Lazarus Psychological Testing (LAPS)
Purpose of Assessment: Parents may undertake an assessment to allay their private concerns, as part of the intervention program at Lazarus and/or for submission to schools for admission, exemptions etc.
Cost of Assessment:
(a) Intervention Planning: No extra charge
(b) Autism Diagnosis: $2000 (Process takes 1 month)
(c) IQ Testing: $800 (Reports produced 5 days from Test)
(d)Psycho-educational Assessment: $1800
(e) Dyslexia Assessment: $800 (Reports produced 5 days from Test)
(f) Other types: To be quoted on a case by case basis.
TYPES OF TESTS WE CONDUCT
1 .Adaptive Functioning
Vineland Adaptive Behavior Scale, 3rd Edition (VABS-3). VASB3 is a standardized measure of adaptive behavior–the things that people do to function in their everyday lives. It is designed to measure adaptive behavior such as self-help skills, socialization ability, and language ability for individual from birth to age 90. The test contains a total of five domains with each domain made up of two-to-three subdomains. The five domains for VABS-3 are communication, daily living skills, socialization, motor skills, and maladaptive behavior. The motor skills domain is used for individual age birth to 6 years 11 months whereas the maladaptive behavior domain is an optional domain that is only used if the person demonstrates maladaptive behavior. The communication, daily living skills, and socialization domains are combined to form Adaptive Behavior Composite which reflects an individual’s overall adaptive behavior.
Conners Early Childhood (Conners). This is an assessment that addresses child behavior for ages 2 years to 6 years. It is designed to assess the concerns of parents and teachers/childcare providers of preschool children and assesses wide range of behavior, emotional, social, and developmental issues in young children. It aids in the early identification of behavioral, emotional, and social problems. When used in combination with other information, results from Conners Early Childhood can provide valuable information to aid in assessment and guide intervention decision.
3. Academic Achievement
Kaufman Test of Educational Achievement, 3rd Edition (KTEA-3). KTEA-3 is an individually administered measure for academic achievement, for ages 4 through 25. It comprises three core academic composites which includes reading, math, and written language. These three core academic composites are combined to form the Academic Skills Battery (ASB). KTEA-3 also features supplementary composites that further break down an individual’s academic skills into specific areas such as reading fluency, oral fluency, and comprehension.
4. Intelligence Scale
Stanford Binet Intelligence Scales, 5th Edition (SB-5). SB-5 assesses the general thinking and reasoning skills of individuals aged 2 to 85 years. It provides a standardized Full-Scale IQ (“FSIQ”) score that could be broken down into Verbal IQ (“VIQ”) and Nonverbal IQ (“NVIQ”). The SB5 measures verbal and nonverbal abilities in five cognitive domains: Fluid Reasoning, Knowledge, Quantitative Reasoning, Visual Spatial Processing, and Working Memory.
Leiter international Performance Scale, Revised (Leiter-R) . This is a nonverbal intelligence and cognitive abilities test designed to assess cognitive functions in children and adolescents ages 2-20. it measures nonverbal intelligence in fluid reasoning and visualization, visuospatial memory, and attention in an individual. The test is divided into a visualization and reasoning battery and an attention and memory battery.
5. Language Assessments
Clinical Evaluation of Language Fundamentals, 5th Edition (CELF-5) CELF-5 is an individually-administered clinical tool for identification, diagnosis, and follow-up evaluation of language and communication disorder in individuals ages 5 to 21 years. It provides a Core Language Score for general language ability which further breaks down into 4 index which includes Receptive Language Index (listening and comprehension), Expressive Language Index (speaking), Language Content Index (vocabulary and word knowledge), and Language Structure Index (production of word and sentence structure).
Clinical Evaluation of Language Fundamentals Preschool-2 (CELF-Preschool-2) The CELF-Preschool-2 is a language assessment designed for children ages 3 to 6 years. It provides a Core Language Score for general language ability which further breaks down into 4 index which includes Receptive Language Index (listening and comprehension), Expressive Language Index (speaking), Language Content Index (vocabulary and word knowledge), and Language Structure Index (production of word and sentence structure).
Preschool Language Scales, 5th Edition (PLS-5) PLS-5 is an individually administered test used to identify children who have a language delay or disorder. It is developed for use with children from birth to age 7-year-11-month. PLS-5 assesses an individual’s auditory comprehension ability and expressive communication ability. It also provides a Total Language Score (TLS) for overall language ability.
Assessment of Basic Language and Learning Skills Revised, (ABLLS-R) ABLLS-R is an educational tool that is often used for assessment of the basic linguistic and functional skills of an individual with developmental delay or disabilities. It provides important information that are often used for Applied Behavior Analysis (ABA) intervention planning. It measures deficits in language, academic, self-help, and motor skills in individual ages birth to 12 years.
Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP) VB-MAPP is an assessment that measures language, learning, and social skills of individuals with autism or other developmental disabilities. It allows for gathering of information in a child’s key area of functioning which helps in intervention planning for each of the skill area. It assesses children ages birth to 48-month.
6. Gross/Fine Motor Assessment
Peabody Developmental Motor Scales (PDMS-2) PDMS-2 is an assessment tool that measure interrelated motor abilities that develop early in life. It was designed to assess motor skills in children from birth through 5 years of age. PDMS-2 provides a Total Motor Quotient, Fine Motor Quotient, and Gross Motor Quotient. It is further divided into six subtests, including reflexes, stationary, locomotion, object manipulation, grasping, and visual-motor integration.
7. Sensory Assessment
Sensory Profile-2 (SP-2).SP-2 is a set of standardized tools that assesses the sensory processing patterns of children from birth through 14 years, 11 months in the context of home, school, and community-based activities. It is helpful in determining specific sensory aspects in the environment that the child may be having difficulty processing (auditory, visual, touch, movement, body position, and oral sensory). It also provides further information on child’s pattern of adaptation and reaction to sensory aspects in the environment (seeking/avoidant, level of sensitivity and registration of sensory information).
8. Autism Spectrum Disorder
Autism Diagnostic Interview, Revised (ADI-R) ADI-R is a comprehensive interview that provides a thorough assessment of individuals suspected of having Autism Spectrum Disorders. It is helpful for formal diagnosis and intervention planning. It focuses on the following areas that are typically related to Autism Spectrum Disorder: qualities of reciprocal social interaction; communication and language; and restricted and repetitive, stereotyped interests and behaviors
Autism Diagnostic Observation Schedule, Second Edition (ADOS-2)ADOS-2 is a semi-structured standardized assessment tool that allows for accurate assess and diagnosis of Autism Spectrum Disorder across age, developmental level, and language skills. It assesses individuals 12-month to adulthood. It comprises toddler module and module 1 through 4 with module 1 through 4 providing cutoff scores for autism and autism spectrum classification. It includes a variety of play-based activities designed to obtain information related to areas associated with diagnosis of autism (communication, reciprocal social interactions, and restricted and repetitive behaviors).