnaire in 15 minutes, availablein either English or Spanish, reporting the frequency withwhich infants respond to various sensory experiences.Standardized with 589 cases (100 per age range),Infant/Toddler Sensory Profile provides validatedand reliable scores, as well as interpretation of resultsand case studies for your review.


Complete KitIncludes User’s Manual, 25 English Caregiver Questionnaires,and 25 Summary Score Sheets

076-1649-549-MT799


Caregiver Questionnaires, EnglishPkg of 25 076-1649-565-MT799

Caregiver Questionnaires, SpanishPkg of 25 076-1649-603-MT799


$47.00

$47.00

$99.00

$162.00

Adolescent/Adult Sensory Profile® 2002

Catana Brown, Ph.D., OTR, FAOTA and Winnie Dunn, Ph.D., OTR, FAOTA

¡Sí!CR

CR

Identify sensory processing patterns and effects on func-tional performance on clients 11 years and older. Clientscan evaluate themselves through the use of a Self-Questionnaire. With the Adolescent/Adult SensoryProfile, you can also evaluate the possible contributionsof sensory processing to the client’s daily performancepatterns and identify and develop client awareness andstrategies to optimize the desired sensory environment.


Complete KitIncludes User’s Manual and 25 Self-Questionnaires/SummaryReports

076-1649-700-MT799

Self-Questionnaires/Summary ReportsPkg of 25 076-1649-735-MT799

User’s Manual076-1649-719-MT799 $89.00

$36.00

$110.00

Infant/Toddler Symptom Checklist:A Screening Tool for Parents 2001

Georgia A. DeGangi, Ph.D., OTR, FAOTA; Susan Poisson, M.A.; Ruth Z. Sickel, Ph.D.; and Andrea Santman Wiener, MHS, PT, PCS

Screen for regulatory and sensory disorders


S E N S O RY

Ages7-30 months

Administration10 minutes


Ages3:0-5:0 years

NormsPass/Fail;Criterion-referenced


Qualification Level A

Note: Distributed product;No discount applies


PsychCorp.com

Developed by the Reginald S. Lourie Center for Infantsand Young Children, the Infant/Toddler SymptomChecklist puts parents in control by teaching them thewarning signs to look for in their child's development.

DeGangi-Berk Test of Sensory Integration (TSI) 1983

Georgia A. DeGangi, Ph.D., OTR and Ronald A. Berk, Ph.D.

Detect even subtle developmental deficits that can lead to learning difficulties if they are ignored


Complete KitIncludes Manual, 6 sets of 5 Score Sheets in 25-page pads,and vinyl storage portfolio

076-1643-559-MT799

Score SheetsSet of 6 pads 076-1643-753-MT799 $50.00

$80.00


Complete KitIncludes Manual, 25 Star Design Sheets, and 25 Protocol Booklets

076-1614-028-MT799 $232.00

• 36 items measure overall sensory integrationas well as three clinically significant subdo-mains: Postural Control, Bilateral MotorIntegration, and Reflex Integration

• The child performs specific tasks orresponds to various stimuli and the therapistrates the child’s performance on each item

• When used as the basis for screening decisions, total scores demonstrate an 81 percent accuracy rate


Miller Function & Participation Scales 2006

Lucy J. Miller, Ph.D., OTR, FAOTA

Assess motor skills with functional,fun, and engaging activities

Ages2:6-7:11 years

ScoresStandard scores,percentile ranks,age equivalents,and progress scores

Administration55-65 Minutes

Qualification LevelsB, Q2

GradesK-6

ScoresCriterion-referenced

AdministrationUntimed; individual scales may be completed in 5-10 minutes



PsychCorp.com

PA R T I C I PAT I O N

Miller Function & Participation Scales incorporateshands-on functional activities that appeal to children withextensive items addressing development in fine, gross,and visual motor skills.

Key Features:• Individualized workbook for each child to simulate

early school activities—writing, drawing, tracing,and cutting

• Gross motor activities typical of home and gym activities—jumping, hopping, kicking

• Functional, play and school-based activities that arefun and engaging

• Scaled scores for fine motor, gross motor, and visualmotor scales

• Progress scores help you interpret a child’s change in scores over time

Miller Function & Participation Scales is engagingfor all children, including those with mild, moderate, orsevere motor impairment. Children with lower motor-function skills can also participate in test activities.

School Function Assessment (SFA) 1998

Wendy Coster, Ph.D., OTR/L; Theresa Deeney, Ed.D.; Jane Haltiwanger, Ph.D.; and Stephen Haley, Ph.D., PT

Use as a comprehensive IEP planning tool


Complete KitIncludes User’s Manual, 25 Record Forms, and 3 Rating ScaleGuides

076-1615-709-MT799

Record Forms25 Record Forms and 3 Rating Scale Guides

076-1615-733-MT799

Rating Scale Guides076-1615-741-MT799 $18.00

$77.00

$195.00

• Evaluate and monitor a student’s performance offunctional tasks and activities

• Help elementary school students with disabilities succeed by identifying their strengths and needs inimportant non-academic functional tasks

• Administer sections or all sections of the SFA—depending on your assessment needs

• Use the results to clarify the specific needs of a complex child

• Resolve potential adversarial situations with families in a constructive way

• Use criterion-referenced scores to help establish eligibility for special services

• Use SFA to facilitate collaborative program planningfor students with a variety of disabling conditions

• Provides flexibility to evaluate a student througheither a multi-disciplinary approach or by an individual professional


Complete Kit with ManipulativesIncludes Administration Directions Manual, 25 Record Forms forages 2.6-3.11, 25 Record Forms for ages 4.0-7.11, 25 Workbooksfor ages 2.6-3.11, 25 Workbooks for ages 4.0-7.11, 25 ParentQuestionnaires, 25 Teacher Questionnaires, Origami Pads, and setof manipulatives

015-8015-886-MT799

Manual015-8015-975-MT799

Record Form PackagesFor Ages 2.6-3.11Includes 25 Record Forms, 25 Workbooks, 25 ParentQuestionnaires, and 25 Teacher Questionnaires

015-8015-894-MT799For Ages 4.0-7.11Includes 25 Record Forms, 25 Workbooks, 25 ParentQuestionnaires, and 25 Teacher Questionnaires

015-8015-940-MT799 $110.00

$110.00

$100.00

$349.00



Children’s Assessmentof Participation andEnjoyment (CAPE) 2004

Preferences for Activities of Children (PAC) 2004

Gillian King, Ph.D.; Mary Law, Ph.D., O.T. Reg (ONT); Susanne King, M.Sc.; Patricia Hurley, B.A.; Peter Rosenbaum, M.D.; FRCP, Steven Hanna, Ph.D.; Marilyn Kertoy, Ph.D.; and Nancy Young, Ph.D.

Use to plan intervention and measure outcomes

Ages6:0-21:0 years

Administration15-20 minutes – PAC30-45 minutes – CAPE


Ages5:0-10:0 years




PsychCorp.com

Administer the CAPE to explore an individual’s day-to-day participation for the purpose of intervention planningor measuring outcomes. The PAC may be used to assessan individual’s preference for activities. Both measures areappropriate for clients with or without disabilities betweenthe ages of 6 to 21.

• CAPE and PAC may be used independently or together

• Both measures may be administered either by havingthe client complete the record form with assistancefrom the parent or caregiver or by using the activity andcategory cards

• Activity types addressed in both measures include:recreational, physical, social, skill-based, and self-improvement


Complete KitIncludes Manual, 25 Record Forms, 1 Activity Card, 1 CategoryCard, 1 CAPE and PAC Summary Score Sheet

076-1606-432-MT799

Record FormsPkg of 25 076-1606-467-MT799


$39.00

$109.00

The Perceived Efficacy and Goal Setting System (PEGS) 2004

Cheryl Missiuna, Ph.D., O.T. Reg (ONT); Nancy Pollock, M.Sc., O.T. Reg (ONT); and Mary Law, Ph.D., O.T. Reg (ONT)

Give children an active voice in the goal– setting process

PEGS utilizes a child’s self-reported performance oneveryday tasks to establish and prioritize goals for intervention. Assess a child’s perception of ability to perform daily activities in the home, school, and community environments.

• Using colorful picture cards, enable even young children to reflect on their participation in daily activities and select areas for intervention

• Parent and teacher questionnaires give you insight on their perceptions of the child’s performance andparticipation

• Compare responses of the child, parent, and teacher to establish collaborative goals

• Can be administered to children diagnosed withADHD, cerebral palsy, autism, developmental coordination disorder, learning disabilities, medicalconditions, and other functional-motor impairments


Complete KitIncludes Manual, 25 Child Score Sheets, 25 CaregiverQuestionnaires, 25 Teacher Questionnaires, and Stimulus Cards

076-1606-211-MT799

Child Score SheetsPkg of 25 076-1606-165-MT799

Caregiver Questionnaires (Green)Pkg of 25 076-1606-181-MT799

Teacher Questionnaires (Pink)Pkg of 25 076-1606-203-MT799 $25.00

$25.00

$30.00

$110.00



M O TO R

Activity Card Sort (ACS) 2004

Carolyn M. Baum, Ph.D., OTR/L, FAOTA and Dorothy F. Edwards, Ph.D.

Obtain information about the instrumental, leisure, and socialactivities of older adults in a non-threatening and easily understood format

AgesAdult


AgesBirth-3:5 years

NormsStandard scores,percentile ranks




PsychCorp.com

The ACS captures differences in activity patterns thathave clinical usefulness and gives the practitioner animmediate impression of the person’s activities to use in treatment planning.

More ACS benefits:

• Discover the impact of a disability on an individual’s activity pattern by appraising pre- and post-accident or illness performance

• Foster the use of treatment activities that are meaningful to the client

• Guide family members and friends to enable activity and social participation

• Use with clients in rehabilitation, outpatient,long-term care, or community-based settings

• ACS is an excellent research tool


Complete KitIncludes Manual, set of Activity Cards, and 25 Record Forms

076-1600-566-MT799 $145.00

The T.I.M.E.® Toddler and Infant Motor EvaluationA Standardized Assessment 1994

Lucy Jane Miller, Ph.D., OTR, FAOTA and Gale H. Roid, Ph.D.

Evaluate the overall quality of infant and toddler movement


Complete KitIncludes Examiner’s Manual, 10 Record Booklets, Timer, Rattle,2 Balls, Squeak Toy, Toy Car, 3 Containers, Toy Telephone,2 Shoelaces, 6 Blocks, and nylon tote bag

076-1642-846-MT799

Record Form BookletsPkg of 10 076-1643-508-MT799

“The T.I.M.E.” is a trademark of Harcourt Assessment, Inc.

$47.00

$417.00

Because a child’s skills drastically change over time,especially in the first three years, you will need a standardized assessment to keep accurate records anddocument changes.

• Measure changes in children who have atypical motor development

• Assess mobility, stability, motor organization,functional performance, and social-emotional abilities

BESTSELLER


Complete Kit with ManipulativesIncludes Administration Directions Manual, 25 Record Forms for ages 2:6-3:11, 25 Record Forms for ages 4:0-7:11, 25Workbooks for ages 2:6-3:11, 25 Workbooks for ages 4:0-7:11,25 Parent Questionnaires, 25 Teacher Questionnaires, Origami Pads,and manipulatives

015-8015-886-MT799

Manual015-8015-975-MT799

Record Form PackagesFor Ages 2:6-3:11Includes 25 Record Forms, 25 Workbooks, 25 ParentQuestionnaires, and 25 Teacher Questionnaires

015-8015-894-MT799For Ages 4:0-7:11Includes 25 Record Forms, 25 Workbooks, 25 ParentQuestionnaires, and 25 Teacher Questionnaires

015-8015-940-MT799 $110.00

$110.00

$100.00

$349.00


M O TO R

Miller Function & Participation Scales 2006


A comprehensive, FUNctional motor skills assessment

Ages2:6-7:11 years

ScoresStandard scores, percentile ranks, age equivalents, andprogress scores

Administration20-30 minutesfor each subtestor 45-60 minutesfor entire assessment



PsychCorp.com

Miller Function & Participation Scales is an economically priced standardized assessment developedin conjuction with world-renowned motor developmentexpert, Dr. Lucy Miller.

Miller Function & Participation Scales incorporateshands-on functional activities that appeal to children with many items examining children’s development infine, gross, and visual motor skills.

Key Features:• Individualized workbook for each child to simulate

early school activities— writing, drawing, tracing,and cutting

• Gross motor activities typical of home and gym activities—jumping, hopping, kicking

• Functional, play, and school-based activities that are fun and engaging

• Scaled scores, percentile ranks, and age equivalentsfor fine motor, gross motor, and visual motor

• Research data that includes individuals with mild to severe motor delays

Miller Function & Participation Scales is engaging for all children, including those with mild, moderate, orsevere motor impairment. Children with lower motor-function skills can also participate in test activities.

Other items not provided in the kitinclude pennies and crackers.

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M O TO R


• Amazing Mazes• Race Car Game• Clay Play

• Make a Fish• Bouncing Ball Game

“One of the great featuresof the Miller Function &Participation Scales is that it is like having multipletests all in one. This savesboth time and moneybecause one scale capturesall the data you need.”

Stephanie Foster, MS, OTR/LField Examiner for Miller Function & Participation Scales

“I intend to replace othertests I was previouslyusing–Miller Function &Participation Scales does a better job at capturingthe attention of the children you are workingwith and represents whatchildren need to be able to do within the educationalsetting.”

Rob Noack, OTR/LField Examiner for Miller Function & Participation Scales

Includes These Fun Age-Appropriate Activities:

Example of an origami task

Example of a fun–hands on fine motor task


Bayley Scales of Infant and Toddler Development—Third Edition Motor Scale (Bayley–III Motor Scale) 2006

Nancy Bayley, Ph.D.

Identify motor delays in young childrenAges1-42 months

ScoresScaled scores, composite score, percentile ranks, ageequivalents and growth scores

Administration1-3 months: 10 minutes4-8 months: 15 minutes 9-42 months: 20 minutes



PsychCorp.com

Everything you need to assess motor development is now complete in one convenient package. The newBayley–III Motor Scale is an assessment instrumentused to identify young children with developmental delay of motor function and to assist the practioner in intervention planning.

• New items have been added to both gross and finemotor subtests to expand the coverage across age

• Provides greater content coverage, keeping with thefield of motor development

• Expanded the coverage of gross and fine motor withnew items across the age span

• Administer by occupational therapists, physical thera-pists, early intervention and early childhood special-ists, or cross disciplinary professionals

• Identifies motor delays in infants and toddlers andprovides information for intervention planning

• Includes growth charts for plotting motor growth over time

• Administer and score easily

• Contains playful, engaging toys and activities

• Indicates strengths and weaknesses

• Provides excellent reliability and validity

The Motor Scale Administration and Technical Manual is a new component that provides all the necessary information to administer and score the Motor Scaleassessment.

• Newly revised from the BSID–II Motor Test

• Increased focus on quality of movement

• Administration time—10-20 minutes, depending onchild’s age

Subtests:The Fine Motor Subtest assesses fine motor skills asso-ciated with prehension, perceptual-motor integration,motor planning, and motor speed. Visual tracking,reaching, object manipulation, and grasping are alsomeasured.

The Gross Motor Subtest assesses the movement ofthe limbs and torso. Items assess static positioning;dynamic movement, including locomotion and coordination; balance; and motor planning.


Complete KitIncludes Motor Scale Administration and Technical Manual,25 Motor Scale Record Forms (with Tracing Design Sheet), andnecessary Motor Scale manipulatives

015-8027-264-MT799

Motor Scale Administration and Technical Manual015-8027-493-MT799

Record FormsPkg of 25 015-8027-310-MT799 $60.00

$183.00

$295.00

M O TO R

Spatial, Temporal, and Physical Analysis of Motor Control 1997

Diane Berg McCormack, M.S., OTR and Kathy Riske Perrin, Ph.D., OTR

Help analyze reflexes and reactions in children with centralnervous system deficits

AgesInfants and children

AdministrationUntimed



PsychCorp.com

If you need to quickly analyze central nervous systemdeficits in infants and children, put this guide to work for you. You’ll be able to:

• Quickly reference 44 reflexes and reactions with step-by-step line drawings of positions, stimulus procedures, and responses

• Gain a comprehensive overview and historical perspective of the theories of motor control

• Easily administer as age span, position, and procedures are included on back of card

Movement Assessment Battery for Children—Second Edition (Movement ABC-2) 2007

Sheila E. Henderson and David A. Sugden

Identifies, describes, and guides treatment of motor impairment

AgesTest: 3:0-16:11 years Checklist: 5:0-12:0 years

ScoresTest:Total standard scores and percentilesChecklist:Percentile cut scores

AdministrationTest:Individual, 20-40 minutes Checklist:Group or individual,10 minutes


The Movement Assessment Battery for Children—Second Edition (Movement ABC-2), a revision of theworld renowned Movement Assessment Battery forChildren, can be used to identify children who are signif-icantly behind their peers in motor development, assistin planning an intervention program in either a school orclinical setting, measure change as a result of interven-tion, or serve as a measurement instrument in researchinvolving motor development.

New Features and Enhancements• Updated norms • Extended age range: 3-12 years

• Improved scoring • Separate Intervention Manual

Movement ABC-2 ChecklistThe Movement ABC-2 Checklist takes assessment intothe everyday situations in which the child has to function,

including the extent to which a child’s attitudes and feelingsabout motor tasks are situation specific or more general-ized. Therapists also can obtain parents’ or teachers’ viewson a child's movement in everyday settings.

Movement ABC-2 Intervention ManualThe Movement ABC-2 Intervention Manual provides a complete guide to helping children with movement difficulties. Based on research, this guide helps teach a child a new skill.

Test of Gross Motor Development,Second Edition (TGMD–2) 1997

Dale A. Ulrich

Identify children with gross motor skill development problems

Ages3:0-10:0 years

NormsStandard scores, percentile ranks,and age equivalents

AdministrationLess than 20 minutes


Note: Distributed product;No discount applies

• Subtests for Locomotor and Object Control help youidentify children who are significantly behind theirpeers in gross motor skill development and whoshould be eligible for special education services inphysical education

• Use the results to develop instructional programs,monitor progress, evaluate treatment, and conductfurther research in gross motor development


Complete KitIncludes Manual and 50 Profile-Examiner Record Booklets in asturdy storage box

076-1618-201-MT799

Profile-Examiner Record Booklets076-1618-228-MT799 $61.00

$120.00


M O TO R

AVAILABLESPRING!


Complete kitIncludes Examiner’s Manual, Intervention Manual, 25 each of AgeBand 1, 2 and 3 Record Forms, 50 checklists with instructions,and manipulatives

015-8441-117-MT799 $625.00


Complete KitIncludes Manual, 15 Record Forms, and 44 Cards

076-1643-788-MT799


Reflex and Reaction Cards076-1644-30X-MT799 $38.00

$21.00

$99.00


M O TO R

Motor Skills Acquisition in the First YearAn Illustrated Guide toNormal Development

Motor Skills Acquisition ChecklistLois Bly, M.A., PT

Learn how specific motor components build the foundation for babies’ developmental milestones

AgesBirth-6:0 years

NormsStandard scores,percentile ranks,and age equivalents

Administration20-30 minutes for each motor-related subtest or 45-60 minutes for entire assessment


Note: Distributed product. Not available for distribution from Harcourt Assessmentin Australia and New Zealand.


PsychCorp.com


Motor Skills Acquisition in the First Year232-page softbound manual

076-1642-285-MT799

Motor Skills Acquisition ChecklistIndividual checklist, 48-page booklet

076-1602-011-MT799

Checklist BookletsPkg of 10 076-1602-02X-MT799 $53.00

$16.00

$80.00

Three hundred photographs clearly illustrate skill progression—whether children are supine, prone,sidelying, standing, or walking.

The guide helps you understand the difference betweennormal variations and pathology. Bly’s informativediscussion includes an overview of specific develop-mental characteristics.

Motor Skills Acquisition Checklist

The convenient checklist helps you identify the propermilestones for each month of development. Follow achild’s progress with up to 4 evaluations per checklist.

Peabody Developmental Motor Scales,Second Edition (PDMS–2) 2000

M. Rhonda Folio and Rebecca R. Fewell

Assess motor skills of children

• Measure developing motor skills with these subtests:Reflexes, Stationary, Locomotion, ObjectManipulation, Grasping, and Visual-Motor Integration

• After assessing the child’s motor skills and completingthe Profile/Summary Form, use the Peabody MotorActivities Program component to facilitate the child’sdevelopment in the specific skill areas


Complete KitIncludes Examiner’s Manual, 25 Profile/Summary Forms,25 Examiner/Record Booklets, Guide to Administering andScoring, Peabody Motor Activities Program Manual, PeabodyMotor Development Chart, and Manipulatives, all in a sturdy storage box

076-1618-21X-MT799


Profile/Summary FormsPkg of 25 076-1618-503-MT799 $33.00

$75.00

$457.00

BESTSELLER


PsychCorp.com

The Infanib 1994

Patricia H. Ellison, M.D.

Assess tone and posture of infants


Complete KitIncludes Manual and 50 Screening Forms

076-1642-668-MT799

Screening FormsPad of 50 076-1643-605-MT799 $33.00

$110.00


M O TO R

Developmental Test of Visual Perception,Second Edition 1993

Donald D. Hammill, Nils A. Pearson, and Judith K. Voress

Test visual perception and visual-motor integration skills ofchildren

These tests help measure visual perception in 4- to 9- year-old children in an hour or less.

• Measure and provide scores for both visual perception and visual-motor integration skills

• The subtests—Eye-Hand Coordination, Copying,Spatial Relations, Position in Space, Figure-Ground,Visual Closure, Visual-Motor Speed, and FormConstancy—are based on updated theories of visualperceptual development

Whether you’re testing children affected by illness orprematurity, The Infanib is a valuable tool for assessingtheir neuromotor capabilities.

Scoring guidelines and a concise two-page assessmentform are included.


Complete KitIncludes Examiner’s Manual, Picture Book, 25 Profile/ExaminerRecord Forms, and 25 Response Booklets in a sturdy storage box

015-8175-662-MT799

Profile/Examiner Record FormsPkg of 25 015-8175-794-MT799

Response BookletsPkg of 25 015-8175-948-MT799 $76.00

$33.00

$220.00

Posture and Fine MotorAssessment of InfantsJane Case-Smith, Ed.D., OTR/L and Rosemarie Bigsby, Sc.D., OTR/L


96-page softbound manual076-1644-806-MT799 $63.00

Use this early intervention assessment tool for childrenages 2 to 12-months old.

V I S UA L / V I S U A L M O TO R

PsychCorp is looking for assessments that are in the final stages of development and have been tested with clients, validating stated goals and objectives or a technology application relating to assessment delivery and scoring.

Flexible Submission ProcessPlease provide the product’s purpose, who you see using the product and benefiting from the product (age-range of theclient-base and their associated disorders), product competition, degree of product completion, and the names and affiliations of the authors.

You have three options for submitting your product proposal:

Acquisition Advertisement

Are You Interested in Making aDifference in Your Profession and With Your Clients?

Complete the submission process online, HarcourtAssessment.com/ProductIdea

Email your submission to [email protected]

Mail your submission to Publisher, Harcourt Assessment, Inc., 19500 Bulverde Road, San Antonio, TX 78259.

When we have received and reviewed your submission,a representative of PsychCorp will contact you.

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F E E D I N G / S W A L L O W I N G


Dysphagia Evaluation Protocol 1997

Developed at the New York Hospital-Cornell Medical Center; Wendy Avery-Smith, M.S., OTR; Abbey Brod Rosen, OTR; and Donna M. Dellarosa, OTR

Evaluate patients for swallowing disorders

• Provides guidelines for conducting a feeding trial at bedside

• Helps determine when to initiate, continue, or stop a swallowing evaluation

• Determines whether a patient is appropriate for videofluoroscopy and helps toidentify the contributing factorsin a patient’s dysphagia


Complete KitIncludes Manual, Pocket Manual, and 15 Record Forms

076-1643-583-MT799 $83.00


Complete KitIncludes Manual and 25 Progress Charts

076-1647-023-MT799

Progress ChartsPkg of 25 076-1647-015-MT799 $30.00

$50.00

Oral-Motor/FeedingRating Scale 1990

Judy Michels Jelm, M.S., CCC-SLP

Screen and categorizeoral-motor movements

In less than one hour, you’ll beon your way to developing atherapy plan for those with feeding concerns.

• Analyze and discern patternsin the lip/cheek movement,tongue movement, and jawmovement of your clients asthey eat a typical meal

• Guides you in performing initial observations of skilllevels and in re-evaluatingpreviously observed skills

• Serves as a framework for developing your own therapy plan

FirstSTEp™:Screening Test for Evaluating Preschoolers 1993Lucy J. Miller

Sensitive enough to detect even mild developmental delays

• Identify developmental delays in the IDEA 2004 mandated domains

• Identify children who need in-depth diagnostic testing


Complete KitIncludes Manual; Stimulus Booklet; 5 Record Forms each for lev-els 1, 2, and 3; 25 Social-Emotional/Adaptive Behavior Booklets;25 Parent Booklets; and Manipulatives in a soft case bag

015-8182-707-MS799

Record Forms–Level 1 (Ages 2:9-3:8)Pkg of 25 015-8182-731-MS799

Record Forms–Level 2 (Ages 3:9-4:8)Pkg of 25 015-8182-74X-MS799

Record Forms–Level 3 (Ages 4:9-6:2)Pkg of 25 015-8182-758-MS799 $45.00

$45.00

$45.00

$250.00

PrimerPASO™ 2003Lucy J. Miller, Ph.D., OTR

Evaluate Spanish-speaking childrenin five IDEA 2004 domains

• Use results to estimate intelligence of individuals whoexperience undue difficulty in language or fine motor skills

• Adaptations for Spanish-speakers and pictures that areculturally sensitive

• Meets the growing need for a quick screening test to identify Spanish-speaking children at risk for devel-opmental delays in the five IDEA 2004 mandateddomains

• Appropriate for large-scale screening


D E V E L O P M E N T


PsychCorp.com

AgesLevel 1: 2:9-3:8 yearsLevel 2: 3:9-4:8 yearsLevel 3: 4:9-6:2 years

NormsScores stratified by age for three domains and one composite scoreSocial/emotional and adaptive checklist



“FirstSTEp” is a trademark of HarcourtAssessment, Inc., registered in the U.S.and/or other jurisdictions.

For information on components soldseparately, please visit PsychCorp.com.

AgesLevel 1: 2:9-3:8 yearsLevel 2: 3:9-4:8 yearsLevel 3: 4:9-6:2 years

NormsScores stratified by age for three domains and one composite scoreSocial/emotional and adaptive checklist



“FirstSTEp,” and “PrimerPASO” aretrademarks of Harcourt Assessment,Inc., registered in the U.S. and/or otherjurisdictions.

For components sold separately, pleasevisit PsychCorp.com

¡Si!M A T E R I A L S A N D P R I C E S

Complete KitFirstSTEp and PrimerPASO Manual, FirstSTEp Stimulus Book,Manipulatives, PrimerPASO Stimulus Cards, 25 PrimerPASORecord Forms, 25 PrimerPASO Adaptive Behavior Forms, and 25Parent/Social-Emotional Forms in soft case bag

076-1650-067-MS799

Upgrade Kit(For FirstSTEp Owners) PrimerPASO Manual, PrimerPASOStimulus Cards, 25 PrimerPASO Record Forms, 25 PrimerPASOAdaptive Behavior Forms, and 25 PrimerPASO Parent/Social-Emotional Forms

076-1650-075-MS799

S P E C I A L

Order FirstSTEp Complete Kit and PrimerPASOUpgrade Kit

076-1650-172-MS799 $396.00SAVE $29.00

$145.00

$312.00

CognitiveVisual preference, attention, mem-ory, sensorimotor, exploration andmanipulation, concept formation

MotorFine motor and gross motor subtests

LanguageReceptive and expressive language subtests

Social-emotionalCommunicatingneeds, self-regulationusing emotional signals.Developed by Stanley Greenspan,M.D. one of the world’s leadingexperts in child development

Adaptive BehaviorCommunication, self-care, self-direction.Written by ABAS®-IIauthors Patti L. Harrison,Ph.D. and Thomas Oakland, Ph.D.

MEASURE THE COMPLETE CHILDIN ALL FIVE IDEA AREAS




Bayley-III.com

Putting Family FirstWith Bayley–III, the family becomes an integral part of assessing the child and impacting his or her future.

• Enhances parent and caregiver involvement in thechild’s natural environment

• Provides valuable information useful in developmentof Individualized Family Service Plans and eligibilityfor early intervention services

• Helps the parent and service provider plan interventionstrategies for the child

• Useful in program evaluation, ongoing monitoring ofprogress, and intervention outcomes

Key Features• Ideal for team-testing or multi-disciplinary teams

• Caregiver Report Form

• Scoring Assistant®/PDA Administration available as option

• Behavior Observational Inventory

• Extensive clinical and validity studies

Training Assistance—You choose the format!Available in several forms to suit the needs and desiresof the clinician:

• Fundamental Administration (Videotape included in kit)

• Enhanced Administration/Scoring Resource (DVD)

• On-site traning

Additions• Social-Emotional subtest—

by Stanley Greenspan, M.D.

• Adaptive Behavior subtest— by Patti L. Harrison, Ph.D.and Thomas Oakland, Ph.D.

• Screening Test—Determine if further testing isindicated

• Caregiver Report—With suggestions to help parentsplan for their child

• Growth Scores and Growth Charts— Chart a child’sgrowth over time

Improvements• Easier to administer

• Extended floor and ceiling

• Improved clinical studies

• New norms

• Simplified scoring rules

• More parent/caregiver involvement—New test itemsallow for family input

Ages1-42 months

FormsCore battery of five subtests –cognitive, language, motor, social-emotional, and adaptive behavior

ScoresComplete Battery:Scaled score for each subtest,standard scores, age equivalents,percentiles, growth scoresScreening Test:Cut scores by age for Cognitive,Language, and Motor Scales

AdministrationComplete Battery:30-90 minutes (depending upon age of child)Screening Test: 15-25 minutes

Qualification LevelsComplete Battery:C, Q2Screening Test:B, Q1, Q2

Qualified professionals meeting appropriate early childhood training/experience requirements may qualify.

Think You Don’tQualify?Think Again!Yes, you CAN use Bayley–III !!

We’ve made it easier for you to buy and use Bayley–III,if you have the specialized training required.The Bayley–III requires training in the use, administration, andinterpretation of standardizedassessments, in addition to specialized experience such as:

• Supervised mental healthtraining

• Educational training specificto assessing young childrenand their families

• Supervised training in infantand child development

Rolling case portability for easier travel

Bayley Scales of Infant and Toddler Development™–Third Edition (Bayley–III™) 2005

Nancy Bayley, Ph.D.

An expanded instrument to examine all the facets of a young child’s development

TRAININGCR

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Developmental Assessment of Young Children (DAYC) 1998

Judith K. Voress and Taddy Maddox

Identify children who may have possible delays

• The five domains — Adaptive Behavior,Cognition, Communication, PhysicalDevelopment, and Social-EmotionalDevelopment—reflect areas mandated for assessment and intervention in IDEA 2004 for young children

• Provides a General Development Quotient (GDQ) if all five subtests are completed


Complete KitIncludes Examiner’s Manual; 25 each of Adaptive,Cognitive, Communication, Physical, and Social-Emotional Domain Scoring Forms; and 25Profile/Summary Forms in a sturdy storage box

076-1618-244-MT799

Profile/Summary FormsPkg of 25 076-1618-309-MT799

Scoring FormsPkg of 25Adaptive 076-1618-252-MT799

Cognitive 076-1618-260-MT799

Communication 076-1618-279-MT799

Physical 076-1618-287-MT799

Social/Emotional 076-1618-295-MT799

Distributed Product

$33.00$33.00$33.00

$33.00$33.00

$20.00

$230.00

Produce comprehensive scorereports and administer with an electronic record form or traditional paperYou choose the functionality best for you.Use the software as a Scoring Assistant only.Administer with the electronic record formsloaded on your PDA. Or, utilize both for the total efficiency you demand.

Scoring Assistant® Software—Quick and Easy ResultsSave time and effort by generating reports andinterpreting results with this timesaving softwareprogram. Allows you to obtain:

• Tables and Graphs Report

• Scaled scores for all areas

• Composite score and scaled score profiles

• Behavior Observational Inventory

• Item level data included if you administer with PDA

• Caregiver Report

Personal Digital Assistant (PDA)Electronic Administration Software Now you can use a PDA to administer theCognitive, Language, and Motor scales.The intuitive and user-friendly software comes preloaded with 10 electronic record forms,with additional forms available.

Features of Bayley–III TM ScreeningTest include:• Cognitive, language, and motor domains tested

• Ideal for use in early intervention centers,Early Head Start programs, pediatric offices,day care centers—settings where many children are cared for on a regular basis

Scoring Assistant System Requirements:Windows 98, 2000, ME, XP, NT 4.0,300 MHz processor, 128 MB RAM,175 MB free hard disk space if installing initial PsychCorp Assessment Center,(75 MB free hard disk space if PsychCorp Assessment Center already installed),CD-ROM drive

PDA Equipment Requirements:Recommended:16 MB built-in storagePalm OS® V5 or higher200 MHz processor 160x160 or higher pixels, color screen Minimum:8 MB built-in storagePalm OS® V3.5 or higher126 MHz processor160x160 pixels screen

“Bayley Scales of Infant and ToddlerDevelopment™–Third Edition” and “Scoring Assistant”are trademarks of Harcourt Assessment, Inc.

Bayley–III ™ Scoring Assistant ® and PDA Administration SoftwareBayley–III ™ Screening Test 2005


Complete KitAdministration Manual, Technical Manual, 25 Cognitive/Language/Motor Combination Record Forms, StimulusBook, Complete Manipulative Set, 25 Social-Emotional/Adaptive Behavior Questionnaires, 25 Caregiver ReportForms, Fundamental Administration Videotape, Rolling Case

015-8027-248-MT799

Scoring Assistant©

(with PDA Administration)Includes scoring software, PDA administration software,10 electronic record forms for PDA

015-8027-620-MT799

Enhanced AdministrationDVD 015-8027-612-MT799

Combination Cognitive/Language/MotorRecord FormsPkg of 25 015-8027-302-MT799

Social-Emotional and Adaptive BehaviorQuestionnairesPkg of 25 015-8027-566-MT799

PDA Electronic Record Forms25 credits 015-8027-760-MT799

Bayley–III Screening Test KitScreener Manual (Technical and Administration),Screener Stimulus Book, 25 Screener Record Form,Picture Book, Manipulative Set

015-8027-256-MT799


S P E C I A L S

Bayley–III Comprehensive KitIncludes Bayley–III Complete Kit and Bayley–III ScoringAssistant (with PDA Administration)

015-8027-23X-MT799

Bayley–III Complete Kit Combination PackageIncludes Bayley–III Complete Kit and Bayley–IIIScreening Test

015-8027-272-MT799

Bayley–III Comprehensive KitCombination PackageIncludes Bayley–III Comprehensive Kit and Bayley–IIIScreening Test

015-8027-639-MT799 $1,172.00SAVE $130.00

$985.00SAVE $109.00

$995.00SAVE $108.00

$38.00

$199.00

$78.00

$82.00

$108.00

$88.00

$208.00

$895.00



Ages2:9-5:8 years



“Miller Assessment for Preschoolers”and “MAP” are trademarks of HarcourtAssessment, Inc. registered in the U.S.and/or other jurisdictions.

Note: Distributed Product

Ages6 months to 7:0 years




PsychCorp.com

Pediatric Evaluation ofDisability Inventory (PEDI) 1992

Stephen M. Haley, Ph.D., P.T.; Wendy J. Coster, Ph.D., OTR/L; Larry H. Ludlow,Ph.D.; Jane T. Haltiwanger, M.A., Ed.M.; and Peter J. Andrellos, Ph.D.

Assess key functional capabilities


Manual076-1617-647-MT799

Scoring FormsPkg of 25 076-1617-655-MT799

Software

015-0017-456-MT799 $250.00

$37.00

$115.00

Miller Assessment for Preschoolers™ (MAP™) 1982


Identify preschoolers with moderate-to-severe developmental delays

Use the game-like activities in the Miller Assessment for Preschoolers™ to help identify developmentaldelays in sensorimotor and cognitive abilities


Complete KitIncludes Examiner’s Manual, Score Sheets, and all items neededfor administration and scoring in a briefcase

015-8181-832-MT799

Record BookletsPkg of 25 015-8181-913-MT799

25 Score SheetsAge I (2.9-3.2 years) 015-8181-840-MT799

Age II (3.3-3.8 years) 015-8181-859-MT799

Age III (3.9-4.2 years) 015-8181-867-MT799

Age IV (4.3-4.8 years) 015-8181-875-MT799

Age V (4.9-5.2 years) 015-8181-883-MT799

Age VI (5.3-5.8 years) 015-8181-891-MT799 $44.00$44.00$44.00$44.00$44.00$44.00

$44.00

$730.00

• Measure both capability and performance by observing self-care, mobility, and social function

• Identify treatment progress and areas for new functional intervention

• Use it to evaluate older children whose functionalabilities are lower than those of seven-year-olds without disabilities

Dramatically reduce time required to scorethe PEDI by using the PEDI software! The software provides item maps which are the itemsgrouped according to level of difficulty. This is helpfulwhen showing parents their child's progress because itemphasizes the improvements that the child has madeover the course of the year.

PEDI ScoringNEW!

SoftwarePEDI Scoring

NEW!

Software


Pervasive Developmental Disorders ScreeningTest–II (PDDST-II)

Early Childhood Screener For Autistic Spectrum Disorders 2004

Bryna Siegel, Ph.D.

Detect autism at an early age to begin intervention Ages

18-48 months




PsychCorp.com

This easily administered tool is designed to screen forseveral autistic spectrum disorders in children as youngas 18 months, including autistic disorder, pervasivedevelopmental delay, and Asperger’s disorder.

• Designed to be a parent-report screening measure

• Facilitates early identification to give early childhoodprofessionals, parents, and caregivers the opportunityto implement the best early intervention options forthe child

• Includes almost 1,000 subjects from different indexand comparison samples

• Consists of three stages that were developed to beused in various clinical settings:

Step 1 - Primary Caregiver Screener

Step 2 - Developmental Screener

Step 3 - Autism Clinical Severity


Complete KitIncludes Examiner’s Manual, 25 each of Stage I Response Forms,Stage II Response Forms, and Stage III Response Forms

076-1635-106-MT799

Response FormsPkg of 25Stage I 076-1635-114-MT799

Stage II 076-1635-122-MT799

Stage III 076-1635-130-MT799

Response Forms, SpanishPkg of 25Stage I 076-1600-175-MT799

Stage II 076-1600-183-MT799

Stage III 076-1600-191-MT799

Combination Stage I, II & III, English FormsPad of 25 each 076-1635-181-MT799 $107.00

$36.00$36.00$36.00

$36.00$36.00$36.00

$145.00

AU T I S M

¡Sí!

24

AU T I S M


• Evaluate children with uniquebehavioral problems who mayhave Asperger’s Disorder anddifferentiate from those whohave autism or other related pervasive developmental disabilities

• Use in the assessmentprocess, to document behavioral progress, to target goals for IEPs,and for research purposes

Asperger Syndrome Diagnostic Scale (ASDS) 2000

Brenda Myles, Stacy Jones-Bock, and Richard Simpson

Quickly identify children who might haveAsperger Syndrome

Answer the 50 yes/no itemsdrawn from five specific areas of behavior:

• Cognitive

• Maladaptive

• Language

• Social

• Sensorimotor

Gilliam Asperger’sDisorder Scale (GADS) 2000

James E. Gilliam

Help identify children who might have Asperger’s Disorder

Gilliam Autism Rating Scale –Second Edition (GARS-2)James E. Gilliam

What’s New:• A structured parent interview

form replaces the EarlyDevelopment subscale provid-ing diagnostically significantinformation about the child'sdevelopment

• Some items were rewritten forclarity or to remove ambiguity.

• The total score was changedfrom Autism Quotient toAutism Index

• An Instructional Objectives forChildren Who Have Autism isincluded to assist in the for-mulation of instructional goalsand objectives based on thetest results



Complete KitIncludes Examiner's Manual, 50 Summary/Response Booklets,and the Instructional Objectives manual, in a storage box

076-1602-321-MT799

Summary/Response BookletsPkg of 50 076-1600-558-MT799 $47.00

$110.00


Complete KitIncludes Manual and 25 Rating Scales

076-1614-001-MT799

Rating ScalePkg of 25 076-1614-01X-MT799 $33.00

$79.00


Complete KitIncludes Examiner’s Manual, 50 Summary/Response Forms, and storage box

076-1618-384-MT799

Summary/Response FormsPkg of 50 076-1618-392-MT799 $55.00

$120.00


Complete KitIncludes Examiner’s Manual, 25 Summary/Response Forms, and storage box

076-1618-368-MT799

Summary/Response FormsPkg of 25 076-1618-376-MT799 $47.00

$110.00

Childhood Autism Rating Scale (CARS) 1998

Eric Schopler, Ph.D.; Robert L. Reichler, M.D.; and Barbara Rochen Renner, Ph.D.

Identify children with autism

Brief, 15-item behavior rating scale

• Helps to identify and classify children with autism

• Distinguish children with autism from developmentallydelayed children who do nothave autism

Ages3:0-22:0 years

Norms1,107 persons in Mainland USbased on 2000 U.S. census;including persons with autism and other severe behavioral disorders such as mental retardation and multi-disabilities

Administration5-10 minutes, individual


Ages2 years and older

NormsCriterion or cut scores

AdministrationUntimed



Ages5:0-18:0 years

NormsStandard scores, percentiles




Ages3:0-22:0 years

NormsStandard scores, percentiles




PHONE 8 0 0 . 211 . 8 3 7 8 • FAX 8 0 0 . 23 2 . 12 2 3 • P s yc h C o r p . c o m 25

H A N D W R I T I N G

Shore Handwriting Screening (SHS) 2004

For Early Handwriting Development

Leann Shore, MA,OTR/L

Evaluate major components ofeffective handwriting

Ages

3:0-7:0 years



This early administered screening tool enables you toexamine handwriting skills of children from preschool tothird grade. SHS covers many aspects of handwritingincluding:

• Postural control

• Hand control

• Letter/number formation

• Environmental factors

The manual also provides information about develop-mental handwriting milestones.

• Resource for over 30 research articles and books in one publication

• Offers visual samples of typical handwriting development

• Offers case studies for review

• Easy to use checklist style tool


Complete KitIncludes Examiner’s Manual and Shore Record Form CompletePackage

076-1603-131-MT799

Complete Record Form PackageIncludes 25 Individual Record Forms, 25 Worksheet A,25 Worksheet B, and 25 Worksheet C

076-1603-239-MT799 $39.00$99.00

With an imaginative approach,learning disabilities and delays areovercome by a new way to learnwriting in cursive. Appropriate for2nd graders through high schoolstudents.

Big Strokes For Little FolksBonnie Levine Rubell, OTR/L

Get the “little folks” you work with ready to write! This developmental training program is designed for 5 to 9 year-olds whoalready recognize lettersbut haven’t had much success learning to write them.

Loops and Other Groups–A Kinesthetic Writing System

Mary D. Benbow, M.S., OTR/L


246-Looseleaf Pages in a 3-ring Binder076-1643-672-MT799 $73.00


Complete KitIncludes Instructor’s Manual, Level 1 Manual, Level 2 Manual, 32-page AlphabetModels, and Letter Group Charts Manual

076-1641-890-MT799

Level 1 Booklet (First Year of Handwriting)64-page softbound bookletPkg of 10 076-1641-467-MT799

Level 2 Booklet (Lowercase Letter Review and Focus on Capital Letters)32-page softbound bookletPkg of 10 076-1641-483-MT799 $52.00

$57.00

$63.00

Minnesota Handwriting Assessment 1999

Judith Reisman, Ph.D., OTR, FAOTA

Handwriting evaluation that addresses manuscript and D’Nealian print


H A N D W R I T I N G


PsychCorp.com

With the Minnesota Handwriting Assessment, youcan both test handwriting skills and monitor the progressof the programs you use to develop 1st and 2nd graders’skills.

• Analyze handwriting skills, including standard manu-script and D’Nealian styles of print to identify howstudents are performing in relationship to their peers

• Monitor progress as a result of intervention

• Test students individually or in groups

Normative information substantiates test/retest reliability.

Brief Infant–Toddler Social Emotional Assessment (BITSEA™) 2006

Alice Carter, Ph.D. and Margaret Briggs-Gowan, Ph.D.

Identify “red flag” indicators of atypical behavior in 10minutesThe growing importance of early intervention increasesthe need to identify emerging social emotional problemsin infants and toddlers. The nationally normed BITSEA is an effective screener of children ages 12 to 35 months.

BITSEA quickly determines the possibility of a problemor delay.

• Cost-effective routine screener—ideal for monitoringprogress over time

• Quick and easy to administer

• 36-item Parent Form completed on-site or in familyenvironment

• Child Care Provider Form allows you to look atbehavior across settings

• Especially suited for settings with limited time,resources, and/or technical training

• Determine if further assessment is recommended

Benefits of BITSEA• Ideal for evaluating eligibility for IDEA 2004

early intervention services

• Assesses competencies that may positively influence treatment outcome

• Family-centered assessment— relies on parent/caregiver input and level of concern

• Can be administered as a structured interview

• Spanish Language Parent and Child Care Provider Forms

National NormsThe psychometrically sound BITSEA is highly targeted to the subtle growth and developmental stages ofinfants with norms presented in 6-month age bands.Validation studies include ABAS-II and GreenspanSocial-Emotional Growth Chart.


Complete KitIncludes BITSEA Manual, 25 each of Parent Forms and Child Care Provider Forms

015-8007-352-MT799 $99.00


Complete KitIncludes Manual; 1 Manuscript Pad, 25 sheets; and 1 D’NealianPad, 25 sheets

076-1637-001-MT799

4 D’Nealian Print PadsPad of 25 sheets 076-1637-060-MT799

4 Standard Manuscript Print PadsPad of 25 sheets 076-1637-079-MT799 $22.00

$22.00

$72.00

Grades1-2

NormsCut scores

AdministrationLess than 5 minutes;with scoring experience,less than 10 minutes


Ages

12-35 months


Norms (Parent Form)National sample of 600 children. Clinical groups included language delayed,premature, and other diagnosed disorders.

ScoresProblem total score and competence total score

Qualification LevelsB, Q1, Q2

Visit Itsea-Bitsea.comfor more information!

S O C I A L - E M O T I O N A L / A DA P T I V E B E H AV I O R


Greenspan Social-Emotional Growth ChartA Screening Questionnaire for Infants and Young Children 2004

Stanley I. Greenspan, M.D.

Monitor the milestones of social-emotional development in infantsand very young children

Ages 0-42 months (Items are presented according to age typical of mastery)


ScoresCut scores



PsychCorp.com

Stanley Greenspan, M.D., one of the world’s leadingexperts in child development, has developed a screeningtool to measure social-emotional milestones in youngchildren ages 0 to 42 months.

Early identification of social-emotional deficits and compromises leads to more successful interventions.Greenspan Social-Emotional Growth Chart offers a brief and reliable tool to meet your needs:

• Determine the mastery of early capacities of social-emotional growth

• Monitor healthy social and emotional functioning

• Establish goals for early intervention planning

• Monitor progress in early intervention programs

• Detect deficits or problems with developmental social-emotional capacities

Parent/Caregiver QuestionnairesGreenspan Social-Emotional Growth Chart is a questionnaire completed by the child’s parent, educator,or other caregiver to understand how the child uses allcapacities to meet needs, deal with feelings, think, andcommunicate.

The questionnaire has the following characteristics:

• There are 35 items

• Items are ordered developmentally, according to ageat which each item is typically mastered

• Prior to mastering a more developmentally advancedbehavior, the child is expected to show mastery in theless advanced behaviors that occur at a younger age

• Items are rated using a 5-point scale

Clinical UtilityThe Greenspan Social-Emotional Growth Chartshould be given as a preliminary step in childcarescreenings, early identification screenings, and pediatricscreenings. It should be used to determine whether further assessment/referral is warranted and can assist in monitoring growth and planning intervention.


Complete KitIncludes Manual, 25 Questionnaires, and 25 Caregiver Reports

015-8280-229-MT799

Manual015-8280-237-MT799

QuestionnairesPkg of 25 015-8280-245-MT799

QuestionnairesPkg of 50 015-8280-253-MT799

Caregiver ReportPad of 25 015-8280-261-MT799 $26.00

$73.15

$37.00

$82.00

$99.00


0-3 months Exhibits growing self-regulation and interest in the world

4-5 months Engages in relationships

6-9 months Uses emotions in an interactive, purposeful manner

10-14 months Uses a series of interactive, emotional signals, or gestures to communicate

15-18 months Uses a series of interactive, emotional signals, or gestures to solve problems

19-30 months Uses ideas to convey feelings, wishes, or intentions

31-42 months Creates logical bridges between emotions and ideas

G R E E N S PA N D E V E LO P M E N TA L M I L E S TO N E S B Y AG E G RO U P S


Adaptive Behavior Assessment System®—Second Edition (ABAS®–II) 2003

Patti Harrison, Ph.D. and Thomas Oakland, Ph.D.

Get a complete assessment ofadaptive skills functioning

AgesBirth-89:0 years

Norms5 Forms–• Parent/Primary

Caregiver Form, Birth-5:0• Parent Form, 5:0-21:0• Teacher/Daycare

Provider Form, 2:0-5:0• Teacher Form, 5:0-21:0• Adult Form, 16:0-89:0

AdministrationApproximately 15-20 minutes for respondents to complete checklist



PsychCorp.com

The Adaptive Behavior Assessment System—Second Edition (ABAS–II) is the only instrument toincorporate current American Association of MentalRetardation (AAMR) guidelines. ABAS–II also measuresbehaviors important to determining eligibility under the Individuals with Disabilities Education Act (IDEA),DSM-IV-TR, Supplemental Security Income (SSI),and Disability Insurance (DI).

Features• Evaluates the three general areas of adaptive behavior

(Conceptual, Social, Practical)

• Provides an overall adaptive behavior score (GeneralAdaptive Composite)

• Links to Wechsler® Scales

DSM–IV–TR Skill Areas Assessed• Communication

• Community Use

• Functional Academics

• Home Living

• Health and Safety

• Leisure

• Self-Care

• Self-Direction

• Social

• Work

• Motor Skills (for young children)

In-depth Reliability and Validity DataAvailable• Inter-rater and cross-form consistency

• Mean performance of various clinical groups compared to matched control groups

Scoring SoftwareThe ABAS–II Scoring Assistant®, Windows® eliminatesthe need to manually score results.

• Produces technical report with composite scores

• Provides analysis of strengths and weaknesses, andplots Skill Area and Composite Score Profiles


ABAS–II Examination KitIncludes Manual, 5 Parent/Primary Caregiver Forms (ages 0-5),5 Teacher/ Daycare Provider Forms (ages 2-5), 5 Parent Forms(ages 5-21), 5 Teacher Forms (ages 5-21), and 5 Adult Forms(ages 16-89)

015-8004-507-MT799

ABAS–II Infant and Preschool KitIncludes Manual, 25 Parent/Primary Caregiver Forms,and 25 Teacher/Daycare Provider Forms

015-8007-107-MT799

ABAS–II School KitIncludes Manual, 25 Parent Forms (ages 5-21),and 25 Teacher Forms (ages 5-21)

015-8004-671-MT799

ABAS–II Adult KitManual and 25 Adult Forms (ages 16-89)

015-8004-68X-MT799

Parent/Primary Caregiver Forms(Ages 0-5) Infant and Preschool FormsPkg of 25 015-8004-523-MT799

Parent/Primary Caregiver Forms, Spanish(Ages 0-5)Pkg of 25 015-8004-604-MT799

Teacher/Daycare Provider Forms(Ages 2-5)Pkg of 25 015-8004-531-MT799

Teacher/Daycare Provider Forms, Spanish(Ages 2-5)Pkg of 25 015-8004-574-MT799

Parent Form(Ages 5-21)Pkg of 25 015-8004-612-MT799

Parent Forms, Spanish(Ages 5-21)Pkg of 25 015-8004-566-MT799

Teacher Form(Ages 5-21)Pkg of 25 015-8004-655-MT799

Adult Form(Ages 16-89)Pkg of 25 015-8004-639-MT799

ABAS–II Scoring Assistant®

Windows® CD-ROM 015-8004-698-MT799 $149.00

$62.00

$62.00

$62.00

$62.00

$62.00

$62.00

$62.00

$62.00

$183.00

$183.00

$183.00

$183.00


R E C O M M E N D E DS Y S T E MR E Q U I R E M E N T S

Windows® 95/98/2000/Me/XP/NT®

4.0 Workstation Operating System,300 MHz Pentium processor, 128 MBRAM; more memory improves perform-ance, 2 MB video card capable of 1024x 768 resolution; 32-bit color), 175 MBfree hard disk space when installingPsychCorpCenter for the first time,25 MB of free hard disk space ifPsychCorpCenter has been installedwith another product, CD-ROM driveor 31/2” Floppy Disk Drive

“Adaptive Behavior Assessment System,”“ABAS,” “Wechsler,” and “ScoringAssistant” are registered trademarks of Harcourt Assessment, Inc. “Windows”is a registered trademark of MicrosoftCorporation.

¡Sí!BESTSELLER

Independent Living Scales (ILS) 1996

Patricia Anderten Loeb

Evaluate cognitive functioning to determine appropriate living setting


PsychCorp.com

Functional Assessment and InterventionSystem™(FAIS) 2004

Improving School Behavior

Karen Callan Stoiber, Ph.D. and Thomas R. Kratochwill, Ph.D.

Use assessment record to design interventions based on socially competent and challenging behaviors

Ages Children throughadolescents

Qualification LevelB• Help students achieve social competence goals

by designing intervention strategies based on the functions or intents of both socially competent and challenging behaviors

• Teachers, parents, and the student complete checklistsby direct observation or knowledge of the student; youcan then use the data to create an assessment recordand the Functional Assessment Report

• Includes general guidelinesfor understanding a student’s behavioral challenges,comprehensive social competence goals, a specificprotocol for documenting and using performance-based information to create intervention strategies,and a detailed list of resources and materials

Transition-to-Work Inventory™ (TWI™) 1995

Job Placement System for Workers with Severe disAbilities

Lee Friedman, Carl Cameron, and Jennifer Fletcher

Help place workers with severe disabilities


Complete KitIncludes Manual; Stimulus Booklet; 25 Record Forms; and Facsimile Driver’sLicense, Credit Card, and Key in a storage pouch

015-8147-073-MT799

Record FormsPkg of 25 015-8147-09X-MT799 $50.00

$299.00


Complete KitIncludes Manual and 25 Record Forms

015-8004-353-MT799

Manual015-8004-388-MT799


Social Competence ChecklistPad of 25 015-8004-40X-MT799 $26.00

$47.00

$63.00

$99.00


Complete KitIncludes User’s Manual and Accommodation Guide,10 Job Analysis Booklets, 25 Worker AnalysisBooklets, and 25 Profile Sheets

015-8958-25X-MT799


Job Analysis BookletsPkg of 10 015-8958-284-MT799

Worker Analysis BookletsPkg of 25 015-8958-276-MT799

Profile SheetsPkg of 25 015-8958-292-MT799 $22.00

$41.00

$23.00

$68.00

$105.00

• Identify the job, work activities, and conditions most suitable for the individual

• Includes items that reflect real life jobdemands such as social interaction,communication, and motor and visual activities

“Transition-to-Work Inventory” and “TWI” are trademarks of Harcourt Assessment, Inc.



• Helps you identify areas of competence and determine the most appropriate living setting for clients experiencing a decline in cognitive functioning

• Assess abilities in five areas: Memory and Orientation, Managing Money, Managing Home and Transportation, Health and Safety,and Social Adjustment

• Includes a screening test to determine whether to administer the test orally or in written form, and as an aid in interpreting performance on the five scales

C O G N I T I O N

AgesAdults

ScoresCriterion-referenced scores based on naming time and accuracy

Administration3-5 minutes for screening


A Quick Test of CognitiveSpeed (AQT) 2002

Assessment of Parietal FunctionElisabeth H. Wiig, Ph.D.; Niels Peter Nielsen, M.D.; Lennart Minthon, M.D., Ph.D.; and Siegbert Warkentin, Ph.D.

Screen for progressive neurological disorders

• Use the AQT in conjunction with brain imaging (e.g., CT scan, MRI) and other neuro-psychiatric procedures to support an early differential diagnosisof various types of dementia including Alzheimer’sDisease, Lewy body Disease, Parkinson’s Disease,and other neurological disorders

• Includes three Naming tasks that are highly reliableand consistent over repeated trials; results are independent of cultural and educational background.Two additional tasks are provided as alternatives

• Easy and quick to administer, score, and interpret

• Independent of gender differences, education, andcultural-linguistic background


Complete KitIncludes Examiner’s Manual, Stimulus Manual,and 25 Record Forms

015-8237-269-MT799

Record Forms, EnglishPkg of 25 015-8237-234-MT799

Record Forms, SpanishPkg of 25 015-8237-242-MT799 $55.00

$55.00

$277.00¡Sí!

The New PsychCorp.com

Because it’s a matter of People helping PeoplePsychCorp offers an array of assessment products

and we’ve just made it easier to find every one

of them.

While offering the highest quality assessments

for occupational therapists, we will continually

update the website to provide you with the

latest professional information.


Visit PsychCorp.com today. Trusted and

Reliable assessments are just a click away.

Is committed to you.


Western Aphasia Battery—Revised (WAB–R) 2006Andrew Kertesz

Enables you to quickly screen or comprehensively assess using the full battery with three kit options

Ages18:0-89:0 years

ScoresCriterion cut scores:• Aphasia Quotient• Cortical Quotient• Language Quotient• Bedside Record form

WAB–R scores

AdministrationFull battery—30-45 minutes,additional 45-60 minutes for the reading,writing, praxis,and construction sectionsBedside WAB–R—5 minutes



PsychCorp.com

Maintains structure, content, and clinical value with key improvementsThe Western Aphasia Battery–Revised (WAB–R) isthe updated version of the highly respected and widelyused instrument for assessing adult patients with aphasia. It is an individually administered assessment for adults with acquired neurological disorders (e.g., as a result of stroke, head injury, dementia). Like the previous edition, WAB–R assesses the linguistic skills most frequently affected by aphasia, in addition to key nonlinguistic skills, and provides differential diagnosis information.

Bedside Record Form, Examiner’s Manualand More

The WAB–R, a full battery of 8 sections (32 short tasks),maintains the structure and overall content and clinicalvalue of the current measure with these improvements:

• Two-part Record Form for ease of use—Part 1: tasks for Aphasia Quotient; Part 2: supplemen-tal tasks for reading, writing, apraxia, constructional,visuospatial, and calculation sections to aid in distin-gushing between surface, deep, and visual dyslexia

• Items based on current sensibilities (e.g.. toy gun replaced by watch)

• Optional manipulative kit includes most items neededfor administration

• Spiral-bound Stimulus Book replaces loose stimuluscards for ease of administration and storage

• Examiner’s Manual with test interpretation relevant toaphasic populations, historical evidence of reliabilityand validity, and information about the use of theWAB–R with individuals with dementia

• Revised administration directions— more user-friendly with directions to the examinee forall tasks

• Expanded scoring guidelines for clarity

• Bedside Record Form—provides quick look at functioning

• Record Form Part 2 includes space to record Raven’ssubtest responses for easier scoring


WAB–R Complete Kit (with Manipulatives)Includes Examiner’s Manual, Stimulus Book, 20 Record Forms(Part 1), 10 Record Forms (Part 2) 25 Bedside Record Forms,Raven‘s Coloured Progressive Matrices Test Booklet, ManipulativeSet (includes 4 Kohs blocks), and large soft-sided carrying case

015-8440-862-MS799

WAB–R Complete Kit (without Manipulatives)Complete kit without manipulatives

015-8440-870-MS799

WAB–R Basic Kit (without Manipulatives or Raven‘s booklet)Includes Examiner’s Manual, Stimulus Book, 20 Record Forms(Part 1), 10 Record Forms (Part 2), 25 Bedside Record Forms

015-8440-889-MS799 $199.00

$235.00

$275.00

C O G N I T I O N

Identifies and classifies aphasia types• Global • Wernicke’s• Broca’s • Transcortical• Isolation Sensory• Transcortical • Conduction

Motor • Anomic

Assesses linguistic skills mostfrequently affected by aphasia• Content• Fluency• Auditory Comprehension• Repetition• Naming and Word Finding • Reading• Writing

Assesses nonlinguistic skills • Drawing •Block Design• Calculation •Praxis

WHAT DOES THE WAB–R DO?


Cognitive Linguistic Quick Test(CLQT) 2001

Nancy Helm-Estabrooks, Sc.D., CCC-SLP

Quickly obtain severity ratings for five cognitive domains


PsychCorp.com

Enables you to quickly determine severity ratings for five primary domains of cognition:

• Attention

• Memory

• Executive Functions

• Language

• Visiospatial Skills

Obtain Composite Severity Rating for adults with known or suspected neurological impairment.

CLQT can be administered at a table or at bedside to examinees who can sit up and use a pen.

Special effort was made to create some tasks with minimal language demands to assist in evaluating the cognitive functions of examinees with language disorders such as aphasia.


Complete KitIncludes Examiner’s Manual, Stimulus Manual, 15 ResponseBooklets, and 15 English Record Forms

015-8328-000-MT799

Examiner’s Manual015-8328-019-MT799

Stimulus Manual015-8328-027-MT799

English Record Forms/ Response BookletsPkg of 25 015-8328-035-MT799

Record Forms/ Response Booklets, Spanish Pkg of 25 015-8328-043-MT799 $41.00

$62.00

$89.00

$89.00

$193.00

C O G N I T I O N

MEMORY EXECUTIVEFUNCTION

ATTENTION

COGNITION

APHASIA

The RivermeadBehavioural

Memory Test–Second Edition (RBMT–II)

The Test ofEverydayAttention

(TEA)

BehaviouralAssessment

of the DysexecutiveSyndrome (BADS)

Western AphasiaBattery–Revised

(WAB–R)

The MiddlesexElderly Assessment

of Mental State(MEAMS)

A Quick Test of Cognitive Speed

(AQT)

and/or

If CLQT indicates

executive function

deficits

If CLQT indicates

attention problems

If CLQT indicates

memory problems

If CLQT indicates

cognitive/language

issues or aphasia

If CLQT indicatescognitive problems

CLQT

MULTIPLE USESOF THE CLQT

Use the CLQT to Determine Next Steps in Assessment and to Direct Treatment Planning

CLQT is the ideal instrument to begin your client assessment and will help you determine the direction of further in-depth assessment. This diagram outlines the additional assessment options to strengthen your knowledge of the client’s needs.

Ages18:0-89:0 years

NormsCriterion-referenced



¡Sí!


C O G N I T I O N

The Rivermead Behavioural Memory Test,Second Edition (RBMT–II) 2003

Barbara A. Wilson, Janet Cockburn, and Alan Baddeley

Identify everyday memory problems and monitor change over time Ages

16:0-96:0 years

Norms 118 U.K. controls aged from 14:0-69:0 years and 119 people aged 70:0-96:0 years.176 people with brain injury



Ages TEA: 18:0-80:0 yearsTEA-Ch: 6:0-15:11 years

Norms TEA: 154 U.K. controls 4-age bands and 2-levels of educational attainmentTEA-Ch: 293 U.K. controls 6-age bands, aged scaled scores and percentile ranks

AdministrationTEA: 45-60 minutesTEA-Ch: 55-60 minutes

Qualification LevelsTEA: B, Q1, Q2TEA-Ch: B, Q1, Q2


PsychCorp.com

The RBMT–II allows for repeated assessments using everyday examples to monitor stability, improvement,or deterioration over time. Kit includes four parallel versions for minimized practice effects in retesting.

Simple ScoringFor each subtest two scores are produced, a simple pass/failor screening score and a standardized profile score.

The Test of Everyday Attention gives a broad-basedmeasure of three important clinical and theoreticalaspects of attention.

The TEA has a wide range of applications, from patientswith Alzheimer’s disease to young normal subjects.

It is the only test of attention based largely on every daymaterials; the real-life scenario means that patients enjoythe test and find it relevant to the problems faced in life.

• Appropriate for ages 18 to 80 years

• Normed with UK control groups

Building on the international reputation of the TEA,the Test of Everyday Attention for Childrencomprises 9 subtests which measure children’s abilitiesto selectively attend, to sustain their attention, to dividetheir attention between two tasks, to switch attention

from one thing to another, and to withhold (inhibit) verbal and motor responses.

• Appropriate for ages 6 to 16 years

• Normed with UK control groups

• Provides Percentile Ranks, Scaled Scores


TEA Complete KitIncludes Manual, 25 Record Forms, Administration Book,Stimulus Cards and Maps, 3 Audiotapes, and 1 DVD

015-8054-458-MT799

TEA-Ch Complete KitIncludes Manual, 25 Record Forms, Administration Book,2 Audiotapes, and Stimulus Cards and Maps

015-8054-474-MT799 $554.00$496.00

The Test of Everyday Attention (TEA) 1994

Ian H. Robertson, Tony Ward, Valerie Ridgeway, and Ian Nimmo-Smith

Measure selective attention, sustained attention and attentional switching

The Test of Everyday Attention for Children (TEA-Ch) 1998

Tom Manly, Ian H. Robertson, Vicki Anderson, and Ian Nimmo-Smith

Assess the different attentional capacities in children and adolescents


Complete Kit

Includes Manual, 25 Record Forms, 2 Supplements,4 Stimulus books, CD and Timer

015-8054-415-MT799

Record FormsPkg. of 50 015-8054-423-MT799 $78.00

$392.00


C O G N I T I O N

Behavioural Assessment of the Dysexecutive Syndrome (BADS)

Barbara A. Wilson, Nick Alderman, Paul W. Burgess, Hazel Emslie, and Jonathan J. Evans

Predict everyday problems associated with the dysexecutive syndrome

AgesBADS: 16:0-87:0 yearsBADS-C: 8:0-16:0 years

NormsBADS: 216 UK controls and 92 patient study. Aged scaledscores and percentile ranks

BADS-C: 259 UK controls,8 age groups, 3 ability bands,aged scaled scores and percentile ranks

AdministrationBADS: 40 minutesBADS-C: 35-45 minutes

Qualification LevelsBADS: B, Q1, Q2BADS-C: B, Q1, Q2

AgesAdult

NormsValidated and standardized at theNational Hospital for Neurologyand Neurosurgery, UK

AdministrationUntimed; individual or group



PsychCorp.com

Dysexecutive Syndrome includes disorders ofplanning, organization, problem solving, setting priorities, and attention.

BADS:

• Specifically assess skills and demands of everyday life

• Is sensitive to capacities affected by frontal lobe damage

Visual Object and Space Perception Battery (VOSP) 1991

Elizabeth K. Warrington and Merle James

Assess object and space perception

BADS-C is a scientifically valid and reliable battery oftests of executive functioning for children and adoles-cents with neuro-developmental disorders such asADHD, pervasive development disorder, and traumaticbrain injury.


BADS Complete KitIncludes Manual, 25 Record Forms, 5 Stimulus Books, StimulusCards, Three-dimensional Plastic Materials, Timer, 25 DEX Self-Rater Questionnaires, and 25 DEX Independent-RaterQuestionnaires

015-8054-350-MT799

BADS–C Complete KitIncludes Manual, 25 Record Forms, Stimulus Cards, Three-dimensional Plastic Materials, Timer; 25 DEX-C Independent Rater Questionnaires, Beads, Nuts, Bolts, and Washers

015-8054-385-MT799 $496.00$444.00

VOSP consists of eight tests each designed to assess aparticular aspect of object or space perception, whileminimizing the involvement of other cognitive skills. TheVOSP will enable an assessor to compare the scores ofa subject with those of a normal control sample andthose obtained by patients with right- and left-cerebrallesions. The tests can be individually or group adminis-tered, as a whole battery, and apart from the initialscreening test, in any order.


Complete KitIncludes Manual, 25 Scoring Sheets, and 3 Stimulus Books

015-8055-11X-MT799 $249.00

Behavioural Assessment of the Dysexecutive Syndrome for Children (BADS–C) (2003)

Hazel Emslie, F. Colin Wilson, Vivian Burden, Ian Nimmo-Smith, and Barbara A. Wilson

Assist in early identification of deficits in executivefunctioning in children

The Cognitive Assessment of Minnesota (1993)

Ruth A. Rustad, OTR; Terry L. DeGroot, OTR; Margaret L. Jungkunz, OTR; Karen S. Freeberg, OTR; Laureen G. Borowick, OTR; and Ann M. Wanttie, OTR

Measure the cognitive abilities of adults with neurologic impairments

AgesAdults

NormsNormative data gathered on 200 individuals

AdministrationLess than 60 minutes



PsychCorp.com


Complete KitIncludes Examiner’s Manual, 8 Test Cards,and 25 Score Booklets in a vinyl carrying case

076-1647-457-MT799

Score BookletsPkg of 25 076-1647-465-MT799 $49.00

$138.00

Subtests measure attention span, memory orientation,visual neglect, temporal awareness, safety and judgement,recall/recognition, auditory memory and sequencing, andsimple math skills.

Dynamic Occupational Therapy CognitiveAssessment for Children (DOTCA-Ch) (2004)

Noomi Katz and Shula Parush

Measure the cognitive abilities and learning potential for children with special needs

Ages6:0-12:0 years

NormsPercentiles based on over 400 typical children

Administration1.5 hours



DOTCA-Ch™ consists of 22 subtests in 5 cognitive areas:

• Orientation

• Spatial Perception

• Praxis

• Visual Motor Organization

• Thinking Operations

For each subtest there is an option of a structured 5-step mediation.

Measures of short-term memory and time of perform-ance are included in the visualmotor organization area.

The goals of the assessment are to identify the strengthsand deficits of the child in the different cognitive areasand measure learning potential, as well as to recognize thechild's thinking strategies utilizing dynamic procedures.

Data for typical children ages 6-12 years, groups ofchildren with learning disabilities and brain injury wascollected to establish the standardization, reliability, andvalidity properties of the test.

Contextual Memory Test (1993)

Joan P. Toglia, M.A., OTR

Assess awareness of memory

AgesAdults



• Assess the awareness of memory capacity, strategy of memory use, and recall in clients with memorydysfunction

• Use with a variety of client diagnoses, including head trauma, cerebral vascular disorders, multiplesclerosis, depression, schizophrenia, and chronicalcohol abuse


C O G N I T I O N


Complete KitIncludes Manual, 2 Test Cards, 14 cut-apart sheets (80 PictureCards), and 25 Score Sheets in a vinyl carrying case

076-1647-503-MT799

Score SheetsPkg of 25 076-1647-511-MT799 $49.00

$131.00


Complete KitIncludes Examiner’s Manual, Photo Book, 25 Score Sheets,Marble Box, Wooden Maze, Geometric Card Sets, Pegboard withPegs, Tetra Set, Colored and Plain Cubes, Puzzle, Clock Parts, 10Category Cards, and 10 Plastic Picture Cards

076-1600-116-MT799 $730.00

36

B O O K S A N D E Q U I P M E N T : S E N S O RY


Helps you plan strategiesfor children birth to 12years old affected by sensory processing dysfunction, cerebralpalsy, Down’s syndrome,and autism.

Combining Neuro-Developmental Treatmentand Sensory IntegrationPrinciplesErna I. Blanche, Ph.D., OTR/L, FAOTA; Tina M. Botticelli, M.S., PT; and Mary K. Hallway, OTR

Design comprehensive intervention plans

This book covers diversepopulations, case studies,and is applicable to thoseworking with a variety of clients.

Understanding the Natureof Sensory IntegrationWith Diverse PopulationsSusanne Smith Roley, M.S., OTR/L, FAOTA; Erna Imperatore Blanche, Ph.D., OTR/L, FAOTA; and Roseann C. Schaaf, Ph.D., OTR/L, FAOTA

Reference applicable case studies by leading sensory integrationresearchers

This book presents specific assessment toolsand strategies, interven-tions, and detailed casestudies, grounded insolid clinical reasoningframework.

SI: Applying ClinicalReasoning to Practice with Diverse PopulationsRoseann C. Schaaf, Ph.D., OTR/L, FAOTA andSusanne Smith Roley, M.S., OTR/L, FAOTA

Operationalize sensory integration principles and applythem to real clinical situations

Is It Sensory or Is It Behavior?Betty A. Paris, PT, M.Ed. andCarolyn Murray-Slutsky, MS, OTR

Interpret a child’s behaviors and plan appropriate interventions

Manual with Laminated Cards076-1644-245-MT799

Laminated Cards076-1644-237-MT799 $5.00

$52.00

Oh Behave! SensoryProcessing and Behavioral Strategies

Kellivest ®

Maryann Colby Trott, M.A.

32-page softbound BookletsSet of 10 076-1649-76X-MT799 $45.00

Small with 4, 1/2-lb. weights076-1642-463-MT799

Medium with 4, 3/4-lb.weights076-1642-471-MT799

Large with 4, 1-lb. weights076-1642-48X-MT799

Weight XPouches, set of 4, 1/2-lb. (Blue)076-1642-498-MT799

Weight XPouches, set of 4,3/4-lb. (Yellow)

076-1642-501-MT799

Weight XPouches, set of 4, 1-lb. (Red)076-1642-51X-MT799 $23.00

$21.00

$19.00

$180.00

$167.00

$157.00

Kelliquilt ®

Light Quilt with 5, 3-lb. weights076-1642-528-MT799

Moderate Quilt with 5, 4-lb.weights076-1642-536-MT799

Heavy Quilt with 5, 5-lb. weights076-1642-544-MT799 $214.00

$196.00

$180.00

KellimatTM

Mat076-1642-277-MT799 $83.00

With more than 150 activities to choose from,this manual offers occupa-tional or physical therapistsnew ways to help school-aged children with sensory processing or sensorimotor

difficulties. Activities are organized by the systems, themes, and developmental approaches,and are adaptable for groups or individuals.

Sensorimotor ProcessingActivity PlansConstance H. Sheda, M.S., OTR and Patricia R. Ralston, M.S., PT

Create contemporary activity plans

224-page spiral-bound Manual076-1647-678-MT799 $52.00

240-page softbound Manual076-1615-458-MT799 $63.00

Your team will make good use of this sensory-integrative treatment program, designed forchildren from 1 to 3 yearswith mild to moderatedevelopmental delays anddisabilities. Topics include

legislation, program design and management,appropriate activities, and case studies.

SI for Early Intervention:A Team ApproachKatherine Newton Inamura, M.A., OTR

Make informed decisions

• Illustrates how to prevent difficult behaviors and determine appropriate interventions

• Addresses the ways sensory processing and behavior strategies work together

• Offers practical examples of concepts




This book provides information and strategies for distinguishing betweensensory-based and non-sensory-based behaviors,as well as intervention techniques for ages 4 years and older.

Distributed Products

This guide offers detailedinstructions for parents and caregivers to effectivelymassage children up to 11 years with cerebralpalsy, Down syndrome,autism, sensory integrativedisorders, developmental

delays, and other impairments.

37

B O O K S A N D E Q U I P M E N T : S E N S O RY


This book is appropriate for clients with cognitive,sensory, and physical impairments and providesinformation parents, referringphysicians, and insurancecompanies count on.

• Streamline your recordkeeping

• Create comprehensive checklists

• Eliminate the need for long written narratives

DocumentingSensorimotor Progress:A Pediatric Therapist’s Guide

Georgia A. DeGangi, Ph.D., OTR, FAOTA

Create objective documentation

30-page softbound BookletsSet of 10 076-1620-01X-MT799 $52.00

The Sensory MotorHandbook is a greatresource for occupa-tional therapists,speech-languagepathologists, teachers,and parents that pro-

vides a troubleshooting section with ideasfor classroom modifications for individualstudents.

Sensory Motor Handbook—Second EditionJulie Bissell, M.A., OTR; Jean Fisher, M.A., OTR;Carol Owens, OTR; and Patricia Polcyn, OTR





Using a transdisciplinaryapproach, this resource combines tactile and sensory stimulation with communication goals.It includes assessments,intervention strategies,

activities, record-keeping forms, and carry-overmaterials.

Chapters include family-centered services,team building, and adapting activities for mixedage/ability groups for children birth to 5 years.

Every Move Counts—Sensory-Based CommunicationTechniquesJane Edgar Korsten M.A.; Dixie K. Dunn, M.A. OTR;

Teresa Vernon Foss, M.Ed.; and Mary Kay Francke, COTA

SenseAbilitiesUnderstanding SensoryIntegration

Maryann Colby Trott, M.A.; Marci Laurel, M.A., CCC-SLP; and Susan L.Windeck, M.S., OTR/L

Complete Kit10 minute, full color VHS Videotape and 162-page Manual

076-1647-49X-MT799

Manual076-1685-43X-MT799 $68.00

$94.00

Making It Easy–Sensorimotor Activities at Home and School


Parents, teachers, and therapists can easily incorporate these activitiesinto the daily routines ofpreschoolers and youngchildren. You’ll find them a valuable resource for

keeping your clients motivated and increasingtheir attention in the classroom.

Mary Haldy, M.S., OTRand Laurel Haack, M.S., OTR

Promote basic skill developmentwith sensorimotor activities

An Introduction toSensory Integration

Develop ways to help children synthesize,organize, and process information from the sensesand environment—then pro-duce useful, goal-directedresponses via the tactile,

vestibular, and proprioceptive systems. Thisintroduction also shows how parents andteachers can reinforce therapy at home and in the classroom.

Nan Arkwright, MOT, OTR

Include sensory integration in yourwork with learning-disabled children

Pediatric Massage—Revised: For the Child withSpecial NeedsKathy Fleming Drehobl, B.S., OTR/L and Mary Gengler Fuhr, B.S., OTR/L

Learn the special strokes for targeted body areas

Classroom Intervention for the School-Based Therapist—An Integrated Model

Kathy Bryte, OTR/L

Includes helpful ideas foradapting your clients’environment, reproducingtraining resources, case

studies, and information about sensory domains.


Activity-Based Intervention Guide

Marcia Cain Coling, M.A.and Judith Nealer Garrett, Ph.D., CCC-SLP

Provides multisensorylearning activities and intervention strategiesfor those with devel-opmental delays,attention deficits, andtraumatic brain injury.

Complete Kit5, 69-page Softbound Booklets; 69 ReproducibleLooseleaf Pages; Storage Folder

076-1642-838-MT799

BookletsSet of 5 076-1640-088-MT799 $42.00

$84.00


38

B O O K S A N D E Q U I P M E N T : F E E D I N G


This problem-orientedapproach integrates the information you gather—from diagnosis to long-term implications.

Feeding and SwallowingDisorders in InfancyAssessment and Management

Lynn S. Wolf, M.O.T., OTR and Robin P. Glass, M.S., OTR

Evaluate and treat children up to 1 year old with sucking, swallowing,or breathing disordersThis updated and referenced edition by the authors of the best-selling

Pre-Feeding Skills is a must for pediatric feeding specialists workingwith clients from birth to adolescence. The book contains nearly 12 new chapters with information about mealtime roles and influences,supportive diagnostic testing, gastrointestinal influences on feeding,autism, sensory influences on feeding, children who do not eat enoughto grow, foundations for mealtime, and oral motor skills limitations.

Pre-Feeding Skills—Second Edition

A Comprehensive Resource for Mealtime Development

Suzanne Evans Morris, Ph.D., CCC-SLP and Marsha Dunn Klein, M.Ed., OTR/L

A valuable feeding resource

Feeding and Nutrition for the Child with Special NeedsHandouts for Parents

Marsha Dunn Klein, M.Ed., OTR/L and Tracy A. Delaney, Ph.D., RD

Offer guidance regarding feedingand nutrition issues

601-page spiral-bound Manual076-1643-32X-MT799 $104.00

Mealtime ParticipationGuideSuzanne Evans Morris, Ph.D., CCC-SLP andMarsha Dunn Klein, M.Ed., OTR/L

Valuable mealtime and feeding resources

520-page softbound ManualSet of 10 076-1674-08X-MT799 $73.00

Mouth Madness—Oral Motor Activities for Children

Catherine Orr, M.A., OTR, BCP

Help children learn feeding and verbal skills

The illustrations, photographs, and detailedinstructions in this manual enable you to helppreschool and primary school children withhearing impairment, oral dyspraxia, and articulation deficits.

136-page softbound Manual076-1648-50X-MT799 $57.00

Thanks to detailed illustra-tions and tables, the repro-ducible guidelines in thismanual make conducting a video fluoroscopic studyeasy to understand. Gearedtoward infants and older

children, you can also review a child's anatomyand motor development as it relates to feeding.

PediatricVideofluoroscopicSwallow StudiesJoan C. Arvedson, Ph.D., CCC-SLP and Maureen A. Lefton-Greif, Ph.D., CCC-SLP

Review motor development as it relates to feeding


Small (1" bowl), set of 20076-1641-580-MT799

Large (1 1/4" bowl), set of 20076-1641-599-MT799 $22.00

$24.00

The narrow, shallow bowls of these spoons allow food to slide off easily, andthe durable plastic construction stands upagainst reflex biting.

Maroon Spoons

The authors of the best-selling Pre-Feeding Skillsbring you another invalu-able resource. Guides youthrough the physical meal-time experiences, as wellas imagined mealtimedevelopmental, sensory,

and interactional experiences.



This manual is a greatresource for parents ofinfants and children withfeeding and nutrition concerns. Each of these 195 reproducible handouts

can be customized with a special section for providing individual information.

Parent Questionnaire available in Spanish

¡Sí!


39

B O O K S A N D E Q U I P M E N T : M O TO R


This best-selling book helps you target the individual needs of yourclients with strategies thatwill show you how to adaptregular classroom program-

ming and materials for your preschool andschool-age clients.

Fine Motor Dysfunction—Therapeutic Strategies in the ClassroomKristin Johnson Levine, M.S. Ed., OTR



Easily create individualized programs to assessthe motoric development levelof children from 4 to 12 years old.

Motor DevelopmentProgram for School-Age Children—Second EditionJeanne Shanks Sellers, Ed.D., PT

208-page spiral-bound Manual076-1643-80X-MT799 $57.00

Pre-Dressing Skills152-page softbound Manual

076-1646-892-MT799

Pre-Writing Skills (Revised)119-page softbound Manual

076-1620-893-MT799

Pre-Scissor Skills (3rd Edition) 96-page softbound Manual

076-1631-011-MT799 $43.00

$43.00

$43.00



Gain a better under-standing of how to provide information and support to parentswith special needs children from birth toadolescence. This professional resource

describes in parents’ own words the emotions,ideas, and situations they face daily when parenting a special needs child.

Developmental HandDysfunction (Second Edition)

Rhoda P. Erhardt, M.S., OTR, FAOTA

Normal Development ofFunctional Motor Skills—The First Year of LifeRona Alexander, Ph.D., CCC-SLP; Regi Boehme, OTR; and Barbara Cupps, PT


593 loose-leaf pages in a 3-ring Binder076-1647-04X-MT799

CD-ROM for PC and Macintosh;User’s Manual

076-1646-906-MT799 $136.00

$99.00

Hands at Work and Play—Developing Fine Motor Skills at School and Home

313-page manual in a 3-ring Binder076-1643-567-MT799 $84.00

Whether cutting,coloring, or writing,these activities willhelp teachers, and parents refine coordi-nation in at-risk 5-to7-year-olds.

Janice Miller Knight, M.S.Ed. and Mary Jo Gilpin Decker, B.S., OTR/L

PT Activities forPediatric Groups

Help children ages 3- to 5-years old build self-confidenceand create social interaction while they’re developingtheir gross motor skills.

Karen L. Kane, MPT and Melissa Moore Anderson, PT

Pre-Dressing SkillsPre-Writing Skills (Revised)Pre-Scissor Skills(3rd Edition)Marsha Dunn Klein, M.Ed., OTR/L

Living In My SkinThe Insider’s View of Life With a Special Needs ChildLori A. Hickman, M.S., CCC-SLP

Convenient charts and illustrations that lead you throughthe stages of motordevelopment in the first year of life.

Promoting Social CompetenceG. Gordon Williamson, Ph.D., OTR, FAOTA and Wilma J. Dorman, OTR

Appropriate forchildren betweenthe ages of 3 and12 years. It empha-sizes peer interac-tion with ageappropriate activi-ties for effectingchanges in socialand play behavior,

self-regulation, communication, presocialskills, and social decision making.

This manual offers the theory, assess-ment, and treatment of prehension or hand dysfunction for all ages.

S O C I A L - E M O T I O N A L A DA P T I V E B E H AV I O R


40

B O O K S A N D E Q U I P M E N T : D E V E L O P M E N T


Use this collection of more than 70reproducible activitysheets with childrenbirth to 3 years oldwho have develop-mental delays or who are at risk.

Positioning for PlayHome Activities for Parents of Young Children

Rachel B. Diamant, M.S., OTR/L

Help parents learn how to observe their children from birth to 36 months.

Helping BabiesLearn/HawaiiDevelopmental ChartsSetsu Furuno, Ph.D.; Katherine A. O’Reilly, PT, MPH; Carol M. Hosaka, M.A.; Takayo T. Inatsuka, OTR; and Barbara Zeisloft Falbey, M.S., CCC-SP

This book includes information on family-centered care,identifying markers inprenatal factors, issuesconcerning the familyand home environments,and much more!

An Overview of Early Intervention

E.J. Brown with Jane P. Sorensen, Ph.D., OTR, ND

Incorporate Occupational Therapyinto Early Intervention

Partners in MovementA Family-Centered Approach to Pediatric Kinesiology

Vickie Meade, MPH, PT


Understanding the Natureof Autism, Second Edition

Handbook of Autism andPervasive DevelopmentalDisorders—Third Edition,Two Volume Set

Janice E. Janzen, M.S.

Gain practical strategies for dealing with Autism


Two Volume Set, 1488 pages047-1716-987-MT799 $157.00

Exploring the Spectrum of Autism and PervasiveDevelopmental Disorders—Intervention Strategies

Carolyn Murray-Slutsky, M.S., OTR and Betty A. Paris, PT

This resource explainshow to effectively treatchildren from birth to 18 years who haveautism or related pervasive developmentaldisorders.


Augment therapyprovided by thephysical therapistwith these inform-ative and easy-to-use instructionsheets.

Home ProgramInstruction Sheets for Infants and Children

D. LaVonne Jaeger, M.A., PT and Joan Gertz, M.S., PT

220-looseleaf pages, 3-ring Binder with tabbed dividers

076-1695-214-MT799 $70.00

Give these reproducible articles to parents ofchildren ages birth through 3 years who have communication and physical disorders. Articles are grouped by 12 majortopics, including communication, cognitivedevelopment and play, personal care,emotional development, and family support.Articles include answers to frequently askedquestions, detailed instructions, and sug-gestions for related activities and materials.

Parent Articles for Early InterventionEdited by Marsha Dunn Klein, M.Ed., OTR/L

Appropriate for use with any age and ability level, this newedition presents anintegrated approach to teaching and inter-vention, incorporatingstrategies from recog-nized models that

match the specific needs of each individual.

250-page paperback Book076-1644-229-MT799 $63.00

288-page spiral-bound Manual and setof 5 Hawaii Developmental Charts

076-1678-980-MT799

Hawaii Developmental ChartsSet of 5 076-1630-023-MT799 $25.00

$83.00


Help parents and care-givers in the rehabilitationprocess of infants andtoddlers with alteredpostural alignment dueto muscle imbalance orpathology. Each chapterincludes an outline,

objectives, and corresponding questions.Reproducible record-keeping forms areincluded.

B O O K S A N D E Q U I P M E N T : AU T I S M

By Fred R. Volkmar

Now in a fully updatedThird Edition, this comprehensive workprovides a thorough review of these disorders, drawing on findings and clinical experience from a number ofrelated disciplines.

215-page manual in a 3-ring Binder076-1641-335-MT799 $63.00


These playful activities help to increase the strength of your pediatric clients who have had selective dorsal rhizotomy (SDR)

surgery, myelomeningocele, Guillain-Barré,spinal cord injury, or orthopedic surgery.

41

B O O K S A N D E Q U I P M E N T : AU T I S M


Read about diagnostic criteria, range of symp-toms and behaviors,and impact on familyfunctioning.

Autism, Second EditionA ComprehensiveOccupational TherapyApproach

Edited by Heather Miller-Kuhaneck, M.S., OTR/L, BCP

Understand symptoms and behaviors of autism


This book is intendedfor parents of childrenrecently diagnosed withautism or one of theAutism Spectrum disorders includingAsperger’s Syndrome.

Autism Facts and Strategies for ParentsJanice E. Janzen, M.S.

Learn additional information about and strategies in dealing with autism




This manual,developed for therapists, teachers,and caregivers ofautistic children,explores sensory motorissues for individualswith autism.

Help children ages 1-18 years achieve early independence through balance training.

Sensory Motor Issues in AutismJohanna Anderson, OTR

Gain a new understanding about sensory processing disorders and autism

Progressive Individualized Exercises(PIE)Joelle Schneider, PT and Joan Cecil Passanisi, PT

Facilitation Techniques Based on NDT Principles


It’s the first“how to”manual aimedat helpingclients of allages reach their highest functional levels.

Lois Bly, M.A., PT and Allison Whiteside, PT

Baby Treatment Based on NDT Principles

This manual provides step-by-step instructionsand photographsdemonstrating positioning tech-niques and how tofacilitate function.

Lois Bly, M.A., PT

Pediatric Strengthening ProgramReproducible ExercisesText by Linda Stern, PT, Illustrations by Kathryn Steidle, PT

Pediatric Balance ProgramSieglinde Martin, M.S., PT

This complete collection of repro-ducible exercisesheets can be usedwith adolescent andadult clients withorthopedic and neurologicalinvolvement who

need to regain strength and range of motion.


Posture and Movement of the Child With Cerebral PalsyMarcia Hornbrook Stamer, PT, PC

Use this collectionof more than 70reproducible activity sheets with parents ofchildren birth to 3 years old whohave developmentaldelays or who are at risk.

440-reproducible pages in a 3-ring Binder with tabbed dividers

076-1641-629-MT799 $63.00

B O O K S A N D E Q U I P M E N T : M OV E M E N T

88-page semi-concealed Manual076-1671-005-MT799 $26.00



42

B O O K S A N D E Q U I P M E N T : M OV E M E N T


Learn theory behindNDT and how NDT can improve functional activities.

Neuro-DevelopmentalTreatment ApproachJanet M. Howle in collaboration with NDTA Theory Committee

Give caregivers the reproducible instruc-tion sheets they need for transferring and liftinginfant through adolescentclients who have motordisabilities.

Transferring and LiftingChildren and Adolescents(Revised)Home Instruction SheetsD. LaVonne Jaeger, M.A., PT

Learn how to efficiently and effectively evaluateadult clients withorthopedic conditions and other alignment or pain syndromescontributing to

musculoskeletal dysfunction.“Aston” is a trademark of Judith Aston.

Aston™ PosturalAssessment Workbook—Skills for Observing and Evaluating Body Patterns Judith Aston, M.F.A.

Pediatric SplintingSelection, Fabrication, and Clinical Applicationof Upper Extremity Splints

Laura Hogan, OTR, BCP and Tracy Uditsky, OTR, BCP


Progressive Casting and SplintingFor Lower Extremity Deformities in Childrenwith Neuromotor Dysfunction

Beverly D. Cusick, M.S., PT

This innovative resource provides a thorough review of developmental biomechanics and related assessment procedures for detecting lower extremity alignment problems in children from birththrough 7 years with cerebral palsy.



This revised guide contains updated andexpanded information for working with children ages 3- to 6-years old in the pre-school classroom. It provides successful ADD strategies and original activities of theearlier edition.

Sourcebook for Children with AttentionDeficit Disorder, Second Edition—A Management Guide For Early Childhood Professionals and Parents

Clare B. Jones, Ph.D.

Follow the manual’s illustrations,photographs, and step-by-step instructions to learn how to adapt or fabricate splints for children ages 1-18 years who need protection,support, correction,or intervention of the upper extremity.


268-looseleaf pages in a 3-ring Binder076-1643-826-MT799 $84.00

381-page hardbound Book097-2461-507-MT799 $89.00

B O O K S A N D E Q U I P M E N T : A D H D

¡Sí!

This practical manual provides informationuseful in managing attention deficit disorderin children and adolescents from 6- through18- years old. Use as a multimodalityapproach to instruction that emphasizesbuilding your students’ self-esteem.

Attention Deficit Disorder Strategies for School-Age Children

Clare B. Jones, Ph.D., Foreword by Sam Goldstein, Ph.D.


B O O K S A N D E Q U I P M E N T : C A S T I N G / S P L I N T I N G


43

B O O K S A N D E Q U I P M E N T : E S S E N T I A L R E S O U R C E S


This study guide has been designed to identify areas of competence and weakness and to organize study into logical steps.

COTA Exam Study GuideStrategies for Success

Susan G. Ahmad, M.S., OTR/L and Donald Kallembach, M.S., OTR/L


Easily review clinical synopses and decisions,contextual considerations, and case studies in thisextensive guidebook essential for occupationaltherapy practice. The book also provides additionalresources for numerous developmental, behavioral,and neurological disorders.

• Encourages efficiency in gathering and analyzing data and in developing interventionthat is grounded in theory and also related toclient experience

• Aids in developing client-centered,activity-based treatment programs

• Contains information on an array ofdiagnostic categories frequently seen by occupational therapists

• Addresses the clinical and social challenges currently facing occupational therapists

A Practitioner’s Guide to Clinical Occupational Therapy

Moya Kinnealey, Ph.D., OTR/L, FAOTA; Donna Weiss, Ph.D., OTR/L, FAOTA; and Marlene Morgan, Ed.D., OTR/L

Increase your efficiency in analyzing data and designing intervention

The ConsultingTherapist

Barbara E. Hanft, M.A., OTR/L, FAOTA and Patricia A. Place, Ph.D.

Training the PhysicalTherapist AideA Guide for theRehabilitation Professional


These reproducible outlines and illustrations help you provide comprehensive and consistent training for your physical therapy aide. The easy-to-use material provides a basic sciencebackground and psycho-motor information.

Developed by Catherine Thut, M.B.A., PT for Baylor Institute for Rehabilitation

OT GOALs

Quickly complete required paperwork for your preschool to high school caseload.This manual helps you to incorporate measurable therapy goals and objectives into your therapy reports, treatment plans,IEPs, and other programs requiring individualized lists of goals.

Partners in GOALs

Work effectively with teachers, aides,and parents to help your preschool and school-age clients achieve academic success as well as enhance their non-academic performance in the gym,lunchroom, and on the playground. Learnhow to apply your therapeutic knowledge and skills to provide consultation in a school setting.





Find everything you need to know about creating therapy materials from commonhousehold items in this resource. Make the items yourself, or include your clients in the creative process. Use the recycledtherapy materials to assist clients of all ages with the fine motor activities, grossmotor skills, and sensory activitiesdescribed in the book.

The RecyclingOccupational Therapist—Hundreds of Simple TherapyMaterials You Can Make

Barbara Smith, M.S., OTR


This book includes information for new and experienced practitioners that will helpthem to develop and implement effective procedures for referral and evaluation,documentation and data collection, teamingand collaboration, and service determination.In addition, the IDEA and IEP process aredefined, including examples of their components.

Practical Considerations for School-BasedOccupational Therapists

By Lynne Pape, M.Ed., OTR/L and Kelly Ryba, OTR/L

Driver Rehabilitation A Guide for Assessment and Intervention

Wendy B. Stav, Ph.D., OTR/L, CDRS

Evaluation:Obtaining and Interpreting Data


A complete overview of evaluation and assessment, this book focuses on understanding the broad evaluationprocess in the context of determining the need for intervention, rather than on the use of specific assessment tools.

Edited By Jim Hinojosa, Ph.D., OT, FAOTA;and Paula Kramer, Ph.D., OTR, FAOTA

Occupational Therapyand Dementia Care:The Home EnvironmentalSkill-Building Program forIndividuals and Families(With CD-ROM)

This book presentsthe HomeEnvironmentalSkill-BuildingProgram (ESP),an evidence-based interventionthat can be imple-mented by occupa-tional therapists in

a variety of settings, including home careand assisted living. Includes a CD-ROMcontaining reproducible screening indica-tors and questions, checklists, caregiver and environmental assessment forms, and treat-ment receipt forms.

By Laura N. Gitlin, Ph.D.; Mary A. Corcoran, Ph.D., OTR/L, FAOTA; and Contributors

Addressing growing concerns about our aging population, this sourcebookincludes information related to driver rehabilitation, implications of elderly andmedically impaired individuals operating a motor vehicle, driving assessment, andintervention.




44

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I certify that I and/or persons who may use the test materials being ordered by me have a general knowledge of measurement principles and of the limitations of test interpretations as called for in the Standards for Educational and Psychological Testing and that I/we are qualified to use and interpret the results ofthese tests being purchased as recommended in these Standards. Each person or institution purchasing a test must agree to comply with the following basic princi-ples of minimum test security: Test takers must not receive test answers before beginning the test; test users must adhere strictly to the copyright law and under no circumstances photocopy or otherwise reproduce answer forms, test books, or manuals; access to test materials must be limited to qualified persons who agree to safeguard their use. Test materials may not be resold or distributed under any circumstances.

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48



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T H A N K Y O U F O R Y O U R O R D E R !

AAhmad, Susan G. ....................................43

Alderman, Nick ........................................34

Alexander, Rona ......................................39

Anderson, Johanna ..................................41

Anderson, Melissa Moore ........................39

Anderson, Vicki ........................................33

Andrellos, Peter J. ....................................22

Arkwright, Nan ........................................37

Arvedson, Joan C.....................................38

Aston, Judith ............................................42

Avery-Smith, Wendy ................................18

BBaddeley, Alan ........................................33

Baum, Carolyn M. ....................................11

Bayley, Nancy ....................................14, 20

Benbow, Mary D. ....................................25

Berk, Ronald A. ........................................8

Bigsby, Rosemarie ..................................17

Bissell, Julie ............................................37

Blanche, Erna Imperatore ........................ 36

Bly, Lois ............................................16, 41

Boehme, Regi. ..........................................39

Borowick, Laureen G. ..............................35

Boticelli, Tina M.......................................36

Briggs-Gowan, Margaret ..........................26

Brown, Catana............................................7

Brown, E.J. ..............................................40

Bryte, Kathy..............................................37

Burden, Vivian..........................................34

Burgess, Paul W. ....................................34

CCameron, Carl..........................................29

Carter, Alice ............................................26

Case-Smith, Jane ....................................17

Coling, Marcia Cain ................................37

Cockburn, Janet ......................................33

Corcoran, Mary........................................44

Coster, Wendy J...................................9, 22

Cupps, Barbara ........................................39

Cusick, Beverly D. ....................................42

DDaniels, Debora B. ....................................7

Decker, Mary Jo Gilpin ............................39

Deeney, Theresa ........................................9

DeGangi, Georgia A. ............................8, 37

DeGroot, Terry L. ....................................35

Delaney, Tracy A.......................................38

Dellarosa, Donna......................................18

Diamant, Rachel B. ..................................40

Dorman, Wilma J. ....................................39

Drehobl, Kathy Fleming............................37

Dunn, Dixie K...........................................37

Dunn, Winnie ................................4, 5, 6, 7

EEdwards, Dorothy.....................................11

Ellison, Patricia H.....................................16

Emslie, Hazel............................................34

Erhardt, Rhoda P. ....................................39

Evans, Jonathan J. ..................................34

FFalbey, Barbara Zeisloft ............................40

Fewell, Rebecca R. ..................................16

Fisher, Jean..............................................37

Fletcher, Jennifer ......................................29

Folio, M. Rhonda ....................................16

Foss, Teresa Vernon ................................37

Francke, Mary Kay ..................................37

Freeberg, Karen S.....................................35

Friedman, Lee ..........................................29

Furh, Mary Gengler..................................37

Furuno, Setsu ..........................................40

GGarrett, Judith Nealer ..............................37

Gertz, Joan ..............................................40

Gilliam, James E. ....................................24

Gitlin, Laura .............................................44

Glass, Robin P. ........................................38

Greenspan, Stanley I. ..............................27

HHaack, Laurel ..........................................37

Haldy, Mary ............................................37

Haley, Stephen M.................................9, 22

Hallway, Mary K. ....................................36

Haltiwanger, Jane T. ............................9, 22

Hammill, Donald D. ................................17

Hanft, Barbara E. ......................................43

Hanna, Steven ..........................................10

Harrison, Patti ..........................................28

Helm-Estabrooks, Nancy..........................32

Henderson, Sheila E.................................15

Hickman, Lori A. ......................................39

Hinojosa, Jim ..........................................44

Hogan, Laura............................................42

Hosaka, Carol M. ....................................40

Howle, Janet M. ......................................42

Hurley, Patricia ........................................10

IInamura, Katherine Newton ......................36

Inatsuka, Takayo T. ..................................40

JJaeger, D. LaVonne ............................40, 42

James, Merle............................................34

Janzen, Janice E.................................40, 41

Jelm, Judy Michels ..................................18

Jones, Clare B. ........................................42

Jones-Bock, Stacy....................................24

Jungkunz, Margaret L. ............................35

KKallembach, Donald ................................43

Kane, Karen L...........................................39

Katz, Noomi..............................................35

Kertoy, Marilyn ........................................10

Kertsz, Andrew ........................................31

King, Gillian ............................................10

King, Susanne..........................................10

53

AU T H O R I N D E X


Kinnealey, Moya ......................................43

Klein, Marsha Dunn..........................38, 39, 40

Knight, Janice Miller ................................39

Korsten, Jane Edgar..................................37

Kramer, Paula ..........................................44

Kratochwill, Thomas R. ............................29

LLaurel, Marci............................................37

Law, Mary..........................................10, 45

Lefton-Greif, Maureen A...........................38

Levine, Kristin Johnson............................39

Loeb, Patricia Anderten............................29

Ludlow, Larry H. ......................................22

MMaddox, Taddy ........................................21

Manly, Tom ..............................................33

Martin, Sieglinde ....................................41

McCormack, Diane Berg ..........................15

Meade, Vickie ..........................................40

Miller, Lucy Jane........................9,11,12,19, 22

Miller-Kuhaneck, Heather ........................41

Minthon, Lennart ....................................30

Missiuna, Cheryl......................................10

Morgan, Marlene......................................43

Morris, Suzanne Evans ............................38

Murray-Slutsky, Carolyn ........................ 36, 40

Myles, Brenda ..........................................24

NNielsen, Niels Peter..................................30

Nimmo-Smith, Ian ............................33, 34

OO’Reilly, Katherine A.................................40

Oakland, Thomas ....................................28

Orr, Catherine ..........................................38

Owens, Carol ..........................................37

PPape, Lynne..............................................44

Paris, Betty A. ....................................36, 40

Partners in GOALs ..................................43

Parush, Shula ..........................................35

Passanisi, Joan Cecil ..............................41

Pearson, Nils A. ......................................17

Perrin, Kathy Riske ..................................15

Place, Patricia A. ......................................43

Poisson, Susan ..........................................8

Polcyn, Patricia ........................................37

Pollock, Nancy ........................................10

RRalston, Patricia R. ..................................36

Reichler, Robert L. ..................................34

Reisman, Judith........................................26

Renner, Barbara Rochen ..........................24

Ridgeway, Valerie ....................................33

Robertson, Ian H. ....................................33

Roid, Gale H. ..........................................11

Roley, Susanne Smith ..............................36

Rosen, Abbey Brod ..................................18

Rosenbaum, Peter ....................................10

Rubell, Bonnie Levine ..............................25

Rustad, Ruth A. ........................................35

Ryba, Kelly ..............................................44

SSchaaf, Roseann C. ..................................36

Schneider, Joelle......................................41

Schopler, Eric ..........................................24

Sellers, Jeanne Shanks ............................39

Sheda, Constance H.................................36

Shore, Leann............................................25

Sickel, Ruth Z. ..........................................8

Siegel, Bryna............................................23

Simpson, Richard ....................................24

Smith, Barbara ........................................44

Sorensen, Jane P. ....................................40

Stamer, Marcia Hornbrook ....................41, 51

Stav, Wendy B. ........................................44

Steidle, Kathryn........................................41

Stern, Linda..............................................41

Stoiber, Karen Callan ..............................29

Sugden, David A. ....................................15

TThut, Catherine ........................................43

Toglia, Joan P...........................................35

Trott, Maryann Colby ........................36, 37

UUditsky, Tracy ..........................................42

Ulrich, Dale A...........................................15

VVolkmar, Fred ..........................................40

Voress, Judith K. ................................17, 21

WWanttie, Ann M. ......................................35

Ward, Tony ..............................................33

Warkentin, Siegbert..................................30

Warrington, Elizabeth K. ..........................34

Weiss, Donna ..........................................43

Whiteside, Allison ....................................41

Wiener, Andrea Santman............................8

Wiig, Elisabeth H. ..................................30

Williamson, G. Gordon ............................39

Wilson, Barbara A. ............................33, 34

Wilson, F. Colin ......................................34

Windeck, Susan L. ..................................37

Wolf, Lynn S. ..........................................38

YYoung, Nancy ..........................................10

54

AU T H O R I N D E X


AActivity-Based Intervention

Guide ....................................................37Activity Card Sort (ACS) ..........................11Adaptive Behavior Assessment

System—Second Edition,(ABAS–II) ..............................................28

Adolescent/Adult Sensory Profile ......................................................7

A Quick Test of Cognitive Speed (AQT) ....30Asperger Syndrome

Diagnostic Scale (ASDS) ......................24Aston Postural Assessment

Workbook ..............................................42Autism—A Comprehensive Occupational

Therapy Approach, Second Edition ........41Autism—Facts and Strategies

for Parents..............................................41Attention Deficit Disorder ........................42

BBaby Treatment Based on

NDT Principles ......................................41Bayley Scales of Infant and Toddler Development,Third Edition (Bayley-III) ..........20

Bayley Scales of Infant and Toddler Development, ThirdEdition (Bayley-III) Motor Scale ..................................14

Bayley Scales of Infant and Toddler Development, Third Edition (Bayley-III) Screening Test ......................21

Bayley-III Scoring Assistant and PDA Administration Software ..........21

Behavioural Assessment of theDysexecutive Syndrome (BADS) ............34

Behavioural Assessment of theDysexecutive Syndrome for Children (BADS-C) ................................34

Big Strokes for Little Folks ......................25Brief Infant-Toddler Social Emotional Assessment(BITSEA) ..............................26

CChildhood Autism Rating

Scale (CARS) ........................................24Children’s Assessment of

Participation and Enjoyment and Preferences for Activities of Children (CAPE/PAC) ........................10

Classroom Intervention for the School-Based Therapist ....................37

Cognitive Assessment ofMinnesota, The ......................................35

Cognitive Linguistic Quick Test (CLQT)............................................32

Combining Neuro-DevelopmentalTreatment and Sensory Integration Principles ............................36

Consulting Therapist, The ........................43Contextual Memory Test ..........................35COTA Exam Study Guide ........................43

DDeGangi-Berk Test of Sensory

Integration (TSI) ......................................8Developmental Assessment

of Young Children (DAYC) ....................21Developmental Hand

Dysfunction, Second Edition ....................39Developmental Test of Visual

Perception, Second Edition ....................17Documenting Sensorimotor

Progress ................................................37Driver Rehabilitation ................................44Dynamic Occupational Therapy Cognitive

Assessment for Children (DOTCA-Ch) ..35Dysphagia Evaluation Protocol ......................18

EEvaluation: Obtaining and

Interpreting Data ....................................44Every Move Counts..................................37Exploring the Spectrum of

Autism and Pervasive Developmental Disorders ......................40

FFacilitation Techniques Based

on NDT Principles..................................41Feeding and Nutrition for the

Child with Special Needs ......................38Feeding and Swallowing

Disorders in Infancy ..............................38Fine Motor Dysfunction ..........................39Fine Motor Dysfunction,

CD-ROM Version ..................................39FirstSTEp ................................................19

Functional Assessment and Intervention System (FAIS) ....................29

GGilliam Asperger’s Disorder

Scale (GADS) ........................................24Gilliam Autism Rating Scale—Second Edition (GARS–2) ..........24

Greenspan Social-Emotional GrowthChart: A Screening Questionnaire for Infants and Young Children ..............27

HHawaii Developmental Charts ..................40Handbook of Autism and

Pervasive DevelopmentalDisorders, Third Edition ........................40

Hands at Work and Play ..........................39Helping Babies Learn ..............................40Home Program Instruction Sheets

for Infants and Children ..............................40

IIndependent Living Scales (ILS) ..............29Infanib, The ..............................................17Infant/Toddler Sensory Profile ..................7Infant/Toddler Symptom Checklist ............8Introduction to Sensory

Integration, An ......................................37Is It Sensory or Is It Behavior? ......................36

KKellimat ....................................................36Kelliquilt ..................................................36Kellivest....................................................36

LLearning Through The SensesResource Manual ....................6

Living in My Skin ....................................39Loops and Other Groups..........................25

MMaking It Easy ........................................37Maroon Spoons ......................................38Mealtime Participation Guide......................38Miller Assessment for

Preschoolers (MAP) ..............................22Miller Function & Participation ......Scales..............................9, 12

55

P R O D U C T I N D E X


* Bold indicates new product

Minnesota Handwriting Assessment............................................26

Motor Development Programfor School-Age Children ........................39

Motor Skills Acquisition Checklist ................................................16

Motor Skills Acquisition in the First Year..........................................16

Mouth Madness ......................................38Movement Assessment Battery for Children—Second Edition (Movement ABC–2) ..................15

NNeuro-Developmental

Treatment Approach ..............................42Normal Development of

Functional Motor Skills..........................39

OOccupational Therapy and

Dementia Care ......................................44Oh Behave! Sensory

Processing and Behavioral Strategies ..............................................36

Oral-Motor Feeding Rating Scale ..........................................18

OT GOALs ................................................43Overview of Early Intervention, An ....................40

PParent Articles for Early Intervention........40Partners in Movement ..............................40Peabody Developmental Motor Scales,

Second Edition (PDMS–2) ..................16Pediatric Balance Program ......................41Pediatric Evaluation of

Disability Inventory (PEDI) ....................22Pediatric Massage ....................................37Pediatric Splinting....................................42Pediatric Strengthening Program ............41Pediatric Videofluoroscopic

Swallow Studies ....................................38Perceived Efficacy and Goal

Setting System (PEGS) ..........................10Pervasive Developmental Disorders

Screening Test–II (PDDST–II) ................23Positioning for Play..................................40

Posture and Fine Motor Assessment of Infants ............................17

Posture and Movement of the Child with Cerebral Palsy ......................41

Practical Considerations forSchool-Based Occupational Therapists ..............................................44

Practitioner’s Guide to Clinical Occupational Therapy, A ........................43

Pre-Dressing Skills ..................................39Pre-Feeding Skills, Second Edition..........38Pre-Scissor Skills, Third Edition..............39Pre-Writing Skills, Revised ......................39PrimerPASO ............................................19Progressive Casting and Splinting ..........42Progressive Individualized

Exercises (PIE) ......................................41Promoting Social Competence ................39PT Activities for Pediatric Groups ............39

RRecycling Occupational

Therapist, The ........................................44Rivermead Behavioural Memory Test—

Second Edition, The (RBMT-II) ..............33

SSchool Function Assessment

(SFA)........................................................9SenseAbilities ..........................................37Sensorimotor Processing

Activity Plans ........................................36Sensory Motor Handbook,

Second Edition ......................................37Sensory Motor Issues in Autism..............41Sensory Profile ..........................................5Sensory Profile School Companion ............................4

Sensory Profile SelectScoring Assistant ....................6

Sensory Profile Supplement..........6Shore Handwriting Screening ..................25SI For Early Intervention ..........................36SI: Applying Clinical Reasoning to

Practice with Diverse Populations..........36Sourcebook for Children with

Attention Deficit Disorder,Second Edition ......................................42

Spatial, Temporal, and Physical Analysis of Motor Control......................15

TTest of Everyday Attention (TEA)..............33Test of Everyday Attention

for Children (TEA-Ch)............................33Test of Gross Motor Development,Second Edition (TGMD-2)........................15The T.I.M.E. Toddler and

Infant Motor Evaluation..........................11Training the Physical

Therapist Aide ........................................43Transferring and Lifting Children

and Adolescents, (Revised)....................42Transition-to-Work Inventory (TWI) ........29

UUnderstanding the Nature of

Autism, Second Edition..........................40Understanding the Nature of

Sensory Integration with Diverse Populations ..............................36

VVisual Object and Space

Perception Battery (VOSP) ....................34

WWestern Aphasia Battery—Revised ..................31

56

P R O D U C T I N D E X


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