CALL has many different tests, instructional materials, and ratings scales for children from birth through age 8. We will update this list as we get new tests, materials, and scales and when we complete new test reviews. Please check frequently to see what has been added (new materials will be highlighted).
Tests, instructional materials, and rating scales are listed for the following areas (click on an area to see the available options):
Available in English or Spanish this rating scale is completed by parents or primary caregivers for children from birth through adults. A teacher form begins at age 2-0. Both English and Spanish protocols are available through CALL.
Ages & Stages Questionnaires (ASQ)
Results are used for screening and monitoring children’s progress in the areas of Communication, Gross and Fine Motor, Problem Solving, and Personal-Social. Parents complete the ASQ every 2 months for children from 4-60 months. A video for interviewing families for the scale is available through CALL.
Basic School Skills Inventory-Third Edition (BSSI-3)
This is a rating scale completed by teachers for children from ages 4 through 8. Areas covered include Spoken Language, Reading, Writing, Mathematics, Classroom Behavior, and Daily Living Skills. Spoken Language, Classroom Behavior, and Daily Living Skills sub-tests can be used with many students with visual impairments with minimal modifications.
This is a recent revision for children age birth to 8 years and includes Adaptive, Personal-Social, Communication, Motor, and Cognitive Domains. The scale is norm-referenced and facilitates multi-disciplinary work.
Brigance Inventory of Early Development-Second Edition
Although now norm-referenced this scale is more useful for obtaining information for the purpose of instructional planning. The scale is for children whose functioning level is between birth and 7 years.
Developmental Assessment of Young Children
This new norm-referenced screening measure is for ages birth through 5-11. The scales include: Cognitive, Communication, Social-Emotional, Physical Development, and Adaptive Behavior. Results can be obtained from observation, interviews, or direct testing.
Kent Inventory of Developmental Skills (KIDS)
This is a questionnaire completed by caregivers for children from 1.8-14.2 months or children through age 6 with developmental levels less than 15 months. Although dated, the scale provides information for Cognitive, Motor, Communication, Self-Help, and Socialization.
Matson Evaluation of Social Skills for Individuals with Severe Retardation (MESSIER).
This informal checklist covers 85 social skills that fall into six categories: Positive Verbal, Positive Nonverbal, General Positive, Negative Verbal, Negative Nonverbal, and General Negative. The checklist is completed through an interview with the caregiver and can be used with any age. Results can assist in noting social skills that otherwise might be overlooked.
Pediatric Evaluation of Disability Inventory (PEDI)
This test would be of primary interest to physical and occupational therapists. Developed for children from 6 months through 7-6 with motor impairments or both cognitive and motor impairments. Covers functional skills (Self-Care, Mobility, and Social Function) and the type and degree of caregiver assistance and modification needed to demonstrate the skills.
School Function Assessment
This scale is for students with physical or mental impairments or both, who are in kindergarten through sixth grade. The purpose is to determine how to increase their participation in the academic as well as social events in school, and determine what type of assistance is needed to enable them toparticipate. Multidisciplinary input is needed to complete the rating scale.
Social Skills Improvement System (SSIS)
Designed for students from age 3 through 18, the SSIS has a rating scale for teachers, parents, and one for students from 13 to 18 years. Results correspond to the SSIS Intervention Guide. This scale replaces the previous Social Skills Rating System. Computer scoring is available.
This new version of the Vineland begins at birth and extends through adults. This measure can be administered using an interview or a rating scale for parents or primary caregivers. Protocols are available in both English and Spanish through CALL.
Developed for ages 3 through 21, the VABS-II is completed by a teacher or daycare provider to provide norm-referenced results for adaptive behavior. Protocols are available in both English and Spanish through CALL.
Instructional Materials
ACCEPTS Program
This social skills training program is for children in grades K through 6. The program works well for children with disabilities, particularly those who are cognitively impaired.
Focused on Social Skills Series
This set of a DVD and five booklets address the following topics: Importance of social skills, assessment techniques, teaching social skills to preschoolers, elementary-age students, teens and young adults with visual impairments.
Social Skills Improvement System Intervention Guide
This intervention guide replaces the previous guide for the Social Skills Rating System and has a classwide intervention program covering 10 social skills as well as a more intensive program covering 20 social skills for students who need more extensive intervention. Remedial strategies correspond to the skills assessed on the SSIS rating scale. All materials needed are in the guide or on DVDs that accompany the guide. A DVD with elementary-age students modeling the skills is included also. This guide is research-based and easy to use.
Toilet training for individuals with autism or other developmental issues (2nd ed.)
This book is written for parents and teachers.
Teaching Social Skills to Students with Visual Impairments: From Theory to Practice
This text describes methods for teaching social skills to students who are visually impaired of all ages, including students with multiple impairments.
Available in English or Spanish this rating scale is completed by parents or primary caregivers for children from birth through adults. A teacher form begins at age 2-0. Both English and Spanish protocols are available through CALL.
Assessment of Basic Language and Learning Skills-Revised (ABLLS-R)
This ABLLS-R provides very specific information for planning instruction for children with developmental delays, especially those with autism. The language skills enable children to learn from daily experiences and interact socially, the learning skills enable children to learn in regular classroom settings. A companion text provides procedures for teaching these skills. The manual and the book on instruction are available through CALL.
Autism Diagnostic Observation Schedule (ADOS)
Designed to assist in diagnosing and instructional planning for children with autism and autism spectrum disorders. This scale can be used with toddlers through adults and is norm-referenced. The ADOS is complicated to learn and according to the manual when used for diagnosis should be administered by examiners with a doctoral degree.
Autism Screening Instrument for Educational Planning-Third Edition (ASIEP-3)
Used primarily for diagnosis, the measure consists of 5 different scales, the most useful being an Autism Behavior Checklist (ABC) for teachers, an Interaction Assessment, and a Sample of Vocal Behavior. Less useful for children who are high-functioning. The ABC can be used with any age beginning at 2 years, the other four scales are for examinees whose functioning level is between 3 and 49 months.
Childhood Autism Rating Scale (CARS)
An older rating scale designed to aid in diagnosing autism. The age range is birth through 11+ years.
Clinical Assessment of Behavior (CAB)
A recent rating scale to assess behavior and emotional problems with both teacher and parent forms. Similar to the BASC, but more educationally oriented, this scale includes an Autism Spectrum Disorder Cluster as well. The age range is 2 through 18 years.
Gilliam Asperger’s Disorder (GADS)
This scale is for ages 3-22 to aid in diagnosing Asperger’s Disorder. A norm-referenced measure to be completed by someone who knows the child well.
This is a norm-referenced screening measure for children 12 through 42 months and consists of three forms: one for use in a medical clinic, one for a developmental clinic, and a third for an autism clinic. This is a parent rating scale. Forms are available in both English and Spanish through CALL.
Pragmatic Language Skills Inventory (PLSI)
This norm-referenced, teacher-rating scale is for students from age 5 through 12. The inventory consists of three subtests: Classroom Interaction Skills, Social Interaction Skills, and Personal Interaction Skills.
Psychoeducational Profile-Third Edition (PEP-3)
This recently revised, norm-referenced measure is for ages 2-0 through 7-5. The primary purpose is to aid in diagnosing autism or autism spectrum disorders. The norm sample consisted of children diagnosed on the autism spectrum.
Social Skills Improvement System (SSIS)
Designed for students from age 3 through 18, the SSIS has a rating scale for teachers, parents, and one for students from 13 to 18 years. Results correspond to the SSIS Intervention Guide. This scale replaces the previous Social Skills Rating System. Computer scoring is available.
Test of Pragmatic Language-Second Edition (TOPL-2)
Developed for ages 6-0 through 18-11, this is an individually-administered, norm-referenced measure that provides qualitative information that may be clinically useful in terms of physical context, audience, topic, purpose, visual-gestural cues, abstractions, and pragmatic evaluation.
Toy Kit for Autism
This set of toys provides various types of sensory stimulation to enhance the participation of 3- to 5-year-olds during testing or classroom instruction.
Verbal Behavior-Milestones Assessment and Placement Program (VB-MAPP)
The VB-MAPP is a curriculum-based assessment for planning instruction for children with developmental delays in language and learning, especially those with autism. Assessed are language and learning skills as well as barriers to learning. Skills assessed are those learned by typically developing children from birth through 48 months. Suggestions for instruction on each milestone appear in the examiner's guide as well. Results are very detailed for instructional planning.
This new version of the Vineland begins at birth and extends through adults. This measure can be administered using an interview or a rating scale for parents or primary caregivers. Protocols are available in both English and Spanish through CALL.
Developed for ages 3 through 21, the VABS-II is completed by a teacher or daycare provider to provide norm-referenced results for adaptive behavior.
Instructional Materials
Autism Spectrum Disorders and Visual Impairment: Meeting Students’ Learning Needs
This text describes assessment methods, instructional strategies, orientation and mobility, addressing challenging behavior, and recreation and leisure issues.
Lovaas Learning Videotapes
These 5 videotapes describe the Lovaas procedure. The tapes are titled:
Getting Ready to Learn, Early Language, Basic Self-Help Skills,
Advanced Langauge, and Expanding Your Child’s World.
How to Manage Behavior Series
The series consists of 16 booklets, any or all of which may be borrowed from CALL. The booklets are written by well-known experts in the field and each is research based The following booklets are included and each title begins with “How to:”
Use Planned Ignoring (Extinction)
Negotiate a Behavioral Contract
Select Reinforcers
Use Systematic Attention and Approval
Use Time out
Use Positive Practice, Self-Correction, and Overcorrection
Use Token Economy and Point Systems
Maintain Behavior
Plan for Generalization
Teach Through Modeling and Imitation
Motivate Others through Feedback
Use Group Contingencies
Teach Social Skills
Use Response Cost
Use Prompts to Initiate Behavior
Teach Self-Control through Trigger Analysis
Social Skills Improvement System Intervention Guide
This intervention guide replaces the previous guide for the Social Skills Rating System and has a classwide intervention program covering 10 social skills as well as a more intensive program covering 20 social skills for students who need more extensive intervention. Remedial strategies correspond to the skills assessed on the SSIS rating scale. All materials needed are in the guide or on DVDs that accompany the guide. A DVD with elementary-age students modeling the skills is included also. This guide is research-based and easy to use.
The STAR Program
Based on Applied Behavior Analysis (incorporating Discrete Trial Training, Pivotal Response Training, and Functional Routine strategies), individualized lessons are used to teach children with autism or other developmental disabilities language, social interaction, functional and play skills. Levels 1, 2, and 3 are available. A training DVD is available for Level I of the program.
Teaching Developmentally Disabled Children: The ME Book
For parents and professionals describing teaching procedures for children 3 and older who have cognitive impairment or autism.
Teaching Individuals with Developmental Delays: Basic Intervention Techniques by Ivar Lovaas et al (2003).
This instruction manual is written for parents, but can be of considerable help to professionals as well. Sample topics range for basic learning concepts, to organizational and legal issues.
Teaching Language to Children with Autism or Other Developmental Disabilities (Sundberg & Partington, 1998).
This manual is written for professionals and described research-based techniques for working with these children. Having a background in behavior analysis helps in using this text.
Toilet training for individuals with autism or other developmental issues (2nd ed.)
This is a recent revision is for children from birth to age 8 and includes Adaptive, Personal-Social, Communication, Motor, and Cognitive Domains. The scale is norm-referenced and facilitates multi-disciplinary work.
Brief Infant-Toddler Social and Emotional Assessment (BITSEA)
This screening measure of social-emotional functioning and behavioral problems is for children 12 through 35 months. This screener corresponds to the more comprehensive ITSEA.
Brigance Inventory of Early Development-Second Edition
Although now norm-referenced this scale is more useful for obtaining information for the purpose of instructional planning. This measure is for children whose functioning level is from birth to 7 years.
Clinical Assessment of Behavior (CAB)
A recent rating scale to assess behavior and emotional problems with both teacher and parent forms. Similar to the BASC, but more educationally oriented, this scale includes an Autism Spectrum Disorder Cluster as well. The scale's age range is 2 through 18 years.
Developmental Assessment of Young Children
This new norm-referenced screening measure is for ages birth through 5-11. The scales include: Cognitive, Communication, Social-Emotional, Physical Development, and Adaptive Behavior. Results can be obtained from observation, interviews, or direct testing.
Infant-Toddler Social and Emotional Assessment (ITSEA)
This is a new measure of social-emotional problems as well as competencies for children 12 through 35 months of age. This is a broad-band rating of internalizing, externalizing, and dysregulation problems, and of atypical, maladaptive and social behaviors. The BITSEA screener corresponds to the more comprehensive ITSEA.
Clinical Assessment of Depression (CAD)
This is a self-report rating scale for examinees from age 8 through 79. Results can aid in the diagnosis of depression for children, adolescents, and adults. The four symptom scales are: Depressed Mood, Anxiety/Worry, Diminished Interest, and Cognitive and Physical Fatigue.
Matson Evaluation of Social Skills for Individuals with Severe Retardation (MESSIER).
This informal checklist covers 85 social skills that fall into six categories: Positive Verbal, Positive Nonverbal, General Positive, Negative Verbal, Negative Nonverbal, and General Negative. The checklist is completed through an interview with the caregiver and can be used with any age. Results can assist in noting social skills that otherwise might be overlooked.
Meadow-Kendall Social-Emotional Assessment Inventories (SEAI) for Deaf and Hearing-Impaired Students
Designed for ages 3 through 21 years, this rating scale provides results that may help in developing individualized education plans for students who would benefit from special attention in social and emotional areas.
This norm-referenced rating scale is completed by parents and teachers to assess children’s behavioral and emotional strengths. The scale is designed for ages 3-0 to 5-11. Unique features of the scale is that rather than assessing children’s difficulties, the PreBERS is focused on their strengths. Also, there is a subtest addressing the child’s family involvement.
Social Skills Improvement System (SSIS)
Designed for students from age 3 through 18, the SSIS has a rating scale for teachers, parents, and one for students from 13 to 18 years. Results correspond to the SSIS Intervention Guide. This scale replaces the previous Social Skills Rating System. Computer scoring is available.
Instructional Material
Feel ‘n Peel Stickers
These embossed stickers are for children who are visually impaired or blind. We have Smiley/Frowny Face stickers as well as stickers with reward statements in Braille and large type (e.g., Fantastic)
First Step to Success
This homeschool approach is designed to help young children (grades K-3) overcome antisocial behavior. The program helps challenging children get along with others and engage in schoolwork.
The Grouchies
This book is written for children ages 4-8 who exhibit bad moods.
Harry Goes to the Hospital
This book presents a story for children ages 4-6 describing what it is like to be in the hospital.
I Want Your Moo
This book is a story for children 4-8 with self-esteem problems.
Luna and the Big Blur
This book is a story for children 4 to 8 years who wear glasses
Mind Over Basketball
This book is a story for children 8-12 to help them coach themselves in handling stress.
Mookey the Monkey Gets Over Being Teased
This book is a story for children ages 4-8. Parenting Award Winner.
Social Skills Improvement System Intervention Guide
This intervention guide replaces the previous guide for the Social Skills Rating System and has a classwide intervention program covering 10 social skills as well as a more intensive program covering 20 social skills for students who need more extensive intervention. Remedial strategies correspond to the skills assessed on the SSIS rating scale. All materials needed are in the guide or on DVDs that accompany the guide. A DVD with elementary-age students modeling the skills is included also. This guide is research-based and easy to use.
What to Do When You Dread Your Bed
A book written for ages 6-12. This is a child’s guide to overcoming sleep problems
Available in English or Spanish this rating scale is completed by parents or primary caregivers for children from birth through adults. A teacher form begins at age 2-0. Both English and Spanish protocols are available through CALL.
Ages & Stages Questionnaires (ASQ)
Questionnaires are completed by parents and results are used for screening and monitoring children’s progress in the areas of Communication, Gross and Fine Motor, Problem Solving, and Personal-Social. Parents complete the ASQ every 2 months for children from 4-60 months.
This is a recent revision that begins at birth and goes to age 8. The Inventory includes Adaptive, Personal-Social, Communication, Motor, and Cognitive Domains. The scale is norm-referenced and facilitates multi-disciplinary work.
Bayley Scales of Infant Development-Third Edition (Bayley-III)
The new Bayley scales include Cognitive, Motor, and Language Scales. The ABAS-II for adaptive behavior and a Social-Emotional Scale are included as well. The Cognitive Scale is complicated to administer. The Bayley video provides a general overview of the scales. The Bayley Enhanced Administration DVD provides details on administering and scoring the Cognitive, Motor, and Language Scales. The age range is birth to 42 months.
Cognitive Abilities Scale-Second Edition (CAS-2)
A norm-referenced cognitive measure for ages 3 months through 3 years of age. Results can be reported as either a vocal or a nonvocal score and they provide detailed information for instructional planning as well.
Cognitive Test of Nonverbal Intelligence-Second Edition (CTONI-2)
This latest edition of the CTONI is for individuals from 6-0 to 89-11 who have difficulty responding verbally or motorically. Examinees respond by pointing; instructions can be given verbally or in pantomime.
TheComprehensive Test of Nonverbal Intelligence (CTONI)
This test is is designed for ages
6-0 through 89-11 who have difficulty responding verbally or motorically. Students respond by pointing to one of several pictured alternatives on the test. Instructions can be given verbally or in pantomime.
Developmental Assessment of Young Children
This new norm-referenced screening measure is for ages birth through 5-11. The scales include: Cognitive, Communication, Social-Emotional, Physical Development, and Adaptive Behavior. Results can be obtained from observation, interviews, or direct testing.
Detroit Test of Learning Ability-Primary: Third Edition
This norm-referenced cognitive measure is for ages 3-0 through 9-11. Besides an overall score, composite results can be used to circumvent disabilities. The composites are: Verbal-Enhanced, Verbal-Reduced, Attention-Enhanced, Attention-Reduced, Motor-Enhanced, and Motor-Reduced.
Detroit Test of Learning Aptitude: Fourth Edition
This norm-referenced cognitive measure is for ages 3-0 through 9-11. Besides an overall score, composite results can be used to circumvent disabilities. The composites are: Verbal-Enhanced, Verbal-Reduced, Attention-Enhanced, Attention-Reduced, Motor-Enhanced, and Motor-Reduced.
The DAS-II was developed for ages 2-6 through 17-11. It is a comprehensive measure of intelligence and has a Special Nonvocal Composite. Some data are presented suggesting that when 6 of the subtests are presented using American Sign Language, there is no difference between the performance of students with hearing impairments who use ASL and a matched control group.
Kent Inventory of Developmental Skills (KIDS)
This is a questionnaire completed by caregivers for children from 1.8-14.2 months or children through age 6 with developmental levels less than 15 months. Although dated, the scale provides information for Cognitive, Motor, Communication, Self-Help, and Socialization.
Leiter International Performance Scale-Revised (Leiter-R)
This norm-referenced measure of cognitive development begins at age 2-0 and extends through 20-11. This test does not require speech from the examiner or the child. A training video is available through CALL.
Merrill-Palmer-Scale-Revised (M-P-R)
This norm-referenced cognitive measure was recently revised and the norms begin at 1 month and go through 6-6. A number of parent rating scales are included as well. These scales are available in both English and Spanish through CALL. This scale is complicated and takes some time to learn. Nonvocal results can be obtained for the cognitive section. A video on administration of the scales is available through CALL.
Mullen Scales of Early Learning
This norm-referenced scale for ages birth through 60 months consists of the following sections: Gross Motor, Visual Reception, Fine Motor, Receptive Language, and Expressive Language. An overall Early Learning Composite serves as a measure of cognitive development. A video on administration of the scales is avaiable through CALL.
Pictorial Test of Intelligence-Second Edition (PTI-2)
This norm-referenced cognitive measure covers ages 3 through 8. Instructions are given verbally, but no speech is required because children point to indicate their answers. Format is compatible with eye or head pointing for children with motor problems.
The Primary Test of Nonverbal Intelligence (PTONI)
This nonverbal measure is for children from 3-0 through 9-11. Directions are given orally and children point to indicate their answers. Directions are provided in eight languages besides English and can be given using sign language or sign-supported speech.
Universal Nonverbal Intelligence Test (UNIT)
This is an intelligence measure for students from 5-0 through 17-11. Gestures are used to give directions and students respond by pointing or manipulating objects. Data are included on students who are deaf. A video on administration of the scales is avaiable through CALL.
This new version of the Vineland begins at birth and extends through adults. This measure can be administered using an interview or a rating scale for parents or primary caregivers. Protocols are available in both English and Spanish through CALL.
Developed for ages 3 through 21, the VABS-II is completed by a teacher or daycare provider to provide norm-referenced results for adaptive behavior.
The Wechsler Nonverbal Scale of Ability (WNV)
This measure of cognitive development for ages 4-0 through 21-11 requires minimal or no verbal requirements. Pictorial directions are used, and verbal prompts in any language are allowed. The pictorial directions and stimuli do not require knowledge of English. Most reliable for ages 8 and older.
This reading program moves from the preprimer to about the fifth-grade level and is designed for students with cognitive impairment, hearing impairments, language delays, and students learning English as a second language. The program address both reading and spelling. Unlike other reading programs, the vocabulary and syntax are controlled and gradually become more difficult with each level.The Functional Signs (work, grocery, food, and signs) for the program also are available.
Guideline Math Paper
This paper assists students with alignment of math problems. Separate papers are designed for addition, subtraction, multiplication, and division. Indicate which papers are needed when you request this paper.
DEVELOPMENTAL INVENTORIES
Tests
Assessment, Evaluation, and Programming System for Infants & Children-Second Edition (AEPS)
This curriculum-based program covers birth to age 6 and is linked to a well-described curriculum. This informal inventory covers: Fine and Gross Motor, Adaptive, Cognitive, Social-communication, and Social areas. The AEPS provides a cut score to aid in eligibility decisions and has a useful Family Report form.
Brigance Inventory of Early Development-Second Edition
Although now norm-referenced this scale is more useful for obtaining information for the purpose of instructional planning. The scale is for children whose functioning level is between birth and 7 years.
Developmental Assessment of Students with Severe Handicaps-Second Edition (DASH-2)
A very comprehensive, easy to administer measure. The scale is designed to provide detailed information for the purpose of instructional planning for children with severe disabilities, including those with multiple disabilities.
Hands-On Learning
This scale is easy to use and is designed for nonverbal children with significant disabilities. The purpose of the assessment is to plan instruction to improve interaction with objects in terms of obtaining objects, practical use of objects, representational use, and social use. Both the Home and School versions are available.
The Carolina Curriculum for Infants & Toddlers with Special Needs-Third Edition (CCITSN)
This is an informal inventory with age-referenced items for ages birth to 3 years. Areas addressed are: Personal-Social, Cognition, Cognition/Communication, Communication, Fine and Gross Motor. The CCITSN is directly linked to a well-described curriculum.
Instructional Materials
Brigance Prescriptive Readiness: Strategies & Practice
This manual of teaching activities is for children functioning between 3 and 6 years of age developmentally. The activities correspond to many sections on the Brigance: Diagnostic Inventory of Early Development-II (yellow), Readiness section of the Comprehensive Inventory of Basic Skills-Revised (green), Brigance Early Preschool Screen, Preschool Screen, and K & 1 Screen. The information also is compatible with other readiness programs. Nearly 500 teaching activities are described, and a list of read-to-me books is provided for many of the skills.
HELP When the Parent Has Developmental Disabilities
This book describes how to adapt recommendations for children so that they can be used by parents with disabilities. The recommendations for intervention cover various areas.
EARLY ACADEMICS
Tests
Basic School Skills Inventory-Third Edition (BSSI-3)
This is a rating scale completed by teachers for children from ages 4 through 8. Areas covered include Spoken Language, Reading, Writing, Mathematics, Classroom Behavior, and Daily Living Skills. Spoken Language, Classroom Behavior, and Daily Living Skills sub-tests can be used with many students with visual impairments with minimal modifications.
This scale assesses how well children understand basic concepts (i.e., receptive vocabulary). The new edition is norm-referenced in English. A Spanish version can be used to help plan instruction.
Bracken Concept Development Program
A comprehensive, colorful, and multi-sensory program designed to teach important concepts to young children with problems in concept development.
Brigance Diagnostic Inventory of Basic Skills-Revised
Although now norm-referenced this scale covers skills typically taught from kindergarten to grade 10. Although now norm-referenced, this scale is most useful for obtaining information for the purpose of planning instruction. This scale is available through CALL in English, Spanish, and in braille.
Brigance Inventory of Early Development-Second Edition
Although now norm-referenced this scale is more useful for obtaining information for the purpose of instructional planning. The material is appropriate for those whose functional level is between birth and age 7. This scale is available through CALL in print or in raised form and braile for those who are or will be braille readers. This scale is also available for children who will be braille readers.
Cognitive Abilities Scale-Second Edition (CAS-2)
A norm-referenced cognitive measure for ages 3 months through 3 years of age. Results can be reported as either a vocal or a nonvocal score and they provide detailed information for instructional planning as well.
Comprehensive Mathematics Achievement Test (CMAT)
This norm-referenced test is appropriate for students from 7-0 through 18-11. Assessed are skills ranging from addition and subtraction through algebra and geometry. The test is comprehensive, easy to administer, and quite technically adequate.
Developmental Assessment of Young Children
This new norm-referenced screening measure is for ages birth through 5-11. The scales include: Cognitive, Communication, Social-Emotional, Physical Development, and Adaptive Behavior. Results can be obtained from observation, interviews, or direct testing.
Keymath-Third Edition
This norm-referenced test is for ages 4-6 through 21-0. The 10 subtests combine to form 3 content areas: Basic Concepts (Numeration, Algebra, Geometry, Measurement, and Data Analysis and Probability), Operations (Mental Computation and Estimation, Addition and Subtraction, and Multiplication and Division), and Applications (Foundations of Problem Solving and Applied Problems Solving).
The PIAT-NU is for students from 5-0 through 18-11. This may be helpful for students who have motor impairments and little if any intelligible speech because the following subtests are multiple choice (students point to indicate their answers): Reading Recognition, Reading Comprehension, Mathematics, and Spelling.
Pragmatic Language Skills Inventory (PLSI)
This norm-referenced, teacher-rating scale is for students from age 5 through 12. The inventory consists of three subtests: Classroom Interaction Skills, Social Interaction Skills, and Personal Interaction Skills.
Prueba de Habilidades Academicas Iniciales (PHAI)
This scale is the Spanish version of the Young Children’s Achievement Test (YCAT) for ages 4-0 through 7-11. The PHAI was normed in Mexico and must be administered by an examiner fluent in Spanish and with the appropriate dialect. Areas assessed are: reading, mathematics, oral language, and writing.
Test of Adolescent & Adult Language-Fourth Edition (TOAL-4)
This norm-referenced test for examinees from 12-0 through 24-11 assesses expressive language. Subtests for Speaking include: Word Opposites, Word Derivations, Spoken Analogies; subtests for Writing include: Word Similarities, Sentence Combining, and Orthographic Usage.
Test of Early Mathematics-Third Edition
This norm-referenced test provides an overall measure of early math skills that are learned informally as well as those skills taught in school. The age range is 3-0 through 8-11.
Test of Early Reading Ability-Deaf/Hard of Hearing (TERA-D/HH)
This is an adaptation of the TERA for children with a hearing impairment and has been normed on these children beginning at age 3-0 and extending through 13-11.
Test of Early Reading Ability-Third Edition
A norm-referenced test that provides an overall score as well as sub-test scores for Alphabet, Conventions, and Meaning. The age range is 3-6 through 8-6.
Test of Language Development-Primary: Fourth Edition (TOLD-P: 4)
This norm-referenced test assesses both speaking and listening skills for children from
4-0 through 8-11. The six core subtests are: Picture Vocabulary, Relational
Vocabulary, Oral Vocabulary, Syntactic Understanding, Sentence Imitation, and Morphological Completion; three supplemental subtests include:Word Discrimination, Phonemic Analysis, and Word Articulation.
Test of Language Development-Intermediate: Fourth Edition (TOLD-I: 4)
This norm-referenced test assesses both speaking and listening skills for students from 8-0 through 17-11. The six subtests include: Sentence Combining, Picture Vocabulary, Word Ordering, Relational Vocabulary, Morphological Comprehension, and Multiple Meanings.
Test of Pragmatic Language-Second Edition (TOPL-2)
Developed for ages 6-0 through 18-11, this is an individually-administered, norm-referenced measure that provides qualitative information that may be clinically useful in terms of physical context, audience, topic, purpose, visual-gestural cues, abstractions, and pragmatic evaluation.
Test of Preschool Early Literacy (TOPEL)
This test is a norm-referenced test for children from 3-0 through 5-0 to determine who may have difficulty learning to read and write, to document progress in skills related to early literacy, and for research purposes. The test consists of three subtests: Print Knowledge, Definitional Vocabulary, and Phonological Awareness.
Test of Reading Comprehension-Fourth Edition
This norm-referenced test is designed for students from ages 7-0 through 17-11 to assess how well they understand material they read. This edition is considerably different from earlier editions, including 5 rather than 8 subtests, and providing a better sample of students’ skills. The test assesses comprehension in terms of a student’s ability to understand words, sentences, and paragraph-length material. A fluency subtest has been added.
Test of Relational Concepts: Norms for Deaf Children
Designed for ages 5-0 to 12-11, this is an adaptation of a test originally designed for children with normal hearing. Different communication modes can be used to communicate directions. Many educationally-relevant concepts are covered.
Test of Written Language-Fourth Edition (TOWL-4)
This norm-referenced test for ages 9-0 through 17-11 assesses written language skills using both a contrived and spontaneous format. The seven subtests are: Vocabulary, Spelling, Punctuation, Logical Sentences, Sentence Combining, Contextual Conventions, and Story Composition.
Young Children’s Achievement Test (YCAT)
This scale is a norm-referenced measure of early achievement for children from 4-0 through 7-11. The test assesses reading, mathematics, oral language, and writing. The Spanish version is the Prueba de Habilidades Academicas Iniciales (PHAI), described above.
Instructional Materials
Apple Tree Curriculum for Developing Written Language-Second Edition
The sequential nature of this program makes it appropriate for students with a hearing impairment and those learning English as a second language. Small steps are used to ensure learning. Primarily for primary and intermediate grades and for students with a reading level of about 1.5 to 3.0.
Building on Patterns: Primary Braille Literacy Program
This level of the Patterns program is for kindergarteners and is for teaching beginning Braille for reading, writing, and spelling. Areas addressed are vocabulary, f luency, comprehension, phonemic awareness, and phonics.
DIBELS
This DVD describes how to use DIBELS and includes numerous examples for each probe.
Discovering the Magic of Reading
This video describes how parents and teachers can make reading to children with a visual impairment enjoyable and educational. Appropriate for children birth to 5 years of age.
This reading program moves from the preprimer to about the fifth-grade level and is designed for students with cognitive impairment, hearing impairments, language delays, and students learning English as a second language. The program address both reading and spelling. Unlike other reading programs, the vocabulary and syntax are controlled and gradually become more difficult with each level.The Functional Signs (work, grocery, food, and signs) for the program also are available.
FOCUS in Mathematics
An activity-based program for teaching skills ranging from matching and counting to graphs and time telling (ages 4 and older). Particularly appropriate for students with a severe vision loss. Separate manuals are available for use of the program with children who are Deafblind and for students with multiple disabilities.
Patterns Prebraille Program
This program helps prepare children for beginning Braille instruction. The emphasis is on common childhood experiences.
Phonological Awareness Training (PAT)
This program is for kindergarten children at risk for reading failure and first and second graders having trouble learning to read. Skills taught are: rhyming, sound blending, sound segmenting, and reading/spelling. PAT can be used on an individual basis or with small groups of students.
Ready to Read
This new 8-unit DVD series helps family members understand what they can do to help prepare children who are deaf for reading. Field testing suggested materials were very helpful for family members.
Reading Milestones Program
This reading program moves from the preprimer to about the fifth-grade level and is designed for students with hearing impairments, language delays, and students learning English as a second language. The program address both reading and spelling. Unlike other reading programs, the vocabulary and syntax are controlled and gradually become more difficult with each level.
Right-Line Paper
This paper is for students who have difficulty writing within the lines, i.e., their handwriting is too large, too small, or is not aligned with the lines of the paper. This paper may be particularly helpful for students with vision or motor impairments. We will send several sheets for you to try with a student.
Tactile Treasures: Math and Language Concepts for Young Children with Visual Impairments
This informal assessment and teaching material is for ages 4-9 to teach basic concepts for reading and math. Thermoformed real objects are used in the stories. The teacher’s material is in print.
Teacher-Directed PALS (Paths to Achieving Literacy Success)
This program provides systematic and specific instruction in phonological decoding and comprehension practice using high-interest literature. For use in prekindergarten-kindergarten, and for intervention in kindergarten and first grade. The program addresses phonemic awareness, phonics skills, fluency, vocabulary, and comprehension. This program was selected as the curriculum for America Reads, a U.S. Dept. of Education reading initiative. Particularly helpful for students who are below benchmark.
Word Associations Print/Braille Labels
These adhesive labels of common objects can be put on the objects to help students associate the words with the objects, e.g., chair.
FAMILY ASSESSMENT
Tests
Child Expectation Scale
A rating scale for parents of children with disabilities to help determine what expectations they hold for the future for their child. No age level is given, but the scale is designed for younger children. This is not norm-referenced.
Family Needs Scale
This rating scale helps to determine needs a family many have, which if they can be met, should assist them in meeting their child’s needs. Designed for families of children with disabilities. This is not a norm-referenced measure, but a good starting point for discussion. For younger children, no age given.
Family Resource Scale
This rating scale helps to determine what resources are available to a family with a child with disabilities. This is not a norm-referenced measure, but a good starting point for discussion. Both English and Spanish versions are available through CALL. For younger children, no age given.
HOMETALK
This is a set of questionnaires completed by parents/caregivers for children who are deaf-blind or those who have other severe disabilities. Items address the child’s skills, special interests, and personality. HOMETALK helps parents/caregivers participate in planning instruction and it provides important information to educators for instructional planning.
Infant-Toddler & Family Instrument
This comprehensive measure is used to obtain information on family strengths and vulnerabilities, child development, and how well the child's needs are being met. The information is obtained through interview and observation. The age range is birth to 36 months.
Resource Scale for Teenage Mothers
This is not a norm-referenced measure. The rating scale is a revision of the Family Resource Scale, but has been adapted for teenage mothers. Results serve as a good starting point for discussion of these issues. No age given, but designed for younger children.
Available in English or Spanish this rating scale is completed by parents or primary caregivers for children from birth through adults. A teacher form begins at age 2-0. Both English and Spanish protocols are available through CALL.
The Comprehensive Test of Nonverbal Intelligence (CTONI)
This test is is designed for ages
6-0 through 89-11 who have difficulty responding verbally or motorically. Students respond by pointing to one of several pictured alternatives on the test. Instructions can be given verbally or in pantomime.
The DAS-II was developed for ages 2-6 through 17-11. It is a comprehensive measure of intelligence and has a Special Nonvocal Composite. Some data are presented suggesting that when 6 of the subtests are presented using American Sign Language, there is no difference between the performance of students with hearing impairments who use ASL and a matched control group.
Kent Inventory of Developmental Skills (KIDS)
This is a questionnaire completed by caregivers for children from 1.8-14.2 months or children through age 6 with developmental levels less than 15 months. Although dated, the scale provides information for Cognitive, Motor, Communication, Self-Help, and Socialization.
Leiter International Performance Scale-Revised (Leiter-R)
This norm-referenced measure of cognitive development begins at age 2-0 and extends through age 20-11. This test does not require speech from the examiner or the child. A training video is available through CALL.
Meadow-Kendall Social-Emotional Assessment Inventories (SEAI) for Deaf and Hearing-Impaired Students
Designed for ages 3 through 21 years, this rating scale provides results that may help in developing individualized education plans for students who would benefit from special attention in social and emotional areas.
The Primary Test of Nonverbal Intelligence (PTONI)
This nonverbal measure is for children from 3-0 through 9-11. Directions are given orally and children point to indicate their answers. Directions are provided in eight languages besides English and can be given using sign language or sign-supported speech.
School Function Assessment
This scale is for students with physical or mental impairments or both, who are in kindergarten through sixth grade. The purpose is to determine how to increase their participation in the academic as well as social events in school, and determine what type of assistance is needed to enable them toparticipate. Multidisciplinary input is needed to complete the rating scale.
Social Skills Improvement System (SSIS)
Designed for students from age 3 through 18, the SSIS has a rating scale for teachers, parents, and one for students from 13 to 18 years. Results correspond to the SSIS Intervention Guide. This scale replaces the previous Social Skills Rating System. Computer scoring is available.
Test of Early Reading Ability-Deaf/Hard of Hearing (TERA-D/HH)
This is an adaptation of the TERA for children with a hearing impairment and has been normed on these children beginning at age 3-0 and extending through 13-11.
Test of Relational Concepts: Norms for Deaf Children
Designed for ages 5-0 to 12-11, this is an adaptation of a test originally designed for children with normal hearing. Different communication modes can be used to communicate directions. Many educationally-relevant concepts are covered.
Universal Nonverbal Intelligence Test (UNIT)
This is an intelligence measure for students from 5-0 through 17-11. Gestures are used to give directions and students respond by pointing or manipulating objects. Data are included on students who are deaf.
This new version of the Vineland begins at birth and extends through adults. This measure can be administered using an interview or a rating scale for parents or primary caregivers. Protocols are available in both English and Spanish through CALL.
Developed for ages 3 through 21, the VABS-II is completed by a teacher or daycare provider to provide norm-referenced results for adaptive behavior.
The Wechsler Nonverbal Scale of Ability (WNV)
This measure of cognitive development for ages 4-0 through 21-11 requires minimal or no verbal requirements. Pictorial directions are used, and verbal prompts in any language are allowed. The pictorial directions and stimuli do not require knowledge of English. Most reliable for ages 8 and older.
Instructional Materials
Apple Tree Curriculum for Developing Written Language-Second Edition
The sequential nature of this program makes it appropriate for students with a hearing impairment and those learning English as a second language. Small steps are used to ensure learning. Primarily for primary and intermediate grades and for students with a reading level of about 1.5 to 3.0.
Beyond Strategies: Book Sharing the Deaf Way
This DVD was developed at the Clerc Center at Gallaudet University for teachers of young deaf children. The focus is on culturally-based literacy practices and includes examples of book-sharing events by teachers who are deaf.
This reading program moves from the preprimer to about the fifth-grade level and is designed for students with hearing impairments, language delays, and students learning English as a second language. The program address both reading and spelling. Unlike other reading programs, the vocabulary and syntax are controlled and gradually become more difficult with each level.
The Home Team
This DVD developed by Boys Town Press describes a family centered approach in establishing collaboration between interventionists and families with babies who are deaf or hard of hearing.
Home Visits
This DVD developed by Boys Town Press describes how intervention teams can use a family-centered approach to help parents of infants who are deaf or hard of hearing to learn.
Language Partners: Building a Strong Foundation
This DVD developed by Boys Town Press describes how intervention teams can help parents create a language environment to help children who are deaf or hard of hearing to learn.
Living with Charge
This CD addresses medical aspects of the condition and how to analyze the behavior of children with CHARGE.
Read with Me
This DVD developed by Boys Town Press describes how to share the joy of storytelling with a toddler who is deaf.
Reading Milestones Program
This reading program moves from the preprimer to about the fifth-grade level and is designed for students with hearing impairments, language delays, and students learning English as a second language. The program address both reading and spelling. Unlike other reading programs, the vocabulary and syntax are controlled and gradually become more difficult with each level.
Ready to Read
This new 8-unit DVD series helps family members understand what they can do to help prepare children who are deaf for reading. Field testing suggested materials were very helpful for family members.
Series on Autism Spectrum Disorders
This set of 10 booklets is designed for professionals and parents. The booklets are titled How to:
Develop and Implement Visual supports Teach Social Skills and Plan for Peer Social Interactions Use Augmentative and Alternative Communication Write and Implement Social Scripts Use Video Modeling and Video Prompting Do Discrete Trial Training Support Children with Problem Behavior Use Joint Action Routines Do Incidental Teaching Teach Verbal Behavior
Indicate which booklets you need when requesting this information.
Shared Reading Project Book Bag (Infant/Toddler/Preschool)
Each of 9 books for young children has been translated into American Sign Language. Examples include Peek-a-Boo, Old McDonald, Trains, Trucks, Lunch, and Maisey’s Colors. Each book bag includes the book, a DVD, an activity guide, and a bookmark with tips for reading to a deaf child.
Shared Reading Project Book Bag (Preschool/Early Elementary Age)
The 11 books in the Clifford the Big Red Dog series have been translated into American Sign Language. Each book bag includes the book, a DVD, an activity guide, and a bookmark with tips for reading to a deaf child.
Sign with Me
This three volume set of DVDs is designed to teach sign language to parents and siblings of deaf toddlers. The volumes are: Building Conversations, Building Concepts, and Positive Parenting.
Social Skills Improvement System Intervention Guide
This intervention guide replaces the previous guide for the Social Skills Rating System and has a classwide intervention program covering 10 social skills as well as a more intensive program covering 20 social skills for students who need more extensive intervention. Remedial strategies correspond to the skills assessed on the SSIS rating scale. All materials needed are in the guide or on DVDs that accompany the guide. A DVD with elementary-age students modeling the skills is included also. This guide is research-based and easy to use.
Syndromes, Associations, and Additional Disabilities Frequently Associated with Hearing Loss (a CD)
This CD-ROM provides a description of syndromes, associations, and medical conditions that are associated with hearing loss. Included are links to websites for additional information.
INSTRUCTIONAL MATERIALS
Autism
Autism Spectrum Disorders and Visual Impairment: Meeting Students’ Learning Needs
This text describes assessment methods, instructional strategies, orientation and mobility, addressing challenging behavior, and recreation and leisure issues.
Lovaas Learning Videotapes
These 5 videotapes describe the Lovaas procedure. The tapes are titled:
Getting Ready to Learn, Early Language, Basic Self-Help Skills,
Advanced Langauge, and Expanding Your Child’s World.
Teaching Developmentally Disabled Children: The ME Book
For parents and professionals describing teaching procedures for children 3 and older who have cognitive impairment or autism.
The STAR Program
Based on Applied Behavior Analysis (incorporating Discrete Trial Training, Pivotal Response Training, and Functional Routine strategies), individualized lessons are used to teach children with autism or other developmental disabilities language, social interaction, functional and play skills. Levels 1, 2, and 3 are available. A training DVD is available for Level I of the program.
Behavior
Feel ‘n Peel Stickers
These embossed stickers are for children who are visually impaired or blind. We have Smiley/Frowny Face stickers as well as stickers with reward statements in Braille and large type (e.g., Fantastic).
How to Manage Behavior Series
The series consists of 16 booklets, any or all of which may be borrowed from CALL. The booklets are written by well-known experts in the field and each is research based The following booklets are included and each title begins with “How to:”
Use Planned Ignoring (Extinction)
Negotiate a Behavioral Contract
Select Reinforcers
Use Systematic Attention and Approval
Use Time out
Use Positive Practice, Self-Correction, and Overcorrection
Use Token Economy and Point Systems
Maintain Behavior
Plan for Generalization
Teach Through Modeling and Imitation
Motivate Others through Feedback
Use Group Contingencies
Teach Social Skills
Use Response Cost
Use Prompts to Initiate Behavior
Teach Self-Control through Trigger Analysis
Communication
Language for Learning
This oral language program teaches words, concepts, and statements useful for progress in both oral and written language. The program is designed for kindergarten and primary-age children as well as for ELL learners.
Making the Most of Early Communication
This videotape and booklet describe techniques to aid communication for infants, toddlers, and preschoolers with multiple disabilities, including children who are deaf/blind.
For School Personnel
Essential Elements in Early Intervention: Visual Impairment & Multiple Disabilities
A text describing interdisciplinary work to meet the needs of these children.
Handbook for Writing Effective Psychoeducational Reports
This book describes how to organize and write reports that clearly and concisely describe information in a psychoeducational report. In the appendices are Information Organizing Checklists for each of the following areas: Visual Impairment, Hearing Impairment, Motor Impairment, and Severe Cognitive Impairment. Use of the checklists assists in gathering and organizing background information so that it is easy to report, and is presented in a useful way to those who read the report.
HELP When the Parent Has Developmental Disabilities
This book describes how to adapt recommendations for children so that they can be used by parents with disabilities. The recommendations for intervention cover various areas.
When You Have a Visually Impaired Student in Your Classroom: A Guide for Teachers
An easy-to-read booklet with suggestions addressing intervention methods, communication, and assistive technology.
When You Have a Visually Impaired Student in Your Classroom: A Guide for Paraeducators
An easy-to-read booklet with suggestions for paraeducators addressing intervention methods, communication, and assistive technology.
Mathematics
Beginner’s Abacus and Program
This set of materials includes an abacus and booklet on how to teach use of the abacus.
FOCUS in Mathematics
An activity-based program for teaching skills ranging from matching and counting to graphs and time telling (ages 4 and older). Particularly appropriate for students with a severe vision loss. Separate manuals are available for use of the program with children who are Deafblind and for students with multiple disabilities.
Tactile Treasures: Math and Language Concepts for Young Children with Visual Impairments
This informal assessment and teaching material is for ages 4-9 to teach basic concepts for reading and math. Thermoformed real objects are used in the stories. The teacher’s material is in print.
Readiness
Bracken Concept Development Program
A comprehensive, colorful, and multi-sensory program designed to teach important concepts to young children with problems in concept development.
Brigance Prescriptive Readiness: Strategies & Practice
This manual of teaching activities is for children functioning between 3 and 6 years of age developmentally. The activities correspond to many sections on the Brigance: Diagnostic Inventory of Early Development-II (yellow), Readiness section of the Comprehensive Inventory of Basic Skills-Revised (green), Brigance Early Preschool Screen, Preschool Screen, and K & 1 Screen. The information also is compatible with other readiness programs. Nearly 500 teaching activities are described, and a list of read-to-me books is provided for many of the skills.
HELP Activity Guide
This resource describes practical intervention activities for the 685 HELP skills.
Reading
Building on Patterns: Primary Braille Literacy Program
This level of the Patterns program is for kindergarteners and is for teaching beginning Braille for reading, writing, and spelling. Areas addressed are vocabulary, f luency, comprehension, phonemic awareness, and phonics.
Discovering the Magic of Reading
This video describes how parents and teachers can make reading to children with a visual impairment enjoyable and educational. Appropriate for children birth to 5 years of age.
This reading program moves from the preprimer to about the fifth-grade level and is designed for students with cognitive impairment, hearing impairments, language delays, and students learning English as a second language. The program address both reading and spelling. Unlike other reading programs, the vocabulary and syntax are controlled and gradually become more difficult with each level.The Functional Signs (work, grocery, food, and signs) for the program also are available.
Ready to Read
This new 8-unit DVD series helps family members understand what they can do to help prepare children who are deaf for reading. Field testing suggested materials were very helpful for family members.
Reading Milestones Program
This reading program moves from the preprimer to about the fifth-grade level and is designed for students with hearing impairments, language delays, and students learning English as a second language. The program address both reading and spelling. Unlike other reading programs, the vocabulary and syntax are controlled and gradually become more difficult with each level.
Rewards Multisyllabic Word Reading Strategies
This program was designed by Anita Archer, Mary Gleason, and Vicky Vachon for benchmark intervention for grades 4-6 or strategic or intensive intervention for grades 6-12. This program teaches research-supported, multisyllabic word reading strategies for decoding long words and increasing reading fluency in full-length passages.
Patterns Prebraille Program
This program helps prepare children for beginning Braille instruction. The emphasis is on common childhood experiences.
Phonological Awareness Training (PAT)
This program is for kindergarten children at risk for reading failure and first and second graders having trouble learning to read. Skills taught are: rhyming, sound blending, sound segmenting, and reading/spelling. PAT can be used on an individual basis or with small groups of students.
Word Associations Print/Braille Labels
These adhesive labels of common objects can be put on the objects to help students associate the words with the objects, e.g., chair.
Sleep Problems
Sound generators (white-noise generators)
Sound generators are available through CALL for parents to try for children with sleep disorders. Please check with CALL staff regarding the appropriateness of these generators for a particular case before suggesting their use to parents.
Social Skills
ACCEPTS Program
This social skills training program is for children in grades K through 6. The program works well for children with disabilities, particularly those who are cognitively impaired.
Focused on Social Skills Series
This set of a DVD and five booklets address the following topics: Importance of social skills, assessment techniques, teaching social skills to preschoolers, elementary-age students, teens and young adults with visual impairments.
Social Skills Improvement System Intervention Guide
This intervention guide replaces the previous guide for the Social Skills Rating System and has a classwide intervention program covering 10 social skills as well as a more intensive program covering 20 social skills for students who need more extensive intervention. Remedial strategies correspond to the skills assessed on the SSIS rating scale. All materials needed are in the guide or on DVDs that accompany the guide. A DVD with elementary-age students modeling the skills is included also. This guide is research-based and easy to use.
Writing
Appletree Curriculum for Developing Written Language-Second Edition
The sequential nature of this program makes it appropriate for students with a hearing impairment and those learning English as a second language. Small steps are used to ensure learning. Primarily for primary and intermediate grades and for students with a reading level of about 1.5 to 3.0.
Rewards Writing: Sentence Refinement
This program was designed by Anita Archer, Mary Gleason, and Stephen Isaacson for benchmark intervention for grades 5-7 or strategic or intensive intervention for grades 6-12. These 75 lessons help students with word choice, sentence fluency and sentence combining as well as in revising their written work.
Right-Line Paper
This paper is for students who have difficulty writing within the lines, i.e., their handwriting is too large, too small, or is not aligned with the lines of the paper. This paper may be particularly helpful for students with vision or motor impairments. We will send several sheets for you to try with a student.
Spelling Mastery
This direct instruction, basal program teaches spelling by using the phonemic, morphemic, and whole-word approaches.
MOTOR IMPAIRMENT
Tests
Ages & Stages Questionnaires (ASQ)
Questionnaires are completed by parents and results are used for screening and monitoring children’s progress in the areas of Communication, Gross and Fine Motor, Problem Solving, and Personal-Social. Parents complete the ASQ every 2 months for children from 4-60 months.
Detroit Test of Learning Ability-Primary: Third Edition
This norm-referenced cognitive measure is for ages 3-0 through 9-11. Besides an overall score, composite results can be used to circumvent disabilities. The composites are: Verbal-Enhanced, Verbal-Reduced, Attention-Enhanced, Attention-Reduced, Motor-Enhanced, and Motor-Reduced.
Detroit Test of Learning Aptitude: Fourth Edition
This norm-referenced cognitive measure is for ages 3-0 through 9-11. Besides an overall score, composite results can be used to circumvent disabilities. The composites are: Verbal-Enhanced, Verbal-Reduced, Attention-Enhanced, Attention-Reduced, Motor-Enhanced, and Motor-Reduced.
Kent Inventory of Developmental Skills (KIDS)
This is a questionnaire completed by caregivers for children from 1.8-14.2 months or children through age 6 with developmental levels less than 15 months. Although dated, the scale provides information for Cognitive, Motor, Communication, Self-Help, and Socialization.
Leiter International Performance Scale-Revised (Leiter-R)
This norm-referenced measure of cognitive development begins at age 2-0. This test does not require speech from the examiner or the child. A training video is available through CALL.
Although this test is dated and has concerns regarding reliability, it is one of the few tests where students point to indicate their responses, a useful option for students with both motor impairments and speech difficulties. The test covers kindergarten through grade 12. Pointing can be used on the reading, math, and spelling sections.
Pediatric Evaluation of Disability Inventory (PEDI)
This test would be of primary interest to physical and occupational therapists. Developed for children from 6 months through 7-6 with motor impairments or both cognitive and motor impairments. Covers functional skills (Self-Care, Mobility, and Social Function) and the type and degree of caregiver assistance and modification needed to demonstrate the skills.
Pictorial Test of Intelligence-Second Edition (PTI-2)
This norm-referenced cognitive measure begins at age 3. Instructions are given verbally, but no speech is required because children point to indicate their answers. Format is compatible with eye or head pointing for children with motor problems.
School Function Assessment
This scale is for students with physical or mental impairments or both, who are in kindergarten through sixth grade. The purpose is to determine how to increase their participation in the academic as well as social events in school, and determine what type of assistance is needed to enable them toparticipate. Multidisciplinary input is needed to complete the rating scale.
Social Skills Improvement System (SSIS)
Designed for students from age 3 through 18, the SSIS has a rating scale for teachers, parents, and one for students from 13 to 18 years. Results correspond to the SSIS Intervention Guide. This scale replaces the previous Social Skills Rating System. Computer scoring is available.
The Primary Test of Nonverbal Intelligence (PTONI)
This nonverbal measure is for children from 3-0 through 9-11. Directions are given orally and children point to indicate their answers. Directions are provided in eight languages besides English and can be given using sign language or sign-supported speech.
Developed for ages 3 through 21, the VABS-II is completed by a teacher or daycare provider to provide norm-referenced results for adaptive behavior.
Instructional Material
I Have Tourette’s but Tourette’s Doesn’t Have Me
This documentary DVD is a 2006 Emmy winner attempts to dispel myths regarding Tourette Syndrome through experiences of young people.
Social Skills Improvement System Intervention Guide
This intervention guide replaces the previous guide for the Social Skills Rating System and has a classwide intervention program covering 10 social skills as well as a more intensive program covering 20 social skills for students who need more extensive intervention. Remedial strategies correspond to the skills assessed on the SSIS rating scale. All materials needed are in the guide or on DVDs that accompany the guide. A DVD with elementary-age students modeling the skills is included also. This guide is research-based and easy to use.
NONVOCAL COGNITIVE DEVELOPMENT
Tests
Bayley Scales of Infant Development-Third Edition (Bayley-III)
The new Bayley scales include Cognitive, Motor, and Language Scales. The ABAS-II for adaptive behavior and a Social-Emotional Scale are included as well. The Cognitive Scale is complicated to administer. The Bayley video provides a general overview of the scales. The Bayley Enhanced Administration DVD provides details on administering and scoring the Cognitive, Motor, and Language Scales. The age range is birth 42 months.
Cognitive Abilities Scale-Second Edition (CAS-2)
A norm-referenced cognitive measure for ages 3 months through 3 years of age. Results can be reported as either a vocal or a nonvocal score and they provide detailed information for instructional planning as well.
Cognitive Test of Nonverbal Intelligence-Second Edition (CTONI-2)
This latest edition of the CTONI is for individuals from 6-0 to 89-11 who have difficulty responding verbally or motorically. Examinees respond by pointing; instructions can be given verbally or in pantomime.
Detroit Test of Learning Aptitude: Fourth Edition
This norm-referenced cognitive measure is for ages 3-0 through 9-11. Besides an overall score, composite results can be used to circumvent disabilities. The composites are: Verbal-Enhanced, Verbal-Reduced, Attention-Enhanced, Attention-Reduced, Motor-Enhanced, and Motor-Reduced.
The DAS-II was developed for ages 2-6 through 17-11. It is a comprehensive measure of intelligence and has a Special Nonvocal Composite. Some data are presented suggesting that when 6 of the subtests are presented using American Sign Language, there is no difference between the performance of students with hearing impairments who use ASL and a matched control group.
The Comprehensive Test of Nonverbal Intelligence (CTONI)
This test is is designed for ages
6-0 through 89-11 who have difficulty responding verbally or motorically. Students respond by pointing to one of several pictured alternatives on the test. Instructions can be given verbally or in pantomime.
Detroit Test of Learning Ability-Primary: Third Edition
This norm-referenced cognitive measure is for ages 3-0 through 9-11. Besides an overall score, composite results can be used to circumvent disabilities. The composites are: Verbal-Enhanced, Verbal-Reduced, Attention-Enhanced, Attention-Reduced, Motor-Enhanced, and Motor-Reduced.
Leiter International Performance Scale-Revised (Leiter-R)
This norm-referenced measure of cognitive development begins at age 2-0 and extends to 20-11. This test does not require speech from the examiner or the child. A training video is available through CALL.
Merrill-Palmer-Scale-Revised (M-P-R)
This norm-referenced cognitive measure was recently revised and the norms begin at 1 month and extend through 6-6. A number of parent rating scales are included as well. These scales are available in both English and Spanish through CALL. This scale is complicated and takes some time to learn. Nonvocal results can be obtained for the cognitive section.
Pictorial Test of Intelligence-Second Edition (PTI-2)
This norm-referenced cognitive measure begins at age 3 and extends through age 8. Instructions are given verbally, but no speech is required because children point to indicate their answers. Format is compatible with eye or head pointing for children with motor problems.
The Primary Test of Nonverbal Intelligence (PTONI)
This nonverbal measure is for children from 3-0 through 9-11. Directions are given orally and children point to indicate their answers. Directions are provided in eight languages besides English and can be given using sign language or sign-supported speech.
Universal Nonverbal Intelligence Test (UNIT)
This is an intelligence measure for students from 5-0 through 17-11. Gestures are used to give directions and students respond by pointing or manipulating objects. Data are included on students who are deaf.
The Wechsler Nonverbal Scale of Ability (WNV)
This measure of cognitive development for ages 4-0 through 21-11 requires minimal or no verbal requirements. Pictorial directions are used, and verbal prompts in any language are allowed. The pictorial directions and stimuli do not require knowledge of English. Most reliable for ages 8 and older.
Instructional Materials
Guideline Math Paper
This paper assists students with alignment of math problems. Separate papers are designed for addition, subtraction, multiplication, and division. Indicate which papers are needed when you request this paper.
SCREENING TESTS
Tests
Bayley Scales of Infant and Toddler Development-Third Edition Screening Test (Bayley-III Screening Test)
For ages 1 to 42 months, this screener is based on items selected from the Bayley Scales of Infant and ToddlerDevelopment-Third Edition to determine if further, comprehensive assessments are needed. The screener has three domains: Cognitive, Language (Receptive and Expressive), and Motor (Fine and Gross), all of which are directly administered to children.
Brief Infant-Toddler Social and Emotional Assessment (BITSEA)
This screening measure of social-emotional functioning and behavioral problems is for children 12 through 35 months. This screener corresponds to the more comprehensive ITSEA.
The Brigance Screeners are available for infants and toddlers, early preschool, preschool, and K-1.
Developmental Assessment of Young Children (DAYC)
This new norm-referenced screening measure is for ages birth through 5-11. The scales include: Cognitive, Communication, Social-Emotional, Physical Development, and Adaptive Behavior. Results can be obtained from observation, interviews, or direct testing.
Kent Inventory of Developmental Skills (KIDS)
This is a questionnaire completed by caregivers for children from 1.8-14.2 months or children through age 6 with developmental levels less than 15 months. Although dated, the scale provides information for Cognitive, Motor, Communication, Self-Help, and Socialization.
This is a norm-referenced screening measure for children 12 through 42 months and consists of three forms: one for use in a medical clinic, one for a developmental clinic, and a third for an autism clinic. This is a parent rating scale. Forms are available in both English and Spanish through CALL.
SEVERE COGNITIVE IMPARIMENTS/ MULTIPLE IMPAIRMENTS
Tests
Assessment for Persons Profoundly or Severely Impaired (APPSI)
This measure is for children who are functioning with developmental levels of 8 months or under to obtain information for instructional planning. Results help to enhance active/alert states and increase children’s interaction with both people and objects. The scale is easy to administer and can be used with children with multiple disabilities.
Assessment of Basic Language and Learning Skills-Revised (ABLLS-R)
This ABLLS-R provides very specific information for planning instruction for children with developmental delays, especially those with autism. The language skills enable children to learn from daily experiences and interact socially, the learning skills enable children to learn in regular classroom settings. A companion text provides procedures for teaching these skills. The manual and the book on instruction are available through CALL.
Child Guided Assessment Strategies
This instructional CD, and the written material that accompanies it, describe assessment procedures for children with multiple disabilities, including those who are deaf-blind. Results suggest for example, the child’s preferred modality, method of communication, approach to learning, and problem-solving skills.
Developmental Assessment of Students with Severe Handicaps-Second Edition (DASH-2)
A very comprehensive, easy to administer measure. The scale is designed to provide detailed information for the purpose of instructional planning for children with severe disabilities, including those with multiple disabilities.
Kent Inventory of Developmental Skills (KIDS)
This is a questionnaire completed by caregivers for children from 1.8-14.2 months or children through age 6 with developmental levels less than 15 months. Although dated, the scale provides information for Cognitive, Motor, Communication, Self-Help, and Socialization.
HOMETALK
This is a set of questionnaires completed by parents/caregivers for children who are deaf-blind or those who have other severe disabilities. Items address the child’s skills, special interests, and personality. HOMETALK helps parents/caregivers participate in planning instruction and it provides important information to educators for instructional planning.
Matson Evaluation of Social Skills for Individuals with Severe Retardation (MESSIER).
This informal checklist covers 85 social skills that fall into six categories: Positive Verbal, Positive Nonverbal, General Positive, Negative Verbal, Negative Nonverbal, and General Negative. The checklist is completed through an interview with the caregiver and can be used with any age. Results can assist in noting social skills that otherwise might be overlooked.
School Inventory of Problem Solving Skills for Children with Multiple Disabilities/ Home Inventory of Problem Solving Skills for Children with Multiple Disabilities (formerly Hands on Learning Scale)
This scale is easy to use and is designed for nonverbal children with significant disabilities. The purpose of the assessment is to plan instruction to improve interaction with objects in terms of obtaining objects, practical use of objects, representational use, and social use. Both the Home and School versions are available.
The Primary Test of Nonverbal Intelligence (PTONI)
This nonverbal measure is for children from 3-0 through 9-11. Directions are given orally and children point to indicate their answers. Directions are provided in eight languages besides English and can be given using sign language or sign-supported speech.
Toy kit for children who are motorically impaired and/or with limited vision.
These toys may help determine effective activities for instruction for young children with limited or no use of hands/arms and/or those who require high-contrast stimuli.
Toy kit for infants or older children with multiple disabilities.
This set of toys can help determine which salient visual stimuli evoke responses for children with severe impairments in motor, cognitive, and/or vision.
Verbal Behavior-Milestones Assessment and Placement Program (VB-MAPP)
The VB-MAPP is a curriculum-based assessment for planning instruction for children with developmental delays in language and learning, especially those with autism. Assessed are language and learning skills as well as barriers to learning. Skills assessed are those learned by typically developing children from birth through 48 months. Suggestions for instruction on each milestone appear in the examiner's guide as well. Results are very detailed for instructional planning.
Instructional Materials
Living with Charge
This CD addresses medical aspects of the condition and describes how to analyze the behavior of children with CHARGE.
SLEEP DISORDERS
Instructional Materials
Books for Parents and Professionals
A Clinical Guide to Pediatric Sleep
Sleeping Through the Night
Solve Your Child's Sleep Problems
Sound generators (white-noise generators)
Sound generators are available through CALL for parents to try for children with sleep disorders. Please check with CALL staff regarding the appropriateness of these generators for a particular case before suggesting their use to parents.
Available in English or Spanish this rating scale is completed by parents or primary caregivers for children beginning at birth. A teacher form begins at age 2-0 and extends through age 89. Both English and Spanish protocols are available through CALL.
Assessment, Evaluation, and Programming System for Infants & Children-Second Edition (AEPS)
This curriculum-based program covers birth to age 6 and is linked to a well-described curriculum. This informal inventory covers: Fine and Gross Motor, Adaptive, Cognitive, Social-communication, and Social areas. The AEPS provides a cut score to aid in eligibility decisions and has a useful Family Report form.
Bracken Basic Concept Scale-Third Ed.(BBCS-3)
This norm-referenced scale assesses how well children understand basic concepts (i.e., receptive vocabulary). Results suggests areas to target for instruction. A Spanish version provides information to aid instructional planning, but no norm-referenced results.
Family Resource Scale
This rating scale helps to determine what resources are available to a family with a child with disabilities. This is not a norm-referenced measure, but a good starting point for discussion. Both English and Spanish versions are available through CALL. No age is given, but the scale is designed for younger children.
Merrill-Palmer-Scale-Revised (M-P-R)
This norm-referenced cognitive measure was recently revised and the norms begin at 1 month and extend through 6-6. A number of parent rating scales are included as well. These scales are available in both English and Spanish through CALL. This scale is complicated and takes some time to learn. Nonvocal results can be obtained for the cognitive section.
This is a norm-referenced screening measure that begins at 12 months and extends through 48 months. The measure consists of three forms: one for use in a medical clinic, one for a developmental clinic, and a third for an autism clinic. This is a parent rating scale. Forms are available in both English and Spanish through CALL.
Prueba de Habilidades Academicas Iniciales (PHAI)
This scale is the Spanish version of the Young Children’s Achievement Test (YCAT) for ages 4-0 through 7-11. The PHAI was normed in Mexico and must be administered by an examiner fluent in Spanish and with the appropriate dialect. Areas assessed are: reading, mathematics, oral language, and writing.
Social Skills Improvement System (SSIS)
Designed for students from age 3 through 18, the SSIS has a rating scale for teachers, parents, and one for students from 13 to 18 years. Results correspond to the SSIS Intervention Guide. This scale replaces the previous Social Skills Rating System. Computer scoring is available.
This new version of the Vineland begins at birth and extends through adults. This measure can be administered using an interview or a rating scale for parents or primary caregivers. Protocols are available in both English and Spanish through CALL.
Developed for ages 3 through 21, the VABS-II is completed by a teacher or daycare provider to provide norm-referenced results for adaptive behavior. Protocols are available in both English and Spanish through CALL.
Available in English or Spanish this rating scale is completed by parents or primary caregivers for children from birth through adults. A teacher form begins at age 2-0. Both English and Spanish protocols are available through CALL.
Basic School Skills Inventory-Third Edition (BSSI-3)
This is a rating scale completed by teachers for children from ages 4 through 8. Areas covered include Spoken Language, Reading, Writing, Mathematics, Classroom Behavior, and Daily Living Skills. Spoken Language, Classroom Behavior, and Daily Living Skills sub-tests can be used with many students with visual impairments with minimal modifications.
Brigance Diagnostic Inventory of Basic Skills-Revised
Although now norm-referenced this scale covers skills typically taught from kindergarten to grade 10. Although now norm-referenced, this scale is most useful for obtaining information for the purpose of planning instruction. This scale is available through CALL in English, Spanish, and in braille.
Child Guided Assessment Strategies
This instructional CD, and the written material that accompanies it, describe assessment procedures for children with multiple disabilities, including those who are deaf-blind. Results suggest for example, the child’s preferred modality, method of communication, approach to learning, and problem-solving skills.
Detroit Test of Learning Aptitude: Fourth Edition
This norm-referenced cognitive measure is for ages 3-0 through 9-11. Besides an overall score, composite results can be used to circumvent disabilities. The composites are: Verbal-Enhanced, Verbal-Reduced, Attention-Enhanced, Attention-Reduced, Motor-Enhanced, and Motor-Reduced.
HOMETALK
This is a set of questionnaires completed by parents/caregivers for children who are deaf-blind or those who have other severe disabilities. Items address the child’s skills, special interests, and personality. HOMETALK helps parents/caregivers participate in planning instruction and it provides important information to educators for instructional planning.
Kemath-Revised
This norm-referenced test is available in braille (ages 5-0 through 13-11).
Kent Inventory of Developmental Skills (KIDS)
This is a questionnaire completed by caregivers for children from 1.8-14.2 months or children through age 6 with developmental levels less than 15 months. Although dated, the scale provides information for Cognitive, Motor, Communication, Self-Help, and Socialization.
Oregon Project-Sixth Edition
This is an informal developmental checklist developed specifically for children from birth through age 6 who are blind or visually impaired. The most useful part of the project, however, is the extensive section on recommendations for teaching activities. The areas covered are: cognitive, language, social, vision, compensatory, self-help, fine motor, and gross motor.
School Function Assessment
This scale is for students with physical or mental impairments or both, who are in kindergarten through sixth grade. The purpose is to determine how to increase their participation in the academic as well as social events in school, and determine what type of assistance is needed to enable them toparticipate. Multidisciplinary input is needed to complete the rating scale.
Social Skills Improvement System (SSIS)
Designed for students from age 3 through 18, the SSIS has a rating scale for teachers, parents, and one for students from 13 to 18 years. Results correspond to the SSIS Intervention Guide. This scale replaces the previous Social Skills Rating System. Computer scoring is available.
Stanford Achievement Tests
The following levels are available in Braille: Primary, Levels 1 and 2.
Stanford Achievement Test: Tenth Edition
The entire 10th edition is available in braille for Primary levels 2 and 3 and Intermediate level 1.
Tactile Supplement for the Brigance IED
This supplement is used along with the criterion-referenced Brigance Inventory of Early Development. Where necessary, adapted procedures are described for use with children with little useful vision and tactile materials also are provided.
The Oregon Project for Preschool Children Who are Visually Impaired or Blind: Sixth Edition
The Oregon Project is a curriculum-based measure for children from birth to age six. The scale provides information for planning and monitoring instruction as well as detailed instructional suggestions for each skill assessed. Eight areas are addressed: Cognitive, Language, Social, Vision, Compensatory, Self-Help, Fine Motor, and Gross Motor. Many useful resources for these children also are included.
This new version of the Vineland begins at birth and extends through adults. This measure can be administered using an interview or a rating scale for parents or primary caregivers. Protocols are available in both English and Spanish through CALL.
Developed for ages 3 through 21, the VABS-II is completed by a teacher or daycare provider to provide norm-referenced results for adaptive behavior.
Instructional Materials
APH Glare Reducers
These overlays can reduce glare and enhance contrast on 8 ½” x 11” paper. They are reusable.
Autism Spectrum Disorders and Visual Impairment: Meeting Students’ Learning Needs
This text describes assessment methods, instructional strategies, orientation and mobility, addressing challenging behavior, and recreation and leisure issues.
Beginner’s Abacus and Program
This set of materials includes an abacus and booklet on how to teach use of the abacus.
Building on Patterns: Primary Braille Literacy Program
This level of the Patterns program is for kindergarteners and is for teaching beginning Braille for reading, writing, and spelling. Areas addressed are vocabulary, fluency, comprehension, phonemic awareness, and phonics.
Cortical Visual Impairment in Young Children
This 15-minute video presents an overview of this condition. The DVD Cortical Visual Impairment Perspectives is more comprehensive in explaining the condition.
Cortical Visual Impairment Perspectives
This DVD presents a medical perspective on the causes of CVI, and educational
perspective on characteristics of the condition and recommended approaches, and
families’ perspectives in trying to address the difficulties encountered.
Developmental Guidelines for Infants with Visual Impairment: A Manual for Early Intervention
The manual describes development for children from birth to 2 years in terms of social-emotional, communication, cognitive, fine and gross motor, and functional vision. The purpose is to help professionals develop intervention plans.
Discovering the Magic of Reading
This video describes how parents and teachers can make reading to children with a visual impairment enjoyable and educational. Appropriate for children birth to 5 years of age.
Essential Elements in Early Intervention: Visual Impairment & Multiple Disabilities
A text describing interdisciplinary work to meet the needs of these children.
Expanded Dolch Word Cards
These flashcards include 220 sight vocabulary words in contracted braille on one side, uncontracted braille on the other, and large print on both sides.
Feel ‘n Peel Stickers
These embossed stickers are for children who are visually impaired or blind. We have Smiley/Frowny Face stickers as well as stickers with reward statements in Braille and large type (e.g., Fantastic).
FOCUS in Mathematics
An activity-based program for teaching skills ranging from matching and counting to graphs and time telling (ages 4 and older). Particularly appropriate for students with a severe vision loss. Separate manuals are available for use of the program with children who are Deaf/blind and for students with multiple disabilities.
Focused on Social Skills Series
This set of a DVD and five booklets address the following topics: Importance of social skills, assessment techniques, teaching social skills to preschoolers, elementary-age students, teens and young adults with visual impairments.
Focused on Social Skills
Published by the American Foundation for the Blind this DVD addresses assessment and instruction for preschoolers, elementary-age students, as well as teenagers and young adults who are visually impaired.
GlaReducers
These non-glare sheets reduce the glare on pages in test material. Glare may make viewing the material difficult for students with vision problems or may trigger seizures in students prone to seizures.
Living with Charge
This CD addresses medical aspects of the condition and describes how to analyze the behavior of children with CHARGE.
Making the Most of Early Communication
This videotape and booklet describe techniques to aid communication for infants, toddlers, and preschoolers with multiple disabilities, including children who are deaf/blind.
Math Flashcards in Braille and Large Type
Each of the following sets uses the Nemeth Braille Code and a math fact is presented in braille and large type on one side and again on the other side, but with the answer. We have a flash card set for each of the following areas: numbers and math signs, addition facts, subtraction facts, multiplication facts, and division facts.
Patterns Prebraille Program
This program helps prepare children for beginning Braille instruction. The emphasis is on common childhood experiences.
Perkins Panda Early Literacy Kit
Designed for children from birth to age 8 with visual impairments to aid parents and teachers in teaching important early literacy. The kit includes 3 story books in large print and braille and high-contrast illustrations for stories written by Odds Bodkin. Also included are a large stuffed panda, and an activity guide and cassette corresponding to each book.
Psycheducational Assessment of Visually Impaired Persons
This video provides an overview of assessment options and procedures for students birth through high school.
Right-Line Paper
This paper is for students who have difficulty writing within the lines, i.e., their handwriting is too large, too small, or is not aligned with the lines of the paper. This paper may be particularly helpful for students with vision or motor impairments. We will send several sheets for you to try with a student.
Social Skills Improvement System Intervention Guide
This intervention guide replaces the previous guide for the Social Skills Rating System and has a classwide intervention program covering 10 social skills as well as a more intensive program covering 20 social skills for students who need more extensive intervention. Remedial strategies correspond to the skills assessed on the SSIS rating scale. All materials needed are in the guide or on DVDs that accompany the guide. A DVD with elementary-age students modeling the skills is included also. This guide is research-based and easy to use.
Tactile Strategies for Children Who Have Visual Impairments & Multiple Disabilities
This book and DVD describe methods of enhancing communication for these children.
Tactile Treasures: Math and Language Concepts for Young Children with Visual Impairments
This informal assessment and teaching material is for ages 4-9 to teach basic concepts for reading and math. Thermoformed real objects are used in the stories. The teacher’s material is in print.
Toy kit for infants or older children with multiple disabilities.
This set of toys can help determine which salient visual stimuli evoke responses for children with severe impairments in motor, cognitive, and/or vision.
When You Have a Visually Impaired Student in Your Classroom: A Guide for Paraeducators
An easy-to-read booklet with suggestions for paraeducators addressing intervention methods, communication, and assistive technology.
When You Have a Visually Impaired Student with Multiple Disabilities in Your Classroom: A Guide forTeachers
An easy-to-read booklet with suggestions addressing intervention methods, communication, assistive technology, and other conditions associated with visual and multiple disabilities.
Word Associations Print/Braille Labels
These adhesive labels of common objects can be put on the objects to help students associate the words with the objects, e.g., chair.
Phone: 989-774-1611 | Fax: 989-774-2553 | E-mail:
CALL is funded by a grant from the Michigan Department of Education through the support of the Michigan Legislature
