Psychological Assessment Resources - Catalog PDF

TM
Catalog of Professional
Testing Resources
April 2010 Volume33 Number 2
Creating Connections.
Changing Lives.
See page 67.
See pages 100-101.
See page 93.
See page 146.
Also Inside...
+ New PAR Assessment Toolkit
for the iPhone See page 18.
+ Coming Soon! SDS Form R:
Mobile Version See page 247.
1.800.331.8378 www.parinc.com
Screen for Cognitive

Impairment With a
Revised Version of
the Most Widely Used
Cognitive Status Exam...
Mini-Mental State Examination, 2nd Edition (MMSE-2)
Marshal F. Folstein, MD and Susan E. Folstein, MD
Users Manual by Marshal F. Folstein, MD, Susan E. Folstein, MD,
Travis White, PhD, and Melissa A. Messer,MHS
With a new standard version that is equivalent to the original MMSE and new brief and expanded forms,
the MMSE-2 retains clinical utility and efficiency while expanding its usefulness in populations with milder
forms of cognitive impairment, including subcortical dementia.
The MMSE-2: Standard Version (MMSE-2:SV) is based on and equivalent to the original MMSE.
An even briefer version, the new MMSE-2: Brief Version (MMSE-2:BV), is designed for rapid assessment in a
variety of settings.
The MMSE-2: Expanded Version (MMSE-2:EV), a slightly longer version, is more sensitive to subcortical
dementia and to changes associated with aging, and is sufficiently difficult that it does not have a ceiling effect.
Equivalent, alternate forms (Blue and Red) of each MMSE-2 version have been developed to decrease
the possibility of practice effects that can occur over serial examinations. In addition, the Pocket Norms
Guide has been updated to include norms for all three versions of the MMSE-2 by age and education
level, and it includes reliable change scores to facilitate serial testing with any of the MMSE-2 versions.
Why Should I Use the MMSE-2?
Foreign language translations,

including Spanish for the US, German,
and Italian, will soon be available. Visit
our Web site, www.parinc.com, for
more information on the availability of
foreign language versions.
Flexibility of administration. With three different versions available, you can select the one that best fits you
and your patients needs.
Simplicity of scoring. Forms are user-friendly and easy to score.
Portable Pocket Norms Guide. T-score conversion tables, reliable change scores, and mean raw score
tables are provided in both the Users Manual and the handy Pocket Norms Guide.
Brevity. Depending on the version you choose, administration takes between 5 and 20 minutes.
Equivalent, alternate forms. Blue and Red Forms enable you to retest the same patient with reduced
practice effects.
Simplicity of administration. All versions may be administered by anyone who has been trained to test
individuals with cognitive impairment and who is familiar with the administration instructions. No special
equipment is required.
Clinical relevance. Items have obvious relationships to functional ability in daily life.
For more information on the MMSE-2, see pages 100-101.
Convenient Ways to Order

Call toll-free: 1.800.331.8378 (U.S., Puerto Rico,
U.S. Virgin Islands, & Canada). All other locations:
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followed by813.961.2196.
Internet: Secure online ordering 24 hours a day:
www.parinc.com. You can easily search online for
products using the 4-digit bolded item numbers that
appear on each product page of this catalog.
Mail: PAR, Inc. 16204 N. Florida Ave. Lutz, FL
33549-8119. Our Order Form and Qualification Form
can be found on pages 277-279 of this catalog.
TABLE OF CONTENTS
TM
Creating Connections.
Changing Lives.
Whats New at PAR!................................................ 3-17

PAR Resource Finder......................................... 19-22
Personality/Counseling.........................................23-85
Neuropsychological Assessment........................ 86-142
Forensic Resources.......................................... 143-158
Achievement/Development/Learning................ 159-195
Intellectual/Ability/Cognitive.............................. 196-208
Behavior/Health.................................................209-240
Career Development and Business.................. 241-260
Equipment and Reference Resources.............. 261-264
Discount Programs for Research and Training.......... 55
Arranging a PAR Workshop..................................... 178
PAR QuickQuote...................................................... 201
Permissions and Licensing...............................266-269
Comprehensive Product Index..........................270-273
Index of Instrument Acronyms.......................... 274-276
PAR Qualification and Order Forms.................. 277-279
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Dear Colleague,
We live in an ever-changing and mobile world. At PAR, we remain committed to
meeting your needs with innovative new products that are geared to how you
work today. Therefore, I am excited to announce our first two products designed
specifically for use on your mobile phones. The Self-Directed Search (SDS)
Form R: Mobile Version enables your clients to take the SDS, a comprehensive
career exploration tool, on most Internet-enabled mobile phones (see page 247). The
new PAR Assessment Toolkit is a downloadable tool for iPhone users that puts
a score conversion calculator, a chronological age calculator, a stopwatch, a date
calculator, and more at your fingertips (see page 18).
In our previous catalog, we announced the upcoming release of the Mini-Mental
State Examination, 2nd Edition (MMSE-2), which retains the clinical utility
and efficiency of the original version while expanding its usefulness in populations
R. Bob Smith III, PhD
with milder forms of cognitive impairment (see page 100), and the Structured
Chairman and CEO
Inventory of Reported Symptoms, 2nd Edition (SIRS-2), which helps you
evaluate feigning in greater detail with expanded scoring and classification,
new scales and indexes, and a new Spanish Language Interview Booklet (see page 146). I am pleased to let
you know that these fine products are now available, along with the NAB Orientation Test and the NAB
Auditory Comprehension Test. The NAB Orientation Test asks examinees to respond to a series of questions
relating to self, time, place, and situation in order to assess disorientation (see page 114), while the NAB Auditory
Comprehension Test asks the examinee to respond to a variety of oral questions (see page 115).
If you have not yet had a chance to take a look at the recently released State-Trait Anger Expression
Inventory-2 Child and Adolescent (STAXI-2 C/A) or the Tasks of Executive Control (TEC), I encourage
you to do so. The STAXI-2 C/A helps you find out if a child or adolescent is harboring anger and how much he or
she is struggling to control his or her anger; it also helps you know if the anger is just a temporary state or more
like a trait, and thus, more concerning (see page 67). The TEC offers a unique approach to the assessment of
executive function by providing a standardized computer-administered measure of working memory and inhibitory
control; the software produces three types of comprehensive and useful reports (see page 93).
To find out more about our upcoming products and new releases, please visit us at www.parinc.com. And if you
havent already done so, become our friend on Facebook (facebook.parinc.com) for special limited-time offers,
information about upcoming conferences and workshops, and news about whats happening at PAR.
Once again, I thank you for your business and support.
R. Bob Smith III, PhD, Chairman and CEO

P.S. Privately owned and operated, PAR is proud to offer the same No-Risk Guarantee we have honored since our
company began: If you are not completely satisfied with your purchase, we will accept the return of any item.
PAR has evaluated its proprietary software for compatibility with the recently released Windows 7. Please visit
www.parinc.com to find out if the version of PAR software you are using is compatible with Windows 7. If you
have further questions, please call Technical Support at 1.800.899.8378.
Enter PARs 2010 Community PARtners Contest
and Earn the Chance to Win for Your Charity!
PAR has a long history of community involvement. Now, wed like to hear what
you do to help others in your community. In 300 words or less, tell us how you
give back to others. PAR will make a donation to three winners charities of choice
(1st place$500, 2nd place$350, 3rd place$250). Entries must be received
by 6:00 p.m. EST on July 1, 2010. Winners will be announced on our Web site on
July 30. Please see www.parinc.com for the official rules of the contest.
We look forward to PARtnering with you!
Cathy Smith, Vice President Community Relations
PAR Creating Connections. Changing Lives.
WHATS NEW AT PAR!
ASEBA Direct Observation Form

(DOF)
Now scored via computer with a new Assessment Data
Management (ADM) module, the DOF is a standardized form for rating observations of childrens behavior
in classrooms, at recess, and in other group settings.
During 10-minute periods, observers write narrative
descriptions of childrens behavior and rate on-task
behavior at 1-minute intervals. On-task and problem ratings are displayed on profiles of scale scores in relation
to gender-specific norms for children ages 6-11 years.
See page 46.
State-Trait Anger Expression

Inventory2 Child and Adolescent
(STAXI-2 C/A)
Adapted from the adult version of the STAXI-2, the
STAXI-2 C/A is a 35-item self-report instrument for
the detection of anger intensity over time in individuals ages 9-18 years. It is designed to be sensitive to
the developmental aspects of anger in children. The
STAXI-2 C/A is based on the Spielberger taxonomy of
angera widely recognized theoretical understanding
of the complex emotion of anger. With five scales and
four subscales, the STAXI-2 C/A provides a comprehensive evaluation of anger expression and may provide a useful accompaniment to a threat evaluation.
See pages 67 and 236.

WHATS NEW AT PAR!
NEO Software System With NEO PIR,

NEO-FFI, and NEO PDR Modules
Expanded to include NEO Professional Development Report (NEOPDR)
functionality, this modular system allows users to generate unlimited
Interpretive Reports with the added PDR module.
See pages
79 and 259.
The NEO PI-R Interpretive Report includes a global description of the Five Factors
with detailed individual facets and information about personality correlates with
possible implications.
The NEO-FFI Form S Interpretive Report presents style graphs of the five personality
domains in terms of 10 personality styles.
The NEO PDR translates the clients PI-R scores into practical, accurate, and userfriendly narrative reports about an individuals personal and career development.
Tasks of Executive Control (TEC)

The TEC is a standardized computer-administered
measure of two fundamental aspects of executive
control processes (working memory and inhibitory
control) in children and adolescents ages 5 to 18 years
old. The program monitors accuracy and response
time throughout administration to produce six accuracy
scores, two response time scores, and two response
time variability scores for each of six tasks. Each task
consists of on-screen instructions, a set of practice
trials with feedback, and 100 timed-interval stimuli that
require responses.
See page 93.
WHATS NEW AT PAR!
Mini-Mental State Examination, 2nd Edition

(MMSE-2)
See pages 100 -101.
With a new standard version that is equivalent to the original MMSE and new
brief and expanded forms, the MMSE-2 retains clinical utility and efficiency
while expanding its usefulness in populations with milder forms of cognitive
impairment, including subcortical dementia. The MMSE-2: Standard Version
(MMSE-2:SV) is equivalent to the original MMSE. An even briefer version, the
MMSE-2: Brief Version (MMSE-2:BV), is designed for rapid assessment in a
variety of settings. The MMSE-2: Expanded Version (MMSE-2:EV), a slightly
longer version, is more sensitive to subcortical dementia and to changes
associated with aging and is sufficiently difficult that it does not have a ceiling
effect. Equivalent, alternate forms (Blue and Red) of each MMSE-2 version
have been developed to decrease the possibility of practice effects that can
occur over serial examinations.
NAB Naming Test

Now available as a stand-alone assessment, the NAB
Naming Test helps you quickly identify deficits in visual
confrontation naming skills and facilitates the diagnosis of aphasia and related disorders. Taken from the
NAB Language Module, this instrument uses digital
pictures rather than line drawings, leading to greater
ecological validity. Excellent for use with clients who
have traumatic brain injury, Alzheimers disease, or
other neurological impairments, this brief test allows
clinicians to repeat testing with an equivalent alternate
form, thereby reducing practice effects and enabling
easy progress monitoring.
See page 109.

WHATS NEW AT PAR!
NAB Memory Module Kit

Now available with all relevant information in a
stand-alone Professional Manual, the NAB Memory
Module consists of four tests that help you to
quickly identify deficits in an individuals learning
and memory skills, thus facilitating diagnoses of
dementia, traumatic brain injury, and other neurologic disorders. Two parallel, equivalent forms allow
you to repeat testing, reducing practice effects while
enabling progress monitoring over time. The NAB
Memory Module provides a marker of an individuals
verbal explicit learning, visual explicit learning,
verbal delayed free recall, visual delayed recognition
memory, and verbal explicit learning. A new Scoring
Program and Training DVD also are available to aid
in quick administration and scoring of the measure.
See page 110.
NAB Mazes Test

Now available as an independent instrument, the NAB
Mazes Test helps you quickly assess planning and
organizational deficits in individuals with frontal systems
dysfunction. This can be helpful for evaluating people with
a variety of neurologic disorders, including traumatic brain
injury, stroke, tumor, and degenerative diseases. Easily
portable, the NAB Mazes Test is ideal for use with clients
in rehabilitation, long-term care, and other settings. Two
equivalent forms reduce practice effects to allow for ease
of retesting.
See page 111.

6
WHATS NEW AT PAR!
NAB Categories Test

Previously available only as part of the NAB Executive
Functions Module, the NAB Categories Test helps you
to quickly assess concept formation, cognitive flexibility,
and problem-solving abilities. Examinees are asked to
generate as many two-group categories as possible
within a given time frame based on attractive and
engaging visual stimuli. In just 10 to 15 minutes, you can
evaluate skills associated with frontal systems dysfunction and gain information about an examinees response
style and abilities.
See page 111.
NAB Visual Discrimination Test

The NAB Visual Discrimination Test is an 18-item task that
asks the examinee to match a target visual design from an
array of similar designs. The task evaluates deficits in visual
perception using stimuli that are not easily verbally encoded.
Colorful abstract designs maintain examinee engagement
and a detailed Record Form guides the examiner through the
measure.
See page 112.
WHATS NEW AT PAR!
NAB Design Construction Test

Originally part of the NAB Spatial Module, the NAB Design Construction Test
enables you to identify difficulties with visuoconstruction skills involving diverse
areas of the brain. This brief eight-item assembly task requires examinees to
use plastic geometric shapes, or tans, to reproduce each two-dimensional
stimulus, or tangram. An equivalent parallel form allows for ease of retesting.
See page 112.
NAB Numbers & Letters Test

Once only available as part of the NAB Attention Module,
the NAB Numbers & Letters Test is now available as a
stand-alone measure of attention, inhibition, and impulsivity.
Incorporating both letter cancellation and counting tasks, the
four subtests were developed to measure sustained attention,
psychomotor speed, selective attention, divided attention,
information processing speed, impulsivity, and disinhibition. Scoring Templates help examiners to quickly score the
measure.
See page 113.

8
WHATS NEW AT PAR!
NAB Digits Forward/Digits Backward Test

A brief and straightforward assessment of attentional capacity and working memory, the
NAB Digits Forward/Digits Backward Test is now available as an independent measure. Unlike similar measures, it includes both a 7-item digits forward task and a digits
backward task, each of which produces a distinct score. The two distinct scores provide
clinicians with more information to allow for richer interpretation.
See page 113.
NAB Writing Test

Created to quantify the major features of narrative writing, the NAB Writing Test
provides a more complete picture of the many types of deficits associated with
agraphia than other similar tests of written language. Examinees are presented with
a brightly colored stimulus picture and asked to write about what is happening in
the scene. Information is provided on the examinees legibility, syntax, spelling, and
conveyance abilities.
See page 114.
WHATS NEW AT PAR!
NAB Orientation Test

The NAB Orientation Test is a brief 16-item measure
designed to sensitively measure disorientation. Unlike similar
measures that provide just one score, the NAB Orientation
Test provides four descriptive scores for each measure
of orientation (self, place, time, and situation). Extremely
portable, the Record Form is all that is needed to administer
and score the measure.
See page 114.
NAB Auditory Comprehension Test

Created to highlight deficits in auditory comprehension, the NAB Auditory
Comprehension Test provides a comprehensive look at the many types of deficits
associated with aphasia and other language impairments. Six subtests incorporate
most of the previously existing forms of assessment, and the measure involves oral
questions and answers, pointing tasks, responding to stimulus images, and a paperfolding task.
See page 115.
10
WHATS NEW AT PAR!
Cognistat
Back by popular demand, the Cognistat is designed to rapidly assess
neurocognitive functioning in three general areas: level of consciousness,
orientation, and attention span; and five major ability areas: language,
constructional ability, memory, calculation skills, and reasoning/judgment.
The Manual has been revised to include an extensively updated list of
articles about Cognistats many uses in specific populations.
See page 120.
Wide Range Assessment of Memory and Learning,

Second Edition Software Portfolio (WRAML2-SP)
With unlimited scoring and interpretive report generation, the WRAML2-SP provides
subtest and index score summaries and interpretations, discrepancy analyses
between index scores, and qualitative analyses for several subtest scores. Three
reports are availablea Screening Report, a Score Report, and an Interpretive
Report. Graphic profiles of clients performances also are provided.
See page 132.

11
WHATS NEW AT PAR!
Structured Interview of Reported

Symptoms, 2nd Edition (SIRS-2)
Retaining many of the features that made the original
instrument the gold standard in its field and now including
a new Spanish Language Interview Booklet, the updated
SIRS-2 features expanded scoring and new scales and
indexes to help clinicians identify the feigning of psychiatric symptoms. The SIRS-2 focuses on the evaluation of
feigning and the manner in which it is likely to occur, such
as an exaggeration of symptom severity versus a fabrication of symptomatology. The revised Manual updates the
malingering literature with special attention to detection
strategies and their clinical applications to feigned mental
disorders, combining data from the original SIRS validation studies with more recent research.
See page 146.
Now available! The Autism Spectrum Rating Scales (ASRS). See page 171 for more information.
Childhood Autism Rating Scale,

Second Edition (CARS2)
With new forms, a structured way to gather caregiver
information, and guidelines linking scores to intervention,
the CARS2 surpasses the CARS as one of the best autism
assessments available. While the CARS2 retains the
simplicity, brevity, and clarity of the original CARS, the new
forms and features help you integrate diagnostic information, determine functional capabilities, provide feedback
to parents, and design targeted intervention. This revised
edition expands the original tests clinical value, making it
more responsive to high functioning individuals along the
autism spectrum.
See page 173.

12
WHATS NEW AT PAR!
Nelson-Denny Reading Test

The Nelson-Denny Reading Test, Forms G and H, is a
reading survey test for high school and college students
and adults. A two-part test, the Nelson-Denny measures
vocabulary development, comprehension, and reading rate.
An extended-time administration of the test is an option for
special populations, such as students who have learned
English as a second language.
See page 177.
Test of Visual-Motor Skills3

(TVMS-3)
Designed to assess how well an individual can
coordinate visually guided fine-motor movements to copy a design while it is in sight, the
TVMS-3 is used to determine whether there are
any systematic distortions or gross inaccuracies
in the copied design that could be the result of
deficits in visual perception, motor planning,
and/or execution. This single test replaces the
two levels of the previous version (i.e., TVMS-R,
TVMS-UL), making the test both easier to
administer and more economical. Results can
be reported as standard scores, percentile
ranks, or age equivalents.
See page 192.
13
WHATS NEW AT PAR!
RTIPlus: Solutions for Student Progress

and Educational Accountability
RTIPlus is a Web-based software solution created to assist schools and school districts in managing and enhancing the response to intervention (RTI) process as well as other educational
processes. Its Web-based applications enable professionals to incorporate information pertinent
to students in all grade levels. RTIPlus is designed to accelerate response time, enhance student
service delivery, and help ensure program and administrative integrity.
See page 193.
Literacy Navigator and Mathematics Navigator

Both Literacy Navigator and Mathematics Navigator ensure greater performance in high-stakes
tests, encourage dramatic improvement in classroom performance in all subjects, and facilitate
continued student success in future grades.
Literacy Navigator is designed to help students who can decode and comprehend simple text
but cannot read and understand complex informational text. This engaging curriculum delivers
proven results based on leading research, teaches students to build a coherent understanding of
authentic informational text, strengthens vocabulary and word analysis, prepares students for state
reading tests, uses highly informative assessments, supports teachers with detailed guidance, and
works with any core literacy program.
Research-based with proven results, Mathematics Navigator is an intervention program for
elementary and secondary student groups who are struggling with specific mathematics concepts
and skills. It is flexible, is easy to use and implement, supports state standards and assessments,
and engages and motivates students.
See page 194.

14
See page 195.
WHATS NEW AT PAR!
Stanford-Binet Intelligence Scales

for Early Childhood (Early SB5)
The Early SB5 is a specialized version of the StanfordBinet Intelligence Scales, 5th Ed. (SB5) for use with
children ages 2-5.11 years. It provides a psychometrically sound, accessible, and cost-effective test of
intelligence. May be hand scored or scored using the
SB5 ScoringPro software.
See page 204.
Coming Soon! The Test of Nonverbal Intelligence, Fourth Edition (TONI-4). See page 206 for more information.
Behavioral Summary
The Behavioral Summary evaluates children and adolescents for
behavior and adjustment problems. Because it gathers information from multiple sources, the Behavioral Summary provides a
complete picture of the student being assessed. A Parent Report,
a Teacher Report, and a Student Report together reveal the
specific nature of a students difficulties and point toward effective intervention. Convenient AutoScore Forms for the Parent,
Student, and Teacher Reports include test items, scoring instructions, and profile forms. If you prefer, you may use the unlimiteduse computer scoring software, which produces quick results and
enables you to compare reports from various respondents or from
the same respondent across two different administrations.
See page 213.

15
WHATS NEW AT PAR!
Scales for Assessing Emotional

DisturbanceSecond Edition
(SAED-2)
With three useful components that may be
used independently or in combination, the
SAED-2 assists special educators, educational
diagnosticians, school psychologists, and
other professionals in identifying students with
emotional disturbance (ED). A Rating Scale,
a Developmental/Educational Questionnaire,
and an Observation Form enable you to gather
information that can be used to select IEP goals,
supplement functional behavior assessments,
document progress, and facilitate research.
See page 216.
Parent Adolescent Relationship

Questionnaire (PARQ)
The PARQ assesses the multi-faceted dimensions of
the parent-adolescent relationship. Twelve clinical scales
within three domains (Overt Conflict/Skill Deficits, Beliefs,
and Family Structure) enable you to focus on global
distress, problem-solving and communication skills, cognitive restructuring of extreme beliefs and distorted thinking,
and difficulties with family functioning. Through inspection
of the scales, you can decide how much emphasis to
place on each area of individual or family intervention.
With separate norms and forms for adolescents and their
parents, the PARQ can be used with just one member of
the family or with more, making it an ideal instrument for
assessing familial relationships. Optional scoring software
is available.
See page 219.

16
WHATS NEW AT PAR!
Conners Early Childhood (Conners EC)

Designed to assess the concerns of parents and teachers/childcare
providers of preschool children, the Conners EC is an innovative
multi-informant psychological instrument that aids in the early
identification of behavioral, social, and emotional problems and
assists in measuring whether children are appropriately meeting
major developmental milestones. Scoring software generates three
types of reports: Assessment Reports, Progress Reports, and
Comparative Reports.
See page 232.
SDS Form R: Mobile Version

The SDS Form R: Mobile Version enables your
clients to take the SDS using most Internetenabled mobile phones. With anytime, anywhere
access and an interface specially designed for a
mobile browser, the SDS Mobile Version enables
your clients to choose careers and fields of study
that best match their self-reported skills and
interests. Simply tell your clients to visit www.
self-directed-search.com on their mobile phone
and they will be automatically directed to the
mobile version of the SDS. All test items, sections, and the content of the report are the same
as in the Internet version.
See page 247.
17
The Tools You Use Every Day

Are Now at Your Fingertips
PAR is proud to offer iPhone users the PAR Assessment
Toolkit, a convenient application that provides shortcuts
to the tools you use on a daily basis. The PAR Assessment
Toolkit includes
A Normal Curve, along with associated standard score
conversions for a variety of metrics, that can be used to
convey results to clients or professionals;
A Conversion Chart, which enables you to rapidly
convert between T scores, z scores, percentiles, and
standard scores;
An Age Calculator, which quickly generates an
individuals exact age in years, months, and days after
you input his or her birth date;
A Mental Age Determiner, which enables you to input
an individuals chronological age and IQ and receive an
estimate of his or her mental age;
A Stopwatch, which assists in the monitoring of timed
assessments or performance tasks by enabling you to
count down from a specified amount of time or count up
from 00:00; and
A Compliancy Calculator, which helps you to comply with
state and/or district mandates by quickly calculating
the deadline for initial appointment set-up.
Until June 1, the PAR Assessment Toolkit is FREE to PAR Customers!

(After June 1, price will be $0.99.) Simply visit www3.parinc.com/iphone or
go to the Apple App StoreSM to download the PAR Assessment Toolkit today!
18
PAR RESOURCE FINDER

An easy-to-use tool to help you find products of interest based on their
area of application (subject). All new or newly revised products are listed in blue.
Abstract Reasoning/Concept
Formation
Booklet Category Test (BCT), 2nd Ed................... 99
Category Test: Computer Version (CAT:CV)
Research Edition................................................ 99
Iowa Gambling Task (IGT).....................................121
Ruff Figural Fluency Test (RFFT)........................... 96
Wisconsin Card Sorting Test (WCST)...........122-125
Achievement
Childrens Academic Intrinsic Motivation
Inventory (CAIMI)............................................. 223
Diagnostic Achievement Battery, 3rd Ed.
(DAB 3)............................................................. 186
Reynolds Intellectual Assessment
Scales/Wide Range Achievement
Test 4 Discrepancy Interpretive
Report (RIAS/WRAT4-DIR)..................... 165, 199
Screening Assessment for Gifted Elementary
and Middle School Students, 2nd Ed.
(SAGES-2)........................................................ 182
Test of Early Mathematics Ability, 3rd Ed.
(TEMA-3).......................................................... 207
Wide Range Achievement Test 4 (WRAT4)..... 159-162
Wide Range Achievement Test 4 Progress
Monitoring Version (WRAT4-PMV)........... 163-165
Young Childrens Achievement Test (YCAT).........191
Anger
Adolescent Anger Rating Scale (AARS)................ 61
State-Trait Anger Expression Inventory2
(STAXI-2)............................................................ 68
Child and Adolescent (STAXI-2 C/A)...... 67, 236
Anxiety
Job Stress Survey (JSS)....................................... 257
Multidimensional Anxiety Questionnaire (MAQ).... 64
Occupational Stress InventoryRevised (OSI-R)... 258
Revised Childrens Manifest Anxiety Scale,
2nd Ed. (RCMAS-2)........................................... 65
State-Trait Anxiety Inventory (STAI)....................... 66
State-Trait Anxiety Inventory for Children (STAIC).... 64
Aphasia
Boston Diagnostic Aphasia Examination
(BDAE), 3rd Ed................................................ 138
Multilingual Aphasia Examination (MAE),
3rd Ed............................................................... 136
NAB Naming Test............................................... 109
Attention/ADHD
ADHD Symptoms Rating Scale (ADHD-SRS)..... 229
Attention Deficit/Hyperactivity Disorder Test
(ADHDT)........................................................... 228
Behavior Rating Inventory of Executive
Function (BRIEF)..........................................86-92
Brief Test of Attention (BTA)................................. 140
Childrens Color Trails Test (CCTT)....................... 98
Clinical Assessment of Attention DeficitAdult

(CAT-A) and Clinical Assessment of
Attention DeficitChildren (CAT-C)........... 227-228
College ADHD Response Evaluation (CARE)..... 189
Color Trails Test (CTT)........................................... 98
Comprehensive Trail-Making Test (CTMT)............ 96
Conners 3rd Edition (Conners 3)......................... 231
Conners Rating ScalesRevised (CRS-R)......... 229
d2 Test of Attention............................................... 140
Digit Vigilance Test (DVT).................................... 139
NAB Attention Module.......................................... 105
NAB Orientation Test..........................................114
Ruff 2 & 7 Selective Attention Test....................... 139
Test of Variables of Attention (T.O.V.A. and
T.O.V.A.-A.)....................................................... 234
Visual Search and Attention Test (VSAT)............ 134
Autism/Asperger Syndrome
Asperger Syndrome Diagnostic Scale (ASDS).....174
Autism Diagnostic Interview, Revised (ADI-R).....170
Autism Spectrum Rating Scales (ASRS)......... 171
Childhood Autism Rating Scale, Second
Edition (CARS2) ............................................ 173
Gilliam Aspergers Disorder Scale (GADS)..........173
Gilliam Autism Rating Scale, 2nd Ed. (GARS-2)......172
PDD Behavior Inventory (PDDBI)................. 168-169
Psychoeducational Profile, 3rd Ed. (PEP-3).........174
Social Communication Questionnaire (SCQ)..........170
Social Responsiveness Scale (SRS)................... 169
Behavior/Behavioral Problems
Achenbach System of Empirically Based
Assessment (ASEBA)................................... 41-46
Adaptive Behavior Assessment System
2nd Edition (ABAS-II)........................................212
ASEBA Adult Self-Report (ASR) and ASEBA
Adult Behavior Checklist (ABCL)....................... 44
ASEBA Caregiver-Teacher Report Form for
Ages 112-5 (C-TRF)............................................ 43
ASEBA Child Behavior Checklist for Ages 112-5
(CBCL/112-5)...................................................... 43
(CBCL/6-18)....................................................... 42
ASEBA Direct Observation Form (DOF)........... 46
ASEBA Older Adult Self-Report (OASR) and
ASEBA Older Adult Behavior Checklist
(OABCL)............................................................. 44
ASEBA Semistructured Clinical Interview for
Children & Adolescents (SCICA/6-18)............... 45
ASEBA Teachers Report Form for Ages 6-18
(TRF/6-18).......................................................... 42
ASEBA Test Observation Form for Ages 2-18
(TOF/2-18).......................................................... 46
ASEBA Youth Self-Report for Ages 11-18
(YSR/11-18)........................................................ 42
Behavioral and Emotional Rating Scale,
2nd Ed. (BERS-2)............................................. 220
Behavioral Summary......................................... 213
Childrens Aggression Scale (CAS).......................210
Childrens Problems Checklist............................... 85

Classification of Violence Risk (COVR)................215
Clinical Assessment of Behavior (CAB)............... 226
Conners Comprehensive Behavior Rating
Scales (Conners CBRS).................................. 230
Conners Early Childhood (Conners EC)......... 232
EDI-3 Referral Form Kit (EDI-3 RF)....................... 48
Emotional Disturbance Decision Tree (EDDT).... 209
Eyberg Child Behavior Inventory (ECBI) &
SutterEyberg Student Behavior Inventory
Revised (SESBI-R).......................................... 224
HCR-20: Assessing Risk for Violence
(Version 2)........................................................ 152
Jesness InventoryRevised (JI-R)....................... 158
Mind Body Wellness Geriatric
Rehabilitation and Restorative
Assessment System (GRRAS)........................ 238
Pediatric Behavior Rating Scale (PBRS)..............211
Pre-School Behavior Checklist (PBCL)................. 85
Revised Behavior Problem Checklist (RBPC)
PAR Edition...................................................... 223
Reynolds Adolescent Adjustment Screening
Inventory (RAASI).............................................. 66
Scales for Assessing Emotional Disturbance
Second Edition (SAED-2) ............................. 216
Sexual Violence Risk20 (SVR-20)..................... 152
Career Interest and Development

Career Decision Scale (CDS)............................... 255
Career Thoughts Inventory (CTI)......................... 255
Dictionary of Holland Occupational Codes
(DHOC), 3rd Ed................................................ 252
Educational Opportunities Finder (EOF)............. 252
Leisure Activities Finder (LAF)............................. 253
Making Vocational Choices (MVC), 3rd Ed.......... 253
NEO Software System With NEO PI-R,
NEO-FFI, and NEO PDR Modules..........79, 259
Reading-Free Vocational Interest Inventory: 2
(R-FVII:2).......................................................... 257
Self-Directed Search (SDS).......................... 241-254
Vocational Preference Inventory (VPI)................. 254
You and Your Career............................................ 254
Child Custody
Uniform Child Custody Evaluation System
(UCCES)........................................................... 157
Child Physical/Sexual Abuse

Child Abuse Potential (CAP) Inventory................ 158
Child Sexual Behavior Inventory (CSBI)................ 53
House-Tree-Person and Draw-A-Person
as Measures of Abuse in Children:
A Quantitative Scoring System.......................... 54
Coping Resources
College Adjustment Scales (CAS)......................... 65
Coping Responses Inventory (CRI)..................... 222
Life Stressors and Social Resources Inventory
(LISRES-Adult and LISRES-Youth)................. 235
19
PAR RESOURCE FINDER

Criminal Responsibility/
Competency
Evaluation of Competency to Stand Trial
Revised (ECST-R)............................................ 154
MacArthur Competence Assessment Tool
Criminal Adjudication (MacCAT-CA)................151
Rogers Criminal Responsibility Assessment
Scales (R-CRAS)..............................................151
Depression and Mood States

Childrens Depression Inventory (CDI)................... 55
Clinical Assessment of Depression (CAD)............ 60
Clinical Assessment Scales for the Elderly
(CASE)................................................................ 73
Firestone Assessment of Self-Destructive
Thoughts (FAST) and Firestone Assessment
of Suicide Intent (FASI).....................................213
Pediatric Behavior Rating Scale (PBRS) .............211
Reynolds Adolescent Depression Scale,
2nd Ed. (RADS-2).............................................. 57
Reynolds Adolescent Depression Scale,
2nd Ed.: Short Form (RADS-2:SF).................... 56
Reynolds Child Depression Scale (RCDS)............ 58
Reynolds Depression Screening Inventory
(RDSI)................................................................. 58
Developmental Problems
Developmental Assessment of Young Children
(DAYC).............................................................. 167
Developmental Profile 3 (DP-3)............................ 167
Merrill-PalmerRevised Scales of Development
(Merrill-Palmer-R)............................................. 187
Peabody Developmental Motor Scales, 2nd Ed.
(PDMS-2).......................................................... 187
Eating Disorders
Eating Disorder Inventory3 (EDI-3)................. 47-48
Emotional/Experiential Intelligence
BarOn Emotional Quotient Inventory (EQ-i)........ 256
Constructive Thinking Inventory (CTI)................... 52
Equipment and Counseling Tools

Brain Model, Functional........................................ 261
Finger Tapper, Adult/Adolescent.......................... 262
Grooved Pegboard............................................... 263
GSR/TEMP 2X Advanced System....................... 262
Hand Dynamometer............................................. 263
Laminated Bell Curve Card.................................. 262
PAR Assessment Toolkit..................................... 18
Purdue Pegboard Test.......................................... 262
Sound Screen....................................................... 261
Stopwatches......................................................... 261
Executive Functioning
Function (BRIEF)..........................................86-92
Frontal Systems Behavior Scale (FrSBe)............ 103
NAB Executive Functions Module........................ 105
NAB Categories Test...........................................111
20
NAB Mazes Test...................................................111

Portable Tactual Performance Test (P-TPT)........ 125
Ruff Figural Fluency Test (RFFT)........................... 96
Stroop Color and Word Test................................. 128
Tasks of Executive Control (TEC)...................... 93
Tower of London, 2nd Ed. (TOLDX, 2nd Ed.).......... 94
Wisconsin Card Sorting Test (WCST)...........122-125
Forensic/Legal References
Forensic Documentation Sourcebook: The
Complete Paperwork Resource for
Forensic Mental Health Practice, 2nd Ed......... 264
Inventory of Offender Risk, Needs, and
Strengths (IORNS)........................................... 157
PAI Interpretive Report for Correctional
Settings (PAI-CS) Module.......................... 30, 144
Psychopathic Personality InventoryRevised
(PPI-R).............................................................. 154
Risk-Sophistication-Treatment Inventory (RSTI)..... 149
Rorschach Interpretation Assistance Program
Version 5 Forensic Edition (RIAP5 FE)........... 145
Structured Interview of Reported Symptoms,
2nd Ed. (SIRS-2) ............................................. 146
Structured Inventory of Malingered
Symptomatology (SIMS).................................. 148
Human Resources
Performance Issues
IntelligenceBrief
Reynolds Intellectual Screening Test (RIST)....... 198
Shipley-2............................................................... 202
Slosson Intelligence TestRevised (SIT-R3) for
Children and Adults.......................................... 204
Wide Range Intelligence Test (WRIT)................. 200
IntelligenceComprehensive
Das-Naglieri Cognitive Assessment System
(CAS)................................................................ 200
Reynolds Intellectual Assessment Scales
(RIAS)........................................................ 196-199
Stanford-Binet Intelligence Scales, 5th Ed.
(SB5)................................................................ 203
Stanford-Binet Intelligence Scales for Early
Childhood (Early SB5)................................... 204
IntelligenceNonverbal
Comprehensive Test of Nonverbal Intelligence,
2nd Ed. (CTONI-2)........................................... 207
Leiter International Performance ScaleRevised
(Leiter-R).......................................................... 205
Primary Test of Nonverbal Intelligence (PTONI)... 206
Test of Nonverbal Intelligence, Fourth
Edition (TONI-4)............................................. 206
Universal Nonverbal Intelligence Test (UNIT)...... 208
Language/Speech
Career Attitudes and Strategies Inventory

(CASI): An Inventory for Understanding
Adult Careers................................................... 254
Employee Assistance Program Inventory (EAPI)... 260
Occupational Stress InventoryRevised (OSI-R)....258
Human Resources
Selection Issues
PAI Law Enforcement, Corrections, and
Public Safety Selection Report Module
for the PAI-SP............................................ 30, 143
Wiesen Test of Mechanical Aptitude (WTMA)
PAR Edition...................................................... 258
Human Resources
Staff Development
Adult Careers................................................... 254
Employee Assistance Program Inventory (EAPI)... 260
Occupational Stress InventoryRevised (OSI-R)....258
Self-Directed Search (SDS) Form CP: Career
Planning........................................................... 251

(BDAE), 3rd Ed................................................. 138
Comprehensive Assessment of Spoken
Language (CASL)............................................ 184
Expressive/Receptive One-Word Picture
Vocabulary Test , 2000 Edition........................ 183
Multilingual Aphasia Examination (MAE),
3rd Ed............................................................... 136
NAB Auditory Comprehension Test.................115
NAB Language Module........................................ 105
NAB Writing Test.................................................114
OWLS: Listening Comprehension (LC) and
Oral Expression (OE) and (WE) Written
Expression Scales........................................... 185
Test of Auditory Processing Skills (TAPS-3)........ 184
Test of Language DevelopmentPrimary,
4th Ed. (TOLD-P:4).......................................... 190
Test of Verbal Conceptualization and Fluency
(TVCF).............................................................. 120
Test of Written Language, 4th Ed. (TOWL-4).......... 177
Malingering and Feigning

Miller Forensic Assessment of Symptoms Test
(M-FAST)...........................................................147
Paulhus Deception Scales (PDS): The Balanced
Inventory of Desirable Responding................... 81
2nd Ed. (SIRS-2) ............................................. 146
Test of Memory Malingering (TOMM).................. 129
Victoria Symptom Validity Test (VSVT)................ 149
PAR RESOURCE FINDER

Memory and Learning
Brief Visuospatial Memory TestRevised
(BVMT-R)................................................... 133-134
Childrens Auditory Verbal Learning Test2
(CAVLT-2)......................................................... 135
Continuous Visual Memory Test (CVMT)............ 136
Developmental Scoring System for the
Rey-Osterrieth Complex Figure (DSS-ROCF)... 97
Hopkins Verbal Learning TestRevised
(HVLT-R).................................................... 133-134
NAB Memory Module Kit (Stand-Alone)...........110
Rey Auditory Verbal Learning Test (RAVLT):
A Handbook..................................................... 135
Rey Complex Figure Test and Recognition Trial
(RCFT)............................................................... 95
School Motivation and Learning Strategies
Inventory (SMALSI).......................................... 225
Serial Digit Learning............................................. 137
Test of Memory and Learning, 2nd Ed.
(TOMAL-2)........................................................ 130
Wide Range Assessment of Memory and
Learning, 2nd Ed. (WRAML2)...................131-132
Neurocognitive Functioning
Behavioral and Psychological Assessment
of Dementia (BPAD)........................................... 94
Cognistat............................................................. 120
Dementia Rating Scale2 (DRS-2)................ 118-119
Frontal Systems Behavior Scale (FrSBe)............ 103
Handbook of Rey-Osterrieth Complex Figure
Usage: Clinical and Research Applications...... 97
Iowa Gambling Task (IGT).....................................121
MATRICS (Measurement and Treatment
Research to Improve Cognition in
Schizophrenia) Consensus Cognitive
Battery (MCCB).......................................... 116-117
Mental Status Reporting Software (MSRS)......... 102
Mind Body Wellness Geriatric Rehabilitation
and Restorative Assessment System
(GRRAS).......................................................... 238
Mini-Mental State Examination (MMSE).............. 102
Mini-Mental State Examination,
2nd Edition (MMSE-2).............................100-101
NAB Digits Forward/Digits Backward Test......113
NAB Numbers & Letters Test.............................113
Ruff Neurobehavioral Inventory (RNBI)................141
Stroop Color and Word Test: Childrens Version... 128
Symbol Digit Modalities Test (SDMT).................. 103
Neuropsychological
Comprehensive
Benton Laboratory of Neuropsychology:
Selected Tests.................................................. 137
Battery (MCCB).......................................... 116-117
Neuropsychological Assessment Battery
(NAB)..........................................................104-115
PAR Resource Kit for an Expanded
Halstead-Reitan Battery.................................. 127
Revised Comprehensive Norms for an

Expanded Halstead-Reitan Battery:
Demographically Adjusted
Neuropsychological Norms for African
American and Caucasian Adults.............. 126-127
NeuropsychologicalScreening
(NAB)..........................................................104-115
Quick Neurological Screening TestII (QNST-II).....235
Stroop Neuropsychological Screening Test
(SNST).............................................................. 129
Parenting and Family Issues

Family Assessment Measure, Version III
(FAM-III)............................................................ 222
Marital Satisfaction Inventory, Revised (MSI-R).... 221
Questionnaire (PARQ)................................... 219
Parenting Alliance Measure (PAM)...................... 221
Parenting Stress Index (PSI), 3rd Ed..... 150, 217-218
Stress Index for Parents of Adolescents (SIPA).... 220
PersonalityNormal
NEO.................................................... 77-80, 259-260
OMNI Personality Inventory................................... 76
Personal Checklists................................................ 85
Taylor-Johnson Temperament Analysis (T-JTA).... 52
PersonalityProjective Techniques
Childrens Apperception Test (C.A.T.).................... 75
Childrens Self-Report and Projective Inventory
(CSRPI).............................................................. 54
House-Tree-Person and Draw-A-Person as
Measures of Abuse in Children: A Quantitative
Scoring System.................................................. 54
Roberts Apperception Test for Children: 2
(Roberts-2)..........................................................74
Rorschach Products.................................. 69-72, 145
Sentence Completion Series (SCS)....................... 61
PersonalityPsychopathology/
Comprehensive
Adolescent Psychopathology Scale (APS).......62-63
(CASE)................................................................ 73
International Personality Disorder Examination
(IPDE)................................................................. 53
MCMI II/III Interpretive System Version 2.............. 50
MMPI-2 Adult Interpretive System Version 3
(MMPI-2 AIS V3)................................................ 49
MMPI-A Interpretive System...................................51
OMNI-IV Personality Disorder Inventory............... 76
Personality Assessment Inventory
(PAI)................................................23-33, 143-144
Adolescent Version (PAI-A).......................... 31-33
Personality Inventory for Children, 2nd Ed.
(PIC-2)................................................................ 40
Personality Inventory for Youth (PIY)..................... 40
PersonalityPsychopathology/
Problem Specific/Screening
Adolescent Psychopathology ScaleShort Form
(APS-SF)............................................................ 63
Adult Behavior Checklist (ABCL)....................... 44
ASEBA Older Adult Behavior Checklist
(OABCL)............................................................. 44
Children & Adolescents (SCICA/6-18)............... 45
(CASE)................................................................ 73
Eating Disorder Inventory3 (EDI-3)................. 47-48
Hare Psychopathy ChecklistRevised (PCL-R):
2nd Ed.............................................................. 155
Inventory of Altered Self-Capacities (IASC)........... 39
Jesness InventoryRevised (JI-R)....................... 158
(PPI-R).............................................................. 154
Reynolds Adolescent Depression Scale, 2nd Ed.
(RADS-2).......................................................56-57
Reynolds Depression Screening Inventory
(RDSI)................................................................. 58
Symptom Assessment45 Questionnaire (SA-45)...82
Trauma Symptom Checklist for Young Children
(TSCYC)........................................................35-36
Psychosocial/Health Issues
Chronic Pain Coping Inventory (CPCI)................ 240
Survey of Pain Attitudes (SOPA)...................239-240
Psychotherapy and
Counseling Practice Issues
Measures of Psychosocial Development (MPD)..... 81
Reading and Related Issues

Basic Early Assessment of Reading (BEAR).......176
Comprehensive Test of Phonological Processing
(CTOPP)........................................................... 186
Diagnostic Achievement Battery, 3rd Ed.
(DAB 3)............................................................. 186
Diagnostic Assessments of Reading, 2nd Ed.
(DAR-2)..............................................................178
Gray Diagnostic Reading Tests, 2nd Ed.
(GDRT 2)...........................................................181
Gray Oral Reading Tests, 4th Ed. (GORT 4)........ 180
Gray Silent Reading Tests (GSRT).......................181
Literacy Navigator.............................................. 194
Nelson-Denny Reading Test............................. 177
Rapid Automatized Naming and Rapid
Alternating Stimulus Test (RAN/RAS)............. 201
(SAGES-2)........................................................ 182
Test of Early Reading Ability, 3rd Ed. (TERA-3).......179
Test of Irregular Word Reading Efficiency
(TIWRE)............................................................175
21
PAR RESOURCE FINDER

Test of Reading Comprehension, 4th Ed.
(TORC-4).......................................................... 182
Test of Word Reading Efficiency (TOWRE)..........179
Wide Range Achievement TestExpanded
Early Reading Assessment (ERA).................. 166
Monitoring Version (WRAT4-PMV)........... 163-165
Relationship Issues
Clinical Assessment of Interpersonal
Relationships (CAIR)........................................ 225
(FAM-III)............................................................ 222
Marital Satisfaction Inventory, Revised (MSI-R)..... 221
Questionnaire (PARQ)................................... 219
Risk Evaluation
Adolescent & Child Urgent Threat Evaluation
(ACUTE)............................................................216
(Version 2)........................................................ 152
Strengths (IORNS)........................................... 157
Psychosocial Evaluation & Threat Risk
Assessment (PETRA).......................................215
Sexual Violence Risk20 (SVR-20)..................... 152
Structured Assessment of Violence Risk in
Youth (SAVRY)................................................. 153
School-Based Assessments
Adolescent Anger Rating Scale (AARS)................ 61
Adult Suicidal Ideation Questionnaire (ASIQ)........ 59
Ages 112-5 (C-TRF)............................................ 43
(CBCL/112-5)...................................................... 43
(CBCL/6-18)....................................................... 42
ASEBA Teachers Report Form for Ages 6-18
(TRF/6-18).......................................................... 42
Basic Early Assessment of Reading (BEAR).......176
Function (BRIEF)..........................................86-92
Childrens Aggression Scale (CAS).......................210
Clinical Assessment of Behavior (CAB)............... 226
Conners 3rd Edition (Conners 3)......................... 231
Conners Rating ScalesRevised (CRS-R)......... 229
(DAR-2)..............................................................178
Emotional Disturbance Decision Tree (EDDT).... 209
Gray Oral Reading Tests, 4th Ed. (GORT 4).........180
KOPPITZ-2: Koppitz Developmental Scoring
System for the Bender Gestalt Test, 2nd Ed..... 188
Literacy Navigator.............................................. 194

Mathematics Navigator...................................... 195
Pediatric Behavior Rating Scale (PBRS)..............211
Piers-Harris Childrens Self-Concept Scale,
2nd Ed. (PHCSCS-2)......................................... 83
PAR Edition...................................................... 223
Inventory (RAASI).............................................. 66
(RADS-2).......................................................56-57
(RIAS)........................................................ 196-199
RTIPlus: Solutions for Student for Student
Progress and Educational Accountability.....193
Inventory (SMALSI).......................................... 225
(SAGES-2)........................................................ 182
Shipley-2............................................................... 202
Stanford-Binet Intelligence Scales (SB5),
Fifth Edition...................................................... 203
State-Trait Anxiety Inventory (STAI)....................... 66
State-Trait Anxiety Inventory for Children (STAIC).... 64
Suicidal Ideation Questionnaire (SIQ).................... 59
Self-Esteem/Self-Concept
(CSRPI).............................................................. 54
Cognitive Distortion Scales (CDS)......................... 39
Culture Free Self-Esteem Inventories, 3rd Ed.
(CFSEI-3)........................................................... 84
Multidimensional Self Concept Scale (MSCS)...... 82
Multidimensional Self-Esteem Inventory (MSEI)...... 84
2nd Ed. (PHCSCS-2)......................................... 83
Sentence Completion Series (SCS)....................... 61
Tennessee Self-Concept Scale, 2nd Ed.
(TSCS:2)............................................................. 83
Smell
Smell Identification Test (SIT).............................. 138
Stress
GSR/TEMP 2X Advanced System....................... 262
Occupational Stress InventoryRevised (OSI-R)... 258
Parenting Stress Index (PSI), 3rd Ed....... 150, 217-218
Stress Index for Parents of
Adolescents (SIPA).......................................... 220
Substance Abuse
Adolescent SASSI-A2.......................................... 237
Behaviors & Attitudes Drinking & Driving Scale
(BADDS)........................................................... 236
SASSI-3: Substance Abuse Subtle Screening
Inventory........................................................... 237
Suicide/Violence Risk
(ACUTE)............................................................216
Adult Suicidal Ideation Questionnaire (ASIQ)........ 59
Thoughts (FAST) and Firestone
Assessment of Suicide Intent (FASI)................213
Firestone Assessment of Violent Thoughts
(FAVT)...............................................................214
Adolescent (FAVT-A).........................................214
Strengths (IORNS)........................................... 157
Assessment (PETRA).......................................215
(RADS-2).......................................................56-57
Suicidal Ideation Questionnaire (SIQ).................... 59
Trauma and Posttraumatic Stress

Detailed Assessment of Posttraumatic Stress
(DAPS)................................................................ 38
(TSCYC)........................................................35-36
Trauma Symptom Inventory (TSI).......................... 37
Trauma Symptom Checklist for Children (TSCC)..... 36
Visuoperceptual/Visuospatial/
Visuomotor
(BVMT-R)................................................... 133-134
Rey-Osterrieth Complex Figure (DSS-ROCF)..... 97
Finger Tapper, Adult/Adolescent.......................... 262
Grooved Pegboard............................................... 263
KOPPITZ-2: Koppitz Developmental
Scoring System for the Bender Gestalt
Test, 2nd Ed...................................................... 188
Motor-Free Visual Perception Test-3 (MVPT-3)... 192
NAB Design Construction Test.........................112
NAB Spatial Module............................................. 105
NAB Visual Discrimination Test........................112
(RCFT)............................................................... 95
Test of Visual-Motor Skills3 (TVMS-3).......... 192
Test of Visual Perceptual Skills, 3rd Ed.
(TVPS-3)...........................................................191
Wide Range Assessment of Visual Motor
Abilities (WRAVMA)......................................... 189
Visit our Web site at www.parinc.com to search for products by construct using our Advanced Search feature.
22
The PAI Continues to

Raise the Standard
for the Assessment of
Adult Psychopathology
Revised and Updated Manual!
Personality Assessment Inventory (PAI)

Leslie C. Morey, PhD
With its newly revised Professional Manual, Profile

Form AdultsRevised, and Critical Items Form
Revised, the PAI continues to raise the standard
for the assessment of adult psychopathology. This
objective inventory of adult personality assesses
psychopathological syndromes and provides
information relevant for clinical diagnosis, treatment
planning, and screening for psychopathology.
The PAI is unique in that all 22 scales are non
overlapping, promoting high discriminant validity.
Administration is faster and costs less than other
comprehensive measures of adult psychopathology.
It takes less than 20 minutes to hand score the scales
and the subscales.
The PAI requires only a 4th-grade reading level,
enabling individuals with limited reading skills to
provide accurate self-descriptions.
The new Professional Manual includes an expanded
discussion of administration considerations and a
variety of strategies for the interpretation of clinical
data to assist in the interpretation of the test. It also
provides a comprehensive review of the PAI reliability
and validity research that has been published since
the first edition was released.
The PAI Profile Form Adults and the PAI Critical Items
Form have been revised to aid in the interpretation of
test results. The Profile Form AdultsRevised contains
a blue clinical skyline indicating the distribution of
scores from a large sample of clinical cases, enabling
you to compare an individuals score with those in
the clinical sample. The Critical Items FormRevised
lists 27 items across nine content areas suggesting
the existence of behavior or psychopathology that
demands immediate attention.
Useful in identifying potential for violence, suicide,
aggression, and substance abuse.
A separate screenerthe Personality Assessment

Screener (PAS)saves time and money by
quickly identifying individuals who may be free from
acute psychopathology and provides rapid, efficient
screening for 10 distinct clinical problem domains.
The PAI Software Portfolio (PAI-SP) provides
unlimited scoring and report generation when you
enter a clients PAI item responses or raw scores.
The modular design of this system offers a variety
of modules for your specific assessment needs.
The software includes the unique PAI Interpretive
Explorer (PAI-IE) module, which provides hyperlinks
to pertinent definitions, supplemental indexes,
relevant statistics, and comparisons of client data with
appropriate normative and clinical samples.
No Scoring Keys Needed
Clients with 4th-grade reading skills can usually

complete the PAI in less than 1 hour, rating each of
the 344 items on a 4-point scale ranging from False,
Not at all true to Very true. Responses are entered
on a 2-part carbonless Answer Sheet. The bottom
page of the Answer Sheet provides scores for all
344 items. Scales and subscales can be scored in
only 15-20 minutes. Scores on the PAI are presented
in the form of linear T scores that have a mean score
of 50 and a standard deviation of 10. For situations
where no desk or tabletop is available, the handy
PAI Administration Folio holds both the Item Booklet
and Answer Sheet and provides a hard surface so
your clients can easily complete the inventory.
The PAI Software Portfolio (PAI-SP) provides
unlimited comprehensive, useful, and accurate 10to 15-page PAI Clinical Interpretive Reports or 2- to
4-page PAS Score Reports (see page 29 for more
information).
New PAI materials help

increase the accuracy of
personality assessment.
Purpose: 22 nonoverlapping
scales provide a
comprehensive
assessment of adult
psychopathology

Age: 18 years and older
Admin: Individual or group

Time: 50-60 minutes

to administer;
15-20 minutes
to score
Qualification Level: C
Scoring software available
See page 29 for information on the
PAI-SP.
(Continued on next page.)
23
Personality / Counseling
Each PAI Scale Is Constructed to Include Items

That Address the Full Range of Each Constructs Severity,
Including Both Its Milder and Its Most Severe Forms
Scale (Acronym/No. of items)
Description
Validity scales
Inconsistency (ICN/10 item pairs)
Infrequency (INF/8)
Negative Impression (NIM/9)
Positive Impression (PIM/9)
Indicates if client is answering consistently throughout inventory. Each pair consists of highly correlated
(i.e.,positively, negatively) items.
Indicates if client is responding carelessly, randomly, or idiosyncratically. Items are neutral with respect to
psychopathology and have either extremely high or extremely low endorsement rates.
Suggests an exaggerated, unfavorable impression or malingering.
Suggests the presentation of a very favorable impression or reluctance to admit minor flaws.
Clinical scales
Somatic Complaints (SOM/24)
Anxiety (ANX/24)
Anxiety-Related Disorders (ARD/24)
Depression (DEP/24)
Mania (MAN/24)
Paranoia (PAR/24)
Schizophrenia (SCZ/24)
Borderline Features (BOR/24)
Antisocial Features (ANT/24)
Alcohol Problems (ALC/12)
Drug Problems (DRG/12)
Focuses on preoccupation with health matters and somatic complaints typically associated with somatization
or conversion disorders.
Focuses on phenomenology and observable signs of anxiety with an emphasis on assessment across
different response modalities.
Focuses on symptoms and behaviors related to specific anxiety disorders, particularly phobias, traumatic
stress, and obsessive-compulsive symptoms.
Focuses on symptoms and phenomenology of depressive disorders.
Focuses on affective, cognitive, and behavioral symptoms of mania and hypomania.
Focuses on symptoms of paranoid disorders and more enduring characteristics of paranoid personality.
Focuses on symptoms relevant to the broad spectrum of schizophrenic disorders.
Focuses on attributes indicative of a borderline level of personality functioning, including unstable and
fluctuating interpersonal relations, impulsivity, affective lability and instability, and uncontrolled anger.
Focuses on history of illegal acts and authority problems, egocentrism, lack of empathy and loyalty, instability,
and excitement-seeking.
Focuses on problematic consequences of alcohol use and features of alcohol dependence.
Focuses on problematic consequences of drug use (i.e.,prescription, illicit) and features of drug dependence.
Treatment Consideration scales

Aggression (AGG/18)
Suicidal Ideation (SUI/12)
Stress (STR/8)
Nonsupport (NON/8)
Treatment Rejection (RXR/8)
Focuses on characteristics and attitudes related to anger, assertiveness, hostility, and aggression.
Focuses on suicidal ideation, ranging from hopelessness to thoughts and plans for the suicidal act.
Focuses on the impact of recent stressors on major life areas.
Focuses on a lack of perceived social support, considering both the level and quality of available support.
Focuses on attributes and attitudes indicating a lack of interest and motivation in making personal changes of
a psychological or emotional nature.
Interpersonal scales
Dominance (DOM/12)
Warmth (WRM/12)
Assesses the extent to which a person is controlling and independent in personal relationships. A bipolar
dimension, with a dominant style at the high end and a submissive style at the low end.
Assesses the extent to which a person is interested in supportive and empathic personal relationships.
A bipolar dimension, with a warm, outgoing style at the high end and a cold, rejecting style at the low end.
24
PAI Administration Is Faster and

Costs Less Than Other Comprehensive
Measures of Adult Psychopathology
Reliability/Validity
Reliability and validity are based on data from a U.S. Census-matched

normative sample of 1,000 community-dwelling adults (matched on
the basis of gender, race, and age), a sample of 1,265 patients from
69 clinical sites, and a college sample of 1,051 students.
Because the PAI was normed on adults in a variety of clinical and
community settings, profiles can be compared with both normal and
clinical populations. Combined-gender normative data are provided.
Reliability studies indicate that the PAI has a high degree of internal
consistency across samples (median a coefficients exceed .80 for all
22 scales) and is stable over a period of 2-4 weeks (test-retest stability
correlations range from .78 to .92 for the clinical scales). Validity studies demonstrate convergent and discriminant validity with more than
50 other measures of psychopathology.
Updated reliability and validity data for the PAI scales, subscales,
and supplemental indexes from independent studies of the PAI are
presented.
Development of the PAI
The development of the PAI was based on a construct validation

framework that stressed both rational and empirical methods of
scale development. This approach placed a strong emphasis on
the development and selection of items, as well as on their stability
and correlates. Of paramount importance in the development of the
test was the assumption that no single quantitative item parameter
should be used as the sole criterion for item selection. The PAI sought
to include items reflecting a balance among different desirable item
parameters, including content coverage and empirical characteristics,
so that the scales could be useful across a number of applications.
The clinical syndromes assessed by the PAI were selected on the
basis of two criteria: their history of importance within the nosology
of mental disorder and their significance in contemporary diagnostic
practice. These criteria were assessed through a review of the
historical and contemporary literature as well as through a survey of
practicing diagnosticians. In generating items for these syndromes, the
literature on each clinical syndrome was examined to identify those
components most central to the definition of the disorder, and items
were written to provide an assessment of each component of the
syndrome in question.
Software and Other Components
Computer administration, scoring, and interpretive reports are

available within the PAI-SP. The PAI-SP On-Screen Help provides
directions for administration, scoring, and printing interpretive reports.
Specialized Interpretive Report modules are available for users who
would like to compare PAI scores to specific normative groups and to
generate interpretive statements specific to their specialized evaluation context.
A mail-in Professional Report Service is available for users who wish
to employ the optically scannable Form SS to reduce clinician burden.
An On-Site Scanning Module is available for users who would like to
use an optical scanner to score Form SS and print PAI reports at their
own site. (For more information on PAI software, see pages 29-30.)
0D-5965-KT
PAI Comprehensive Kit (includes PAI Professional Manual,

2nd Ed., 2 Reusable Item Booklets, 2 Administration Folios,
25 Form HS [Hand-Scorable] Answer Sheets, 25 Profile Forms
AdultsRevised, 25 Critical Items FormsRevised, and
1 Professional Report Service Answer Sheet)

Kit Value: $346.40 Kit Price..................................................$305.00
0D-5966-TM PAI Professional Manual, 2nd Ed....................................................72.00
0D-1874-TB PAI Reusable Item Booklet..............................................................34.00
0D-3210-TB PAI Softcover Item Booklets (8.5" x 11" format) (pkg/10)
For large group administration of Form HS or Form SS Answer
Sheets.............................................................................................38.00
0D-1875-AS PAI Form HS (Hand-Scorable) Answer Sheets (pkg/25).................52.00
2-4 packages (price per package)....................................................48.00
5 or more packages (price per package).........................................46.00
0D-5967-PF PAI Profile Form AdultsRevised (pkg/25).......................................38.00
0D-1877-PF PAI Profile Forms College (pad/25).................................................34.00
2-4 pads (price per pad)...................................................................32.00
5 or more pads (price per pad).........................................................31.00
0D-5968-CF PAI Critical Items FormsRevised (pad/25).....................................31.00
0D-1879-EQ PAI Administration FolioHolds Item Booklet and Answer Sheet
for convenienceno other writing surface necessary.....................34.00
0D-5969-ST Sets of PAI Form HS Answer Sheets and Profile Forms
AdultRevised (pkg/25 sets)

Kit Value: $90.00
Kit Price....................................................$83.00
Software Scoring
0D-2425-AS
PAI Software Item/Response Booklets (pkg/25)Combined item

booklet and answer sheet for use with PAI-SP only;
see page 29550.00
The [PAI] is clearly superior to other readily available

instruments to assess psychopathology.
Richard D. Kahoe, PhD, Alternative Care Center, Woodward, OK
25
PAI Audio Administration

Convenient, self-administered CD-ROM.

For use with individuals who have limited reading skills or who might otherwise benefit from an audio presentation of the inventory.
Directions to the client and the 344 items are presented on the CD-ROM.
Includes a 7-second delay for marking each response on the PAI Hand-Scorable Answer Sheet.
0D-5560-EQ PAI Audio AdministrationCD-ROM (1 hour)......................................................................................................................................................................................$54.00
0D-1875-AS PAI Form HS (Hand-Scorable) Answer Sheets (pkg/25)......................................................................................................................................................................52.00
2-4 packages (price per package).........................................................................................................................................................................................................48.00
5 or more packages (price per package)..............................................................................................................................................................................................46.00
Personality Assessment Inventory (PAI): Spanish Edition

The PAI Item Booklet and the PAI Hand-Scorable Answer Sheet have been translated into colloquial Spanish. The Manual, Profile Form Adults
Revised, and Critical Items FormRevised remain in English.
0D-5973-KT

0D-2237-TB
0D-2238-AS
PAI Spanish Ed. Introductory Kit (includes the PAI Professional Manual, 2nd Ed. [English], 10 Softcover Item Booklets [Spanish], 25 Hand-Scorable
Answer Sheets [Spanish], 25 Profile Forms AdultsRevised [English], and 25 Critical Items FormsRevised [English])
Kit Value: $245.00
Kit Price...........................................$230.00
PAI Spanish Ed. Softcover Item Booklets (pkg/10)...............................................................................................................................................................................48.00
PAI Spanish Ed. Form HS (Hand-Scorable) Answer Sheets (pkg/25)..................................................................................................................................................56.00
PAI Professional Report Service

Administer the PAI to your clients using the Item Booklet and the Scannable Professional Report Service Answer Sheet.
Mail the completed PAI Scannable Professional Report Service Answer Sheets to PAR. This form has been changed to comply with the provisions of the
Health Insurance Portability and Accountability Act of 1996 (HIPAA, Title II) that ensure the security and privacy of health information.
PAR will score the Answer Sheets, generate a comprehensive 10- to 15-page PAI Clinical Report for each client (within 24 hours of receipt or on the next
business day), and mail the reports to you.
Cost-effective and saves valuable clinical time.
Prepaid Mail-in Answer Sheets
0D-4205-SS
0D-4206-SS
0D-1874-TB
0D-5966-TM
0D-3210-TB
PAI Scannable Professional Report Service Answer Sheets (pkg/10).............................................................................................................................................$206.00

PAI Scannable Professional Report Service Answer Sheets (pkg/25)...............................................................................................................................................435.00
PAI Reusable Item Booklet...................................................................................................................................................................................................................34.00
PAI Professional Manual, 2nd Ed.........................................................................................................................................................................................................72.00
PAI Softcover Item Booklets (pkg/10)...................................................................................................................................................................................................38.00
Prices for mail-in Answer Sheets include scoring, interpretive report, and return postage.
Note: A free instructional overview of the PAI is available on our Web site at www.parinc.com on the main PAI product page.
26
The PAS Helps Determine the Need for a

More In-Depth Assessment in Only 5 Minutes
Personality Assessment Screener (PAS)
Derived from the Personality Assessment Inventory

(PAI), the PAS is designed for use as a triage
instrument in most health care and mental health
settings, as well as in corporate EAPs and college
health services. The 22-item test can be an important part of initial client evaluation by health care and
mental health professionals.
To determine the need for follow-up with a full
evaluation of psychopathology.
To focus the initial client interview on specific
problem areas.
To target certain clinical areas for follow-up testing.
This self-administered objective questionnaire was

developed with reference to its parent instrument,
the PAI. The 22 PAS items are those from the PAI
that have been identified by extensive item analysis
as the most sensitive to the broad range of con
temporary clinical problems measured by the PAI.
The items are organized hierarchically into 10different Elements representing 10distinct clinical
problem domains.

Negative Affect
Health Problems
Social Withdrawal
Suicidal Thinking
Alcohol Problem
The 10 individual Element raw scores are summed

to determine the PAS Total score, which assesses
both the potential for emotional and/or behavioral
problems of clinical significance and the need for
follow-up evaluation with the PAI or another full
inventory of adult personality.
Individual Element scores and the PAS Total score
are transformed into probability (p) scores, reflecting the likelihood that the respondent would obtain
The PAS requires only a 4th-grade
a problematic profile if he/she completed the full
reading level, enabling individuals
344item PAI. These scores were derived from analy- with poor reading skills to provide
ses of 2,631 individuals in both clinical and comaccurate self-descriptions. It can be
munity settings. Normative data are presented for a used to provide a baseline measure
national community sample of 1,000 adults matched of personality in clinical research.
Purpose: Screens for a broad
by age, race, and gender to census projections for
range of clinical
1995, as well as for 1,246 clinical participants and
problems
1,051 college students.

0D-3761-KT
PAS Introductory Kit (includes PAS Professional

Manual and 25 Form HS Response Forms)

Kit Value: $99.00
Kit Price.................. $94.00
0D-3762-TM PAS Professional Manual.............................. 44.00
0D-3763-RF PAS Form HS Response Forms (pkg/50).... 110.00
Acting Out
Psychotic Features
Hostile Control
Alienation
Anger Control
Admin: Self-report; Individual

or group

Time: 5 minutes
Qualification Level: B or S
An Interpretive Guide to the

Personality Assessment Inventory (PAI)
In this book, Dr. Morey has consolidated the results of clinical and empirical observations into a volume that
describes the state of the art in PAI interpretation. It is recommended for all practitioners and researchers
who wish to maximize their use of this important instrument.
Qualification Level: A
0D-3341-BK Interpretive Guide to the PAI, Hardcover308 pages (1996).....................................................................................$83.00
27
Get Excellent Insights Into

Difficult Evaluations and Diagnoses With the PAI
Casebook for the Personality Assessment

Inventory (PAI): A Structural Summary Approach
Leslie C. Morey, PhD and Christopher J. Hopwood
The PAI can be used to

assess both the positive
and the negative effects
of psychotherapy and
other life events.
Purpose: Enhance PAI client
assessments

(PAI Casebook)
(PAI Casebook and
Interpretive Guide Kit)
The Casebook for the Personality Assessment Inventory (PAI): A Structural Summary Approach provides
additional descriptive information regarding PAI scales, psychometric properties, supplemental indexes, and
use of the Structural SummaryRevised. It includes 26 case studies based on profile data acquired over a
10-year period. The case studies reflect a range of diagnoses and include supplemental measures that are
integrated with PAI results to provide useful information regarding scale elevation interpretation and differential diagnosis. Additionally, the Structural Summary has been revised to provide expanded profiles relative to
negative and positive impression management in conjunction with scores on supplemental indexes, giving
you more succinct client information.
Structural SummaryRevised
To facilitate supplemental scoring and interpretation of the PAI, the Structural Summary Form has been
revised. It allows for manual adjustment of profiles based on negative and positive response distortion,
impression management configural analysis, and manual scoring of diagnostic consideration clusters, self/
other issue clusters, and differential treatment indicators. The combination of the PAI Casebook, Structural
SummaryRevised, and PAI Interpretive Guide provides powerful tools for you to use to increase the
accuracy of client evaluation and assessment.
0D-5970-KT
PAI Casebook and Interpretive Guide Kit (includes Casebook for the Personality Assessment Inventory (PAI):
A Structural Summary Approach, Interpretive Guide to the PAI, and 25 PAI Structural SummaryRevised)

Kit Value: $184.00
Kit Price...........................................$164.00
0D-5971-BK Casebook for the Personality Assessment Inventory (PAI): A Structural Summary Approach,
Hardcover278 pages (2007).......................................................................................................................................63.00
0D-5972-SF PAI Structural SummaryRevised (pkg/25)...................................................................................................................38.00
0D-3341-BK Interpretive Guide to the PAI, Hardcover308 pages (1996).......................................................................................83.00
Essentials of PAI Assessment

Written by the PAI author, Essentials of PAI Assessment provides the fundamentals of administration and
interpretation of the PAI in an easy-to-use format. It also offers more advanced user tips and insights for
combining different types of information provided by the test.
This handy book is designed to help you quickly acquire the knowledge and skills needed to make optimal
use of the PAI. Each concise chapter features numerous callout boxes highlighting key concepts, bulleted
points, and extensive illustrative material, as well as test questions that help you gauge and reinforce your
grasp of the information covered.
0D-5129-BK Essentials of PAI Assessment, Softcover258 pages (2003).....................................................................................$40.00
28
The PAI-SP Provides a Common

Framework for All PAI Modules
PAI Software Portfolio (PAI-SP)
Leslie C. Morey, PhD and PAR Staff
The PAI-SP is a powerful diagnostic and interpretive

system. The design of this system offers a variety of
modules to meet your specific assessment needs.
The PAI-SP provides a common framework of
basic functionality and features to all enabled PAI
modules. This functionality includes navigation tools,
file handling, report editing, and remote (telephone
and Internet) updating for the on-screen administration counters.
Special Features
Powerful diagnostic and interpretive logic incorporates
interpretation of the 22 PAI scales modified by all
relevant subscale-to-scale and subscale-to-subscale
interpretive considerations.
Highly sophisticated interpretive algorithms
incorporate the most up-to-date research on the PAI
and psychopathology, including both positive and
negative aspects of the individuals self-concept.
In addition to scoring the PAI forms (i.e.,PAI Answer
Sheet, PAI Critical Items FormRevised), the software
generates exceptionally comprehensive, useful, and
accurate 10- to 15-page PAI Clinical Interpretive
Reports or 2- to 4-page PAS Score Reports.
The unique PAI Interpretive Explorer (PAI-IE)
Module is includedjust click on the hyperlinks to
access pertinent definitions, supplemental indexes,
relevant statistics, and comparisons of client data with
appropriate normative and clinical samples.
The PAI-SP generates unlimited Clinical Interpretive

Reports and PAS Score Reports. You pay a per-use
fee only if you choose to administer the PAI or PAS
on-screen. A Counter Serial Number is used to
activate the on-screen administrations.
The convenient Item/Response Booklet contains both
the item booklet and the answer sheetall in one.
0D-6165-CP
PAI Software Portfolio with PAI, PAS,

and PAI-IE Software ModulesCDROM
(includes PAI-SP Software with On-Screen
Help, Quick Start Guide, 25 PAI Software
Item/Response Booklets, 25 PAS Software
Item/Response Sheets, and 5 BONUS
On-Screen Administrations of both the
PAI and the PAS)....................................... $705.00
0D-6165-CV PAI-SP Software ConversionCDROM
(For prior purchasers only)......................... 50.00
0D-2425-AS PAI Software Item/Response Booklets
(pkg/25).......................................................... 50.00
0D-3795-CF PAS Software Item/Response Sheets
(pkg/25).......................................................... 35.00
0D-5966-TM PAI Professional Manual, 2nd Ed.................. 72.00
0D-3762-TM PAS Professional Manual.............................. 44.00
For additional on-screen administrations:
0D-5455-CP
0D-5456-CP
0D-5457-CP
PAI-SP Counter Serial Number

(25 On-Screen Administrations of
the PAI)........................................................ 104.00
PAI-SP Counter Serial Number
the PAI)........................................................ 196.00
PAI-SP PAS Counter Serial Number
the PAS)....................................................... 104.00
Free instructional overview

of the PAI is available on the
PAI product page on our
Web site at www.parinc.com.
Order your Response Booklets
today (item #0D-2425-AS).
Requirements:
Windows 2000/XP/Vista/7; NTFS file
system; CDROM drive for installation;
Internet connection or telephone for
software activation and counter update
If you are purchasing a PAI product for the first time,

we recommend ordering the PAI Professional Manual
(item#0D-5966-TM).
PAI On-Site Scanning Module for the PAI-SP

Requires prior installation of the PAI-SP V.3.0 or higher.
Administer the print version of the PAI using the PAI Scannable Answer Sheets.
Scan the PAI Answer Sheets (requires compatible pencil-read optical scanner) and the PAI-SP software will
generate the comprehensive clinical report.
0D-6166-CP
0D-6166-CV
0D-4154-SS
0D-4154-SS
0D-4154-SS
0D-5966-TM
0D-3210-TB
0D-1874-TB
PAI-SP On-Site Scanning ModuleCDROM.............................................................................................................$136.00

PAI-SP On-Site Scanning Module Software ConversionCDROM (For prior purchasers only)...............................50.00
PAI-SP Scannable Answer Sheets (pkg/25)................................................................................................................130.00
2-4 packages (price per package)................................................................................................................................125.00
5 or more packages (price per package).....................................................................................................................120.00
PAI Professional Manual, 2nd Ed..................................................................................................................................72.00
PAI Softcover Item Booklets (pkg/10)............................................................................................................................38.00
PAI Reusable Item Booklet............................................................................................................................................34.00
Requirements:
Prior installation of the PAI-SP (V.3.0 or
higher); OpScan or iNSIGHT OMR
scanner (autofeeder recommended)
Note:
For information on
OpScan or iNSIGHT scanners,
call Scantron Corporation
at 1.800.722.6876 or visit
www.scantron.com/scanners/
29
The PAI Is Viewed as One of the Most Widely Accepted

Instruments for a Variety of Forensic and Psycholegal Applications. *
PAI Law Enforcement, Corrections, and Public Safety
Selection Report Module for the PAI-SP
Michael D. Roberts, PhD, ABPP and PAR Staff
Enables you to move beyond the

basic determination of emotional
stability to assess the job suitability
of an applicant in a valid and
defensible manner.
Requirements:
higher); Internet connection or telephone
for software activation and counter
update
Assists psychologists in screening both public safety

job applicants and current public safety employees
who are referred for psychological evaluation for
reasons such as mandated fitness for duty, fitness
to carry a weapon, and a variety of special unit
assignments (e.g.,S.W.A.T., hostage negotiation).
Profiles compare the applicants test scores
with those of the PAI community sample, with
approximately 18,000 police and other public safety
applicants, and with police and other public safety
applicants of the same gender and ethnic group.
Additional profiles contrast current applicants applying
for public safety jobs with norms from a group of
applicants in four job classifications (police officer,
communications dispatcher, corrections officer, and
firefighter/EMT) who successfully completed the job
screening procedures for the same position, were
hired, and completed at least 1 year in that position.
0D-6169-CP
PAI Public Safety Selection Report Module

CDROM (includes Software, PAI Public
Safety Selection Report Professional
Manual, Quick Start Guide, 25-Use
Counter Serial Number, and 25 PAI
Public Safety Selection Report Item/
Response Booklets)................................... $460.00
0D-6169-CV PAI Public Safety Selection Report
Software ConversionCDROM (For prior
purchasers only).......................................... 50.00
0D-5459-CM PAI Public Safety Selection Report Manual... 40.00
For additional reports:
0D-5460-CP
0D-5461-CP
0D-5462-CP
PAI Public Safety Selection Report Counter

Serial Number (25 Uses) and 25 PAI Public
Safety Selection Report Item/Response
Booklets....................................................... 435.00
PAI Public Safety Selection Report
Counter Serial Number (50 Uses) and
50 PAI Public Safety Selection Report
Item/Response Booklets.............................. 775.00
Item/Response Booklets........................... 1,500.00
Note:
Customers planning to use the on-screen
administration feature of this module
must also purchase PAI-SP Counter
Serial Number Uses. See page 29.
For more information about PAI forensic products, see pages 143-144.
PAI Interpretive Report for Correctional Settings

(PAI-CS) Module
John F. Edens, PhD, Mark A. Ruiz, PhD, and PAR Staff
Focuses exclusively on
corrections issues.
Based on the PAI, the PAI-CS is a computer-generated interpretive report designed to assist correctional
psychologists and staff in the management and treatment of offenders. The PAI-CS identifies the possible
risk of institutional misconduct that the offender poses during incarceration, describes the psychosocial needs
of the offender, and estimates how the offender is likely to respond to incarceration and rehabilitative programs.
A unique Staff Management Summary is included to provide an integrated summary of the offenders PAI
profile in terms of his or her specific psychological functioning and institutional management factors.
A separate offender sample was collected for the PAI-CS. The PAI-CS provides T scores based on both the
PAI standardization sample (N=1,000) and the newly developed corrections normative sample (N=1,155).
Offender comparison profiles contrast the offenders test scores with (a) the PAI community sample norms,
(b) approximately 1,200 incarcerated offenders from multiple correctional facilities around the country, and
(c) offenders of the same gender.
Requirements:
update
PAI-CS ModuleCDROM (includes Software, PAI-CS Professional Manual, Quick Start Guide, 25-Use Counter
Serial Number, and 25 PAI-CS Item/Response Booklets).........................................................................................$370.00
0D-6167-CV PAI-CS Software ConversionCDROM (For prior purchasers only).........................................................................50.00
0D-5482-TM PAI-CS Professional Manual..........................................................................................................................................54.00
0D-5966-TM PAI Professional Manual, 2nd Ed..................................................................................................................................72.00
Note:
Serial Number Uses. See page 29.
0D-6167-CP
0D-5485-CP
0D-5486-CP
0D-5487-CP
PAI-CS Report Counter Serial Number (25 Uses) and 25 PAI-CS Item/Response Booklets......................................218.00
PAI-CS Report Counter Serial Number (50 Uses) and 50 PAI-CS Item/Response Booklets......................................415.00
PAI-CS Report Counter Serial Number (100 Uses) and 100 PAI-CS Item/Response Booklets..................................710.00
*Lally, S. J. (2003). What tests are acceptable for use in forensic evaluations? A survey of experts. Professional Psychology: Research and Practice, 34, 491-498.
30
For Clinicians Who Want to Assess

Psychopathology in Adolescents
Personality Assessment InventoryAdolescent (PAI-A)
The PAI-A was designed to complement its parent

instrument, the Personality Assessment Inventory
(PAI ). Its development grew out of the interest
expressed by many professionals who wished to
use the PAI with the adolescent population in clinical
settings. As a result, the PAI-A closely parallels the
adult version of the instrumentit retains both the
structure and most of the items from the PAI. In
addition, the PAI-A demonstrates clinical utility with
adolescents ages 12-18 years in a variety of settings. The PAI-A provides psychologists working with
children and/or adolescents in clinical practice, in
schools, or in forensic settings with vital information
to assist in decision making.
The clinical constructs assessed by the PAI-A were
selected on the basis of their importance within the
nosology of mental disorder and their significance in
contemporary diagnostic practice. These constructs

assess experiences (e.g.,suicidal ideation, depression, anxiety) that are expressed with reasonable
consistency across the life span. In some instances,
PAI items were altered to be particularly applicable
to the experiences of adolescents, but of greater
significance in item selection was an items ability to
provide a direct assessment of different components
of the relevant psychopathological construct.
The self-administered PAI-A is composed of
264 items that comprise 22 nonoverlapping
scalesfour Validity scales, 11 Clinical scales,
five Treatment Consideration scales, and two
Interpersonal scales. Ten of these scales contain
conceptually driven subscales designed to facilitate
interpretation and coverage of the full breadth of
complex clinical constructs.
PAI-A Scales and Subscales (Acronym/Number of Items)

Validity scales
Inconsistency
(ICN/10 pairs)
Infrequency
(INF/7)
Negative Impression
(NIM/8)
Positive Impression
(PIM/8)
Clinical scales
Somatic Complaints
(SOM/18)
Conversion (SOM-C/6)
Somatization (SOM-S/6)
Health Concerns
(SOM-H/6)
Anxiety (ANX/18)
Cognitive (ANX-C/6)
Affective (ANX-A/6)
Physiological (ANX-P/6)
Anxiety-Related Disorders
(ARD/18)
Obsessive-Compulsive
(ARD-O/6)
Phobias (ARD-P/6)
Traumatic Stress
(ARD-T/6)
Depression (DEP/18)
Cognitive (DEP-C/6)
Affective (DEP-A/6)
Physiological (DEP-P/6)
Mania (MAN/18)
Activity Level (MAN-A/6)
Grandiosity (MAN-G/6)
Irritability (MAN-I/6)
Paranoia (PAR/18)
Hypervigilance
(PAR-H/6)
Persecution (PAR-P/6)
Resentment (PAR-R/6)
Schizophrenia (SCZ/18)
Psychotic Experiences
(SCZ-P/6)
Social Detachment
(SCZ-S/6)
Thought Disorder
(SCZ-T/6)
Borderline Features
(BOR/20)
Affective Instability
(BOR-A/5)
Identity Problems
(BOR-I/5)
Negative Relationships
(BOR-N/5)
Self-Harm (BOR-S/5)
Antisocial Features
(ANT/18)
Antisocial Behaviors
(ANT-A/6)
Egocentricity (ANT-E/6)
Stimulus-Seeking
(ANT-S/6)
Alcohol Problems (ALC/8)
Drug Problems (DRG/8)
Treatment
Consideration scales
Aggression (AGG/18)
Aggressive Attitude
(AGG-A/6)
Verbal Aggression
(AGG-V/6)
Physical Aggression
(AGG-P/6)
Suicidal Ideation (SUI/8)
Stress (STR/6)
Nonsupport (NON/6)
Treatment Rejection
(RXR/6)
Based on the adult version of

the PAI, the PAI-A is an objective
self-report test of personality
designed to provide information
on critical client variables in
professional settings.
Purpose: Assess adolescent
personality

Age: 12-18 years

or group

Time: 30-45 minutes to

complete; 15-20
minutes to score
PAI-ASP.
Interpersonal scales
Dominance (DOM/8)
Warmth (WRM/8)
31
The PAI-A Retains the Structure

and Most Items From the PAI
Special Features of the PAI-A
Fewer items than in the PAI adult version, making the instrument easier
to complete for adolescents.
Items are written at a 4th-grade reading level.
Takes only 30-45 minutes to complete and 15-20 minutes to hand score.
22 nonoverlapping scales assure high discriminant validity.
PAI-A scores are presented in the form of linear T scores. T-score
transformations are calibrated with reference to a U.S. Census-matched
community sample of 707 adolescents.
Extensive normative data also were gathered for a representative sample
of youth being seen in clinical settings.
Also availablethe PAI-A SP, which provides unlimited scoring,
interpretation, and report generation after hand-entry of item responses
and scores. See the next page for more information.
Standardization
The standardization of the PAI-A utilized information obtained from

two participant groups. The first sample was composed of 707
community-based students ages 12-18years in junior and senior high
school and college in 21 states. This sample is comparable to the U.S.
population (U.S. Bureau of the Census, 2003) for gender and race/
ethnicity. The second samplethe clinical samplewas composed
of 1,160 adolescents from a total of 78 clinical sites. More than half of
this group was tested in an outpatient mental health setting, with the
next largest group evaluated in juvenile or correctional settings.
Reliability and Validity
Average internal consistency for the substantive scales (i.e.,all scales
except ICN and INF) of .79 and .80 for the community standardization
sample and the clinical sample, respectively.
Average test-retest stability coefficient of .78 for the substantive scales
(M = 18 days; SD = 5.77).
The PAI-A was validated against several popular measures of personality and psychopathology. These included broad-based assessment
instruments that served as referents for a wide variety of PAI-A
scales as well as more focused measures that targeted specific PAI-A
constructs. These measures included:

Minnesota Multiphasic Personality InventoryAdolescent (MMPI-A)

Adolescent Psychopathology Scales (APS)
Personality Inventory for Youth (PIY)
NEO Five-Factor Inventory (NEO-FFI)
Symptom Assessment-45 (SA-45)
College Adjustment Scales (CAS)
Clinical Assessment of Depression (CAD)
Adolescent Anger Rating Scale (AARS)
Beck Depression Inventory (BDI)
State-Trait Anxiety Inventory (STAI)
PAI-A Materials
PAI-A Professional Manual contains information related to scoring and
administration procedures, the development of the PAI-A, and reliability
and validity.
PAI-A Item Booklet is reusable and contains all 264 PAI-A items with
instructions on completing the instrument.
PAI-A HS (Hand Score)Adolescent Answer Sheet is a carbonless
form that is used by the respondent for marking answers and then used
by the clinician for scoring purposes.
PAI-A Profile FormAdolescent is used by the clinician to aid with the
interpretation of test results. This form contains a clinical skyline indi
cating the distribution of scores from a large sample of clinical cases,
enabling comparison of an adolescents scores with those in the clinical
sample.
PAI-A Critical Items FormAdolescent lists 17 items across seven
content areas that may suggest and quickly alert the clinician to the
existence of behavior or psychopathology that requires immediate
attention.
Administration Folio is used in situations when a desktop or tabletop is
not available. The folio holds both the Item Booklet and either one of the
answer sheets, and it provides a hard surface so that respondents can
easily complete the PAI-A.
0D-6034-KT
PAI-A Introductory Kit (includes PAI-A Professional Manual,

2 Reusable Item Booklets, 2 Administration Folios, 25 HS
[Hand Score] Answer Sheets, 25 Profile FormsAdolescent,
25 Critical Items FormsAdolescent, and 1 Professional
Report Service Answer Sheet in a soft-sided attach case)

Kit Value: $345.60 Kit Price. ................................................$305.00
0D-6035-TM PAI-A Professional Manual..............................................................72.00
0D-6036-TB PAI-A Reusable Item Booklet...........................................................34.00
0D-6037-TB PAI-A Softcover Item Booklets (8.5" x 11" format) (pkg/10)For
large group administration of Form HS or SS Answer Sheet....38.00
0D-6038-AS PAI-A Form HS (Hand Score) Answer Sheets (pkg/25)...................52.00
0D-6039-PF PAI-A Profile FormsAdolescent (pkg/25).......................................38.00
2-4 packages (price per package)................................................... 36.00
0D-6040-CF PAI-A Critical Items FormsAdolescent (pad/25)............................ 31.00
0D-6041-EQ PAI-A Administration FolioHolds Item Booklet and Answer
Sheet for convenienceno other writing surface is necessary.......34.00
0D-6042-ST PAI-A Form HS (Hand Score) Answer Sheets and Profile
FormsAdolescent (pkg/25 each)

Kit Value: $90.00
Kit Price....................................................$83.00
Software Scoring
0D-6066-AS
PAI-A Software Item/Response Booklets (pkg/25)Combined item

booklet and answer sheet for use with PAI-A SP only;
see page 33.550.00
I would recommend the PAI and PAI-A because [they are]

thorough assessments of adult and adolescent personality.
Dr. Melody Fortenberry, Psychologist, Dallas, TX
32

Adolescent Software Portfolio (PAI-A SP)
Leslie C. Morey, PhD and PAR Staff
The PAI-A SP is used to score and interpret the

Personality Assessment InventoryAdolescent
(PAI-A). The software provides a Clinical
Interpretive Report based on an on-screen administration of the PAI-A or hand entry of an adolescents
item or scale raw scores (entered by the clinician).
Program functionality includes navigation tools
(e.g.,menu system, Quickstart dialog box, Toolbar,
Status Bar), file handling, and report editing. As a
PAI-A SP user, you will receive information from PAR
whenever an upgrade becomes available.
PAI-A SP Features
Powerful diagnostic and interpretive logic incorporates
interpretation of the 22 PAI-A scales modified by all
relevant subscale-to-scale and subscale-to-subscale
interpretive considerations.
The software generates exceptionally comprehensive,
useful, and accurate Clinical Interpretive Reports.
You pay a per-use fee only if you choose to administer
the PAI-A on-screen. A Counter Serial Number is
used to activate the on-screen administrations.
Includes built-in, easy-to-use report editing features.
Exports client data to many spreadsheet and
database programs.
Exports client reports to common word processing
programs.
Includes an optional password feature to ensure the

privacy and security of client data during on-screen
administration and for general security of data.
Saves valuable clinician scoring and report-writing
time.
The convenient Item/Response Booklet contains both
the item booklet and the answer sheetall in one.
Components of the PAI-A SP
The components of the PAI-A SP include a

CDROM with the PAI-A SP software ready to install
onto your hard drive, a Quick Start Guide, and
On-Screen Help.
0D-6063-CP
PAI-A Software Portfolio CDROM (includes

PAI-A Software with On-Screen Help,
Quick Start Guide, 25 PAI-A Item
Response Booklets, and 5 BONUS
On-Screen Administrations of the PAI-A)... $560.00
0D-6035-TM PAI-A Professional Manual............................ 72.00
0D-6066-AS PAI-A Software Item/Response Booklets
(pkg/25).......................................................... 50.00
Provides unlimited scoring,

interpretation, and report
generation after on-screen
or paper-and-pencil
administration of the PAI-A.
Requirements:
0D-6064-CP
0D-6065-CP
PAI-A Counter Serial Number

(25 On-Screen Administrations)..................... 98.00
PAI-A Counter Serial Number
(50 On-Screen Administrations)................... 182.00
If you are ordering a PAI-A product for the first time,

we recommend ordering the PAI-A Professional
Manual (item #0D-6035-TM).
PAI-A On-Site Scanning Module for the PAI-A SP
Requires prior installation of the PAI-A SP.

Administer the print version of the PAI-A using the PAI-A OSR Scannable Answer Sheets.
Scan the PAI-A OSR Scannable Answer Sheets (requires compatible pencil-read optical scanner) and the
PAI-ASP will generate the comprehensive clinical report.
0D-6068-CP
0D-6069-SS
PAI-A On-Site Scanning ModuleCDROM...............................................................................................................$130.00

PAI-A OSR Scannable Answer Sheets (pkg/25)..........................................................................................................130.00
5 or packages (price per package)...............................................................................................................................120.00
0D-6035-TM PAI-A Professional Manual............................................................................................................................................72.00
0D-6037-TB PAI-A Softcover Item Booklets (pkg/10).........................................................................................................................35.00
Requirements:
Prior installation of the PAI-A SP;
OpScan or iNSIGHT OMR scanner
(autofeeder recommended)
Note:
For information on OpScan or iNSIGHT
scanners, call Scantron Corporation at
1.800.722.6876, or visit www.scantron.
com/scanners/
PAI-A Professional Report Service

Administer the PAI-A to your adolescent clients.
Mail the completed PAI-A Scannable Professional Report Service Answer Sheets to PAR.
PAR will score the PAI-A Professional Report Service Answer Sheets, generate a PAI-A Clinical Interpretive Report
for each adolescent client (within 24 hours of receipt or on the next business day), and send the reports to you.
Prepaid Mail-in Answer Sheets
0D-6067-SS
0D-6046-SS
0D-6035-TM
0D-6036-TB
0D-6037-TB
PAI-A Scannable Professional Report Service Answer Sheets (pkg/10)...................................................................$196.00

PAI-A Scannable Professional Report Service Answer Sheets (pkg/25) . ..................................................................415.00
PAI-A Professional Manual............................................................................................................................................72.00
PAI-A Reusable Item Booklet.........................................................................................................................................33.00
PAI-A Softcover Item Booklets (pkg/10).........................................................................................................................35.00
Prices for mail-in Answer Sheets include scoring, PAI-A Clinical Interpretive Report, and return postage.
33
Identify Posttraumatic
Symptomatology and Other
Psychological Sequelae
of Traumatic Events
34
Trauma Symptom
Checklist for Young
Children (TSCYC)
Trauma Symptom
Checklist for
Children (TSCC)
Trauma Symptom
Inventory (TSI)
See page 35.
See page 36.
See page 37.
Trauma Symptom
Checklist Software
Portfolio (TSC-SP)
Trauma Symptom
Inventory Scoring
Program (TSI-SP)
See page 36.
See page 37.

The TSCYC Evaluates the

Effects of Trauma in Young Children
Trauma Symptom Checklist for Young Children (TSCYC)
John Briere, PhD
Following the success of the Trauma Symptom

Checklist for Children (TSCC) in evaluating
older children (ages 8 to 16 years) for exposure to
traumatic events (e.g., child abuse, peer assaults,
community violence), the TSCYC is the first fully
standardized and normed broadband trauma
measure for children as young as 3 years of age.
The TSCYC is a 90-item caretaker-report instrument
with separate norms for males and females and for
three age groups: 3-4 years, 5-9 years, and 10-12
years. Caretakers rate each symptom on a 4-point
scale according to how often the symptom has
occurred in the previous month. Unlike most other
caretaker-report measures, the TSCYC contains
specific scales to ascertain the validity of caretaker
reports (Response Level and Atypical Response),
as well as providing norm-referenced data on the
number of waking hours the caretaker spends with
the child in the average week.
The TSCYC contains eight clinical scales: Anxiety,
Depression, Anger/Aggression, Posttraumatic
Stress-Intrusion, Posttraumatic Stress-Avoidance,
Posttraumatic Stress-Arousal, Dissociation, and
Sexual Concerns, as well as a summary posttraumatic stress scale (Posttraumatic Stress-Total).
These scales provide a detailed evaluation of
posttraumatic stress, as well as information on other
symptoms found in many traumatized children.
The PTSD Diagnosis Worksheet incorporates

information from the TSCYC to assist the user in
evaluating PTSD criteria in younger children, and
provides a possible PTSD diagnosis in children
5 years of age or older. Different TSCYC scale patterns have been found to predict different forms
of trauma exposure in a published study of traumatized children.
0D-5474-KT
TSCYC Introductory Kit (includes TSCYC

Professional Manual, 25 Item Booklets,
25 Hand-Scorable Answer Sheets,
25 Profile FormsMale & Female
Ages 3-4 Years, 25 Profile FormsMale &
Female Ages 5-9 Years, and 25 Profile
FormsMale & Female Ages 10-12 Years)

Kit Value: $229.00 Kit Price................ $206.00
0D-5475-TM TSCYC Professional Manual......................... 51.00
0D-5476-TB TSCYC Reusable Item Booklets (pkg/25)...... 33.00
2-4 packages (price per package).................. 31.00
5 or more packages (price per package)....... 30.00
0D-5477-AS TSCYC Hand-Scorable Answer Sheets
(pkg/25).......................................................... 46.00
0D-5478-PF TSCYC Profile FormsMale & Female
Ages 3-4 Years (pad/25)................................ 33.00
2-4 pads (price per pad)................................. 31.00
5 or more pads (price per pad)....................... 30.00
Ages 5-9 Years (pad/25)................................ 33.00
Ages 10-12 Years (pad/25)............................ 33.00
The TSCYC provides clinicians

with invaluable information to
evaluate acute and chronic
posttraumatic symptomatology
and other psychological
sequelae of traumatic events.
Purpose: Evaluate acute and
chronic posttraumatic
symptomatology

Age: Caretakers of
children ages 3-12
years
Admin: Individual

Time: 15-20 minutes
Qualification Level: B
TSC-SP.
I would recommend the TSI/TSCC[it has an]

easy to use, well developed manual.
Dr. Carlos A. Cuevas, New Directions for Men, Cambridge, MA
35
The TSCC Quickly Evaluates the Effects of Trauma

in Children and Identifies Those Who Require Follow-Up
Trauma Symptom Checklist for Children (TSCC)
John Briere, PhD
As traumatic events are increasingly visited on our children, there is a greater need to be able to evaluate their effects. Children who experience traumatic events (e.g., physical or sexual abuse, major loss,
natural disaster, witness violence) may suffer from posttraumatic stress and other related psychological
symptomatology. The TSCC, a 54-item self-report measure, can quickly evaluate those children who are at
risk and who may require follow-up care. Two validity scales measure Underresponse and Hyperresponse,
and six Clinical scales measure Anxiety, Depression, Anger, Posttraumatic Stress, Dissociation, and Sexual
Concerns. Eight Critical Items help identify children in need of immediate follow-up.
TSCC-A
Quickly evaluate children who are
at risk for posttraumatic stress or
other related symptomatology.
symptomatology

Age: 8-16 years

Time: 15-20 minutes
Alternate 44-item version is identical to the TSCC, except it makes no reference to sexual issues and has no
Sexual Concerns scale. Includes 7 Critical Items.
0D-3272-KT
TSCC Introductory Kit (includes TSCC Professional Manual, 25 Test Booklets, 25 Male Profile Forms, and
25 Female Profile Forms)

Kit Value: $177.00
Kit Price...........................................$164.00
0D-3273-TM TSCC Professional Manual............................................................................................................................................51.00
0D-3274-TB TSCC Test Booklets (pkg/25)........................................................................................................................................62.00
2-4 packages (price per package)..................................................................................................................................59.00
5 or more packages (price per package).......................................................................................................................57.00
0D-3276-PF TSCC Male Profile Forms (pad/25)................................................................................................................................32.00
2-4 pads (price per pad).................................................................................................................................................30.00
5 or more pads (price per pad).......................................................................................................................................29.00
0D-3277-PF TSCC Female Profile Forms (pad/25)............................................................................................................................32.00
0D-3349-KT TSCC-A Introductory Kit (includes TSCC Professional Manual, 25 TSCC-A Test Booklets, 25 Male Profile Forms,
and 25 Female Profile Forms)

Kit Value: $177.00
Kit Price...........................................$164.00
0D-3275-TB TSCC-A Test Booklets (pkg/25).....................................................................................................................................62.00
Trauma Symptom Checklist Software Portfolio (TSC-SP)

John Briere, PhD and PAR Staff
The unlimited-use TSC-SP software automatically scores the TSCC, the TSCC-A, or the TSCYC after
the clients responses are entered by the clinician. It will generate a score report and graphic profile of the
results. For convenient ordering, the TSC-SP software is sold as 3 separate CD-ROMsTSCC and TSCYC
combined, TSCC only, and TSCYC only.
TSCC and TSCYC combined:
0D-6252-CP
Scores and generates reports for

the TSCC/TSCC-A or the TSCYC.
Requirements:
software activation
36
0D-6252-UP
0D-6255-CV
0D-6256-CV
0D-6252-CV
TSC-SP (TSCC/TSCYC) KitCDROM (includes TSCC & TSCYC Software with On-Screen Help and
Quick Start Guide)......................................................................................................................................................$560.00
TSC-SP Upgrade (TSCC 3.5" Disk to TSCC/TSCYC CDROM) . ..............................................................................335.00
TSC-SP Conversion (TSCC CDROM to TSCC/TSCYC Version CDROM)...............................................................270.00
TSC-SP Conversion (TSCYC CDROM to TSCC/TSCYC Version CDROM)............................................................270.00
TSC-SP (TSCC/TSCYC) Software ConversionCDROM (For prior purchasers only).............................................50.00
TSCC only:
0D-6253-CP
0D-6253-CV
TSC-SP (TSCC)CDROM (includes TSCC Software with On-Screen Help and Quick Start Guide).........................330.00
TSC-SP (TSCC) Software ConversionCDROM (For prior purchasers only)..........................................................50.00
TSCYC only:
0D-6254-CP
0D-6254-CV
TSC-SP (TSCYC)CDROM (includes TSCYC Software with On-Screen Help and Quick Start Guide)....................330.00
TSC-SP (TSCYC) Software ConversionCDROM (For prior purchasers only)........................................................50.00
Note:
Customers who previously purchased the TSCSP Conversion (TSCC to TSCC/TSCYC) CDROM or the TSCSP Conversion (TSCYC
to TSCC/TSCYC) CDROM and wish to convert to the newest version must purchase the TSCSP (TSCC/TSCYC) Software Conversion
CDROM.
Evaluate Posttraumatic Stress

With an Easy-to-Administer Measure
Trauma Symptom Inventory (TSI)
John Briere, PhD
The TSI is designed to evaluate posttraumatic stress

and other psychological sequelae of traumatic
events, including the effects of rape, spousal abuse,
physical assault, combat, major accidents, natural
disasters, and childhood abuse. Easy to administer;
100 test items measure the effects of trauma, with 10
Clinical scales that fall under three broad categories
of distress (trauma, self, and dysphoria).
12 Critical Items help you identify potential problems
that may require immediate follow-up, such as suicidal
ideation or behavior, substance abuse, psychosis,
and self-mutilatory behavior.
In contrast to other trauma measures, three validity
scales (Response Level, Atypical Response, and
Inconsistent Response) assess the respondents
tendency to deny symptoms that others commonly
endorse, to overendorse unusual or bizarre
symptoms, and to respond to items in an inconsistent
or random manner.
High predictive validity: TSI scales predicted
posttraumatic stress disorder (PTSD) in more than
90% of cases (independently assessed) and 89% of
cases diagnosed with borderline personality disorder
(BPD) were correctly identified (in the psychiatric
inpatient sample).
scale, and 2 Critical Items with sexual content.

All other TSI-A scales, including the three validity
scales, and the remaining Critical Items are identical
to the TSI.
0D-3037-KT
TSI Introductory Kit (includes TSI

25 Hand-Scorable Answer Sheets, and
25 each of Male and Female Profile Forms)

0D-3042-TM TSI Professional Manual................................ 53.00
0D-3038-TB TSI Reusable Item Booklets (pkg/10)............ 44.00
0D-3039-AS TSI Hand-Scorable Answer Sheets
(pkg/25).......................................................... 57.00
0D-3040-PF TSI Male Profile Forms (pad/25).................... 40.00
0D-3041-PF TSI Female Profile Forms (pad/25)................ 40.00
BESTVALUE:
0D-3974-KT

0D-4355-KT

0D-4356-TB
0D-4357-AS
TSI-A
The alternate 86-item version (TSI-A) is identical to

the TSI, except that it does not contain the Sexual
Concerns scale, the Dysfunctional Sexual Behavior
0D-4359-PF
0D-4360-PF
TSI/TSCC Combination Kit (includes

TSI Introductory Kit and the TSCC
Introductory Kit)
TSI-A Introductory Kit (includes TSI
Professional Manual, 10 TSI-A Item
Booklets, 25 TSI-A Hand-Scorable
Answer Sheets, and 25 each of TSI-A
Male and Female Profile Forms)
TSI-A Reusable Item Booklets (pkg/10)......... 44.00
TSI-A Hand-Scorable Answer Sheets
(pkg/25).......................................................... 57.00
TSI-A Male Profile Forms (pad/25)................ 40.00
TSI-A Female Profile Forms (pad/25)............ 40.00
Normative data are derived

from a nationally representative
sample of more than 800 adults
from the general population and
3,500 Navy recruits.
symptomatology


Time: 20 minutes
Trauma Symptom Inventory Scoring Program (TSI-SP)

This unlimited-use software scores and profiles the

13 TSI scales (10 clinical and 3 validity scales). It
provides three additional summary factor scales that
indicate the relative extent to which the respondent
is experiencing reduced or insufficient internal
resources, general posttraumatic distress, and
dysphoric affect. Enter item responses and the computer automatically scores the test and produces a
Score Summary Report.
New features to the TSI-SP include the ability to
score the TSI-A and the option to choose Navy
norms (if appropriate based on the type of assessment being conducted).
0D-6669-CP
0D-6669-CV
0D-3038-TB
0D-3039-AS
BEST VALUE:
0D-6670-CP

TSI-SPCDROM (includes Unlimited-Use

Software with On-Screen Help and
Quick Start Guide)...................................... $330.00
TSI-SP Software ConversionCDROM
TSI Reusable Item Booklets (pkg/10)............ 44.00
TSI Hand-Scorable Answer Sheets
(pkg/25).......................................................... 57.00
TSI/TSI-SP Combination Kit (includes
TSI-SPCDROM and TSI Introductory Kit)
Requirements:
software activation
37
Assess Symptoms Related to a Specific Traumatic Event

Detailed Assessment of Posttraumatic Stress (DAPS)
John Briere, PhD
The DAPS focuses on a

particular traumatic event
and its associated problems.
Purpose: Assess trauma
exposure and
symptoms of posttraumatic stress


or group


complete; 15-20
minutes to score
The DAPS is a 104-item, detailed and comprehensive diagnostic measure of trauma exposure and posttraumatic stress in individuals who have a history of exposure to one or more potentially traumatic events.
The self-report instrument assesses peri- and posttraumatic symptoms and associated features related to
a specific traumatic event. The DAPS also generates a tentative diagnosis of posttraumatic stress disorder
(PTSD) or acute stress disorder (ASD) in considerably less time than is required for a structured diagnostic
interview. The diagnosis can then be confirmed by a clinical interview.
The DAPS scales include the three PTSD symptom clusters (Reexperiencing, Avoidance, and Hyperarousal)
and three associated features of PTSD (Trauma-Specific Dissociation, Suicidality, and Substance Abuse).
Two validity scales identify overreporting and underreporting of psychological symptoms. The Professional
Manual provides information about the development, administration, scoring, interpretation, and psychometric characteristics of the DAPS. It also provides data from the normative sample of trauma-exposed adults
from the general population, as well as two validity samples: trauma-exposed adults in a clinical/
community sample and a university validity sample.
0D-4741-KT
DAPS Introductory Kit (includes DAPS Professional Manual, 10 Reusable Item Booklets, 50 Hand-Scorable
Answer Sheets, and 50 Male/Female Profile Forms)

Kit Value: $240.00
Kit Price...........................................$218.00
0D-4742-TM DAPS Professional Manual............................................................................................................................................46.00
0D-4743-TB DAPS Reusable Item Booklets (pkg/10)........................................................................................................................38.00
0D-4744-AS DAPS Hand-Scorable Answer Sheets (pkg/50)...........................................................................................................114.00
0D-4745-PF DAPS Male/Female Profile Forms (pad/50)...................................................................................................................42.00
Detailed Assessment of Posttraumatic

Stress Interpretive Report (DAPS-IR)
Reports can be easily edited

on-screen to incorporate
additional clinical information.
Requirements:
38
The DAPS-IR provides a comprehensive diagnostic and interpretive system that can be used to administer, score, and generate profiles and interpretive reports for the DAPS. The report includes demographic
information entered by the clinician, the score summary tables for the protocol, the individuals profile of
DAPS Tscores, narrative text on the validity of the protocol, detailed information about the individuals
scores on each of the DAPS scales and subscales, profiles of peritraumatic distress and all DAPS scales,
additional scale data (e.g., effortful avoidance vs. numbing avoidance), diagnostic information, and an item
response summary table for each scale. In addition, the report includes updated scoring for the acute stress
disorder (ASD) diagnostic criteria. Administer on-screen or enter an individuals item responses from the
paperandpencil form. You pay only if you administer the test on-screen via a Counter Serial Number.
0D-6248-CP
0D-6248-CV
BESTVALUE:
0D-6249-CP

DAPS-IRCDROM (includes DAPS:IR Software Program with 5 BONUS On-Screen Administrations,

On-Screen Help, and Quick Start Guide)...................................................................................................................$405.00
DAPS-IR Software ConversionCDROM (For prior purchasers only)......................................................................50.00
DAPS/DAPS-IR Combination KitCDROM (includes DAPS Introductory Kit and DAPS-IRCDROM)
Kit Value: $645.00
Kit Price...........................................$590.00
0D-5738-CP
0D-5739-CP
DAPS-IR Counter Serial Number (25 Administrations)..................................................................................................89.00

DAPS-IR Counter Serial Number (50 Administrations)................................................................................................162.00
Inventory of Altered Self-Capacities (IASC)

John Briere, PhD
The IASC is a 63-item self-report measure of

an individuals psychological functioning in three
important areas:
The capacity to form and maintain meaningful
relationships.
The capacity to maintain a stable sense of personal
identity and self-awareness.
The capacity to modulate and tolerate negative affect.
This brief measure was normed on 620 individuals

from the general population. It facilitates assessment
of critical psychological issues with individuals who
have personality-level difficulties and/or a history of
significant childhood trauma. The IASC is an ideal
component of a comprehensive assessment of
adult psychopathology. It helps to identify specific
targets for treatment, such as identity disturbance
or affect regulation problems; to predict potential
problems that may arise during psychotherapy,
such as idealization-devaluation or easily triggered
abandonment issues; and to provide clinical data to

corroborate diagnostic hypotheses, especially those
involving dysfunctional personality traits or disorders.
The IASC consists of seven 9-item scales, two of
which have subscales, and it requires a 6th-grade
reading level. Respondents rate the frequency of
occurrence of each symptom item on a 5-point scale
from Never to Very Often over the prior 6 months.
This instrument is particularly useful with adults who
have experienced clinically significant childhood
abuse or trauma.
0D-4561-KT
IASC Introductory Kit (includes IASC

Professional Manual, 25 Reusable Item
Booklets, 50 Hand-Scorable Answer
Sheets, and 50 Profile Forms)

0D-4562-TM IASC Professional Manual............................. 48.00
0D-4563-TB IASC Reusable Item Booklets (pkg/25).......... 35.00
0D-4564-AS IASC Hand-Scorable Answer Sheets
(pkg/50)........................................................ 100.00
0D-4565-PF IASC Profile Forms (pad/50).......................... 35.00
The IASC is helpful for clinicians

who provide cognitive-behavioral,
dialectical behavior, and inter
personal therapy to individuals who
have problems with self-regulation.
Purpose: Assess difficulties in
relatedness, identity,
and affect control



complete; 10-15
minutes to score
and profile
Cognitive Distortion Scales (CDS)

John Briere, PhD
The CDS is a 40-item, self-assessment of cognitive distortions. It assesses negative thinking patterns that
interfere with optimal functioning. The CDS scales reflect five types of cognitive distortion: Self-Criticism, SelfBlame, Helplessness, Hopelessness, and Preoccupation With Danger. Respondents use a 5-point scale to
rate the frequency of occurrence of each item during the previous month.
The CDS Profile Form allows conversion of raw scale scores to T scores based on the gender of the respondent.
A profile graph can be drawn to portray the respondents scores relative to the scores of the general population.
Requires only a 5th-grade reading level.
0D-4412-KT

0D-4413-TM
0D-4414-TB
0D-4415-PF
CDS Kit (includes CDS Professional Manual, 25 Test Booklets, and 25 Profile Forms)
Kit Value: $160.00
Kit Price...........................................$150.00
CDS Professional Manual..............................................................................................................................................52.00
CDS Test Booklets (pkg/25)...........................................................................................................................................68.00
CDS Profile Forms (pad/25)...........................................................................................................................................40.00
Assesses negative thinking

patterns that interfere with
optimal functioning in adults.
Purpose: Assess negative
thinking patterns that
interfere with optimal
functioning



complete; 5 minutes
to score
39
Personality Inventory for Youth (PIY)

David Lachar, PhD and Christian P. Gruber, PhD
The PIY is a valid and reliable self-report measure

that assesses emotional and behavioral adjustment,
family interaction, and neurocognitive and attentionrelated academic functioning. Excellent response
validity checks make the PIY useful in ruling out
psychiatric problems.
The PIY is composed of 270 items covering 9 nonoverlapping clinical scales and 24 nonoverlapping
subscales. The 24 subscales reveal specific clinical
The PIY provides a reliable and valid content, making the PIY an excellent diagnostic
measure of child and adolescent
tool. In addition, four validity scales help determine
psychopathology based on the
whether the respondent is uncooperative or is exagrespondents perceptions.
gerating, malingering, responding defensively, care Purpose: Evaluates
psychopathology and lessly, or without adequate comprehension. Critical
emotional/behavioral
Items are sorted into eight problem categories.
problems
Written at a 3rd-grade reading level, the PIY can be

Age: 9-19 years
completed in 45 minutes. The first 80 items of the
test can be used as a brief classroom screener to
or group
quickly identify students who would most likely show
Time: 45 minutes
problems if the full inventory were administered. An
audiotape is included for poor readers.
Standardized on a nationally representative sample

of more than 2,300 students in Grades 4-12 and
developed using a clinical sample of more than
1,100 students, the PIY provides a reliable and valid
measure of child and adolescent psychopathology,
based on the respondents own perceptions.
0D-4977-KT
0D-4978-TB
0D-4979-AS
0D-4980-PF
0D-4981-CF
PIY Introductory Kit (includes PIY

Administration and Interpretation Guide,
Technical Guide, 2 Reusable
Administration Booklets, 100 Answer
Sheets, Scoring Templates, 100 Profile
Forms, 100 Critical Items Summary
Sheets, and 1 Audiotape)........................... $270.00
PIY Reusable Administration Booklet............ 32.00
PIY Hand-Scorable Answer Sheets
(pkg/100)........................................................ 30.00
PIY Profile Forms (Male/Female)
(pkg/100)........................................................ 30.00
PIY Critical Items Summary Sheet
(Male/Female) (pkg/100)................................ 30.00
Personality Inventory for Children, 2nd Ed. (PIC-2)

Includes a 96-item Behavioral

Summary, Critical Items Summary
Sheets, and new nationally
representative norms.
Purpose: Evaluates
psychopathology and
emotional/behavioral
problems

Age: Parents/guardians of
children ages 5-19
years
Admin: Parent report;

Individual

Time: 40 minutes for

Profile; 15 minutes for
Behavioral Summary
Requirements:
Windows 98/2000/Me/XP/Vista/7;
USBport; CD-ROM drive for installation
40
The PIC-2 is a complete revision and restand

ardization of a highly regarded test used to evaluate
the emotional, behavioral, cognitive, and interpersonal adjustment of children and teens. It includes
two formats: (a) a profile with True-False items on
Response Validity Scales and Adjustment scales
and subscales and (b) a Behavioral Summary.
The standard, 275-item profile assesses the full
range of developmental, cognitive, adjustment, and
interpersonal issues, with subscales that supply
useful clinical detail and an optional critical items list
divided into nine content categories.
The Behavioral Summary is composed of the first
96 items on the test. Requiring only 15 minutes to
administer, this version can be used for screening,
research, or monitoring behavior change. Because
items on this form are in the present tense and focus
on conditions and behaviors that are responsive to
relatively brief intervention, the Behavioral Summary
is especially helpful in designing and evaluating
individual treatment plans. It can be used on its own
or scored as part of the full test.
The PIC-2 was standardized on ratings from
2,306 parents of boys and girls in kindergarten
through 12th grade. Protocols were collected from
23urban, rural, and suburban schools in 12states.
Participating parents represented all socioeconomic
levels and all major ethnic groups. In addition, data
were collected from a sample of 1,551 parents
whose children had been referred for educational or

clinical intervention.
Now Available! Computer Scoring
and Interpretation for the PIC-2
This software enables you to score 25 administrations of the PIC-2 Standard Form or Behavioral
Summary and provides a complete interpretive
report with a detailed profile and a full explanation of
scale and subscale scores, including implications for
treatment.
0D-5338-KT
PIC-2 Introductory Kit (includes

PIC-2 Manual, 2 Reusable Administration
Booklets, 50 Answer Sheets, 1 Set of
Scoring Templates, 25 Behavioral
Summary Answer Forms, 50 Standard
Form Profile Sheets, 25 Behavioral
Summary Profile Sheets, and 50 Critical
Items Summary Sheets)............................. $218.00
0D-5339-TM PIC-2 Manual................................................. 64.00
0D-5340-TB PIC-2 Reusable Administration Booklet......... 32.00
0D-5341-AS PIC-2 Answer Sheets (pad/100).................... 24.00
0D-5342-SK PIC-2 Scoring Templates (1 set).................... 42.00
0D-5343-RF PIC-2 Behavioral Summary Answer Forms
(pkg/25).......................................................... 42.00
0D-5344-PF PIC-2 Standard Form Profile Sheets, Male
and Female (pad/100).................................... 24.00
0D-5345-PF PIC-2 Behavioral Summary Profile Sheets,
Male and Female (pad/100)........................... 24.00
0D-5346-CF PIC-2 Critical Items Summary Sheets,
Male and Female (pad/100)........................... 24.00
0D-6497-CP PIC-2 Scoring and Interpretation
SoftwareCD-ROM (25 uses)...................... 390.00
0D-6498-CP PIC-2 Computer Scoring and Interpretation
KitCD-ROM (includes PIC-2 Manual,
2 Reusable Administration Booklets,
50 Answer Sheets, and PIC-2 Scoring
and Interpretation Software25 uses).......... 465.00
Use the Achenbach System of

Empirically Based Assessment (ASEBA)
to Assess the Adaptive Functioning, Competence, and
Personal Strengths of Individuals Ages 1 12 to 90+ Years
ASEBA School-Age and Preschool Forms
and Profiles feature multicultural norms
The ASEBA products facilitate comparisons of information obtained about a persons functioning through
parallel forms completed by multiple informants.
Each ASEBA Profile Form has a layout parallel to the other versions, making it easy to see the similarities
and the differences between the self-report(s) and the observer report(s).
Each ASEBA products Manual provides full documentation for the scales, includes reliability and validity
data, and illustrates numerous clinical and research applications for the instruments.
Each ASEBA product has separate norms by gender and age group for competencies, syndromes,
DSM-oriented scales, internalizing, externalizing, and total problems.
Multicultural options available for ASEBA School-Age and Preschool Forms and Profiles.
The ASEBA instruments can be scored by hand or by using the Assessment Data Manager (ADM)
software. The ADM software enables you to quickly enter, score, compare, and save data from parent-,
teacher- and self-reports. It has cross-informant comparisons to help you efficiently integrate multisource
data for evaluations, interventions, and measurement of outcomes.
41
ASEBAChild Behavior Checklist for Ages 6-18 (CBCL/6-18),

ASEBATeachers Report Form for Ages 6-18 (TRF/6-18),
and ASEBAYouth Self-Report for Ages 11-18 (YSR/11-18)
Thomas M. Achenbach, PhD and Leslie A. Rescorla, PhD
The ASEBA (Achenbach System of Empirically

Based Assessment) school-age forms (CBCL/6-18,
TRF/6-18, and YSR/11-18) each provide raw scores,
T scores, and percentiles. All norms are based
on a U.S. national sample. All forms have parallel
Internalizing, Externalizing, and Total Problems
Includes the new Module for Ages scales. Hand score or use the Assessment Data
6-18 with Multicultural Options and Manager (ADM) scoring software.
the new Multicultural Supplement
to the Manual for ASEBA
School-Age Forms and Profiles.
Purpose: Obtain information

about school-age
childrens behaviors

Age: 6-18 years
Admin: CBCL/6-18
Completed by
parent; TRF/618
Completed by
teacher; YSR/1118
Self-report

Time: 15-20 minutes
Requirements:
Windows 2000/XP/Vista (32-bit)/7;
128MB RAM; 75MB free hard disk space;
166 MHz Pentium processor; CDROM
drive
Note:
For information on the Assessment Data
Manager (ADM), see page 43.
The CBCL/6-18
Parents rate items that describe specific behavioral
and emotional problems, plus two open-ended items
for additional problems.
Parent ratings on a 3-point scale are based on
how true each item is now or was within the past
6months.
The CBCL/6-18 scales are based on parent ratings of
4,994 high-scoring children and are normed on 1,753
nonreferred children.
The TRF/6-18
Teachers rate academic performance, adaptive
functioning, and appropriateness of the childs
behavior, how much the child is learning, how hard
the child is working, and how happy the child appears.
The TRF/6-18 problem items include 93 that have
counterparts on the CBCL/6-18; remaining items
concern school behaviors.
The TRF/6-18 scales are based on teacher ratings of
4,437 high-scoring students and are normed on 2,319
nonreferred students.
The YSR/11-18
The YSR/11-18 is completed by youths with 5th-grade
reading skills, or it can be administered orally.
Youths rate themselves for how true each item is now
or has been during the past 6 months, using a 3-point
scale.
The YSR/11-18 also has 14 socially desirable items
that most youths endorse about themselves.
The YSR/11-18 scales are based on 2,581 highscoring youths and are normed on 1,057 nonreferred
youths.
Module for Ages 6-18 With
Multicultural Options
Replacing the 2001-2006 ages 6-18 module,

this module displays problem-scale profiles and
cross-informant bar graphs in relation to multicultural
(including U.S.) norms. If the user selects a society
42
for which norms are available, the Module displays

the childs scale scores with norms for that society.
If the norms are unavailable, the user can elect
default norms or other norms deemed appropriate
for the child. Different norms can be selected for
a childs CBCL, TRF, and YSR forms. The same
scale scores also can be displayed with different
norms. This Module scores the same scales as
the previous edition, plus Obsessive-Compulsive
Problems, Posttraumatic Stress Problems, Sluggish
Cognitive Tempo (only on CBCL and TRF), and
Positive Qualities (only on YSR) scales. All forms
have parallel Internalizing, Externalizing, and Total
Problems scales.
The Multicultural Supplement to the Manual for
ASEBA School-Age Forms and Profiles documents
the basis for the multicultural norms and illustrates
applications.
0D-5999-CP
School-Age Scoring Module KitCDROM

(includes CBCL/TRF/YSR Scoring Module
with Multicultural Options and 2007 Scales,
School-Age Manual, Multicultural
Supplement for School-Age Manual, 50 Child
Behavior Checklists for Ages 6-18 [Blue],
50 Teachers Report Forms for Ages 6-18
[Green], and 50 Youth Self-Report Forms
for Ages 11-18 [Tan])................................. $435.00
0D-5515-TM School-Age Manual for the CBCL, TRF,
and YSR......................................................... 42.00
0D-6004-TM Multicultural Supplement for School-Age
Manual........................................................... 32.00
0D-5516-RF Child Behavior Checklist for Ages 6-18
Blue (pkg/50).................................................. 28.00
0D-5517-PF CBCL Profile for BoysBlue (pkg/50)........... 28.00
0D-5518-PF CBCL Profile for GirlsWhite (pkg/50).......... 28.00
0D-5519-PF CBCL DSM-Oriented Profile for Boys/Girls
Lavender (pkg/50).......................................... 28.00
0D-5520-SK CBCL Scoring Template................................ 11.00
0D-5521-RF Teachers Report Forms for Ages 6-18
Green (pkg/50)............................................... 28.00
0D-5522-PF TRF Profile for BoysGray (pkg/50)............. 28.00
0D-5523-PF TRF Profile for GirlsTan (pkg/50)............... 28.00
0D-5524-PF TRF DSM-Oriented Profile for Boys/Girls
Orange (pkg/50)............................................. 28.00
0D-5525-SK TRF Scoring Template................................... 11.00
0D-5526-RF Youth Self-Report for Ages 11-18Tan
(pkg/50).......................................................... 28.00
0D-5527-PF YSR Profile Forms for Boys/GirlsTan
(pkg/50).......................................................... 28.00
0D-5528-PF YSR DSM-Oriented Profile for Boys/Girls
Goldenrod (pkg/50)........................................ 28.00
0D-5529-SK YSR Scoring Template................................... 11.00
0D-6003-CP ADM School-Age CBCL/TRF/YSR Scoring
Module with Multicultural Options and 2007
ScalesCDROM.......................................... 325.00
0D-6003-UP ADM School-Age CBCL/TRF/YSR Scoring
Module with Multicultural Options and 2007
ScalesCDROM Upgrade........................... 240.00
Now With Multicultural Options!
ASEBA Child Behavior Checklist for Ages 11/2-5

(CBCL/11/2-5) and ASEBA Caregiver-Teacher Report
Form for Ages 11/2-5 (C-TRF)
Thomas M. Achenbach, PhD, and Leslie A. Rescorla, PhD
The ASEBA (Achenbach System of Empirically

Based Assessment) preschool forms (CBCL/11/2-5
and C-TRF) span the age range of 11/2 to 5 years.
The Internalizing, Externalizing, and Total Problems
scales are scored from both forms. In addition, the
CBCL/11/2-5 and the C-TRF are similar, making
comparisons between multiple hand-scored profiles
easy.
Parents who complete the CBCL/11/2-5 for their
children may complete the Adult Self-Report (ASR)
to describe themselves and the Adult Behavior
Checklist (ABCL) to describe their spouse or
partner. You can then compare parents views of
themselves with their views of their children.
The CBCL/11/2-5
Parents rate 99 items that describe the childs
problems and report the best things about the child.
The CBCL/11/2-5 includes the Language Development
Survey (LDS), which indicates whether a childs
vocabulary and word combinations are delayed
relative to norms for ages 18-35 months.
The CBCL/11/2-5 has a Sleep Problems Syndrome
scale.
The CBCL/11/2-5 scales are based on ratings of 1,728
children and are normed on a national sample of 700
children.
The C-TRF
Caregivers or teachers rate 99 items that describe the
problems of the child and report the disabilities of the
child, issues that concern the respondent most about
the child, and things that the respondent views to be
best about the child.
The C-TRF scales are based on ratings of 1,113
children and are normed on 1,192 children.
Assessment Data Manager (ADM)
The ADM software enables you to quickly enter,

score, compare, and save data from parent
reports, teacher reports, and self-reports. It has
cross-informant comparisons to help you efficiently
integrate multisource data for evaluations, interventions, and measurement of outcomes. The ADM
software displays cross-informant comparisons of
up to eight forms per client, including side-by-side
item scores and scale scores from each completed
form, correlations between informants, and reports
on whether agreement between informants is below
average, average, or above average.
0D-6780-CP
Preschool Scoring Module KitCDROM

(includes CBCL/C-TRF/ADM Preschool
Scoring Module with Multicultural Options
and Stress Problems Scale, Preschool
Manual, Multicultural Supplement for
Preschool Manual, 50 Child Behavior
Checklists for Ages 1.5-5 [Blue], and
50 Caregiver-Teacher Report Forms for
Ages 1.5-5 [Green]).................................... $310.00
0D-5506-TM Preschool Manual for the CBCL and
C-TRF............................................................ 42.00
0D-6754-TM Multicultural Supplement for Preschool
Manual........................................................... 32.00
0D-5507-RF Child Behavior Checklist for Ages 1.5-5
Blue (pkg/50).................................................. 28.00
0D-5508-PF CBCL/1.5-5 Profile for Boys & Girls
Blue (pkg/50).................................................. 28.00
0D-5509-PF CBCL Scoring Forms for LDS for Ages
18-35 MonthsWhite (pkg/50)...................... 28.00
0D-5510-SK CBCL Scoring Template................................ 11.00
0D-5511-RF Caregiver-Teacher Report Form for Ages
1.5-5Green (pkg/50)................................... 28.00
0D-5512-PF C-TRF Profile for Boys & GirlsGreen
(pkg/50).......................................................... 28.00
0D-5513-SK C-TRF Scoring Template............................... 11.00
0D-6779-CP CBCL/C-TRF/ADM Preschool Scoring
Module with Multicultural Options
and Stress Problems ScaleCDROM......... 275.00
0D-6779-UP CBCL/C-TRF/ADM Preschool Scoring
Module With Multicultural Options and
Stress Problems ScaleCD-ROM Upgrade.....215.00
Provides valuable information on

specific behavioral and emotional
problems of young children.
about a preschoolers
behaviors

Age: 112-5 years
Admin: CBCL/112-5
Completed by parent;
C-TRFCompleted
by caregiver or
teacher

Time: 10-15 minutes
Requirements:
drive
CBCL/112-5 and C-TRF Scales

Cross-Informant Syndrome scales
DSM-Oriented scales
Emotionally Reactive
Anxious/Depressed
Somatic Complaints
Withdrawn
Attention Problems
Aggressive Behavior
Sleep Problems (CBCL/112-5 only)
Affective Problems
Pervasive Developmental Problems
Anxiety Problems
Oppositional Defiant Problems
Attention Deficit/Hyperactivity Problems
43
ASEBA Adult Self-Report (ASR) and

ASEBA Adult Behavior Checklist (ABCL)
Thomas M. Achenbach, PhD, and Leslie A. Rescorla, PhD

about an adults
adaptive functioning
and problems

Age: 18-59 years
Admin: ASRSelf-report;
ABCLCollateral
rating

Time: 15-20 minutes
Requirements:
drive
Note:
The ASEBA adult forms are valuable for assessing

adults in a variety of settings, such as mental health,
forensic, counseling, medical, and substance abuse.
The ASR is a self-administered instrument that
examines diverse aspects of adaptive functioning
and problems. The ABCL is a parallel form used
to obtain information about the individual being
assessed from others who know the individual well,
such as a spouse, partner, family member, or friend.
Profiles display scale scores in relation to norms for
each gender at ages 18-35 years and 36-59 years.
Includes a Critical Items scale. Both forms have
parallel scales for Substance Use, Critical Items,
Internalizing, Externalizing, and Total Problems.
Hand score or scoring software (ADM) is available.
Eight cross-informant syndrome scales were derived

from factor analyses of the ASR and the ABCL
(i.e.,Anxious/Depressed, Withdrawn, Somatic
Complaints, Thought Problems, Attention Problems,
Aggressive Behavior, Rule-Breaking Behavior,
Intrusive). Six scales were constructed to have
characteristics consistent with DSM-IV categories
(i.e.,Depressive Problems, Anxiety Problems, Somatic
Problems, Avoidant Personality Problems, Attention
Deficit/Hyperactivity Problems, Antisocial Personality

Problems).
0D-5431-KT
ASR/ABCL Complete Kit (includes ASR/

ABCL Manual, 50 Adult Self-Reports for
Ages 18-59, 50 ASR Hand-Scoring Profiles
for Men, 50 ASR Hand-Scoring Profiles for
Women, 50 ASR DSM-Oriented Profiles for
Men/Women, ASR Scoring Template, 50 Adult
Behavior Checklists for Ages 18-59, 50 ABCL
Hand-Scoring Profiles for Men, 50 ABCL
Hand-Scoring Profiles for Women, 50 ABCL
DSM-Oriented Profiles for Men/Women,
and ABCL Scoring Template).................... $250.00
0D-5432-TM ASR/ABCL Manual......................................... 42.00
0D-5433-RF Adult Self-Report for Ages 18-59
Beige (pkg/50)................................................ 28.00
0D-5434-PF ASR Hand-Scoring Profile for Men
Beige (pkg/50)................................................ 28.00
0D-5435-PF ASR Hand-Scoring Profile for Women
Goldenrod (pkg/50)........................................ 28.00
0D-5436-PF ASR DSM-Oriented Profile for
Men/WomenYellow (pkg/50)...................... 28.00
0D-5437-SK ASR Scoring Template................................... 11.00
0D-5438-RF Adult Behavior Checklist for Ages 18-59
Blue (pkg/50).................................................. 28.00
0D-5439-PF ABCL Hand-Scoring Profile for Men
Blue (pkg/50).................................................. 28.00
0D-5440-PF ABCL Hand-Scoring Profile for Women
Lavender (pkg/50).......................................... 28.00
0D-5441-PF ABCL DSM-Oriented Profile for Men/
WomenSalmon (pkg/50)............................. 28.00
0D-5442-SK ABCL Scoring Template................................. 11.00
0D-5503-CP ASR/ABCL ADM Scoring Module
CDROM...................................................... 215.00

ASEBA Older Adult Behavior Checklist (OABCL)
Thomas M. Achenbach, PhD, Paul A. Newhouse, MD, and Leslie A. Rescorla, PhD

about an older adults
adaptive functioning
and problems

Age: 60-90 years and

older
Admin: OASRSelf-report;
OABCLCollateral
rating

Time: 15-20 minutes
Requirements:
drive
Note:
44
The ASEBA older adult forms can aid assessment in a

variety of settings. To measure changes in functioning,
the forms can be completed at specified intervals to
determine whether functioning is stable, improving,
or worsening. The OASR is a self-administered
instrument that examines diverse aspects of
adaptive functioning and problems. The OABCL is
a parallel form used to obtain information about the
individual being assessed from others who know
that individual well, such as a spouse, partner, family
member, friend, caregiver, or health care provider.
Profile Forms display scale scores in relation to
gender- and age-specific norms.
Hand score or scoring software (ADM) is available.
Seven cross-informant syndrome scales were derived

from factor analyses of the OASR and the OABCL
(i.e.,Anxious/Depressed, Somatic Complaints, Thought
Problems, Irritable/Disinhibited, Memory/Cognition
Problems, Worries, Functional Impairment). Six scales
were constructed to have characteristics consistent with
DSM-IV categories (i.e.,Depressive Problems, Anxiety
Problems, Somatic Problems, Dementia Problems,
Psychotic Problems, Antisocial Personality Problems).
0D-5443-KT
OASR/OABCL Complete Kit (includes OASR/

OABCL Manual, 50 Older Adult Self-Report
for Ages 60-90+, 50 OASR Hand-Scoring
Profiles for Men, 50 OASR Hand-Scoring
Profile Forms for Women, 50 OASR DSMOriented Profiles for Men/Women, 50 Older
Adult Behavior Checklists for Ages 60-90+,
50 OABCL Hand-Scoring Profiles for Men,
50 OABCL Hand-Scoring Profiles for Women,
50 OABCL DSM-Oriented Profiles for Men/
Women, and OASR-OABCL Scoring
Templates [same for both forms]).............. $250.00
0D-5444-TM OASR/OABCL Manual................................... 42.00
0D-5445-RF Older Adult Self-Report for Ages 60-90+
Beige (pkg/50)................................................ 28.00
0D-5446-PF OASR Hand-Scoring Profile for Men
Green (pkg/50)............................................... 28.00
0D-5447-PF OASR Hand-Scoring Profile for Women
Pink (pkg/50).................................................. 28.00
0D-5448-PF OASR DSM-Oriented Profile for Men/Women
White (pkg/50)................................................ 28.00
0D-5449-RF Older Adult Behavior Checklist for
Ages 60-90+Blue (pkg/50)......................... 28.00
0D-5450-PF OABCL Hand-Scoring Profile for Men
Tan (pkg/50)................................................... 28.00
0D-5451-PF OABCL Hand-Scoring Profile for Women
Orange (pkg/50)............................................. 28.00
0D-5452-PF OABCL DSM-Oriented Profile for Men/Women
Gray (pkg/50)................................................. 28.00
0D-5453-SK OASR/OABCL Hand-Scoring Template
(same for both forms)..................................... 11.00
0D-5504-CP OASR/OABCL ADM Scoring Module
CDROM...................................................... 215.00
ASEBA Semistructured Clinical Interview for Children &

Adolescents (SCICA/6-18)
Stephanie H. McConaughy, PhD and Thomas M. Achenbach, PhD
The SCICA is a standardized clinical interview for

children ages 6-18 years. It was designed as part
of the Achenbach System of Empirically Based
Assessment (ASEBA), an integrated set of rating
forms for assessing competencies, adaptive functioning, and problems in an easy and cost-effective
manner.
The SCICA maximizes the value of interviews with a
flexible user-friendly protocol, along with self-report
and observational items rated by the interviewer.
Items are scored on empirically based syndrome
scales (i.e.,Aggressive/Rule-Breaking Behavior,
Anxious, Anxious/Depressed, Attention Problems,
Language/Motor Problems, Self-Control Problems,
Somatic Complaints [ages 12-18 years only],
Withdrawn/Depressed); six DSM -oriented scales;
and Internalizing, Externalizing, and separate scales
for total observed and self-reported problems.
Some of the syndromes have counterparts on the
CBCL/618, TRF/6-18, and YSR/11-18.
The SCICA includes a DSM-oriented ADH Problems
scale with Inattention and Hyperactivity-Impulsivity
subscales.
The following topics are addressed in the SCICA:
activities, school, job, friends, family relations;
fantasies; self-perceptions, feelings; parent/teacher
reported problems, and achievement tests (optional).
The SCICA also screens for fine and gross motor
abnormalities (optional for ages 6-11 years), somatic
complaints, alcohol, drugs, and trouble with the law
(for ages 12-18 years).
Both hand-scored and computer-scored profiles are

available.
The SCICA has demonstrated reliability and validity.

Weighted combinations of the SCICA syndromes
yielded 66.7% sensitivity and 80.8% specificity for
ages 6-11 years and 67.5% sensitivity and 92.5%
specificity for ages 12-18 years.
SCICA materials include the Manual, Protocol Form
for the interviewer, Observation and Self-Report
Forms, and Profiles for Ages 6-18 years (handscored or computer-scored). The Profile Forms for
hand-scoring accommodate both genders. The
SCICA can be used in a variety of settings such as
mental health practices, community mental health
centers, educational settings, and forensic settings
for custody evaluations and placement decisions.
0D-5848-CP
SCICA Scoring Module with Training

Software KitCDROM (includes SCICA
Manual, 50 Protocol Forms, 50 Observation/
Self-Report Scoring Forms, ADM with
SCICA Module, and SCICA Training
Video on DVD)........................................... $345.00
0D-5849-TM SCICA Manual............................................... 42.00
0D-5850-RF SCICA Protocol Forms (pkg/50)..................... 28.00
0D-5851-RF SCICA Observation/Self-Report Scoring
Forms (pkg/50)............................................... 28.00
0D-5852-PF SCICA Profile Forms (Male & Female)
(pkg/50).......................................................... 28.00
0D-5853-PF SCICA DSM-Oriented Profile Forms
(Male & Female) (pkg/50).............................. 28.00
The SCICA assesses problems in

an easy and cost-effective manner.
Purpose: Assess childrens
functioning in ways
compatible with their
cognitive levels and
interaction styles

Age: 6-18 years
Admin: Self-report and

observational rating

Time: 60-90 minutes
Requirements:
drive, DVD player for training video
Note:
Clinical Interviews for Children and Adolescents

Stephanie H. McConaughy, PhD
This easy-to-read and well-organized text offers guidelines for interviewing children and their parents and
teachers. The author provides an empirically based approach to clinical interviewing and shows how to use
assessment data in planning early interventions. The reproducible worksheets, interview guidelines, illustrative case examples, and chapters on assessing risk for suicide and violence are helpful additions.
0D-5801-BK Clinical Interviews for Children and Adolescents, Hardcover240 pages (2005)......................................................$37.00
Concise, practical,
and up-to-datean
excellent resource.
45
ASEBA Test Observation Form for Ages 2-18 (TOF/2-18)

Enables examiners to measure

behavior, affect, and test-taking
style during testing sessions.
Purpose: Assess aspects of
behavior, affect, and
test-taking while
administering other
measures

Age: 2-18 years
Admin: Individual

Time: 10 minutes
Requirements:
drive
Note:
Completed by the examiner in about 10 minutes,

the TOF builds on the information gleaned from
standardized assessment by providing supplemen
tal information about specific aspects of the childs
test-taking behaviors. The examiner completes
the TOF while the child is administered standardized intelligence or ability tests. The TOF includes
125 items that rate specific behaviors on a scale
of 0(Nooccurrence) to 3 (Definite occurrence
with severe intensity, high frequency, or 3 or more
minutes total duration) and also provides blank
space for the examiner to write his or her narrative
observations. The assessment results provide
supplemental data that is helpful with decisionmaking issues, such as eligibility for special education or admission to particular programs.
Provides separate norms for gender and age group

(i.e.,2-5 years, 6-11 years, 12-18 years).
Enables evaluation of test performance in relation to
problems documented during testing.
Scoring and Materials
Features of the TOF

The TOF capitalizes on standardized testing
situations and on examiners experience to obtain
samples of behavior that can be compared across
children and for the same child at initial and/or
subsequent evaluations.
Helps examiners document many characteristics that
otherwise might not be noted.
Efficiently documents examiners observations without
requiring written reports.
Normed on a sample of 3,943 nonreferred children.
Factor analyses of the TOF for 3,400 high-scoring

children yielded five syndromes: (a) Withdrawn/
Depressed, (b) Language/Thought Problems,
(c) Anxious, (d) Oppositional, and (e) Attention
Problems. The first two syndromes form an
Internalizing group, whereas the last two syndromes
form an Externalizing group. In addition, TOF items
are scored on the DSM -oriented Attention-Deficit/
Hyperactivity Problems scale, which is composed
of two subscales (Inattention and HyperactivityImpulsivity); these items are identified by experts as
consistent with the DSM diagnosis of ADHD. Results
may be scored by hand or electronically scored
using the TOF ADM Module (see page 43).
0D-6354-KT
TOF Introductory Kit (includes TOF Manual,

50 TOF Rating Forms, 50 TOF Girls
Syndrome Profiles, and 50 TOF Boys
Syndrome Profiles)..................................... $100.00
0D-6355-TM TOF Manual................................................... 39.00
0D-6356-RF TOF Rating Forms (pkg/50)........................... 28.00
0D-6357-PF TOF Girls Syndrome Profiles (pkg/50)........... 28.00
0D-6358-PF TOF Boys Syndrome Profiles (pkg/50).......... 28.00
0D-6359-CP TOF Scoring Module KitCDROM
(includes TOF Manual, 50 TOF Rating
Forms, and TOF ADM ModuleCDROM)... 215.00
ASEBA Direct Observation Form (DOF)

Now scored via computer with a new Assessment

Data Management (ADM) module, the DOF is
a standardized form for rating observations of
childrens behavior in classrooms, at recess, and
in other group settings. During 10-minute periods,
observers write narrative descriptions of childrens
behavior and rate on-task behavior at 1-minute
intervals. At the end of the 10-minute observation,
the observer rates 88 problem items.
Designed for rating direct
The on-task and problem ratings are scored on
observations of multiple specific
behaviors over 10-minute intervals. scales that are displayed on profiles in relation to
gender-specific norms for children ages 6-11 years.
Purpose: Rate and score
Norms are based on ethnically diverse samples of
observations of
childrens behavioral
661 children for classroom observations and 224
and emotional
children for recess observations. Local norms for the
problems
observational setting are obtained by observing one

Age: 6-11 years
or two control children.
Admin: Individual
The new ADM Module for the DOF displays profiles
Time: 30 minutes
of scale scores obtained by averaging scores for
multiple observational periods separately for the
target and control children. Paraprofessionals such
Requirements:
as teacher aides can be easily trained to use the

128MB RAM; 75MB free hard disk space; DOF. Interrater reliabilities for DOF scales range
from .71 to .97.
Scales for Classroom Observations

(Empirically based syndromes)
Sluggish Cognitive Tempo
Intrusive
Immature/Withdrawn
Oppositional
Attention Problems
DSM-Oriented ADH Problems
Inattention subscale
Hyperactivity-Impulsivity subscale
Total ProblemsClassroom
On-Task
Scales for Recess Observations
Total ProblemsRecess
Aggressive Behavior
0D-6634-CP
DOF Computer Scoring Starter Kit

CD-ROM (includes Guide for the
ASEBA DOF, Manual for the DOF
CD-ROM, 50 DOF Record Forms, and
DOF ADM Module)..................................... $215.00
0D-6635-TM Manual for the DOFCD-ROM (includes
Guide for the ASEBA DOF)............................ 39.00
0D-6636-RF DOF Record Forms (pkg/25).......................... 28.00
drive
46
Easy to Administer and Score, the EDI-3 Creates

Clinically Meaningful Profiles That Can Be Linked to Treatment
Plans, Specific Interventions, and Treatment Monitoring...
Eating Disorder Inventory3 (EDI-3)
David M. Garner, PhD
The EDI-3 is a revision of one of the most widely

used self-report measures of psychological traits or
constructs shown to be clinically relevant in individuals with eating disordersthe EDI-2. The EDI-3 has
been significantly enhanced to provide scales and
composites for measuring constructs that are more
consistent with the psychological domains identified
as relevant to eating disorders by modern theories.
The item set from the original EDI, as well as items
from the 1991 revision (EDI-2), have been carefully
preserved so that clinicians and researchers can
continue to compare data collected previously with
data from the revised EDI-3.
The EDI-3 consists of 91 items organized into 12
primary scales, consisting of 3 eating-disorderspecific scales and 9 general psychological scales
that are highly relevant to, but not specific to, eating
disorders. It also yields six composites: one that is
eating-disorder specific (i.e.,Eating Disorder Risk)
and five that are general integrative psychological constructs (i.e.,Ineffectiveness, Interpersonal
Problems, Affective Problems, Overcontrol, General
Psychological Maladjustment).
Special Features of the EDI-3
Easily administered and scored, the EDI-3 yields 12
nonoverlapping scale scores and 6 composite scores
that can be used to create clinically meaningful
profiles that can be linked to treatment plans, specific
interventions, and treatment monitoring.
The EDI-3 has clinical norms for adolescents
in addition to U.S. adult and international adult
clinical norms. It also provides multisite nonclinical
comparison samples.
The EDI-3 Referral Form (EDI-3 RF) can be
administered in clinical settings as well as high
schools, colleges, athletic programs, or other
nonclinical settings to assist in determining if an
individual should be referred for a professional
evaluation. An EDI-3 Referral Form Manual provides
information on the administration, interpretation, and
scoring of the EDI-3 RF.
The expanded EDI-3 Professional Manual includes

extensive clinical interpretive guidelines with detailed
case examples.
The easy-to-use T-Score and Percentile Profile
Forms include critical item sets that allow for the
development of a more meaningful clinical picture.
The EDI-3 Symptom Checklist (EDI-3 SC) assists
with the systematic gathering of symptom data that
can aid in determining if the DSM-IV-TR diagnostic
criteria are met.
The EDI-3 demonstrates excellent reliability and
validity.
The EDI-3 uses a 0- to 4-point scoring system that
improves the reliabilities of some scales and yields a
wider range of scores.
A computer-based scoring program, the EDI-3 SP,
generates a detailed clinical profile and scoring report
for each client (see page 48).
EDI-3 Symptom Checklist (EDI-3 SC)
The EDI-3 SC is an independent and structured

self-report form. This form is easy to complete and
provides data regarding frequency of symptoms
(i.e.,binge eating; self-induced vomiting; exercise
patterns; use of laxatives, diet pills, and diuretics).
Detailed information regarding the symptom areas
assessed by the EDI-3 SC is necessary for determining whether patients meet the formal diagnostic
criteria for an eating disorder.
0D-5384-KT
EDI-3 Introductory Kit (includes EDI-3

25 Answer Sheets, 25 Percentile/T-Score
Profile Forms, 25 Symptom Checklists,
EDI-3 Referral Form Manual, and
25 EDI-3 Referral Forms)

0D-5385-TM EDI-3 Professional Manual............................ 70.00
0D-5386-TB EDI-3 Item Booklets (pkg/25)......................... 44.00
0D-5387-AS EDI-3 Answer Sheets (pkg/25)....................... 54.00
0D-5389-PF EDI-3 Percentile/T-Score Profile Forms
(pad/25).......................................................... 32.00
0D-5390-CF EDI-3 Symptom Checklists (pkg/25).............. 46.00
0D-5391-RF EDI-3 Referral Forms (pkg/25)....................... 46.00
The EDI-3 Introductory Kit provides

a comprehensive measure of
the presence and intensity of
psychological traits or symptom
clusters that are clinically relevant
in the broad assessment of
individuals with eating disorders.
Purpose: Provides a
standardized
clinical evaluation
of symptomatology
associated with
eating disorders

Age: Females ages 13-53

years

Time: 20 minutes
EDI3SP.
47
EDI-3 Referral Form (EDI-3 RF)

David M. Garner, PhD
The EDI-3 RF is an abbreviated form of the EDI-3 and includes the three scales that compose the Eating
Disorder Risk Composite (i.e.,Drive for Thinness, Bulimia, Body Dissatisfaction). In addition to the 25 EDI-3
questions, this brief self-report form includes behavioral symptom questions to identify individuals with
potential eating disorders or pathology. Referral indexes are used to identify individuals who have or are at
risk for eating disorders. These indexes are based on the individuals body mass index (BMI) only; on BMI
plus EDI-3 questions about excessive eating concerns; and on the responses given to behavioral questions
pertaining to eating-disorder pathology. A separate manual, the EDI-3 Referral Form Manual, is available for
use with the EDI-3 RF to help identify individuals who are at risk for eating disorders. The EDI-3 RF is hand
scored and takes only 5-10 minutes to administer.
Specifically designed for
allied health professionals.
0D-5392-KT

0D-5393-TM
0D-5391-RF
EDI-3 Referral Form Kit (includes EDI-3 Referral Form Manual and 25 Referral Forms)
Kit Value: $70.00
Kit Price.............................................$65.00
EDI-3 Referral Form Manual..........................................................................................................................................24.00
EDI-3 Referral Forms (pkg/25).......................................................................................................................................46.00
Eating Disorder Inventory3 Scoring Program (EDI-3 SP)

David M. Garner, PhD and PAR Staff
The EDI-3 SP is the unlimited-use computer-based scoring program for the Eating Disorder Inventory-3
(EDI-3). After administration of the EDI-3, demographic information and item responses are hand-entered
into the software program by the clinician; the software generates a detailed, individualized Score Report
with raw scores for all EDI-3 scales for each client. Reports can be edited on-screen to incorporate additional
clinical information or to edit descriptive statements.
Saves valuable time and provides

useful documentation to assist in
treatment planning for adults and
adolescents with eating disorders.
Requirements:
software activation
Eating Disorder Inventory-2 (EDI-2) client files can be imported into the software. The EDI-3 SP also produces a
table in the Score Report that includes the EDI-2 equivalent raw scores.
Raw scores, T scores, percentiles, and qualitative classifications are generated for each of the EDI-3 scales and
composites.
T-score and percentile profiles graphically display the clients scores compared to both the Typical Clinical range
and the female control group.
Information on weight, BMI, and weight history also appears on the Score Report.
0D-6118-CP
0D-6118-CV
EDI-3 SPCDROM (includes EDI-3 SP Unlimited-Use Software Program with On-Screen Help and
EDI-3 SP Software ConversionCDROM (For prior purchasers only)......................................................................50.00
The EDI-3 [is] very complete and helpful in

treating people with eating disorders.
Margaret Marino, Middletown, PA
48
Expanded Database Provides More Specifically Matched

MMPI-2 Profiles to Assist in the Assessment of Adults in
Psychological, Psychiatric, and Counseling Settings...
MMPI-2 Adult Interpretive System Version 3
(MMPI-2 AIS V3)
Roger L. Greene, PhD, Robert C. Brown, Jr., PhD, and PAR Staff
The MMPI-2 AIS produces a comprehensive

interpretive report based on a clients MMPI-2
scores on a variety of scales and indexes. It
describes the goodness-of-fit between a clients
MMPI-2 profile and the best fit prototypic profile. In
addition, it includes a configural interpretation of
the Validity and Clinical scales, an interpretation
of the consistency of item endorsement, and the
interpretation of other scales including the Content
scales, Supplementary scales, Harris and Lingoes
subscales, and Test-Taking scales/indexes.
The MMPI-2 AIS is not a scoring program. Rather,
you manually enter a clients MMPI-2 T scores or
import a scored Pearson Assessments data file.
Three statistical methods (Cohens rc, D 2, and
discriminant function) are used to determine the
best-fit prototypic profile based on elevation, shape,
and scatter of the clients profile. On-Screen Help is
available throughout the program.
Because the program does not score the clients
MMPI-2 results, it generates all possible interpretive
statements for the best-fit prototypic profile that is
determined for the client. Therefore, it is necessary
for you to review each interpretive statement and
to determine its applicability to your particular
client based on the clients actual MMPI-2
scores. The closer the clients profile matches the
best-fit prototypic profile, the more closely the default
interpretive statements for the profile will describe
the client. Although this necessitates some
editing of the interpretive text, it also ensures an
extremely accurate interpretive report. In addition,
the process of editing or modifying the interpretive

statements has been made more straightforward
in Version 3, with statements referenced to a scale
and/or an item.
New to Version 3 of the MMPI-2 AIS
Version 3 was developed on an expanded database
(i.e.,more than 150,000 participants) that provides
more specifically matched profiles.
Revised and modified interpretive scales/subscales
result in 381 potential prototypic profiles (55 singlescale and two-point codetypes; 326 three-point
codetypes).
Version 3 allows you to compare the clients profile to
the Restructured Clinical scales, Content scales, and
the PSY-5 scales.
Interpretive text is provided for test-taking behaviors,
individual Validity and Clinical scales, Harris and
Lingoes subscales, Restructured Clinical scales,
Content scales, Content Component scales,
Supplementary scales, and PSY-5 scales.
An entire chapter is devoted to clinical illustrations of
matching MMPI-2 profiles to prototypes to help you fit
your clients and to assist in situations where several
alternative codetypes should be considered.
The MMPI-2 AIS Version 3 allows

you to compare a clients
profile to the restructured
Clinical scales, the Content scales,
and the PSY-5 scales. Ideal for
use in forensic settings.
Requirements:
software activation
Note:
Graphical overlays facilitate on-screen
comparison of an individuals profile with
the best-fit prototypic profile. To obtain the
MMPI-2 Test Forms, contact Pearson
Assessments at 1.800.627.7271, ext. 3225.
0D-6160-CP
MMPI-2 AIS V3CDROM (includes

the MMPI-2 AIS V3 Unlimited-Use
Software with On-Screen Help,
Professional Manual [Print], and Quick
Start Guide)................................................ $675.00
0D-6160-UP MMPI-2 AIS V2 Upgrade to
MMPI-2 AIS V3CDROM (includes
MMPI-2 AIS V3 Professional Manual).......... 365.00
0D-6160-CV MMPI-2 AIS V3 Software Conversion
CDROM (For prior purchasers only)......... 50.00
0D-5899-TM MMPI-2 AIS V3 Professional Manual............. 96.00
To ensure that you are purchasing a reliable, valid, and user-friendly
instrument, each test we produce undergoes a rigorous testing process. In
fact, all members of our Testing and Quality Assurance Department have
acquired and maintain the designation of Certified Software Tester (CSTE).
Mike Nolan
Computer Scientist
49
MMPI-2 Structural Summary

David S. Nichols, PhD and Roger L. Greene, PhD
The MMPI-2 Structural Summary provides a convenient system for collecting related information and facilitates comparisons of relationships between MMPI-2 scales to help you derive a more complete picture of the
individual. This easy-to-use 8-page form helps the user to organize and order MMPI-2 observations within six
major content categories, capturing themes across scales; facilitates generation of interpretive hypotheses, particularly for atypical profiles; and provides a convenient outline for the preparation of psychodiagnostic reports.
The Interpretive Manual provides an overview of the development and validation of the Structural Summary,
as well as practical information on its use in clinical settings. A number of case studies are presented to
demonstrate the clinical utility of the form.
Helps you derive a more complete
picture of the examinee.
Purpose: Organize and order
MMPI-2 observations
within six major
content categories

0D-3062-KT
MMPI-2 Structural Summary Introductory Kit (includes MMPI-2 Structural Summary Interpretive Manual and
25 Structural Summary Forms)

Kit Value: $120.00
Kit Price...........................................$114.00
0D-3059-TM MMPI-2 Structural Summary Interpretive Manual..........................................................................................................60.00
0D-3060-RF MMPI-2 Structural Summary Forms (pkg/25)................................................................................................................60.00
Age: Adults
Admin: Compiled by clinician

Time: 15-20 minutes
Note:
To obtain MMPI-2 Test Forms,
contact Pearson Assessments at
1.800.627.7271, ext. 3225.
MCMI II/III Interpretive System Version 2

Robert J. Craig, PhD, ABPP and PAR Staff
The MCMI II/III Interpretive System Version 2 provides clinical interpretation based on base rate (BR)
scores keyed in from a scored MCMI II or III administration. This is not a scoring program; rather, the
program analyzes the BR score data and automatically generates a 5- to 6-page interpretive report that
includes modifier indexes configurations (validity scales), codetypes (information on 1-point, 2-point, 3-point,
and high-ranging codes plus relevant research data about the codetypes), and individual scales. The
interpretive report can be edited either on-screen or in a word processing program. In addition, Psychological
Assessment With the Millon Clinical Multiaxial Inventory (II): An Interpretive Guide, by Robert J. Craig, PhD,
provides an alternative approach to personality assessment and interpretation using the MCMI I/II.
Easy-to-use software.
Requirements:
software activation
Note:
To obtain MCMI II/III Forms,
contact Pearson Assessments at
1.800.627.7271, ext. 3225.
50
Enables you to import data from Pearson Assessments Q Local scoring system automatically and without
program modification.
Generates profile graphsboth linear and barwith the ability to overlay profiles from clients prior
administrations.
Provides unlimited report generation.
Includes an optional password feature to ensure the privacy and security of client data.
0D-6280-CP
MCMI (II/III) (V2) Interpretive SystemCDROM (includes MCMI II/III Unlimited-Use Software with On-Screen
Help and Quick Start Guide)......................................................................................................................................$545.00
0D-6280-UP MCMI (II/III) (V2) Interpretive System UpgradeCDROM...........................................................................................196.00
0D-6280-CV MCMI (II/III) (V2) Interpretive System Software ConversionCDROM (For prior purchasers only)..........................50.00
0D-6281-CP MCMI (II/III) (V2) Combination KitCDROM (includes MCMI II/III Interpretive System and Psychological
Assessment with the Millon Clinical Multiaxial Inventory [II]: An Interpretive Guide)..................................................560.00
0D-2434-BK Psychological Assessment with the Millon Clinical Multiaxial Inventory (II): An Interpretive Guide
120 pages (1993)...........................................................................................................................................................44.00
For Information on Probable Symptoms, Treatment Issues

and Suggestions, and Possible Diagnostic Considerations...
MMPI-A Interpretive System
Robert P. Archer, PhD and PAR Staff
The unlimited-use MMPI-A interpretive software provides comprehensive interpretive hypotheses for the
MMPI-A and is designed specifically for use with adolescents ages 12-18 years. It is not a scoring program;
rather, it provides clinical interpretation based on T scores entered from a scored MMPI-A protocol. Each
report includes comprehensive information on profile validity, probable symptoms, treatment issues and suggestions, and possible diagnostic considerations; individual scale interpretations and configural information
for commonly occurring 2- and 3-point codetypes; and an estimate of the degree to which the clients profile
matches the profile database and characteristics for a given profile type.
Enables you to import data from Pearson Assessments Q Local scoring system automatically and without
program modification.
Allows you to create multiple profile overlays. You also can overlay client data and prototype protocols at the same
time.
Creates and prints a structural summary, making for a more comprehensive and easier-to-understand report.
This version of the software offers six setting-specific report options: Outpatient, Inpatient, Medical/Hospital,
Drug/Alcohol Treatment, School/Academic, and Correctional/Juvenile Justice. Approximately 150 settingspecific statements have been added to the report for these settings (i.e.,25-40 statements per setting).
0D-6171-CP
0D-6171-UP
0D-6171-CV
MMPI-A Interpretive SystemCDROM (includes MMPI-A Unlimited-Use Software with On-Screen Help and
MMPI-A Interpretive System Version 2 to Version 3.1 UpgradeCDROM (includes MMPI-A Unlimited-Use
Software with On-Screen Help and Quick Start Guide)...............................................................................................310.00
MMPI-A Interpretive System Software ConversionCDROM (For prior purchasers only)........................................50.00
This user-friendly software system

includes On-Screen Help and six
setting-specific report options.
Requirements:
software activation
Note:
To obtain the MMPI-A Test Forms and/or
Q Local, contact Pearson Assessments
at 1.800.627.7271, ext. 3225.
MMPI-A: Assessing Adolescent Psychopathology, 3rd Ed.

Robert P. Archer, PhD
The third edition of this classic, step-by-step approach to the MMPI-A offers a comprehensive account
of adolescent development; reviews the reasons for the development of the MMPI-A; and presents the
basic validity and clinical scales, content and supplementary scales, and the MMPI-A Structural Summary
approach to interpretation. Single-scale and codetype correlates are provided, as well as clinical examples to
illustrate the most recent principles of interpretation as applied to adolescents in a variety of settings.
Presents appropriate administration criteria.
Provides an extensive review of new MMPI-A scales and subscales including the content component scales and
the PSY-5 scales.
Includes a new chapter on the rapidly expanding forensic uses of the MMPI-A in correctional facilities, and in
custody and/or personal injury evaluations.
0D-5602-BK MMPI-A: Assessing Adolescent Psychopathology, 3rd Ed., Hardcover448 pages (2005).....................................$70.00
Provides a step-by-step
guide to using the MMPI-A.
51
Constructive Thinking Inventory (CTI)

Seymour Epstein, PhD
CTI results are helpful in

psychotherapy and counseling.
Purpose: Measure the
beliefs and thinking
patterns that
underlie emotional
intelligence, coping
ability, and physical
and emotional wellbeing

Age: 18-80 years
The CTI is a 108-item self-report inventory that

assesses constructive and destructive beliefs and
thinking patterns. The CTI is based on Dr. Epsteins
Cognitive-Experiential Self-Theory. According to
this theory, people have two fundamental adaptive
systems: an experiential system that automatically
learns from lived experience, and a rational/
intellectual system that operates by conscious
reasoning. The CTI measures the efficacy of the
experiential system; intelligence tests measure the
efficacy of the rational/intellectual system.
The CTI cannot be hand-scored. A computer scoring
program is included with the CTI Introductory Kit.
The individuals responses are entered into the
software, and the program scores the protocol and
automatically generates a score report with raw
scores and gender-based T scores with a profile of
the results.

The CTI predicts a variety of desirable abilities/

states, including work performance, social skills, and
emotional and physical well-being.
It has been found that CTI scores also are helpful in
the prediction of academic performance.
Normative sample of 908 U.S. Census-matched
adults; 5-point rating scale.
Gender-based raw score to T-score conversions
provided for all scales/subscales and for the Global
Constructive Thinking Scale.
0D-6251-CP
CTI Introductory KitCDROM (includes

CTI Scoring Program with 25 Counter
Serial Number Uses and On-Screen Help,
Professional Manual, and
25 Test Booklets)

0D-6251-CV CTI Software ConversionCDROM
0D-4700-TM CTI Professional Manual................................ 42.00
0D-5787-CP CTI Test Booklets (pkg/25) with
25 Counter Serial Number Uses.................. 140.00
Time: 15-30 minutes
Requirements:
Taylor-Johnson Temperament Analysis (T-JTA)

Robert M. Taylor, PhD and W. Lee Morrison, PhD
Measures nine common

personality traits considered
important components
of personal adjustment.
Purpose: Measure personality
traits

Age: 11-76 years and older
Admin: Individual

Time: 30 minutes
52
The 180-question T-JTA is designed to measure nine

common personality traits for the assessment of
individual adjustment. The particular traits selected
were chosen because they are considered important
components of personal adjustment and significantly
influence interpersonal relationships. The nine T-JTA
scales include: Nervous vs. Composed, Depressive
vs. Lighthearted, Active-Social vs. Quiet, ExpressiveResponsive vs. Inhibited, Sympathetic vs. Indifferent,
Subjective vs. Objective, Dominant vs. Submissive,
Hostile vs. Tolerant, and Self-Disciplined vs. Impulsive.
T-JTA results are plotted on a T-JTA Profile, providing a visual evaluation of how individuals felt about
themselves at the time they answered the test
questions. T-JTA Trait Pattern Transparencies are
acetate overlays that can be placed over the profiles
to identify trait patterns. T-JTA 2007 Norm Tables
can be used with all T-JTA forms you may currently
have and are 3-hole-punched for easy insertion into
your existing Manual. Hand-scorable Answer Sheets
are appropriate for use with all editions of the T-JTA

Questions Booklet; scoring is done using the T-JTA
hand-scorable Stencils. The Handbook is designed
to be used along with the T-JTA Test Manual. It
provides specialized instruction in the administration
and scoring of the test and the interpretation of
trait scores.
0D-4374-KT
T-JTA Introductory Kit (includes T-JTA

Test Manual with Handbook and Pen Set,
5 Regular Edition Question Booklets,
25 Hand-Scorable Answer Sheets,
25 Shaded Profile Sheets, T-JTA Norm
Tables, and 1 Set of Scoring Stencils)....... $430.00
0D-4375-TM T-JTA Test Manual with Handbook and
Pen Set........................................................ 195.00
0D-4376-TB T-JTA Regular Edition Question Booklets
(pkg/10).......................................................... 38.00
0D-4377-AS T-JTA Hand-Scorable Answer Sheets
(pkg/100)........................................................ 47.00
0D-4378-PF T-JTA Shaded Profile Sheets (pkg/100)........ 47.00
0D-4379-SK T-JTA Scoring Stencils (1 set)..................... 130.00
0D-6145-BK T-JTA Handbook (2007)................................. 72.00
0D-4381-ST T-JTA Trait Pattern Transparency Set........... 62.00
0D-6148-TM T-JTA Norm Tables (2007)............................ 78.00
International Personality Disorder Examination (IPDE)

Armand W. Loranger, PhD
The IPDE was developed within the Joint Program

for the Diagnosis and Classification of Mental
Disorders of the World Health Organization (WHO)
and U.S. National Institutes of Health (NIH) and is
based on worldwide field trials.
IPDE Screening Questionnaire
Evaluates the presence of a personality disorder.
4th-grade reading level; self-administered format.
Forced-choice responding.
IPDE Semistructured Interview
Interview questions are arranged in a format that

provides the optimal balance between a spontaneous, natural clinical interview and the requirements
of standardization and objectivity.
Assigns a definite, probable, or negative diagnosis for
each personality disorder.
Scoring booklet contains a page for each of 11
DSMIV personality disorders (10 for ICD-10).
Demonstrated interrater reliability and temporal
stability that is roughly similar to instruments used to
diagnose psychoses, mood, anxiety, and substance
abuse disorders.
0D-4216-KT
IPDE Introductory KitDSMIV Module

(includes IPDE Manual, 25 IPDEDSMIV
Screening Questionnaires, 15 IPDEDSMIV
Scoring Booklets, and 50 IPDEDSMIV
Answer Sheets)

0D-4217-TM IPDE Manual with DSMIV and ICD-10
Interviews....................................................... 88.00
0D-4220-TB IPDEDSMIV Module Screening
Questionnaires (pkg/25)................................. 60.00
0D-4218-RF IPDEDSMIV Module Answer Sheets
(pad/50).......................................................... 34.00
0D-4219-SF IPDEDSMIV Module Scoring Booklets
(pkg/15).......................................................... 48.00
0D-4221-KT IPDE Introductory KitICD-10 Module
(includes IPDE Manual, 25 IPDEICD-10
Screening Questionnaires, 15 IPDEICD-10
Scoring Booklets, and 50 IPDEICD-10
Answer Sheets)

0D-4217-TM IPDE Manual with DSMIV and ICD-10
Interviews....................................................... 88.00
0D-4224-TB IPDEICD-10 Module Screening
0D-4222-RF IPDEICD-10 Module Answer Sheets
(pad/50).......................................................... 34.00
0D-4223-SF IPDEICD-10 Module Scoring Booklets
(pkg/15).......................................................... 48.00
Provides a uniform approach to

assessing personality disorders.
Purpose: Diagnose personality
disorders using
DSMIV or ICD-10
criteria

Age: Adults
Admin: Self-report;
InterviewIndividual;
ScreenerIndividual
or group

Time: Interview1-2 hours;

Screener15 minutes
Note:
Each module contains an IPDE
Screening Questionnaire and the IPDE
Semistructured Interview.
Child Sexual Behavior Inventory (CSBI)

William N. Friedrich, PhD, ABPP
The CSBI is a parent report (mother or primary

female caregiver) measure of sexual behavior in
children ages 2-12 years. It is intended for use
with children who have been or who may have
been sexually abused. The test was developed in
response to evidence that sexual abuse is
related to the presence of precocious sexual
behavior in children.
The CSBI test booklet contains 38 items assessing
a wide range of sexual behaviors that covers nine
major content domains: Boundary Issues, Gender
Role Behavior, Sexual Interest, Sexual Knowledge,
Exhibitionism, Self-Stimulation, Sexual Intrusiveness,
Voyeuristic Behavior, and Sexual Anxiety.
The 38 items are written at a 5th-grade reading level.
The mother (or primary female caregiver) writes
directly in the test booklet, indicating how often she
has observed each of the listed behaviors during the
preceding 6 months. Each item is rated on a 4-point
scale from 0 (never) to 4 (at least once a week). The
carbonless form is designed to be hand-scored by
the examiner and includes a Score Summary box for
recording raw scores and T-score conversions.
The three CSBI clinical scales facilitate interpretation

of test results. The CSBI Total scale indicates the
overall level of sexual behavior the child exhibits.
The Developmentally Related Sexual Behavior
(DRSB) scale indicates sexual behaviors that can
be considered normative for the childs age and
gender. The Sexual Abuse Specific Items (SASI)
scale indicates sexual behaviors that can be viewed
as relatively atypical for the childs age and gender;
such behaviors raise the suspicion of possible
sexual abuse.
The Professional Manual provides information
regarding CSBI development, administration and
scoring, interpretation, normative data, reliability,
and validity. The CSBI was normed on 1,114 children
from a wide range of socioeconomic backgrounds in
the general population. CSBI data from 512 children
from child abuse centers also are presented.
0D-3810-KT
CSBI Introductory Kit (includes CSBI Professional

Manual and 50 Test Booklets)

0D-3811-TM CSBI Professional Manual............................. 54.00
0D-3812-TB CSBI Test Booklets (pkg/25).......................... 64.00
To fully understand each child and

ensure his or her safety, the CSBI
should be used in combination
with other clinical measures
and procedures.
Purpose: Evaluate children
who have been, or
may have been,
sexually abused

Age: 2-12 years
Admin: Completed by
mothers or primary
female caregivers


administer and score

53
Childrens Self-Report and Projective Inventory (CSRPI)

Robert L. Ziffer, PhD and Lawrence E. Shapiro, PhD
The CSRPI assesses a childs social-emotional strengths and weaknesses, elicits information about a childs
inner thoughts and feelings, and identifies emotional, behavioral, and interpersonal concerns in a child. Eight
individual components encompass nonverbal projective, verbal self-report, and verbal projective methods.
Two self-report measures have optional nonverbal response formats. Sentence completion items reflect self,
school, family, and peer domains.
Components can be used to

provide a complete picture of a
childs emotional functioning or to
investigate specific concerns.
Projective, gender-specific story cards depict family-, self-, school-, and peer-related scenes.
Two drawing and two coloring tasks allow for nonverbal expression; 20 clinical variables are suggested
for interpretation.
Administration takes approximately 90 minutes.
0D-2587-KT
0D-2588-RF
CSRPI Introductory Kit (includes CSRPI Manual, 25 Response Booklets, 24 Projective Story Cards, and
1 Set of Crayons).......................................................................................................................................................$295.00
CSRPI Response Booklets (pkg/25)..............................................................................................................................82.00
House-Tree-Person and Draw-A-Person as Measures

of Abuse in Children: A Quantitative Scoring System
Valerie Van Hutton, PhD
This text provides background on projective drawing techniques and insight into the House-Tree-Person
(H-T-P) and Draw-A-Person (D-A-P) techniques. The book describes the development and administration
of an objective scoring system for use by clinicians knowledgeable about evaluating sexual abuse. The
test administrator asks the child to complete the two drawings, which are then scored for the presence or
absence of particular characteristics within four major constructs: Preoccupation with Sexually Relevant
Concepts (SRC); Aggression and Hostility (AH); Withdrawal and Guarded Accessibility (WGA); and Alertness
for Danger, Suspiciousness, and Lack of Trust (ADST).
Identifies personality characteristics Examples from the authors collection of actual childrens drawings illustrate item scoring. Data are reported
on the utility of using this system to screen for child sexual abuse. Case examples help you develop further
that may be associated
with children who have
clinical insight.
been sexually abused.
Purpose: Evaluate possible

child sexual abuse

Age: 7-11 years
Admin: Individual

0D-2834-KT
H-T-P/D-A-P Quantitative Scoring System Kit (includes H-T-P/D-A-P as Measures of Abuse in Children:
A Quantitative Scoring System and 25 H-T-P/D-A-P Scoring Booklets)

Kit Value: $128.00
Kit Price...........................................$120.00
0D-2778-BK H-T-P/D-A-P as Measures of Abuse in Children: A Quantitative Scoring System, Hardcover140 pages (1994)......70.00
0D-2779-RF H-T-P/D-A-P Scoring Booklets (pkg/25).........................................................................................................................58.00
Time: Untimed
[I] have ordered from PAR extensively

and have been pleased at all times.
Dr. Bill Blackerby, Neuropsychologist, Chattanooga, TN
54
Childrens Depression Inventory (CDI)

Maria Kovacs, PhD
Modeled on the Beck Depression Inventory , the

CDI is a self-report, symptom-oriented depression
scale with a 1st-grade reading level. It has 27items,
each of which consists of three choices. The child
or adolescent is instructed to select one sentence
for each item that best describes him/her for the
past 2weeks. The QuikScore forms automatically
transfer responses onto the scoring sheet to be
easily totaled and plotted on the profile form.
The CDI provides a Total score, as well as five
empirically developed factor scales that have been
normed according to gender and age: Negative
Mood, Interpersonal Problems, Ineffectiveness,
Anhedonia, and Negative Self-Esteem.
The normative sample used for scoring the CDI
was divided into groups based on age and gender.
The normative sample includes 1,266public school
students (592 boys, 674 girls), 23% of whom were
African American, American Indian, or Hispanic in
origin. Twenty percent of the children came from
single-parent homes.
CDI Short Form
The 10-item CDI-Short Form was empirically

developed to provide a quick and easily measured
assessment of a childs or an adolescents depressive symptoms. Generally, the CDI and the CDIShort Form give comparable results. With its low
required reading level, the CDI-Short Form (CDI-S)
provides a quick and effective screening measure.
CDI Parent and CDI Teacher Forms
Items on the CDI Parent Form and the CDI Teacher

Form correspond to items on the CDI Form and the
CDI-Short Form and were appropriately rephrased.
Item selection for the Parent Form and the Teacher
Form focuses on the observable manifestations of
depression. The CDI Parent Form consists of 17
items; the CDI Teacher Form consists of 12 items.
In addition to the Total score, both versions yield
scores for two factor scales or subscales: Emotional
Problems and Functional Problems.
CDI Technical Manual Update
The CDI Technical Manual has been revised and

reworked for improved organization and readability.
Text has been added indicating that use of the CDI is
consistent with the requirements of the IDEA.
Includes updated information about how to use the
CDI in interpretation and treatment planning.
Validity section includes updated data from
a longitudinal study of the CDI and updated
discriminant function analyses.
0D-5347-KT
CDI Introductory Kit (includes CDI

Technical Manual, 25 QuikScore Forms,
25 CDI-Short QuikScore Forms, 25 Parent
QuikScore Forms, and 25 Teacher
QuikScore Forms)...................................... $246.00
0D-5348-TM CDI Technical Manual.................................... 80.00
0D-5349-RF CDI QuikScore Forms (pkg/25)...................... 55.00
0D-5350-RF CDI-Short (CDI-S) QuikScore Forms
(pkg/25).......................................................... 52.00
0D-5351-RF CDI Parent QuikScore Forms (pkg/25).......... 50.00
0D-5352-RF CDI Teacher QuikScore Forms (pkg/25)........ 50.00
The CDI is appropriate to use

when factor scale scores are
desired, a more complete
description of the childs depressive
symptoms is needed, or more
extensive clinical information is
required. Follow-up administrations
can help in the evaluation of
remediation programs or to
measure treatment effectiveness.
Purpose: Quantify depressive
symptomatology

Age: 7-17 years
Admin: CDI Parent: Parents

and caregivers;
CDI Teacher: Teachers;
Individual or group

Time: CDI: 15 minutes;

CDI-S, CDI Parent,
CDI Teacher:
10 minutes
Special Discount Programs Available

for Graduate Student Research and
for Professional Training Programs
PAR has two educational discount programs: one for graduate students conducting research with any of
the instruments we publish, and the other for our Customers conducting training in college or university
measurement courses, internships, or clinical practicums with any of the instruments we publish.
If you meet the qualifications, you will be granted a 40% discount on your purchase of any of our proprietary testing products. For more information and to obtain a copy of the Graduate Student Research
Program Discount Qualification Form or the Training Program Discount Qualification Form, please call
our Customer Support Center at 1.800.331.8378, e-mail custsup@parinc.com, or visit us online at
www.parinc.com (click on FAQs and select Research and Training Discounts).
55
Quickly Screen for

Depressive Symptoms
in Adolescent Populations
Reynolds Adolescent Depression Scale, 2nd Ed.:

Short Form (RADS-2:SF)
William M. Reynolds, PhD
The RADS-2:SF provides a

rapid assessment of the
severity of an adolescents
depressive symptomatology.
Purpose: Screen adolescents
for signs of
depressive
symptomatology

Age: 11-20 years

Time: 2-3 minutes
Derived from the Reynolds Adolescent Depression

Scale, 2nd Ed. (RADS2), the 10-item Short Form
is designed to serve as a very brief screening
measure of depression in adolescents. All items
on this Short Form were taken from the original
RADS2. This abbreviated version of the RADS2
provides mental health professionals with useful
information for making decisions about an adolescents affective status and serves as an indicator of
depressive symptomatology currently experienced
by an individual.
The RADS2:SF items use a 4point Likert-type
response format in which the adolescent is asked
to respond in the way that best indicates how he or
she usually feels. Items are worded in the present
tense to elicit current symptom status. The response
format assesses the frequency of symptoms that are
positive psychopathological signs of a depressive
disorder. Because of its brevity, the measure simply
provides a Total score with an associated clinical
cutoff score to quickly evaluate individuals who may
be in need of further treatment for a depressive
disorder or other related disorder. One critical item
helps to alert clinicians to an adolescent who may
be experiencing problematic symptoms that require
immediate clinical attention.
The RADS-2:SF was standardized on a sample of
3,300 adolescents that was well-matched to the U.S.
population in terms of age, gender, and race/ethnicity.
Normative data (T scores and percentile ranks) are
provided for the entire sample and also are broken
down by gender and age group (i.e.,11-13 years,
1416 years, 17-20 years).
56
Reliability and validity studies include a schoolbased sample of more than 9,000 adolescents and a
clinical sample that consisted of 298 adolescents with
DSMIII-R or DSMIV Axis I diagnoses.
The Professional Manual provides a comprehensive
literature review.
Case studies illustrate the interpretation and clinical
utility of the measure.
Carbonless, hand-scorable Test Booklet facilitates
scoring and interpretation.
RADS-2:SF Professional
Manual and Components
The RADS-2:SF Professional Manual provides

extensive information about the development of the
original RADS and the numerous research studies
that utilized the RADS/RADS2 and support the
use of this product as an effective way to screen for
depressive symptoms in adolescents.
RADS-2:SF materials consist of the Professional
Manual and a carbonless, hand-scorable Test
Booklet. Items are written at a 3rdgrade reading
level. Symptom content is consistent with a wide
range of sources, including the DSMIV and ICD-10.
0D-6364-KT
RADS-2:SF Introductory Kit (includes

RADS-2:SF Professional Manual and
25 Test Booklets)

Kit Value: $85.00
Kit Price.................. $79.00
0D-6365-TM RADS-2:SF Professional Manual................... 45.00
0D-6366-TB RADS-2:SF Test Booklets (pkg/25)............... 40.00
Evaluate the Level of an Adolescents Depressive

Symptomatology Along Four Basic Dimensions...
Reynolds Adolescent Depression Scale, 2nd Ed. (RADS-2)
The RADS-2 is a brief, 30-item self-report measure

that includes subscales that evaluate the current
level of an adolescents depressive symptomatology along four basic dimensions of depression:
Dysphoric Mood, Anhedonia/Negative Affect,
Negative Self-Evaluation, and Somatic Complaints.
Interpretation of these four subscales is based on
both the nature of the depression domain and the
item content of the subscale.
The RADS-2 standard (T) scores and associated clinical cutoff score provide the clinician or
researcher with an indication of the clinical severity
of the individuals depressive symptoms (normal,
mild, moderate, or severe). Scores are plotted on
a Summary/Profile Form, allowing comparison
of elevations across subscales. Examining item
endorsement levels within elevated subscales can
provide further information about the nature of an
adolescents reported symptomatology.
In addition to the four subscale scores, the RADS-2
yields a Depression Total score that represents the
overall severity of depressive symptomatology. An
empirically derived clinical cutoff score helps to identify adolescents who may be at risk for a depressive
disorder or a related disorder. Data demonstrate the
ability of this cutoff score to discriminate between
adolescents with major depressive disorder and
an age- and gender-matched control group. The
six RADS-2 critical items are those that have been
identified as being most predictive of a depressive
disorder diagnosis.
Special Features
Restandardized with a school-based sample of 3,300
adolescents that was stratified to reflect the 2000 U.S.
Census data for gender and ethnicity.
Expanded age range now includes individuals ages
11-20 years.
Four factorially derived subscales reflect four basic
domains of adolescent depression.
Updated normative tables provide standard (T) scores
in addition to percentile ranks for the Depression Total
scale and four subscales.
Reliability and validity studies included a schoolbased sample of more than 9,000 adolescents and a
clinical sample of 297 adolescents with DSM-III-R
or DSMIV diagnoses who were evaluated in both
school and clinical settings.
The Professional Manual provides a comprehensive
literature review.
Case studies illustrate expanded interpretation of
subscale and Depression Total scale scores.
Carbonless, hand-scorable Test Booklet facilitates
RADS-2 Professional
Manual and Components
The RADS-2 Professional Manual provides information regarding the development of the original RADS
and the extensive research that led to the development of the RADS-2. The RADS-2 restandardization
sample included 3,300 adolescents, ages 11-20
years, from school settings in the U.S. and Canada.
Normative data (T scores and percentile ranks) are
provided for the entire sample, as well as by gender,
by age group (11-13 years, 14-16 years, and 17-20
years), and by gender for the three age groups.
Each age group included 1,100 participants; males
and females were equally represented. The sample
was ethnically diverse, reflecting the 2000 U.S.
Census data. The Manual also provides two case
examples to illustrate appropriate interpretation of
test results.
RADS-2 materials consist of the Professional
Manual; a carbonless, hand-scorable Test Booklet;
and the Summary/Profile Form. The RADS-2
items are written at a 3rd-grade reading level and
are worded in the present tense to elicit current
symptom status.
The RADS-2 is an ideal tool to

identify adolescents with significant
depressive symptoms within
multistage school assessment
programs or individual practice
settings. Symptom content is
consistent with a wide range
of expert systems and sources
(e.g.,DSMIV, ICD-10).
Purpose: Identify depressive
symptoms in
adolescents

Age: 11-20 years

Time: 5-10 minutes
0D-4955-KT
RADS-2 Introductory Kit (includes

RADS-2 Professional Manual,
25 Hand-Scorable Test Booklets,
and 25 Summary/Profile Forms)

0D-4956-TM RADS-2 Professional Manual........................ 70.00
0D-4957-TB RADS-2 Hand-Scorable Test Booklets
(pkg/25).......................................................... 58.00
0D-4958-PF RADS-2 Summary/Profile Forms (pad/25)..... 37.00
57
Reynolds Child Depression Scale (RCDS)

Quickly assesses depressive

symptomatology in children.
Purpose: Screen for depressive
symptoms in children

Age: Grades 3-6

Time: 10 minutes
The RCDS is the instrument of choice for quickly

assessing depressive symptomatology in children.
It provides school and mental health professionals
with a straightforward, easily administered measure
of the severity of childrens depressive symptoms.
The RCDS also can be used in research on depression and related constructs.
The Professional Manual provides basic information
on the diagnosis and measurement of depression, a
description of the RCDS and its development, normative information, and guidelines for interpretation.
30 items screen for depression.
The examiner reads each item to students Grades
3-4; selfadministered for students in Grades 5-6.
4-point rating scale.
Useful as a multistage screener in school settings.
Useful in evaluation of large-scale intervention and
prevention programs in school and mental health
settings.
Hand-scorable Answer Sheet.
Raw score to percentile rank conversion.
Cutoff scores guide referrals.

Case illustrations provided.
Normative data derived from 1,620 children by grade
and gender.
Reliability coefficients range from .87 to .91.
Total sample a reliability of .90 and split-half reliability
of .89.
Validity consistently demonstrated in clinical use
since 1981.
0D-1512-KT
RCDS Introductory Kit (includes RCDS

Manual, 50 Hand-Scorable Answer
Sheets, and Scoring Key)

0D-1513-TM RCDS Professional Manual........................... 40.00
0D-1514-AS RCDS Form HS (Hand-Scorable) Answer
Sheets (pkg/25).............................................. 52.00
0D-1515-SK RCDS Scoring Key......................................... 21.00
BEST VALUE:
0D-4959-KT

RCDS/RADS-2 Combination Kit

(includes RCDS Introductory Kit and
RADS-2 Introductory Kit)
Reynolds Depression Screening Inventory (RDSI)

William M. Reynolds, PhD and Kenneth A. Kobak, PhD
The RDSI quickly assesses the contemporary

symptomatology of depression as specified by the
DSMIV for Major Depressive Disorder. Although a
formal DSMIV diagnosis is not provided, empirically
derived cutoff scores identify those individuals who
may be at risk for more serious, diagnostic forms of
depression.
Identifies those who may be at risk
for serious forms of depression.
Purpose: Quickly screen
for symptoms of
depression

Age: 18-89 years
Admin: Self-report;
Individual or group

Time: 5-10 minutes
58
19 items measure the severity of contemporary

depressive symptoms.
Self-report measure; 5th-grade reading level; handscorable inventory booklet.
Development sample consisted of 531 nonreferred
community adults and 324 psychiatric outpatients
(including 150 outpatients diagnosed with major
depression).
High sensitivity and specificity with selected cutoff
scores.
Useful in both clinical and research settings.
The RDSI is highly reliable and internally consistent

with high alpha coefficients (.93 and .90 for the
community and psychiatric outpatient samples,
respectively). Test-retest reliability of the RDSI also
is very high (rtt= .94). Extensive validity information
in the forms of criterion-related, construct, contrasted groups, factor analysis, and other procedures
supports the RDSI as a valid measure of depression. The RDSI showed a high correlation with the
Beck Depression Inventory (r= .94) and with the
Hamilton Depression Rating Scale clinical interview
(r= .93). Clinical validity was demonstrated by the
strong diagnostic utility of the RDSI cutoff score,
supporting the use of the RDSI in clinical practice.
0D-3938-KT
RDSI Introductory Kit (includes RDSI

Professional Manual and 25 RDSI Booklets)

Kit Value: $87.00
Kit Price.................. $82.00
0D-3939-TM RDSI Professional Manual............................. 40.00
0D-3940-TB RDSI Booklets (pkg/25).................................. 47.00
The SIQ and ASIQ Help You Identify

Individuals Who Have Suicidal Ideation
Suicidal Ideation Questionnaire (SIQ)
Because not all depressed adolescents are suicidal

and not all suicidal adolescents are depressed, it is
important to differentiate and treat those individuals
suffering from suicidal ideation appropriately.
The SIQ assesses the frequency of suicidal ideation
and serves as a valuable component in a compre
hensive assessment of adolescent mental health.
The SIQ consists of 30 items and is appropriate for
students in Grades 10-12.
The SIQ-JR consists of 15 items and is designed for
students in Grades 7-9. Both self-report inventories
may be administered individually or in small group
settings.
For many adolescents, the SIQ and the SIQ-JR provide a mechanism for informing adults/professionals
of their level of distress and suicidal intent. As such,
they can provide a vehicle for a cry for help without
the necessity of engaging in self-injurious behavior.
This is a very important consideration for both
the use and the interpretation of the SIQ and the
SIQ-JR. Adolescents who are thinking about suicide
may respond to these measures with the expectation that, in telling others of their suicidal thoughts,
people will take notice of their distress and act to

assist them. It is therefore vital that professionals
act quickly once critical SIQ or SIQ-JR scores are
obtained.
An excellent screening measure, the SIQ provides
an initial source of information on an adolescents
thoughts about suicide from which more detailed
evaluations of suicide potential may be obtained.
May be used to evaluate or monitor troubled youths.
Use to evaluate large-scale intervention/prevention
programs.
Reliability coefficients are .97 for the SIQ; .93-.94 for
the SIQ-JR.
Validity consistently supported in many published
content, construct, and clinical studies.
0D-1323-KT
SIQ Introductory Kit (includes SIQ

Manual, 25 each of the SIQ and SIQ-JR
Hand-Scorable Answer Sheets, and
Scoring Keys for each)

0D-1302-TM SIQ Professional Manual............................... 40.00
0D-1303-AS SIQ HS (Hand-Scorable) Answer Sheets
(pad/25).......................................................... 52.00
0D-1304-SK SIQ Scoring Key............................................. 19.00
0D-1305-AS SIQ-JR HS (Hand-Scorable) Answer
Sheets (pad/25).............................................. 52.00
0D-1306-SK SIQ-JR Scoring Key....................................... 19.00
SIQ and SIQ-JR provide a

mechanism for informing
others of an adolescents level
of distress and suicidal intent.
Purpose: Screen for
suicidal ideation
in adolescents

Age: Grades 10-12 (SIQ);

Grades 7-9 (SIQ-JR)
Admin: Individual or
small group

Time: 10 minutes or less
Adult Suicidal Ideation Questionnaire (ASIQ)

Whenever there is a risk of suicide, the ASIQ can quickly assess the need to take preventive action or to
further evaluate. The ASIQ is extremely useful as a part of intake or during treatment to reduce liability.

Self-report measure; 25 items screen for suicidal ideation.

Provides a 7-point rating scale with a built-in scoring key.
Total score with corresponding T score and percentiles for comparison.
Normative data collected from 2,000 normal adults, college students, and psychiatric outpatients.
Internal consistency coefficients vary from .96 to .97; retest coefficients range from .85 to .95.
0D-1939-KT

0D-1940-TM
0D-1941-TB
ASIQ Introductory Kit (includes ASIQ Manual and 25 Respondent Forms)

Kit Value: $97.00
Kit Price.............................................$92.00
ASIQ Professional Manual.............................................................................................................................................40.00
ASIQ Form HS Respondent Forms (pkg/25).................................................................................................................57.00
Use during treatment

to help reduce liability.
Purpose: Screen for suicidal
ideation in college
students and other
adults

Admin: Individual or
small group

59
Clinical Assessment of Depression (CAD)

Bruce A. Bracken, PhD and Karen Howell, PhD
Includes theoretically
and empirically sound
broad-content scales and
specific diagnostic indicators.
Purpose: Comprehensive
assessment
of depressive
symptomatology

Age: 8-79 years

or group

Time: 10 minutes
The CAD is a 50-item self-report instrument that is

sensitive to depressive symptomatology throughout
the life span. It is closely aligned with the hallmarks
of depression in children, adolescents, and adults
depressed mood and anhedoniaas well as the
additional seven criteria for major depressive episodes listed in the DSMIV-TR. Composed of items
that are general enough to be relevant to children,
adolescents, and adults, the CAD simultaneously
provides content that is focused enough to address
the unique characteristics of children and adolescents (e.g.,irritability) as well as adults (e.g.,depletion syndrome characteristics).
CAD interpretation begins with examination of the
CAD Total Scale (CAD TS), continues with examination of the Symptom scales (i.e.,Depressed Mood,
Anxiety/Worry, Diminished Interest, Cognitive and
Physical Fatigue), and concludes with examination
of the Critical Item clusters (i.e.,Hopelessness,
Self-Devaluation, Sleep/Fatigue, Failure, Worry,
Nervous). Three Validity scalesInconsistency,
Negative Impression, and Infrequencymake the
assessment of response validity more efficient than
that of other well-known depression assessment
scales (e.g.,Beck Depression Inventory-II [BDI-II],
Hamilton Depression Inventory). A full range of
quantitative and qualitative data, including raw
scores, T scores, percentiles, confidence intervals,
qualitative classifications for the Symptom scales,
and descriptive classifications for the Validity scales,

is provided.
Special Features of the CAD
Consists of a single form that is appropriate for
individuals ages 8 to 79 years.
Represents a well-defined and theoretically supported
measure of depressive symptomatology.
Critical Item clusters identify behaviors with known
risk factors for potential self-harm.
Requires only a 3rd-grade reading level for
completion.
Rating Form may be hand scored or responses may
be hand entered into the CAD Scoring Program
(CAD-SP).
Total scale reliabilities range from .96 to .97 across

the entire age range, suggesting strong internal
consistency for the CAD TS. Concurrent validity was
measured via comparison with the BDI-II and the
Reynolds Adolescent Depression Scale, revealing
moderate-to-high correlations for the combined
clinical and nonclinical samples.
0D-5398-KT
CAD Introductory Kit (includes CAD

Professional Manual, 25 Rating Forms,
and 25 Score Summary/Profile Forms)

0D-5399-TM CAD Professional Manual.............................. 58.00
0D-5400-RF CAD Rating Forms (pkg/25)........................... 64.00
0D-5401-PF CAD Score Summary/Profile Forms
(pad/25).......................................................... 40.00
Clinical Assessment of Depression

Scoring Program (CAD-SP)
Bruce A. Bracken, PhD, Karen Howell, PhD, and PAR Staff
With unlimited scoring and report generation, the CAD-SP scores and profiles an individuals performance
on the CAD Rating Form. After hand entry of an individuals demographic information and item responses,
the software generates a CAD Score Report, which includes Score Summary Tables for the Symptom
scales and the Validity scales, T-Score and Percentile Profiles, the Critical Item cluster by item, and an Item
Response Table. Profile graphs enable you to overlay profiles from clients prior administrations.
0D-6265-CP
Score Report includes

Score Summary Tables and
an Item Response Table.
0D-6265-CV
CAD-SPCDROM (includes CAD-SP with On-Screen Help, Unlimited-Use Scoring and Reporting,
and Quick Start Guide)...............................................................................................................................................$206.00
CAD-SP Software ConversionCDROM (For prior purchasers only).......................................................................50.00
Requirements:
software activation
60
Adolescent Anger Rating Scale (AARS)

DeAnna McKinnie Burney, PhD
The AARS is a 41-item psychometrically sound

instrument that assesses the intensity and
frequency of anger expression in adolescents
ages 11-19 years. The items are consistent with
behaviors identified in the DSMIV . Elevated AARS
scores can help to identify adolescents who are
at risk for diagnoses of Conduct Disorder (CD),
Oppositional Defiant Disorder (ODD), or AttentionDeficit/Hyperactivity Disorder (ADHD). Written at a
4th-grade reading level, the AARS is ideal for use in
schools.
Individuals indicate which behaviors they exhibit
when angered and how often each behavior typically
occurs; the 4-point response scale ranges from
Hardly Ever to Very Often. Scores are reported for
Total Anger and for three subscales measuring
aspects of the adolescents typical anger response
pattern: Instrumental Anger, Reactive Anger, and
Anger Control.
The AARS Professional Manual provides directions
for administration, scoring, and interpretation (including case examples), as well as information about the
development and validation of the instrument with
students in two age groups: middle school (Grades
68) and high school (Grades 912). Conversions

of raw scores to percentiles and T scores also are
provided by gender and age group. Five ethnic
groups were represented in the normative sample of
4,187 adolescent boys and girls in middle schools
and high schools. The Manual provides additional
information about the normative sample, including
grade average, number of suspensions in the past
year, number of friends, a rating of friends behavior,
and the primary person(s) with whom the adolescent lives.
Statistical analyses support the use of the AARS in
both clinical and research applications. Therapists
who employ anger control training may find the
AARS a useful measure of behavior change. The
AARS also can be used to help practitioners select
the most appropriate intervention program for the
specific type(s) of anger the adolescent typically
experiences.
0D-4626-KT
AARS Introductory Kit (includes AARS

Professional Manual and 50 Test Booklets)

0D-4627-TM AARS Professional Manual............................ 58.00
0D-4628-TB AARS Test Booklets (pkg/25)........................ 63.00
Adolescents may complete the

instrument independently or the
examiner may read the items
aloud to individuals whose reading
proficiency is low or limited.
Purpose: Assess level and
type of adolescent
response to anger

Age: 11-19 years
Admin: Self-report;
Individual or group

Time: 5-10 minutes for

individuals; 10-20
minutes for groups
Sentence Completion Series (SCS)

Larry H. Brown, PhD and Michael A. Unger, PhD
The SCS has long been regarded as a valuable part

of the assessment process. Through completion of
select sentence stems, the client aids the clinician in
identifying underlying concerns and specific areas
of distress. The instrument is scored by the clinician
who examines the statements and draws inferences
from the responses.
50 content-valid sentence stems; eight forms allow
multiple form usage to maximize the breadth of
information.
Assesses the following areas of concern: Adult,
Adolescence, Family, Marriage, Parenting, Work,
Illness, and Aging.
Self-report measure (may be read to those with
inadequate reading skills); takes 10-45 minutes per
form.
0D-2982-KT

0D-2198-TB
0D-2199-TB
0D-2200-TB
0D-2201-TB
0D-2202-TB
0D-2203-TB
0D-2204-TB
0D-2205-TB
SCS Introductory Kit (includes SCS

Professional Users Guide and 15 of
each form)
Kit Value: $104.00 Kit Price.................. $98.00
SCS-Adult Test Booklets (pkg/50) and
1 Professional Users Guide........................... 48.00
SCS-Adolescent Test Booklets (pkg/50)
and 1 Professional Users Guide).................. 48.00
SCS-Family Test Booklets (pkg/50) and
SCS-Marriage Test Booklets (pkg/50) and
SCS-Parenting Test Booklets (pkg/50) and
1 Professional Users Guide)......................... 48.00
SCS-Work Test Booklets (pkg/50) and
SCS-Illness Test Booklets (pkg/50) and
SCS-Aging Test Booklets (pkg/50) and
A projective tool that

identifies underlying concerns
and specific areas of distress.
Purpose: Identify underlying
concerns and specific
areas of distress

Age: Adolescents and

adults
Admin: Individual

Time: 10-45 minutes

per form
61
The APS Provides a Meaningful Evaluation

of a Wide Range of Adolescent Psychopathology
Adolescent Psychopathology Scale (APS)
The close match between

APS item content and DSMIV
criteria facilitates clinical utility
and ease of interpretation.
Purpose: Evaluate the
presence and
severity of symptoms
of psychological
disorders and
distress

Age: 12-19 years
Admin: Self-report;
Individual or group

Time: 45-60 minutes
Requirements:
Windows 2000/XP/Vista/7; CDROM
drive for installation
The APS measures a range of psychopathology,

personality, and social-emotional problems and
competencies. Because it empirically assesses
the severity of symptoms associated with specific
DSMIV clinical and personality disorders, this
multidimensional self-report instrument is reliable,
valid, and clinically useful. The APS also assesses
other psychological problems and behaviors that
may interfere with an adolescents psychological
adaptation and personal competence, including
substance abuse, suicidal behavior, emotional
lability, excessive anger, aggression, alienation,
and introversion.
The APS uses a unique multiple response format
designed to conform to the nature of the specific
DSMIV symptom criteria. APS scores represent the
severity of disorder-specific symptomatology evaluated across different time periods. This close match
between APS item content and DSMIV criteria
facilitates clinical utility and ease of interpretation.
The APS measures three broad disorder-problem
domains: Clinical Disorders (20 scales), Personality
Disorders (5 scales), and Psychosocial Problem
Content areas (11 scales). The Response Style
Indicator scales (4 scales) include indexes of
response consistency, response veracity, and
unusual endorsement propensities. It has high
reliability, validity, and clinical utility, and it provides a
meaningful evaluation of a wide range of adolescent
psychopathology.
Measures six distinct anxiety disorders often
experienced by adolescents.
The Clinical Disorders scales measure the formal
diagnostic symptoms and the Psychosocial Problem
Content scales inquire about associated psychosocial
consequences and dependency issues.
62
Normative data included 1,827 school-based

adolescents stratified by gender, age, and
genderbyage.
Two product manuals provide information on inter
pretation, reliability, validity, and appropriate clinical
uses.
APS Scoring Program
The APS must be scored using the APS Scoring

Program. The program calculates scores for all
scales. It automatically generates a Clinical Score
Report that includes a summary of APS Scale
Elevations, APS Score Summary Table, a Profile of
APS Clinical Scales based on the selected normative comparison group, Critical Items Summary
Form, and the Item Response Summary Table.
Administration
After paper-and-pencil administration, the user

enters the adolescents responses to the 346 items
using the APS Scoring Program and selects the
appropriate normative comparison group. The software calculates scores for all scales and automatically generates a Clinical Score Report.
0D-6286-CP
APS Introductory KitCDROM (includes

APS Unlimited-Use Scoring Program with
On-Screen Help, Administration
and Interpretation Manual, Psychometric
and Technical Manual, Quick Start Guide,
and 25 Test Booklets)

0D-4001-TM APS Administration and Interpretation
Manual........................................................... 70.00
0D-4002-TM APS Psychometric and Technical Manual..... 70.00
0D-4005-TB APS Test Booklets (pkg/25)........................... 64.00
0D-6287-CP APS Scoring ProgramCDROM (Unlimited-Use
Software)...................................................... 238.00
0D-6287-UP APS Scoring ProgramCDROM Upgrade
(Unlimited-Use Software) ............................ 114.00
0D-6286-CV APS Scoring Program Software Conversion
CDROM (For prior purchasers only)......... 50.00
The Brevity of the APSSF Makes It

an Excellent Measure for Use in Schools
Adolescent Psychopathology ScaleShort Form (APSSF)
The 115-item APSSF stems from the development

of the Adolescent Psychopathology Scale (APS)
and involved testing more than 3,300 adolescents in
a wide range of settings including schools, residential mental health centers, outpatient settings, and
individual private practices. It is a multidimensional
measure of psychopathology and personality
characteristics derived from the APS to evaluate
symptoms of psychological disorders and distress
consistent with DSMIV symptom specifications.
The APSSF consists of 12 clinical scales and two
validity scales. Six of the 12 APSSF clinical scales
focus on DSMIV symptomatology associated
with the following disorders: Conduct Disorder,
Oppositional Defiant Disorder, Major Depression,
Generalized Anxiety Disorder, Posttraumatic
Stress Disorder, and Substance Abuse Disorder.
The remaining six APSSF clinical scales are
not anchored to specific DSMIV disorders and
symptoms, but do evaluate related and important
domains of adolescent psychosocial problems
and competencies. These scales include Eating
Disturbance, Suicide, Academic Problems,
Anger/Violence Proneness, Self-Concept, and
Interpersonal Problems. The two validity scales of
Defensiveness and Consistency examine aspects of
response validity.
The APSSF is approximately one-third the length of
the APS and lends itself to applications and settings
where time or circumstances are limited or preclude
the administration of longer, more comprehensive
measures of psychopathology. In school settings, the
brevity of the APSSF makes it an excellent measure
for use in the prereferral evaluation of students who,
based on the results of this evaluation, may be
considered for more comprehensive evaluation with
the APS.
The APSSF is ideal for group testing, as well as

the brief evaluation of students referred to a school
psychologist or counselor for academic or behavioral
problems. In addition, the brief APSSF provides
researchers with a psychometrically sound measure
of important areas of psychological adjustment.
Addresses issues regarding school safety by
assessing excessive anger and propensity for
violence toward others.
Reliability of clinical scales is high and ranges
from .80 to .91.
The APS and the corresponding APSSF clinical
scales are highly correlated, ranging from .79 to 1.00.
Requires only a 3rd-grade reading level.
Takes only 15-20 minutes to administer.
APSSF Scoring Program
The APSSF must be scored using the APSSF

Scoring Program. The program is included with the
APSSF Introductory Kit. Simply enter the APSSF
item responses into the APSSF Scoring Program
and select the appropriate normative comparison
group. In less than 5 minutes, the program calculates the T score for each scale and generates the
APSSF Clinical Score Report that includes Critical
Item endorsements.
Addresses issues regarding

school safety by assessing
excessive anger and propensity
for violence toward others.
Purpose: Quickly evaluate
psychopathology
and a spectrum of
common adjustment
problems

Age: 12-19 years
Admin: Self-report;
Individual or group

Time: 15-20 minutes
Requirements:
Windows 2000/XP/Vista/7; CDROM
0D-6284-CP
APSSF Introductory KitCDROM

(includes APSSF Unlimited-Use Scoring
Program with On-Screen Help, Professional
Manual, Quick Start Guide, and 25 Test
Booklets)

0D-4500-TM APSSF Professional Manual......................... 70.00
0D-4515-TB APSSF Test Booklets (pkg/25)..................... 50.00
0D-6285-CP APSSF Scoring Program OnlyCDROM
(Unlimited-Use Software)............................. 154.00
0D-6285-UP APSSF Scoring Program OnlyCDROM
Upgrade (Unlimited-Use Software)................ 98.00
0D-6284-CV APSSF Scoring Program Software
ConversionCDROM (For prior
purchasers only).......................................... 50.00
63
Multidimensional Anxiety Questionnaire (MAQ)

demonstrated by the strong diagnostic efficacy of

the MAQ cutoff score.
The MAQ is a 40-item multidimensional self-report

measure of a wide range of anxiety symptoms.
Designed for use with adults ages 18-89 years,
this instrument is composed of the MAQ Total
scale that provides a global assessment of anxiety
symptomatology and four subscales that measure
Physiologic-Panic, Social Phobia, Worry-Fears, and
Negative Affectivity domains of anxiety. The MAQ
Total scale also provides a cutoff score to assist
Provides an efficient, cost-effective in identifying individuals likely to have a clinically
method to screen large groups
relevant level of anxiety symptomatology.
for intervention and prevention
The MAQ was developed with 600 community
programs.
adults, 407 psychiatric outpatients diagnosed with
Purpose: Quickly screen for
anxiety-related or other disorders, and more than
symptoms of anxiety
1,800 college students.

Age: 18-89 years
Admin: Self-report;
Individual or group

Time: 10 minutes to
administer; 5 minutes
or less to score
MAQ Components
MAQ materials consist of the MAQ Professional

Manual, the MAQ Booklet, and the MAQ Profile
Form. The MAQ Booklet is an easy-to-score, carbonless form with 40 items that measure the severity
of anxiety-related symptoms. Items are written at
a 4th-grade reading level. Administration takes
approximately 10 minutes and scoring takes less
than 5 minutes.
The MAQ Professional Manual describes the test
development, psychometric characteristics, and
descriptions of the standardization and clinical
development samples. The Manual also provides
administration, scoring and interpretation guidelines,
case illustrations, and clinical caveats. Separate
norms for community adults and college students
are provided.
Studies have found high reliability and validity

coefficients for the MAQ. For the total development
sample, there were high alpha coefficients of .96
for the MAQ Total scale and coefficients ranging
from .88 to .91 for the MAQ subscales. Test-retest
reliability also is very high (.95 for the MAQ Total
scale, .90-.93 for the subscales). Clinical validity is
0D-4225-KT
MAQ Introductory Kit (includes MAQ

Professional Manual, 25 Hand-Scorable
Booklets, and 50 Profile Forms)

0D-4226-TM MAQ Professional Manual............................. 48.00
0D-4227-TB MAQ Booklets (pkg/25).................................. 57.00
0D-4228-PF MAQ Profile Forms (pad/50).......................... 41.00
State-Trait Anxiety Inventory for Children (STAIC)

Charles D. Spielberger, PhD, in collaboration with C. D. Edwards, R. Lushene, J. Montuori, and D. Platzek
Provides a useful measure

of the effectiveness of
desensitization and counterconditioning procedures.
Purpose: Measure anxiety in
children

Age: 9-12 years

Time: 8-20 minutes
64
The STAIC is a self-administered measure of anxiety

for elementary school children, Grades 4, 5, and6.
It is composed of separate, self-report scales for
measuring two distinct anxiety concepts: state anxiety (A-State) and trait anxiety (A-Trait). The STAIC
is similar in concept and structure to the State-Trait
Anxiety Inventory (STAI), which differentiates
between state and trait anxiety in adolescents and
adults. Although especially constructed to measure
anxiety in children ages 9-12 years, the STAIC also
may be used with younger children with average or
above average reading ability and with older children
who are below average in reading ability.
The A-State scale consists of 20 statements that ask
children how they feel at a particular moment in time.
It measures transitory anxiety states, that is, subjective, consciously perceived feelings of apprehension,
tension, and worry that vary in intensity and fluctuate
over time.
The A-Trait scale consists of 20 statements that

ask children how they generally feel. It measures
relatively stable individual differences in anxiety
proneness, that is, differences between children in
the tendency to experience anxiety states.
The test was normed on 737 male and 814 female
4th-, 5th-, and 6th-grade students. The Manual
includes information about administration, scoring,
development, norms, and reliability. The single-page
test form includes the A-State and A-Trait scales
printed on opposite sides. It also includes complete
instructions for the test. A Scoring Key makes
scoring easy.
0D-3185-KT

0D-8933-ZZ
0D-3186-TB
0D-4489-TB
0D-3187-SK
STAIC Introductory Kit (includes STAIC

Professional Manual, 50 State/Trait
Questionnaires, and Scoring Key)
STAIC Professional Manual........................... 45.00
STAIC State/Trait Questionnaires (pkg/25).... 58.00
STAIC State/Trait Questionnaires (pkg/50)....110.00
STAIC Scoring Key........................................ 20.00
Revised Childrens Manifest

Anxiety Scale, 2nd Ed. (RCMAS2)
Cecil R. Reynolds, PhD and Bert O. Richmond, EdD
Widely used by school psychologists, clinicians,

and researchers, the new edition of the RCMAS
retains all of the features that made previous
versions of the test so popularbrevity, a simple
yes/no response format, an elementary reading
level, and content-based item clusters that help to
pinpoint childrens problems and to focus intervention. At the same time, new additions to this edition
include a convenient Short Form (i.e.,an abbreviated version composed of the first 10 items on the
AutoScoreForm), updated and ethnically diverse
norms, and new items that better reflect childrens
experience of anxiety in todays world.
Focus on Performance
and Social Anxiety
Like its predecessor, the RCMAS2 is a brief selfreport inventory measuring the level and nature of
anxiety in children and adolescents ages 6-19 years.
The test is now composed of 49 items comprising
five scales:

Physiological Anxiety
Defensiveness
Worry
Inconsistent Responding Index
Social Anxiety
Features of the RCMAS2

Test administration remains quick and easy.
Items are written at a 2nd-grade reading level.
Audio CD is provided for younger children and those
children who have reading or attention problems.
Normed on an ethnically diverse sample of more
than 2,300 individuals ages 6-19 years. Norms are
presented separately for three age groups: 6-8 years,
9-14 years, and 15-19 years.
An Essential Part of Any
Psychological Evaluation
RCMAS2 scores often lead to the discovery of more

basic problems. The scale is useful in evaluating
children for academic stress, test anxiety, peer/family
conflicts, and drug problems. Teachers and school
psychologists will find that the RCMAS2 is an excellent way to assess anxiety levels in the classroom.
Parents will find RCMAS2 results useful in helping
their children adapt to anxiety-producing situations,
both academic and social. With updated structure
and content, the RCMAS2 not only identifies the
problem but also points toward the solution.
0D-6120-KT
RCMAS2 Complete Kit (includes

RCMAS2 Manual, 25 AutoScore
Forms and Audio CD)................................ $106.00
0D-6121-TM RCMAS2 Manual.......................................... 65.00
0D-6122-AS RCMAS2 AutoScore Forms (pkg/25)............ 48.00
0D-6123-EQ RCMAS2 Audio CD....................................... 17.00
This edition includes a convenient

Short Form, updated and ethnically
diverse norms, and new items
that better reflect how a child
experiences anxiety today.
Purpose: Measure the level
and nature of anxiety
as experienced by
children

Age: 6-19 years

Time: 10-15 minutes; less

than 5 minutes for
Short Form
Requirements:
CD player for optional audio
administration
College Adjustment Scales (CAS)

William D. Anton, PhD and James R. Reed, PhD
College is a unique experience. Many people

consider college an extension of high school and
fail to realize that college students can experience
psychological problems as well as adjustment
problems. The CAS is intended primarily for use in
college counseling and guidance centers.
108 items screen for problems frequently experienced
by college students.
4-point rating scale.
Useful in clinical settings with college students as
clients.
Assesses nine scales: Anxiety, Depression, Suicidal
Ideation, Substance Abuse, Self-Esteem Problems,
Interpersonal Problems, Family Problems, Academic
Problems, and Career Problems.
Self-scoring carbonless Answer Sheet with a profiling
area.
Normative data were collected from 1,146 students

enrolled in colleges and universities throughout the
U.S., and reflect college enrollment proportions for
gender and ethnic groups.
Internal consistency reliability coefficients range
from .80 to .92.
Supporting validity research.
0D-1830-KT
CAS Introductory Kit (includes CAS

Booklets, and 25 Answer Sheets)

0D-1831-TM CAS Professional Manual.............................. 50.00
0D-1832-TB CAS Reusable Item Booklets (pkg/25)........... 50.00
0D-1833-AS CAS Answer Sheets (pkg/25)........................ 50.00
Screens college students for

common developmental and
psychological problems.
Purpose: Identify psychological
and adjustment
problems
experienced by
college students

Age: Students 17-30 years

Time: 15-20 minutes
65
Reynolds Adolescent Adjustment

Screening Inventory (RAASI)
Requires only a 3rd-grade

reading level and takes only
5 minutes to administer.
Purpose: Screen for
adjustment problems

Age: 12-19 years

Time: 5 minutes
The RAASI is a self-report measure that provides clinicians and researchers with a brief
and easytoadminister evaluation of adjustment
problems in adolescents. It provides indications
of the clinical severity of meaningful domains of
psychological adjustment problems. The RAASI
can be administered in 5 minutes to individuals or
groups. Slow readers or students with significant
psychological problems that may interfere with
concentration and completion of the RAASI may
require additional time.
The RAASI consists of 32 items derived from the
item pool of the Adolescent Psychopathology Scale
(APS). The RAASI renders an Adjustment Total
(AdjT) score and scores on four factorially derived
scales. The scales provide greater specificity as to
the nature of an adolescents psychological adjustment problems and include Antisocial Behavior
(AB), Anger Control Problems (AC), Emotional
Distress (ED), and Positive Self (PS). The items use
a 3-point response format with items scored Never
or almost never, Sometimes, or Nearly all the time,
and require respondents to endorse the response
that best describes how they have been feeling in

the past 6 months. The response format assesses
the frequency of signs and symptoms of adjustment
problems.
The RAASI is designed for use as an individual or a
group screening measure of adolescent adjustment.
It may be administered simultaneously to groups of
adolescents as part of a broad-based mental health
screening in schools or other settings. In addition to
school and clinical use, the RAASI provides valuable
information about the psychological adjustment
of adolescents in juvenile detention, correctional
facilities, and substance abuse treatment programs.
Other appropriate applications include the routine
screening of adolescents referred for health-related
and somatic problems, chronic medical illnesses,
neurological problems, family problems, and general
adjustment difficulty.
0D-4630-KT
RAASI Introductory Kit (includes RAASI

Professional Manual and 50 Test Booklets)

0D-4631-TM RAASI Professional Manual........................... 58.00
0D-4632-TB RAASI Test Booklets (pkg/25)....................... 60.00
State-Trait Anxiety Inventory (STAI)

Charles D. Spielberger, PhD, ABPP
The STAI provides clinicians with the ability to differentiate between the temporary condition of state
anxiety and the more general and long-standing qualities of trait anxiety in adults. The State Anxiety scale
evaluates feelings of apprehension, tension, nervousness, and worry, which increase in response to physical
danger and psychological stress. The Trait Anxiety scale is ideal for screening high school and college
students, military recruits, and others for anxiety problems, and for evaluating the immediate and long-term
outcome of psychotherapy, counseling, behavior modification, and drug-treatment programs.
Ideal for screening high school

students, college students, and
military personnel for anxiety.
Purpose: Differentiate between
state and trait anxiety

Age: High school to adult
Test Booklet contains 40 items with a hand-scorable Answer Sheet and a Scoring Key.
Provides a 4-point rating scale; written at a 6th-grade reading level.
Normative tables for working adults, high school students, college students, and military recruits.
0D-3099-KT

0D-3023-TM
0D-3100-TB
0D-4488-TB
0D-3101-SK
STAI Introductory Kit (includes STAI Manual, 50 Test Booklets, and Scoring Key)
Kit Value: $175.00
Kit Price...........................................$142.00
STAI Manual..................................................................................................................................................................45.00
STAI Test Booklets (pkg/25)..........................................................................................................................................58.00
STAI Test Booklets (pkg/50)........................................................................................................................................110.00
STAI Scoring Key...........................................................................................................................................................20.00

Time: 10 minutes
66
The STAXI-2 C/A Is Sensitive to the

Developmental Aspects of Anger in Children...
Child and Adolescent (STAXI-2 C/A)
Thomas M. Brunner, PhD and Charles D. Spielberger, PhD
The STAXI-2 C/A is a 35-item self-report measure

designed to detect anger in children and adolescents ages 9-18 years. Based on the adult version
of the instrument, the State-Trait Anger Expression
Inventory-2 (STAXI-2), the STAXI-2 C/A is sensitive
to the developmental aspects of anger in children.
Like its parent version, the STAXI-2 C/A assesses
both state and trait anger along with anger expression and control. The STAXI-2 C/A expression and
control scales assess important dimensions that
facilitate the evaluation and the subsequent placement of children with specific problem behaviors into
groups based on distinguishable temperaments
and/or externalizing or suppressive coping styles.
Special Features of the STAXI-2 C/A
Distinguishes temporary anger states from more
trait-like or enduring conditions (e.g., whether a
temper tantrum is a hallmark of a personality trait vs.
a transient state-like event).
Enhances the ability to assess and diagnose the
spectrum of conditions in which anger intensity as an
emotional state is important (e.g., bipolar disorder,
intermittent explosive disorder, reactive attachment
disorder, oppositional defiant disorder, posttraumatic
stress disorder).
Assesses the degree to which a child reacts only to
specific negative events or more generally responds
to diverse environmental events.
Assesses a childs habitual anger coping style as
either externalizing or internalizing (i.e., suppressive).
Assists in the determination of whether key aspects of

a childs anger profile may be related to problems with
his or her health status (e.g., problems exacerbated
by intense and/or frequent anger suppression).
Written at a 4th-grade reading level, the STAXI-2 C/A
Rating Booklet is tailored for use by children and
adolescents.
Reflects the 2007 U.S. Census population parameters
via a post-stratification weighting procedure that was
on the Spielberger taxonomy
applied to the STAXI-2 C/A normative sample of 838 Based
of angera widely recognized
public school children and adolescents.
theoretical understanding of the
Provides raw score to percentile and T-score
complex emotion of anger.
conversions for the STAXI-2 C/A scales and subscales Purpose: Assess state and
for both the total normative sample and the six
trait anger with anger
expression and
normative age-by-gender groups.
control
Presents discriminant and convergent validity based
Age: 9-18 years
on correlations with the Achenbach Youth Self-Report
(YSR) DSM-Oriented and Syndrome scales for a
subset of the normative sample and a clinical sample. Time: 10 minutes
The STAXI-2 C/A may be used as part of the diagnostic process, as a tool for monitoring the long-term
effects anger may have on children and adolescents,
and as a complement to threat assessment measures and procedures in a variety of settings.
Special Introductory Prices!

0D-6656-KT
STAXI-2 C/A Introductory Kit (includes

STAXI-2 C/A Professional Manual,
25 Rating Booklets, and 25 Profile Forms)

0D-6657-TM STAXI-2 C/A Professional Manual................. 52.00
0D-6658-RF STAXI-2 C/A Rating Booklets (pkg/25).......... 80.00
0D-6659-PF STAXI-2 C/A Profile Forms (pad/25).............. 36.00
Overview of the STAXI-2 C/A Scales and Subscales

Scale/Subscale
Description
State Anger (S-Ang)
Measures the intensity of angry feelings and the extent to which a youth feels like expressing anger at a
particular time.
State Anger-Feelings (S-Ang/F)

State Anger-Expression (S-Ang/VP)
Trait Anger (T-Ang)
Measures the intensity of the angry feelings a youth is currently experiencing.

Measures the intensity of current feelings related to verbal or physical expressions of anger.
Measures how often angry feelings are experienced over time.
Trait Anger-Temperament (T-Ang/T)
Measures the disposition to experience anger without specific provocation.
Trait Anger-Reaction (T-Ang/R)
Measures the frequency that angry feelings are experienced in situations that involve frustration and/or
negative evaluation.
Anger Expression-Out (AX-O)
Measures how often angry feelings are expressed in verbally or physically aggressive behavior.
Anger Expression-In (AX-I)
Measures how often angry feelings are experienced but not expressed (i.e., suppressed).
Anger Control (AC)
Measures how often a youth tries to control the inward or outward expression of angry feelings.
67
Distinguish Between the Experience of

Anger and Anger Expression and Control
State-Trait Anger Expression Inventory2 (STAXI-2)
Charles D. Spielberger, PhD, ABPP
The experience of anger as conceptualized by the STAXI-2 has two major components: state anger and
trait anger. The STAXI-2 was developed to assess these components of anger and anger expression and to
measure the way these components of anger contribute to medical conditions, such as hypertension and
coronary heart disease. Studies on the nature of anger and its effects on mental and physical health guided
the development of the STAXI-2. To investigate the effects of anger on mental and physical disorders, the
experience of anger must be clearly distinguished from anger expression and anger control.
The Manual discusses the

potential effects of anger on
blood pressure, coronary heart
disease, and other medical and
psychological disorders.
experience,
expression, and
control of anger



to score
Fifty-seven items assess the dimensions of anger.

Includes six scales and an Anger Expression Index (an overall measure of total anger expression).
The State Anger scale assesses the intensity of anger as an emotional state at a particular time (three subscales).
The Trait Anger scale measures how often angry feelings are experienced over time (two subscales).
The Anger Expression and Anger Control scales assess four relatively independent anger-related traits:
Expression of angry feelings toward other persons or objects in the environment (Anger Expression-Out).
Holding in or suppressing angry feelings (Anger Expression-In).
Controlling angry feelings by preventing the expression of anger toward other persons or objects in the
environment (Anger Control-Out).
Controlling suppressed angry feelings by calming down or cooling off (Anger Control-In).
Self-report measure; 6th-grade reading level.
Assesses both the intensity of anger at a particular time and the frequency with which anger is experienced,
expressed, and controlled on a 4-point rating scale.
Raw score to T-score and percentile conversions provided for all scales/subscales by gender.
Detailed interpretive information provided for each scale.
Normative sample included more than 1,900 individuals.
0D-4350-KT
STAXI-2 Introductory Kit (includes STAXI-2 Professional Manual, 25 Reusable Item Booklets, 50 Rating Sheets,
and 50 Profile Forms)

Kit Value: $278.00
Kit Price...........................................$258.00
0D-4351-TM STAXI-2 Professional Manual........................................................................................................................................54.00
0D-4352-TB STAXI-2 Reusable Item Booklets (pkg/25)....................................................................................................................57.00
0D-4490-RF STAXI-2 Rating Sheets (pkg/50)....................................................................................................................................92.00
0D-4491-PF STAXI-2 Profile Forms (pad/50).....................................................................................................................................75.00
State-Trait Anger Expression Inventory2:

Interpretive Report (STAXI-2:IR)
Peter R. Vagg, PhD, Charles D. Spielberger, PhD, ABPP, and PAR Staff
This unlimited-use program provides interpretation of STAXI-2 scores based on clinician entry of item
scores. The software examines an individuals scale and subscale scores, both separately and in combination, and generates a comprehensive interpretive report based on research findings. The STAXI-2:IR
software includes the following features:
Requirements:
activation
Note:
The STAXI-2:IR software does not
administer the STAXI-2 onscreen. Item
Booklets and Rating Sheets are needed
for administration. (See STAXI-2 above.)
68
Calculates scale and subscale raw scores, converts them to percentiles and T scores, and generates
an individualized report.
Generates a profile based on the appropriate age and gender normative group.
Provides interpretive information regarding elevated scale and subscale scores, as well as relevant
scale/subscale interactions.
Evaluates the risk of developing medical problems.
Allows you to compare scores for an individual across time (e.g.,pre/post measures) and also can be
exported to other databases when comparison among groups is desired.
0D-6247-CP
0D-6247-CV
STAXI-2:IRCDROM (includes STAXI-2:IR Software with Unlimited Scoring and Interpretive Reports,
On-Screen Help, and Quick Start Guide)...................................................................................................................$490.00
STAXI-2:IR Software ConversionCDROM (For prior purchasers only)...................................................................50.00
For Clinicians Who Want a Projective Assessment

of the Structure and Dynamics of an Individuals
Personality Functioning, the Rorschach Is One
of the Most Widely Used Projective Tests...
Rorschach Psychodiagnostic Test Plates
Hermann Rorschach, MD
This complete set of 10 psychodiagnostic test plates was designed by Hermann Rorschach. Scores are
based on the examinees responses to 10 unique inkblots. The technique is useful in diagnosis and treatment
planning for individuals with a wide variety of psychological problems and psychiatric disorders.
The Rorschach Inkblot Test measures personality structure and dynamics, including cognitive, affective/
emotional, ego functioning, defenses, conflicts, and coping mechanisms. It is designed primarily for adults,
although normative data also is available for adolescents and children. The association portion requires
10-15 minutes; the inquiry portion requires another 20-30 minutes; scoring and interpretation can take as
long as 2 hours depending on the number and complexity of responses.
0D-0420-TC
Rorschach Psychodiagnostic Test Plates (set of 10).................................................................................................$110.00

2 or more sets (price per set).......................................................................................................................................105.00
This complete set of 10

psychodiagnostic test plates was
designed by Hermann Rorschach.
A Rorschach Workbook for the

Comprehensive System, 5th Ed.
John E. Exner, Jr., PhD
This workbook provides a revised supplement to The Rorschach: A Comprehensive System, Volume 1. It is
designed to help develop accurate coding skills.

Highlights the fundamentals of administering the test.

Provides a large number of responses for practice scoring.
Includes revised descriptive tables and revised coding.
Clarifies the criteria for accurate coding/scoring of test responses and compiling those codes/scores into
meaningful frequencies, ratios, and percentages.
Provides easy access to tables used frequently for coding responses and interpreting records.
0D-4634-BK A Rorschach Workbook for the Comprehensive System, 5th Ed., Softcover311 pages (2001)..............................$62.00
Designed to help develop

accurate coding skills.
Rorschach Structural Summary Blank

This 6-page structural summary blank was developed by Dr. Exner specifically for use with The Rorschach: A Comprehensive System. The form
contains sections for identifying data; sequence of scores; structural summary; and ratio, percentages, and derivations as presented and outlined
in the Comprehensive System. One page includes all 10 plates in miniature and black and white to be used as a location chart. This version also
includes a constellations worksheet for Suicide Potential, Schizophrenia,
Depression, Coping Deficit, Hypervigilance, and Obsessive Style Indexes,
as well as a separate area for notes and calculations.
Rorschach Location Charts

These 1-page forms contain all 10 Rorschach inkblots
reproduced in miniature.
0D-0460-RF
Rorschach Location Chart: Black & White Ed.

(pad/100).......................................................................... $54.00
Rorschach Location Chart: Color Ed. (pad/100)................ 70.00
0D-1190-RF
0D-0412-SF
Structural Summary Blanks (pkg/100)...................................................$48.00
Rorschach is a registered Trade Mark of Verlag Hans Huber AG, Bern, Switzerland. Rorschach Test Plates and Rorschach Miniature Test Plates by
Verlag Hans Huber AG, Bern, Switzerland, 1921, 1948, 1994. Reproduced by permission.
69
A Primer for Rorschach Interpretation

This volume is designed to facilitate interpretation of the Rorschach. The author focuses on each of the data
clusters separately. He clearly identifies the basics of the interpretive process and then emphasizes the logic
and tactics involved in integrating your findings.
A Primer for Rorschach Interpretation reflects the latest findings regarding The Rorschach: A Comprehensive
System and its use. Some new variables, recently added to the System, have been included; in addition,
some older variables have been deleted from the Structural Summary.
0D-4637-BK A Primer for Rorschach Interpretation, Softcover360 pages (2000)........................................................................$62.00
BEST VALUE:
(A Primer For Rorschach Interpretation)
0D-5001-KT

Exners Rorschach Kit (includes A Primer for Rorschach Interpretation, A Rorschach Workbook for the
Comprehensive System5th Ed., 100 Structural Summary Blank Forms, and Rorschach Form Quality Pocket
Guide, 3rd Ed.)
Kit Value: $196.00
Kit Price............................................... $180.00
(Exners Rorschach Kit)
The Rorschach: A Comprehensive System

Vol. 1: John E. Exner, Jr., PhD
Vol. 2: John E. Exner, Jr., PhD and S. Philip Erdberg, PhD
Vol. 3: John E. Exner, Jr., PhD and Irving B. Weiner, PhD
The third edition of The Rorschach: A Comprehensive System, Advanced Interpretation, Volume 2, reflects
the latest research and approaches to the administration, scoring, and interpretation of the Rorschach Inkblot
Test. This volume features nearly two dozen case studies in which the Rorschach was used to accurately
assess psychopathology.
The Rorschach: A Comprehensive System, Basic Foundations and Principles of Interpretation, Volume 1,
provides information on administering, scoring, and interpreting the Rorschach, as well as normative data,
coverage of recent controversies and criticisms of the test, and illustrative case studies. The Rorschach:
AComprehensive System, Assessment of Children and Adolescents, Volume 3 is devoted to the use of the
Rorschach Inkblot Test with younger individuals and includes norms and scoring procedures.
0D-5037-BK The Rorschach: A Comprehensive System, Vol. 1, 4th Ed., Hardcover680 pages (2002)......................................$125.00
0D-5710-BK The Rorschach: A Comprehensive System, Vol. 2, 3rd Ed., Hardcover558 pages (2005).......................................110.00
0D-2741-BK The Rorschach: A Comprehensive System, Vol. 3, 2nd Ed., Hardcover449 pages (1994)......................................175.00
Principles of Rorschach Interpretation, 2nd Ed.

Irving B. Weiner, PhD
Principles of Rorschach Interpretation, 2nd Ed. is a comprehensive guide to using the Rorschach for
personality description. It integrates the basic ingredients of structural, thematic, behavioral, and sequence
analysis strategies into systematic guidelines for describing personality functioning and includes both recent
modifications in the Rorschach Comprehensive System and new evidence regarding the soundness and
utility of Rorschach assessment.
Principles of Rorschach Interpretation, 2nd Ed. is divided into three parts. Part I provides a discussion of the
basic considerations in Rorschach testing and addresses the conceptual and empirical foundations of the
inkblot method, as well as the critical issues in formulating and justifying Rorschach inferences. Part II is
concerned with the elements of interpretation that contribute to thorough utilization of data in a Rorschach
protocol: the Comprehensive System search strategy; the complementary roles of projection and card pull
in determining response characteristics; and the interpretive significance of structural variables, content
themes, test behaviors, and the sequence in which various response characteristics occur. Part III presents
10 case illustrations of how the interpretive principles discussed in Part II can be used to identify assets and
liabilities in personality functioning.
0D-5184-BK Principles of Rorschach Interpretation, 2nd Ed., Hardcover440 pages (2003).......................................................$70.00
70
The RIAP5 Generates Both an Interpretive Report and a

Client Report to Facilitate Discussion With Your Client
Rorschach Interpretation Assistance Program:
Version 5 (RIAP5)
John E. Exner, Jr., PhD, Irving B. Weiner, PhD, and PAR Staff
Designed to assist clinicians with scoring and

interpreting Rorschach results for individuals ages
5-70years, the unlimited-use RIAP5 generates
a Client Reportan abbreviated, individualized,
and simplified version of the RIAP5 Interpretive
Report that is intended to be read and retained by
the client. The Client Report provides the basis for
a discussion of a clients personality strengths and
weaknesses, adjustment difficulties, and possible
need for treatment. This report is written in easy-tounderstand language, without jargon, and can be
easily edited on-screen.
In addition to the Client Report, the RIAP5 provides
a revised Interpretive Report that assists the clinician with scoring and interpretation. The clinician
enters the clients demographic information, as well
as background, presenting and diagnostic information, and the Sequence of Scores (i.e.,coded
responses). These codes may be entered using the
keyboard or the mouse; once entered, the software
takes over calculating the various indexes, ratios,
and percentages that are necessary for interpretation. On-Screen Help is included to assist with
program navigation.
Special Features of the RIAP5
Includes both an Interpretive Report and a Client
Report.
Scoring and interpretation are based on Dr. Exners
fifth edition of A Rorschach Workbook for the
Comprehensive System and Dr. Weiners Principles
of Rorschach Interpretation, 2nd Ed.
Protocol responses can be exported with RIAP5.
Enhanced Export feature allows the clinician to select
the protocols to be exported and allows greater
choices of export formats.
Allows either keyboard or mouse entry of coded
responses, accommodating the various skill levels of
Rorschach scorers.
Context-sensitive, cross-referenced Help System
provides clear descriptions of all coding errors found
and suggests potential solutions (each message has
its own Help button for further clarification).
On-screen access to interactive Form Quality Tables

and Location Charts facilitates navigation and coding
accuracy.
On-screen images of Location Charts match
the 6-image-per-card format used in Dr. Exners
Workbook.
Unlimited-use software automatically generates an
on-screen Structural Summary and Sequence of
Scores, both of which can be printed.
If a Structural Summary report would not be valid
due to a low number of responses, RIAP5 will still
generate the clients raw data and constellations, but
without any ratios, percentages, or derivations.
Offers the option to select which sections of a report
will be generated: Structural Summary, Sequence of
Scores, and/or sections of the Interpretive Report or
the Client Report.
Powerful database allows for multiple protocols and
reports for each client and facilitates rapid retrieval
of client information for both individuals and client
groups. The RIAP5 database allows the clinician or
researcher to calculate seven descriptive statistical
variables (i.e.,mean, SD, min, max, mode, median,
frequency) for any user-defined client group.
Rorschach Response Recording Forms facilitate and
document Rorschach responses.
RIAP5 On-Screen Help increases the programs
user-friendliness, placing necessary assistance and
documentation at the users fingertips. The Help
includes an in-depth tutorial section that guides the
user step-by-step from the creation of a client file to
printing the final Interpretive and/or Client Report(s).
0D-6197-CP
0D-6197-UP
0D-6197-CV
0D-5306-RF
Designed to assist in scoring

and interpreting Rorschach results,
the RIAP5 generates a Client
Report, a simplified version of the
Interpretive Report that can be
given directly to the client.
Requirements:
Windows 2000/XP/Vista/7; NTFS
file system; 15-30MB hard drive space;
CDROM drive for installation; Internet
connection or telephone for software
activation
Note:
Please call our Customer Support Center
at 1.800.331.8378 or e-mail
Custsup@parinc.com for information on
upgrading earlier versions of the RIAP.
RIAP5 Introductory KitCDROM (includes

RIAP5 Unlimited-Use Software with
On-Screen Help, Quick Start Guide, and
50 Response Recording Forms)................ $685.00
RIAP4/RIAP4 Plus to RIAP5 Upgrade
CDROM (includes RIAP5 Unlimited-Use
Software with On-Screen Help, Quick Start
Guide, and 50 Response Recording
Forms).......................................................... 300.00
RIAP5 Software ConversionCDROM (For
prior purchasers only)................................. 50.00
Rorschach Response Recording Forms
(pad/50).......................................................... 28.00
71
The RIAP5:S Ensures

Quick and Accurate Scoring
RIAP5: Scoring Program (RIAP5:S)
John E. Exner, Jr., PhD, Irving B. Weiner, PhD, and PAR Staff
The unlimited-use RIAP5:S, which incorporates

scoring variables, and indexes found in the
fifth edition of A Rorschach Workbook for the
Comprehensive System, is designed to assist
in scoring Rorschach results for individuals
ages 5-70 years. Simply enter a clients demographic information and the Sequence of Scores
(i.e.,codedresponses) into the RIAP5 database.
Assists in scoring
Rorschach results.
Requirements:
CDROM drive for installation; Internet
activation
Note:
Please call our Customer Support Center
at 1.800.331.8378 or e-mail
Custsup@parinc.com for information on
upgrading earlier versions of the RIAP.
Program operations are clean, crisp, and user-friendly.

Ensures quick and accurate scoring of the data
derived from each Rorschach record.
Software checks for coding errors (e.g.,entering
inappropriate scores).
On-Screen Help provides a clear description of each
coding error and suggests potential solutions.
Provides on-screen access to the Form Quality Tables
and Location Charts.
The RIAP5:S Report includes the Sequence of
Scores, Structural Summary, and Constellations Table.
Optional user-defined password to ensure

confidentiality.
Now, protocol responses can be exported with RIAP5.
Newly enhanced Export feature allows the clinician to
select the protocols to be exported and allows greater
choices of export formats.
The powerful RIAP5 database allows for multiple
protocols and reports for each client and facilitates
rapid retrieval of client information.
You may upgrade to the full RIAP5 at any time.
0D-6198-CP
0D-6198-UP
0D-6198-CV
0D-5306-RF
RIAP5:S Introductory KitCDROM

(includes RIAP5:S Unlimited-Use Scoring
Software with On-Screen Help, Quick
Start Guide, and 50 Response Recording
Forms)........................................................ $460.00
RIAP4:S/RIAP4 Plus:S to RIAP5:S
UpgradeCDROM (includes RIAP5:S
Unlimited-Use Scoring Software with
On-Screen Help, Quick Start Guide,
and 50 Response Recording Forms)........... 190.00
RIAP5:S Software ConversionCDROM
(pad/50).......................................................... 28.00
Rorschach Form Quality Pocket Guide, 3rd Ed.

This handy pocket guide contains location charts and scoring information that allow experienced clinicians
to quickly calculate Structural Summary scores and ratios for the Exner Comprehensive System. This edition
contains the expanded Form Quality Table.
0D-5000-BK Rorschach Form Quality Pocket Guide, 3rd Ed.122 pages (2001)..........................................................................$24.00
72
Clinical Assessment Scales for the Elderly (CASE)

Cecil R. Reynolds, PhD and Erin D. Bigler, PhD
The CASE is designed to assist the clinician in

the diagnosis of the most prominent DSMIV
disorders among the elderly. The CASE consists of
a self-rating form (Form S), and an other-rating form
(Form R) that can be completed by a knowledgeable
caregiver (e.g.,spouse, adult child, home health
care worker, sibling). Form R is especially useful
to verify the information provided by the patient or
when the patient is unable to complete the assessment due to physical or cognitive difficulties.
Consists of 10 clinical scales (Anxiety, Cognitive
Competence, Depression, Fear of Aging, Mania,
Obsessive-Compulsive, Paranoia, Psychoticism,
Somatization, Substance Abuse) and 3 validity scales
(Infrequency, Lie, Validity).
CASE items are free of gender or ethnicity bias.
Patients and knowledgeable caregivers can complete
the CASE in 40 minutes or less. Scoring and profiling
are easy. CASE raw scores are converted to Tscores
using the age-appropriate normative tables. The
Tscores are then plotted on the CASE Profile Form
to provide a graphic overview of the patients clinical
status or a comparison of multiple profiles when
available.
Total normative group of 2,000 adults, matched to
U.S. Census data for gender, geographic region,
educational level, and ethnicity (normative data are
based on 1,000 each of Form S and Form R).
Construct validity of CASE Form S is demonstrated

by correlations with the MMPI-2, Beck Depression
Inventory (BDI ), Beck Hopelessness Scale
(BHS ), Cognitive Behavior Rating Scales (CBRS),
and both the State and Trait scales of the State-Trait
Anxiety Inventory (STAI).
Validity scales for Forms S and R include measures
of positive and negative distortion and dissimulation,
infrequently endorsed items, and detection of random
responding, failure to comprehend the items, and lack
of cooperation.
0D-4566-KT
CASE Introductory Kit (includes

CASE/CASE-SF Professional Manual,
25 CASE Form S Item Booklets, 25 CASE
Form R Item Booklets, 25 CASE Form S
Hand-Scorable Answer Sheets, 25 CASE
Form R Hand-Scorable Answer Sheets,
and 50 CASE Profile Forms)

0D-4569-TM CASE/CASE-SF Professional Manual........... 54.00
0D-4570-TB CASE Form S Reusable Item Booklets
(pkg/25).......................................................... 31.00
0D-4574-TB CASE Form R Reusable Item Booklets
(pkg/25).......................................................... 31.00
0D-4571-AS CASE Form S Hand-Scorable Answer
Sheets (pkg/25).............................................. 56.00
0D-4575-AS CASE Form R Hand-Scorable Answer
Sheets (pkg/25).............................................. 56.00
0D-4573-PF CASE Profile Forms (pad/50)......................... 35.00
Two forms allow for

self- and other-rating.
measure of Axis I
disorders

Age: 55-90 years

Time: 20-40 minutes

to administer;
10 minutes to score

Short Form (CASE-SF)
Cecil R. Reynolds, PhD and Erin D. Bigler, PhD
The CASE-SF is designed to provide the clinician with a rapid assessment of elderly adults to determine
whether a more comprehensive evaluation of psychopathology or a referral for a different type of examination might be needed. The CASE-SF consists of a self-rating test booklet (Form S) and an other-rating test
booklet (Form R) that can be completed by a knowledgeable caregiver.
The CASE-SF Form R provides independent information about the patient from caregivers for verification of
patient status or when the patient is unable to complete the assessment due to physical or cognitive difficulties.
Designed to help you track treatment effectiveness or monitor a patients clinical status over time.
Enables you to quickly evaluate large numbers of seniors in a variety of settings.
The CASE/CASE-SF Professional Manual provides all of the necessary information for the administration and
scoring of both the CASE and the CASE-SF.
0D-4567-KT
CASE Short Form Introductory Kit (includes CASE/CASE-SF Professional Manual, 25 CASE-SF Form S Test
Booklets, 25 CASE-SF Form R Test Booklets, and 50 CASE Profile Forms)

Kit Value: $201.00
Kit Price...........................................$187.00
0D-4569-TM CASE/CASE-SF Professional Manual...........................................................................................................................54.00
0D-4577-TB CASE-SF Form S Test Booklets (pkg/25)......................................................................................................................56.00
0D-4579-TB CASE-SF Form R Test Booklets (pkg/25)......................................................................................................................56.00
0D-4573-PF CASE Profile Forms (pad/50).........................................................................................................................................35.00
Provides a rapid
assessment of whether more
comprehensive assessment is
needed in elderly adults.
Purpose: Screen for Axis I
disorders in the
elderly

Age: 55-90 years

Time: 10-20 minutes

to administer;
5-10 minutes
to score
73
Roberts Apperception Test for Children: 2 (Roberts-2)

Glen E. Roberts, PhD
The Roberts-2 uses free narrative to assess two

independent dimensions: adaptive social perception
and the presence of maladaptive or atypical social
perception. The first of these is a developmental
measure; the second is a clinical measure. The
scales on the Roberts-2, refined for easier scoring
and interpretation, reflect both developmental and
clinical concerns.
The Roberts-2 provides a series of 11 pictures
Use storytelling to evaluate a childs depicting childrens and adolescents everyday expesocial perceptions and assess
rience. Given each picture, a child is asked to tell a
situational crises.
complete story and a transcript is made. A compre Purpose: Evaluate childrens
hensive scoring system is applied to the story that
social perceptions
is produced, and a series of scales are scored that

Age: 6-18 years
reflect the childs social cognitive competence in
Admin: Individual
relating a story that successfully integrates the ele Time: Varies
ments depicted in the picture. The Roberts-2 is not a
projective test. It uses a childs expressive language
as an index of his or her social cognitive skills.
Requirements:
Roberts-2 scales include two Theme Overview
scales, six Available Resources scales, five Problem
4MBhard drive space; USB port;
CDROM drive
Identification scales, five Resolution scales, four
Emotion scales, four Outcome scales, and two
Unusual or Atypical Responses scales.
Special Features of the Roberts-2
The Manual and test materials have been updated
and improved, making the Roberts-2 easier to learn
to use and better suited to daily application with a
wider variety of children and adolescents.
Card sets reflecting the largest U.S. ethnic groups
have been added and were used as an integral part
of test standardization and validation.
Coding categories have been clarified and better
differentiated.
The scoring sheets have been redesigned to provide
a more efficient use of space and a more intuitive
scheme for entering codes.
The interpretation section has been more fully
elaborated to include a scale-by-scale discussion of
score meaning.
Because it is standardized on nonreferred children, it
is an ideal way to assess developmental change and
situational crises in normal children.
The Roberts-2 Casebook is designed to help
clinicians integrate Roberts-2 test scores and
interpretation into school reports, special education
reports, and clinical case reports. Seventeen cases
74
are described: 4 that describe normally developing

children to help provide a grounded sense of typical
variability, and 13 chosen to highlight prevalent issues
in diagnostic categories that are among the most
commonly evaluated in children and adolescents.
Now Available!
Roberts-2 Computer Scoring Program
This new, unlimited-use computer program simplifies

scoring of the Roberts-2, allowing you to get the job
done with greater speed and accuracy. After manual
entry of Roberts-2 stories, the program generates:
Instant access to coding definitions, picture
descriptions, common themes, and the authors
detailed scoring notes.
A real-time, story-by-story display of codes as you
apply them.
Automated error checking to prevent incorrect or
incompatible codes.
Automated review to insure the presence of all
required codes.
The flexibility to obtain a scoring profile after entering
stories and coding text in detail or to simply enter
codes for display and storage.
An accurate summary of results.
The option of attaching notes to your report.
This program helps you learn coding procedures

more quickly at the outset, substantially reducing
scoring time thereafter. In addition, it enables you
to generate reports that provide a clear, accurate,
and complete record of test results. As a bonus, the
program includes several unscored stories from the
Roberts-2 Manual and Roberts-2 Casebook that you
can use for scoring practice.
0D-5597-KT
Roberts-2 Introductory Kit (includes

Roberts-2 Manual, 25 Record Forms,
1 Set of Pictures Featuring White
Children and Adolescents, 1 Casebook,
and 1 Quick Scoring Guide)....................... $209.00
0D-5598-TC Roberts-2 Test PicturesBlack Children
and Adolescents............................................. 65.00
0D-5599-TC Roberts-2 Test PicturesHispanic Children
and Adolescents............................................. 65.00
0D-5600-RF Roberts-2 Record Forms (pkg/25)................. 40.00
0D-6124-BK Roberts-2 Casebook (includes 1 Quick
Scoring Guide)............................................... 59.00
0D-6477-CP Roberts-2 Unlimited-Use Scoring
ProgramCD-ROM....................................... 209.00
0D-6478-CP Roberts-2 Software KitCD-ROM
(includes Roberts-2 Scoring Program, 1 Set
of Test of Pictures Featuring White Children
and Adolescents, 1 Casebook, 1 Quick
Reference Guide, and 1 Manual)................. 320.00
Thematic Apperception Test (T.A.T.)

Henry A. Murray, PhD
The T.A.T. is a widely used projective test for the assessment of children and adults. It is designed to reveal
an individuals perception of interpersonal relationships.
Thirty-one Picture Cards serve as stimuli for stories and descriptions about relationships or social situations.
Cards include specific subsets for boys, girls, men, and women.
Useful as part of a comprehensive study of personality and in the interpretation of behavior disorders,
psychosomatic illnesses, neuroses, and psychoses.
0D-1585-KT

0D-0445-TC
0D-0449-RF
TAT Kit (includes the TAT Standard Set of 31 Picture Cards, Manual, and 50 Short Form TAT and
CAT Analysis Blanks)
Kit Value: $118.00
Kit Price.............................................$99.00
Standard Set of 31 Picture Cards and Manual...............................................................................................................74.00
Short Form TAT and CAT Analysis Blanks (pkg/25)......................................................................................................22.00
Includes specific subsets for

boys, girls, men, and women.
Purpose: Reveal an individuals
drives, emotions, and
conflicts

Age: Children 4 years and

older, adolescents,
adults
Admin: Individual

Time: 2 sessions, 1 hour

each
Childrens Apperception Test (C.A.T.)

Leopold Bellak, MD and Sonia Bellak
This projective technique presents situations of special concern to children. It consists of 10 animal pictures
in a social context that involves the child in conflict, identities, roles, family structures, and interpersonal
interaction. The C.A.T.-H consists of human figures and situations that parallel the original C.A.T. Children
who do not produce stories readily can manipulate these forms as a play technique.
The supplement (C.A.T.-S) presents children with common family situations (i.e.,prolonged illness, physical
disability, mothers pregnancy, separation of parents).
0D-0446-TC
0D-0447-TC
0D-0448-TC
0D-0449-RF
CAT Cards and Manual................................................................................................................................................$45.00

CAT-S Cards and Manual..............................................................................................................................................45.00
CAT-H Cards and Manual..............................................................................................................................................45.00
Short Form TAT and CAT Analysis Blanks (pkg/25)......................................................................................................22.00
Appropriate for use with

children between the ages
of 3 and 10 years.
We regularly order many PAR products. Ordering

process is friendly, efficient, and competent.
PAR continues to provide courteous staff and
expedient delivery of products.
Dr. Marta OBrien, Licensed Psychological Associate, Lexington Forensic Institute, Lexington, KY
75
OMNI Personality Inventory and

OMNI-IV Personality Disorder Inventory
Armand W. Loranger, PhD
The OMNI measures both normal

and abnormal personality traits.
The OMNI-IV measures abnormal
personality traits and assesses
personality disorders.
Purpose: Assess normal and
abnormal personality
traits

Age: 18-74 years
Admin: Self-report;
Individual or group

Time: OMNI: 60-90 minutes;

OMNI-IV: 35-45
minutes
Requirements:
Note:
You must have the OMNI CDROM to
use the OMNI Counter Serial Number for
on-screen administrations.
The OMNI and the OMNI-IV are designed to provide clinicians and researchers with comprehensive selfreport instruments for measuring normal and abnormal personality traits. The 375-item OMNI measures
both normal and abnormal personality traits. It is composed of seven Factor scales and assesses 25 normal
traits (Normal scales) and 10 abnormal traits (Personality Disorder scales). The Personality Disorder scales
are based on the DSM-IV Axis II personality disorder criteria. A Variable Response Inconsistency (VRIN)
scale identifies item response inconsistencies and a Current Distress (CD) scale assesses the respondents
mental state during the 7 days preceding the test date.
Derived directly from the OMNI, the 210-item OMNI-IV measures abnormal personality traits and assesses
personality disorders. It is composed of 10 Personality Disorder scales based on the DSM-IV Axis II personality disorder criteria. A Variable Response Inconsistency (VRIN) scale identifies item response inconsistencies and a Current Distress (CD) scale assesses the respondents mental state during the 7 days prior to the
test date.

For use with normal adults and individuals with a suspected or diagnosed psychiatric disorder.
Self-report format; requires a 4th-grade reading level.
The OMNI includes all items that appear in the OMNI-IV.
Demonstrated internal consistency reliability and concurrent validity.
Administration and Scoring
Both the OMNI and the OMNI-IV can be administered on-screen using a Counter Serial Number, or the
clinician can administer using the paper-and-pencil Test Booklet and then enter the individuals responses
into the OMNI Software System, which is included in all OMNI kits. (The OMNI and the OMNI-IV cannot be
hand scored.) The software scores the inventory and generates an interpretive report that includes a broad
range of information about the individuals personality characteristics and deviations from normality using
the language and typology of the DSM-IV Axis II classification of personality disorders. You pay only if you
choose to administer the test on-screen via the Counter Serial Number.
OMNI and OMNI-IV Scales
OMNI
Exhibitionism (EH)
Tolerance (TO)
Obsessive-Compulsive (OBC)
Validity scales
Variable Response
Inconsistency (VRIN)
Energy (EN)
Trustfulness (TR)
Factor scales
Personality Disorder scales

Paranoid (PAR)
Flexibility (FL)
Warmth (WR)
Agreeableness (AGRE)
Schizoid (SCH)
Hostility (HS)
Personality Disorder
scales
Paranoid (PAR)
Conscientiousness (CONC)
Schizotypal (SCT)
Extraversion (EXTR)
Antisocial (ANT)
Narcissism (NARC)
Borderline (BOR)
Neuroticism (NEUR)
Histrionic (HIS)
Openness (OPEN)
Narcissistic (NAR)
Sensation-Seeking (SENS)
Avoidant (AVD)
Current Distress (CD)

Normal scales
Aestheticism (AE)
Ambition (AM)
Intellect (IT)
Irritability (IR)
Modesty (MD)
Anxiety (AN)
Assertiveness (AS)
Conventionality (CO)
Depression (DE)
Dutifulness (DU)
Excitement (EC)
Impulsiveness (IM)
Moodiness (MO)
Orderliness (OR)
Self-Indulgence (SI)
Sincerity (SN)
Sociability (SO)
Self-Reliance (SR)
Schizoid (SCH)
Schizotypal (SCT)
Antisocial (ANT)
Borderline (BOR)
Histrionic (HIS)
OMNI-IV
Narcissistic (NAR)
Validity scales
Variable Response
Inconsistency (VRIN)
Avoidant (AVD)
Dependent (DEP)
Dependent (DEP)
Obsessive-Compulsive (OBC)
Current Distress (CD)
0D-6245-CP
OMNI Introductory KitCDROM (includes OMNI Professional Manual, 25 OMNI Test Booklets, OMNI Software
System with On-Screen Help, Unlimited-Use Scoring and Interpretation, Quick Start Guide, and 5 BONUS
On-Screen Administrations of the OMNI)

Kit Value: $244.80
Kit Price...........................................$206.00
0D-4790-TM OMNI Professional Manual............................................................................................................................................48.00
0D-4791-TB OMNI Test Booklets (pkg/25).......................................................................................................................................164.00
0D-6245-CV OMNI Software ConversionCDROM (For prior purchasers only)...........................................................................50.00
0D-6246-CP OMNI-IV Introductory KitCDROM (includes OMNI Professional Manual, 25 OMNI-IV Test Booklets,
OMNI-IV Software System with On-Screen Help, Unlimited-Use Scoring and Interpretation, Quick Start Guide,
and 5 BONUS On-Screen Administrations of the OMNI-IV)

Kit Value: $204.00
Kit Price...........................................$172.00
0D-4794-TB OMNI-IV Test Booklets (pkg/25)..................................................................................................................................130.00
0D-6246-CV OMNI-IV Software ConversionCDROM (For prior purchasers only).......................................................................50.00
0D-5707-CP
0D-5709-CP
76
OMNI Counter Serial Number (25 On-Screen Administrations)...................................................................................164.00

OMNI-IV Counter Serial Number (25 On-Screen Administrations)..............................................................................130.00
NEO Personality InventoryRevised (NEO PI-R)

Paul T. Costa, Jr., PhD and Robert R. McCrae, PhD
The NEOPI-R provides a comprehensive and

detailed assessment of adult personality based on
the Five-Factor Model (FFM) of personality. The
FFM is a taxonomy of personality traits consisting
of five broad dimensions: Neuroticism, Extraversion,
Openness to Experience, Agreeableness, and
Conscientiousness.
NEO Domains and Facets
The NEOPI-R is a concise measure of the five

major domains of personality, as well as the six facets that define each domain. Taken together, the five
domain scales and 30 facet scales of the NEOPI-R
facilitate a comprehensive and detailed assessment
of normal adult personality.
Neuroticism (N) refers to the chronic level of
emotional adjustment and instability. High N identifies
individuals who are prone to psychological distress.
Extraversion (E) refers to the quantity and intensity
of preferred interpersonal interactions, activity level,
need for stimulation, and capacity for joy. High E
identifies individuals who tend to be sociable, active,
talkative, person oriented, optimistic, fun loving, and
affectionate.
Openness to Experience (O) refers to the active
seeking and appreciation of experiences for their own
sake. High O identifies individuals who are curious,
imaginative, and willing to entertain novel ideas and
unconventional values.
Agreeableness (A) refers to the kinds of interactions
an individual prefers along a continuum from
compassion to antagonism. High A identifies
individuals who tend to be softhearted, good natured,
trusting, helpful, forgiving, and altruistic.
Conscientiousness (C) assesses the degree of
organization, persistence, control, and motivation in
goal-directed behavior. High C identifies individuals
who tend to be organized, reliable, hard-working,
self-directed, punctual, scrupulous, ambitious, and
perseverant.
Administration/Scoring
The NEOPI-R is self-administered and is available

in two parallel versions. Each version contains
240items and 3 validity items, and requires a
6th-grade reading level. Form S, designed for selfreports, is appropriate for use with adults, including
individuals of college age. Form R, designed for
observer reports, is written in the third person for
peer, spouse, or expert ratings. It can be used as an
alternative measure or as a supplement to selfreports from adult clients. The two-part carbonless
Answer Sheet, usable with either form, eliminates
the need for separate scoring keys or templates and
the self-carbon page of the Answer Sheet contains
item values for rapid computation of scale raw scores.
The NEO PI-R also can be scored and/or administered electronically using the NEO Software System.
0D-2025-KT
NEO PI-R Comprehensive Kit (includes

NEO PI-R Professional Manual, 10 NEO PI-R
Reusable Form S Item Booklets, 10 NEO PI-R
Reusable Form R Item Booklets5 Men &
5 Women, 25 NEO PI-R Hand-Scorable Answer
Sheets, 25 NEO PI-R Form S and 25 NEO PI-R
Form R Adult Profile Forms, and 25 Your NEO
Summary Feedback Sheets)

0D-2027-TM NEO PI-R Professional Manual...................... 46.00
0D-2028-TB NEO PI-R Reusable Form S Item Booklets
(pkg/10).......................................................... 41.00
0D-2029-TB NEO PI-R Reusable Form R Item Booklets
(pkg/5 each, Men & Women versions)........... 41.00
0D-2030-AS NEO PI-R Form HS (Hand-Scorable)
Answer Sheets (pkg/25)................................. 43.00
0D-2031-PF NEO PI-R Form S Adult Profile Forms
(pad/25use with Form S Item Booklets)..... 43.00
0D-2080-PF NEO PI-R Form R Adult Profile Forms
(pad/25use with Form R Item Booklets)..... 43.00
0D-2032-PF NEO PI-R College Student Profile Forms
(pad/25use with Form S or Form R Item
Booklets)........................................................ 43.00
0D-2033-IA Your NEO Summary Feedback Sheets
(pad/25).......................................................... 35.00
A comprehensive and detailed

assessment of adult personality.
Purpose: Obtain a detailed
assessment of
normal personality


Time: 30-40 minutes
Note:
See page 80 for the NEO Personality
Inventory: Spanish Edition. Other
language versions are available (see
page 268)or call 1.800.331.8378 or
e-mail Custsup@parinc.com for more
information.
Updated bibliographies of research
using the NEO PI-R and the NEO-FFI
are available at www.parinc.com
on the NEO PI-R and the NEO-FFI
productpages.
See page 79 for information on the NEO
Software System.
NEO PI-R: Professional Report Service

With this service, your clients enter responses to the NEO PI-R items on a scannable, HIPAA-compliant Answer Sheet. Simply mail us the completed PRS Answer Sheets and within 24 hours of receipt (on the next business day), PAR will process and score your Answer Sheets, produce
a 7- to 8-page customized Interpretive Report for each client, and mail the reports back to you.
This professional report will contain sections on coping and defense mechanisms, somatic complaints, interpersonal characteristics, cognitive
processes, personal needs and motives, and a section giving clinical hypotheses for personality disorders based on the DSM-IV .
Prepaid Mail-In Answer Sheets (Prices for mail-in Answer Sheets include scoring, Interpretive Report, and return postage.)
0D-2034-SS
NEO PI-R PRS Answer Sheets (pkg/10)Use with Form R or Form S Item Booklets . ...................................................................................................................$136.00
10 or more packages (per package price)..........................................................................................................................................................................................120.00
0D-2027-TM NEO PI-R Professional Manual.............................................................................................................................................................................................................46.00
0D-2907-SS NEO PI-R PRS Answer Sheets (pkg/25)............................................................................................................................................................................................320.00
0D-2028-TB NEO PI-R Reusable Form S Item Booklets (pkg/10)............................................................................................................................................................................41.00
0D-2033-IA Your NEO Summary Feedback Sheets (pkg/25)..................................................................................................................................................................................35.00
77
For a Quick, Reliable, and Accurate

Measure of Personality, Use the NEO-FFI...
NEO Five-Factor Inventory (NEO-FFI)
Provides college-age norms,

making it ideal for use in college
and university counseling centers.
Purpose: Quick five-factor
measure of
personality

Admin: Self- and observer

report; Individual or
group

Time: 10-15 minutes
Note:
If you are purchasing the NEO-FFI for
the first time, we recommend ordering
the NEO PI-R Professional Manual
(item#0D-2027-TM).
See page 79 for information on the NEO
Software System.
This shortened version of the NEO PI-R provides

a quick and accurate measure of the five domains
of adult personality. It is especially useful when time
is limited and global information on personality is
sufficient. The NEO-FFI can help you understand
an individuals basic emotional, interpersonal,
experiential, attitudinal, and motivational styles. It
also can help you quickly develop rapport with the
examinee, provide meaningful feedback and insight
that will help him or her develop a greater selfunderstanding, enable you to anticipate the course
of therapy, and help you select the optimal treatment
based on his or her personality.
The NEO-FFI materials have been developed
to increase the versatility of the measure and to
provide clinicians and researchers greater access to
the wealth of normative information that is currently
available for the instrument.
The NEO-FFI Offers Several
Forms to Suit Your Needs
Form S Test Booklet for Adults: The revised self-report
Test Booklet allows you to choose T scores from the
male sample, the female sample, or the combined
sample; the original instrument provided only genderbased T scores.
Form S Test Booklet for College Students: This Test
Booklet offers a self-report version of the NEO-FFI
that provides college-age norms (ages 17-20 years)
for the derivation of T scores.
Form R Test Booklet for Women: This observer report

Test Booklet allows you to obtain T scores based on
either the NEO-FFI female sample or the NEO-FFI
combined sample.
Form R Test Booklet for Men: This observer report
Test Booklet allows you to obtain T scores based on
either the NEO-FFI male sample or the NEO-FFI
combined sample.
A brief supplement (Materials Update) directs

you to the appropriate location in the NEO PI-R
Professional Manual for psychometric and technical
information about the NEO-FFI additions.
0D-5047-KT
NEO-FFI Introductory Kit (includes NEO PI-R

Professional Manual, 25 NEO-FFI Form S
Adult Test Booklets with Materials Update,
and 25 Your NEO Summary Feedback Sheets)

0D-5048-TB NEO-FFI Form S Test Booklets for Adults
(pkg/25) with Materials Update...................... 79.00
0D-5050-TB NEO-FFI Form S Test Booklets for College
Students (pkg/25) with Materials Update....... 79.00
0D-5051-TB NEO-FFI Form R Test Booklets for Men
0D-5052-TB NEO-FFI Form R Test Booklets for Women
0D-2033-IA Your NEO Summary Feedback Sheets
(pad/25).......................................................... 35.00
I would recommend the NEO-FFI

because [it is] user friendly, costeffective, and easy to interpret.
Matthew Opesso, Wallingford, PA
78

Paul T. Costa, Jr., PhD, Robert R. McCrae, PhD, PsyPro Corporation, and PAR Staff
The NEO Software System is a modular system that

allows you to generate free unlimited Interpretive
Reports when you input responses from a completed print administration. You also may administer
either the NEO PI-R or NEO-FFI on-screen via
a Serial Counter. The software will generate the
NEOPI-R, NEO-FFI, or NEO PDR Interpretive
Report and/or the appropriate client feedback report.
The NEO PI-R Interpretive Report includes a
T-score profile and data table; validity indexes; a
global description of the Five Factors with detailed
interpretation of the individual facets; personality
correlates with possible implications; clinical hypotheses regarding Axis II disorders with treatment
implications; and information about somatic complaints, coping and defense mechanisms, cognitive
processes, and personal needs and motivations.
The NEO-FFI Form S Interpretive Report includes
a T-score profile and data table, validity indexes, a
global description of the Five Factors, and personality correlates with possible implications. A separate
section of the report presents style graphs of the
five personality domains in terms of 10 personality
styles: Well-Being, Defense, Anger Control, Impulse
Control, Interests, Interactions, Activity, Attitudes,
Learning, and Character.
The Updated NEO Professional
Development Report Is Ideal for
Human Resources Settings
Written by an experienced team of management

consultants, the NEO PDR addresses the personal
characteristics that have the highest potential for
yielding job-relevant information. It was specifically
designed to function as a tool both for management
planning and for promoting individual growth and
development. Two reports are generated for each
individual who takes the testthe Management
Planning Report and the Individual Planning Report.
Written in a positive, developmental tone, each
report contains a summary of the clients most
distinctive characteristics with an explanation of
how those characteristics may work to his or her
advantage or disadvantage in an organizational
setting. In addition, each report provides observations about the individuals strengths and limitations
in four critical areas: problem-solving skills; planning,
organizing, and implementation skills; style of relating to others; and personal style.
With unlimited report generation, the NEO PDR

provides profile matching ability that is particularly
helpful for interpretation. The graphic presentation
provides an informative picture of how well the job
fits the client. It also provides numerous opportunities for discussing with the client which differences
in the profile might be beneficial in a particular situation, and which deviations might be more serious
than would appear at first glance.
NEO PI-R, NEO-FFI, and
NEO PDR Modules:
0D-6425-CP
NEO Software System with NEO PI-R,

CD-ROM (includes Software with
Unlimited Interpretive Reports, 5 BONUS
NEO PI-R and the NEO-FFI, On-Screen
Help, and Quick Start Guide)..................... $945.00
0D-2028-TB NEO PI-R Reusable Form S Item
Booklets (pkg/10)Required for
administration of the NEOPDR..................... 41.00
0D-3911-EQ NEO PDR Pocket Folders (pkg/10)................ 42.00
Special pricing for previous purchasers of NEO software!
0D-6426-UP
0D-6427-UP
0D-6427-CV
NEO Software System with All Three

Modules for Previous Purchasers of
NEO PDR Only............................................ 599.00
Modules for Previous Purchasers of NEO
Software System with NEO PI-R and
NEO-FFI Modules Only................................ 425.00
Modules for Previous Purchasers of both
NEO Software System with NEO PI-R and
NEO-FFI Modules and NEO PDR.................. 75.00
System now includes

all three NEO modules.
Purpose: Obtain a brief or a
detailed assessment
of normal personality

Admin: Individual

Time: NEO PI-R: 30-40

minutes; NEO FFI:
10-15 minutes
Requirements:
Internet connection of telephone for
Note:
If you are purchasing a NEO product for
(item#0D-2027-TM).
Additional NEO software upgrades are
available. Visit www.parinc.com for
more information.
NEO PI-R and NEO-FFI Modules only:

0D-6172-CP

NEO-FFI Modules OnlyCD-ROM (includes
Software with Unlimited Interpretive
Reports, 5BONUS On-Screen
Administrations of both the NEO PI-R and
the NEO-FFI, On-Screen Help, and Quick
Start Guide).................................................. 560.00
0D-6172-CV NEO Software System with NEO PI-R and
NEO-FFI Modules Only Software
ConversionCD-ROM (For prior
purchasers only).......................................... 50.00
0D-5555-CP
NEO PI-R ModuleCounter Serial

Number (25 On-Screen Administrations).......172.00
0D-5556-CP NEO PI-R ModuleCounter Serial
0D-5557-CP NEO-FFI ModuleCounter Serial
Number [25On-Screen Administrations].......120.00
79
NEO Software System On-Site

Scanning Module for the NEO PI-R
Easily scan the NEO PI-R Scannable Answer Sheets (requires compatible pencil-read optical scanner) into
the NEO Software System. Requires prior installation of the NEO Software System (V.2.0 or higher).
0D-6173-CP
0D-6173-CV
0D-3268-SS
NEO Software System On-Site Scanning ModuleCD-ROM....................................................................................$114.00

NEO Software System On-Site Scanning Module Software ConversionCD-ROM (For prior purchasers only).......50.00
NEO PI-R Scannable Answer Sheets (pkg/25)............................................................................................................190.00
5 or more packages (price per package).....................................................................................................................175.00
Requirements:
Prior installation of the NEO Software
System with the NEO PI-R and NEO-FFI
Modules (V.2.0 or higher); OpScan or
iNSIGHT OMR scanner (autofeeder
recommended)
Note:
For information on scanners,
call Scantron Corporation
at 1.800.722.6876 or visit
NEO Software System with NEO-FFI Module

Paul T. Costa, Jr., PhD, Robert R. McCrae, PhD, and PAR Staff
Requirements:
You can administer this 60-item measure of the five domains of adult personality on-screen via a Counter
Serial Number or you can enter the individuals item responses, item raw scores, or scale raw scores. The
software will generate unlimited 10- to 12-page NEO-FFI Form S Interpretive Reports and/or the 1-page Your
NEO-FFI Summary (client feedback report). The reports include a T-score profile and data table, validity
indexes, a global description of the Five Factors, and personality correlates with possible implications.
Aseparate section of the report includes individual style graphs that present the five personality domains in
terms of 10 personality styles. The NEO-FFI Module only supports Form S Adult.
0D-6174-CP
NEO Software System with NEO-FFI Module onlyCD-ROM (includes Software with Unlimited Interpretive
Reports, On-Screen Help, Quick Start Guide, and 5 BONUS On-Screen Administrations of the
NEO-FFI)....................................................................................................................................................................$350.00
0D-6174-UP Upgrade from NEO Software System DOS Version to Windows Version with NEO-FFI Module Only
(includes Software with Unlimited Interpretive Reports, On-Screen Help, Quick Start Guide,
and 5 BONUS On-Screen Administrations of the NEO-FFI)........................................................................................200.00
0D-6174-CV NEO Software System with NEO-FFI Module Software ConversionCD-ROM (For prior purchasers only).............50.00
0D-2027-TM NEO PI-R Professional Manual......................................................................................................................................46.00
0D-5557-CP
0D-5558-CP
NEO-FFI ModuleCounter Serial Number (25 On-Screen Administrations)................................................................120.00

NEO-FFI ModuleCounter Serial Number (50 On-Screen Administrations)................................................................218.00
NEO Personality Inventory (NEO PI-R): Spanish Ed.

Paul T. Costa, Jr., PhD and Robert R. McCrae, PhD (Printed in the U.S.A.)
This version of the NEO PI-R was developed to provide a comprehensive assessment of personality for your
Spanish-speaking clients. NEO Summary sheets are available and offer easily understood client feedback in
Spanish. English profile forms may be used with the Spanish version. Empirical evidence of the equivalency
of this version to the (English) NEO PI-R is reported in the Manual Supplement, which is written in English.
0D-2893-KT
NEO PI-R Spanish Introductory Kit (includes NEO PI-R Professional Manual, NEO PI-R Manual Supplement
for the Spanish Ed., 10 NEO PI-R Reusable Form S Item Booklets, 25 NEO PI-R Hand-Scorable Answer Sheets,
25 NEO PI-R Form S Adult Profile Forms, and 25 Your NEO Summary Feedback Sheets [Spanish])

Kit Value: $218.00
Kit Price...........................................$204.00
0D-2879-TM NEO PI-R Professional Manual and Manual Supplement for the Spanish Ed...............................................................54.00
0D-2867-TB NEO PI-R Spanish Reusable Form S Item Booklets (pkg/10) (also includes the Manual Supplement for the
Spanish Ed.)...................................................................................................................................................................42.00
0D-2868-AS NEO PI-R Spanish Form HS (Hand-Scorable) Answer Sheets (pkg/25).......................................................................44.00
0D-2031-PF NEO PI-R Form S Adult Profile Forms (pad/25use with Form S Item Booklets)........................................................43.00
0D-2869-IA Your NEO Summary Feedback Sheets (Spanish) (pkg/25)...........................................................................................35.00
80
Paulhus Deception Scales (PDS):

The Balanced Inventory of Desirable Responding
Delroy L. Paulhus, PhD
The PDS, formerly known as the Balanced Inventory of Desirable Responding, is a 40-item self-report
instrument that measures the tendency to give socially desirable responses. The PDS is useful in identifying
individuals who distort their responses and for evaluating the honesty of their responses, as it is administered
concurrently with other instruments.
The PDS takes only 5-7 minutes for the respondent to complete. Items are phrased in contemporary,
gender-neutral language and measure the two major forms of socially desirable responding: Impression
Management (IM) and Self-Deceptive Enhancement (SDE). The IM scale provides information on the
tendency of some respondents to consciously respond to items in an attempt to make themselves appear
favorably to whomever interprets their results. The SDE scale provides information on the tendency of some
respondents to provide agreeable self-profiles that are due to an overly confident, yet inaccurate, self-regard.
Using the QuikScore form, you can simply and easily score the PDS in less than 5 minutes and use the
attached Profile Form and conversion table to convert raw scores to T scores. The PDS is appropriate for use
in numerous clinical, forensic, and personnel selection contexts.
0D-4850-KT PDS Introductory Kit (includes PDS Users Manual and 25 QuikScore Forms)...........................................................$84.00
0D-4851-TM PDS Users Manual........................................................................................................................................................58.00
0D-4852-RF PDS QuikScore Forms (pkg/25).....................................................................................................................................40.00
Measures the tendency to give

socially desirable responses.
accuracy of
an individuals
responses to tests


Time: 5-7 minutes
Measures of Psychosocial Development (MPD)

Gwen A. Hawley, PhD
This Eriksonian-based instrument provides a measure of the positive and negative attitudes associated
with each of the eight developmental stages, the status of conflict resolution at each stage, and an index of
overall psychosocial health. Because interpretation focuses on healthy personality development and growth
instead of pathology, the MPD is useful in a variety of clinical, counseling, training, and research settings.
The MPD consists of 27 scales. Attitudes that describe the basic dimensions of personality are measured by
8 Positive and 8 Negative scales. The direction and degree of resolution between the Positive and Negative
scales is reflected in the 8 Resolution scales. Three Total scales provide measures of overall psychosocial
adjustment. Users respond to the 112 items on a separate Answer Sheet using a 5-point scale ranging from
Very Much Like Me to Not At All Like Me. Results are reported as T scores or percentiles, and can be plotted
on profile forms by gender and by age group, ranging from age 13 to 50 years and older.
The MPD was normed on a sample of 2,480 males and females ages 13-86 years. Test-retest reliability
coefficients for the MPD scales uniformly approach or exceed .80 with one exception (.67). Alpha coefficients
for the Positive and Negative scales range from .65 to .84.
0D-1394-KT
MPD Introductory Kit (includes MPD Manual, 25 Reusable Item Booklets, 50 Answer Sheets,
25 Male Profile Forms, and 25 Female Profile Forms)

Kit Value: $190.00
Kit Price...........................................$176.00
0D-1395-TM MPD Manual..................................................................................................................................................................33.00
0D-1396-TB MPD Reusable Item Booklets (pkg/25)..........................................................................................................................37.00
0D-1397-AS MPD Answer Sheets (pkg/50)........................................................................................................................................60.00
0D-1398-PF MPD Profile FormsFemale (pad/25)...........................................................................................................................30.00
0D-1399-PF MPD Profile FormsMale (pad/25)...............................................................................................................................30.00
Focuses on normal
personality development.
Purpose: Assess personality
development through
eight stages of life

Age: 13-86 years

Time: 15-20 minutes
Note:
The MPD Bibliography is available on our
Web site at www.parinc.com.
81
Multidimensional Self Concept Scale (MSCS)

Bruce A. Bracken, PhD
Assesses self-concept and

six important areas of
psychosocial functioning in
youth and adolescents.
Purpose: Assess self-concept
and social-emotional
functioning

Age: 9-19 years

Time: 20 minutes
The MSCS is a standardized clinical instrument that assesses global self-concept and six context-dependent
self-concept domains that are functionally and theoretically important in the social-emotional adjustment of
youth and adolescents. The six domains assessed by the MSCS include the six most important areas of
psychosocial functioning for youths and adolescents (Social, Competence, Affect, Academic, Family, and
Physical).
The MSCS is intended to be used as both a screening instrument and a comprehensive diagnostic scale.
It can be combined with other instruments to assess the childs/adolescents global self-concept and specific
areas of social-emotional functioning. The MSCS can contribute to a broader understanding of the child/
adolescent by allowing context-dependent contrasts to be made across various constructs (e.g., intelligence,
achievement, adaptive behavior, creativity, social-emotional functioning).
The MSCS can be administered in approximately 20 minutes, either to individuals or to groups. The scale is
simple to score; interpretation allows for both norm-referenced and interchild comparisons across each of the
six scales. Scores are reported as standard scores (M = 100, SD = 15) or as T scores (M = 50, SD = 10) and
can be graphically displayed for ease of interpretation.
Each MSCS subscale evidences very high reliability (a >.90); the Total scale score reliability exceeds .97 for
the total sample. The MSCS correlates very strongly with other measures of self-concept and self-esteem
and has been shown empirically to identify clients who were previously identified as being low in self
concept. Several concurrent validity studies were conducted during the MSCS development and are
presented in the Examiners Manual.
0D-5575-KT
MSCS Complete Kit (includes MSCS Examiners Manual and 50 Record Booklets, all in a sturdy
storage box)...............................................................................................................................................................$134.00
0D-5576-TM MSCS Examiners Manual.............................................................................................................................................68.00
0D-5577-RF MSCS Record Booklets (pkg/50)...................................................................................................................................73.00
The Symptom Assessment45 Questionnaire (SA-45)

Strategic Advantage, Inc.
Can be administered and scored

by individuals who do not have
advanced formal training in clinical
psychology or psychometrics.
Purpose: Measure psychiatric
symptomatology


Time: 10 minutes
82
The SA-45 provides a quick, cost-effective, and comprehensive measure of psychiatric symptomatology.
Using a 5-point level-of-severity scale, the SA-45 measures:
Anxiety
Phobic Anxiety
Interpersonal Sensitivity
Hostility
Somatization
Paranoid Ideation
Obsessive-Compulsivity
Depression
Psychoticism
An index of Global Severity and a Positive Symptom Total also can be obtained from SA-45 results. These
indexes are helpful in assessing overall symptomatology. Scored relative to a normative database of over
18,000 individuals, the SA-45 provides normative group-specific data for males and females, inpatients and
nonpatients, and adolescents and adults.
The SA-45 is a highly reliable and valid self-report measure that can be administered and scored by
individuals who do not necessarily have advanced formal training in clinical psychology or psychometrics,
making it especially easy to administer to large groups. In fact, it has already become a key component of the
instrumentation employed in treatment outcome studies at more than 100 behavioral healthcare facilities.
The kit includes a Technical Manual, which provides information on the administration of the instrument,
interpretation of scores, and development of the SA-45, plus 25 QuikScore Forms.
0D-4135-KT SA-45 Kit (includes SA-45 Technical Manual and 25 QuikScore Forms)....................................................................$99.00
0D-4136-TM SA-45 Technical Manual................................................................................................................................................68.00
0D-4137-RF SA-45 QuikScore Forms (pkg/25)..................................................................................................................................50.00
Piers-Harris Childrens Self-Concept Scale, 2nd Ed.

(PHCSCS-2)
Ellen V. Piers, PhD, Dale B. Harris, PhD, and David S. Herzberg, PhD
Like the original scale, the PHCSCS-2 assesses self-concept and quickly identifies those individuals who
need further testing or treatment. Unlike many other measures of self-concept, the PHCSCS-2 is based on
the individuals own perceptions rather than the observations of parents or teachers. Test items are simple
descriptive statements, written at a 3rd-grade reading level. Test-takers indicate whether each item applies to
them by selecting a yes or no response.
The PHCSCS-2 provides a Total Score that reflects overall self-concept, plus subscale scores (Behavioral
Adjustment, Freedom from Anxiety, Happiness and Satisfaction, Intellectual and School Status, Physical
Appearance and Attributes, and Popularity) that permit more detailed interpretation. Two validity scales
identify inconsistent responding and a tendency to answer without regard to item content. Because the
revised scales remain psychometrically equivalent to the original scales, results from the PHCSCS-2 can be
compared, for research or clinical purposes, to those obtained using the original test.
The PHCSCS-2 may be used for routine classroom screening to identify individuals who might benefit from
additional evaluation. It also is useful in clinical settings to determine specific areas of conflict, typical coping
and defense mechanisms, and appropriate intervention techniques.
Special Features of the PHCSCS-2
A larger, more diverse standardization sample: 1,387 students from districts throughout the U.S.
Expanded age range (7-18 years).
Length has been reduced from 80 to 60 items; there are no new or reassigned items, so the revision is completely
compatible with the original PHCSCS.
Improved interpretive guidelines.
Provides a quantitative
self-report measure of
childrens and adolescents
conscious self-perceptions.
Purpose: Measure self-concept
in children and
adolescents

Age: 7-18 years
Admin: Self-report;
Individual or group

Time: 10-15 minutes
0D-4950-KT PHCSCS-2 Kit (includes PHCSCS-2 Manual and 20 AutoScore Forms)................................................................$115.00

0D-4951-TM PHCSCS-2 Manual........................................................................................................................................................69.00
0D-4952-AS PHCSCS-2 AutoScore Forms (pkg/20)........................................................................................................................48.00
Tennessee Self-Concept Scale, 2nd Ed. (TSCS:2)

William H. Fitts, PhD and W. L. Warren, PhD
The TSCS:2 allows you to evaluate self-concept across the life span. The first 20 items on either the adult
or child version serve as a Short Form, which is convenient when you need only a quick summary of
selfconcept. Scoring software also is available.
New Features
Standardized on a nationwide sample of more than 3,000 people 7-90 years of age.
Simple scoring procedures for hand (AutoScore) or computer scoring.
Adult Form appropriate for ages 13 years and older; 3rd-grade reading level.
Child Form appropriate for ages 7-14 years; 2nd-grade reading level.
0D-4296-KT
0D-4297-TM
0D-4298-AS
0D-4299-AS
0D-5938-CP
TSCS:2 Introductory Kit (includes TSCS:2 Manual, 25 Adult AutoScore Forms, and 25 Child AutoScore Forms).......$176.00
TSCS:2 Professional Manual.........................................................................................................................................75.00
TSCS:2 Adult AutoScore Forms (pkg/25)......................................................................................................................54.00
TSCS:2 Child AutoScore Forms (pkg/25)......................................................................................................................54.00
TSCS:2 Scoring SoftwareCDROM (25 uses)...........................................................................................................350.00
Evaluates self-concept
across the life span.
Purpose: Measure self-concept

Age: 7-90 years

Time: 10-20 minutes
Requirements:
4MBhard drive space; USB port;
CDROM drive
83
Culture Free Self-Esteem Inventories, 3rd Ed. (CFSEI-3)

James Battle, PhD
Identifies individuals
with self-esteem problems.
Purpose: Assess level of selfesteem

Age: 6-18.11 years
Admin: Self-report;
Individual or group

Time: 15-20 minutes
The revised CFSEI-3 is a set of self-report inventories used to determine the level of self-esteem in students
ages 6-18.11 years. It can be used to identify children and adolescents in need of psychological assistance
due to self-esteem problems, assess therapeutic progress, and evaluate post-therapy effects.
For this revised edition, three new age-appropriate forms were developed: Primary (ages 6-8 years),
Intermediate (ages 9-12 years), and Adolescent (ages 13-18 years). All three forms of the inventory provide
a Global Self-Esteem Quotient (GSEQ). The Intermediate and Adolescent Forms provide self-esteem scores
in four areas: Academic, General, Parental/Home, and Social. The Adolescent Form provides an additional
self-esteem score: Personal Self-Esteem. A defensive measure also is provided to assess the extent to which
an individuals responses are guarded.
The CFSEI-3 is easy to administer and score. It can be administered to individuals or groups in 15-20
minutes. Responses (simple yes-or-no answers) can be either written or spoken. The newly designed Profile/
Scoring Forms are easy to use.
Standardized on a sample of 1,727 individuals from 17 states; the normative group was stratified on the basis of
geographic region, gender, race, rural or urban residence, ethnicity, family income, parent education, and disability.
Highly reliable (average internal consistency coefficients range from .81 to .93; time sampling coefficients range
from .72 to .98).
Correlates strongly with other measures of self-esteem and self-concept.
Assesses self-esteem in a culturally fair manner.
0D-4909-KT
CFSEI-3 Introductory Kit (includes CFSEI-3 Manual, 50 Primary Examiner/Record Forms, 50 Intermediate
Profile/Scoring Forms, 50 Intermediate Student Response Forms, 50 Adolescent Profile/Scoring Forms,
and 50 Adolescent Student Response Forms, all in a sturdy box)............................................................................$236.00
0D-4910-TM CFSEI-3 Manual.............................................................................................................................................................65.00
0D-4911-RF CFSEI-3 Primary/Examiner Record Forms (pkg/50)......................................................................................................34.00
0D-4912-PF CFSEI-3 Intermediate Profile/Scoring Forms (pkg/50)...................................................................................................34.00
0D-4913-RF CFSEI-3 Intermediate Student Response Forms (pkg/50)............................................................................................34.00
0D-4914-PF CFSEI-3 Adolescent Profile/Scoring Forms (pkg/50).....................................................................................................34.00
0D-4915-RF CFSEI-3 Adolescent Student Response Forms (pkg/50)...............................................................................................34.00
The Multidimensional Self-Esteem Inventory (MSEI)

Edward J. OBrien, PhD and Seymour Epstein, PhD
Measures self-esteem in adults.

Purpose: Measure global selfesteem and its eight
components

Age: Adults
Admin: Individual

Time: 15-30 minutes
The MSEI, based on a coherent model of self-concept and self-esteem, measures global self-esteem and
its eight components: Competence, Lovability, Likability, Personal Power, Self-Control, Moral Self-Approval,
Body Appearance, and Body Functioning.
The MSEI also contains two unique scales: Identity Integration measures global self-concept; Defensive
Self-Enhancement differentiates between truly high and defensively high self-esteem.
The 4-page Test Booklet contains two parts. In Part 1, respondents report how accurately each of 61 items
describes them. In Part 2, they report how frequently they experience each of an additional 55 items. The
responses are entered on a two-part carbonless Rating Form. The Profile Form yields a graph of the scores
with T scores and percentiles by gender.
The MSEI was normed on 785 college students. All scales, except Defensive Self-Enhancement, demonstrated internal consistency reliability coefficients of .80 or higher. Gender differences occurred on all scales
except Identity Integration. The Manual contains complete reliability and validity data for all MSEI scales.
0D-1403-KT

0D-1404-TM
0D-1405-TB
0D-1406-RF
0D-1407-PF
MSEI Introductory Kit (includes MSEI Manual, 25 Reusable Test Booklets, 50 Rating Forms, and 50 Profile Forms)
Kit Value: $210.00
Kit Price...........................................$188.00
MSEI Manual..................................................................................................................................................................26.00
MSEI Reusable Test Booklets (pkg/25).........................................................................................................................38.00
MSEI Rating Forms (pkg/25)..........................................................................................................................................42.00
MSEI Profile Forms (pad/25)..........................................................................................................................................31.00
Note:
For a bibliography of research
with the MSEI, visit our Web site
at www.parinc.com.
84
Gather Important Information Quickly...

Personal History Checklist Adult
Personal Problems Checklist Adolescent
John A. Schinka, PhD
Completed by the clinician or your adult client. Facilitates completion

of the personal history during routine intake procedures; written at a
7th-grade level.
Designed for adolescents ages 13-17 years; covers such areas as

social, job, home, school, money, religion, emotions, appearance,
family, dating, health, attitude, and crises.
0D-1472-CF
0D-1111-CF
Personal History Checklist Adult (pkg/25).....................................$58.00
Personal Problems Checklist Adolescent (pkg/50).......................$58.00
Personal History Checklist Adolescent
Childrens Problems Checklist
Edward H. Dougherty, PhD and John A. Schinka, PhD
Designed for adolescents ages 13-17 years. Completed by the

clinician or the client to facilitate the client history during intake.
Designed to be completed by the parent or guardian of children ages

5-12 years; covers such areas as emotions, peers/play, language/
thinking, activity level/motor control, values, health, self-concept,
school, concentration/organization, behavior, and habits.
0D-1498-CF
Personal History Checklist Adolescent (pkg/25)...........................$58.00
Developmental History Checklist

Completed by parent, guardian, or clinician, this Checklist helps

complete the developmental history of children ages 5-12 years.
0D-1534-CF
Developmental History Checklist (pkg/25)....................................$58.00
Mental Status Checklist Adult

Consists of 120 items typically included in a comprehensive mental

status exam of adults.
0D-1202-CF
Mental Status Checklist Adult (pkg/25).........................................$58.00
Mental Status Checklist Adolescent
0D-1112-CF
Childrens Problems Checklist (pkg/50)........................................$58.00
Health Problems Checklist

Screens for medical referrals and serves as a health information

resource.
0D-1009-CF
Health Problems Checklist (pkg/50)..............................................$58.00
Marital Evaluation Checklist

Leslie Navran, PhD
Surveys the fundamental characteristics and problem areas in

a marital relationship. Organized into three sections: Reasons
for Marrying, Current Problems, and Motivation for Counseling.
Edward H. Dougherty, PhD, John A. Schinka, PhD, and PAR Staff
0D-1064-CF
Designed for use with adolescents ages 13-17 years to assess

adolescent mental status.
Pre-School Behavior Checklist (PBCL)
0D-1416-CF
Mental Status Checklist Adolescent (pkg/25)................................$58.00
Mental Status Checklist Children

Jacqueline McGuire, PhD and Naomi Richmond, PhD
Screens for emotional and behavioral problems in children ages 2-5

years. Gauges the incidence and severity of particular behaviors.
0D-1470-KT
Designed for use with children ages 5-12 years. Captures information
from the child, parents, and caregivers.
0D-1464-CF
Marital Evaluation Checklist (pkg/50)............................................$58.00
PBCL Kit (includes PBCL Manual, Scoring Template,

25 Recording Forms, and 50 Follow-Up Recommendation
Forms)...........................................................................................$86.00
Mental Status Checklist Children (pkg/25)....................................$58.00
Personal Problems Checklist Adult

Covers such areas as social, appearance, school, religion, legal,

crises, emotions, vocational, finances, sex, attitude, family and
home, health, and habit. Designed for adults ages 18-60 years.
Recommended for clinical and counseling settings.
0D-1006-CF
Personal Problems Checklist Adult (pkg/50).................................$58.00
All Checklists on this page are Qualification Level: A
85
NEUROPSYCHOLOGICAL ASSESSMENT
Facilitate Intervention at Early Stages of Development

Behavior Rating Inventory of Executive Function
Preschool Version (BRIEF-P)
Gerard A. Gioia, PhD, Kimberly Andrews Espy, PhD, and Peter K. Isquith, PhD
The BRIEF-P is the first

standardized measure of
executive functioning available
for the preschool-aged child.
Purpose: Assess executive
functioning in
preschool-aged
children

Age: 2-5.11 years
Admin: Informant report;

Individual


administer; 15-20
minutes to score
BRIEF-P SP.
86
The observations of parents and teachers provide a

wealth of information about a childs behavior that is
directly relevant to an understanding of that childs
executive functioning. The assessment of executive
function in preschool-aged children is often difficult
because of the variable nature of behavior in this
age range; the limitations in motor and verbal
proficiency at this age; and the many neuropsychological, psychological, developmental, and other
medical conditions that begin to manifest during the
preschool years. The BRIEF-P is the first standardized rating scale designed to specifically measure
the range of behavioral manifestations of executive
function in preschool-aged childrenthus facilitating
intervention at earlier stages of development.
The BRIEF-P consists of a single Rating Form used
by parents, teachers, and day care providers to rate
a childs executive functions within the context of his/
her everyday environmentshome and preschool.
The original Behavior Rating Inventory of Executive
Function (BRIEF) was the basis for the development of the BRIEF-P. Consequently, the BRIEF-P is
an ecologically valid and efficient tool for screening,
assessing, and monitoring a young childs executive
functioning and development.
The hand-scorable BRIEF-P Rating Form consists
of 63 items that measure various aspects of executive functioning: Inhibit, Shift, Emotional Control,
Working Memory, and Plan/Organize. The clinical
scales form three broad indexes (Inhibitory SelfControl, Flexibility, and Emergent Metacognition)
and one composite score (Global Executive
Composite). The BRIEF-P also provides two validity
scales (Inconsistency and Negativity).
The BRIEF-P is useful in assessing preschool-aged
children with such medical, acquired neurological,
and developmental conditions as prematurity,
emerging learning disabilities and attentional
disorders, language disorders, traumatic brain
injuries, lead exposure, and pervasive developmental disorders/autism.
High internal consistency reliability (.80-.95 for

parent sample and .90-.97 for teacher sample); testretest reliability (.78-.90 for parents and .64-.94 for
teachers); and modest correlations between parent
and teacher ratings (.14-.28).
Convergent and discriminant validity was demonstra
ted with other measures of inattention, hyperactivityimpulsivity, depression, atypicality, anxiety, and
somatic complaints (i.e., ADHD Rating Scale-IV,
Preschool Version; Child Behavior Checklist/1.5-5;
Behavior Assessment System for Children-Parent
Rating Scale).
Factor analytic studies provide support for the threefactor model of executive functioning as embodied by
the three indexes, which accounted for 87% and 92%
of the variance in the parent and teacher normative
groups, respectively. The Working Memory and the
Plan/Organize scales define the first component; the
Shift and Emotional Control scales define the second
component; and the Inhibit and Emotional Control
scales define the third component.
Normative data is based on child ratings from 460
parents and 302 teachers from urban, suburban, and
rural areas, reflecting 1999 U.S. Census estimates
for race/ethnicity, gender, socioeconomic status, and
age.
Clinical samples included children in the following
diagnostic/clinical groups: ADHD, prematurity,
language disorders, autism spectrum disorders, and
mixed clinical.
0D-5002-KT
BRIEF-P Introductory Kit (includes BRIEF-P

Professional Manual, 25 Rating Forms, and
25 Scoring Summary/Profile Forms)

0D-5003-TM BRIEF-P Professional Manual....................... 64.00
0D-5004-RF BRIEF-P Rating Forms (pkg/25).................... 55.00
0D-5005-PF BRIEF-P Scoring Summary/Profile Forms
(pad/25).......................................................... 40.00
BEST VALUE:
0D-5006-KT

BRIEF/BRIEF-P Combination Kit (includes

BRIEF Introductory Kit and BRIEF-P
Introductory Kit)
Behavior Rating Inventory of Executive Function Software

PortfolioPreschool Module (BRIEF-P SP)
Peter K. Isquith, PhD, Gerard A. Gioia, PhD, and PAR Staff
The BRIEF-P SP is used to score and generate

Interpretive, Feedback, and Protocol Summary
Reports for the BRIEF-P exclusively. After the
clinicians entry of an individuals item or scale raw
scores, the software program generates normative
scores for Interpretive Reports, Feedback Reports,
and Protocol Summary Reports.
The BRIEF-P SP file handling system allows the
user to create a client file where all protocols and
report files for that client are managed. Each client
file contains all demographic information for that
individual. Once a client file has been established,
this information will be shared by all protocols and
reports that are generated for that individual.
The comprehensive Interpretive Report saves
valuable clinician report-writing time and provides
useful documentation to assist in educational,
rehabilitative, and therapeutic planning for preschoolers who have executive function difficulties.
It provides a Score Summary Table with T scores,
percentiles, and 90%confidence intervals based
on age and gender. The report also provides a
Profile Graph of T scores for all scales, indexes, and
the composite. Interpretive text for the composite
(i.e.,Global Executive Composite), the three indexes
(i.e.,Inhibitory Self-Control, Flexibility, Emergent
Metacognition), the five clinical scales, and the two
validity scales (i.e.,Negativity, Inconsistency) is
included. More than 100 support and intervention
recommendations are included, based on noted
executive function difficulties.
The Feedback Report provides a basic overview of

the clients BRIEF-P test results. It is written with the
clients family, teacher, and/or care provider in mind.
The Protocol Summary Report allows the clinician to
select up to four administrations of the BRIEF-P, by
different respondents or time points, for comparison.
It presents T scores, item responses, and graphical
presentation of BRIEF-P profiles for comparison
over time, between respondents, or both.
Generates profile graphs with the ability to overlay up
to four profiles from prior administrations for the same
client.
User-friendly system functionality includes program
navigation tools, file handling, report editing, Tooltips
and data export (for research applications).
Reports can be edited easily on-screen to
incorporate additional clinical information and edit
interpretive statements. Recommended intervention
strategies that target the specific needs or special
circumstances of the individual can be edited easily
on-screen.
privacy and security of client data.
As a BRIEF-P SP user, you will receive information
from PAR whenever an upgrade becomes available.
0D-6158-CP
0D-6158-CV
0D-6159-CP

Provides unlimited scoring

and report generation for the
BRIEF-P exclusively.
Requirements:
system; CD-ROM drive for installation;
software activation
Note:
If you are interested in scoring and
interpreting the BRIEF and the
BRIEFSR along with the BRIEF-P
or if you already own the BRIEFSP
software, see page 89 for more
information and upgrade pricing.
BRIEF-P SPCD-ROM (includes

BRIEF-P SP Unlimited-Use Software
with On-Screen Help and Quick
Start Guide)................................................ $212.00
BRIEF-P SP Software Conversion
CD-ROM (For prior purchasers only)......... 50.00
BRIEF-P/BRIEF-P SP Combination Kit
(includes BRIEF-P SPCD-ROM and
BRIEF-P Introductory Kit)
I would recommend the BRIEF because the

instrument is a relatively simple and quick way to
tease out more specifics of a students executive
strengths and weaknesses, making it easier to
provide appropriate interventions, SDI, and supports.
Ms. Gail Omdal, School Psychologist, Lucelle Unbarger K-8, Burlington, WA
87
Behavior Rating Inventory of Executive Function (BRIEF)

Gerard A. Gioia, PhD, Peter K. Isquith, PhD, Steven C. Guy, PhD, and Lauren Kenworthy, PhD
Assists with focused treatment

and educational planning
for children with disorders
of executive function.
Purpose: Assess impairment
of executive function
in children and
adolescents

Age: 5-18 years

Individual


administer;
15-20 minutes to
score
BRIEF-SP.
The BRIEF is a questionnaire for parents and teachers of school-age children that enables professionals
to assess executive function behaviors in the home
and school environments. It is designed for a broad
range of children and adolescents, including those
with learning disabilities and attention disorders,
traumatic brain injuries, lead exposure, pervasive
developmental disorders, depression, and other
developmental, neurological, psychiatric, and medical conditions. The Parent and Teacher Forms of the
BRIEF each contain 86 items within eight theoretically and empirically derived clinical scales that
measure different aspects of executive functioning:
Inhibit, Shift, Emotional Control, Initiate, Working
Memory, Plan/Organize, Organization of Materials,
and Monitor. The clinical scales form two broader
Indexes: Behavioral Regulation and Metacognition,
and an overall score, the Global Executive
Composite. Two of the scales, Working Memory
and Inhibit, are clinically useful in differentiating the
diagnostic subtypes of attention-deficit/hyperactivity
disorder (ADHD).
ReliabilityHigh internal consistency (alphas = .80.98); test-retest reliability (rs = .82 for parents and
.88 for teachers); and moderate correlations between
teacher and parent ratings (rs = .32-.34).
ValidityConvergent validity established with other
measures of inattention, impulsivity, and learning
skills; divergent validity demonstrated against
measures of emotional and behavioral functioning;
Working Memory and Inhibit scales differentiate
among ADHD subtypes.
Normative data based on child ratings from 1,419

parents and 720 teachers from rural, suburban, and
urban areas.
Separate normative tables for both the parent and
teacher forms provide T scores, percentiles, and
90% confidence intervals for four developmental age
groups (5-18 years) by gender of the child.
Clinical sample included children with developmental
disorders or acquired neurological disorders
(e.g.,Reading Disorder, ADHD subtypes, TBI,
Tourettes disorder, mental retardation, localized brain
lesions, high functioning autism).
0D-4465-KT
BRIEF Introductory Kit (includes BRIEF

Professional Manual, 25 Parent Forms,
25 Teacher Forms, 50 Parent Form Scoring
Summary/Profile Forms, and 50 Teacher
Form Scoring Summary/Profile Forms)

0D-4466-TM BRIEF Professional Manual........................... 64.00
0D-4467-TB BRIEF Parent Forms (pkg/25)........................ 54.00
0D-4468-TB BRIEF Teacher Forms (pkg/25)..................... 54.00
0D-4469-PF BRIEF Parent Form Scoring
Summary/Profile Forms (pad/50)................... 38.00
0D-4470-PF BRIEF Teacher Form Scoring
Description of the Clinical and Validity Scales on the BRIEF Parent and Teacher Forms

Scale
88
Number of items
Parent
Teacher
Inhibit
10
10
Shift
10
Emotional Control
Initiate
10
8
9
7
Working Memory
10
10
Plan/Organize
12
10
Organization of Materials
Monitor
10
Validity scales
Inconsistency
19
17
Negativity
Behavioral description
Control impulses; appropriately stop own behavior at
the proper time.
Move freely from one situation, activity, or aspect
of a problem to another as the situation demands;
transition; solve problems flexibly.
Modulate emotional responses appropriately.
Begin a task or activity; independently generate
ideas.
Hold information in mind for the purpose of
completing a task; stay with, or stick to, an activity.
Anticipate future events; set goals; develop
appropriate steps ahead of time to carry out an
associated task or action; carry out tasks in a
systematic manner; understand and communicate
main ideas or key concepts.
Keep workspace, play areas, and materials in an
orderly manner.
Check work; assess performance during or after
finishing a task to ensure attainment of goal; keep
track of the effect of own behavior on others.
Extent to which the respondent answers similar
BRIEF items in an inconsistent manner.
Extent to which the respondent answers selected
BRIEF items in an unusually negative manner.
Score and Generate Useful Reports

for the BRIEF, BRIEF-SR, and BRIEF-P...
Software Portfolio (BRIEF-SP)
Peter K. Isquith, PhD, Gerard A. Gioia, PhD, and PAR Staff
The BRIEF-SP provides unlimited scoring and

report generation for the BRIEF Parent Form, the
BRIEF Teacher Form, the BRIEF-SR, and now
the BRIEF-P. After administration of one or any
combination of these four protocols, item responses
or scale raw scores are hand entered into a new
or an existing client file. The software scores the
protocol(s) and generates the selected report(s):
a comprehensive Interpretive Report for the clinician;
a Feedback Report that can be used to provide
a summary of results to parents, teachers, care
providers, and/or the youth himself or herself; and/or
a Protocol Summary Report that allows for comparison of up to four different administrations of either
the BRIEF, BRIEF-SR, or BRIEF-P.
The BRIEF-SP Interpretive Report includes T scores
and percentiles based on separate normative
tables for four developmental age groups of children
ages 5-18 years (for the BRIEF) by gender, for four
developmental age groups of adolescents ages
11-18 years (for the BRIEF-SR) by gender, and for
preschool-aged children (2-5.11 years) by age and
gender. The optional intervention recommendations for the BRIEF and the BRIEF-SR include
more than 140 suggestions for modifications and
supports organized by area of executive difficulty
and environment (e.g., educational, rehabilitative,
therapeutic) for child- and youth-centered intervention methods. These recommendations include an
optional IEP/504 section that offers possible goals
and objectives for school-based programs.
The BRIEF Interpretive Report also offers an
optional ADHD diagnostic classification section
based on the youths Working Memory and Inhibit
scale scores. For the BRIEF-P, more than 100support and intervention recommendations are suggested based on noted executive function difficulties.
The BRIEF-SP Feedback Report provides a basic
overview of the BRIEF, the BRIEF-SR, and/or the
BRIEF-P. The BRIEF Feedback Reports (i.e., Parent,
Teacher) are written with the youths parent or
teacher in mind, the BRIEF-SR Feedback Report is

written with the adolescent who was tested in mind,
and the BRIEF-P is written with the childs parents/
caregivers, care provider, or other family member
in mind.
The BRIEF-SP also generates a Protocol Summary
Report for the BRIEF, the BRIEF-SR, and the
BRIEF-P. The Protocol Summary Report provides
tables with score information and a profile for graphing up to four protocols for the same client.
Powerful scoring and interpretive logic generates
T-score profiles and incorporates interpretation of the
eight clinical scales and two validity scales for the
BRIEF, and the eight clinical scales, two subscales,
and two validity scales for the BRIEF-SR within
the context of the two indexesMetacognition and
Behavioral Regulationas well as the overarching
Global Executive Composite.
For the BRIEF-P, the software generates T-score
profiles and incorporates interpretation of the five
clinical scales and the two validity scales within the
context of the three indexesInhibitory Self-Control,
Flexibility, and Emergent Metacognitionalong with
the Global Executive Composite.
All reports can be edited easily

on-screen to incorporate additional
clinical information and edit
interpretive statements.
Requirements:
software activation
Note: If you are interested in scoring
and interpreting the BRIEF-P only,
see page 87 for information on the
BRIEF-P SP.
The BRIEF-SP does not provide scoring
or interpretation for the BRIEFAdult
Version (BRIEF-A). See page 92 for
information on the BRIEF-A SP.
0D-6156-CP
BRIEF-SPCD-ROM (includes BRIEF-SP

with On-Screen Help, Unlimited-Use
Scoring and Reporting, and Quick Start
Guide) No forms included in this kit....... $560.00
0D-6156-UP BRIEF-SPCD-ROM Upgrade (BRIEF/
BRIEF-SR to BRIEF, BRIEF-SR, and
BRIEF-P)........................................................ 89.00
0D-6156-CV BRIEF-SP Software ConversionCD-ROM
0D-4466-TM BRIEF Professional Manual........................... 64.00
0D-4467-TB BRIEF Parent Forms (pkg/25)........................ 54.00
0D-4468-TB BRIEF Teacher Forms (pkg/25)..................... 54.00
0D-5313-TM BRIEF-SR Professional Manual..................... 64.00
0D-5314-RF BRIEF-SR Rating Forms (pkg/25).................. 65.00
0D-5003-TM BRIEF-P Professional Manual....................... 64.00
0D-5004-RF BRIEF-P Rating Forms (pkg/25).................... 55.00
89

Self-Report Version (BRIEF-SR)
Steven C. Guy, PhD, Peter K. Isquith, PhD, and Gerard A. Gioia, PhD
The BRIEF-SR is a standardized 80-item self-report

behavior rating scale that can serve as an important
tool in the clinical evaluation and treatment of
children and adolescents who have problems involving the executive control functions. It was designed
to complement the Behavior Rating Inventory of
Executive Function (BRIEF) Parent and Teacher
Forms by capturing a child or adolescents view
Assesses an adolescents views
of his/her own purposeful, goal-directed, problemof his or her self-regulatory abilities. solving behavior.
Purpose: Assess an
The BRIEF-SRs 80 items yield information for eight
adolescents view of
his/her own ability
nonoverlapping clinical scales that measure different
to guide, direct, and
aspects of executive functioning: Inhibit, Shift (with
manage cognitive,
Behavioral Shift and Cognitive Shift subscales),
emotional, and
behavioral functions
Emotional Control, Monitor, Working Memory, Plan/
Organize, Organization of Materials, and Task

Age: 11-18 years
Admin: Self-report; Individual Completion. The clinical scales form two broader
indexesthe Behavioral Regulation Index (BRI) and
the Metacognition Index (MI)and yield an overall
administer; 15-20
minutes to score
summary score, the Global Executive Composite
(GEC). The BRIEF-SR also includes two validity
scales: Inconsistency and Negativity.
BRIEF-SP.
The BRIEF-SR has demonstrated reliability, validity,

and clinical utility as an ecologically valid assessment
of executive functions across a range of conditions.
It is designed to be completed by older children
and adolescents with a 5th-grade or higher reading
ability, including individuals with attention disorders,
language disorders, traumatic brain injuries, lead
exposure, learning disabilities, high-functioning
autism spectrum disorders, and other developmental,
neurological, psychiatric, and medical conditions.
The Professional Manual contains four case studies
that demonstrate use of the adolescents BRIEF-SR
Self-Report along with the BRIEF Parent and Teacher
Feedback Reports to develop intervention strategies
with adolescents in four clinical groups: ADHD-I,
ADHD-C, Aspergers disorder, and traumatic brain
injury.
The BRIEF-SR scales demonstrate appropriate

reliability. Internal consistency is high for the GEC
(a=.96) and moderate to high for the clinical scales
(as=.72-.96). Temporal stability is strong (r=.89) for
the GEC (over a period of approximately five weeks),
and there is strong interrater agreement for the GEC
with parent ratings on the BRIEF (r=.56).
Correlational analyses with other self-report behavior
rating scales (i.e.,Child Behavior Checklist/Youth
Self-Report [CBCL/YSR], The Behavior Assessment
System for Children Self-Report of Personality
[BASC-SRP], Child Health Questionnaire [CHQ],
Profile of Mood StatesShort Form [POMS-SF])
provide evidence of convergent and divergent validity
for the BRIEF-SR.
Examination of BRIEF-SR profiles in a variety of
clinical groups provides further evidence of validity
based on clinical utility. BRIEF-SR ratings for groups
of adolescents with ADHD-I, ADHD-C, insulindependent diabetes mellitus, autism spectrum
disorders, and anxiety and depressive disorders
showed different patterns of scale elevations for
each group compared to matched control groups.
Correlations between adolescent and parent ratings
for the clinical groups were strong, suggesting good
agreement much of the time.
0D-5312-KT
BRIEF-SR Introductory Kit (includes

BRIEF-SR Professional Manual,
25 Rating Forms, and 50 Scoring
Summary/Profile Forms)

0D-5313-TM BRIEF-SR Professional Manual..................... 64.00
0D-5314-RF BRIEF-SR Rating Forms (pkg/25).................. 65.00
0D-5315-PF BRIEF-SR Scoring Summary/Profile Forms
(pad/50).......................................................... 38.00
BEST VALUE:
0D-5316-KT

BRIEF/BRIEF-SR Combination Kit (includes

BRIEF Introductory Kit and BRIEF-SR
Introductory Kit)
I would recommend the BRIEF because

it provides valuable information from the
teachers, parents, and childs perspective
on how they approach problem solving and
other areas of executive functioning.
Ms. Kim Yeghiaian, School Psychologist, Kimberly Area School District, Appleton, WI
90

Adult Version (BRIEF-A)
Robert M. Roth, PhD, Peter K. Isquith, PhD, and Gerard A. Gioia, PhD
The BRIEF-A is a standardized measure that

captures views of an adults executive functions
or self-regulation in his or her everyday environment. Two formats are useda self-report and an
informant report.
The Self-Report Form is designed to be completed
by adults 18-90 years of age, including adults with
a wide variety of developmental, systemic, neurological, and psychiatric disorders such as attention
disorders, learning disabilities, autism spectrum
disorders, traumatic brain injury, multiple sclerosis,
depression, mild cognitive impairment, dementias,
and schizophrenia. The Informant Report Form is
administered to an adult informant who is familiar
with the rated individuals everyday functioning.
It can be used alone when the rated individual is
unable to complete the Self-Report Form or has limited awareness of his or her own difficulties, or with
the Self-Report Form to gain multiple perspectives
on the individuals functioning. When administered in
conjunction with the Self-Report Form, the BRIEF-A
Informant Report Form provides a more clinically
comprehensive picture of the individual being rated.
Based on the original Behavior Rating Inventory
of Executive Function (BRIEF), the BRIEF-A is
composed of 75 items within nine nonoverlapping
theoretically and empirically derived clinical scales
that measure various aspects of executive functioning including:

Inhibit

Plan/Organize

Initiate

Emotional Control

Organization of Materials
Self-Monitor
Shift
Task Monitor
Working Memory
The clinical scales form two broader indexes:

Behavioral Regulation (BRI) and Metacognition
(MI), and these indexes form the overall summary
score, the Global Executive Composite (GEC).
The BRIEF-A also includes three validity scales
(Negativity, Inconsistency, and Infrequency).
The BRIEF-A has demonstrated evidence of
reliability, validity, and clinical utility as an ecologically
sensitive measure of executive functioning in
individuals with a range of conditions across a wide
age range.
Internal consistency was moderate to high for the
Self-Report normative sample (a = .73-.90 for clinical
scales; .93-.96 for indexes and GEC) and high for the
Informant Report normative sample (a = .80-.93 for
clinical scales; .95-.98 for indexes and GEC).
Using a mixed sample of clinical or healthy adults

who were seen for clinical evaluation or research
study participation, internal consistency was high for
the Self-Report Form (a = .80-.94 for clinical scales;
.96-.98 for indexes and GEC) and the Informant
Report Form (a = .85-.95 for clinical scales; .96-.98
for indexes and GEC).
Test-retest correlations across the clinical scales
ranged from .82 to .93 over an average interval of
4.22 weeks for the Self-Report Form (n = 50) and
ranged from .91 to .94 over an average interval of
4.21 weeks for the Informant Report Form (n = 44).
Correlations between Self-Report ratings and
Informant Report ratings were moderate, ranging from
.44 to .68 for the clinical scales and from .61 to .63 for
the indexes and the GEC.
In terms of convergent validity, the Self- and Informant
Report Form of the BRIEF-A scales, indexes, and
GEC demonstrated significant correlations in the
expected direction with self- and informant reports
on the Frontal Systems Behavior Scale (FrSBe),
Dysexecutive Questionnaire (DEX), and Cognitive
Failures Questionnaire (CFQ).
Validity was further demonstrated via profiles of
BRIEF-A scores in clinical populations such as ADHD,
multiple sclerosis, and traumatic brain injury.
Validity studies also are reported in the Professional
Manual comparing the BRIEF-A with the Clinical
Assessment of Depression (CAD), the Geriatric
Depression Scale (GDS), the Beck Depression
InventoryII (BDI-II), and the State Trait Anxiety
Inventory (STAI).
The BRIEF-A normative sample included 1,136 adults
from a wide range of racial/ethnic backgrounds,
educational backgrounds, as well as geographic
regions.
Measures an adults
views of himself or herself and
captures important observer
information for a comprehensive
picture of the rated individuals
executive functioning. Helps
facilitate focused treatment and
educational planning for adults with
executive functioning difficulties.
Purpose: Assesses adult
executive functioning/
self-regulation

Age: 18-90 years
Admin: Self-report and

informant report;
Individual and
group


administer; 15-20
minutes to score
BRIEF-A SP.
0D-5745-KT
BRIEF-A Introductory Kit (includes BRIEF-A

Professional Manual, 25 Self-Report Forms,
25 Informant Report Forms, 25 Self-Report
Scoring Summary/Profile Forms, and
25 Informant Report Scoring Summary/
Profile Forms)

0D-5746-TM BRIEF-A Professional Manual....................... 63.00
0D-5747-TB BRIEF-A Self-Report Forms (pkg/25)............ 51.00
0D-5748-TB BRIEF-A Informant Report Forms (pkg/25).... 51.00
0D-5749-PF BRIEF-A Self-Report Scoring Summary/
Profile Forms (pad/25)................................... 34.00
0D-5750-PF BRIEF-A Informant Report Scoring
91

Adult Version Software Portfolio (BRIEF-A SP)
Peter K. Isquith, PhD, Robert M. Roth, PhD, Gerard A. Gioia, PhD, and PAR Staff
Provides unlimited
scoring and report generation
after manual entry of an
individuals BRIEF-A item
responses or scale raw scores.
Requirements:
software activation
The BRIEF-A SP is used to score and generate interpretive reports for both the BRIEF-A
Self-Report and Informant Report. Based on the
clinicians entry of an individuals item or scale raw
scores, the software program generates normative
scores and Interpretive Reports, Feedback Reports,
and Protocol Summary Reports. The BRIEF-A
SP file handling system allows the user to create
a client file where all protocols and report files for
that client are managed. Each client file contains all
demographic information for that individual. Once
a client file has been established, this information
will be shared by all protocols and reports that are
generated for that individual.
The comprehensive BRIEF-A Interpretive Reports
save you valuable report-writing time and provide
useful documentation to assist in rehabilitative and
therapeutic planning for adults with executive function difficulties. The BRIEF-A SP Interpretive Report
provides a Score Summary Table with T scores,
percentiles, and 90% confidence intervals based
on seven normative groups by age. The report also
provides a Profile Graph of T scores for all scales,
indexes, and the composite. Interpretive text for
the composite (i.e.,GEC), the indexes (i.e.,BRI,
MI), the nine clinical scales, and the three validity
scales (i.e.,Negativity, Infrequency, Inconsistency)
is included. The clinician also has the option to
print intervention recommendations along with the
Interpretive Report. These intervention recommendations include up to 103 suggestions for modifications and supports that are organized by area of
executive functioning difficulty (i.e.,by scale).
The Feedback Report provides a basic overview of
the clients BRIEF-A test results. It is written with the
client or clients family in mind.
The Protocol Summary Report allows the clinician to

select up to four administrations of the BRIEF-A, by
different respondents or time points, for comparison.
It presents T scores, item responses, and graphical
presentation of BRIEF-A profiles for comparison
over time, between respondents, or both.
Provides unlimited scoring and report generation for
the BRIEF-A Self-Report and Informant Report Forms
after manual entry of an individuals item responses or
scale raw scores from the paper-and-pencil form(s).
Generates profile graphs with the ability to overlay
profiles from prior administrations for the same client.
Reports can be edited easily on-screen to
incorporate additional clinical information and edit
interpretive statements. Recommended intervention
strategies that target the specific needs or special
circumstances of the individual can be edited easily
on-screen.
User-friendly system functionality includes program
navigation tools, file handling, report editing, Tooltips
and data export (for research applications).
As a BRIEF-A SP user, you will receive information
from PAR whenever an upgrade becomes available.
0D-6263-CP
0D-6263-CV
BEST VALUE:
0D-6264-CP

BRIEF-A SPCD-ROM (includes

BRIEF-A SP Unlimited-Use Software with
On-Screen Help and Quick
Start Guide)................................................ $525.00
BRIEF-A SP Software ConversionCD-ROM
BRIEF-A Combination KitCD-ROM
(includes BRIEF-A Introductory Kit and
BRIEF-A SPCD-ROM)
I prefer to purchase my psychological assessment

instruments from PAR because my order is always
accurate and is shipped more quickly than from
any other vendor. Thanks!
Ms. Carla Burgman, Neuropsychology Technician, Rehabilitation Hospital of Indiana, Indianapolis, IN
92
The TEC Provides a Unique

Approach to the Assessment
of Executive Function...

Peter K. Isquith, PhD, Robert M. Roth, PhD, and Gerard A. Gioia, PhD
The TEC is a standardized computer-administered

measure of two fundamental aspects of executive
control processes: working memory and inhibitory
control.
The test offers a unique approach to executive function assessment that represents the first standardized clinical application of two integrated neuroscience methods commonly used to tap working
memory and inhibitory control: an n-back paradigm
that parametrically increases working memory
load and a go/no-go task to manipulate inhibitory
control demand. This combination of methods yields
four sequential tasks for 5- to 7-year-old children
and six tasks for older children and adolescents
ages 8-18 years. Three equivalent forms and two
research forms are included, along with standardized regression-based change scores that facilitate
interpretation of (a) change between performance
on tasks, and (b) change over time when the instrument is administered on two or more occasions.
With highly accurate timing and a stable platform,
the TEC calculates multiple norm-referenced
measures of accuracy, response time, and response
time variability as working memory load increases in
both inhibit and no inhibit conditions.
The TEC is ideal for evaluating children and adolescents with a wide variety of developmental and
acquired neurological disorders including attention
disorders, learning disabilities, autism spectrum
disorders, and traumatic brain injuries. It also may
be used to assess children with psychiatric and
behavioral health concerns.
The program monitors accuracy and response time
throughout administration to produce six accuracy
scores, two response time scores, and two response
time variability scores for each task, along with Factor
scores and Summary scores. Each task consists of
on-screen instructions, a set of practice trials with

feedback, and 100 timed-interval stimuli that require
responses.
A post-stratification weighting procedure was
applied to the TEC standardization sample of
1,107 individuals in order to most accurately reflect
population parameters as defined by the U.S. Census
(2007).
Form 1 reliability coefficients based on the
Spearman-Brown split-half formula ranged from
.75 to.98 for Factor scores and from .68 to .99 for
Summary scores.
Convergent evidence for validity of the TEC is based
on correlations with the BRIEF, the CPRS-R:L, and
the CBCL/6-18, among others. Its validity also was
investigated within several clinical samples, including
children and adolescents with ADHD, mild traumatic
brain injury, learning disabilities, and fragile X
syndrome.
The software provides a Score Report, which displays
scores and profiles from a single administration;
a comprehensive Client Report, which provides
interpretive statements, scores, and profiles for
a single administration; and a Protocol Summary
Report, which summarizes change over time when
the instrument is administered more than once to the
same examinee.

0D-6637-CP
TEC Introductory KitCD-ROM (includes

TEC Software Program with On-Screen
Help, Professional Manual, 1 Set of
Keytops, Software Guide, and
10 BONUS On-Screen Administrations
of the TEC)................................................. $375.00
0D-6638-TM TEC Professional Manual.............................. 80.00
0D-6639-CP
0D-6640-CP
0D-6641-CP
TEC Counter Serial Number (10 On-Screen

Administrations of the TEC)........................... 70.00
Administrations of the TEC)......................... 165.00
Administrations of the TEC)......................... 300.00
Easily identifiable visual stimuli

are presented in six different
task conditions, with stepwise
increases in working memory load
in both inhibitory demand and no
inhibitory demand conditions.
Purpose: Assess attention,
working memory, and
inhibitory control

Age: 5-18 years
Admin: Individual

Time: 20-30 minutes
Requirements:
Windows XP/Vista/7; CD-ROM drive
for installation; 350MB available hard
drive space; 256MB RAM (XP)/512MB
RAM (Vista)/1024MB RAM (7); 2GHz
Pentium 4 processor; non-USB and
nonwireless keyboard; AGP or PCI
Express video card (nonintegrated)
with 32MB RAM, 1024x768x16-bit
resolution, and 60Hz refresh rate; LCD
or CRT monitor with 60Hz noninterlaced
refresh rate (16.76 ms refresh) and
visible display minimum width of 10.0"
and minimum height of 7.5" or minimum
diagonal of 12.5" at 4/3 aspect ratio or
14.5" at 16/10 aspect ratio
Note: For valid administrations, the
TEC should not be installed on a network
of any kind.
93
Behavioral and Psychological

Assessment of Dementia (BPAD)
Kara S. Schmidt, PhD and Jennifer L. Gallo, PhD
Assesses the spectrum of

behavioral and psychological
symptoms commonly
associated with the onset
and course of dementia.
Purpose: Assess changes in
behavior and mood
associated with the
onset of various
dementia syndromes

Age: 30-90 years

Individual

Time: 15 minutes to
administer;
2-3 minutes to score
Requirements:
software activation
The BPAD is a standardized informant report that

assesses the changes in both behavior and mood
that are associated with the onset and course of
various dementia syndromes. This 78-item assessment categorizes symptoms into three clusters
(i.e.,Psychopathological, Behavioral, Biological)
and further, into seven domains (i.e.,Perceptual/
Delusional, Positive Mood/Anxiety, Negative
Mood/Anxiety, Aggressive, Perseverative/Rigid,
Disinhibited, Biological Rhythms). The BPAD
Response Booklet is printed in a large font to simplify completion by individuals who have difficulties
with vision.
During administration, the respondent is asked
about symptoms the patient has exhibited both
within the past 4 weeks and 5 years ago. To differentiate symptoms associated with long-standing
psychiatric illness from symptoms associated with
the onset of behavioral disturbance related to
dementia, the BPAD assesses the symptoms over
these two time periods and computes a change
score that captures information about changes
in mood and behavior specific to the onset and
course of dementia. The BPAD was standardized
and validated on a sample of men and women ages
30-90 years from a wide range of racial/ethnic and
educational backgrounds and geographic regions,
and was well-matched to U.S. Census proportions.
The BPAD is completed by family members,
paraprofessionals, or other professionals ages
18-90years who have regular contact with the

individual who is suspected of having or who is
diagnosed with dementia. Items are written at a
6th-grade reading level. The BPAD can be employed
in a wide range of settings (e.g.,outpatient clinics,
assisted living facilities, clinical research settings)
with heterogeneous groups of individuals who are
suspected of having or have been diagnosed with
dementia (e.g.,patients diagnosed with Alzheimers
disease, patients with vascular dementia, psychiatric
patients with suspected dementia).
The BPAD Software Portfolio
Makes Scoring Easy
After hand entry of item responses, the easy-to-use

BPAD Software Portfolio (BPAD-SP) generates a
current impairment (i.e.,CURRENT) score, a past
impairment (i.e.,PAST) score, and a change in
impairment over time (i.e.,CHANGE) score. The
Score Report provides T scores and percentiles
for the BPAD Total and domain scores as well as
a graphical presentation of BPAD T scores. The
BPAD-SP is included in the BPAD Introductory
Kit and provides unlimited scoring and report
generation.
0D-6075-CP
BPAD Introductory Kit (includes UnlimitedUse BPAD Software Portfolio on CDROM

with On-Screen Help, Quick Start Guide,
BPAD Professional Manual [print], and
25 Response Booklets).............................. $260.00
0D-6076-TM BPAD Professional Manual............................ 67.00
0D-6077-RF BPAD Response Booklets (pkg/25)............... 63.00
Tower of London 2nd Edition (TOLDX 2nd Edition)

William C. Culbertson, PsyD and Eric A. Zillmer, PsyD
Quickly assesses
executive planning activities
in children and adults.
Purpose: Assess higher-order
problem solving

Age: Children 7-15 years;

Adults 16-80 years
and older
Admin: Individual

The TOLDX 2nd Edition measures higher order

problem-solving ability. The information it provides is
useful not only when assessing frontal lobe damage
but also when evaluating attention disorders and
executive functioning difficulties. This new edition
includes a Stimulus-bound score that is particularly
useful when assessing older adults. The score is
rarely produced by healthy older adults, but when
apparent, suggests significant cognitive impairment
consistent with dementia or seriously compromised
frontally mediated executive control. New normative
data for older adults also is included in this new
edition, along with recent research findings.
The second edition eliminates repeated trials for
failed problems, thereby maintaining task novelty;
introduces 6 and 7 more test problem configurations,
increasing sensitivity to executive functioning across
age levels; and presents an empirical selection of

test problem configurations, which allows assessment of the range of executive planning abilities that
characterize child and adult populations.
The TOLDX 2nd Edition is an easily transportable test
with minimal set-up time. Scoring can be completed
within 5-10 minutes. The Examiners Manual is
appropriate for use with children and adults. The
Child Record Forms are suitable for children ages
7-15 years; the Adult Record Forms are suitable for
individuals ages 16-80 years and older.
0D-5538-KT
TOL 2nd Ed. Complete Kit (includes

TOL Manual, 2 Structure Boards with
Beads, 25 Child Record Forms, and
25 Adult Record Forms)............................. $354.00
0D-5539-TM TOL 2nd Ed. Technical Manual.................... 110.00
0D-5540-RF TOL 2nd Ed. Child Record Forms (pkg/25).... 53.00
0D-5541-RF TOL 2nd Ed. Adult Record Forms (pkg/25).... 53.00
Time: 10-15 minutes
94
Measure Recognition Memory and Assess

the Ability to Use Cues to Retrieve Information...
Rey Complex Figure Test and Recognition Trial (RCFT)
John E. Meyers, PsyD and Kelly R. Meyers
Results of factor analysis suggest that the RCFT

captures five domains of neuropsychological
functioning: visuospatial recall memory, visuospatial
recognition memory, response bias, processing
speed, and visuospatial constructional ability. The
Recognition trial measures recognition memory
for the elements of the Rey complex figure and
assesses the respondents ability to use cues to
retrieve information. The RCFT standardizes the
materials and procedures for administering the
Reycomplex figure.
Normative data is derived from 601 adults and 505

children and adolescents.
Demographically corrected normative data are
presented; U.S. Census-matched normative sample
(n = 394) also is provided for comparison of RCFT
scores with the general population.
Manual Supplement includes data for children and
adolescents; case illustrations aid interpretation.
Test-retest reliability coefficients of the memory
scores range from .76 to .89.
Interrater reliability ranges from .93 to .99.
Special Features
The 8.5" x 11" Stimulus Card contains a computerrendered replica of the original Rey complex figure.
Prior to this publication, Reys original figure had not
been available commercially.
Discriminates mildly brain-injured patients from
normal patients.
Discriminates brain-damaged patients who have
documented memory impairment and are able to live
independently from those who are not.
Distinguishes deficient performance due to motor
impairment from deficient performance due to
memory impairment.
Standardizes the complex figure testing materials and
procedures.
Includes a Copy trial, a 3-minute Immediate Recall
trial, a 30-minute Delayed Recall trial, and the
Recognition trial.
Evaluates the relative contributions of encoding,
storage, and retrieval processes to memory
performance.
Pages for the three freehand drawing trials (Copy,
Immediate Recall, and Delayed Recall) and the new
Recognition trial are perforated for easy detachment.
Uses a 36-point scoring system to score drawings
for all three drawing trials; scoring examples are
provided.
Recognition Trial
The RCFT Recognition Trial is administered immediately after the Delayed Recall trial. The Recognition
Trial presents 12 of the 18 scoring elements of the
Rey complex figure, along with 12 designs (elements
of the Taylor complex figure) that serve as foils. The
respondent indicates which items are recognized
from the earlier Copy trial. Studies show that the
Recognition trial provides incremental diagnostic
power compared with using recall trials alone.
Validity
Intercorrelations between the RCFT and other

measures, in samples of both normal and neurologically impaired individuals, establish the convergent
and discriminant validity of the RCFT as a measure
of visuospatial constructional ability (Copy trial) and
visuospatial memory (Immediate Recall, Delayed
Recall, and Recognition trials).
The stimulus figure used in the

RCFT is a computer-rendered
replica of Reys original publication.
The normative data presented
in the Manual were collected
using the Stimulus Card. Use of a
different complex figure stimulus
may render normative comparisons
invalid and may affect the validity
and utility of the obtained results.
Purpose: Measure visuospatial
ability and
visuospatial memory

Age: 6-89 years
Admin: Individual

Time: Approximately 45
minutes, including
a 30-minute delay
interval (timed)
Note:
Stopwatch requiredSee page 261
for stopwatches.
0D-3473-KT
RCFT Introductory Kit (includes RCFT

Professional Manual with Manual
Supplement, 50 Test Booklets, and the
Stimulus Card)

0D-3472-TM RCFT Professional Manual with Manual
Supplement.................................................. 114.00
0D-3471-TM RCFT Manual Supplement (Child and
Adolescent).................................................... 44.00
0D-4481-TB RCFT Test Booklets (pkg/50)....................... 172.00
0D-3139-TC RCFT Stimulus Card...................................... 18.00
The Production Department works closely with Research and

Development to ensure the accuracy and user-friendliness of all
PAR test forms and manuals.
Mark Wallner
Senior Print Buyer/Direct Mail Manager
95
Comprehensive Trail-Making Test (CTMT)

Cecil R. Reynolds, PhD
Extremely sensitive to many

types of neurological deficits.
Purpose: Evaluate brain injury
and other forms
of central nervous
system compromise

Age: 8-74 years
Admin: Individual


administer; less than
5 minutes to score
The CTMT is a standardized set of five visual search and sequencing tasks that are heavily influenced by
attention, concentration, resistance to distraction, and cognitive flexibility (or set-shifting). This easily administered set of tasks is extremely sensitive to neuropsychological deficits of many types. The CTMT can be used
to evaluate and diagnose brain injury and other forms of central nervous system compromise. More specific
purposes include the detection of frontal lobe deficits; problems with psychomotor speed, visual search and
sequencing, and attention; and impairments in set-shifting.
Relative to traditional trail-making tasks, the CTMT was designed to enhance the frontal lobe components of
the task by introducing inhibition on several trails and adding a new set-shifting task.
The basic task of trail-making is to connect a series of stimuli (numbers, expressed as numerals or in word
form, and letters) in a specified order as quickly as possible. The score derived for each trail is the number
of seconds required to complete the task. The composite score is obtained by pooling the T scores from the
individual trails. The five trails are similar, but also differ in some significant way.
Takes only 5-12 minutes to administer and less than 5 minutes to score.
Standardized on a nationwide sample of 1,664 persons whose demographic characteristics match the 2000 U.S.
Census data.
Reliability of scores for each individual trail is high and the composite score has a reliability coefficient of .90 or
higher at all ages.
The Examiners Manual includes new norms that were extended downward to age 8 years from the previous floor
of age 11 years. It also includes discussion of the tests theoretical and research-based foundation, administration
and scoring procedures, and more extensive reliability and validity data.
0D-5007-KT CTMT Introductory Kit (includes CTMT Examiners Manual and 10 Record Booklets, all in a sturdy storage box)..........$140.00
0D-5008-TM CTMT Examiners Manual..............................................................................................................................................80.00
0D-5009-RF CTMT Record Booklets (pkg/10)....................................................................................................................................68.00
Ruff Figural Fluency Test (RFFT)

Ronald M. Ruff, PhD
The RFFT was developed to provide clinical information regarding nonverbal capacity for fluid and divergent
thinking, ability to shift cognitive set, planning strategies, and executive ability to coordinate this process.
A nonverbal analog to popular

verbal fluency tests.
Purpose: Provide information
about nonverbal
capacity for initiation,
planning, and
divergent reasoning

The Test Booklet consists of five 60-second parts, each with a different stimulus presentation.
The task is to draw as many unique designs as possible within 60 seconds by connecting the dots in
different patterns.
Responses are scored for the total number of Unique Designs drawn.
Perseverative Errors score represents the repetitions of the same pattern drawn by the respondent.
Error Ratio is an index for assessing the respondents ability to minimize repetition while maximizing unique
productions.
Qualitative strategies, such as rotation and enumeration, also can be assessed.
0D-3592-KT

0D-3593-TM
0D-3511-TB
RFFT Introductory Kit (includes RFFT Manual and 25 Test Booklets)

Kit Value: $146.00
Kit Price...........................................$138.00
RFFT Professional Manual............................................................................................................................................50.00
RFFT Test Booklets (pkg/25).........................................................................................................................................96.00
Age: 16-70 years
Admin: Individual

Time: 5 minutes
(60 seconds for
each of the 5 parts)
Note:
Stopwatch requiredSee page 261 for
stopwatches.
96
Developmental Scoring System for the Rey-Osterrieth

Complex Figure (DSS-ROCF)
Jane Holmes Bernstein, PhD and Deborah Waber, PhD
The DSS-ROCF allows the examiner to objectively evaluate ROCF performance within a developmental context and to determine the age-appropriateness of the childs Copy and Recall productions. The DSSROCF
measures not only the childs ability to accurately reproduce the figure, but also the childs qualitative, organizational, and stylistic approaches to the figure. Clinical experience has shown that childrens responses to
the ROCF often predict their responses in comparable situations where novel, complex material is presented.
The DSS-ROCF measures four parameters of ROCF performance: Organization, Style, Accuracy, and
Errors. Age-referenced norms for these four parameters provide guidelines for determining the developmental appropriateness of a childs production. The Organization score quantifies the childs appreciation
for the organizational correctness of complex, visually represented materials. The Style rating objectively
categorizes the childs approach to information processing as Part-oriented, Intermediate, or Configurational.
The Accuracy score quantifies the actual ROCF elements that are accurately reproduced (independent
of Organization and Style). The Error score quantifies the extent to which elements are distorted (rotation,
perseveration, misplacement, and conflation).
Test materials consist of the DSS-ROCF Professional Manual, the ROCF Stimulus Card, DSS-ROCF
Response Sheets (for the Copy, Immediate Recall, and Delayed Recall trials), and the DSS-ROCF Scoring
Booklet. Five colored felt-tipped pens and a stopwatch are also required.
The DSS-ROCF was developed and standardized on 454 children ages 5-14 years. The Professional Manual
provides specific instructions for administration of the ROCF, extensive instructions for deriving DSS-ROCF
scores, guidelines for clinical interpretation, normative information, and information about the psychometric
development, reliability, and validity of the DSS-ROCF.
0D-3489-KT
DSS-ROCF Introductory Kit (includes DSS-ROCF Professional Manual, ROCF Stimulus Card,
50 Response Sheets, and 25 Scoring Booklets)

Kit Value: $198.00
Kit Price...........................................$182.00
0D-3490-TM DSS-ROCF Professional Manual...................................................................................................................................63.00
0D-3491-SF DSS-ROCF Scoring Booklets (pkg/25)..........................................................................................................................70.00
0D-3492-TC ROCF Stimulus Card.....................................................................................................................................................15.00
0D-3382-RF DSS-ROCF Response Sheets (pad/50).........................................................................................................................50.00
Objectively evaluates
ROCF performance.
Purpose: Evaluate ROCF
performance
within a
developmental
context

Age: 5-14 years
Admin: Individual

Time: Approximately
35 minutes
(includes a 15-20
minute delay)
Note:
Stopwatch requiredSee page 261
for stopwatches.
Winner of PrintMedias Silver Award for Textbooks!
The Handbook of Rey-Osterrieth Complex Figure Usage:

Clinical and Research Applications
Edited by Jeffrey A. Knight, PhD, in collaboration with Edith Kaplan, PhD, ABPP/CN
Authored by neuropsychologists who were chosen for their expertise with the Rey-Osterrieth Complex Figure
(ROCF) and other complex figures, this 738-page handbook contains 33 chapters, 217 tables, and 180
black-and-white figures. A 48-page section provides full-color plates to illustrate relevant case studies. The
handbook assembles existing knowledge about complex figure administration, scoring, and interpretation
into one major volume that is designed to serve as an essential resource for neuropsychologists and other
professionals who use the ROCF.
Part I describes the historical development of the ROCF by Rey and Osterrieth, and presents the results
of a comprehensive survey of neuropsychologists regarding their training for using the ROCF; the types of
protocols, administration procedures, and preferred scoring systems employed; and application of the ROCF
for clinical and research purposes.
Part II addresses the quantitative and qualitative measurement of ROCF performances from children
and adolescents, adults, and elderly adults with a range of developmental, neurological, and psychiatric
problems.
Part III provides information about cross-cultural applications of the ROCF with Spanish-speaking
populations.
Contains 48 pages of
full-color plates that illustrate
relevant case studies.
0D-5260-BK The Handbook of Rey-Osterrieth Complex Figure Usage: Clinical and Research Applications, Hardcover
738 pages (2003).......................................................................................................................................................$102.00
97
Childrens Color Trails Test (CCTT)

Antolin M. Llorente, PhD, Jane Williams, PhD, Paul Satz, PhD, and Louis F. DElia, PhD
The CCTT was developed to meet the increasing need for a childrens instrument to assess sustained
attention, sequencing, and other executive functions while reducing reliance on language and diminishing the
effects of cultural bias and parental verbal report. The CCTT retains many similarities to the original childrens
version of the Trail Making Test (TMT), but substitutes the use of color for the use of letters from the English
alphabet, thereby increasing the suitability of the test within cross-cultural contexts and with other special
needs populations.
A quick measure of sustained

attention in children.
Purpose: Measure sustained
attention,
sequencing, and
other executive skills

Age: Children and

adolescents ages
8-16 years
Admin: Individual

Time: Approximately 5-7

minutes (timed)
Note:
Form K is the standard test form on
which normative data were collected
and that should be used for clinical
evaluation. Forms X, Y, and Z should be
used for research. Stopwatch required
See page 261 for stopwatches.
The test can be administered using nonverbal instructions if necessary.

Normative data were collected from 678 healthy children ages 8-16 years; normative data also were collected from
more than 500 children from various clinical groups that participated in the CCTT validation studies.
Alternate-form reliability between Form K and Form X for the CCTT-1 and the CCTT-2 was .85 and .90,
respectively. Time raw scores for the CCTT-1 and CCTT-2 exhibited good temporal clinical stability ranging from
.90 to .99 across various time intervals.
Demonstrates a good level of convergent validity with the Childrens Trail Making Test and other instruments
designed to assess attention. CCTT scores also have been found to be sensitive indicators of the cognitive
impairment associated with various neuropsychological and psychiatric disorders such as Attention Deficit/
Hyperactivity Disorder.
0D-5055-KT
CCTT Introductory Kit (includes CCTT Professional Manual, 50 Record Forms, and 50 Administrations of
Form K, Parts 1 and 2)

Kit Value: $180.00
Kit Price...........................................$167.00
0D-5056-TM CCTT Professional Manual............................................................................................................................................63.00
0D-5057-RF CCTT Record Forms (pkg/50)........................................................................................................................................42.00
0D-5060-ST CCTT Form K, Parts 1 and 2 (pad/50 ea)......................................................................................................................75.00
Multiple forms of the CCTT are available for research.

0D-5063-ST
0D-5066-ST
0D-5069-ST
CCTT Form X, Parts 1 and 2 (pad/50 ea)......................................................................................................................75.00

CCTT Form Y, Parts 1 and 2 (pad/50 ea)......................................................................................................................75.00
CCTT Form Z, Parts 1 and 2 (pad/50 ea)......................................................................................................................75.00
Color Trails Test (CTT)

Louis F. DElia, PhD, Paul Satz, PhD, Craig Lyons Uchiyama, PhD, and Travis White, PhD
A quick measure of
sustained attention in adults.
attention and
sequencing

Admin: Individual


minutes (timed)
Note:
Form A is the standard test form on
which normative data were collected
and that should be used for clinical
evaluation. Forms B, C, and D should be
used for research. Stopwatch required
See page 261 for stopwatches.
98
The CTT was developed to meet the need for a test with the sensitivity and specificity of the original Trail
Making Test (TMT), but one that was as free as possible from the influences of language and cultural
bias. The CTT retains the psychometric properties of the TMT, but it substitutes the use of color for the
use of English alphabet letters, making it more suitable in cross-cultural and other special needs contexts.
Instructions may be presented either verbally or with visual cues. Respondents must be able to recognize
Arabic numerals from 1-25 and to distinguish between the colors pink and yellow. Research has shown
the CTT to be comparable to the TMT. Validity of the CTT has been documented in a variety of clinical and
neuropsychological populations.
The CTT uses numbered, colored circles and universal sign language symbols. The circles are printed with
vivid pink or yellow backgrounds that are perceptible to colorblind individuals. For the Color Trails 1 trial, the
respondent uses a pencil to rapidly connect circles numbered 1-25 in sequence. For the Color Trails 2 trial,
the respondent rapidly connects numbered circles in sequence, but alternates between pink and yellow colors. The examiner uses a stopwatch to record the length of time to complete each trial along with qualitative
features of performance indicative of brain dysfunction, such as near-misses, prompts, number sequence
errors, and color sequence errors on the CTT Record Form.
0D-3450-KT
CTT Introductory Kit (includes CTT Professional Manual, 25 Record Forms, and 25 Administrations of the
Color Trails Test Form A, Parts 1 and 2)

Kit Value: $138.00
Kit Price...........................................$126.00
0D-3451-TM CTT Professional Manual...............................................................................................................................................63.00
0D-3452-RF CTT Record Forms (pkg/50)..........................................................................................................................................42.00
0D-3455-ST CTT Form A, Parts 1 and 2 (pad/25 ea).........................................................................................................................54.00
Multiple forms of the CTT are available for research.

0D-3458-ST
0D-3461-ST
0D-3464-ST
CTT Form B, Parts 1 and 2 (pad/25 ea).........................................................................................................................54.00

CTT Form C, Parts 1 and 2 (pad/25 ea)........................................................................................................................54.00
CTT Form D, Parts 1 and 2 (pad/25 ea)........................................................................................................................54.00
Booklet Category Test (BCT), 2nd Ed.

Nick A. DeFilippis, PhD and Elizabeth McCampbell, PhD
This portable version of the widely used Halstead Category Test (CT) allows you to distinguish individuals
with brain damage from normal individuals.
The task demands of the BCT are essentially equivalent to those of the CT.
Contains 208 visual stimuli that assess complex concept formation and abstract reasoning.
Administration instructions are printed on the backs of the Stimulus Plates and on the Response Form to aid in
standardization of the BCT administration.
Responses for each subtest are recorded on a single page to aid in test administration and to facilitate the review
of patient responses.
Two portable easel binders make the BCT ideal for administration in a wide variety of clinical and experimental
settings where portability and space limitations are a concern (e.g.,hospitals, rehabilitation facilities, private
clinical settings).
Present the Stimulus Plates and have the respondent point to the number on the BCT Response Strip
(1,2,3,or4) that corresponds to the pattern on each Stimulus Plate.
The individual responses are recorded and then the incorrect responses are tallied to obtain the error score.
The revised Professional Manual also provides information about current research findings related to the clinical
utility of the BCT (e.g.,use of cutoff scores to identify malingerers).
Regarded as the most sensitive indicator of brain dysfunction in the Halstead-Reitan Neuropsychological Test
Battery, the CT is nearly as valid as the complete battery in detecting brain damage.
In a cross-validation study, the BCT correlated with the CT at the same statistical level as the CT correlates with
itself, suggesting that the BCT retains the high reliability and validity of the original instrument.
0D-3800-KT
BCT Introductory Kit (includes BCT Professional Manual, 2-Volume Set of Stimulus Books, and
50 Response Forms)

Kit Value: $554.00
Kit Price...........................................$520.00
0D-3801-TM BCT Professional Manual..............................................................................................................................................48.00
0D-4554-RF BCT Response Forms (pkg/50).....................................................................................................................................96.00
0D-3803-TC BCT Stimulus Book (easel format) Vol. I......................................................................................................................205.00
0D-3804-TC BCT Stimulus Book (easel format) Vol. II.....................................................................................................................205.00
Helps distinguish individuals

with brain damage
from normal individuals.
Purpose: Measure concept
formation and
abstract reasoning

Admin: Individual

Time: 30-60 minutes
Note: The BCT Professional Manual
contains norms for individuals ages
20-80 years. If you plan on using the
BCT with individuals ages 15-19 years,
it is suggested that you purchase
the Handbook of Normative Data for
Neuropsychological Assessment,
2ndEd. (item #0D-5544-BK), which
contains data for this age range. See
page 142 for more information.

Research Edition
Nick A. DeFilippis, PhD and PAR Staff
This unlimited-use software offers a convenient means of administering and scoring the Category Test.
Allows the examiner to select and administer on-screen any one of three versions of the test: the standard
208-item version, the 120-item version, or the 108-item version.
All three versions accurately reproduce the stimuli from the original Category Test.
Produces a report that includes total errors for subtests and total test; demographically corrected normative data
for total errors; elapsed time for subtests and total test; average response latency for subtests, total test, and
correct and incorrect responses; and Bolter Validity Index.
Produces a report for the 120-item version and the 108-item version that includes total errors for subtests and total
test; elapsed time for subtests and total test; and average response latency for subtests, total test, and correct and
incorrect responses.
This edition of the program is intended for research purposes.
0D-6228-CP
0D-6228-CV
CAT:CV Research EditionCD-ROM (includes CAT:CV Research Edition Software with On-Screen Help,
Unlimited Scoring and Reporting, Quick Start Guide, and On-Screen Administration Instructions)..........................$560.00
CAT:CV Research Edition Software ConversionCD-ROM (For prior purchasers only)...........................................50.00
Requirements:
software activation
99
Screen for Cognitive Impairment

With a Revised Version of the Most
Widely Used Cognitive Status Exam
Mini-Mental State Examination, 2nd Edition (MMSE-2)
Marshal F. Folstein, MD and Susan E. Folstein, MD
Users Manual by Marshal F. Folstein, MD, Susan E. Folstein, MD, Travis White, PhD, and
Melissa A. Messer,MHS
The convenient Pocket

Norms Guide enables you to
quickly and efficiently convert raw
scores to T scores and to find
reliable change scores at three
levels of statistical significance.
Purpose: Screen for cognitive
impairment

Admin: Individual

Time: 5 minutes for

the MMSE-2:BV;
10-15minutes for
the MMSE-2:SV;
20 minutes for the
MMSE-2:EV
With a new standard version that is equivalent to the

original MMSE and new brief and expanded forms,
the MMSE-2 retains clinical utility and efficiency
while expanding the originals usefulness in populations with milder forms of cognitive impairment,
including subcortical dementia.
The original MMSE is one of the most frequently
used brief assessment of cognitive impairment. It
can be used to track patients progress over time, to
screen large populations for cognitive impairment,
and to select patients for clinical trials research
in dementia treatment. In revising the MMSE,
the authors sought a variety of improvements. To
better standardize its administration, some of the
original MMSE items have been altered. Despite
these changes, the MMSE-2: Standard Version
(MMSE2:SV) demonstrates high equivalency with
the original MMSE. Thus, it is possible to switch
from the original MMSE to the MMSE-2:SV without
compromising longitudinal data and without any
change in the normal range of scores.
An even briefer version, the new MMSE2: Brief
Version (MMSE2:BV), is designed for rapid
assessment in a variety of settings. The MMSE2:
Expanded Version (MMSE2:EV), a slightly longer
version, is more sensitive to subcortical dementia
and to changes associated with aging; it is sufficiently difficult that it does not have ceiling effect.
Equivalent, alternate forms (Blue and Red) of each
MMSE-2 version have been developed to decrease
the possibility of practice effects that can occur
over serial examinations. Finally, the Pocket Norms
Guide has been updated to include norms for all
three versions of the MMSE-2 by age and education
level and includes reliable change scores to facilitate
serial testing with any of the MMSE-2 versions.
Why Should I Use the MMSE-2?
Flexibility of administration. With three different
versions available, you can select the version that
best fits you and your patients needs.
Simplicity of scoring. Forms are user-friendly and
easy to score.
Portable Pocket Norms Guide. T-score conversion

tables, reliable change scores, and mean raw score
tables are provided in both the Users Manual and the
handy Pocket Norms Guide.
Brevity. Depending on the version you choose to use,
administration takes between 5 and 20 minutes.
Equivalent, alternate forms. Blue and Red forms
enable you to retest the same patient with reduced
practice effects.
Simplicity of administration. All versions may be
administered by anyone who has been trained to
test individuals with cognitive impairment and who
is familiar with the administration instructions. No
special equipment is required.
Clinical relevance. Items have obvious relationships
to functional ability in daily life.
Expanded meta-analysis. The meta-analysis
of studies using the MMSE that appeared in the
original MMSE Clinical Guide has been expanded
to incorporate studies published between 2001 and
2009 and includes effect sizes.
Availability in other languages. Foreign language
translations, including Spanish for the US, German,
and Italian, will soon be available. Visit our Web
site, www.parinc.com, for more information on the
availability of foreign language versions.
Standardization and Development
A new normative sample of more than 1,500

individuals was used to establish reliability and the
normal range of scores. A clinical sample consisting
of patients with Alzheimers disease and patients
with subcortical dementias was tested to establish
validity. To aid you in determining the clinical
significance of specific raw scores, the sensitivity,
specificity, % correctly classified, positive predictive
power (PPP), and negative predictive power (NPP)
of a wide range of raw score cutoffs are presented in
the Users Manual for each version of the MMSE-2
by clinical group. In addition, raw score means and
standard deviations by age and education level, as
well as age- and education-corrected T scores, are
provided. Reliable change scores, which provide
a measure of the degree of reliable change that
has occurred in a patients performance between
administrations, are provided at three levels of
statistical significance.
100
Internal consistency ranged from .66 to .79 for the clinical sample.
Test-retest stability was calculated using generalizability (G) coefficients. Equivalency of the Blue and Red forms was also examined
using G coefficients, which were .96 for all three versions. Interrater
reliability was high, ranging from .94 to .99.
Convergent validity of the MMSE-2 was examined in terms of its
correlations with several tests that purport to measure specific aspects
of cognitive functions, including the Wechsler Memory ScaleThird
Edition Digit Span Forward and Digit Span Backward subtests, the
Category Naming Test, the Boston Naming Test, the Trail Making Test,
Judgment of Line Orientation, the Stroop Color and Word Test, the
Wechsler Adult Intelligence ScaleRevised Digit Symbol and Block
Design subtests, and the Hopkins Verbal Learning TestRevised.

0D-6682-KT
MMSE-2: Standard Version Kit (includes MMSE-2 Users Manual,

25 MMSE-2:SV Blue Forms, 25 MMSE-2:SV Red Forms,
10 MMSE-2:BV Blue Forms, 10 MMSE-2:BV Red Forms,
and Pocket Norms Guide)

0D-6683-KT MMSE-2: Expanded Version Kit (includes MMSE-2 Users Manual,
25 MMSE-2:EV Blue Forms, 25 MMSE-2:EV Red Forms,
2 Processing Speed Scoring Templates [Blue and Red], and
Pocket Norms Guide)

0D-6684-TM MMSE-2 Users Manual...................................................................75.00
0D-6685-RF MMSE-2: Standard Version Blue Forms (pkg/25)............................32.00
0D-6686-RF MMSE-2: Standard Version Red Forms (pkg/25)............................32.00
0D-6687-RF MMSE-2: Brief Version Blue Forms (pad/25)...................................15.00
0D-6688-RF MMSE-2: Brief Version Red Forms (pad/25)...................................15.00
0D-6689-RF MMSE-2: Expanded Version Blue Forms (pkg/25)..........................45.00
0D-6690-RF MMSE-2: Expanded Version Red Forms (pkg/25)...........................45.00
0D-6691-TC MMSE-2 Pocket Norms Guide...........................................................25.00
0D-6692-SK MMSE-2 Processing Speed Scoring TemplatesBlue and Red
(set of 2)...........................................................................................10.00
Three Versions of the

MMSE-2 Give You
More Flexibility....
MMSE-2: Standard Version
The structure and scoring of the original

30-item MMSE have been retained while
problematic items have been replaced.
The three words for the Registration/Recall
tasks have been made slightly more difficult
and were revised to make foreign language
translations easier. The phrase for the
Repetition task has been changed to facilitate its translation into foreign languages,
enabling easier comparison of results across
all language versions. The Comprehension
task has been altered to make it easier for
persons with physical limitations to perform.
Because the difficulty of the MMSE-2:SV,
along with its raw score range, remains the
same as the original, scores obtained using
the original MMSE and scores obtained
using the MMSE-2:SV are comparable.
MMSE-2: Brief Version
Composed entirely of the MMSE2:SV

Registration, Orientation to Time, Orientation
to Place, and Recall tasks, the 16-item
MMSE-2:BV can be used for clinical or
research situations that require a rapid
cognitive screener. These tasks were chosen
based on a literature review, their use in the
original MMSE, and their adequate retention
of sensitivity and specificity to detect dementia. Available in convenient tear-off pads, the
MMSE-2:BV Blue and Red Forms require no
stimuli for administration.
MMSE-2: Expanded Version
The MMSE-2:EV improves the clinical utility

of the original MMSE by extending the tests
ceiling (i.e., difficulty level), increasing the
range of raw scores, and increasing the
screening sensitivity for individuals with less
severe cognitive impairment, such as those
with subcortical dementia and mild cognitive impairment. The 90-item MMSE2:EV
consists of the MMSE-2:SV tasks plus two
new tasks: Story Memory (immediate recall
of a brief story) and Processing Speed
(a symbol-digit coding task). To facilitate
scoring of the Processing Speed task, clear
plastic Scoring Templates are included in
the Expanded Version Kit and are available
separately.
Also Included...
Equivalent, alternate forms for each of the three versions of the MMSE-2 so as to minimize practice effects when retesting patients.
A representative, up-to-date normative sample to serve as the basis for age- and education-corrected normative T scores.
Evidence of the three MMSE-2 versions validity in samples of individuals with Alzheimers disease and subcortical dementia.
101
Assess Cognitive Impairment With One of

the Most Widely Used and Most Often Cited
Clinical Measures of Cognitive Functioning
Mini-Mental State Examination (MMSE)
Marshal F. Folstein, MD, Susan E. Folstein, MD, and Paul R. McHugh, MD
The MMSE is a brief, quantitative measure of

cognitive status in adults. It can be used to screen
for cognitive impairment, to estimate the severity of
cognitive impairment at a given point in time, to follow the course of cognitive changes in an individual
over time, and to document an individuals response
to treatment.
The standard MMSE form published by PAR is
based on its original 1975 conceptualization, with
A convenient, laminated Pocket
minor subsequent modifications by the authors. The
Norms Card provides the raw score MMSE has demonstrated validity and reliability in
to T-score conversions for 14age
psychiatric, neurologic, geriatric, and other medical
and education groupsmaking it
populations. The convenient all-in-one test form
ideal for use in clinical settings.
includes a detachable sheet with stimuli for the
Purpose: Assess cognitive
functioning
Comprehension, Reading, Writing, and Drawing
tasks. The form also includes alternative item substi
Age: Adults
tutions for administration in special circumstances.
Admin: Individual
Time: 10-15 minutes
The pocket-size Users Guide provides detailed
instructions for standard administration and scoring
for each MMSE task, as well as recommended cutoff
scores for use in classifying the severity of cognitive
impairment. This handy pocket guide also provides

population-based normative data (by age and years
of education), which are useful for comparing an
individuals MMSE Total score with the appropriate
reference group, or when interpreting the scores
of individuals who are illiterate, who have had less
than 9 years of schooling, or who are age 80 years
or older.
The MMSE Clinical Guide with Pocket Norms Card
describes the development, validation, admini
stration, and interpretation of the MMSE. Normative
data (T scores) for age and education groups are
provided in the Appendix, as a supplement to the
traditional interpretation of the MMSE raw scores.
0D-4924-TM MMSE Clinical Guide with Pocket Norms
Card............................................................. $75.00
0D-4740-TB MMSE Test Forms (pkg/50)........................... 64.00
0D-4739-TM MMSE Users Guide....................................... 10.00
Mental Status Reporting Software (MSRS)

Mini-Mental State Examination (MMSE) by Marshal F. Folstein, MD, Susan E. Folstein, MD,
and Paul R. McHugh, MD. Copyright 1975, 1998, 2001 by MiniMental, LLC. Mental Status
Reporting Software (MSRS) Checklist by Mark A. Ruiz, PhD and Richard J. Latshaw, MS
Augments the MMSE

with a broad range of
information about an individual.
Purpose: Organize and record
a broad range of
information and
generate a report
about an individuals
mental status

Age: Adults
Admin: Individual

The MSRS software provides unlimited scoring,

interpretation, and report generation for the original
Mini-Mental State Examination (MMSE) and
the 30-item MSRS Checklist. The MSRS was
developed to help the clinician organize and record
information about an individuals mental status. The
information from the Checklist can be completed
on-screen or a copy of the Checklist items can be
printed from the software and completed during the
evaluation. The results from the MMSE Test Form
can be manually entered into the software along
with the item responses from the MSRS Checklist.
The software scores and interprets the MMSE only,
the MSRS only, or both instruments combined,
and then generates the MSRS Evaluation Report.
This report presents the raw scores and T scores
from the MMSE derived from the population norms
presented in the MMSE Clinical Guide. The report

also includes a Longitudinal Profile Record (LPR).
The LPR is especially useful for clinicians who are
monitoring individuals over time, because it presents
the scores and item responses for the current report,
as well as the scores and item responses for up to
four previous administrations. The Evaluation Report
also includes the item responses from the current
MMSE and/or the MSRS Checklist. The demographic information for an individual Client File can
be edited as needed.
0D-6258-CP
0D-6258-CV
MSRSCD-ROM (includes MSRS

Unlimited-Use Scoring and Reporting,
and Quick Start Guide)............................... $305.00
MSRS Software Vista Conversion
Time: Varies
Requirements:
software activation
102
Quickly Measure Behaviors Associated With Damage

to the Frontal Lobes and Frontal Systems of the Brain
Frontal Systems Behavior Scale (FrSBe)
Janet Grace, PhD and Paul F. Malloy, PhD
Research has demonstrated that many individuals

with frontal lobe damage are capable of normal
performance on traditional neuropsychological measures. However, their behavior in natural settings is
often disordered, resulting in severe impairment in
social and occupational functioning. The FrSBe fills a
gap in the assessment of frontal systems behavioral
syndromes by providing a means to identify and
quantify these behavioral problems so that they may
be targeted for treatment.
The FrSBe provides a brief, reliable, and valid measure of three frontal systems behavioral syndromes:
apathy, disinhibition, and executive dysfunction. It
also quantifies behavioral changes over time by
including both baseline (retrospective) and current
assessments of behavior.
The FrSBe includes a Total score, as well as scores
on three subscales related to the three frontal
systems behavioral syndromes: Apathy (14 items),
Disinhibition (15 items), and Executive Dysfunction
(17 items). This 46-item, paper-and-pencil behavior
rating scale is much easier and less time-consuming
to administer than a neuropsychological test battery.
Two hand-scorable, carbonless test booklets are
available: one for self-rating and one for rating by a
family member or caregiver. Each item is rated on a

5-point Likert scale. Items are written at a 6th-grade
reading level. Two profile forms (Self and Family)
allow comparisons of behaviors pre- and post-injury/
illness.
The Professional Manual provides normative data
for a community-based sample of 436 men and
women for two levels of education (i.e., 12 years
and > 12 years). Data also are provided for several
clinical groups including patients with frontotemporal
dementia, frontal lesions, nonfrontal stroke, head
injury, Alzheimers disease, Huntingtons disease,
and Parkinsons disease.
0D-4835-KT
FrSBe Introductory Kit (includes

Professional Manual, 25 Hand-Scorable
Self-Rating Test Booklets, 25 Hand-Scorable
Family Rating Test Booklets, 25 Self-Rating
Profile Forms, and 25 Family Rating Profile
Forms)

0D-4836-TM FrSBe Professional Manual........................... 52.00
0D-4837-TB FrSBe Hand-Scorable Self-Rating Test
Booklets (pkg/25)........................................... 69.00
0D-4838-TB FrSBe Hand-Scorable Family Rating Test
Booklets (pkg/25)........................................... 69.00
0D-4839-PF FrSBe Self-Rating Profile Forms (pad/25)..... 26.00
0D-4846-PF FrSBe Family Rating Profile Forms
(pad/25).......................................................... 26.00
Identifies and quantifies

behavioral problems associated
with frontal lobe damage and
enables you to track behavior
changes over time.
Purpose: Brief assessment
of behavior related
to frontal systems
damage

Age: 18-95 years

Time: 10 minutes to
administer; 10-15
minutes to score
Symbol Digit Modalities Test (SDMT)

Aaron Smith, PhD
Brief and easy to administer, the SDMT has demonstrated remarkable sensitivity in detecting not only the
presence of brain damage, but also changes in cognitive functioning over time and in response to treatment.
It is an economical way to screen apparently normal children and adults for possible motor, visual, learning,
or other cerebral dysfunction.
The SDMT involves a simple substitution task. Using a reference key, the examinee has 90 seconds to
pair specific numbers with given geometric figures. Because examinees can give either written or spoken
responses, the test is well suited for use with individuals who have motor disabilities or speech disorders.
Because it involves only geometric figures and numbers, the SDMT is relatively free of cultural bias as well
and can be administered to individuals who do not speak English. The AutoScore Test Form simplifies
scoring.
The SDMT Manual documents the tests effectiveness in a wide range of clinical applications including
differentiation of brain-damaged from psychotic patients; differentiation of organic from depressive disorders;
early detection of senile dementia and Huntingtons disease; differential diagnosis of children with learning
disorders; early identification of children likely to have reading problems; assessment of change in cognitive
functioning over time and/or with therapy in individuals who have traumatic, vascular, neoplastic, and other
brain insults; and assessment of recovery from closed-head injury.
0D-4696-KT SDMT Kit (includes SDMT Manual and 25 AutoScore Test Forms)..........................................................................$106.00
0D-4697-TM SDMT Manual................................................................................................................................................................60.00
0D-4698-AS SDMT AutoScore Test Forms (pkg/25)..........................................................................................................................53.00
Detects cognitive impairment

in less than 5 minutes.
Purpose: Screen for organic
cerebral dysfunction
in both children and
adults

Age: Children 8-17 years;

Adults 18-78 years

Time: 5 minutes
103
The NAB Provides an Efficient, Comprehensive Assessment

of Attention, Language, Memory, Spatial Processing,
and Executive Functions in Less Than 4 Hours...
Neuropsychological Assessment Battery (NAB)

Robert A. Stern, PhD and Travis White, PhD
NAB Record Forms include all

necessary administration and
scoring instructions, eliminating
the common difficulty imposed by
having to refer to separate test
administration manuals for
administration and scoring
instructions.
Purpose: Assess a wide range
of cognitive skills and
functions

Age: 18-97 years
The NAB is a comprehensive, modular battery of

33 neuropsychological tests developed to assess
a wide array of cognitive skills and functions in
adults (ages 18-97 years) with known or suspected
disorders of the central nervous system. The NAB
consists of six modules: a Screening Module and
five domain-specific modulesAttention, Language,
Memory, Spatial, and Executive Functions. Each of
the six NAB modules is self-contained and may be
administered independently of the other modules.
The NAB now may be purchased by individual
module kits versus packaged as a complete kit,
allowing the clinician increased flexibility to focus on
specific areas of concern. Additionally, each NAB
module has two equivalent, parallel forms (Form 1
and Form 2) that were created and normed simultaneously with identical task/content specifications
and development methodology. Equivalent forms of
the NAB were developed to facilitate reevaluation
while simultaneously avoiding practice effects that

often limit interpretation of other test forms with no
adequate equivalent forms. The two forms have
excellent equivalent-form reliability, as well as good
temporal stability for a 6-month test-retest interval.
Each of the five domain-specific NAB Modules
includes a Daily Living test designed to be multifactorial in nature and related to real-world tasks of
everyday living. Daily Living assessments include
such tests as a Bill Payment test to help determine
difficulties with auditory and reading comprehension,
writing skills, simple calculations, and speech output;
a Medication Instruction test to help determine
if an individual can learn and remember dosing
instructions for medications prescribed by his/her
physician; and a Judgment test that helps evaluate
problem-solving capabilities, knowledge of important
aspects of home safety and health/medical issues,
and decisional capacity.
Admin: Individual

Time: Complete battery:

3 hours and 40
minutes; Screening,
Attention, and
Memory Modules:
45 minutes each;
Language Module:
35minutes; Executive
Functions Module:
30 minutes; Spatial
Module: 25 minutes;
Five main modules:
3hours
Note:
See page 107 for Qualification Levels.
Individual NAB tests now are available.
See pages 108-115.
104
A Closer Look at the NAB...

The NAB offers the combined strengths of both
flexible battery and fixed battery approaches to
neuropsychological test selection and assessment.
The separate Screening Module saves time and
facilitates a more focused examination.
All NAB tests were standardized on the same
sample of more than 1,400 healthy adults.
The NAB provides both demographically corrected
and U.S. Census-matched norms.
Two parallel, equivalent forms for each of the 33
NAB tests allow for reevaluation with reduced
practice effects.
The NAB has excellent psychometric properties.

Each NAB Module includes a Daily Living test that
is multifactorial in nature and relates to real-world,
everyday living tasks.
The NAB provides both quantitative summary
scores and standardized measures of qualitative
features.
The NAB is simple to learn and easy to administer.
A DVD training program in administration and
scoring is included with every NAB Kitat no
additional cost!
NAB Modules Provide the Flexibility Needed to Help

You Meet the Time Constraints and the Different
Areas of Clinical Focus Required for Each Individual
Development of the NAB was made possible and funded in part by Grants 1 R43
MH58501-01 and 2 R44 MH58501-02 from the National Institute of Mental Health.
The NAB Screening Module helps to generate initial hypotheses

regarding differential diagnosis and treatment recommendations and
provides an estimate of the examinees functioning in a particular domain
when more in-depth examination is either not warranted or not possible.
It takes 45 minutes to administer.
The NAB Attention Module provides a marker of an individuals
attentional capacity, working memory, psychomotor speed, selective
attention, divided attention, and information processing speed.
Examination of an individuals performance on the NAB Attention Module
will provide clinically useful information for patients with traumatic
brain injury; disorders involving the subcortical, frontostriatal systems,
and/or brainstem (e.g., Parkinsons disease, Huntingtons disease,
HIV-associated cognitive-motor disorders, multiple sclerosis); anxiety
disorders; and adult residual attention-deficit/hyperactivity disorder.
Ittakes 45 minutes to administer.
The NAB Language Module provides a marker of the severity of
aphasia and related disorders of language production, comprehension,
and word-finding. Examination of an individuals performance on the NAB
Language Module will provide clinically useful information for patients
with expressive/Brocas/nonfluent aphasia, receptive/Wernickes/fluent
aphasia, or anomia. It takes 35 minutes to administer.
The NAB Spatial Module provides a marker of the examinees visuo
perceptual skills, attention to visual detail, visuoconstruction, right-left
orientation, topographical orientation, and visual scanning. Examination
of an individuals performance on the NAB Spatial Module will provide
clinically useful information for patients with a lesion in the right
hemispheric parietal lobe, frontal systems involvement, and/or occipital
lobe involvement. It takes 45 minutes to administer.
The NAB Memory Module provides a marker of an individuals verbal

explicit learning, visual explicit learning, verbal delayed free recall, visual
delayed recognition memory, and verbal explicit learning and recognition
of information likely to be encountered in day-to-day living. Examination
of an individuals performance on the NAB Memory Module will provide
clinically useful information for patients with Alzheimers disease,
frontotemporal dementia, strokes or aneurysms involving the anterior
communicating artery, hypoxia/anoxia, Korsakoffs syndrome, traumatic
brain injury, neurotoxic exposure, electroconvulsive therapy, major
depression, mesial temporal sclerosis, herpes encephalitis, and other
lesions (e.g., vascular, degenerative, epileptic, neoplastic, traumatic,
metabolic, surgical) involving mesial temporal lobe structures. It takes
45minutes to administer.
The NAB Executive Functions Module provides a marker of
planning, engaging with others effectively, problem solving, successfully
interacting with the environment to get ones needs met, judgment,
conceptualization, cognitive response set, mental flexibility, verbal
fluency, and generativity. Examination of an individuals performance
on the NAB Executive Functions Module will provide clinically useful
information for patients with traumatic brain injury, stroke, tumor,
hypoxia/anoxia, degenerative disease (e.g., Parkinsons disease, Picks
disease, frontotemporal dementia, Huntingtons disease, advanced
Alzheimers disease), attention-deficit/hyperactivity disorder, depression,
schizophrenia, obsessive-compulsive disorder, metabolic disorders
(e.g.,Graves hyperthyroidism, hypothyroidism), and other lesions
(including vascular, degenerative, epileptic, neoplastic, traumatic,
metabolic, surgical). It takes 30 minutes to administer.
105
Each NAB Module Has Two Equivalent,

Parallel Forms to Facilitate Reevaluation
While Avoiding Practice Effects...
NAB Scores
Depending on which modules are administered, the NAB yields a

variety of different scores. Each NAB test (with the exception of the
Screening and Attention Modules Orientation test and the Language
Module Reading Comprehension test) results in one or more
primary test scores and, in some cases, additional secondary and/or
descriptive test scores. For the Screening Module, selected primary
test T scores are summed to obtain each of the Screening Domain
scores (e.g., the two Screening Language test scores compose the
Screening Language Domain score). The five Screening Domain
scores are summed to obtain the Total Screening Index score.
For each main module, a module Index score is calculated from
the sum of selected primary T scores from that module; this score
summarizes the examinees performance on that module. The Total
NAB Index is based on the sum of the five main module Index
scores, representing the examinees overall performance on the NAB.
The Neuropsychological Assessment Battery Software Portfolio
(NAB-SP) provides unlimited scoring and report generation after
hand-entry of an individuals NAB test scores.
NAB Reliability and Validity Studies
In addition to the standardization study of more than 1,400 adults, the

NAB has undergone extensive reliability studies, including equivalent
form, interrater, 6-month test-retest, and internal consistency.
The two forms of the NAB were found to be highly equivalent in an
equivalent-form reliability study (n = 50). Interrater reliability studies
conducted on those NAB tests that require more subjective scoring
indicated excellent agreement. A 6-month test-retest study (n =95)
resulted in very good temporal stability and provides important
practice-effect information. Internal consistency analyses also indicate
excellent reliability. The reliability estimates for the NAB Index scores
are excellent. For example, the reliability coefficient for the Total NAB
Index score is .96.
Extensive validation evidence has been established through both
exploratory and confirmatory factor analyses, criterion validity investigations, and several clinical validation studies (including separate
studies involving groups of patients with dementia, aphasia, traumatic
brain injury, attention-deficit/hyperactivity disorder, multiple sclerosis,
and HIV/AIDS). Additional validity studies included a comparison of
the NAB with measures of functional independence in an inpatient
rehabilitation hospital and an investigation involving a group of simulated malingerers who received the NAB, along with several existing
measures of symptom validity.
Using the NAB in Your Practice
As a comprehensive neuropsychological test battery, the NAB is

appropriate for outpatient evaluation, forensic examination, large-scale
research studies, and many other clinical and research applications.
Because of its modular flexibility, its potential for focused and shorter
examination times, and the ability to use the Screening Module on its
own, the NAB also is appropriate for inpatient bedside consultations,
interdisciplinary team evaluations, memory disorder clinic examinations, and focused research investigations, among other purposes.
The NAB allows for both flexible battery and fixed battery approaches
to assessment. You can administer the entire NAB, selected modules,
or individual NAB tests based on specific needs, examination focus,
and referral question(s). Standardized administration and scoring procedures across all tests enhance the consistency and interpretability
of test scores. The NAB is unique among modern neuropsychological
test batteries in that all of the tests in all of the modules have been
co-normed on the same individuals.
NAB Software Portfolio (NAB-SP)
The NAB-SP automates many of the steps involved in calculating raw

scores as well as obtaining normative scores (e.g., z scores, Tscores,
percentiles) and generating profiles, all in a fraction of the time
required by hand scoring. It includes built-in, easy-to-use report editing
features, and it generates profile graphs with the ability to overlay
profiles from prior NAB administrations for a specific client. Reports
can be exported to common word processing programs, and client
data can be exported to many spreadsheet and database programs.
The NAB-SP now includes the NAB Main Modules Primary Score
Report. Visit www.parinc.com to download a patch for your existing
NAB-SP to enable it to produce this report.
NAB Training Program on DVD
The Training Program on the Administration and Scoring of the NAB

Module Kit is designed to facilitate learning the correct administration
and scoring procedures for the NAB Module you have purchased. The
specific module DVD contains an overview of the module you ordered;
it is organized into chapter titles that correspond to the individual
tests within the module, thus facilitating easy navigation to information about a specific test. Each chapter includes an overview of the
specific test followed by a demonstration of a standard administration.
Procedures for recording and scoring responses also are described. A
set of completed NAB Record Forms and Response Booklets for the
specific module you ordered, corresponding to the actual administration shown in the video clips, is included with the DVD set. In addition,
the Screening Module DVD is included as a complimentary bonus
because it includes an overview of the entire NAB. Together, these
materials facilitate learning the correct administration, recording, and
scoring procedures.
106
The NAB Provides Flexibility of Administration...

NAB Complete Kit
Memory Module
0D-5499-KT

0D-5585-KT
NAB Complete Kit (includes 33 tests)

Kit Value: $3,701.00 Kit Price...............................................$2,995.00
NAB Screening Kit

0D-5500-KT

NAB Screening Module Kit (includes 12 tests)

Kit Value: $1,306.00 Kit Price..................................................$825.00
NAB Form 1 Kit

0D-5501-KT

NAB Form 1 Kit (includes 33 testsForm 1)

Screening Module
0D-5500-KT
NAB Screening Module Kit (includes NAB Manuals

[Administration, Scoring, and Interpretation; Psychometric and
Technical; Demographically Corrected Norms; U.S. CensusMatched Norms], Screening Module Form 1 [Stimulus Book,
25 Record Forms, 25 Response Booklets, 2 Scoring Templates],
Screening Module Form 2 [Stimulus Book, 25 Record Forms,
25 Response Booklets, 2 Scoring Templates], 2 Sets of
Manipulatives, NAB-SP with On-Screen Help and Quick
Start Guide, Screening Video Training ProgramDVD, and an
attach case)

Kit Value: $1,306.00 Kit Price..................................................$825.00
0D-5092-TC Form 1 Screening Module Stimulus Book......................................130.00
0D-5104-RF Form 1 Screening Module Record Forms (pkg/25)..........................94.00
0D-5106-RF Form 1 Screening Module Response Booklets (pkg/25)..................52.00
0D-5125-SK Form 1 Screening Scoring Templates..............................................10.00
0D-5093-TC Form 2 Screening Module Stimulus Book......................................130.00
0D-5105-RF Form 2 Screening Module Record Forms (pkg/25)..........................94.00
0D-5107-RF Form 2 Screening Module Response Booklets (pkg/25)..................52.00
0D-5126-SK Form 2 Screening Scoring Templates..............................................10.00
0D-5171-EQ NAB Manipulatives (set of 2)............................................................30.00
Note: See page 109 for more information on the NAB Screening Module.
Attention Module
0D-5583-KT
0D-5094-TC
0D-5108-RF
0D-5110-RF
0D-5127-SK
0D-5095-TC
0D-5109-RF
0D-5111-RF
0D-5128-SK
NAB Attention Module Kit (includes Attention Module Form 1

[Stimulus Book, 25 Record Forms, 25 Response Booklets,
3 Scoring Templates], Attention Module Form 2 [Stimulus Book,
25 Record Forms, 25 Response Booklets, 3 Scoring Templates],
NAB-SP with On-Screen Help and Quick Start Guide, and
Video Training ProgramDVD)....................................................$470.00
Form 1 Attention Module Stimulus Book........................................130.00
Form 1 Attention Module Record Forms (pkg/25)............................52.00
Form 1 Attention Module Response Booklets (pkg/25)....................52.00
Form 1 Attention Scoring Templates................................................15.00
Form 2 Attention Module Stimulus Book........................................130.00
Form 2 Attention Module Record Forms (pkg/25)............................52.00
Form 2 Attention Module Response Booklets (pkg/25)....................52.00
Form 2 Attention Scoring Templates................................................15.00
Language Module
0D-5584-KT
0D-5096-TC
0D-5112-RF
0D-5114-RF
0D-5097-TC
0D-5113-RF
0D-5115-RF
NAB Language Module Kit (includes Language Module Form 1

[Stimulus Book, 25 Record Forms, 25 Response Booklets],
Language Module Form 2 [Stimulus Book, 25 Record Forms,
25 Response Booklets], NAB-SP with On-Screen Help and
Quick Start Guide, and Video Training ProgramDVD)...............$460.00
Form 1 Language Module Stimulus Book......................................130.00
Form 1 Language Module Record Forms (pkg/25)..........................62.00
Form 1 Language Module Response Booklets (pkg/25)..................52.00
Form 2 Language Module Stimulus Book......................................130.00
Form 2 Language Module Record Forms (pkg/25)..........................62.00
Form 2 Language Module Response Booklets (pkg/25)..................52.00
0D-5098-TC
0D-5116-RF
0D-5099-TC
0D-5117-RF
NAB Memory Module Kit (includes Memory Module Form 1

[Stimulus Book, 25 Record Forms], Memory Module Form 2
[Stimulus Book, 25 Record Forms], NAB-SP with On-Screen
Help and Quick Start Guide, and Video Training
ProgramDVD).............................................................................$460.00
Form 1 Memory Module Stimulus Book.........................................180.00
Form 1 Memory Module Record Forms (pkg/25).............................62.00
Form 2 Memory Module Stimulus Book.........................................180.00
Form 2 Memory Module Record Forms (pkg/25).............................62.00
Note: See page 110 for more information on the stand-alone NAB Memory Module with
new Professional Manual.
Spatial Module
0D-5586-KT
NAB Spatial Module Kit (includes Spatial Module Form 1

[Stimulus Book, 25 Record Forms, Map], Spatial Module Form
2 [Stimulus Book, 25 Record Forms, Map], 2 Sets of
Manipulatives, NAB-SP with On-Screen Help and Quick
Start Guide, and Video Training ProgramDVD).........................$395.00
0D-5100-TC Form 1 Spatial Module Stimulus Book...........................................125.00
0D-5118-RF Form 1 Spatial Module Record Forms (pkg/25)...............................52.00
0D-4973-EQ Form 1 Spatial Module Map.............................................................15.00
0D-5101-TC Form 2 Spatial Module Stimulus Book...........................................125.00
0D-5119-RF Form 2 Spatial Module Record Forms (pkg/25)...............................52.00
0D-4974-EQ Form 2 Spatial Module Map.............................................................15.00
0D-5171-EQ NAB Manipulatives (set of 2)............................................................30.00
Executive Functions Module

0D-5587-KT
0D-5102-TC
0D-5120-RF
0D-5122-RF
0D-5103-TC
0D-5121-RF
0D-5123-RF
NAB Executive Functions Module Kit (includes Executive

Functions Module Form 1 [Stimulus Book, 25 Record Forms,
25 Response Booklets], Executive Functions Module Form 2
[Stimulus Book, 25 Record Forms, 25 Response Booklets],
NAB-SP with On-Screen Help and Quick Start Guide, and
Video Training ProgramDVD)....................................................$345.00
Form 1 Executive Functions Module Stimulus Book........................78.00
Form 1 Executive Functions Module Record Forms (pkg/25)..........52.00
Form 1 Executive Functions Module Response Booklets
(pkg/25)............................................................................................52.00
Form 2 Executive Functions Module Stimulus Book........................78.00
Form 2 Executive Functions Module Record Forms (pkg/25)..........52.00
Form 2 Executive Functions Module Response Booklets
(pkg/25)............................................................................................52.00
Manuals
0D-5088-TM NAB Administration, Scoring, and Interpretation Manual
(152 pages)....................................................................................$90.00
0D-5089-TM NAB Psychometric and Technical Manual (307 pages)...................90.00
0D-5091-TM NAB Demographically Corrected Norms Manual (720 pages).......145.00
0D-5090-TM NAB U.S. Census-Matched Norms Manual (216 pages).................90.00
Additional Materials
0D-5124-PF
0D-5172-EQ
0D-5429-VT
0D-5430-VT
Score Summary/Profile Forms (pkg/50).........................................$52.00

Attach Case....................................................................................35.00
NAB Video Training ProgramDVD...............................................150.00
NAB Screening Video Training ProgramDVD................................25.00
NAB Software Portfolio

0D-6117-CP
0D-6117-CV
NAB-SPCD-ROM (includes On-Screen Help and Quick

Start Guide)..................................................................................$229.00
NAB-SP Software ConversionCD-ROM (For prior purchasers
only).................................................................................................50.00
Requirements: Windows 2000/XP/Vista/ 7; NTFS file system; CD-ROM drive for

installation; Internet connection or telephone for software activation;
DVD player for training program videos
Note: If you are purchasing a NAB module kitwith the exception of the Screening Module and the new stand-alone Memory Modulewe strongly recommend that you also
purchase the NAB Administration, Scoring, and Interpretation Manual (item #0D-5088-TM) and the NAB Demographically Corrected Norms Manual (item #0D-5091-TM).
All kits include the NAB Video Training Program DVD and the NAB-SP.
NAB Complete Kit, NAB Form 1 Kit, Kits and components of Attention, Memory, Spatial, and Executive Functions Modules,
Score Summary/Profile Forms, and NAB Video Training Program on DVD
NAB Screening Kit, 4 NABManuals, Screening Module Kit and components, NAB-SP, and NAB Screening Video Training
Programon DVD
NAB Language Module Kit and components
107
Many NAB Tests Now Are Available

as Stand-Alone Instruments...
Because of high demand for the individual tests within the
Neuropsychological Assessment Battery (NAB) modules,
many have been made available as self-contained tests.
See pages 109-115 or visit our Web site,
www.parinc.com, for more information.
108
NAB Naming Test

Formerly available only as part of the NAB Language Module, the NAB Naming Test now is available as a
stand-alone assessment. This instrument is designed to highlight deficits in visual confrontation naming skills
and to identify aphasia. Additionally, it may be helpful in evaluating progress in aphasic patients who are
undergoing rehabilitation. The examinee is shown a series of images and asked to name the object in the
picture.
Brief 31-item assessment quickly provides necessary information.
A detailed Record Form guides you through semantic and phonemic cueing, if necessary, to further evaluate
the patients abilities. All of the administration instructions and essential scoring information are included on the
Record Form, making it easy to administer in clinical settings.
An equivalent parallel form reduces the likelihood of practice effects and allows for repeat testing, making the NAB
Naming Test ideal for use in speech/language and/or rehabilitation settings where progress is monitored over the
course of treatment.
A new stand-alone Professional Manual contains information regarding the NAB Naming Tests background,
administration, interpretation, standardization, reliability, and validity.
The NAB Naming Test was standardized using a large, demographically corrected normative sample.
The incorporation of digital photographs enhances the ecological validity of the instrument by providing visual
depictions that appear more realistic than the line drawings used by similar instruments.
0D-6429-KT
NAB Naming Test Combination KitForms 1 and 2 (includes NAB Naming Test Professional Manual, 25 Form 1
Record Forms, 25 Form 2 Record Forms, 1 Form 1 Stimulus Book, and 1 Form 2 Stimulus Book)

Kit Value: $245.00
Kit Price...........................................$220.00
0D-6430-TM NAB Naming Test Professional Manual.........................................................................................................................45.00
0D-6433-TC NAB Naming Test Form 1 Stimulus Book......................................................................................................................65.00
0D-6431-RF NAB Naming Test Form 1 Record Forms (pkg/25)........................................................................................................35.00
0D-6434-TC NAB Naming Test Form 2 Stimulus Book......................................................................................................................65.00
0D-6432-RF NAB Naming Test Form 2 Record Forms (pkg/25)........................................................................................................35.00
Unlike other visual confrontation

instruments, the NAB Naming Test
is sensitive to naming deficits
but has also shown stability
across examinees levels of
educational attainment.
Purpose: Evaluates an
individuals naming
abilities and facilitates
identification of
aphasia

Age: 18-97 years
Admin: Individual

Time: 10-15 minutes
NAB Screening Module Kit

The NAB Screening Module helps to generate initial hypotheses regarding differential diagnosis and treatment recommendations, and provides an estimate of the examinees functioning in a particular domain when
more in-depth examination is either not warranted or not possible.
Average alpha coefficients for test scores from both Form 1 and Form 2 of the Screening Module range
from moderate to strong. Composite reliabilities are high for all of the Screening Module Domain scores
(e.g.,Screening Attention Domain r = .91; Screening Executive Functions r = .86), and the Total Screening
Index (.80). Over a 6-month interval, test-retest stability of the Screening Module test and domain scores also
is strong.
To examine convergent validity, a subgroup of the standardization sample was assessed with external measures of cognitive functioning including the Mini-Mental State Examination (MMSE) and selected scores
The NAB is unique among modern
from the Repeatable Battery of Neuropsychological Status (RBANS).
neuropsychological test batteries
in that all of the tests in all of
Among a sample of patients with dementia, the Screening Attention Domain score correlate strongly with
the modules, including the NAB
the Dementia Rating Scale-2 (DRS-2 ) Attention Scale Score (r = .84). In a separate study, the Screening
Screening Module, have been
Language Domain was found to correlate strongly (r = .78) with the Boston Naming Test (BNT) among
co-normed on the same individuals.
patients with aphasia.
0D-5500-KT
NAB Screening Module Kit (includes NAB Manuals [Administration, Scoring, and Interpretation; Psychometric
and Technical; Demographically Corrected Norms; U.S. Census-Matched Norms], Screening Module
Form 1 [Stimulus Book, 25 Record Forms, 25 Response Booklets, 2 Scoring Templates], Screening Module
Form 2 [Stimulus Book, 25 Record Forms, 25 Response Booklets, 2 Scoring Templates], 2 Sets of Manipulatives,
NAB-SP with On-Screen Help and Quick Start Guide, Screening Video Training ProgramDVD, and an
Attach Case)
Kit Value: $1,306.00
Kit Price...........................................$825.00
Requirements:
software activation; DVD player for
training program video
109
The NAB Memory Module Provides You

With a Significant Competitive Edge for Less...
Now available as a complete stand-alone kit, the

NAB Memory Module measures explicit verbal and
visual learning and memory through four primary
tests: (a) List Learning, (b) Shape Learning, (c)
Story Learning, and (d) Daily Living Memory. One
of the five main modules of the Neuropsychological
Assessment Battery, the NAB Memory Module
is ideally suited to stand on its own as a comprehensive assessment of memory complaints
Includes a new Professional Manual that involves testing of encoding skills, retention,
retrieval, and recognition. Each skill set in the NAB
that focuses only on the Memory
Module and includes new research. Memory Module represents an important area
Costs less than other memory
of possible cognitive impairment with potentially
assessments and quickly provides differing etiologies, whether due to neuropsychologia comprehensive evaluation of
cal disorders or normal age effects, and differing
memory and learning skills.
associated treatment and management strategies.
Discrepancies in performance among these areas
individuals memory
and learning skills
may shed light on the exact deficit present in the

Age: 18-97 years
individual. Economical and efficient, the module was
designed to be an extensive memory and learning
Admin: Individual
skills evaluation, with typical administration taking
Time: 45 minutes
only 45 minutes.
Requirements:
software activation; DVD player for
training program video
110
Special Features of the

NAB Memory Module
New Professional Manual focuses only on the
Memory Module and includes new research
completed since its initial release as part of the
comprehensive NAB.
Detailed Record Forms are designed to guide you
through administration with ease. Stimulus Books are
durable, colorful, and easily portable.
Hierarchal score structure (i.e., index, primary,
secondary, and descriptive scores) allows for detailed
interpretation of results.
Base rates of reliable change scores and critical
values enable you to track progress or decline over
time.
The Training DVD enables you to quickly learn how to
administer and score the measure.
The NAB Memory Module Scoring Program (NAB
Memory Module-SP) automates scoring and score
conversions (e.g., raw scores to zscores, z scores
to T scores, T scores to percentiles) and generates
Score Summary Tables and a ScoringProfile.
An equivalent parallel form reduces the likelihood
of practice effects and allows for repeat testing to
evaluate progress during or following rehabilitation.
Examination of an individuals performance on the
NAB Memory Module provides clinically useful
information for patients with Alzheimers disease,

frontotemporal dementia, strokes or aneurysms
involving the anterior communicating artery, hypoxia/
anoxia, Korsakoffs syndrome, traumatic brain injury,
neurotoxic exposure, electroconvulsive therapy,
major depression, mesial temporal sclerosis, herpes,
encephalitis, and other lesions (e.g., vascular,
degenerative, epileptic, neoplastic, traumatic,
metabolic, surgical) involving mesial temporal lobe
structures.
The composite reliability coefficient for the Memory
Index is .93. Over a 6-month interval, test-retest
reliability of the secondary scores was strong, with
the median percentage agreement coefficient for
correct classifications at 91.6% based on both age
groups.
To examine convergent validity, a subgroup of the
standardization sample was assessed with selected
criterion measures of memory, including the Wechsler
Memory Scale3rd Ed. (WMS-III), the California
Verbal Learning Test, 2nd Ed. (CVLT-II), and the
Repeatable Battery of Neuropsychological Status
(RBANS).
Among a sample of patients with dementia, Memory
Module primary and index scores correlated highly
with the Dementia Rating Scale2 (DRS2)
Memory subscale age-corrected scale score
(e.g.,Daily Living Memory Delayed Recall r = .88). In
addition, the Memory Index correlated highly with the
DRS-2 Memory subtest raw score (r = .85).
0D-6480-KT

0D-6481-KT

0D-6482-TM
0D-6483-CP
0D-5098-TC
0D-5116-RF
0D-5099-TC
0D-5117-RF
NAB Memory Module Combination Kit

Forms 1 and 2 (includes NAB Memory
Module Professional Manual, 1 Form 1
Stimulus Book, 1 Form 2 Stimulus Book,
25 Form 1 Record Forms, 25 Form 2
Record Forms, NAB Memory Module-SP
with Quick Start Guide and On-Screen
Help, and Memory Module Training
ProgramDVD)
NAB Memory Module Form 1 Kit (includes
NAB Memory Module Professional
Manual, 1 Form 1 Stimulus Book,
25 Form 1 Record Forms, NAB Memory
Module-SP with Quick Start Guide and
On-Screen Help, and Memory Module
Training ProgramDVD)
NAB Memory Module Professional Manual.......65.00
NAB Memory Module-SPCD-ROM.............. 99.00
NAB Memory Module Form 1 Stimulus
Book............................................................. 180.00
NAB Memory Module Form 1 Record Forms
(pkg/25).......................................................... 62.00
NAB Memory Module Form 2 Stimulus
Book............................................................. 180.00
NAB Memory Module Form 2 Record Forms
(pkg/25).......................................................... 62.00
NAB Mazes Test

One of the tests that make up the NAB Executive Functions Module, the NAB Mazes Test now is available as
an independent assessment. The NAB Mazes Test measures planning and foresightaspects of executive
function that are frequently impaired in patients with frontal lobe dysfunction. The measure quickly assesses
planning and organizational skills through maze-tracing tasks that traditionally have been found to be sensitive to frontal lobe lesions.
Consists of seven mazes that become progressively more difficult, allowing you to score the mazes based on
completeness and completion time.
A detailed Record Form guides you through the measure, making it quick, efficient, and easily portable.
Equivalent, parallel forms allow for ease of retesting and reduce the likelihood of practice effects.
Designed to avoid both floor
and ceiling effects found
in existing maze tests.

0D-6566-KT
NAB Mazes Test Combination KitForms 1 and 2 (includes NAB Mazes Test Professional Manual, 25 Form 1
Record Forms, 25 Form 2 Record Forms, 25 Form 1 Response Booklets, and 25 Form 2 Response Booklets)

Kit Value: $197.00
Kit Price...........................................$175.00
0D-6567-TM NAB Mazes Test Professional Manual...........................................................................................................................45.00
0D-6568-RF NAB Mazes Test Form 1 Record Forms (pkg/25)..........................................................................................................41.00
0D-6570-TB NAB Mazes Test Form 1 Response Booklets (pkg/25)..................................................................................................35.00
0D-6569-RF NAB Mazes Test Form 2 Record Forms (pkg/25)..........................................................................................................41.00
0D-6571-TB NAB Mazes Test Form 2 Response Booklets (pkg/25)..................................................................................................35.00
individuals planning,
foresight, and
organizational
abilities

Age: 18-97 years
Admin: Individual

Time: 20-25 minutes
NAB Categories Test

Now available as a self-contained instrument, the NAB Categories Test is a classification and categorization task designed to evaluate concept formation, cognitive response set, mental flexibility, novel problem
solving, and generativity. One of the tests that makes up the NAB Executive Functions Module, the measure
is sensitive to frontal systems dysfunction. The NAB Categories Test has an alternate form that reduces the
likelihood of practice effects, no cumbersome manipulatives, and face-valid and visually attractive stimuli.
Unlike many existing instruments, the measure incorporates both visual and verbal information, resulting in
richer data about the examinees response style and abilities.
The Record Form provides all essential administration instructions, allowing the examiner optimal portability and
flexibility in a variety of evaluation settings.
Examinees are asked to generate as many different two-group categories as they can based on photographs and
verbal information.
Visual stimuli are displayed on durable cards that present six boxes containing a photograph of a person and his
or her identifying information. Each card is brightly colored to aid in engaging the examinee as well as in capturing
and maintaining his or her attention.
0D-6572-KT
NAB Categories Test Combination KitForms 1 and 2 (includes NAB Categories Test Professional Manual,
25 Form 1 Record Forms, 25 Form 2 Record Forms, 1 Set of Form 1 Panel Cards, and 1 Set of Form 2 Panel Cards)

Kit Value: $135.00
Kit Price...........................................$125.00
0D-6573-TM NAB Categories Test Professional Manual....................................................................................................................45.00
0D-6574-RF NAB Categories Test Form 1 Record Forms (pkg/25)...................................................................................................35.00
0D-6576-TC NAB Categories Test Form 1 Panel Cards (set of 2).....................................................................................................10.00
0D-6575-RF NAB Categories Test Form 2 Record Forms (pkg/25)...................................................................................................35.00
0D-6577-TC NAB Categories Test Form 2 Panel Cards (set of 2).....................................................................................................10.00
Features equivalent parallel

forms that reduce the
likelihood of practice effects.
individuals cognitive
flexibility and concept
formation

Age: 18-97 years
Admin: Individual

Time: 10-15 minutes
111
NAB Visual Discrimination Test

One of the tests that make up the NAB Spatial Module, the NAB Visual Discrimination Test now is available
as a stand-alone assessment. The task evaluates deficits in visual perception using stimuli that are not easily
verbally encoded. Administration of the assessment is relatively brief and straightforward, incorporating a
match-to-target paradigm that is commonly used to measure visual perception.
Unlike assembly tasks, the NAB

Visual Discrimination Test does
not require motor output or
organization of spatial information;
it primarily depends
on visuoperceptual skills.
Purpose: Evaluate visual
perceptual accuracy

Age: 18-97 years
Admin: Individual

Eighteen-item task requires the examinee to match a target visual design from an array of four similar designs.
Colorful abstract designs maintain examinee engagement.
A detailed Record Form guides you through the measure, making it quick, efficient, and easily portable for use in a
variety of settings.
0D-6628-KT
NAB Visual Discrimination Test Combination KitForms 1 and 2 (includes NAB Visual Discrimination Test
Professional Manual, 25 Form 1 Record Forms, 25 Form 2 Record Forms, Form 1 Stimulus Book,
and Form 2 Stimulus Book)

Kit Value: $225.00
Kit Price...........................................$205.00
0D-6629-TM NAB Visual Discrimination Test Professional Manual....................................................................................................45.00
0D-6630-RF NAB Visual Discrimination Test Form 1 Record Forms (pad/25)...................................................................................30.00
0D-6632-TC NAB Visual Discrimination Test Form 1 Stimulus Book.................................................................................................60.00
0D-6631-RF NAB Visual Discrimination Test Form 2 Record Forms (pad/25)...................................................................................30.00
0D-6633-TC NAB Visual Discrimination Test Form 2 Stimulus Book.................................................................................................60.00
Time: 10-15 minutes
NAB Design Construction Test

Now available as a stand-alone assessment, the NAB Design Construction Test represents an important
tool in identifying difficulties with visuoconstruction associated with a variety of disorders. The measure
evaluates difficulties with visuoconstruction through a brief eight-item assembly task in which the examinee
is presented with two-dimensional visual stimuli (i.e.,tangrams) and asked to use plastic geometric shapes
(i.e., tans) to reproduce each stimulus.
Aids in evaluating difficulties with

visuoconstruction skills involving
the diverse areas of the brain
that may have been affected by
stroke, traumatic brain injury,
tumor, Alzheimers disease,
frontotemporal dementia, and
diffuse Lewy body disease.
Purpose: Evaluate
difficulties with
visuoconstruction

A Record Form, Stimulus Book, and tans are all that is needed to administer and score the test.
The detailed Record Form guides you through the measure, making it quick and efficient for use in a variety of
settings.
0D-6642-KT
NAB Design Construction Test Combination KitForms 1 and 2 (includes NAB Design Construction Test
Professional Manual, 25 Form 1 Record Forms, 25 Form 2 Record Forms, Form 1 Stimulus Book, Form 2
Stimulus Book, and 1 Set of Manipulatives)

Kit Value: $235.00
Kit Price...........................................$210.00
0D-6643-TM NAB Design Construction Test Professional Manual.....................................................................................................45.00
0D-6644-RF NAB Design Construction Test Form 1 Record Forms (pkg/25)....................................................................................35.00
0D-6646-TC NAB Design Construction Test Form 2 Record Forms (pkg/25)....................................................................................45.00
0D-6645-RF NAB Design Construction Test Form 2 Record Forms (pkg/25)....................................................................................35.00
0D-6647-TC NAB Design Construction Test Form 2 Stimulus Book..................................................................................................45.00
0D-5171-EQ NAB Manipulatives (set of 2)..........................................................................................................................................30.00
Age: 18-97 years
Admin: Individual

Time: 15 minutes
112
NAB Numbers & Letters Test

One of the tests that make up the NAB Attention Module, the NAB Numbers & Letters Test is now available as a brief
stand-alone assessment. Administration is relatively short and straightforward, incorporating letter cancellation and
counting tasks to evaluate deficits in attention. The four subtests were developed to measure seven aspects of attention: sustained attention, psychomotor speed, selective attention, divided attention, information processing speed,
impulsivity, and disinhibition. The detailed Record Form guides examiners through the measure, allowing optimal
portability and flexibility in a variety of evaluation settings.
Equivalent, parallel forms allow for ease of retesting while reducing the likelihood of practice effects.
Developed with the entire Neuropsychological Assessment Battery on a large standardization sample
(1,448individuals).
Scoring Templates aid evaluators to quickly score the measure.
Although the four subtests have a

similar format, each has different
requirements and increasing
task demands that measure the
components of attention.

0D-6676-KT
NAB Numbers & Letters Test Combination KitForms 1 and 2 (includes NAB Numbers & Letters Test Professional
Manual, 25 Form 1 Record Forms, 25 Form 2 Record Forms, 25 Form 1 Response Booklets, 25 Form 2 Response
Booklets, set of 3 Form 1 Templates, and set of 3 Form 2 Templates)

Kit Value: $215.00
Kit Price...........................................$190.00
0D-6677-TM NAB Numbers & Letters Test Professional Manual.......................................................................................................45.00
0D-6678-RF NAB Numbers & Letters Test Form 1 Record Forms (pkg/25)......................................................................................35.00
0D-6679-RF NAB Numbers & Letters Test Form 2 Record Forms (pkg/25)......................................................................................35.00
0D-6680-TB NAB Numbers & Letters Test Form 1 Response Booklets (pkg/25)..............................................................................35.00
0D-6681-TB NAB Numbers & Letters Test Form 2 Response Booklets (pkg/25)..............................................................................35.00
0D-5127-SK NAB Attention Module Form 1 Templates (set of 3)......................................................................................................15.00
0D-5128-SK NAB Attention Module Form 2 Templates (set of 3)......................................................................................................15.00
Purpose: Evaluates deficits in

attention, inhibition,
and impulsivity

Age: 18-97 years
Admin: Individual

Time: 15-20 minutes
NAB Digits Forward/Digits Backward Test

Previously available only as part of the NAB Attention Module, the NAB Digits Forward/Digits Backward Test
is now available as an independent assessment. Administration is brief and straightforward, involving the oral
presentation of spans of digits in order to evaluate potential deficits in attention and working memory. The
measure has both a 7-item digits forward task and a 7-item digits backward task, each with its own individual
score. Because the two paradigms measure distinct function, the disparate scores allow for richer interpretation than that provided by similar assessment instruments on the market.
Equivalent, parallel forms allow for ease of retesting while reducing the likelihood of practice effects.
Developed with the entire Neuropsychological Assessment Battery on a large standardization sample
(1,448individuals).
The detailed Record Form guides examiners through the measure, allowing optimal portability and flexibility in a
variety of evaluation settings.
0D-6693-KT
NAB Digits Forward/Digits Backward Test Combination KitForms 1 and 2 (includes NAB Digits
Forward/Digits Backward Professional Manual, 25 Form 1 Record Forms, and 25 Form 2 Record Forms)

Kit Value: $115.00
Kit Price...........................................$105.00
0D-6694-TM NAB Digits Forward/Digits Backward Test Professional Manual...................................................................................45.00
0D-6695-RF NAB Digits Forward/Digits Backward Test Form 1 Record Form (pkg/25)....................................................................35.00
0D-6696-RF NAB Digits Forward/Digits Backward Test Form 2 Record Form (pkg/25)....................................................................35.00
A new stand-alone manual

contains information regarding
the tests background,
administration, scoring,
interpretation, reliability, and validity.
Purpose: Evaluates auditory
attentional capacity
and working memory
for orally presented
information

Age: 18-97 years
Admin: Individual

Time: 10-15 minutes
113
NAB Writing Test

The NAB Writing Test was created to quantify several major features of narrative writing, including legibility,
syntax, spelling, and conveyance of themes. Unlike other writing tests that simply ask the examinee to write
a single sentence, the NAB Writing Test provides a more complete sample of the many types of deficits
associated with agraphia. The measure presents examinees with a colorful stimulus picture printed on a
panel card and asks the examinee to write about what is going on in the scene. Scoring is relatively simple,
yet provides sensitive markers of legibility, syntax, spelling, and conveyance, increasing the likelihood of
identifying possible deficits.
Unlike similar writing
measures, the NAB Writing
Test provides both a qualitative
and a quantitative measure of
specific aspects of writing.
Purpose: Evaluates major
features of narrative
writing

Age: 18-97 years
Admin: Individual

Time: 5 minutes
The detailed Record Form guides examiners through the measure. The Record Form and Panel Card are all that is
necessary for administration, allowing optimal portability and flexibility in a variety of evaluation settings.
Two equivalent, parallel forms allow for ease of retesting and reduce the likelihood of practice effects.
The NAB Writing Test is one of six tests in the NAB Language Module, which serves as a marker of the severity of
aphasia and related disorders of language production, comprehension, and word-finding.
0D-6701-KT
NAB Writing Test Combination KitForms 1 and 2 (includes NAB Writing Test Professional Manual,
25 Form 1 Record Forms, 25 Form 2 Record Forms, Form 1 Panel Card, and Form 2 Panel Card)

Kit Value: $135.00
Kit Price:..........................................$125.00
0D-6702-TM NAB Writing Test Professional Manual..........................................................................................................................45.00
0D-6703-RF NAB Writing Test Form 1 Record Form (pkg/25)...........................................................................................................35.00
0D-6704-RF NAB Writing Test Form 2 Record Form (pkg/25)...........................................................................................................35.00
0D-6705-TC NAB Writing Test Form 1 Panel Card............................................................................................................................10.00
0D-6706-TC NAB Writing Test Form 2 Panel Card............................................................................................................................10.00

The NAB Orientation Test

measures orientation to self,
time, place, and situation.
Purpose: Assesses impaired
orientation

Age: 18-97 years
The NAB Orientation Test evaluates impaired orientation, one of the most common symptoms of a variety of
brain disorders and an important aspect of attention. A brief 16-item measure, the test consists of questions
relating to self, time, place, and situation. Scoring for the NAB Orientation Test was designed to be simple
and reliable while simultaneously providing sensitive markers to help you determine if further examination
within a specific domain of disorientation is needed. A Record Form conveniently provides all the materials
needed to administer and score the instrument.
Although the measure includes questions regarding orientation to time and place that are found in most mental status instruments, the NAB Orientation Test has the distinct advantage of being co-normed with the full
Neuropsychological Assessment Battery. Additionally, unlike similar measures that provide only one overall
score for orientation, the NAB Orientation Test provides four descriptive scores for each facet of orientation
(self, place, time, and situation).
The detailed Record Form guides examiners through the measure and provides optimum portability.
Excellent for use as a screening measure prior to further assessment, the NAB Orientation Test can be used in a
variety of settings to quickly assess disorientation.
Admin: Individual
0D-6749-KT

0D-6750-TM
0D-6751-RF
Time: 10 minutes
114
NAB Orientation Test Kit (includes NAB Orientation Test Professional Manual and 25 Record Forms)
Kit Value: $75.00
Kit Price:............................................$70.00
NAB Orientation Test Professional Manual....................................................................................................................45.00
NAB Orientation Test Record Forms (pad/25)...............................................................................................................30.00
NAB Auditory Comprehension Test

The NAB Auditory Comprehension Test was created to highlight deficits in auditory comprehension. Created
to be a comprehensive assessment of auditory comprehension, the measure incorporates most of the previously existing methods of assessment, including asking the examinee to answer questions, point to stimuli,
and engage in a paper-folding task. The NAB Auditory Comprehension Test includes six subtests, requiring
the examinee to perform various one- to four-step commands; answer questions pertaining to the concepts
of before/after, above/below, and right/left; point to and identify body parts; and answer yes/no questions.
The test can be completed in approximately 10-15 minutes, has an equivalent form available, and offers a
multi-method approach to assessing auditory comprehension deficits.
The detailed Record Form guides examiners through the measure. The Record Form, tear-off Stimulus Pad, and
This instrument is designed
Panel Cards are all that is necessary for administration, allowing optimal portability and flexibility in a variety of
to highlight deficits in auditory
evaluation settings.
comprehension and is an important
Two equivalent, parallel forms allow for ease of retesting and reduce the likelihood of practice effects.
component in assessing language
impairments and aphasia.
The NAB Auditory Comprehension Test is one of six tests in the NAB Language Module, which serves as a marker
of the severity of aphasia and related disorders of language production, comprehension, and word-finding.
Purpose: Assesses language
impairments,
aphasia, and
deficits in auditory
comprehension

0D-6715-KT
NAB Auditory Comprehension Test Combination KitForms 1 and 2 (includes NAB Auditory Comprehension
Test Professional Manual, 25 Form 1 Record Forms, 25 Form 2 Record Forms, 2 Stimulus Pads, 1 Set of
Form 1 Panel Cards, and 1 Set of Form 2 Panel Cards)

Kit Value: $165.00
Kit Price...........................................$155.00
0D-6716-TM NAB Auditory Comprehension Test Professional Manual..............................................................................................45.00
0D-6717-RF NAB Auditory Comprehension Test Form 1 Record Forms (pkg/25).............................................................................35.00
0D-6718-RF NAB Auditory Comprehension Test Form 2 Record Forms (pkg/25).............................................................................35.00
0D-6719-PF NAB Auditory Comprehension Test Stimulus Pad (pad/25)...........................................................................................15.00
0D-6721-TC NAB Auditory Comprehension Test Form 1 Panel Cards (set of 3)...............................................................................10.00
0D-6722-TC NAB Auditory Comprehension Test Form 2 Panel Cards (set of 3)...............................................................................10.00
Age: 18-97 years
Admin: Individual

Time: 10-15 minutes
PAR will consider requests for permission

to reproduce, modify, or translate all
or part of any copyrighted publication...
PAR encourages the use of our proprietary tests in research projects. However,
we do require that a formal written permission agreement be obtained
from us prior to beginning the work if a modified version (including
translations or use of tables, graphs, and/or text from the professional
manual) or only a portion of the test is needed. See page 266 for
information on obtaining written permission to use a translation, to
use any part of a test, to use a modified format of a test, to translate
a test into a language for which it is not currently available, or to
include a few sample items or other materials in a publication or
appendix of a dissertation or thesis.
Many of our products have already been translated into foreign
languages. These translations have been back-translated and
approved by the authors. See pages 267-269 for a list of
these products.
To obtain our Permission Request Form, please contact our Customer
Support Center by calling 1.800.331.8378 or 813.449.4065, e-mailing
custsup@parinc.com, or visiting our Web site at www.parinc.com.
115
Measure Cognition in Individuals Diagnosed

With Schizophrenia and Related Disorders
Research to Improve Cognition in Schizophrenia)
Consensus Cognitive Battery (MCCB)
Keith H. Nuechterlein, PhD and Michael F. Green, PhD
The MCCB assesses the

key separable cognitive
deficits of schizophrenia by
using tests experts selected
as best suited for this purpose.
Purpose: Measure cognition in
individuals diagnosed
with schizophrenia
and related disorders

Time: 60-90 minutes
Cognitive domain
Test
Description
Speed of Processing
Brief Assessment of Cognition

in Schizophrenia (BACS):
Symbol-Coding
Timed paper-and-pencil test in which respondent uses a key

to write digits that correspond to nonsense symbols
Category Fluency: Animal

Naming
Oral test in which respondent names as many animals as

she/he can in 1 minute
Trail Making Test: Part A
Timed paper-and-pencil test in which respondent draws

a line to connect consecutively numbered circles placed
irregularly on a sheet of paper
Attention/Vigilance
Continuous Performance
TestIdentical Pairs (CPT-IP)
Computer-administered measure of sustained attention in

which respondent presses a response button to consecutive
matching numbers
Working Memory
(nonverbal)
Wechsler Memory Scale

3rd Ed. (WMS-III):
Spatial Span
Letter-Number Span
Using a board on which 10 cubes are irregularly spaced,

respondent taps cubes in same (or reverse) sequence as
test administrator
Orally administered test in which respondent mentally
reorders strings of numbers and letters and repeats them to
administrator
Requirements:
Windows XP or Vista (not for use
with Windows 98 or earlier versions);
CDROM drive for installation
Now Available!
Translations of the MCCB into various
foreign languages, including Russian,
Chinese, German, Spanish for Spain,
Hindi, and Spanish for Central and South
America. Visit www.parinc.com for more
information.
(verbal)
116
(MCCB) has been developed to help researchers

and clinicians measure cognition in individuals
diagnosed with schizophrenia and related disorders.
The MCCB is a standardized battery that is intended
for use with adults who have been diagnosed with
schizophrenia and related disorders. It consists of 10
individually administered tests to measure cognitive
performance in the following seven domains: Speed
of Processing, Attention/Vigilance, Working Memory,
Verbal Learning, Visual Learning, Reasoning and
Problem Solving, and Social Cognition.
Tests Used to Measure Cognitive Performance in

Adults With Schizophrenia and Related Disorders
Age: 20-59 years
Admin: Individual

Cognitive deficits, including impairments in such

areas as memory, attention, and executive function,
are a major determinant and predictor of long-term
disability in schizophrenia. Unfortunately, available
antipsychotic medications are relatively ineffective for improving cognition. Scientific discoveries
during the past decade suggest that there may be
opportunities for developing medications that will be
effective for improving cognition in schizophrenia.
To aid in that process, the MATRICS (Measurement
and Treatment Research to Improve Cognition
in Schizophrenia) Consensus Cognitive Battery
Verbal Learning
Hopkins Verbal Learning Test Orally administered test in which a list of 12 words from
three taxonomic categories is presented and the respondent
Revised (HVLT-R)
is asked to recall as many of the words as possible after
each of three learning trials
Visual Learning
Brief Visuospatial Memory

TestRevised (BVMT-R)
Test that involves reproducing six geometric figures from

memory
Reasoning and
Problem Solving
Neuropsychological
Assessment Battery (NAB):
Mazes
Seven timed paper-and-pencil mazes of increasing difficulty

that measure foresight and planning
Social Cognition
Mayer-Salovey-Caruso
Emotional Intelligence Test
(MSCEIT): Managing
Emotions
Paper-and-pencil multiple-choice test that assesses how

people manage their emotions
The MCCB Is the Only Measure of Cognitive

Performance Developed Under NIMH Contract
With Participation of the U.S. Food and Drug
Administration and Is Recommended for All Clinical
Trials of Cognition-Enhancing Drugs for Schizophrenia
Special Features of the MCCB
The MCCB is the result of a unique broad-based consensus process
that included the academic community, the National Institutes of
Health (NIH), the U.S. Food and Drug Administration (FDA), and the
pharmaceutical industry.
It assesses the key separable cognitive deficits of schizophrenia, using
tests that experts selected as best suited for this purpose.
Standardized battery with conorming of 10 component tests, the MCCB
exhibits high test-retest reliability and has high utility as a repeated
measure.
The MCCB has a demonstrated relationship to functional outcome and
high tolerability by respondents.
The MCCB provides convenient administration, scoring and conversion
to standardized scores, and creation of a computer data file of summary
scores.
Normative data for the battery allow (a) age and gender correction;
(b) age, gender, and education correction; or (c) no demographic
correction. Both T scores and percentiles are available. The MCCB
Computer Scoring Program allows entry of the primary raw scores on
a PC and then provides the corresponding T scores and percentiles
and a graphic profile of the T scores for each of the seven cognitive
domains. This Scoring Program also produces a data file for entry of
data into statistical programs for group analyses.
Materials
0D-5876-ST
The MCCB Kit includes materials for 25 administrations of the entire

battery. The MCCB Retest Packet includes the materials needed for
25 additional administrations. For situations in which practice effects
with repeated administration can occur, alternate forms are available
as part of the Retest Packet.
The MCCB Manual contains information about the development,
reliability and validity, standardization, administration, and scoring
of the battery. The MCCB Administrators Form is to be used by test
administrators to record results for one respondent. In some cases
(for HVLT-R and NAB Mazes), there is a separate booklet or form
to use that is then attached to the MCCB Administrators Form. For
three of the tests in the battery, the respondent marks in the MCCB
Respondents Booklet. For one test (CPT-IP), the responses are made
via a computer program. For all the other tests, the administrator
records the responses.
Uses of the MCCB
This battery is intended to provide a relatively brief evaluation of key

cognitive domains that are relevant to schizophrenia and related
disorders. It was designed for the following purposes:
As an outcome measure for clinical trials of cognition-enhancing drugs
for individuals who have been diagnosed with schizophrenia.
As an outcome measure for studies of cognitive remediation.
As a sensitive measure of cognitive change in other repeated testing
applications.
As a cognitive reference point for nonintervention studies of
schizophrenia and other severe psychiatric disorders.
0D-5875-KT
0D-5877-ST
0D-5878-ST
0D-5879-ST
0D-5880-ST
0D-5881-ST
0D-5882-ST
0D-5883-ST
0D-5884-ST
Each of the 10 tests should be individually administered. Testing can

usually be completed in one session lasting approximately 1 to 1.5
hours. A template is provided in the Kit to use in scoring the BACS
Symbol-Coding test. Results for MSCEIT Managing Emotions and
CPT-IP are computer-generated.
0D-5885-ST
MCCB Kit (includes 1 MCCB Manual, 25 MCCB

Administrators Forms, 25 MCCB Respondents Booklets,
1 Software Disk [containing the CPT-IP, the MSCEIT Scoring
Program, and the MCCB Scoring Program], 1 Scoring
Template for the BACS Symbol Coding Task, 1 WMS-III
Spatial Span Board, 25 HVLT-R Test BookletsForm 1,
1 BVMT-R Recall Stimulus Booklet, 25 Executive Functions
Module Response BookletsForm 1, and 25 NAB Mazes
TestRecord FormsForm 1, in a MCCB box)...........................$1,275.00
MCCB Retest PacketAdditional Administrations (1,1)
(includes 25 MCCB Administrators Forms, 25 MCCB
Respondents Booklets, 25 NAB Executive Functions Module
Response BookletsForm 1, 25 NAB Mazes Test Record
FormsForm 1, and 25 HVLT-R Form 1 Test Booklets)................510.00
MCCB Retest PacketAlternate Form (1, 3) (includes
25 MCCB Administrators Forms, 25 MCCB Respondents
Booklets, 25 NAB Executive Functions Module Response
BookletsForm 1, 25 NAB Mazes Test Record FormsForm 1,
and 25 HVLT-R Form 3 Test Booklets)..........................................510.00
MCCB Retest PacketAlternate Form (1, 6) (includes 25
MCCB Administrators Forms, 25 MCCB Respondents Booklets,
25 NAB Executive Functions Module Response Booklets
Form 1, 25 NAB Mazes Test Record FormsForm 1, and
25 HVLT-R Form 6 Test Booklets).................................................510.00
117
Unlike Other Instruments That Are Limited

by Floor Effects, the DRS-2 Measures
Cognitive Function at Lower Ability Levels...
Dementia Rating Scale2 (DRS-2)
Steven Mattis, PhD
Professional Manual by Paul J. Jurica, PhD, Christopher L. Leitten, PhD, and Steven Mattis, PhD
Designed to measure deficits in

a large range of higher cortical
functions and differentiate deficits
of varying severity levels.
Purpose: Measure mental
status in adults with
cognitive impairment


older
Admin: Individual

Time: 15-30 minutes
Scoring software and
alternate form available
DRS2:IR and the DRS-2: Alternate
Form.
The DRS-2 measures cognitive function at lower

ability levels where some other evaluation instruments are limited by floor effects. The DRS-2 also
can be used to track changes in cognitive status
over time. By design, the DRS-2 measures deficits
in a large range of higher cortical functions and
differentiates deficits of varying severity levels.
Incorporating the original 36 DRS tasks and 32
stimuli, the DRS-2 yields five subscale scores and
an assessment of the patients overall level of cognitive functioning. The five DRS-2 subscales, which
provide additional information on specific abilities,
include Attention (8 items), Initiation/Perseveration
(11 items), Construction (6 items), Conceptualization
(6 items), and Memory (5 items). Stimulus items
consist of material familiar to most individuals.
The DRS-2 tasks are presented in a fixed order
within each subscale, the most difficult tasks are
presented first. Generally, if the first one or two
tasks in a subscale are performed well, subsequent
tasks in the subscale are credited with a correct
performance and the examiner proceeds to the next
subscale. This procedure significantly shortens the
total testing time for individuals with relatively intact
cognitive functioning.
Special Features
The newly designed 12-page DRS-2 Scoring Booklet
facilitates administration and scoring.
The Profile Form helps to create a graphical

representation for interpretation.
An expanded age range (55-89 years and older).
Age-corrected normative tables for all DRS-2
subscales with age- and education-corrected
normative data for the DRS-2 Total Score.
Expanded literature review with a discussion of DRS
reliability and validity studies.
Validity studies comparing the DRS with WMS and
WAIS-R subtests and the MMSE.
The 32 Stimulus Cards are contained in a separate
binder for ease of administration.
Scoring Booklet provides prompts for administration
of the items and complete instructions for scoring the
patients responses.
0D-5404-KT
DRS-2 Introductory Kit (includes

DRS-2 Professional Manual, 50 Scoring
Booklets, 50 Profile Forms, and 1 Set of
Stimulus Cards)

0D-4748-TM DRS-2 Professional Manual........................... 92.00
0D-5405-RF DRS-2 Scoring Booklets (pkg/50)................ 130.00
0D-5406-PF DRS-2 Profile Forms (pad/50)........................ 44.00
0D-4750-TC DRS-2 Stimulus Cards (1 set)........................ 38.00
0D-6222-CP DRS-2/DRS-2:IR Combination Kit
CD-ROM (includes DRS-2 Introductory
Kit and DRS-2:IR Introductory Kit)

0D-6221-CP DRS-2/DRS-2: Alternate Form/DRS-2:IR
Combination KitCD-ROM (includes
DRS-2 Introductory Kit, DRS-2: Alternate
Form Introductory Kit, and DRS-2:IR
Introductory Kit)

I would recommend the DRS-2 because it is a

reliable aid in the assessment of dementia.
Dr. Chris Wolf, Clinical Neuropsychologist, Rehab Hospital, Vineland, NJ
118
Dementia Rating Scale2 Interpretive Report (DRS-2:IR)

PAR Staff and Steven Mattis, PhD
The DRS-2:IR provides unlimited scoring and

report generation for the DRS-2 and the DRS-2:
Alternate Form. After administration of either one
of the DRS-2 forms, demographic information and
item responses are hand-entered into the software
program by the clinician. This takes approximately
five minutes. The software automatically generates
age-corrected subscale scores, age- and educationcorrected DRS-2 Total Score and percentile subscale scores. The Interpretive Report describes the
clients overall performance, subtest performance,
and performance on specific tasks that may contribute to further DRS-2 interpretation. A graphic profile
of the clients current performance (and up to three
previous administrations) also can be generated.
Reports can be edited on-screen to incorporate
additional clinical information or to edit descriptive
statements. The report saves valuable report-writing
time and provides useful documentation to assist in

rehabilitative and therapeutic planning for adults with
cognitive impairment.
The easy-to-use software provides user-friendly system functionality with program navigation tools, file
handling, report editing, Tooltips, and data export.
0D-6220-CP
0D-6220-UP
0D-6220-CV
BEST VALUE:
0D-6221-CP
DRS-2:IRCD-ROM (includes DRS-2:IR

Unlimited-Use Scoring and Reporting,
and Quick Start Guide)............................... $415.00
DRS-2:IR UpgradeCD-ROM...................... 130.00
DRS-2:IR Software ConversionCD-ROM
DRS-2/DRS-2: Alternate Form/DRS-2:IR
Introductory Kit)

and report generation.
Requirements:
software activation
Dementia Rating Scale2: Alternate Form

(DRS-2: Alternate Form)
Kara S. Schmidt, PhD
The DRS-2 is a widely used instrument for the

assessment of neurocognitive status. Because it is
appropriate for use by professionals across multiple
disciplines (e.g.,neuropsychology, psychiatry,
neurology, gerontology), an equivalent form was
needed, and subsequently, the DRS-2: Alternate
Form was developed.
The DRS-2: Alternate Form reduces the practice
effects that occur with serial administrations of the
original DRS-2. This issue is particularly important
in the assessment of older adults with neuropsychiatric illness. Accurate documentation of cognitive
changes is crucial to arrive at a precise diagnosis.
Often, it is necessary to administer mental status
measures multiple times over a relatively brief
period. Thus, having two DRS-2 forms available
allows for a better characterization of declining cognitive status and an improvement in the evaluation of
treatment efficacy.
The DRS-2: Alternate Form test materials include
the Professional Manual Supplement, 1 set of
Stimulus Cards, Scoring Booklets, and Profile
Forms. The Professional Manual Supplement is an
adjunct to the original DRS-2 Professional Manual,
which provides all normative tables and data as
well as interpretive guidelines for both forms of the
DRS-2. The item content in the DRS-2: Alternate
Form Scoring Booklet and the stimuli in the DRS-2:
Alternate Form Stimulus Cards are structured to
mirror their respective original forms. The DRS-2:IR

software also has been updated to include the use
of either or both forms.
Reliability and Equivalency Studies
Test-retest reliability of the DRS-2: Alternate Form is

strong. In addition, alternate form reliability between
the original DRS-2 and the DRS-2: Alternate Form
is strong, with a correlation coefficient of .82 for the
Total Score, and correlation coefficients ranging from
.66 to .80 for the subscales. Several other studies,
including a generalizability and equipercentile
equating, were utilized to determine the equivalency
between the two forms.
0D-5407-KT
DRS-2: Alternate Form Introductory Kit (includes

DRS-2: Alternate Form Professional Manual
Supplement, 50 Scoring Booklets, 50 Profile
Forms, and 1 set of DRS-2: Alternate Form
Stimulus Cards)

0D-5408-TM DRS-2: Alternate Form Professional Manual
Supplement.................................................... 57.00
0D-5410-RF DRS-2: Alternate Form Scoring Booklets
(pkg/50)........................................................ 130.00
0D-5411-PF DRS-2: Alternate Form Profile Forms
(pad/50).......................................................... 44.00
0D-5409-TC DRS-2: Alternate Form Stimulus Cards
(1 set)............................................................. 38.00
BEST VALUE:
0D-6221-CP
Reduces practice effects.

Purpose: Measure mental
status in adults with


older
Admin: Individual

Time: 15-30 minutes
DRS-2/DRS-2: Alternate Form/DRS-2:IR

Introductory Kit)
119
Back by Popular Demand...
Cognistat
Ralph J. Kiernan, PhD, Jonathan Mueller, MD, and J. William Langston, MD
Age range has been

extended downward from
18 years to 12 years.
Purpose: Assess
neurocognitive
functioning

Admin: Individual


cognitively intact
clients; 20-30 minutes
for cognitively
impaired clients
Cognistat is designed to rapidly assess neurocognitive functioning in three general areas: level of
consciousness, orientation, and attention span; and
five major ability areas: language, constructional
ability, memory, calculation skills, and reasoning/
judgment. The 2009 Manual has been revised to
include an extensively updated list of articles about
Cognistats many uses in specific populations, and
includes a new section, Factors Potentially Affecting
Test Performance, which represents a serious
attempt to discourage the administration of Cognistat
in a rote fashion.
Special Features of the Cognistat
A survey of 12 medical factors that frequently
invalidate screening exams as well as lengthy
neuropsychological testing.
An efficient screen and metric approach that
streamlines testing.
A clear and immediately understandable graphic

profile of impairments.
Normative information for adolescent, adult, and
geriatric populations.
More than 125 clinical and research articles in peerreviewed medical, psychiatric, rehabilitation medicine
and psychological journals that document its utility in
patients with dementia, stroke, traumatic brain injury,
substance abuse, and epilepsy.
0D-6663-KT
Cognistat Introductory Kit (includes

Cognistat Professional Manual, 25 Test
Booklets, Stimulus Booklet, and a Set
of 8 Tokens)............................................... $575.00
0D-6664-TM Cognistat Professional Manual...................... 75.00
0D-6665-TC Cognistat Stimulus Booklet............................ 35.00
0D-6666-TB Cognistat Test Booklets (pkg/25)................. 475.00
0D-6667-TB Cognistat Test Booklets (pkg/50)................. 750.00
0D-6668-EQ Cognistat Plastic Tokens (set of 8)................ 35.00
Test of Verbal Conceptualization and Fluency (TVCF)

Cecil R. Reynolds, PhD and Arthur MacNeill Horton, Jr., EdD
The TVCF is appropriate for

individually assessing students
with recognized disabilities and
children suspected of having one
or more learning disabilities.
Purpose: Measures
executive functions

Age: 8-89 years

Time: 20-30 minutes
The TVCF is designed to measure multiple aspects of executive functions principally related to the integrity of
the frontal lobes of the brain through the use of several verbally weighted tasks. The TVCF is useful in clinical
neuropsychological examinations to detect brain injury and track rehabilitation progress, in the evaluation
of language functions and verbal ability, for disability determination under the Individuals With Disabilities
Education Act (IDEA), in psychoeducational testing, and in research on brain function, as well as other
applications.
The TVCF has four easy-to-administer subtests of primarily verbal and nonverbal tasks that emphasize
multiple aspects of verbal fluency, set-shifting and rule induction, concept identification, sequencing, and
visual search skills.
Categorical Fluency measures an individuals ability to retrieve words that fit within a conceptual category
(e.g.,animals, things to eat) and fluency of ideation.
Classification is a verbal measure of shifting and rule induction that is designed as a language-based analog to
the well-known WisconsinCard SortingTest.
Letter Naming measures word retrieval by initial sound and fluency of ideation.
Trails C measures the ability to coordinate high attentional demands, sequencing, visual search capacity, and the
ability to shift rapidly between Arabic numerals and linguistic representations of numbers.
The TVCF was designed and standardized for use with individuals ages 8-89 years. Standardized scores (or
scaled scores) are provided in the form of normalized T scores, along with their accompanying supplementary score conversions. The TVCF is a time- and cost-efficient tool for assessing the executive functioning of
individuals with traumatic brain injury, dementia, and speech/language impairment.
0D-5956-KT
TVCF Complete Kit (includes TVCF Examiners Manual, 25 Profile/Examiner Record Forms,
25 Trails C Forms, and a Classification Cards Set in a sturdy storage box)..............................................................$228.00
0D-5957-TM TVCF Examiners Manual..............................................................................................................................................80.00
0D-5958-RF TVCF Profile/Examiner Record Form (pkg/25)..............................................................................................................51.00
0D-5959-RF TVCF Trails C Form (pkg/25).........................................................................................................................................44.00
0D-5960-TC TVCF Classification Cards Set.......................................................................................................................................70.00
120
For Patients With Prefrontal Cortex Damage, the IGT

Can Help Detect Decision-Making Impairment
Iowa Gambling Task (IGT)
Antoine Bechara, PhD
The IGT, originally developed to assist in detecting decision-making impairment in patients with
prefrontal cortex damage, is a computerized assessment that is carried out in real time and resembles
real-world contingencies. The IGT is ideal for use
with patients who exhibit poor decision-making skills
in the presence of otherwise normal or unaffected
intelligence because of head injury or insult, or any
other condition thought to impact the function of
the prefrontal cortex. The task allows examinees to
select cards from four decks displayed on-screen.
Examinees are instructed that the selection of each
card will result in winning money but that, every
so often, a card selection also will result in losing
money. Examinees are told to attempt to accumulate
as much money as possible.
Normative scores are automatically generated by
the software program. Two normative
standardsdemographically corrected (N = 932)
and U.S.Census-matched (N = 264)are available.
Several normative scores are generated by the
software, including Total Net Score, net scores for
each block of 20 cards/trials, total number of cards
selected from each deck, and total money won. In
addition, raw score and T-score profiles, which may
reveal relevant information (e.g.,learning curve,
random selection), are generated. Lastly, a trial-bytrial table that displays deck choice, amount won,
amount lost, total money, and time for each trial is
generated for each administration.
Many studies have drawn contrasts between the
IGT and the Wisconsin Card Sorting Test (WCST).
The preponderance of evidence demonstrates that
the two tests seem to tap into two anatomically and
cognitively separate sectors of the prefrontal cortex:
The WCST taps into dorsolateral prefrontal cortex
functions, whereas the IGT taps into orbital/medial
(i.e.,ventromedial) prefrontal cortex functions.
Special Features
Several optional settings can be customized by the
examiner prior to administration, including:
Intertrial interval
Number of trials (i.e.,card selections)
Type of currency
Starting amount of money
Two export formats are available, enabling flexibility
with data management.
Import features enable the user to import data from
previous versions of the IGT.
Validity
Evidence provided by a number of research

studies suggests that the IGT is a valid measure.
Specifically, the IGT has been used in studies
examining decision-making capacity in a variety of
populations, including:

Focal brain lesions

Intact older adults
Substance addiction
Pathological gambling
Schizophrenia
Obsessive-compulsive
disorder
Anorexia nervosa
Obesity
Chronic pain
ADHD
Aggression disorders
Affective disorders
Huntingtons disease
Especially useful for research

and as part of a comprehensive
neuropsychological battery.
Purpose: Assists in the
evaluation of decision
making mediated by
the prefrontal cortex

Age: 18-79 years
Admin: Individual


Requirements:
software activation
IGT Components
The IGT materials include the Professional Manual,

a CD-ROM that includes the task itself and
OnScreen Help, a laminated Administration Card,
and a Quick Start Guide to help users with software
installation and technical details.
0D-6047-CP
IGT Introductory KitCD-ROM (includes

Unlimited-Use IGT Software Program with
OnScreen Help, Professional Manual,
Laminated Administration Card, and
0D-6048-TM IGT Professional Manual................................ 50.00
I prefer to purchase my psychological assessment

instruments from PAR because [there are]
no extra charges for tech help. I have had
problems from other companies, but not PAR.
Dr. David Geiser, Clinical Neuropsychologist, Fort Myers, FL
121
Wisconsin Card Sorting Test (WCST)

David A. Grant, PhD and Esta A. Berg, PhD
Professional Manual by Robert K. Heaton, PhD, Gordon J. Chelune, PhD,
Jack L. Talley, PhD, Gary G. Kay, PhD, and Glenn Curtiss, PhD
Case illustrations aid in

Purpose: Assess perseveration
and abstract
reasoning

Age: 6.5-89 years
Admin: Individual

Time: 20-30 minutes
Note:
For the WCST Training DVD and
Workbook, see page 125.
Although the WCST is used primarily to assess

perseveration and abstract thinking, it has increased
in popularity as a neuropsychological instrument.
It has been considered a measure of executive
function because of its reported sensitivity to
frontal lobe dysfunction. As such, the WCST allows
the clinician to assess the following frontal lobe
functions: strategic planning, organized searching,
utilizing environmental feedback to shift cognitive
sets, directing behavior toward achieving a goal, and
modulating impulsive responding.
Designed for individuals ages 6.5-89 years.
Has shown specific sensitivity to brain lesions
involving frontal lobes.
Can be considered a measure of executive function,
requiring the ability to develop and maintain an
appropriate problem-solving strategy across changing
stimulus conditions in order to achieve a future goal.
Provides objective scores not only of overall
success, but also for specific sources of difficulty
on the task (e.g.,inefficient initial conceptualization,
perseveration, failure to maintain a cognitive set,
inefficient learning across stages of the test).
The four stimulus cards incorporate three stimulus
parameters.
The stimulus cards and response cards use the
systematic figure configurations originally developed
and introduced in 1948 by David A. Grant, PhD, and
Esta A. Berg, PhD.
Raw score to normalized standard, percentile, and
T-score conversions.
Normative data derived from 899 normal children,
adolescents, and adults.
The response cards are numbered from 1 to 64 on
the lower left corner of the reverse side to ensure a
standard order of presentation.
Respondents are required to sort the cards according
to different principles and to alter their approach
during the test administration.
Appropriate Populations
Clients should have normal or corrected vision and

hearing sufficient to adequately comprehend the
test instructions and to visually discriminate the
stimulus parameters of Color, Form, and Number.
Among clinical populations with known or suspected
brain dysfunction, these requirements may not be
fully met. In such cases, the reliability and validity of
the WCST data will depend on the clinical skill and
expertise of the examiner.
Special Features
Unlike other measures of abstraction, the WCST
provides objective measures of overall success and
identifies particular sources of difficulty on the task.
When used with more comprehensive ability testing,
the WCST is helpful in discriminating frontal from
nonfrontal lesions.
0D-0305-NP
WCST Introductory Kit (includes WCST

Revised and Expanded Manual, 2 Decks
of Cards, and 50 Record Booklets)

0D-0306-TM WCST ManualRevised & Expanded.......... 115.00
0D-0307-RF WCST Record Booklets (pkg/25)................... 53.00
0D-305B-NP WCST Card Deck (set of 2)......................... 170.00
A uthor S napshot
Robert K. Heaton, PhD
Robert K. Heaton, PhD, is a professor of psychiatry at the University of California San Diego (UCSD)
School of Medicine and the director of the UCSD-San Diego State University Joint Doctoral Program
in Clinical Psychology. He also is the director of the UCSD Neuropsychological Associates, an adjunct
professor of psychology at San Diego State University, and the vice chair for academic affairs of the
UCSD School of Medicines psychiatry department. He is a member of the American Psychological
Associations Council of Representatives and chairs the APA Division of Clinical Neuropsychologys
Committee on Empirically-Supported Practice in Neuropsychology. He is currently a consulting editor
of the Journal of the International Neuropsychological Society and Neuropsychological Review.
Dr. Heaton is coauthor of the Psychosocial Pain Inventory (PSPI), the Wisconsin Card Sorting Test
Manual-Revised and Expanded, and the Revised Comprehensive Norms for an Expanded HalsteadReitan Battery: Demographically Adjusted Neuropsychological Norms for African American and
Caucasian Adults.
122
Wisconsin Card Sorting Test: Computer Version 4

Research Edition (WCST:CV4)
Robert K. Heaton, PhD and PAR Staff
This unlimited-use software is designed to assist

you in administering and scoring the Wisconsin
Card Sorting Test (WCST). The WCST:CV4 has
been updated to make the software easier to use.
The reports are more visually attractive and easier
to read than those reports generated by earlier
versions of the software.
Clinicians have the option of administering the test
on-screen (clients enter their responses via either the
keyboard or the mouse), or by entering the clients
item responses from a previous WCST administration.
The client record feature allows the clinician to
save basic demographic information and to store
test response data for each test associated with a
particular client. This helps the clinician track the
clients progress and monitor changes over time.
Entry of Item Responses
If the clinician chooses to enter the clients item
responses from the Record Form of a previous
WCST administration, the data-entry screen presents
only the possible valid responses for each card; this
prevents certain errors in data entry.
The clinician can either select all the valid
dimensions, or simply click on one of the valid
dimensions to which the client was matching; the
software will automatically record any other dimension
matches.
On-Screen Administration
The software automatically tells the respondent

(by both an audible response in English and an
on-screen message in one of 10 user-definable lang
uages) whether the choice was correct or incorrect.
WCST:CV4 Report
The software program automatically scores the

responses according to Dr. Heatons scoring system
and then generates a report which includes the
following information and features:
Demographic information and test performance
variables.
WCST raw scores and corresponding age- and
education-corrected standard scores, T scores, and
percentile scores for major WCST variables for clients
ages 6.5-89 years.
Scores for individuals ages 20-89 years also are
compared to normative scores derived from an adult
sample matched by age to 1995 U.S. Census data.
Fast and easy to use!

Requirements:
software activation
0D-6211-CP
WCST:CV4CD-ROM (includes
WCST:CV4 Unlimited-Use Software with
On-Screen Help, Quick Start Guide,1 Set
of Keytops, and 25 WCST:CV Record
Forms)........................................................ $670.00
0D-6211-UP WCST:CV3 to WCST:CV4 Upgrade
CD-ROM........................................................ 94.00
0D-6211-CV WCST:CV4 Software ConversionCD-ROM
0D-2377-EQ WCST:CV Keytops (1 set)............................. 24.00
0D-4393-RF WCST:CV Record Forms (pkg/25)................. 48.00
BEST VALUE:
0D-6212-CP
WCST:CV4 Introductory KitCDROM

(includes WCST:CV4 Unlimited-Use
Software with On-Screen Help, Quick Start
Guide, 1 Set of Keytops, 25 WCST:CV
Record Forms, and Revised and
Expanded WCST Professional Manual)
WCST:CV4 Scoring Program

This unlimited-use software provides all the scoring and reporting features of the full WCST:CV4. The
program does not administer the WCST on-screen. The updated reports are more visually attractive and
easier to read than those reports generated by earlier versions of the software.
Description
The clinician enters the item responses from a previously administered WCST test.
The software presents only the possible valid responses to each card. This prevents certain errors in data entry.
The clinician can select all the valid dimensions to which the client was matching, or simply click on any one of the
valid dimensions and the software will automatically record any other dimension matches for that card.
The Scoring Program produces the same report as the WCST:CV4 report described above.
0D-6213-CP
0D-6213-UP
0D-6213-CV
0D-4393-RF
BEST VALUE:
0D-6214-CP

WCST:CV4 Scoring ProgramCD-ROM (includes WCST:CV4 Unlimited-Use Scoring Software with On-Screen
Help, Quick Start Guide, and 25 WCST:CV Record Forms)......................................................................................$490.00
WCST:CV3 Scoring Program to WCST:CV4 Scoring Program UpgradeCD-ROM.....................................................94.00
WCST:CV4 Scoring Program Software ConversionCD-ROM (For prior purchasers only)......................................50.00
WCST:CV Record Forms (pkg/25).................................................................................................................................48.00
Requirements:
software activation
WCST:CV4 Scoring Program KitCD-ROM (includes WCST:CV4 Unlimited-Use Scoring Software with
On-Screen Help, Quick Start Guide, 25 WCST:CV Record Forms, Revised & Expanded WCST Manual, 2 Decks
of WCST Cards, and 50 WCST Record Booklets)
Kit Value: $881.00
Kit Price...........................................$760.00
123
WCST-64: Computer Version 2Research Edition

(WCST-64:CV2)
Requirements:
software activation
Note:
If you are purchasing a WCST-64 product
for the first time, we recommend ordering
the WCST-64 Card Version Professional
This unlimited-use software is designed to help you administer and score the 64-card version of the WCST.
The WCST-64:CV2 has been updated to make the software easier to use. The reports are more visually
attractive and easier to read than those reports generated by earlier versions of the software.
You can administer the test on-screen, or you can enter the clients responses from a previous administration.
The software scores the test and generates a report that includes demographic information, raw scores, and
corresponding age- and education-corrected standard scores for major WCST-64 variables.
WCST-64:CV2 On-Screen Help includes instructions for the use of the program; information on WCST-64
normative data can be found only in the WCST-64 Card Version Professional ManualSeebelow.
0D-6215-CP
WCST-64:CV2CD-ROM (includes WCST-64:CV2 Unlimited-Use Software with On-Screen Help, Quick Start
Guide, 1 Set of Keytops, and 25 WCST-64:CV Record Forms)................................................................................$575.00
0D-6215-UP WCST-64:CV to WCST-64:CV2 UpgradeCD-ROM (includes WCST-64:CV2 Unlimited-Use Software with
On-Screen Help and Quick Start Guide)........................................................................................................................94.00
0D-6215-CV WCST-64:CV2 Software ConversionCD-ROM (For prior purchasers only).............................................................50.00
0D-2377-EQ WCST-64:CV Key Tops (1 set)......................................................................................................................................24.00
0D-4477-RF WCST-64:CV Record Forms (pkg/25)...........................................................................................................................48.00
Wisconsin Card Sorting Test64 Card Version (WCST-64)

Susan K. Kongs, Laetitia L. Thompson, PhD, Grant L. Iverson, PhD, and Robert K. Heaton, PhD
The Wisconsin Card Sorting Test (WCST) has been widely used with many different patient groups.
Recently, concerns for patient comfort, managed care, and tighter research budgets have encouraged both
clinicians and researchers to use shorter test batteries.
The WCST-64 uses only the first 64 WCST cards, thereby shortening the administration time for most
individuals while retaining the task requirements of the standard version. The WCST-64 also eliminates variability in the number of cards administered, facilitating straightforward comparisons of test-retest stability and
comparisons of individual test results with normative and validity data.
Shortens administration time by
using only the first 64 WCST cards.
Purpose: Quickly assess
perseveration and
abstract reasoning

Age: 6.5-89 years
Admin: Individual


administer
Note:
124
WCST-64 normative, reliability, and validity data are derived from the same samples described in the Wisconsin
Card Sorting Test ManualRevised and Expanded.
Individual WCST protocols were obtained and rescored for the first 64 cards administered.
WCST-64 raw scores with corresponding demographically corrected normative data for the WCST-64 variables are
provided in the WCST-64 Card Version Professional Manual.
WCST-64 Card Version Professional Manual
The WCST-64 Card Version Professional Manual provides explicit instructions for standardized administration
and scoring of the WCST-64 and reports normative data from 452 children and adolescents and 445 adults.
It includes a special section comparing the WCST and the WCST-64 with regard to administration time, test
results, normative data, and clinical applications.
0D-4471-KT
WCST-64 Introductory Kit (includes WCST-64 Card Version Professional Manual, 50 Record Booklets, and
1 WCST Card Deck)

Kit Value: $301.00
Kit Price...........................................$282.00
0D-4472-TM WCST-64 Card Version Professional Manual..............................................................................................................113.00
0D-4473-RF WCST-64 Card Version Record Booklets (pkg/25)........................................................................................................48.00
0D-305A-NP WCST-64 Card Version Card Deck...............................................................................................................................92.00
WCST-64: Computer Version 2 Scoring

Program (WCST-64:SP2)
This unlimited-use software provides all the scoring and reporting features of the full WCST-64:CV2. This
program does not administer the WCST-64 on-screen; the clinician enters the responses from a previously
administered paper-and-pencil version. The updated reports are more visually attractive and easier to read
than those reports generated by earlier versions of the software.
0D-6216-CP
0D-6216-UP
0D-6216-CV
0D-4477-RF
WCST-64:CV2 Scoring ProgramCD-ROM (includes WCST-64:CV2 Unlimited-Use Scoring Software with

On-Screen Help, Quick Start Guide, and 25 WCST-64:CV Record Forms)..............................................................$365.00
WCST-64:CV/SP to WCST-64:CV/SP2 UpgradeCD-ROM (includes WCST-64:SP2 Unlimited-Use Software with
On-Screen Help and Quick Start Guide)........................................................................................................................94.00
WCST-64:CV2 Scoring Program Software ConversionCD-ROM (For prior purchasers only).................................50.00
WCST-64:CV Record Forms (pkg/25)...........................................................................................................................48.00
Requirements:
software activation
Note:
ManualSee page 124.
WCST Training DVD and Workbook

DVD by Susan K. Kongs
Workbook by Susan K. Kongs and Laetitia L. Thompson, PhD
Now in DVD format, this DVD and workbook package provides detailed training in the standardized
administration and WCST scoring procedures developed by Dr. Robert K. Heaton. This training package is
particularly helpful for individuals who are just learning to administer this multifaceted neuropsychological
instrument. It is also an excellent review for experienced clinicians and psychometricians.
0D-3109-KT

0D-6322-EQ
0D-3108-BK
WCST Training DVD and Workbook Kit (includes WCST Training DVD and Workbook)
Kit Value: $164.00
Kit Price...........................................$160.00
WCST Training DVD....................................................................................................................................................124.00
WCST Workbook1-10 copies (price per copy)...........................................................................................................40.00
11-20 copies (price per copy).........................................................................................................................................38.00
21+ copies (price per copy)............................................................................................................................................36.00
Portable Tactual Performance Test (P-TPT)

PAR Staff
This portable version of the Tactual Performance

Test offers a convenient alternative to the original for
use with the Halstead-Reitan Neuropsychological
Test Battery.
Its unique design, as an attractive wooden carrying
case with a handle that doubles as a portable testing
easel, facilitates easy storage, handling, and setup for
test administration.
The P-TPT Kit includes both sturdy 6-hole and 10hole boards.
The P-TPT Recording Form allows the clinician to
note observations and score performance on each
task.
0D-0362-NP
0D-0373-RF
P-TPT Introductory Kit (includes P-TPT

Manual, Administration Case, and 50
Recording Forms)...................................... $475.00
P-TPT Recording Forms (pkg/50).................. 44.00
Note:
The P-TPT Kit does not include norms. However, norms are
available in A Compendium of Neuropsychological Tests:
Administration, Norms, and Commentary, 3rd Ed. for ages 5-85
years (see page 142) and in Revised Comprehensive Norms for an
Expanded Halstead-Reitan Battery: Demographically Adjusted
Neuropsychological Norms for African American and Caucasian
Adults (HRB) for ages 20 years and older (see page 126). Stopwatch
requiredSee page 261 for stopwatches.
Easy handling for efficient

test administration.
Purpose: Assess speed of
movement, tactile
perception, and
problem-solving
ability

Age: 5 years to adult
Admin: Individual

Time: 10-15 minutes per

trial (limit 3 trials)
125
The Expanded HRB Provides Normative Corrections

for a Clients Age, Education, Gender, and Race/Ethnicity
Revised Comprehensive Norms for an Expanded
Halstead-Reitan Battery: Demographically Adjusted
Neuropsychological Norms for African American and
Caucasian Adults
Robert K. Heaton, PhD, S. Walden Miller, PhD, Michael J. Taylor, PhD, and Igor Grant, MD
Includes the newly constructed

Global Deficit Score, which reflects
the number and severity of
impaired performances on
the expanded HRB, giving
greater weight to deficits
than to strengths.
Purpose: Provides a normative
system that assists
in interpreting test
data for an expanded
Halstead-Reitan
Battery

Age: 20-85 years
Admin: Individual

Time: 5-10 minutes to score

with Scoring Program
Revised Comprehensive Norms for an
Expandable Halstead-Reitan Battery
Scoring Program.
The Revised Comprehensive Norms for an

Expanded Halstead-Reitan Battery: Demographically
Adjusted Neuropsychological Norms for African
American and Caucasian Adults Professional
Manual describes a normative system designed
to assist in the interpretation of the tests in an
expanded Halstead-Reitan Neuropsychological Test
Battery (HRB).
The instrument provides test score corrections
based on age, gender, education, and race/ethnicity for more than 50 test measures, including core
Halstead-Reitan measures, lateralized sensorimotor
and psychomotor Halstead-Reitan measures, as
well as additional tests of executive functions, attention, memory, spatial, verbal/academic, and motor
skills. A major purpose of the normative system is
to improve neurodiagnostic accuracy by providing
simultaneous corrections for demographic variables
that can relate significantly to test performance: age,
education, gender, and race/ethnicity. The use of
demographically corrected norms can substantially
increase the probability of correctly identifying those
individuals who have or do not have brain disorders.
Another purpose of the system is to convert raw
scores on diverse tests to a common score metric.
The ability to convert raw test scores to demographically corrected scores has a number of advantages
for the neuropsychologist. First, it facilitates comparisons of an individuals test results with normal
expectations based on that persons demographic
characteristics. Second, because T scores in this
normative system are more directly comparable,

use of these scores facilitates the analysis of an
individuals patterns of strengths and deficits across
tests.
In the Professional Manual, the authors examine
the degree of similarity between the Revised
Comprehensive Norms and the previous edition.
They describe and illustrate the conversion of raw
scores to demographically corrected scores. In addition, four clinical case examples are presented, and
several issues related to the use of the corrected
scores in clinical interpretation and research applications are addressed.
A new neuropsychological summary score, the
Global Deficit Score (GDS), was constructed
to reflect the number and severity of impaired
performances on the expanded HRB. An advantage
of the GDS is that, similar to clinical interpretations
of neuropsychological data, it considers all major
measures in the battery and gives greater weight
to deficits than to strengths (i.e.,it minimizes the
chance that average to above average performances on some component test measures will
obscure impairments on others).
0D-5272-KT
Revised Comprehensive Norms

Introductory Kit (includes Revised
Comprehensive Norms Professional
Manual and 50 Record Forms)

0D-5273-BK Revised Comprehensive Norms
Professional Manual..................................... 164.00
0D-5274-RF Revised Comprehensive Norms
Record Forms (pkg/50).................................. 50.00
Customer and Technical Support Specialists are trained to answer your

questions accurately, efficiently, and in a friendly manner.
Teri Lyon
Technical Support Specialist II
126

Caucasian Adults Scoring Program
Robert K. Heaton, PhD, S. Walden Miller, PhD, Michael J. Taylor, PhD, and Igor Grant, MD
A companion to the Revised Comprehensive Norms

for an Expanded Halstead-Reitan Battery, the
unlimited-use Scoring Program software significantly
facilitates the scoring and profiling of an expanded
Halstead-Reitan Battery. The program requires only
that the examiner input the individuals demographic
and raw score information. Then, the program automatically computes the T scores and deficit scores
(including the Global Deficit Score that considers
all major test measures in the battery). The program
also classifies each score qualitatively (e.g.,above
average to severely impaired) and graphically
displays all sets of variables.
The software enables the clinician to choose which
normative sample (African American or Caucasian)
to use for report and profile generation. The profile
editor allows the viewing of an individuals scores
based on both the African American and Caucasian
norms. The Scoring Program has the ability to
overlay profiles from a clients previous administrations on to profiles from a current administration.
The Scoring Program also allows the user to import

scores from the previous DOSversion; the software
then produces a report of corrected scores based
on the Revised Comprehensive Norms. Finally, the
software allows for batching and exporting data on
groups of patients to facilitate research applications.
0D-6195-CP
Revised Comprehensive Norms Scoring

ProgramCD-ROM (includes Scoring
Program with On-Screen Help,
Unlimited Scoring and Reporting, and
0D-6195-UP Revised Comprehensive Norms
CD-ROM Upgrade to Windows.................... 330.00
0D-6195-CV Revised Comprehensive Norms Scoring
Program Software ConversionCD-ROM
0D-5273-BK Revised Comprehensive Norms
Professional Manual..................................... 164.00
BESTVALUE:
0D-6196-CP
Produces easy-to-read,
professional quality reports.
Requirements:
software activation
Revised Comprehensive Norms

Revised Comprehensive Norms Introductory Kit and Revised Comprehensive
Norms Scoring Program)
PAR Resource Kit for an Expanded Halstead-Reitan Battery

This valuable kit includes many of the resources you need to administer an Expanded Halstead-Reitan Battery:
A Booklet Category Test Kit, 2nd Ed. (See page 99.)
B Boston Diagnostic Aphasia Examination Kit (See page 138.)
C Revised Comprehensive Norms for an Expanded
Caucasian Adults Introductory Kit (See page 126.)
D Digit Vigilance Test Kit (See page 139.)
E Finger Tapper Kit (See page 262.)

F Grooved Pegboard (See page 263.)
G Hand Dynamometer (See page 263.)
H Portable Tactual Performance Test Kit (See page 125.)
I Wisconsin Card Sorting Test Kit (See page 122.)
0D-5310-KT

PAR Resource Kit for an Expanded Halstead-Reitan Battery

127
Stroop Color and Word Test: Childrens Version

Charles J. Golden, PhD, Shawna M. Freshwater, and Zarabeth Golden
Helps to identify deficits

in executive processing,
developmental deficits,
and school-related problems.
non-brain-damaged
psychiatric and braindamaged patients

Age: 5-14 years

Time: 10-15 minutes
Note:
stopwatches.
The childrens version of the Stroop Color and Word

Test was developed in response to the demand for a
Stroop test that is similar to the adult version, but is
specifically normed and interpreted for children. The
new Stroop Color and Word Test: Childrens Version
Manual details specific administration, scoring, and
interpretive strategies for use with children ages
5-14 years.
The interpretation of a childs score is affected by
developmental trends, possible learning disabilities,
attentional problems, emotional problems, and
overall maturitytherefore, it is more difficult to interpret a childs score than it is to interpret an adults
score. The childrens version of the Stroop has been
designed to avoid measurement issues that exist
in attempting to apply the scoring approach of the
adult Stroop to childrens data. Interpretive strategies
also differ between younger children (ages 5-10)
and older children (ages 11-14). Therefore, interpretive strategies for each age group are presented
separately in the Manual.
The task consists of moving down five columns
on each page as quickly as possible, and reading
words or naming colors. The test yields three scores

(i.e.,Raw Word score, Raw Color score, and Raw
Color-Word score), based on the number of items
completed. Raw scores are then converted to
T scores by age using the Appendixes in the Manual.
In addition, an Interference score is derived from the
difference between the Color-Word T score and the
Color T score. Each Stroop Test Booklet consists of
three basic sections:
Word Pagenames of colors are printed in black ink;
Color Pagesemantically meaningless symbols are
printed in various colors of ink; and
Color-Word Pagecomposed of words from the first
page (i.e.,Word Page) printed in the colors from the
second page (i.e.,Color Page).
0D-5225-KT
Stroop Color and Word Test: Childrens

Version Kit (includes Stroop Color and
Word Test: Childrens Version Manual
and 25 Test Booklets)................................ $106.00
0D-5226-TM Stroop Color and Word Test: Childrens
Version Manual.............................................. 43.00
0D-5227-TB Stroop Color and Word Test: Childrens
Version Test Booklets (pkg/25)...................... 74.00
Stroop Color and Word Test

Charles Golden, PhD
Effectively differentiates normal

individuals, non-brain-damaged
psychiatric patients, and
brain-damaged patients.
non-brain-damaged
psychiatric and braindamaged patients

Age: 15-90 years
Admin: Individual

Time: 5 minutes (timed)
The Stroop Color and Word Test has long been a

standard measure in neuropsychological assessment. It measures cognitive processing and
provides valuable diagnostic information on brain
dysfunction, cognition, and psychopathology. The
2002 Examiners Manual provides updated scoring,
norms, and interpretations for ages 15-90 years.
The Stroop Color and Word Test is based on the
observation that individuals can read words much
faster than they can identify and name colors.
The cognitive dimension tapped by the Stroop
is associated with cognitive flexibility, resistance
to interference from outside stimuli, creativity,
and psychopathologyall of which influence the
individuals ability to cope with cognitive stress and
process complex input. Whether the test is used as
a screener or as part of a general battery, its quick
and easy administration, validity, and reliability make
it a highly useful instrument.
The Stroop Color and Word Test consists of a Word

Page with color words printed in black ink, a Color
Page with Xs printed in color, and a Color-Word
Page with words from the first page printed in colors
from the second page (the color and the word do
not match). The test-taker looks at each sheet and
moves down the columns, reading words or naming
the ink colors as quickly as possible within a time
limit. The test yields three scores based on the number of items completed on each of the three stimulus
sheets. In addition, an Interference score, which is
useful in determining the individuals cognitive flexi
bility, creativity, and reaction to cognitive pressures
also can be calculated. A stopwatch is required to
administer each test.
0D-4904-KT
Stroop Color and Word Test Kit (includes

Stroop Examiners Manual and Test
Pages25 sets of 3 pages)....................... $106.00
0D-4905-TM Stroop Examiners Manual............................. 43.00
0D-1072-TB Stroop Test Pages (25 sets of 3 pages)......... 74.00
Note:
stopwatches.
128
Stroop Neuropsychological Screening Test (SNST)

Max R. Trenerry, PhD, Bruce Crosson, PhD, James DeBoe, PhD, and William R. Leber, PhD
This standardized version of the Stroop consists

of two parts. In the Color Task, the individual reads
aloud a list of 112 color names in which no name is
printed in its matching color. In the Color-Word Task,
the individual names the color of ink in which the
color names are printed.
The SNST may be administered and scored by
individuals with limited training. Interpretation of
the resulting Color and Color-Word scores requires
professional training in psychology, or educational
testing. A stopwatch is required to administer each
2-minute test.
The SNST was standardized on 156 adults ages

18-79 years. Norms are provided for two age
groups, 18-49 years and 50 years and older. The test
correctly differentiates 79%-92% of brain-damaged
adults from normal adults. Test-retest reliability is .90.
0D-1481-NP

0D-1482-NP
0D-1483-NP
0D-1484-NP
SNST Introductory Kit (includes SNST

Manual, 25 Form C Stimulus Sheets,
25 Form C-W Stimulus Sheets, and
50 Record Forms)
SNST Manual................................................. 29.00
SNST Stimulus Sheets (set of 25
Form C and 25 Form C-W)............................ 60.00
SNST Record Forms (pkg/25)........................ 34.00
Quickly screens for brain damage.

Purpose: Screen for brain
damage

Age: 18-79 years
Admin: Individual

Note:
stopwatches.
Test of Memory Malingering (TOMM)

Tom N. Tombaugh, PhD
The TOMM is a 50-item visual recognition test

specially designed to help clinicians discriminate
between malingered and true memory impairments.
It can be used as part of an extensive psychological
battery in hospitals, outpatient facilities, or private
practices. Administration takes approximately
15 minutes and the results are easy to score.
The TOMM consists of two learning trials and
an optional retention trial. The two learning trials
alone are usually sufficient to assess malingering;
however, use of the retention trial adds only a few
minutes to the test and helps to corroborate the
results. The TOMM provides two cutoff scores:
(1) below chance, and (2) criteria based on head
injured and cognitively impaired patients.
The TOMM Manual provides extensive data that

have been collected on a number of groups including cognitively intact normals and clinical samples
that include individuals with no cognitive impairment,
cognitive impairment, aphasia, traumatic brain injury,
and dementia. The TOMM has demonstrated good
face validity as a memory test.
0D-4995-KT
TOMM Complete Kit (includes TOMMUsers

Manual, 1 Set of Stimulus Booklets, and
25 Recording Forms)................................. $218.00
0D-4996-TM TOMM Users Manual.................................... 79.00
0D-4997-RF TOMM Recording Forms (pkg/25)................. 41.00
0D-6056-TC TOMM Stimulus Booklets (set of 3)............. 110.00
Detects exaggerated or deliberately

faked memory impairment.
Purpose: Distinguish between
malingered and true
memory impairments

Age: 16-84 years
Admin: Individual

I prefer to purchase my psychological

assessment instruments from PAR because
they are super prompt with your order.

two trials (add an
additional 5-10
minutes if the
optional retention
trial is used)
Note:
stopwatches.
Dr. Evelyn Gonzalez, School Psychologist, ACLD-Kramer Learning Center, Bay Shore, NY
129
Test of Memory and Learning, 2nd Ed. (TOMAL-2)

Cecil R. Reynolds, PhD and Judith K. Voress, PhD
Now includes expanded norms,

reduced administration time, and
improved scoring.
Purpose: Assess memory
functioning

Age: 5-59.11 years
Admin: Individual

Time: Core Battery: 30

minutes; Core plus
Supplementary: 60
minutes
Note:
If you need original TOMAL
components, please contact
Pro-Ed directly at 1.800.897.3202.
The TOMAL-2 is a memory battery used for evaluating general and specific memory function for children,
adolescents, and adults ages 5 years through
59years 11 months. The standard battery for the
TOMAL-2 consists of eight core subtests, six supplementary subtests, and two delayed recall tasks.
TOMAL-2 subtests include Memory for Stories,
Facial Memory, Word Selective Reminding, Visual
Selective Reminding, Object Recall, Abstract
Visual Memory, Digits Forward, Visual Sequential
Memory, Paired Recall, Memory for Location,
Manual Imitation, Letters Forward, Digits Backward,
and Letters Backward, plus two verbal delayed
recall tasks and cued recall procedures. TOMAL-2
core indexes consist of the Verbal Memory Index,
Nonverbal Memory Index, and Composite Memory
Index. TOMAL-2 supplementary indexes are
composed of the Verbal Delayed Recall Index,
Learning Index, Attention and Concentration Index,
Sequential Memory Index, Free Recall Index, and
the Associative Recall Index.
New in the TOMAL-2:
Reduced administration time.
Additional analyses to ensure a culturally fair
assessment of memory.
Improved scoring and administration.
Expanded normsnow normed for children,
adolescents, and adults, ages 5 years through 59
years 11 months.
Reformulated core subtests and core indexes.
Redesigned and convenient to use Record Booklet.
New Verbal Delayed Recall Index.
Additional interpretive tables and text.
Reliability
Reliability estimates are uniformly high, with all

composite and some subtest reliability values in the
.90s, with the balance exceeding .85. Test-retest
reliability coefficients are all greater than .70 for
the subtests, with most greater than .80. For the
composite indexes, all but one value exceeds .80.
Validity
The TOMAL-2 was normed on more than 1,900

children, adolescents, and adults ages 5 years
through 59 years 11 months from 31 states representing all major regions of the United States. The
sample was designed to be representative of the
U.S. population as a whole for gender, age, ethnicity,
urban/rural residence, and geographic distribution.
The TOMAL-2 also was evaluated at the item and
subtest levels for both gender and ethnic bias. The
results of these studies provide strong evidence for
a lack of bias and favor consistency across gender
and across U.S.-born ethnic populations.
0D-5988-KT
TOMAL-2 Complete Kit (includes

TOMAL-2 Examiners Manual, Picture
Book A, Picture Book B, 25 Profile/
Summary Forms, 25 Examiner Record
Booklets, a set of Delayed Recall Cue
Cards, Visual Selective Reminding Test
Board, and 15 Facial Memory Chips)......... $440.00
0D-5989-TM TOMAL-2 Examiners Manual........................ 89.00
0D-5990-PF TOMAL-2 Profile/Summary Forms
(pkg/25).......................................................... 51.00
0D-5991-RF TOMAL-2 Examiner Record Booklets
(pkg/25).......................................................... 73.00
TOMAL-2 Scoring Software

Cecil R. Reynolds, PhD and Judith K. Voress, PhD; Developed by Charles Szasz
Generates composite indexes

and compares an individuals
subtest performance to his or
her composite performance.
Requirements:
Windows NT/95/98/XP; Min. 16MB
RAM for Windows 95, 32MB RAM for
Windows 98, 64MB RAM for Windows
2000, 256MB RAM for Windows XP; Min.
1024 x 764 screen resolution; Min. 3MB
of hard drive space
With unlimited scoring and report generation, the TOMAL-2 Scoring Software is a quick, efficient tool that
converts Test of Memory and Learning, 2nd Ed. (TOMAL-2) subtest raw scores into standard scores, percentile ranks, and age equivalents (if appropriate).
It also generates composite indexes, compares subtest performance and composite performance to identify
significant intraindividual differences, and computes and graphs learning curve analyses. The software also
provides a printed report of the examinees identifying information and TOMAL-2 performance results.
0D-6175-CP
0D-6176-CP
TOMAL-2 Scoring SoftwareCD-ROM (includes TOMAL-2 Scoring Software CD-ROM and Instruction Sheet)........$110.00
TOMAL-2 Combination KitCD-ROM (includes TOMAL-2 Complete Kit and TOMAL-2 Scoring
SoftwareCD-ROM).....................................................................................................................................................505.00
0D-5989-TM TOMAL-2 Examiners Manual........................................................................................................................................89.00
Macintosh OS 10.2 or higher;

1024x768 screen resolution; 8MB hard
drive space
130
The WRAML2 Provides You With a More Versatile Test of Memory

Functioning and New Learning for Individuals Ages 5-90 Years
Second Edition (WRAML2)
David Sheslow, PhD and Wayne Adams, PhD, ABPP
Normed for children, adolescents, and adults,

the WRAML2 is a standardized instrument that
allows the user to evaluate an individuals memory
functioning. The WRAML2 provides evaluation of
both immediate and delayed memory ability, as well
as the acquisition of new learning.
Like the original WRAML, the WRAML2 includes
standard scores, scaled scores, and percentiles.
Age equivalents are provided for the child and preadolescent age groups. Only one subtest (i.e., Visual
Learning) was eliminated in the revision. Changes
to the structure of the WRAML2 provide increased
flexibility. Examiners may choose to administer all
or some of the WRAMLs six core subtests and to
augment those subtests with a number of optional
subtests.
The WRAML2 Core Battery is composed of two
Verbal, two Visual, and two Attention-Concentration
subtests, yielding a Verbal Memory Index, a Visual
Memory Index, and an Attention-Concentration
Index, respectively. Together, these subtests yield

a General Memory Index. New to this revision is
the Working Memory Index, which is composed of
the Symbolic Working Memory and Verbal Working
Memory subtests. In addition, four new recognition
subtests have been added: Design Recognition,
Picture Recognition, Verbal Recognition, and Story
Memory Recognition.
The Core Battery takes less than an hour to
administer. A Screening Battery consisting of four
subtests from the Core Battery provides an overview
of memory functioning. Several subtests are
included to supplement the Core Battery, allowing
the examiner to add additional subtests and indexes
to facilitate qualitative analyses when indicated.
Reliability coefficients for the Core Battery Verbal
Memory Index, Visual Memory Index, and AttentionConcentration Index are .92, .89, and .86, respectively. The alpha reliability for the General Memory
Index is .93.
The WRAML2 is psychometrically solid, and a credible flexible purpose

instrument. It can be used by the subtest as a bedside screening measure,
or as a full and reasonably comprehensive fixed battery memory test. The
huge age range of the WRAML2 conceivably makes it a one-stop memory
shop for the clinician who sees both children and adults. Clinicians and
researchers who are not wedded to the Wechsler brand name will find a
powerful and usable instrument in the WRAML2.
Follow-up examinations of
children and adolescents can
be performed with the WRAML2
without the need to use an
alternate test instrument.
Purpose: Assess an
individuals memory
functioning and new
learning

Age: 5-90 years
Admin: Individual

Time: Core battery: Less

than 1 hour
WRAML2-SP.
Hartman, D. E. (2007). Test review: Wide Range Assessment of Memory and Learning-2 (WRAML-2):
Wredesigned and wreally improved. Applied Neuropsychology, 14, 138-140.
0D-5603-KT
WRAML2 Introductory Kit (includes WRAML2 Administration and

Technical Manual, 25 Examiners Forms, 25 Picture Memory
Response Forms, 25 Picture Memory Recognition Forms,
25 Design Memory Response Forms, 25 Design Memory
Recognition Forms, 4 Picture Memory Cards, 5 Design Memory
Cards, Finger Windows Card, Sound Symbol Booklet, and
2 Symbolic Working Memory Cards, in a soft case with
removable strap)..........................................................................$525.00
0D-5604-TM WRAML2 Administration and Technical Manual..............................94.00
0D-5605-TB WRAML2 Examiners Forms (pkg/25)..............................................70.00
0D-5606-RF
0D-5607-RF
0D-5608-RF
0D-5609-RF
0D-5610-TC
0D-5611-TC
0D-5612-TC
0D-5613-BK
0D-5614-TC
WRAML2 Picture Memory Response Forms (pkg/25)...................$52.00

WRAML2 Picture Memory Recognition Forms (pkg/25)..................52.00
WRAML2 Design Memory Response Forms (pkg/25).....................38.00
WRAML2 Design Memory Recognition Forms (pkg/25)..................38.00
WRAML2 Picture Memory Cards (set of 4)......................................27.00
WRAML2 Design Memory Cards ....................................................38.00
WRAML2 Finger Windows Card......................................................38.00
WRAML2 Sound Symbol Booklet....................................................60.00
WRAML2 Symbolic Working Memory Cards (set of 2)....................50.00
131

Second Edition Software Portfolio (WRAML2-SP)
David Sheslow, PhD, Wayne Adams, PhD, ABPP, and PAR Staff
WRAML2 Interpretive Report

Includes the clients demographic information, a scale
overview, and interpretative information.
Presents scores and a discrepancy analysis for:
Core Indexes
Optional Indexes
Presents scores for the Core subtests, Optional
subtests, and Additional subtests.
Qualitative analyses are available for several subtests
including Story Memory, Sound Symbol, Picture
Memory, and Verbal Learning.
Provides analyses that are available beyond the
subtests scale score, enabling the examiner to
generate hypotheses about important clinically
relevant aspects of performance (e.g., the impact
of task complexity on the clients recall, the clients
capacity for sustained attention to task, the clients
variability in motivation, the clients consistency of
performance).
Generates a graphic profile of client performance.
The WRAML2-SP provides unlimited scoring and

report generation for the Wide Range Assessment
of Memory and Learning, 2nd Ed. (WRAML2). After
hand entry of WRAML2 raw scores and demographic information by the examiner, the program
generates a Screening Report, a Score Report,
and/or an Interpretive Report. Software functionality enables the clinician to import data from the
Provides subtest and index score
previous WRAML2 software version, to edit reports
summaries and interpretations,
on-screen, and provides easy program navigation
discrepancy analyses between
index scores, and qualitative
and storage of individual client files. Graphic profiles
analyses for several subtest scores. of clients performances also are provided.
Three reports are availablea
Screening Report, a Score Report,
and an Interpretive Report.
Requirements:
software activation
WRAML2 Screening Report

Includes the clients demographic information and
results from the Screening subtest of the WRAML2,
which is composed of the Verbal Memory Index
(derived from the sum of the Story Memory subtest
and the Verbal Learning subtest) and the Visual
Memory Index (derived from the sum of the Picture
Memory subtest and the Design Memory subtest).
WRAML2 Score Report
Includes the clients demographic information and
WRAML2 subtest and index scores.
Score tables are presented for:
Core subtests
Optional subtests
Summary Data
Index Discrepancy Analysis
Core subtest/Recognition Differences
Retention scores (Story Memory, Verbal Learning,
and Sound Symbol)
Qualitative Analysis (Story Memory, Verbal
Learning, Verbal Learning Recognition, Picture
Memory, and Sound Symbol).
Graphs are presented for the WRAML2 Profile, Verbal
Learning Grid, and Sound Symbol Grid.
The easy-to-use software gives you complete

control over the appearance of the final report.
Reports can be edited on-screen so that additional
clinical information can be incorporated or descriptive statements can be changed. Protocols are
stored in individual client files, where demographic
information also can be customized. Profiles of valid
protocols (i.e., administrations) can be viewed and
printed, and different profiles can be overlaid and
compared.
0D-6496-CP
WRAML2-SPCD-ROM (includes
Unlimited-Use WRAML2-SP Software
with On-Screen Help and Quick Start
Guide)........................................................ $349.00
0D-6496-UP WRAML2-SP UpgradeCD-ROM................ 160.00
Essentials of WRAML2 and TOMAL-2 Assessment

Wayne Adams, PhD and Cecil R. Reynolds, PhD
Learn from the coauthors

of the WRAML2 and TOMAL-2
how to quickly and efficiently
administer, score, and interpret
these important measures.
Two widely used memory measures, the Wide

Range Assessment of Memory and Learning,
2nd Ed. (WRAML2) and the Test of Memory and
Learning, 2nd Ed. (TOMAL-2), are used to help
professionals measure memory and supplement
evaluations of ADHD and reading problems in
children and adolescents. The authors give practical guidance about administration, scoring, and
interpretation of results for both assessment measures. This book is designed to help busy mental
health professionals quickly learn the skills needed
to administer and interpret both the WRAML2 and
the TOMAL-2.
0D-6381-BK Essentials of WRAML2 and TOMAL-2
Assessment, Softcover289 pages
(2009)........................................................... $40.00
132
Brief Visuospatial Memory TestRevised (BVMT-R)

Ralph H. B. Benedict, PhD, ABCN
The BVMT-R is designed for use as a criterion measure of visuospatial memory within a large battery of
neuropsychological tests, as a screening measure
within a brief neuropsychological battery, and as
a repeat measure to document changes in neuro
cognitive skills over time. It has been standardized
and normed for use with adults ages 18-79 years.
The BVMT-R materials were designed to be handled
and transported easily, so that the test can be
administered in a clinic setting or at the bedside
using a clipboard.
Each of the six equivalent, alternate BVMT-R stimulus forms consists of 6 geometric figures printed
in a 2 x 3 array on a separate page of the Recall
Stimulus Booklet. In the three Learning Trials, the
respondent views the Recall Stimulus page for 10
seconds and then is asked to draw as many of the
figures as possible in their correct location on a page
in the Response Booklet. After a 25-minute delay
which includes primarily verbal activities, the task is
repeated. Then, the respondent is asked to identify
which of the 12 figures in the Recognition Stimulus
Booklet were included in the geometric figures on
the original Recall Stimulus page. As a final step, an
optional Copy trial may be administered to screen
for severe visuoconstructive deficits and to help in

scoring recall responses.
Reliability coefficients range from .96 to .97 for the
three Learning trials, .97 for Total Recall, and .97
for Delayed Recall. Test-retest reliability coefficients
range from .60 for Trial 1 to .84 for Trial 3. The
BVMT-R correlates most strongly with other tests of
visual memory and less strongly with tests of verbal
memory.
The HVLT-R/BVMT-R Professional Manual
Supplement provides information on the
development, use, and interpretation of several
new scores, including Reliable Change scores
and Discrepancy scores.
Purpose: Measure visuospatial

memory
0D-3607-KT
BVMT-R Introductory Kit (includes BVMT-R

Professional Manual, HVLT-R/BVMT-R
Professional Manual Supplement,
Recognition Stimulus Booklet in easel
format, Reusable Recall Stimulus Booklet,
and 25 Response Forms)

0D-3608-TM BVMT-R Professional Manual........................ 60.00
0D-6023-TM HVLT-R/BVMT-R Professional Manual
Supplement.................................................... 30.00
0D-3609-TC BVMT-R Recognition Stimulus Booklet
(easel format)............................................... 150.00
0D-3610-TC BVMT-R Recall Stimulus Booklet
(reusable)....................................................... 46.00
0D-3611-RF BVMT-R Response Forms (pkg/25)............... 69.00
Part of the MATRICS

(Measurement and Treatment
Research to Improve Cognition
in Schizophrenia) Consensus
Cognitive Battery (MCCB).
Age: 18-79 years
Admin: Individual

Time: 45 minutes timed

(includes 25-minute
delay)
Note:
stopwatches.
Scoring software availableSee page 134 for information on the HVLT-R/BVMT-R SP.
Hopkins Verbal Learning TestRevised (HVLT-R)

Jason Brandt, PhD and Ralph H. B. Benedict, PhD
The HVLT-R offers a brief assessment of verbal

learning and memory in adolescents and adults. It
is easy to administer and score and is well-tolerated
even by significantly impaired individuals. Its use has
been validated with brain-disordered populations
(e.g.,Alzheimers disease, Huntingtons disease,
amnestic disorders).
Six distinct forms of the HVLT-R are available, eliminating practice effects on repeat administrations.
Each form consists of a list of 12 nouns (targets)
with four words drawn from each of three semantic
categories.
The semantic categories differ across the six forms,
but the forms are very similar in their psychometric
properties. Each form is printed in a different color.
Raw scores are derived for Total Recall, Delayed
Recall, Retention (%retained), and a Recognition
Discrimination Index.
The HVLT-R has high test-retest reliability, and its
construct, concurrent, and discriminant validity have
been well established. The Professional Manual

provides information on administration and scoring,
interpretation (including four case examples), development and psychometric characteristics, reliability,
and validity. Raw score to T-score conversions
by age group are provided in the Appendix. The
HVLT-R/BVMT-R Professional Manual Supplement
provides information on the development, use,
and interpretation of several new scores, including
Reliable Change scores and Discrepancy scores.
Six distinct forms are available,

eliminating practice effects
on repeat administrations.
0D-4751-KT
HVLT-R Introductory Kit (includes HVLT-R

Professional Manual, HVLT-R/BVMT-R
Professional Manual Supplement, and
25 each of Forms 1-6 Test Booklets)

0D-4752-TM HVLT-R Professional Manual......................... 60.00
0D-4753-TB HVLT-R Form 1 Test Booklets (pkg/25)......... 44.00
Supplement.................................................... 30.00
Purpose: Assess verbal

learning and memory
(immediate recall,
delayed recall,
delayed recognition)

Admin: Individual

Time: 5-10 minutes with a

25-minute delay; 2
minutes to score
Note:
stopwatches.
133
Hopkins Verbal Learning TestRevised/

Software Portfolio (HVLT-R/BVMT-R SP)
Ralph H. B. Benedict, PhD, Jason Brandt, PhD, and PAR Staff
Because of their brief and complementary nature,

the HVLT-R and BVMT-R are often administered
together. The HVLT-R/BVMT-R SP provides unlimited
scoring and reporting for both instruments after hand
entry of an individuals raw scores. Several new
scores have been developed, including:
Includes the new Reliable Change
score and Discrepancy score.
Requirements:
software activation
T scores for Trials 1, 2, and 3 of the HVLT-R.

Reliable Change scores (evaluates change in scores
over time for the HVLT-R and BVMT-R Total Recall
and Delayed Recall scores).
Discrepancy scores (compares a clients auditory/
verbal [HVLT-R] and visual/spatial [BVMT-R] memory
test performances; also calculated for Total Recall and
Delayed Recall scores).
The software generates up to five reports:
HVLT-R Score Reportprovides raw scores, Tscores,
percentiles, and profiles; also includes new T scores
for Trials 1, 2, and 3.
HVLT-R Longitudinal Reportincludes the new

Reliable Change score.
BVMT-R Score Reportprovides raw scores, T scores,
percentiles, and profiles.
BVMT-R Longitudinal Reportincludes the new
Reliable Change score.
HVLT-R/BVMT-R Discrepancy Reportincludes the
new Discrepancy score.
The Professional Manual Supplement provides

information on the development, use, and interpretation of new scores. In addition, normative data are
included for all new scores.
0D-6022-CP HVLT-R/BVMT-R SPCD-ROM (includes
HVLT-R/BVMT-R Professional Manual
Supplement and Unlimited-Use Scoring
and Reporting Software with On-Screen
Help and Quick Start Guide)...................... $359.00
Supplement.................................................... 30.00
Visual Search and Attention Test (VSAT)

Max R. Trenerry, PhD, Bruce Crosson, PhD, James DeBoe, PhD, and William R. Leber, PhD
This norm-referenced test quickly measures attentional processes commonly disrupted in acute and chronic
brain damage or disease. The VSAT consists of four visual cancellation tasks that require the respondent to
cross out letters and symbols that are identical to a target. It yields an overall attention score and provides
separate scores for left- and right-side performance to assess visual field defects, unilateral spatial neglect,
or syndromes that affect the perception of portions of the visual space.
Quickly measures attentional

processes commonly disrupted
in acute and chronic brain
damage or disease.
Purpose: Measure attentional
processes

Test-retest reliability of the VSAT is .95 for an average retest interval of 2 months. It correctly differentiated
84 to 86% of normal and brain-damaged subjects in validation and cross-validation samples. Sensitivity and
specificity ranged from .86 to .87. Normative data are provided by age groups from 18-60 years and older.
0D-1577-KT

0D-1578-TM
0D-1579-TB
VSAT Introductory Kit (includes VSAT Professional Manual and 50 Test Booklets)
Kit Value: $186.00
Kit Price...........................................$177.00
VSAT Professional Manual............................................................................................................................................42.00
VSAT Test Booklets (pkg/25).........................................................................................................................................72.00
Age: 18-60 years and older
Admin: Individual

Time: 6 minutes
134
Childrens Auditory Verbal Learning Test2 (CAVLT-2)

Jack L. Talley, PhD
Auditory verbal learning and memory abilities are

commonly disrupted in those with learning disabilities and brain trauma. The CAVLT-2 is composed of
one recognition and two free-recall memory word
lists designed to measure the extent of the deficits in
these areas.
Raw score to percentile and normalized standard
score conversions are provided.
Performance profiles for both learning trials and
summary scores can be plotted on the test booklet.
Normative data are provided for 12 age groups and
include learning trial scores.
Generalizability and validity studies are provided.
Test Description
Yields measures of Immediate Memory Span, Level
of Learning, Immediate Recall, Delayed Recall,
Recognition Accuracy, and Total Intrusions.
The first free-recall word list is presented for five trials.
The second free-recall test is presented as an
interference list, after which the individual is asked to
recall words from the first list.
Following a brief delay, retention is assessed by a
second recall test of the words from the first list.
Finally, words from a new recognition list are
presented; the individual must decide whether each
word was included in the original free-recall word list.
0D-1654-KT
CAVLT-2 Introductory Kit (includes

CAVLT-2 Professional Manual and
25 Test Booklets)

0D-1655-TM CAVLT-2 Professional Manual....................... 64.00
0D-1656-TB CAVLT-2 Test Booklets (pkg/25)................... 67.00
Use as part of an educational

or neuropsychological
assessment battery.
Purpose: Measure auditory
verbal learning and
memory abilities

Age: 6.6-17.11 years
Admin: Individual

Time: 25 minutes
Rey Auditory Verbal Learning Test (RAVLT): A Handbook

Michael Schmidt, PhD, ABPP, ABPN
The RAVLT is useful in evaluating verbal learning

and memory, including proactive inhibition, retroactive inhibition, retention, encoding versus retrieval,
and subjective organization. The comprehensive
handbook for the RAVLT contains valuable information including more than a dozen variations: test
forms and stimulus sheets of various lengths, in
various languages, using various recognition and
recall strategies.
Because the test is brief, straightforward, easy

to understand, and appropriate for children,
adolescents, and adults, it has gained widespread
acceptance. However, until now, comprehensive
data about the RAVLT norms, validity studies, and
different administration and scoring procedures had
not been collected in one source.
0D-4293-KT
RAVLT Kit (includes RAVLT Handbook

and 25 Record Sheet and Score
Summaries)................................................ $100.00
0D-4294-BK RAVLT Handbook125 pages
(spiral bound)................................................. 72.00
0D-4295-RF RAVLT Record Sheet and Score
Summaries (pkg/25)....................................... 34.00
A 4-page Record Sheet and Score

Summary allows you to quickly
organize and record RAVLT
special scores and indexes.
Purpose: Evaluate verbal
learning and memory

Age: 7-89 years
Admin: Individual

Time: Less than 5 minutes
We use a variety of your products and keep ordering

them because they are just what we need. We always
receive our orders in a very timely manner. Customer
Service is always very professional and helpful.
Ms. Melisa Bragg, Administrative Assistant, Hope Haven Childrens Clinic & Family Center Psychology Department, Jacksonville, FL
135
Continuous Visual Memory Test (CVMT)

Donald E. Trahan, PhD and Glenn J. Larrabee, PhD
Studies suggest that using complex, ambiguous designs and a recognition format to measure visual learning and memory may increase task sensitivity and reduce the confounding influence of verbal encoding
strategies. This format also eliminates the motor responses required by drawing tasks and restricts the verbal
labeling required by tests that use simplistic geometric figures and common objects.
Provides expanded normative

data for older adult respondents.
Purpose: Assess visual
memory

Age: 7-15 years and

18-80 years
Admin: Individual

Time: 45-50 minutes

(includes 30-minute
delay)
The CVMT Includes Three Tasks for Assessing Visual Memory

Acquisition Task tests recognition memory by asking respondents to discriminate new from repeated stimuli
using 112 designs presented at two-second intervals.
Delayed Recognition Task measures retrieval from long-term storage after a 30-minute delay, asking respondents
to distinguish old stimuli from perceptually similar stimuli.
Visual Discrimination Task distinguishes visual discrimination deficits from visual memory problems.
The Manual Supplement provides normative data for 778 U.S. and Canadian children. The revised Scoring
Form incorporates Total score cutoffs for the Delayed Recognition Task by age group. The clinical sensitivity of the CVMT has been demonstrated in patients with unilateral right hemisphere CVA, individuals with
Alzheimers disease, and patients who have suffered severe head trauma.
0D-3807-KT

0D-1361-TM
0D-3808-TM
0D-1363-TC
0D-3809-SF
CVMT Introductory Kit (includes CVMT Manual, Manual Supplement, Stimulus Cards, and 50 Scoring Forms)
Kit Value: $210.00
Kit Price...........................................$199.00
CVMT Manual................................................................................................................................................................42.00
CVMT Manual Supplement............................................................................................................................................28.00
CVMT Stimulus Cards....................................................................................................................................................88.00
CVMT Scoring Forms (pkg/50)......................................................................................................................................52.00
Multilingual Aphasia Examination (MAE), 3rd Ed.

Arthur L. Benton, PhD, Kerry deS. Hamsher, PhD, and Abigail B. Sivan, PhD
MAE Spanish Version by Gustavo J. Rey, PhD, Abigail B. Sivan, PhD, and Arthur L. Benton, PhD
Provides a comprehensive
aphasia battery.
Purpose: Assess aphasic
symptoms

Age: 6-12 years and

16-69 years
Admin: Individual

Time: Differs for each test
The MAE is a relatively brief test battery designed

to evaluate the presence, severity, and qualitative
aspects of aphasic disorder. Three tests assess
different aspects of oral expressionnaming,
sentence repetition, and verbal associative capacity;
three tests assess oral verbal understanding; one
test assesses reading comprehension; and three
tests assess oral, written, and block spelling. Speech
articulation and the fluency-nonfluency dimension of
expressive speech are rated, but not systematically
sampled. Writing is evaluated from performance on
the test of written spelling.
Most of the tests were standardized on a sample of
360 individuals, ranging in age from 16 to 69years,
whose native language was English, and who
showed no evidence or history of hemispheric
brain disease. The MAE was also standardized on
229children ages 6-12 years who were within the
normal range of intelligence.
Spanish Version Available!
The MAE-S is not a direct translation of the

original version, but is a very useful adaptation with
different terminology and items that are relevant to
Spanish-speaking individuals. The standardization
sample consisted of 234 adults without a history
of neuropsychological impairment whose primary
language was Spanish.
136
0D-4662-KT
MAE Introductory Kit (includes MAE Manual,

Reading Stimulus Cards, Visual Stimulus
Cards, Set of Tokens and Letters, and
100 each of all Record Forms)

0D-4663-TM MAE Manual................................................... 48.00
0D-4664-TC MAE Reading Stimulus Cards........................ 58.00
0D-4665-TC MAE Visual Stimulus Cards........................... 58.00
0D-4681-KT MAE Token Test (includes set of Tokens
and 100 Token Test Record Forms)............ 113.00
0D-4666-RF MAE Visual Naming, Controlled
Oral Word Association Record Forms
(pkg/100)........................................................ 35.00
0D-4667-RF MAE Sentence Repetition Form A
and B Record Forms (pkg/100)...................... 35.00
0D-4668-RF MAE Token Test Record Forms (pkg/100).... 35.00
0D-4669-RF MAE Spelling, Aural, and Reading
Comprehension Record Forms (pkg/100)...... 35.00
0D-4670-RF MAE Speech Articulation, Writing Praxis,
Summary Sheet Record Forms (pkg/100)..... 35.00
0D-4671-EQ MAE Token Set.............................................. 90.00
0D-4672-EQ MAE Letter Set............................................... 66.00
Available in Spanish!
0D-4673-KT
MAE KitSpanish Version (includes MAE

Spanish Manual, Reading Stimulus Cards,
Visual Stimulus Cards, Set of Tokens, and
100 each of all Record Forms)

0D-4674-TM MAE Spanish Manual..................................... 44.00
0D-4675-TC MAE Spanish Reading Stimulus Cards.......... 44.00
0D-4676-TC MAE Spanish Visual Stimulus Cards............. 36.00
0D-4677-RF MAE Spanish Word Association Forms
(pkg/100)........................................................ 30.00
0D-4678-RF MAE Spanish Visual Naming/Sentence
Repetition Forms (pkg/100)............................ 30.00
0D-4679-RF MAE Spanish Token Test Forms (A&B)
(pkg/100)........................................................ 30.00
0D-4680-RF MAE Spanish Spelling/Aural/Reading Forms
(pkg/100)........................................................ 30.00
Contributions to Neuropsychological
AssessmentA Clinical Manual
Arthur L. Benton, PhD, Abigail B. Sivan, PhD, Kerry deS. Hamsher, PhD, Nils R. Varney, PhD,
and Otfried Spreen, PhD
Manual Clnico by Gustavo J. Rey, PhD and Abigail B. Sivan, PhD
For each of the Benton Laboratory Tests listed below, this manual presents a clear and concise description
of the basic elements, the clinical neurological context that prompted development, and a review of normative observations and performances of patients with brain disease or injury.
0D-2862-TM Contributions to Neuropsychological Assessment, 2nd Ed., Softcover159 pages (1994)......................................$42.00
Available in Spanish:
0D-4682-TM Las Pruebas de Benton Para el Diagnstico NeuropsicolgicoManual Clnico (Spanish Ed.)..............................$57.00
Provides expanded
normative and validity data.
Benton Laboratory of Neuropsychology: Selected Tests

Arthur L. Benton, PhD and Colleagues
These classic tests provide additional substantive data in the evaluation of brain-damaged patients. Each test is designed to be quickly and
easily administered, minimizing patient fatigue and maximizing the collection of reliable neuropsychological test data. The manual, Contributions
to Neuropsychological Assessment, contains descriptions of the tests along with normative and validity data and must be purchased separately
(see above).
Temporal Orientation
Facial Recognition
This brief test assesses the accuracy of an individuals temporal

orientation with relation to the day of the week, day of the month,
month, year, and time of day.
The test provides a standardized procedure, based on empirically
established norms, for interpreting an individuals performance.
A three-part standardized measure of the ability to match

unfamiliar faces.
Contains a 27-item short form and a 54-item long form.
0D-4883-KT
Temporal Orientation (includes 100 Record Forms).....................$52.00
Right-Left Orientation
0D-4880-KT
0D-4882-RF
Facial Recognition Test Kit (includes Book of Photographs

and 100 Record Forms)..............................................................$120.00
Facial Recognition Record Forms (pkg/100)...................................52.00
Visual Form Discrimination
This 20-item test requires an individual to point to lateral body parts on

verbal command.
Form B is a mirror image of Form A (i.e., the commands are reversed).
Administration time is 5 minutes.
This measure of ability to discriminate between complex visual

configurations provides comparative data on clients with brain disease.
Composed of 16 items ranging in level of difficulty, this brief, convenient
procedure has proven utility because of its sensitivity to effects of brain
disease.
0D-4884-KT
0D-4877-KT
0D-4886-RF
Right-Left Orientation Kit (includes 100 Form A/B Record Forms

and 100 Form L/R Record Forms)................................................$82.00
Right-Left Form R/L Record Forms (pkg/100).................................45.00
Serial Digit Learning

This test consists of the presentation of either 8 or 9 randomly selected
single digits for a varying number of trials up to a maximum of 12.
Three alternate versions are provided for each form.
Administration requires 5-10 minutes.
0D-0382-NP
Serial Digit Learning Kit (includes 100 Record Forms for

each form).....................................................................................$50.00
Judgment Of Line Orientation

A standardized measure of visuospatial judgment in two
alternate forms.
The spiral-bound booklet contains 35 stimuli, five of which are
practice items.
0D-4873-KT
0D-4876-RF
Judgment Of Line Orientation Kit (includes 2 Books of

Drawings and 100 Record Forms)..............................................$140.00
Judgment Of Line Orientation Record Forms (pkg/100).................44.00
0D-4879-RF
Visual Form Discrimination Kit (includes Book of Line

Drawings and 100 Record Forms)..............................................$112.00
Visual Form Discrimination Record Forms (pkg/100).....................52.00
Pantomime Recognition
This test requires the client to point to drawings of objects; the
pretended uses of the objects are shown in a series of 30 videotaped
pantomimes.
0D-4888-KT
0D-4891-RF
Pantomime Recognition Kit (includes Book of Response Cards,

VHS Videotape, and 100 Record Forms)....................................$264.00
Pantomime Recognition Record Forms (pkg/100)..........................53.00
Motor Impersistence
This battery consists of eight tests requiring the maintenance of
a movement or posture: keeping eyes closed, protruding tongue
(blindfolded and with eyes open), fixation of gaze in lateral visual fields,
keeping mouth open, central fixation during confrontation testing of
visual fields, head turning during sensory testing, and saying ah.
0D-4897-KT
Motor Impersistence Kit (includes 100 Record Forms).................$55.00
All individual tests on this page are Qualification Level: C

137
Boston Diagnostic Aphasia Examination (BDAE), 3rd Ed.

Harold Goodglass, PhD, Edith Kaplan, PhD, ABPP/CN, and Barbara Barresi, PhD
Includes the popular Boston

Naming Test (BNT)order items
#0D-4540-TM and #0D-4541-TB.
Purpose: Diagnose aphasia

Age: Adults
Admin: Individual

Time: Standard Form: 90

minutes; Short Form:
30-45 minutes
The BDAE is used extensively for the diagnosis of

aphasia and related disorders. The text, Assessment
of Aphasia and Related Disorders, addresses the
nature of aphasia, its definition and characteristics,
the normative basis for the BDAE scoring system,
a specific explanation of how to administer and
interpret the exam, a Severity Rating Scale that
provides a meaningful standard for measuring your
clients communicative ability, and a Visuospatial
Quantitative Battery to test visuospatial and quantitative skills after brain injury. This third edition of the
BDAE includes the following:
The Boston Naming Test (BNT), which helps
determine the extent of an individuals visual
confrontation naming abilities, has been incorporated
into the BDAE. This requires using the separately
bound BNT Stimulus Cards and Record Booklets.
Extended Standard Form that facilitates more
in-depth study and recording of results (extended
tools test syntax comprehension, locate categoryspecific difficulties in word comprehension and
word production, and assess grapho-phonemic
processing).
The BDAEShort Form takes only 30-45 minutes to
complete and provides you with the option to perform
a brief, no-frills assessment.
New options for the BNT are provided and include

new methods for eliciting disclosure, new approaches
to scoring, and new tests for analyzing reading
disorders. The BNT contains both adult and child
norms.
A 90-minute DVD, Examining for Aphasia with the
BDAE, in which the authors demonstrate the test
materials, examiner/patient interactions, and scoring
techniques through real-life examinations of three
aphasic patients.
0D-4535-KT
BDAE Complete Kit (includes Assessment

of Aphasia and Related Disorders Book,
BDAE Standard Form Stimulus Cards,
BDAE Short Form Stimulus Cards,
25 BDAE Standard Form Record Booklets,
25 BDAE Short Form Record Booklets,
Boston Naming Test with 25 BNT Record
Booklets, and Examining for
Aphasia with the BDAEDVD)................... $475.00
0D-4536-TB BDAE Standard Form Record Booklets
(pkg/25).......................................................... 49.00
0D-4537-TB BDAE Short Form Record Booklets
(pkg/25).......................................................... 44.00
0D-4538-TC BDAE Standard Form Stimulus Cards........... 94.00
0D-4539-TC BDAE Short Form Stimulus Cards................. 73.00
0D-6787-VT Examining for Aphasia with the BDAE
DVD................................................................ 49.00
0D-5031-BK Assessment of Aphasia and Related
Disorders, Hardcover85 pages (2001)....... 111.00
0D-4540-TM Boston Naming Test [Stimulus only].............. 80.00
0D-4541-TB Boston Naming Test Record Booklets
(pkg/25).......................................................... 43.00
The Smell Identification Test (SIT)

Richard L. Doty, PhD
Useful in a variety of clinical,

laboratory, and industrial settings.
Purpose: Provides a means of
quantifying olfactory
functioning

Age: 4-99 years

Time: 8-12 minutes
Smell deficits are caused by a wide range of medical, neurological, and psychiatric disorders. The SIT,
also known as the University of Pennsylvania Smell
Identification Test (UPSIT), incorporates microencapsulation technology and sound psychometric
principles into a simple test format that provides a
rapid, easy means of quantifying smell functioning.
Normative data collected from nearly 4,000

individuals of all ages.
Test-retest reliability exceeds .90.
Correlates well with other olfactory tests, including
detection threshold tests.
SIT Kit (includes SIT Manual and Set of
4 Single Administration Test Bookletsgood
for one test administration only)................... $65.00
0D-3522-TM SIT Administration Manual............................. 26.00
0D-3523-TB SIT Single Administration Test Booklets
(set of 4)......................................................... 42.00
0D-4021-TB SIT Single Administration Test Booklets
(5 sets of 4).................................................. 200.00
0D-3521-KT
Four self-administered test booklets; each booklet

contains 10 stimuli for smell.
Test stimuli include a number of odorous components.
Respondent picks one of four multiple choices.
Focuses on the comparative abilities of individuals to
identify a number of odors at the suprathreshold level.
Note:
It is recommended that you keep this
product in a cool, dry place and use it
within 3 months of purchase to ensure
the integrity of the test.
138
Ruff 2 & 7 Selective Attention Test

Ronald M. Ruff, PhD and C. Christopher Allen, PhD
The Ruff 2 & 7 Test is designed to measure

sustained and selective attention. It consists of a
series of 20 trials of a visual search and cancellation
task. The respondent detects and marks through all
occurrences of the two target digits: 2 and 7.
In the 10 Automatic Detection trials, the target digits
are embedded among alphabetical letters that serve
as distractors.
In the 10 Controlled Search trials, the target digits
are embedded among other numbers that serve as
distractors.
Correct hits and errors are counted for each trial and
serve as the basis for scoring the test.
Accuracy scores evaluate the number of targets
identified in relation to the number of possible targets.
Results of reliability analyses suggest high internal
consistency and high split-half reliability for all 2 & 7
Test measures.
Convergent and discriminant validity demonstrate that
sustained attention is captured by the combination of
2 & 7 Test Speed and Accuracy scores.
Factorial validity studies confirm that the Ruff 2 & 7
Test measures both sustained attention and selective
attention.
0D-3485-KT
Ruff 2 & 7 Selective Attention Test Introductory

Kit (includes Ruff 2 & 7 Test Professional
Manual and 50 Test Booklets)

0D-3486-TM Ruff 2 & 7 Selective Attention Test
Professional Manual....................................... 52.00
0D-3487-TB Ruff 2 & 7 Selective Attention Test Booklets
(pkg/25).......................................................... 69.00
Case studies illustrate scoring.

attention and
selective attention

Age: 16-70 years
Admin: Individual

Note:
stopwatches.
Digit Vigilance Test (DVT)

Ronald F. Lewis, PhD
Sensitive to subtle changes in neuropsychological status, but relatively insensitive to the effect of
repeated administrations, the DVT is a simple task
designed to measure vigilance during rapid visual
tracking and accurate selection of target stimuli.
It appears to isolate alertness and vigilance while
placing minimal demands on two other components
of attention: selectivity and capacity.
Four color-coordinated Scoring Keys.
Administration and scoring can be accomplished
by individuals with no formal training under
the supervision of a qualified psychologist.
Interpretation within the context of a comprehensive
neuropsychological evaluation requires training in
clinical psychology or neuropsychology.
Respondents are asked to find and cross out either

6s or 9s, which appear randomly within 59 rows of
single digits.
The 59 rows of digits are printed in red on the first
stimulus page and in blue on the second.
0D-3251-KT
DVT Introductory Kit (includes DVT

Professional Users Guide, 50 Test
Booklets, and a Set of 4 Scoring Keys)

0D-3252-TM DVT Professional Users Guide..................... 27.00
0D-3253-TB DVT Test Booklets (pkg/25)........................... 52.00
0D-3254-SK DVT Scoring Keys (set of 4)........................... 35.00
Includes four colorcoordinated Scoring Keys.

Purpose: Assess attention
during rapid visual
tracking

Age: 20-80 years
Admin: Individual

Note:
Normative data are not provided
in the Professional Users Guide,
but are presented in the Revised
Comprehensive Norms for an Expanded
Halstead-Reitan BatterySee page126.
stopwatches.
139
The BTA Enables You to Rapidly Assess

Attentional Impairment in Nonaphasic Hearing Adults...
Now on Audio CD!
Brief Test of Attention (BTA)

David Schretlen, PhD
Provides rapid bedside

assessment of
attentional impairment.
Purpose: Assess severity
of attentional
impairment

Age: Nonaphasic hearing

adults 17-82 years
Admin: Individual

The BTA is an auditory perception task that measures divided attention in the verbal-linguistic system. It
provides a rapid, bedside assessment of attentional impairment among nonaphasic hearing adults, including
those with visual and motor impairments that preclude tests which require visual scanning or manual dexterity. It is standardized for use with adults ages 17-82 years who can distinguish between spoken numbers and
spoken letters of the alphabet.
The BTA consists of two parallel forms presented via audio CD. On Form N (Numbers), a voice reads 10 lists
of letters and numbers that increase in length from 4 to 18 elements. The respondents task is to disregard
the letters presented and count how many numbers were read aloud. Form L (Letters) consists of the same
10 lists, but the respondent must disregard the numbers and count how many letters were read aloud. The
number of correctly monitored lists is summed across both forms, with raw scores ranging from 0 to 20. Test
materials include the Professional Manual, the Stimulus Audio CD, and the Scoring Form.
0D-6660-KT

0D-6500-TM
0D-6661-SF
0D-6499-EQ
BTA Introductory Kit (includes BTA Professional Manual, Stimulus Audio CD, and 50 Scoring Forms)
Kit Value: $101.00
Kit Price.............................................$94.00
BTA Professional Manual...............................................................................................................................................37.00
BTA Scoring Forms (pkg/50)..........................................................................................................................................43.00
BTA Stimulus Audio CD.................................................................................................................................................21.00
Requirements:
CD player
d2 Test of Attention
Rolf Brickenkamp and Eric Zillmer
This general performance test measures the speed and accuracy of differentiating visual stimuli (detail
discrimination), allowing you to evaluate an individuals attentiveness and concentration. The d2 Test of
Attention is a highly reliable, hard-to-falsify concentration measure that includes an evaluation form with a
diagnosis diagram to make analysis and interpretation easy. It is useful in occupational counseling; aptitude
evaluation; educational, clinical, and industrial psychology; and psychopharmacology.
0D-4233-KT
0D-4972-RF
d2 Test of Attention Kit (includes d2 Manual, 20 Recording Blanks, and a Set of 2 Scoring Keys)...........................$110.00
d2 Test of Attention Recording Blanks (pkg/50).............................................................................................................18.00
Evaluates an individuals
attentiveness and concentration
can be used in a variety of settings.
Purpose: Measure speed
and accuracy in
differentiating visual
stimuli

Age: 9-59 years

Time: 8 minutes
140
Now With Scoring Software!
Ruff Neurobehavioral Inventory (RNBI)

Ronald M. Ruff, PhD and Kristin M. Hibbard, PhD
The RNBI is a 243-item self-report questionnaire

that assesses an individuals perception of the
important dimensions of his/her daily life activities
following a catastrophic event, such as a major
illness or injury.
The RNBI can provide diagnostic insights and
assess treatment outcomes. During the recovery
phase, the RNBI can track the rate of improvement
based on the patients self-perceptions of daily
problems.
The RNBI consists of 17 Premorbid Basic scales
and 18 Postmorbid Basic scales. Scale scores
are combined to create four Premorbid and four
Postmorbid Composite scale scores that provide
global information about the individuals perceived
cognitive, emotional, and physical functioning,
as well as his/her overall quality of life. The RNBI
also contains four Validity scales: two that assess
abnormal response styles (i.e.,Inconsistency
and Infrequency) and two that assess impression
management (i.e.,Negative and Positive). The
17RNBI Critical Items provide additional interpretive
information according to various clinical areas of
interest.
The RNBI offers a number of advantages over a
general history form.
Gathers data according to theoretical constructs
(responses are scaled psychometrically).
Allows judgments based on normative data for either
the general population or a clinical population.
Captures premorbid functions in a comprehensive
manner, facilitating a direct comparison between
premorbid and postmorbid functioning.
Allows the clinician to analyze comparable

scales and explore potential interactions
among reported symptoms.
Provides four Validity scales (Infrequency/
Inconsistency and Negative/Positive).
Presents information about perceived functioning
that can be integrated with performance-based
assessments of functioning.
Assesses an individuals
perception of quality of life
after a traumatic event.
RNBI Scoring Program Included With Kit!
The RNBI-SP aids in the scoring and profiling of

the RNBI. After hand entry of an individuals item
responses, the software creates a comprehensive
Score Report with Score Summary Tables for
both the Validity and Content scales. The Validity
section contains brief interpretive text to help you
understand an individuals results. The software also
features a T-score profile, a Critical Items Table, and
Item Response Tables that are divided by scale.
The Score Summary Tables consist of raw scores,
Tscores, and Qualitative Interpretive Ranges for
both the premorbid and postmorbid components of
each scale, along with the T-score difference.
0D-6428-CP
RNBI Combination KitCD-ROM (includes

RNBI Unlimited-Use Scoring Program,
Booklets, 25 Answer Booklets, and
25 Profile Booklets).................................... $260.00
0D-5186-TM RNBI Professional Manual............................. 54.00
0D-5187-TB RNBI Reusable Item Booklets (pkg/25)......... 48.00
0D-5188-AS RNBI Answer Booklets (pkg/25)..................... 60.00
0D-5189-PF RNBI Profile Booklets (pkg/25)...................... 34.00
0D-6400-CP RNBI Scoring ProgramCD-ROM.................. 75.00
Purpose: Assess cognitive,

emotional, physical,
and psychosocial
functioning, and
general quality of life


or group


administer; 15-20
minutes to score
Requirements:
software activation
PARs Clinical Assessment Consultants and Clinical Sales Specialists are

happy to organize product workshops for groups of 30 or more people. Call
1.866.253.4050 for more information.
Nancy Fazioli
Sales Coordinator
141
Handbook of Normative Data for

Neuropsychological Assessment, 2nd Ed.
Maura N. Mitrushina, PhD, Kyle B. Boone, PhD, L. Jill Razani, PhD, and Louis F. DElia, PhD
The second edition of the Handbook of Normative Data for Neuropsychological Assessment refines the
information presented in the first edition. Data presentation is revised to make the book simpler to use.
Meta-analytic tables of predicted values for different ages, and education where relevant, are included for
nine tests having a sufficient number of homogenous data sets.
Offers an effective framework for critical evaluation of normative data for neuropsychological tests.
Practical and useful for practitioners, researchers, teachers, and graduate students with a unique and valuable
contribution to the practice of neuropsychology.
Improved data presentation
for increased ease of use.
0D-5544-BK Handbook of Normative Data for Neuropsychological Assessment, 2nd Ed., Hardcover1,236 pages (2005).....$105.00
The Consumer-Oriented Neuropsychological Report

Edited by Carmen G. Armengol, PhD, ABPP, Edith Kaplan, PhD, ABPP/CN, and Elisabeth J. Moes, PhD, ABPP
Helps you to write useful

neuropsychological reports.
Neuropsychologists are routinely faced with the

task of summarizing a wealth of complex data,
observations, impressions, and recommendations
in a concise and readable report for recipients in
diverse professional settings. This edited volume
provides clear and easy-to-follow guidelines to help
clinical practitioners, teachers, and students prepare
consumer-oriented, user-friendly, and clinically
useful neuropsychological reports. The goal is to
create a report that will help the recipient make
appropriate decisions regarding treatment, care, and
rehabilitation.
The first section of the book deals with broad issues
that define the practitioner, the consumer of the
report, and their interface at the time of referral. The
next section deals with the report itself (i.e.,scope

of assessment, background and collateral information, general issues, whether/how to include scores,
writing recommendations, use of computerized
assessment tools), and the ethical issues involved
in generating brief, focused assessments. The
third section provides guidelines to writing brief,
timely, and informative reports targeted for specific
audiences. The final chapter of this book provides
sample reports for consumers in diverse settings.
These reports were generated by contributors to
illustrate the differences in style, content, and format
discussed in the preceding chapters.
0D-4710-BK The Consumer-Oriented Neuropsychological
Report, Hardcover400 pages (2001)........ $83.00
A Compendium of Neuropsychological Tests:

Administration, Norms, and Commentary, 3rd Ed.
Ester Strauss, PhD, Elisabeth M.S. Sherman, and Otfried Spreen, PhD
Provides a thorough
description of each test.
142
This latest edition of the Compendium of

Neuropsychological Tests assists practitioners in
selecting appropriate testing measures for their
patients. Written in an easy-to-read reference format,
it covers topics such as the basic aspects of neuropsychological assessment as well as the theoretical
background, norms, and the utility, reliability, and
validity of neuropsychological tests.
Know Your Tools was the driving force behind this
new edition. The purpose of Know Your Tools is to
provide readers with (a) an enhanced understanding of neuropsychological assessment grounded
in empirical evidence and research, (b) a greater
understanding of critical issues relevant to the
broader practice of neuropsychological assessment,
and (c) a stronger working knowledge of the specific
strengths and weaknesses in the tests in their test
portfolios.
The first two chapters present basic psychometric

concepts and principles. Chapters 3 and 4 consider
practical aspects of the history-taking interview
and the assessment process; chapter 5 provides
guidelines on report-writing; and chapters 6 through
16 contain detailed, critical reviews of specific
neuropsychological tests, with divisions for the
specific topics of intelligence, achievement, executive function, attention, memory, language, visual
perception, somatosensory and olfactory function,
mood/personality, and response bias. More than 50
tests are included in this edition (e.g.,BRIEF, BVMT-R,

HVLT-R, NAB, PAI, Ruff 2 & 7).
0D-5917-BK A Compendium of Neuropsychological
Tests, 3rd Ed., Hardcover
1,240 pages (2006).................................... $115.00
FORENSIC RESOURCES
PAI Law Enforcement, Corrections, and Public

Safety Selection Report Module for the PAI-SP
Michael D. Roberts, PhD, ABPP and PAR Staff
Assists psychologists in screening both public safety

job applicants and current public safety employees
who are referred for psychological evaluation for
reasons such as mandated fitness for duty, weapon
carrying screening, and a variety of special unit
assignments (e.g.,S.W.A.T., hostage negotiation).
Profiles compare the applicants test scores
with those of the PAI community sample, with
approximately 18,000 police and other public safety
applicants, and with police and other public safety
applicants of the same gender and ethnic group.
Additional profiles contrast current applicants applying
for public safety jobs with norms from a group of
applicants in four job classifications (police officer,
communications dispatcher, corrections officer, and
firefighter/EMT) who successfully completed the job
screening procedures for the same position, were
hired, and completed at least 1 year in that position.
0D-6169-CP
PAI Public Safety Selection Report Module

CD-ROM (includes Software, PAI Public
Safety Selection Report Manual, Quick
Start Guide, 25 PAI Public Safety
Selection Report Uses, and 25 PAI
Public Safety Selection Report Item
0D-6169-CV PAI-SP Public Safety Selection Report
Software ConversionCD-ROM (For prior
purchasers only).......................................... 50.00
0D-5459-CM PAI Public Safety Selection Report
Manual........................................................... 40.00
0D-5460-CP
0D-5461-CP
0D-5462-CP

Item/Response Booklets........................... 1,500.00
Enables you to move beyond the

basic determination of emotional
stability to assess the job suitability
of an applicant in a valid and
defensible manner.
Requirements:
Prior installation of the PAISP (V.3.0 or
update
Note:
Customers planning to use the on-screen administration feature
of this module must also purchase PAI-SP Counter Serial Number
Uses (see page 29).
PAI Public Safety Selection Report On-Site Scanning Module for the PAI-SP
Administer the PAI to your clients using the scannable Public Safety Answer Sheets, which comply with the provisions of the Health Insurance Portability
and Accountability Act of 1996 (HIPAA, Title II) to ensure the security and privacy of health information.
Scan the Answer Sheets (requires compatible pencil-read optical scanner) and the software will generate PAI-SP Public Safety Selection Reports.
Requirements:
Prior installation of the PAISP (V.3.0 or higher) and the PAI Public Safety Selection Report Module (V.3.0 or higher); Opscan or iNSIGHTOMR Scanner (autofeeder
recommended).
0D-6170-CP
0D-6170-CV
0D-4170-SS
PAI Public Safety Selection Report On-Site Scanning ModuleCD-ROM........................................................................................................................................$136.00

PAI Public Safety Selection Report Scanning Module Software ConversionCD-ROM (For prior purchasers only)........................................................................50.00
PAI Public Safety Selection Report Scannable Answer Sheets (pkg/25)...........................................................................................................................................335.00
2-4 packages (price per package).......................................................................................................................................................................................................320.00
5 or more packages (price per package)............................................................................................................................................................................................310.00
0D-5966-TM PAI Professional Manual, 2nd Ed.........................................................................................................................................................................................................72.00
0D-3210-TB PAI Softcover Item Booklets (pkg/10)...................................................................................................................................................................................................38.00
0D-1874-TB PAI Reusable Item Booklet...................................................................................................................................................................................................................34.00
Note: For information on scanners, call Scantron Corporation at 1.800.722.6876 or visit www.scantron.com/scanners/.
PAI Public Safety Selection Report Professional Report Service

Administer the PAI to your clients. The Answer Sheets comply with the provisions of the Health Insurance Portability and Accountability Act of 1996
(HIPAA, Title II) to ensure the security and privacy of health information.
Mail the completed PAI Public Safety Answer Sheets to PAR.
PAR will score the Answer Sheets, generate a PAI Public Safety Selection Report for each client (within 24 hours of receipt or on the next business day),
and send the reports to you.
2 FREE trial administrationscall 1.800.331.8378 and request #0D-9158-ZZ today!
0D-4242-KT
PAI Public Safety Selection Report Professional Report Service Introductory Kit (includes PAI Public Safety Selection Report Manual, 10 PAI Softcover
Item Booklets, and 10 Prepaid Mail-in Answer Sheets)....................................................................................................................................................................$260.00
Prepaid Mail-in Answer Sheets (Prices include scoring, Selection Report, and return postage.)
0D-4201-SS
0D-4204-SS
0D-4203-SS
0D-5966-TM
0D-3210-TB
0D-1874-TB
PAI Public Safety Selection Report Service Answer Sheets (pkg/10)................................................................................................................................................218.00

PAI Professional Manual, 2nd Ed.........................................................................................................................................................................................................72.00
PAI Softcover Item Booklets (pkg/10)...................................................................................................................................................................................................38.00
PAI Reusable Item Booklet...................................................................................................................................................................................................................34.00
143
FORENSIC RESOURCES
PAI Interpretive Report for Correctional Settings

(PAI-CS) Module
John F. Edens, PhD, Mark A. Ruiz, PhD, and PAR Staff
Focuses exclusively
on corrections issues.
Requirements:
Prior installation of the PAISP (V.3.0 or
update
Note:
Serial Number Uses (see page 29).
Based on the PAI, the PAI-CS is a computergenerated interpretive report designed to assist correctional psychologists and staff in the management
and treatment of offenders. The PAI-CS identifies
the possible risk of institutional misconduct that the
offender poses during incarceration, describes the
psychosocial needs of the offender, and estimates
how the offender is likely to respond to incarceration and rehabilitative programs. A unique Staff
Management Summary is included to provide an
integrated summary of the offenders PAI profile in
terms of his or her specific psychological functioning
and institutional management factors.
A separate offender sample was collected for the
PAI-CS. Offender comparison profiles contrast the
offenders test scores with (a) the PAI community
sample norms, (b) approximately 1,200 incarcerated
offenders from multiple correctional facilities around
the country, and (c) offenders of the same gender.
The PAI-CS can be administered (a) on-screen,
(b) using the Item/Response Booklet, or (c) using
the reusable Item Booklet and the scannable
Answer Sheet for report generation through the
PAI-CS On-Site Scanning Module or through PARs
Professional Report Service.
The PAI-CS includes several experimental scales
developed with the corrections normative sample
data. In addition to the Addictive Characteristics
Scale (ACS), which helps identify individuals at risk

for substance use problems, two new validity scales
have been developed to aid in identifying locationspecific random responding. An additional validity
scale is introduced to help identify inconsistent
responding that is specific to correctional settings.
Internal consistency estimates for the Clinical scales
range from .82 to .92 in the corrections normative
sample, .74 to 94 in the community normative sample,
and .82 to .94 in the clinical sample.
Test-retest correlations of the Clinical scales range
from .79 to .92 in a combined sample (N = 155) of
community-dwelling adults and college students.
0D-6167-CP
PAI-CS ModuleCD-ROM (includes

PAICS Software with On-Screen Help and
Quick Start Guide, 25-Use Counter Serial
Number, PAI-CS Professional Manual,
and 25 Item/Response Booklets)............... $370.00
0D-6167-CV PAI-CS Module Software Conversion
0D-5482-TM PAI-CS Professional Manual.......................... 54.00
0D-5485-CP
0D-5486-CP
0D-5487-CP
PAI-CS Report Counter Serial Number

(25 Uses) and 25 PAI-CS Item/Response
Booklets....................................................... 218.00
PAI-CS Report Counter Serial
Number (50 Uses) and 50 PAI-CS
PAI-CS Report Counter Serial Number
(100 Uses) and 100 PAI-CS
PAI-CS On-Site Scanning Module
PAI-CS Professional Report Service
Requires prior installation of the PAI-SP (V.3.0 or higher) and the PAI-CS.
Administer the PAI-CS using the PAI-CS scannable Answer Sheet.
Scan the Answer Sheet (requires compatible pencil-read optical
scanner) and the PAI-CS software will generate the report.
Administer the PAI-CS to your clients using the reusable Item Booklet and
the scannable Answer Sheets.
Mail the completed Answer Sheets to PAR.
PAR will score the Answer Sheets, generate PAI-CS reports (within 24 hours
of receipt or the next business day), and mail the reports to you.
Requirements:
Prior installation of the PAI-SP and the PAI-CS Module (V.3.0 or higher); OpScan or
iNSIGHT OMR scanner (autofeeder recommended)
0D-6168-CP
0D-6168-CV
PAI-CS On-Site Scanning ModuleCD-ROM..................... $136.00

PAI-CS On-Site Scanning Module Software
ConversionCD-ROM (For prior purchasers only).............. 50.00
0D-5482-TM PAI-CS Professional Manual................................................... 54.00
0D-5483-SS PAI-CS Scannable Answer Sheets (pkg/25)......................... 187.00
2-9 packages (price per package)......................................... 176.00
10 or more packages (price per package)............................ 168.00
0D-5928-SS PAI-CS Scannable Answer Sheets (pkg/25)
(Name Field)......................................................................... 187.00
2-9 packages (price per package)......................................... 176.00
10 or more packages (price per package)............................ 168.00
0D-5484-TB PAI-CS Softcover Reusable Item Booklets (pkg/10)............... 44.00
Prepaid Mail-in Answer Sheets (Prices include scoring, PAI-CS report, and
return postage.)
0D-5489-KT
PAI-CS Professional Report Service Introductory Kit (includes

PAI-CS Professional Manual, 10 Professional Report Service
Answer Sheets, and 10 Reusable Item Booklets)............................... $196.00
0D-5482-TM PAI-CS Professional Manual................................................................... 54.00
0D-5490-SS PAI-CS Scannable Professional Report Service Answer Sheets
(pkg/10)................................................................................................. 150.00
0D-5491-SS PAI-CS Scannable Professional Report Service Answer Sheets
(pkg/25)................................................................................................. 365.00
2-9 packages (price per package)......................................................... 340.00
10 or more packages (price per package)............................................ 330.00
0D-5484-TB PAI-CS Softcover Reusable Item Booklets (pkg/10)............................... 44.00
Note:
For information on scanners, call Scantron Corporation at 1.800.722.6876 or visit
Two versions of the PAI-CS Scannable Answer Sheets are now available.
One version is HIPAA compliant; the other is the Name Field version that provides space for the clients name.
144
FORENSIC RESOURCES
Focus on Forensic Issues...

Version 5 Forensic Edition (RIAP5 FE)
Irving B. Weiner, PhD and PAR Staff
The unlimited-use RIAP5 FE is an addition to the

Version 5 (RIAP5). The RIAP5 provides both an
Interpretive Report and a Client Report. The RIAP5
FE adds a considerable amount of flexibility by providing a specialized Forensic Report. This report is
not intended to replace the basic RIAP5 Interpretive
Report. Clinicians are advised to draw on both the
Interpretive Report and the Forensic Report to arrive
at their conclusions.
The Forensic Report is focused on the forensic
issues of criminal responsibility and competency to
stand trial, personal injury, and parental fitness/child
custody. The three types of Forensic Reports are:
Criminal Case Issues, Personal Injury Case Issues,
and Family Law Case Issues. Each report begins
with a section on validity and malingering. The software allows clinicians to select which sections of the
Forensic Report to include for a specific individual.
This software was developed to assist clinicians in
using the Rorschach when conducting specific types
of forensic evaluations, including:
Criminal Case Issues
Competency to stand trial.
Sanity at the time of an alleged offense.
Advisability of probation or parole (including
consideration of dangerousness, suicide risk, and
amenability to treatment).
Personal Injury Case Issues
Posttraumatic stress disorder and other anxiety
disturbances.
Affective and cognitive features of depression.
Psychotic loss of contact with reality.
Family Law Case Issues
Effective parenting with regard to psychological
disturbance, coping skills, and interpersonal
accessibility.
Includes a Categorized Reference List
In addition to the Forensic Report, the RIAP5 FE

also includes a reference list that allows clinicians to
review a selected category of references organized
according to forensic issues. Clinicians can print out
specific sections of the reference list in order to help
them further evaluate the applicability of their findings and to prepare testimony based in part on the
Rorschach data. The reference list primarily includes
articles and chapters focusing on the Rorschach
Inkblot Method, but additional references regarding
basic forensic psychology issues are listed. Topics
include:
Basic considerations
Child and adolescent
assessment
Criticisms and rebuttals
Cross cultural
applications
Diagnostic correlates
Trauma and abuse
Forensic applications
Interpretation
Malingering
Normative data
Reliability
Research methodology
Treatment planning and
outcome assessment
Usage and
acceptability
Validity
Violence and
aggression
Special Features
The RIAP5 FE Forensic Report was written by leading
Rorschach scholar Irving B. Weiner, PhD; he has
published extensively on the use of the Rorschach in
forensic assessments.
The software includes a categorized, on-screen
reference list.
The RIAP5 FE includes unlimited-use software on
CD-ROM, on-screen Software Manual, and RIAP5 FE
Manual Supplement.
0D-6199-CP
0D-6199-UP
0D-6199-CV
0D-6200-UP
0D-5306-RF
Incorporating the RIAP5, this

software creates Forensic Reports
for Criminal Responsibility and
Competency to Stand Trial,
Personal Injury, and Parental
Fitness/Child Custody. It includes
a helpful, on-screen,
categorized reference list.
Requirements:
CD-ROM drive for installation; Internet
activation
Note:
For additional information on the RIAP5,
see page 71. Current RIAP5 FE users are
able to download a patch from our Web
site to add the updated reference list to
their program.
RIAP5 FE Introductory KitCD-ROM

(includes RIAP5 FE Unlimited-Use
Software with On-Screen Help, RIAP5 FE
Manual Supplement, Quick Start Guide,
and 50 Response Recording Forms)......... $940.00
RIAP5 FE Upgrade from RIAP5CD-ROM
(includes RIAP5 FE Unlimited-Use
Software with On-Screen Help, RIAP5 FE
Manual Supplement, Quick Start Guide,
and 50 Response Recording Forms)........... 350.00
RIAP5 FE Software ConversionCD-ROM
RIAP5 FE Upgrade from RIAP4/RIAP4
PlusCD-ROM (includes RIAP5 FE
Unlimited-Use Software with On-Screen
Help, RIAP5 FE Manual Supplement,
Quick Start Guide, and 50 Response
Recording Forms)........................................ 575.00
(pkg/50). ........................................................ 28.00
Rorschach is a registered Trade Mark of Verlag Hans Huber AG, Bern, Switzerland. Rorschach Test Plates and Rorschach Miniature Test
Plates by Verlag Hans Huber AG, Bern, Switzerland, 1921, 1948, 1994. Reproduced by permission.
145
FORENSIC RESOURCES
The Updated SIRS-2 Effectively

Detects Feigning in Forensic Settings...
Structured Interview of Reported Symptoms, 2nd Edition

(SIRS-2)
Richard Rogers, PhD, ABPP
Professional Manual by Richard Rogers, PhD, ABPP, Kenneth W. Sewell, PhD, and Nathan D. Gillard, MS
Retaining many of the features that made the

original instrument the gold standard in its field and
now including a new Spanish Language Interview
Booklet, the updated SIRS-2 helps evaluate feigning
of psychiatric symptoms in greater detail with
expanded scoring and classification.
With its wealth of empirical support, The SIRS-2 was developed to assess deliberate disthe SIRS-2 is ideal for use in
tortions in the self-report of symptoms. Each scale
forensic populations and in court
produces useful information on how a particular
proceedings where the findings
client may distort or fabricate his or her symptoms.
of psychological evaluations are
The primary focus of the SIRS-2 is on the evaluation
closely scrutinized.
of feigning and the manner in which it is likely to
Purpose: Assesses feigning of
psychiatric symptoms occur, such as an exaggeration of symptom severity
rather than a fabrication of symptomatology.

Admin: Individual
The revised Manual updates the malingering literature with special attention to detection strategies and
Time: Approximately
30-40 minutes
their clinical applications to feigned mental disorders.
It combines data from the original SIRS validation
studies with more recent research and includes a
conceptual framework for understanding feigned
mental disorders plus explicit instructions for administration, scoring, and classification. The SIRS-2
Manual also provides clarifications of malingering,
factitious disorders, feigning, and related terms;
an understanding of explanatory models and their
relevance to clinical practice; a conceptualization of
detection strategies within different domains; and
insights into the SIRS-2 primary scales, including their general category of detection strategies
(unlikely vs. amplified) and conceptual relationship to
other commonly used measures.
The updated Interview Booklet contains test questions and their ratings. Two security templates are
provided to block item content for instances in which
evaluators are legally required to produce SIRS-2
item responses. A new Spanish Language Interview
Booklet also is available.
146
The SIRS was designed for the assessment of

feigning, including a scale to assess defensiveness;
the content of each scale varies so that endorsement
of items on a particular scale does not reflect any
specific mental disorder. The SIRS-2 adds additional
scales and indexes to more thoroughly evaluate client
responses.
The 16-page Interview Booklet contains 172 items,
32 of which are Repeated Inquiries to detect
inconsistency of responding. The content covers a
wide range of psychopathology, as well as symptoms
that are unlikely to be true.
The SIRS-2 is designed to detect response styles
commonly associated with feigning and allows for
classification as feigning (definite or probable) or
genuine responding, as well as identification of
inconsistent and other problematic response styles
that have implications for therapeutic dynamics and
other treatment considerations.
The wealth of empirical support established for the
measure gives users confidence in the validity of the
SIRS-2 for forensic populations. This is particularly
important as findings of psychological evaluations are
often closely scrutinized during court proceedings.
In particular, the SIRS-2 demonstrates excellent
discriminant validity when comparing feigning versus
genuine samples.
0D-6709-KT
SIRS-2 Introductory Kit (includes SIRS-2

Professional Manual, 25 Interview Booklets,
and set of 2 Security Templates)

0D-6710-KT SIRS-2 Spanish Introductory Kit (includes
SIRS-2 Professional Manual, 25 Spanish
Interview Booklets, and set of 2 Security
Templates)

0D-6711-TM SIRS-2 Professional Manual.......................... 80.00
0D-6712-TB SIRS-2 Interview Booklets (pkg/25)............. 220.00
0D-6713-TB SIRS-2 Spanish Interview Booklets
(pkg/25)........................................................ 220.00
0D-6714-SK SIRS-2 Security Templates (set of 2)............. 10.00
FORENSIC RESOURCES
Structured Interview Format Quickly

Targets Malingered Psychiatric Illness
Miller Forensic Assessment of Symptoms Test (M-FAST)
Holly A. Miller, PhD
The M-FAST is a brief 25-item screening interview for individuals ages 18 years and older that
provides information regarding the probability that
an individual is feigning psychiatric illness. Most
malingering and symptom validity instruments
assess malingered cognitive and/or neuropsychological deficits. The M-FAST focuses exclusively on
malingered psychiatric illness.
The brief structured interview format saves valuable
clinical time and provides considerable flexibility for
the clinician to determine when, where, and to whom
the M-FAST should be administered. The M-FAST
may be integrated into a larger evaluation with
minimal difficulty.
The M-FAST also facilitates rapid identification of
individuals who require additional assessment.
When the M-FAST results indicate a probability of
feigning, a more comprehensive assessment instrument (e.g.,the Structured Interview of Reported
Symptoms [SIRS]) can be administered to obtain
more detailed and definitive information.
The M-FAST scales operationalize response
styles and interview strategies that have been
demonstrated to successfully identify individuals
who are attempting to feign psychopathology:
Reported vs. Observed (symptoms) (RO), Extreme
Symptomatology (ES), Rare Combinations (RC),
Unusual Hallucinations (UH), Unusual Symptom
Course (USC), Negative Image (NI), and
Suggestibility (S).
The M-FAST Professional Manual provides information about administration, scoring, and interpretation
(with illustrative case examples).
M-FAST results provide interpretive information at
three distinct levels: the M-FAST Total score provides
an estimate of the likelihood that the respondent is
malingering psychopathology; the M-FAST scale
scores provide information about the nature of the
individuals response styles that can help to explain
how he/she is attempting to malinger mental illness;
and the UH, RC, RO, and ES scales have been
found to consistently differentiate malingerers (both
simulators and known or suspected malingerers)
from honest responders. Responses to individual
items also provide valuable interpretive information.
The M-FAST was developed and validated with both
simulation and known-groups samples. Validity also
has been demonstrated across gender and ethnic/
racial groups, and across settings (inpatient, outpatient, and nonclinical). The M-FAST may be used
in a wide variety of settings (e.g.,V.A. hospitals,
correctional institutions, and inpatient/outpatient
treatment facilities).
Responses to individual
items provide valuable
interpretive information.
Purpose: Screen for
malingered
psychiatric illness

Admin: Individual

Time: 5-10 minutes
0D-4647-KT
M-FAST Introductory Kit (includes M-FAST

Professional Manual and 25 Interview
Booklets)

0D-4648-TM M-FAST Professional Manual........................ 54.00
0D-4649-TB M-FAST Interview Booklets (pkg/25)........... 115.00
I have ordered a number of your forensic products.

You have [the] best selection and best prices.
Stephen Kaplan, Dix Hills, NY
147
FORENSIC RESOURCES

Symptomatology (SIMS)
Glenn P. Smith, PhD
Professional Manual by Michelle R. Widows, PhD and Glenn P. Smith, PhD
Brief and easily administered,

the SIMS assesses for both
malingered psychopathology and
neuropsychological symptoms.
Purpose: Screening measure
for malingered
psychopathology and
cognitive symptoms


or group


minutes
The SIMS is a 75-item, true/false screening instrument that assesses for both malingered psychopathology and neuropsychological symptoms. The
instrument reduces clinician burden and increases
assessment efficiency by serving as a screen for
malingering and by reducing hands-on administration time. In addition to serving as a screening
measure, the SIMS can be used as part of a battery
of tests providing convergent evidence of malingering, rather than relying on a single instrument for
diagnosis. The SIMS also is recommended as part
of a comprehensive approach to the evaluation in
which alternative hypotheses for response patterns
are to be considered.
The SIMS is an excellent tool for forensic clinicians
working with competency and Not Guilty by Reason
of Insanity (NGRI) evaluations, forensic researchers,
and clinicians who evaluate disability and workers
compensation issues, as well as mental health
providers in inpatient settings. It demonstrates sensitivity, specificity, and efficacy across both simulation
and known-groups designs with honest responders,
psychiatric patients, and clinical malingerers. The
SIMS is written at a 5th-grade reading level.
The SIMS consists of a Professional Manual and the

SIMS Response Form (a two-part carbonless form).
The clinician compares raw scores to empirically
derived and validated clinical cutoff scores indicative of likely malingering. Interpretations for each
scale score and the Total score are provided in the
Professional Manual. Based on the comparison
to the clinical cutoff scores, the individual may be
referred for more extensive evaluation.
The SIMS provides five scale domains as well as
an overall score for probable malingering (i.e.,Total
score):

Psychosis (P)
Low Intelligence (LI)
Neurologic Impairment (NI)
Affective Disorders (AF)
Amnestic Disorders (AM)
The SIMS demonstrated very good utility in identifying malingering across multiple studies. In the SIMS
cross-validation sample, efficacy was .95, while
sensitivity was .96 and specificity was .88.
0D-5496-KT
SIMS Introductory Kit (includes

SIMS Professional Manual and
25 Response Forms)

0D-5497-TM SIMS Professional Manual............................. 75.00
0D-5498-AS SIMS Response Forms (pkg/25).................... 69.00
Structured Inventory of Malingered Symptomatology

Software Portfolio (SIMS-SP)
Michelle R. Widows, PhD, Glenn P. Smith, PhD, and PAR Staff
Requirements:
148
The SIMS-SP is used to score and interpret the

Structured Inventory of Malingered Symptomatology
(SIMS). The software provides an Interpretive Report
based on either an on-screen administration of the
SIMS or hand entry of an individuals item responses
or scale raw scores.
On-screen administration of the SIMS-SP is simple
and convenient. Step-by-step instructions guide the
respondent through the entire process. The software
also provides the option for the respondent to view and/
or hear the instructions as well as each of the 75 items.
Special Features of the SIMS-SP
Provides an overall score (i.e.,SIMS Total score) for
likely feigning, along with scale scores within five
domains: Psychosis (P), Neurologic Impairment (NI),
Amnestic Disorders (AM), Low Intelligence (LI), and
Affective Disorders (AF).
Interpretive report provides profile of the SIMS Total
score as well as the five scale scores.
Interpretive text discusses the likelihood of feigning

based on the SIMS Total score and the scale scores,
with recommendation for further evaluation of
feigning/malingering.
Includes built-in, easy-to-use report editing features
and an optional password feature to ensure the
privacy and security of client data during on-screen
administration and for general security of data.
0D-6024-CP
SIMS-SPCD-ROM (includes SIMS-SP

Software with On-Screen Help, Quick
Start Guide, and 5 Bonus On-Screen
Administrations)......................................... $515.00
0D-5497-TM SIMS Professional Manual............................. 75.00
0D-5498-AS SIMS Response Forms (pkg/25).................... 69.00
BEST VALUE:
0D-6027-CP

SIMS/SIMS-SP Combination Kit

(includes SIMS Introductory Kit and
SIMS-SPCD-ROM)
0D-6025-CP SIMS-SP Counter Serial Number (25

On-Screen Administrations of the SIMS)....... 98.00
0D-6026-CP SIMS-SP Counter Serial Number (50
On-Screen Administrations of the SIMS)..... 190.00
FORENSIC RESOURCES
Victoria Symptom Validity Test (VSVT)

Daniel Slick, PhD, Grace Hopp, MA, Esther Strauss, PhD, and Garrie B. Thompson, PhD
Suitable for use in both outpatient and inpatient

settings, the VSVT is a computerized test that uses
a forced-choice (two-alternative) model to assess
possible exaggeration or feigning of cognitive
impairments.
The VSVT unlimited-use software administers the
test, calculates all scores, and produces a 6-page
report of the test results.
Large, full-page color graphs of your clients VSVT
performance, as well as graphs of the performance of
relevant comparison groups, can be easily viewed or
printed for display.
The 48 VSVT items are presented in three blocks of
16 items each; items are classified as either Easy or
Difficult, depending on whether the study number and
the foil share any common digits.
The Total Items Correct score is used to classify a

respondents performance; the type and number of
items answered correctly, the response latency, and
the right-left preference provide information that also
can be used to help interpret VSVT performance.
Test interpretation compares the respondents
performance to what is expected to occur on the
basis of chance alone; this binomial-based approach
to respondent classification minimizes the risk of false
positives.
Results confirm the clinical and forensic utility of the
VSVT for identifying respondents who are attempting
to exaggerate or feign cognitive impairments.
Graphs provide clear and

compelling visual aids for
presenting evidence of symptom
exaggeration to jurors or other
individuals or groups not familiar
with the theoretical underpinnings
of binomial probability theory.
0D-6282-CP
VSVT Software ProgramCD-ROM

(includes VSVT Unlimited-Use
Software, Quick Start Guide, and
Professional Manual)................................. $560.00
0D-3825-TM VSVT Professional Manual............................ 60.00
0D-6282-CV VSVT Software ConversionCD-ROM
Purpose: Assess validity

of respondents
symptoms

Admin: Individual

Time: 18-25 minutes
Requirements:
software activation
Risk-Sophistication-Treatment Inventory (RSTI)

Randall T. Salekin, PhD
The RSTI is a semistructured interview and rating

scale designed to help clinicians assess juvenile
offenders in three important areas: risk for dangerousness, sophistication-maturity, and treatment
amenability. Each of these areas is measured by
a scale that is composed of 15 items. Additionally,
each scale contains three clusters.
The Risk for Dangerousness scale consists of the
Violent and Aggressive Tendencies, Planned and
Extensive Criminality, and Psychopathic Features
clusters.
The Sophistication-Maturity scale consists of the
Autonomy, Cognitive Capacities, and Emotional
Maturity clusters.
The Treatment Amenability scale consists of the
PsychopathologyDegree and Type, Responsibility
and Motivation to Change, and Consideration and
Tolerance of Others clusters.
The questions in the 32-page Interview Booklet are

designed to help obtain background, clinical, and
historical information, as well as a sample of the
juveniles behavioral and psychological functioning. Optional probes are provided throughout the
interview in case the juvenile gives incomplete
responses. The Rating Form enables the clinician
to score the items by reviewing and synthesizing
information from the entire interview, as well as
from other collateral sources. Each item is rated on
a 3-point scale reflecting the extent to which the
individual demonstrates the specific characteristic.
0D-5356-KT
RSTI Introductory Kit (includes RSTI

Professional Manual, 25 Interview
Booklets, and 25 Rating Forms)

0D-5357-TM RSTI Professional Manual............................. 83.00
0D-5358-TB RSTI Interview Booklets (pkg/25)................... 83.00
0D-5359-RF RSTI Rating Forms (pkg/25).......................... 34.00
Helps assess a juvenile

offenders history of violence
and aggressive tendencies.
Purpose: Provides a
standardized
assessment of risk
of dangerousness,
sophisticationmaturity, and
treatment amenability

Age: Juvenile offenders

9-18 years
Admin: Semistructured
interview: individual

Time: Interview: 50-65

minutes; Completion
of Rating Form: 15-20
minutes
149
FORENSIC RESOURCES
One of the Most Commonly Used

Tests in Child-Related Evaluations
Parenting Stress Index (PSI), 3rd Edition
Richard R. Abidin, EdD
The PSI yields data on potential sources of stress

in the family system through a parents perception
of his or her functioning in the parental role, issues
in the parent-child relationship, child development
issues, life stress, and degree of support from the
other parent. As a result of the important information
it provides, the PSI is becoming increasingly popular
for use in forensic settings where its applications in
child custody evaluations and in cases of suspected
child maltreatment are becoming readily apparent.
The PSI is particularly helpful in
forensic evaluations for child
With its robust reliability and validity data, along
custody, early identification of
with its publication in peer-reviewed journals, the
dysfunctional parent-child systems, PSI meets the standards for admissibility as a
prevention programs aimed
scientific instrument (i.e., Daubert v. Merrell Dow
at reducing stress, and in the
Pharmaceuticals, 1993).
assessment of child abuse risk.
Purpose: Identify parent-child
The PSI consists of a 120-item test booklet with an
problem areas
optional 19-item Life Stress scale, and an all-in-one

Age: Parents of children
hand-scorable answer sheet/profile form. The PSI
1 month-12 years
yields 17 scores, including seven Child Domain
Admin: Individual
scores, eight Parent Domain scores, and a Total
Time: 20-30 minutes
Stress score, plus the optional Life Stress score.
The child characteristics are measured in six

subscales: Distractibility/Hyperactivity, Adaptability,
Reinforces Parent, Demandingness, Mood, and
Acceptability. The parent personality and situational
variables component consists of seven subscales:
Competence, Isolation, Attachment, Health, Role
Restriction, Depression, and Spouse.
The Professional Manual includes reference group
profiles and case illustrations, Hispanic norms, and
expanded norms by age. A 5th-grade reading level
is required.
0D-3090-KT
PSI Introductory Kit (includes PSI

Booklets, and 25 Hand-Scorable Answer
Sheet/Profile Forms)

0D-3091-TM PSI Professional Manual................................ 64.00
0D-3092-TB PSI Reusable Item Booklets (pkg/10)............ 63.00
0D-3093-AS PSI Hand-Scorable Answer Sheet/Profile
Forms (pkg/25)............................................... 70.00
PSI-SP.
Parenting Stress Index Short Form (PSI/SF)

Ideal for clinicians with limited

time, the PSI/SF targets families
most in need of follow-up care.
problem areas


1 month-12 years
The PSI Short Form (PSI/SF) is a direct derivative of the Parenting Stress Index (PSI)full-length test. All
36 items on the Short Form are contained on the Long Form with identical wording and are written at a
5thgrade reading level. The PSI/SF yields a Total Stress score from three scales: Parental Distress, ParentChild Dysfunctional Interaction, and Difficult Child.
The PSI/SF was developed at the request of clinicians and researchers who regularly use the full-length PSI
and indicated the need for a valid measure administered in less than 10 minutes. It is ideal for clinicians who
work in a variety of primary health care settings and have a limited time available to patients, targeting those
families most in need of follow-up services. It also is valuable for use in schools and mental health clinics
where the parent-child dyad is not the primary focus of the assessment.
0D-3094-KT
PSI Short Form Kit (includes PSI Professional Manual and 25 Short Form Hand-Scorable
Questionnaire/Profile Forms)

Kit Value: $134.00
Kit Price...........................................$126.00
0D-3091-TM PSI Professional Manual................................................................................................................................................64.00
0D-3095-TB PSI Short Form Hand-Scorable Questionnaire/Profile Forms (pkg/25).........................................................................70.00
Admin: Individual

Time: 10 minutes
150
FORENSIC RESOURCES
The MacArthur Competence Assessment Tool

Criminal Adjudication (MacCAT-CA)
Steven K. Hoge, MD, Richard J. Bonnie, LLB, Norman G. Poythress, PhD, and John Monahan, PhD
The MacCAT-CA is a 22-item structured interview for

the pretrial assessment of adjudicative competence.
This instrument uses a vignette format and objectively scored questions to standardize the measurement of three competence-related abilities.
Understandingcapacity for factual understanding of
the legal system and the adjudication process.
Reasoningability to distinguish more relevant from less
relevant factual information and the ability to reason
about the two legal options: pleading guilty or not guilty.
Appreciationcapacity to understand his/her own
legal situation and circumstances.
The MacCAT-CA begins with the presentation of a

brief vignette describing a hypothetical crime upon
which the 8 Understanding and the 8 Reasoning
items are based. The 16 items involve queries about
prosecution of the hypothetical defendant. This
approach was designed to introduce legal issues
in a way that distances the defendant from the
specifics of his/her own case. The 6 Appreciation
items query defendants about their attitudes and
beliefs concerning the legal process involved in their
own cases.
The final page of the Booklet is a Scoring Summary

form for transferring and summing the item scores for
Understanding, Reasoning, and Appreciation.
The MacCAT-CA Professional Manual presents
guidelines for the clinical interpretation of these
three abilities based on a national norming study
of 729defendants; score ranges are provided for
three levels of impairment (none or minimal, mild, or
clinically significant) for each measured ability.
Validated with three groups of criminal defendants
with the following characteristics: (a) 197 randomly
selected jail inmates whose competence was not
in doubt, most of whom had neither active nor prior
mental health problems, (b) 249 jail inmates whose
competence was not in doubt, but who were currently
receiving treatment for a variety of mental disorders,
and (c) 283 individuals adjudicated incompetent to
proceed as a result of mental illness.
0D-4213-KT
MacCAT-CA Introductory Kit (includes

MacCAT-CA Professional Manual and
20 Interview Booklets)

0D-4214-TM MacCAT-CA Professional Manual................. 48.00
0D-4215-TB MacCAT-CA Interview Booklets (pkg/10)....... 83.00
0D-4496-TB MacCAT-CA Interview Booklets (pkg/20)..... 154.00
Appropriate for use with both felony

and misdemeanor defendants; may
be used in inpatient, outpatient,
forensic, and correctional settings
both prior to and subsequent to
adjudication of competence to
proceed with the criminal
process and to assess treatment
progress with respect to
restoration of competency.
Purpose: Evaluate a
defendants
capacity to proceed
to adjudication

Age: Criminal defendants

18 years and older
Admin: Individual

The format of the MacCAT-CA Interview Booklet

facilitates easy administration, recording, and scoring
of the defendants responses; it also provides space
for you to record case-specific observations that may
be relevant for follow-up.
Time: 25-55 minutes
Rogers Criminal Responsibility Assessment Scales (R-CRAS)

The R-CRAS provides the forensic psychologist or

psychiatrist with an empirically based approach to
evaluating criminal responsibility. This instrument
allows you to quantify the impairment at the time of
the crime, to relate the impairment to the appropriate
legal standard, and to render an expert opinion with
respect to that legal standard. Part I establishes the
degree of impairment on psychological variables
significant to the determination of insanity. Part II
aids in rendering an accurate opinion on criminal
responsibility with the ALI standard, and also
includes experimental decision models for guilty-butmentally-ill (GBMI) and MNaghten standards.
The average alpha coefficient of the R-CRAS summary scales is .60. The mean reliability coefficient for
individual variables is .58, with each variable achieving significance. Overall percentage of agreement for
the decision variables is 91% with an average kappa
coefficient of .81.
The R-CRAS is designed for use by professionals
with experience in forensic evaluations or those who
will be supervised by a qualified professional.
0D-0905-KT
0D-0906-TB
R-CRAS Introductory Kit (includes

R-CRAS Manual and 50 Examination
Booklets).................................................... $124.00
R-CRAS Examination Booklets (pkg/25)........ 58.00
Validation studies indicate a high

level of accuracy for classifying
sane and insane individuals.
Purpose: Provides a systematic
and empirically
based approach to
determining criminal
responsibility

Age: Adults
Admin: Individual

Time: Untimed
151
FORENSIC RESOURCES
HCR-20: Assessing Risk for Violence (Version 2)

Christopher D. Webster, PhD, Kevin S. Douglas, LLB, PhD, Derek Eaves, MD, and Stephen D. Hart, PhD
Provides explicit guidelines for

assessing risk of violence.
Purpose: Identify presence/
absence of violence
risk factors

Age: Adults
The HCR-20 is a 20-item checklist completed by

the clinician and used to assess the risk for future
violent behavior in criminal and psychiatric populations. Items were chosen based on a comprehensive
review of the literature and input from experienced
forensic clinicians. The HCR-20 includes variables
that capture relevant past, present, and future
considerations and should be regarded as an
important first step in the risk assessment process.
The professional(s) completing the HCR-20
Coding Sheet must first determine the presence or
absence of each of the 20 risk factors according to
three levels of certainty (Absent, Possibly Present,
Definitely Present).
20 Items Are Divided Into Three Sections

10 Historical Items (previous violence, age at first
violent offense, family and vocational background,
and more).
5 Clinical Items (current symptomatology and
psychosocial adjustment).
5 Risk Management Items (release and treatment
plan, and necessary services and support).
Admin: Individual

Time: Untimed
The final judgment regarding the risk for future

violence (Low, Moderate, High) should be based
on a careful analysis of the 20 risk factor items. Any
statements of risk should take into consideration the

base rate of violence in the particular population or
setting (e.g.,low, moderate, or high risk relative to
other correctional inmates).
HCR-20 Violence Risk Management
Companion Guide
This handy volume provides brief descriptions

of violence intervention strategies. Section One
covers general issues pertaining to violence risk
assessment and management using the HCR-20.
Section Two suggests intervention and management
strategies that stem from the Clinical (C) factors
of the HCR-20. Section Three addresses strategies
that stem from the Risk Management (R) factors.
Section Four offers practical assistance to people
interested in using the HCR-20 for planning and
tracking risk management activities.
0D-5053-KT
HCR-20 Introductory Kit (includes

HCR-20 Manual, 50 Coding Sheets,
and HCR-20 Violence Risk
Management Companion Guide)............... $136.00
0D-4108-TM HCR-20 Manual............................................. 46.00
0D-4109-RF HCR-20 Coding Sheets (pad/50)................... 49.00
0D-5036-BK HCR-20 Violence Risk Management
Companion Guide, Softcover
178 pages (2001)........................................... 46.00
Sexual Violence Risk20 (SVR-20)

Douglas R. Boer, PhD, Stephen D. Hart, PhD, P. Randall Kropp, PhD, and Christopher D. Webster, PhD
The SVR-20 is a 20-item checklist (completed by

the clinician) of risk factors for sexual violence that
were identified by a review of the literature on sex
offenders. The checklist was developed to improve
the accuracy of assessments for the risk of future
sexual violence.
Provides key questions to help

assess risk of sexual violence.
Purpose: Assess presence/
absence of sexual
violence risk factors

Age: Adults
Admin: Individual

Time: Untimed
152
The 20 factors essential in a comprehensive sexual

violence risk assessment fall into three main
categories: Psychosocial Adjustment, History of
Sexual Offenses, and Future Plans.
The SVR-20 specifies which risk factors should be
assessed and how the risk assessment should be
conducted.
The list of risk factors is (a) empirically related to
future sexual violence, (b) useful in making decisions
about the management of sex offenders, (c) nondis
criminatory, and (d) reasonably comprehensive
without being redundant.
Appropriate for use in cases where an individual has

committed, or is alleged to have committed, an act of
sexual violence, including pretrial release decisions;
presentence assistance to judges; development of
treatment programs at correctional intake; prior to
discharge to assist in post-release management;
custody/access assessment; determination of need
for a community warning; quality assurance or critical
incident reviews; and education and training.
0D-4104-KT
SVR-20 Introductory Kit (includes

SVR-20 Manual and 50 Coding Sheets)...... $92.00
0D-4105-TM SVR-20 Manual.............................................. 46.00
0D-4106-RF SVR-20 Coding Sheets (pad/50).................... 49.00
BESTVALUE!
0D-5054-KT

SVR-20/HCR-20 Combination Kit

(includes SVR-20 Introductory Kit
and HCR-20 Introductory Kit)
FORENSIC RESOURCES
For Clinicians Who Need an Assessment of

Risk That Addresses Important Factors, the SAVRY
Is a Time-Efficient and Complete Instrument
Structured Assessment of Violence Risk in Youth (SAVRY)
Randy Borum, PsyD, Patrick Bartel, PhD, and Adelle Forth, PhD
The SAVRY is composed of 24 items in three risk

domains (Historical Risk Factors, Social/Contextual
Risk Factors, and Individual/Clinical Factors), drawn
from existing research and the professional literature
on adolescent development as well as on violence
and aggression in youth. Each risk item has a threelevel rating structure with specific rating guidelines
(Low, Moderate, or High). In addition to the 24 risk
factors, the SAVRY includes six Protective Factor
items that are rated as either Present or Absent.
The SAVRY is useful in the assessment of either
male or female adolescents between the ages of 12
and 18 years. It may be used by professionals in a
variety of disciplines who conduct assessments and/
or make intervention/supervision plans concerning
violence risk in youth.
The SAVRY is not designed to be a formal test or
scale; there are no assigned numerical values nor
are there any specified cutoff scores. Based on the
structured professional judgment (SPJ) model, the
SAVRY helps assist in structuring an assessment
so that the important factors will not be missed and,
thus, will be emphasized when formulating a final
professional judgment about a youths level of risk.
Features of the SAVRY

SystematicThe primary domains of known risk
and protective factors are addressed, with clear
operational definitions provided.
Empirically GroundedItems are based on the best
available research and guidelines for juvenile risk
assessment practice.
Developmentally InformedRisk and protective
factors are based on their relationship to
adolescentsnot to children or adults.
Treatment-OrientedItems have direct implications
for treatment, including the consideration of dynamic
factors that can be useful targets for intervention in
risk reduction.
FlexibleAllows consideration of case-specific
factors, along with those factors derived from
research.
PracticalTime-efficiency of the instrument offers
the evaluator essential information for a competent
and complete assessment.
0D-5918-KT
SAVRY Introductory Kit (includes

SAVRY Professional Manual and
50 Rating Forms)

Kit Value: $108.00 Kit Price.................. $98.00
0D-5919-TM SAVRY Professional Manual......................... 46.00
0D-5920-RF SAVRY Rating Forms (pkg/50)...................... 62.00
With its emphasis on dynamic

factors, the SAVRY is designed to
be useful in intervention planning
and ongoing progress monitoring,
including the formulation of clinical
treatment plans, conditions of
community supervision, or
release/discharge planning.
Purpose: Assess risk of
violence

Age: 12-18 years
Admin: Individual


administer
Although time may be consumed by including

the SAVRY in a mental health assessment, that
may be minor compared to the amount of
clinical information and power gained. Data
from this study suggest that inclusion of the
SAVRY will yield the most accurate information...
and is perhaps the most economical choice.
Welsch, J. L., Schmidt, F., McKinnon, L., Chattha, H. K., & Meyers, J. R. (2008).
A comparative study of adolescent risk assessment instruments: Predictive and incremental validity.
Assessment, 15, 104-113.
153
FORENSIC RESOURCES
Psychopathic Personality InventoryRevised (PPI-R)

Scott O. Lilienfeld, PhD
Professional Manual by Scott O. Lilienfeld, PhD and Michelle R. Widows, PhD
Software by Scott O. Lilienfeld, PhD, Michelle R. Widows, PhD, and PAR Staff
Measures psychopathic
personality traits and behaviors,
in contrast to assessments that
are solely behaviorally based.
Purpose: Assess psychopathic
personality traits

Age: 18-86 years

Time: 15-25 minutes
Requirements:
software activation
The PPI-R is a 154-item self-report measure of both

global psychopathy and the component traits of
psychopathy. The PPI-R is construct valid and time
efficient, and can detect response styles potentially
relevant to psychopathy (i.e.,positive or negative
impression management, random or careless
responding). Rather than focusing exclusively on
antisocial or criminal behaviors, the PPI-R measures
the continuum of psychopathic personality traits
present in a range of individuals.
Special Features
Self-report measure with 4th-grade reading level.
Provides both offender and community/college
normative samples.
Takes less time to administer than other published
psychopathy measures.
Cost-effective to use in correctional and forensic
settings and for both individual and group
assessments.
A Scoring Summary Table, which lists the raw

scores, T scores, percentiles, and 90% confidence
intervals obtained by the client for the eight Content
scales (i.e.,Machiavellian Egocentricity, Rebellious
Nonconformity, Blame Externalization, Carefree
Nonplanfulness, Social Influence, Fearlessness,
Stress Immunity, Coldheartedness), two of the
Validity scales (i.e.,Virtuous Responding, Deviant
Responding), the three Factors (i.e.,Self-Centered
Impulsivity, Fearless Dominance, Coldheartedness),
and the PPI-R Total score.
A T-Score Profile, which graphically displays the
clients scores.
An Inconsistent Responding 15 Table and an
Inconsistent Responding 40 Table, which detail the
clients results for the IR15 and IR40 Validity scales.
Cumulative percentages and protocol classifications
for these scales also are provided.
An Item Response Table, which lists the clients
responses for all 154 PPI-R items.
0D-6353-CP
PPI-R Introductory Kit (includes PPI-R

Professional Manual, Unlimited-Use
PPI-R Software Portfolio with Quick
Start Guide, 25 Item Booklets,
25 Response Forms, and 25 Scoring
Summary Forms)....................................... $300.00
0D-5770-TM PPI-R Professional Manual............................ 79.00
0D-5771-RF PPI-R Response Forms (pkg/25)................... 52.00
0D-5772-TB PPI-R Reusable Item Booklets (pkg/25)........ 64.00
0D-5773-SF PPI-R Scoring Summary Forms (pkg/25)....... 52.00
Software Included in the

PPI-R Introductory Kit!
Developed as a faster way to score and profile the

PPI-R, the PPI-R Software Portfolio generates a
comprehensive Score Report after hand entry of
an individuals item responses or scale raw scores.
The report displays the individuals demographic
information and includes:
Evaluation of Competency to Stand TrialRevised (ECST-R)

Richard Rogers, PhD, ABPP, Chad E. Tillbrook, PhD, and Kenneth W. Sewell, PhD
The ECST-R represents major advances in the

assessment of competency to stand trial. Beyond its
exceptional interrater reliability, the ECST-R provides
five important advantages over existing competency
measures:
A key advantage of the ECST-R

over other competency measures
is its focus on case-specific
information that is relevant to
the pending case and to the
individuals own relationship with
his or her defense counsel.
Purpose: Evaluate an
individuals
competency to stand
trial

Admin: Individual

Time: Untimed
154
1. Congruence with the Dusky standard.

2. Established construct validity.
3. Admissibility under the Daubert standard.
4. Systematic screening for feigned incompetency.
5. Focus on case-specific information.
The ECST-R is a semistructured interview designed

to assess dimensions of competency to stand trial
as propounded in Dusky v. United States (1960)
and consistently affirmed in subsequent Supreme
Court decisions. In addition, the ECST-R provides
a systematic screening for feigned incompetency to
stand trial, with questions probing purported impairment and symptomatology specifically germane to
competency issues.
The ECST-R is appropriate for use with individuals ages 18 years and older who are involved in
adult proceedings. It was also validated on

defendants with a range of cognitive abilities.
Most defendants with functional intelligence in the
borderline and upper level of mild mental retardation
(i.e.,IQs=60to 69) can be tested with the ECST-R.
The ECST-R contains 18 items and three individual
scales that assess separate dimensions of competency to stand trial: Factual Understanding of the
Courtroom Proceedings, Rational Understanding
of the Courtroom Proceedings, and Consult with
Counsel. The ECST-R also includes 28 items and
five scales for Atypical Presentation: Realistic,
Psychotic, Nonpsychotic, Impairment, and Both
(Psychotic and Nonpsychotic combined).
ECST-R Introductory Kit (includes ECST-R
Professional Manual, ECST-R Binder with
Interview Booklet, 25 Record Forms, and
25 Profile/Summary Forms in a soft-sided
attach case)

0D-5285-TM ECST-R Professional Manual........................ 75.00
0D-5286-TB ECST-R Interview Booklet............................. 70.00
0D-5287-RF ECST-R Record Forms (pkg/25).................... 75.00
0D-5288-PF ECST-R Profile/Summary Forms (pad/25)..... 30.00
0D-9443-EQ ECST-R Binder.............................................. 21.00
0D-5284-KT
FORENSIC RESOURCES
Hare Psychopathy ChecklistRevised (PCL-R): 2nd Ed.

Robert D. Hare, PhD
The revisions in this second edition of the PCL-R

are based on the large numbers of articles, reports,
presentations, and dissertations that have appeared
since the original instrument was published in 1991.
The PCL-R is a 20-item symptom-construct rating
scale designed to assess psychopathic (antisocial)
personality disorders in forensic populations. The
PCL-R Rating Booklet facilitates rating the 20-item
scale; the Quikscore Form is used to record the
ratings, obtain the scores, and profile the results.
The ratings are based on responses to the semistructured interview and on a review of collateral
information.
As in the original version, the PCL-R: 2nd Ed.
provides a Total score that is important for the
overall assessment of psychopathy. The Total
score can be interpreted dimensionally in terms
of degree of match to the prototypical psychopath,
or it can be used categorically to help identify or
diagnose psychopaths.
This new edition retains the original two factors
that reflect the two major facets of psychopathy:
the callous, selfish, remorseless use of others
(Factor 1) and a chronically unstable and antisocial
lifestyle (Factor 2). The interpretive power of the
PCL-R has been enriched through the evolution of
four subfactors. Factor 1 and Factor 2 have been
divided into two empirically derived and validated
subfactors: Factor 1a, Interpersonal (four items);
Factor 1b, Affective (four items); Factor 2a, Impulsive
Lifestyle (five items); and Factor 2b, Antisocial
Behavior (five items).
The PCL-R is highly reliable and has impressive

concurrent, predictive, and construct validity. Scoring
is based on the degree to which a persons personality and behavior matches the Rating Booklet
items. The Manual provides item descriptions,
scoring procedures, extensive reliability and validity
information, and normative data. New large-sample
descriptive and validation data are provided for
use of the PCL-R with male and female offenders,
substanceabusers, sex offenders, African American
offenders, and forensic psychiatric clients.
Percentile and T-score tables are provided for male
and female offenders, for male forensic psychiatric
patients who have been assessed with the standard
PCL-R procedure (interview plus file information),
and for male offenders and forensic psychiatric
patients whose assessments are based solely on
file reviews. New research findings derived from
confirmatory factor analysis and item response
theory are presented along with the implications of
these findings for research, clinical, and forensic
purposes.
Four new subfactors help

assess personality disorders.
Purpose: Assess psychopathic
(antisocial)
personality disorders

Admin: Individual
(Semistructured
Interview and Expert
Rating Form)

Time: Interview section:

1.5-2 hours; Collateral
review: 1 hour
0D-5079-KT
PCL-R 2nd Ed. Introductory Kit

(includes PCL-R Manual, 1 Reusable
Rating Booklet, 25 QuikScore Forms,
and 25 Interview Guides)........................... $360.00
0D-5080-TM PCL-R 2nd Ed. Manual................................ 126.00
0D-5081-TB PCL-R 2nd Ed. Reusable Rating Booklet...... 72.00
0D-5082-RF PCL-R 2nd Ed. QuikScore Forms
(pkg/25).......................................................... 84.00
0D-5083-CF PCL-R 2nd Ed. Interview Guides
(pkg/25)........................................................ 138.00
PAR is committed to the development of new, innovative products.

Please contact us if you are considering developing an assessment
instrument so that we may assist you in the development and
publication of your test.
Julie Hook, PhD

Project Director
155
FORENSIC RESOURCES
Hare Psychopathy Checklist: Screening Version (PCL:SV)

Stephen D. Hart, PhD, David N. Cox, PhD, and Robert D. Hare, PhD
An efficient and cost-effective tool.

Purpose: Assess psychopathy
in forensic and
nonforensic
populations

Age: Adults
Admin: Individual

This abbreviated version of the Hare Psychopathy

ChecklistRevised (PCL-R) is an efficient and costeffective tool that screens for the possible presence
of psychopathy in both forensic and nonforensic
populations. Cutoff scores indicate when to follow
up the PCL:SV with the complete PCL-R, thereby
providing a more detailed and reliable assessment
of psychopathy.
Permits researchers to study the nature and

consequences of psychopathy outside prison walls.
Norms available for the following populations: forensic
nonpsychiatric, civil psychiatric, forensic psychiatric,
and noncriminal nonpsychiatric.
Should only be administered and interpreted by
individuals who are familiar with the theory and
research documented in the PCL-R.
The PCL:SV provides a 12-item scale based on a

subset of the PCL-R items that can be completed in
under 90 minutes.
Well-suited for use in civil psychiatric evaluations,
studies of community residents (e.g.,epidemiological
research), and personnel selection (e.g.,screening of
law enforcement, correctional, military recruits).
0D-3512-KT
PCL:SV Kit (includes PCL:SV Manual,

25 Interview Guides, and
25 QuikScore Forms)................................. $192.00
0D-3513-TM PCL:SV Manual.............................................. 72.00
0D-3514-RF PCL:SV QuikScore Forms/Interview
Guides (pkg/25 each)................................... 122.00
Time: 90 minutes
Hare Psychopathy Checklist: Youth Version (PCL:YV)

Adelle E. Forth, PhD, David S. Kosson, PhD, and Robert D. Hare, PhD
The PCL:YV helps identify potential patterns of

cheating, fighting, bullying, and other antisocial acts
in youth. Early identification of these traits is critical,
not only for the near future of these youths, but for
their development into adulthood. Based on the
Hare Psychopathy ChecklistRevised (PCL-R),
the PCL:YV uses a semistructured interview and
collateral information to measure interpersonal,
affective, and behavioral features of psychopathy. It
Uses semistructured interview and yields dimensional scores for clinical purposes, and
collateral information to measure
also may be used to classify individuals into groups
the interpersonal, affective, and
for research purposes.
behavioral features of psychopathy.
Manual,
Purpose: Assess psychopathic The PCL:YV consists of a Technical
Interview Guide, QuikScore Forms, and Rating
traits
Booklet. The Technical Manual provides the informa
Age: 12-18 years
tion needed to administer, score, and interpret
Admin: Individual
the PCL:YV; it also provides information on the
Time: Semistructured
psychometric properties of the PCL:YV.
interview: 2 hours;
Collateral review:
Varies
156
The PCL:YV provides clinicians with a standardized

method of assessing the presence of traits and
behaviors central to the construct of psychopathy.
The PCL:YV provides researchers with a reliable and
valid measure of psychopathy in adolescents.
The length of time it takes to administer a complete

PCL:YV assessment depends on a number of factors,
including the length of the interview, familiarity
with the case, the amount of chart information to
review, and whether collateral interviews need to be
conducted.
Data were collected from 2,438 youth in three

countries. The 19 different samples of adolescents
included institutionalized offenders (detained in
correctional or inpatient facilities), offenders on
probation or in open custody or arrested youth
referred for outpatient evaluation, and youth in the
community (including conduct-disordered youth
attending a treatment program).
Overall, the PCL:YV showed sound psychometric
properties based on samples across a variety of
settings. The internal consistency of the PCL:YV
was .85-.94 across the settings.
0D-5289-KT
PCL:YV Complete Kit (includes PCL:YV

Technical Manual, Rating Booklet,
25 QuikScore Forms, and 25 Interview
Guides)....................................................... $345.00
0D-5290-TM PCL:YV Technical Manual........................... 103.00
0D-5291-TB PCL:YV Rating Booklet (reusable
hardcover)...................................................... 80.00
0D-5292-RF PCL:YV QuikScore Forms (pkg/25)............... 83.00
0D-5293-IA PCL:YV Interview Guides (pkg/25).............. 138.00
FORENSIC RESOURCES
Inventory of Offender Risk, Needs, and Strengths (IORNS)

Holly A. Miller, PhD
Written at a 3rd-grade reading level, the IORNS is

a 130-item self-report measure that assesses static
risk, dynamic risk/need, and protective strength
factors as they relate to recidivism, treatment need,
and management.
The IORNS consists of the four IORNS indexes,
eight scales, 14 subscales, and two validity scales.
T scores, percentiles, confidence intervals, and
qualitative classifications (i.e.,low, average, high,
very high) are provided for the normative samples.
Given low or high endorsement of certain items,
percentiles and percentile classifications are recommended for interpretation.
The IORNS provides index and scale scores that are
internally consistent and stable over time, in addition
to content subscales that aid in interpretive specificity. The IORNS indexes, scales, and subscales demonstrate good convergent and discriminant validity
with criminal history variables, antisocial behavior,
psychopathy, personality pathology, substance use,
depression, and anxiety among numerous male and
female offender samples.
Special Features of the IORNS
Assesses all three types of factors (static, dynamic,
and protective factors) related or theorized as related
to recidivism.
Can be administered and scored by persons who do

not have training in forensic or clinical psychology or
psychiatry, with supervision and interpretation by a
licensed or certified professional.
Standardized and validated with offenders (men ages
18-75 years and women ages 18-60 years); offender
samples included incarcerated and probated general
and sexual offenders.
Community adult/college normative sample provided
(men and women ages 18-75 years); the community
adult/college normative group approximates U.S.
Census proportions (2003) for race/ethnicity and
educational status.
The IORNS demonstrated significant correlations
with self-reported criminal history variables, including
number of nonviolent and violent crimes and number of
times in jail/prison among male and female offenders.
The IORNS also was significantly related to numerous
self-reported criminal, familial, and substance use
history variables (e.g.,past physical and sexual
abuse) among female offenders.
0D-5888-KT
IORNS Introductory Kit (includes IORNS

Professional Manual, 25 Response Forms,
and 25 Scoring Summary/Profile Forms)

0D-5889-TM IORNS Professional Manual.......................... 72.00
0D-5890-RF IORNS Response Forms (pkg/25)................. 70.00
0D-5891-PF IORNS Scoring Summary/Profile Forms
(pad/25).......................................................... 25.00
Identifies areas of risk and need

that may be modified through
treatment and/or through
more efficient supervision.
Purpose: Identify static,
dynamic, and
protective factors
related to offender
risk, treatment need,
and management


Time: 15-20 minutes
Uniform Child Custody Evaluation System (UCCES)

Harry L. Munsinger, JD, PhD and Kevin W. Karlson, JD, PhD
The UCCES was developed to meet the need for

a uniform custody evaluation procedure for mental
health professionals. The UCCES consists of a
Manual and 25 forms that provide a systematic
method for gathering the data necessary to determine a childs best interest, organizing information,
presenting relevant data in an organized and logical
manner, writing logical evaluation reports, and
testifying in court.
The 25 forms are organized into three categories.
1) General Data and Administrative Forms
UCCES Checklist
Initial Referral Form
Chronological Record of all Case Contacts Form
Case Notes Form
Consent for Psychological Services to Child(ren) Form
Authorization to Release Information Form
Suitability for Joint Custody Checklist
Collateral Interview Form
Consent for Evaluation of Minor(s) Form
UCCES Summary Chart for noting significant entries
from other completed forms
2) Parent Forms
Parents Family/Personal History Questionnaire

Parent Interview Form
Parenting Abilities Checklist
Suitability for Joint Custody Interview

Analysis of Response Validity Checklist
Behavioral Observations of Parent-Child Interaction Form
Home Visit Observation Form
Agreement Between Parent and Evaluator Form
Explanation of Custody Evaluation Procedures for
Parents and Attorneys
3) Child Forms
Child History Questionnaire (one for each parent to

complete)
Child Interview Form
Child Abuse Interview Form
Abuse/Neglect Checklist
Childs Adjustment to Home and Community Checklist
Parent-Child Goodness of Fit Observation Form and
Checklist
0D-2689-KT
UCCES Introductory Kit (includes UCCES

Manual, 2 Sets of Parent Forms, 2 Sets of
Child Forms, and 1 Set of Administrative
and Data Forms)

0D-2690-TM UCCES Manual.............................................. 44.00
0D-2691-CF UCCES Administrative and Data Forms
(set of 10)....................................................... 32.00
0D-2692-CF UCCES Parent Forms (set of 9)..................... 32.00
0D-2693-CF UCCES Child Forms (set of 6)....................... 32.00
0D-2694-KT UCCES Replacement Kit (includes all
materials in the Introductory Kit except
the Manual)

Each chapter contains an

extensive list of references.
Note:
Individual UCCES forms are available
for reordering purposes. Please call
1.800.331.8378 for details and pricing.
157
FORENSIC RESOURCES
Jesness InventoryRevised (JI-R)

Carl F. Jesness, PhD
The JI-R includes two new fully

normed scales, Conduct Disorder
and Oppositional Defiant Disorder,
both of which add to the
clinical diagnostic utility of
the Jesness scale.
Purpose: A personality
classification system
for delinquent and
conduct-disordered
youth and adults

Admin: Individual

Time: 20-30 minutes
The JI-R is a restandardized version of the

Jesness Inventory (JI) with new norms based on
large and diverse samples of approximately 3,500
general population individuals and 1,000 offenders/
delinquents. An easy-to-understand, 160-item true/
false questionnaire, the JI-R provides valuable
information about functioning across a variety of
different areas. It has 11 personality subtype scales
that measure key traits and attitudes, including
Social Maladjustment, Manifest Aggression, Value
Orientation, Withdrawal-Depression, Immaturity,
Social Anxiety, Autism, Repression, Alienation,
Denial, and Asocial Index.
The JI-R also provides subtype evaluation within
nine distinct areas. The subtype system not
only helps you understand the individuals being
assessed, but also leads to specific suggestions
about treatment and risk. The nine subtypes are
Undersocialized/Active, Undersocialized/Passive,
Conformist, Group-Oriented, Pragmatist, AutonomyOriented, Introspective, Inhibited, and Adaptive.
This revision to the JI includes two new scales:

Conduct Disorder and Oppositional Defiant Disorder.
These new scales are fully normed and add to
the clinical diagnostic utility of the Jesness scale.
The JI-R also contains validity scales to assess
potentially invalid response patterns. There is a Lie
scale, as well as a Random Response scale, that
can be easily scored and interpreted when using the
inventory.
The JI-R Technical Manual describes the development of the scales, new norms, and validation, and
provides information on administration, use, and
interpretation. Scoring time is greatly reduced using
the JI-R Scoring Templates.
0D-5219-KT
JI-R Introductory Kit (includes JI-R

Technical Manual, 10 Item Booklets,
25 Response Forms, and Scoring
Templates)................................................. $234.00
0D-5220-TM JI-R Technical Manual................................... 90.00
0D-5221-TB JI-R Reusable Item Booklets (pkg/10)........... 30.00
0D-5222-RF JI-R Response Forms (pkg/25)...................... 65.00
0D-5223-SK JI-R Scoring Templates.................................. 90.00
Child Abuse Potential (CAP) Inventory

Joel S. Milner, PhD
A brief, easy-to-use child abuse

screening instrument.
Purpose: Screen for the
detection of physical
child abuse

Age: Parents or primary

caregivers suspected
of physical child
abuse

or group


minutes
The CAP Inventory was designed primarily as a

screening tool for the detection of physical child
abuse to be used by protective services workers in
their investigations of reported child abuse cases.
It is a 160-item, reliable and valid objective self-report
screening instrument given to the parent or caregiver
who is suspected of abuse. It assists protective services
workers in making case decisions.
The CAP Inventory contains a total of 10 scales. The
primary clinical scale (Abuse) can be divided into
six factor scales: Distress, Rigidity, Unhappiness,
Problems With Child and Self, Problems With Family,
and Problems With Others. In addition, the CAP
Inventory contains three validity scales: Lie,
Random Response, and Inconsistency.
The CAP Inventory is appropriate for use as a
preliminary screening tool when you wish to quickly
screen a group of high-risk patients for a subgroup
of individuals who are most likely to be at risk
for committing physical child abuse. Intervention/
treatment programs have successfully used the
CAP Inventory at pre- and posttreatment and on a
follow-up basis to assist in program evaluation.
Overall, the 77-item CAP Abuse scale has high
internal consistency reliabilities (.92-.96 for controls
and .95-.98 for abusers); temporal stability estimates
for the Abuse scale also are adequate (.91 and .75 for
1-day and 3-month intervals, respectively).
158
The Child Abuse Potential Inventory Manual, 2nd Ed.

includes information about administration, scoring,
and interpretation procedures.
An Interpretive Manual for the Child Abuse
Potential Inventory provides additional information
for interpretation of the CAP Inventory, including
applications, limitations and related issues, scale
descriptions, and references.
The four-page CAP Inventory Form VI Booklet has
test items printed in large type for easy reading.
Raw Score Summary Sheets provide a form for
recording all the raw data generated from a clients
CAP Inventory. Inconsistency Scale Scoring Sheets
are used with the scoring template to obtain an
Inconsistency scale score.
0D-5175-KT
CAP Introductory Kit (includes The Child

Abuse Potential Inventory Manual, 2nd Ed.,
An Interpretive Manual for the Child Abuse
Potential Inventory, 10 Inventory Form VI
Booklets, 10 Raw Score Summary Sheets,
10 Inconsistency Scale Scoring Sheets,
and 1 Complete Scoring Template Set)..... $180.00
0D-5136-TM The Child Abuse Potential Inventory
Manual, 2nd Ed.............................................. 48.00
0D-5137-TM An Interpretive Manual for the Child
Abuse Potential Inventory.............................. 32.00
0D-5138-TB CAP Inventory Form VI Booklets
(pkg/10).......................................................... 28.00
0D-5139-SF CAP Raw Score Summary Sheets
(pkg/10)............................................................ 5.00
0D-5140-SF CAP Inconsistency Scale Scoring Sheets
(pkg/10)............................................................ 5.00
0D-5174-SK CAP Complete Scoring Template Set............ 85.00
ACHIEVEMENT / DEVELOPMENT / LEARNING
The WRAT4 Provides an Efficient and

Accurate Measure of Basic Academic Skills...
Wide Range Achievement Test 4 (WRAT4)
Gary S. Wilkinson, PhD and Gary J. Robertson, PhD
The WRAT4 is a norm-referenced test that measures the basic academic skills of word reading,
sentence comprehension, spelling, and math
computation.
Word Reading measures letter and word decoding
through letter identification and word recognition.
Sentence Comprehension measures an
individuals ability to gain meaning from words and
to comprehend ideas and information contained
in sentences through the use of a modified cloze
technique.
Spelling measures an individuals ability to encode
sounds into written form through the use of a dictated
spelling format containing both letters and words.
Math Computation measures an individuals ability
to perform basic mathematics computations through
counting, identifying numbers, solving simple oral
problems, and calculating written mathematics
problems.
Several new features have been added to the

WRAT4. In addition to updated norms, the WRAT4
contains an entirely new measure of reading
achievementSentence Comprehensionadded
to enhance the scope of the content the WRAT
measured and to meet a need often expressed by
users of previous editions for a measure of reading
comprehension.
The interpretation of WRAT4 scores has been
enhanced by the addition of grade-based norms,
thereby increasing the usefulness of the test in
Grades K-12. The age-based norms also have been
extended from age 75 in the third edition to age 94
in the fourth edition so that the basic literacy skills of
older adults could be assessed.
The Blue Form and the Green Form can be used
interchangeably with comparable results, thus
permitting retesting within short periods of time without the potential practice effects that may occur from
repeating the same items. The alternate forms also
can be administered together (i.e.,Combined Form)
in a single examination. For those interested in a
more qualitative assessment of academic skills, the
Combined Form provides an additional opportunity
for performance observance.
Uses of the WRAT4
The WRAT4 preserves those

features that made the WRAT3
and earlier editions so popular
with usersease of administration
and scoring, and the provision of
a significant amount of information
gained through a relatively brief
investment of testing time.
The ease of administration and simplicity of the

WRAT4 make it useful for:
Collecting initial data for psychological, educational,
and vocational assessments.
Permitting time-efficient small group administration
in selected math and spelling areas to assist in
the identification of individuals who require a more
comprehensive academic evaluation.
Assessing, in conjunction with the WRAT-Expanded,
a broader range of academic skills useful in the
diagnosis of specific learning disorders.
Reevaluating individuals diagnosed with learning and/
or cognitive disorders.
Contributing to research projects needing assessment
of basic academic skills for pretesting and posttesting
purposes.
Evaluating achievement/ability discrepancies to
identify specific learning disabilities.
Assessing specific academic skills as part of a
more comprehensive study of psychological and
neuropsychological functioning.
Determining a minimal level of proficiency needed
to perform in certain educational and/or vocational
settings.
Assessing an individuals academic progress over
time.
Purpose: Measure the basic

academic skills of
reading, spelling, and
math computation

Age: 5-94 years

(specific subtests
only)

Time: Approximately
15-25 minutes for
individuals ages 5-7
years; approximately
35-45 minutes for
individuals ages
8 years and older
See pages 161 and 162 for
information on the WRAT4-SP
and the WRAT4-IR.
The WRAT4
accurately
assesses each
child at his or
her current
performance
level regardless
of actual grade
placement.
159
Ideal for Clinicians Who Want a

Norm-Referenced Skills Instrument
Administration Time
Administration time varies depending upon the age, skill, and behavioral style of the individual being tested. For children (ages 8 years
and older) and adults, the administration time is between 30 and 45
minutes. For younger children (ages 5-7 years) the administration time
is between 15 and 25 minutes.
Small-Group Administration
Although the WRAT4 will most often be administered individually,

some of the subtests or sections of subtests may be administered
to small groups. The Spelling and Math Computation sections of the
respective subtests may be administered to small groups. It is recommended that small groups be limited to no more than five participants.
Reliability
Reliability evidence for the WRAT4 is shown to be strong and includes

information based on classical test reliability theory, such as internal
consistency, alternate-form reliability (immediate and delayed retest
stability), standard error of measurement, and standard score confidence intervals, as well as IRT applications termed Rasch statistics.
Alternate-form immediate retest reliability coefficients ranged from
.78 to .89 for an age-based sample and .86 to .90 for a grade-based
sample.
Alternate-form delayed (approximately 30 days) retest study indicated
that practice effects are quite small. Mean score differences of 0.4-2.2
were found for an age-based sample and 0.1-0.5 for a grade-based
sample.
Median Internal Consistency Reliability Coefficients of WRAT4

Subtests and Reading Composite for an Age-Based Sample

Form
Subtest/Composite
Blue Green Combined
Word Reading
Sentence Comprehension
Reading Composite
Spelling
Math Computation
.92
.93
.96
.91
.89
.92
.93
.96
.90
.87
.96
.96
.98
.95
.94
Validity
WRAT4 validity evidence is derived from the content and structure

of the test battery, studies with special groups of individuals, and
correlations with other widely used achievement and cognitive ability
measures. The measures used for the external validity studies are
listed below.
WIAT-II
SB5
WJ -III
WRAT-Expanded
KBIT
WRIT
KTEA-II Comprehensive
WISC-IV
WASI
KTEA-II Brief
RIAS
WAIS-III
0D-5776-KT
WRAT4 Introductory Kit (includes WRAT4 Professional Manual,

25 each Blue Test/Response Forms, 25 each Green
Test/Response Forms, 25 Blue Sentence Comprehension
Response Booklets, 25 Green Sentence Comprehension
Response Booklets, Set of 2 Word Reading/Spelling Cards,
Set of 3 Sentence Comprehension Cards, and 1 Place Marker)

0D-5777-TM WRAT4 Professional Manual...........................................................90.00
0D-5778-TB WRAT4 Blue Test/Response Forms (pkg/25 ea.)............................45.00
0D-5779-TB WRAT4 Green Test/Response Forms (pkg/25 ea.).........................45.00
0D-5780-RF WRAT4 Blue Sentence Comprehension Response Booklets
(pkg/25)............................................................................................45.00
0D-5781-RF WRAT4 Green Sentence Comprehension Response Booklets
(pkg/25)............................................................................................45.00
0D-5782-TC WRAT4 Word Reading/Spelling Cards (set of 2).............................12.00
0D-5783-TC WRAT4 Sentence Comprehension Cards
(set of 3 and 1 Place Marker)...........................................................12.00
0D-6155-CP WRAT4/WRAT4-SP Combination KitCD-ROM (includes
WRAT4 Introductory Kit and WRAT4-SP Software)......................425.00
0D-6153-CP WRAT4/WRAT4-IR Combination KitCD-ROM (includes
WRAT4 Introductory Kit and WRAT4-IR Software)........................560.00
Note: Compare scores on the WRAT4 with scores on the Reynolds Intellectual
Assessment Scales (RIAS). See page 165 for the RIAS/WRAT4 Discrepancy
Interpretive Report.
Median Internal Consistency Reliability Coefficients of WRAT4

Subtests and Reading Composite for a Grade-Based Sample

Form
Subtest/Composite
Blue Green Combined
Word Reading
Sentence Comprehension
Reading Composite
Spelling
Math Computation
160
.93
.93
.96
.89
.87
.92
.90
.95
.88
.83
.96
.94
.98
.92
.92
Wide Range Achievement Test 4 Scoring Program (WRAT4-SP)

Developed by PAR Staff
The WRAT4-SP scores and generates reports after

manual entry of raw subtest scores from the WRAT4
Blue, Green, and Combined Forms.
The WRAT4 Score Report includes a WRAT4 Score
Summary Table, the WRAT4 Standard Score Profile
for basic interpretation, and the WRAT4 Standard
Score Comparison Table, which can be used for
an extended interpretation. Program functionality
includes navigational tools (e.g.,menu system,
Quickstart dialog box, Toolbar, Status Bar), file
handling, and report editing.
Features of the WRAT4-SP
Provides unlimited scoring and report generation after
manual entry of an individuals WRAT4 raw subtest
scores.
Score Summary includes raw scores, standard scores
(based on either age-based or grade-based norms),
confidence intervals (85%, 90%, or 95%), percentile
ranks, and three optional scores (grade equivalents,
NCEs, or stanines).

Quick and easy data entry.
database programs.
programs.
Includes an optional password feature to ensure
0D-6154-CP
0D-6154-UP
0D-6154-CV
BEST VALUE:
0D-6155-CP

WRAT4-SPCD-ROM (includes
On-Screen Help and Quick Start Guide).... $182.00
WRAT3-SP to WRAT4-SP Upgrade
CD-ROM...................................................... 140.00
WRAT4-SP Software Conversion
WRAT4/WRAT4-SP Combination Kit
CD-ROM (includes WRAT4 Introductory
Kit and WRAT4-SPCD-ROM)
Generates profile graphs with the

ability to overlay profiles from prior
administrations for the same client.
Requirements:
software activation
PARs Clinical Assessment Consultants

Are Here to Help...
PARs Clinical Assessment Consultants possess the experience and product knowledge to assist school
districts and other large institutions with designing assessment programs tailored to meet specific needs.
Our Consultants are available throughout the year to discuss your assessment needs and provide up-todate sample materials. They also are available to arrange on-site product-specific training presentations.
Our consulting services are free of charge and entirely without obligation.
Call 1.866.253.4050 or visit our Website at www.parinc.com

and click on Assessment Consultants today.
161
For Useful Documentation to Assist in Education

and Intervention Planning for Children and Adults...
Wide Range Achievement Test 4 Interpretive Report
(WRAT4-IR)
Software: Gary S. Wilkinson, PhD and PAR Staff
Interpretive Reports: Jack Martin, PhD, Gary S. Wilkinson, PhD, and PAR Staff
The WRAT4-IR scores, profiles, and interprets

an individuals performance on the WRAT4. After
manual entry of the individuals raw subtest scores,
the software can generate one or more of the following five reports.
Interpretive Report provides
useful documentation to assist
in educational and intervention
planning for children and adults.
Requirements:
software activation
Note:
For information on the WRAT4, see
pages 159-160.
Score Report/Combined Score Report

Score Summary Tableincludes raw scores,
standard scores (based on either age-based or
grade-based norms), confidence intervals (85%,
90%, or 95%), percentile ranks, and three optional
scores (grade equivalents, NCEs, or stanines).
Standard Score Profilegraphical representation of
standard scores.
Standard Score Comparison Tableindicates the
significance and prevalence of standard score
differences.
Feedback Report
Overview.
Subtest and Composite Summarydescription of
scores obtained.
Score Comparisonsummary of score comparisons;
also includes age-appropriate recommendations that
are useful in both the home and the classroom.
Program functionality includes navigational tools

Status Bar), file handling, and report editing features.
Interpretive Report/Combined
Interpretive Report
Overview.
Score Summary Tableincludes raw scores,
standard scores (based on either age-based or
grade-based norms), confidence intervals (85%,
90%, or 95%), percentile ranks, and three optional
scores (grade equivalents, NCEs, or stanines).
Score Comparison Summary.
Standard Score Profilegraphical representation of
standard scores.
Subtest and Composite Summarydescription of
scores obtained from the subtests and composite.
Subtest Comparisonsdescription of intersubtest
comparisons as well as suggested interpretation of
each score comparison.
Recommendationsbased on subtest standard
scores and the significance of score comparisons;
recommendations are provided for use in educational
intervention planning.
Features of the WRAT4

Interpretive Report
Provides comprehensive reports that save valuable
clinician report-writing time.
Provides useful documentation to assist in
educational and intervention planning for children
and adults.
Can be easily edited on-screen to incorporate
additional clinical information and interpretive
statements.
Quick and easy data entry.
0D-6152-CP
0D-6152-UP
0D-6152-CV
0D-6153-CP

WRAT4-IR SoftwareCD-ROM (includes

Unlimited-Use Scoring and Reporting
Guide)........................................................ $310.00
WRAT4-SP Upgrade to the WRAT4-IR
CD-ROM...................................................... 130.00
WRAT4-IR Software ConversionCD-ROM
WRAT4/WRAT4-IR Combination Kit
CD-ROM (includes WRAT4 Introductory
Kit and WRAT4-IR Software)
I would recommend the WRAT4its a

more complete assessment tool with the
comprehension subtest added, giving a more
accurate meaning to a reading grade level.
I appreciate the timely shipping of my order.
Mr. Jim Boyd, Vocational Rehab Counselor, JF Boyd, Ltd., Westchester, IL
162
Monitor a Students
Response to Intervention in
Reading, Math, and Spelling

Throughout the School Year
Wide Range Achievement Test 4 Progress Monitoring

Version (WRAT4-PMV)
Gale H. Roid, PhD and Mark F. Ledbetter, PsyD
The WRAT4-PMV is an adaptation of the Wide

Range Achievement Test Fourth Edition (WRAT4)
and is specifically designed as a reliable, timeefficient instrument for monitoring the academic
progress of students in Grades K-12 and college.
Measuring four basic academic areas (i.e.,word
reading, sentence comprehension, spelling, math
computation), the WRAT4-PMV is composed of
six levels that correspond to specific grade-range
academic content appropriate for assessing and
monitoring progress for Grades K-1, 2-3, 4-5, 6-8,
9-12, and 13-16 (i.e.,college). Each WRAT4PMV
level consists of four parallel 15-item forms
(i.e.,probes) that are psychometrically equivalent.
The WRAT4-PMV provides practitioners with a
performance baseline and, if necessary, helps
monitor a students academic performance via brief
repeated test administrations throughout the school
year. The WRAT4-PMV expands the utility of the
WRAT4 by providing design features that enable
users to efficiently monitor the progress of students
who have learning difficulties, students in special
education placements, underachieving students in
regular education placements, and students who
exhibit other conditions that affect school learning.
Evaluating Level of Performance
Examiners can quickly determine a students level of

performance relative to a nationally representative
sample of grade-level peers by plotting the Total Raw
Score on the Profile Sheet. The Profile Sheet uses
color-shaded normative bands that eliminate the
need to convert Total Raw Scores to derived scores.
Out of Level Testing
Out of level testing can provide valuable information

as well as an accurate measurement and can be
accomplished using shorter tests. Depending on
the achievement level of a student, examiners can
administer a WRAT4-PMV level that is below or
above the students enrolled grade level. Matching
the appropriate test difficulty level with the achievement grade level of a student (i.e.,out of level
testing) can be an effective tool to elicit student
participation in the evaluation.
Evaluating Changes in
Performance Over Time
Within a WRAT4-PMV level, repeated administration

of equivalent subtest forms enables examiners to
graphically examine student performance at various
time intervals. Evaluating meaningful change in
performance over time is accomplished by using the
Within Level Score Comparison Tables provided on
the Profile Sheet.
For progress monitoring across grades using different WRAT4-PMV levels, Total Raw Scores on any
subtest level/form can be converted to derived Level
Equivalent (LE) scores. LE scores provide a common metric across WRAT4-PMV levels, grades, and
forms, and are particularly useful in demonstrating
performance changes across levels that graphically represent improvement or decline over longer
periods of time.
Provides four equivalent

nationally standardized forms
for word identification, sentence
comprehension, math computation,
and spelling for each grade
level, thereby assisting schools
in showing student progress
in special education and NCLB
funded programs in order to meet
federal standards for adequate
yearly progress (AYP).
Purpose: Monitor academic
progress

Age: Students Grades

K-12 and college

(specific subtests
only)


all four subtests
Note:
For custom packaging/pricing in large
quantities, please contact a Clinical
Sales Specialist at 1.866.253.4050. For
information on the WRAT4 Progress
Monitoring Version Scoring Program
(WRAT4-PMV:SP), see page 165.
163
Validity Evidence Is Presented for

Students With Learning Disabilities...
Standardization, Reliability, and Validity
Composed of 1,929 individuals enrolled in Grades K-16 and ranging
in age from 5 to 24 years, the WRAT4-PMV normative sample is
demographically representative of census proportions for race/ethnicity,
educational attainment (as an index of socioeconomic status), and
geographic region.
Alpha reliability coefficients for the Word Reading, Sentence
Comprehension, Spelling, and Math Computation subtests were .80, .81,
.79, and .74, respectively.
Validity evidence for the WRAT4-PMV is derived from evaluating patterns
of correlations among external measures of established constructs.
Measures of achievement include the Kaufman Test of Educational
Achievement: Second EditionBrief Form (KTEA-II) and the Wechsler
Individual Achievement Test: Second Edition (WIAT-II); measures of
cognitive ability include the Stanford-Binet Intelligence ScalesFifth
Edition (SB5) and the Reynolds Intellectual Assessment Scale (RIAS).
WRAT4-PMV Components
The WRAT4-PMV Professional Manual contains all the information
needed to administer, score, and interpret the WRAT4-PMV.
The WRAT4-PMV Level Equivalent Profile is provided to plot LE scores
and can be used with all levels and all subtests.
The WRAT4-PMV Word Reading Record Sheet is used by the examiner
and contains the administration instructions and the letter and/or the
words for each of the four forms on one side and space to summarize
and profile scores on the other side. There is a separate Word Reading
Record Form for each of the six levels.
The WRAT4-PMV Word Reading List Card, which is used by the
participant, contains the letters and/or the words for the Word Reading
Subtest. There is a separate Word Reading List Card for each of the six
levels.
The WRAT4-PMV Sentence Comprehension Record Booklet is used
by the examiner and contains the administration instructions, a place
WRAT4-PMV Introductory Kit
to record and score the participants responses, and a list of correct

and incorrect responses for each of the four forms. It also contains
space to summarize and profile scores. There is a separate Sentence
Comprehension Record Booklet for each of the six levels.
The WRAT4-PMV Sentence Comprehension Card includes the Sentence
Comprehension Subtest items that are read by the participant. It contains
all four forms of the subtest. There is a separate card for each of the six
levels.
The WRAT4-PMV Sentence Comprehension Sample Card contains the
sample items that are administered for practice purposes prior to the
actual administration of the subtest. There is only one Sample Card used
for all forms and all six levels.
The Place Marker is provided for the participant to use as an aid while
reading the sentences from the Sentence Comprehension Card.
The WRAT4-PMV Spelling Response Booklet is used by the participant
to record responses for each of the four forms. There is a separate
Spelling Response Booklet for each of the six levels.
The WRAT4-PMV Spelling Card is used by the examiner and includes
the administration instructions and the letter and/or words that are read
to the participant. There is a separate Spelling Card for each of the six
levels.
The WRAT4-PMV Math Computation Response Booklet is used by both
the participant and the examiner. For Levels 1-3, it contains the correct
responses for the Oral Math items and space to score the participants
responses. For all of the levels, space is provided for the participant to
record responses for the Math Computation items and for the examiner
to summarize and profile scores. There is a separate Math Computation
Response Booklet for each of the six levels.
The WRAT4-PMV Math Computation Card is used by the examiner and
contains the administration instructions and the correct responses to the
Math Computation items. There is a separate Math Computation Card for
each of the six levels.
The WRAT4-PMV Oral Math Stimulus Card is used with Levels 1-3 only.
Level 1
(Grades K-1)
Level 2
(Grades 2-3)
Level 3
(Grades 4-5)
Level 4
(Grades 6-8)
Level 5
(Grades 9-12)
Level 6
(Grades 13-16)
Per
Level
0D-6101-KT
0D-6201-KT
0D-6301-KT
0D-6401-KT
0D-6501-KT
0D-6601-KT
$300.00
0D-6102-TM
WRAT4-PMV Professional Manual
57.00
0D-6111-PF
WRAT4-PMV Level Equivalent Profile Forms (pad/25)
23.00
WRAT4-PMV Word Reading Record Sheets (pkg/25)
0D-6106-RF
0D-6206-RF
0D-6306-RF
0D-6406-RF
0D-6506-RF
0D-6606-RF
34.00
WRAT4-PMV Word Reading List Card
0D-6110-TC
0D-6210-TC
0D-6310-TC
0D-6410-TC
0D-6510-TC
0D-6610-TC
6.00
WRAT4-PMV Sentence Comprehension

Record Booklets (pkg/25)
0D-6104-RF
0D-6204-RF
0D-6304-RF
0D-6404-RF
0D-6504-RF
0D-6604-RF
67.00
WRAT4-PMV Sentence Comprehension Cards (set of 3)
0D-6108-TC
0D-6208-TC
0D-6308-TC
0D-6408-TC
0D-6508-TC
0D-6608-TC
6.00
67.00
WRAT4-PMV Spelling Response Booklets (pkg/25)
0D-6103-RF
0D-6203-RF
0D-6303-RF
0D-6403-RF
0D-6503-RF
0D-6603-RF
WRAT4-PMV Spelling Card
0D-6107-TC
0D-6207-TC
0D-6307-TC
0D-6407-TC
0D-6507-TC
0D-6607-TC
6.00
WRAT4-PMV Math Computation Response Booklets (pkg/25)
0D-6105-RF
0D-6205-RF
0D-6305-RF
0D-6405-RF
0D-6505-RF
0D-6605-RF
67.00
WRAT4-PMV Math Computation Card(s)
0D-6109-TC
0D-6209-TC
0D-6309-TC
0D-6409-TC
0D-6509-TC
0D-6609-TC
6.00
WRAT4-PMV Introductory KitSpecify Level (1-6) When Ordering (includes WRAT4-PMV Professional Manual, 25 Level Equivalent Profile Forms, 25 Word Reading Record Sheets, Word Reading List
Card, 25 Sentence Comprehension Record Booklets, Set of 3 Sentence Comprehension Cards, 25 Spelling Response Booklets, Spelling Card, 25 Math Computation Response Booklets, and
Math Computation Card[s])
Also available!
For Grades K-5: WRAT4-PMV Comprehensive Elementary Kitincludes the Professional Manual and all forms and materials for Grades K-5
0D-6113-KT Kit Value: $857.00 Kit Price$780.00
164
WRAT4 Progress Monitoring Version

Scoring Program (WRAT4-PMV:SP)
Gale H. Roid, PhD, Mark F. Ledbetter, PsyD, and PAR Staff
The WRAT4-PMV:SP provides unlimited scoring

and report generation after entry of a students
WRAT4PMV raw scores. Program functionality
includes flexible navigational tools, file handling, and
report editing.
Generates graphical profiles of a students Total Raw
Scores. The Profile includes shaded grade-based
bands that indicate above average, average, and
below average expected performance ranges. Profile
options enable the examiner to produce customized
graphs, including the ability to overlay profile results
from prior test administrations.
Generates Within Level Score Reports that include
a Score Summary Table, a Level Profile of Total Raw
Scores, and a Profile of Level Equivalent (LE) scores.
The report enables the examiner to compare any
combination of repeated test administrations and
displays a table indicating if statistical differences of
scores are present.
Generates Across Level Score Reports that include

a Profile of LE scores and an LE Score Significant
Difference Table. The scoring program converts all
Within Level Total Raw Scores to LE scores and
performs all necessary calculations to evaluate the
statistical significance of all LE score differences.
User-defined features enable the examiner to
customize the LE Score Profile.
0D-6250-CP
WRAT4-PMV:SPCD-ROM (includes
Guide)........................................................ $136.00
0D-6102-TM WRAT4-PMV Professional Manual................ 57.00
0D-6250-CV WRAT4-PMV:SP Software Conversion

Requirements:
software activation
Note:
See pages 163-164 for information on the
WRAT4-PMV.
Reynolds Intellectual Assessment Scales/

Wide Range Achievement Test 4 Discrepancy
Interpretive Report (RIAS/WRAT4-DIR)
Cecil R. Reynolds, PhD, Randy W. Kamphaus, PhD, and PAR Staff
The RIAS/WRAT4-DIR provides and evaluates discrepancies between scores on the Reynolds Intellectual
Assessment Scales (RIAS)/Reynolds Intellectual
Screening Test (RIST) and on the Wide Range
Achievement Test 4 (WRAT4). By comparing general
ability levels as assessed by the RIAS to achievement
levels as obtained by the WRAT4, the software provides
school psychologists with the information necessary for
determining special education eligibility and the presence of specific learning disabilities in students.
Two types of scoring methodologies are used to
derive the discrepancy scores and to evaluate not
only the statistical significance of the score but also its
prevalence within the population. The simple difference
method examines the difference between an obtained
RIAS score and an obtained WRAT4 score. The
predicted-achievement method uses the individuals
obtained RIAS score to predict his or her performance
on the WRAT4. It then examines the difference between
the predicted WRAT4 score and the individuals obtained
WRAT4 score. Using these methods, three types of discrepancy reports that contain a total of 40 discrepancy
scores are generated by the software: the RIST/WRAT4
Discrepancy Interpretive Report, the RIAS/WRAT4

Discrepancy Interpretive Report, and the RIAS/WRAT4
Total Battery Discrepancy Interpretive Report.
The unlimited-use software generates discrepancy

scores and interpretive reports based on a clinicians
entry of an individuals raw scores and provides an
efficient file handling system that enables the user to
create client files where all protocols and report files
for each client are managed.
0D-6028-CP

0D-6029-CP
0D-6149-CP
0D-6152-CP
RIAS/WRAT4-DIR with RIAS-IR and WRAT4-IR

SoftwareCD-ROM (includes RIAS/WRAT4-DIR
Unlimited-Use Software, RIAS-IR Unlimited-Use
Software, WRAT4-IR Unlimited-Use Software,
Professional Manual Supplement, and Quick
Start Guide)
RIAS/WRAT4-DIR SoftwareCD-ROM
(includes Unlimited-Use Software,
Professional Manual Supplement, and
Quick Start Guide)........................................ 205.00
RIAS-IR SoftwareCD-ROM (includes
Help and Quick Start Guide)........................ 310.00
WRAT4-IR SoftwareCD-ROM (includes
Help and Quick Start Guide)........................ 310.00
Generates profile graphs with the

ability to overlay profiles from prior
administrations for the same client.
Requirements:
software activation
If you already own scoring software for the RIAS and/

or WRAT4, choose one of the following items.
0D-6030-CP
0D-6031-CP
0D-6032-CP
0D-6033-CP
RIAS/WRAT4-DIR Software for previous

purchasers of WRAT4-IR and/or RIAS-IR
CD-ROM...................................................... 155.00
RIAS/WRAT4-DIR with RIAS-IR and
WRAT4-IR Software for previous
purchasers of RIAS-IRCD-ROM................ 250.00
WRAT4-IR Software for previous
purchasers of WRAT4-IRCD-ROM............ 250.00
WRAT4-IR Software for previous purchasers
of RIAS-SP and/or WRAT4-SPCD-ROM...... 465.00
165
Wide Range Achievement TestExpanded (WRAT-Expanded)

Gary J. Robertson, PhD
The WRAT-Expanded is a brief achievement instrument that provides an overall assessment of the
general skill level of classroom students.
Group administration provides

a "snapshot" of the general
knowledge level in a classroom.
Individual administration
provides a measure to
evaluate students progress.
Purpose: Assess reading,
mathematics, and
nonverbal reasoning
ability

Age: 5-24 years;

Grade 2-Adult
Admin: Individual (ages

5-24 years) or group
(Grade 2-adult)

Time: Reading
Comprehension:
40 minutes;
Mathematics:
40 minutes;
Nonverbal
Reasoning:
30 minutes
Group Assessment
0D-5673-KT
The WRAT-Expanded provides both individually

and group administered forms, which have been
co-normed to enable direct comparisons between the
two forms.
The Group (Form G) and the Individual (Form I) forms
may be given 3 months apart, allowing for short-term
pretest and posttest assessment.
Form G may be used by learning specialists to
quickly evaluate small groups of referrals, rather than
assessing each one individually.
Form G provides a nonverbal reasoning component,
which gives an assessment of reasoning ability,
factoring out language handicaps that might be
interfering with school achievement. The Group
form also provides content skill analysis for both the
Reading and Mathematics tests.
On Form I, recommended test Levels and the Level
Scoring Rule allow for assessment using a minimal
number of items, saving you and your clients time.
Tables provide age and grade norms, as well as out
of level norms for students who have been retained
a grade or for classes being instructed below grade
level.
WRAT-Expanded Group Assessment Kit

(includes 1 Manual for each Group,
Technical Supplement, 10 each G-1, G-2,
G-3, G-4, G-5 Scoring Forms, and
10 each G-1, G-2, G-3, G-4, G-5
Item Booklets)............................................ $300.00
WRAT-Expanded Group Kit (includes Manual, Technical
Supplement, 25 Item Booklets, and
25 Scoring Forms)...................................... $176.00
Level 1 0D-5674-KT Level 2 0D-5675-KT Level 3 0D-5676-KT
Level 4 0D-5677-KT Level 5 0D-5678-KT
WRAT-Expanded Administration Manual.............................. $25.00

Level 1 0D-5684-TM Level 2 0D-5685-TM Level 3 0D-5686-TM
Level 4 0D-5687-TM Level 5 0D-5688-TM
WRAT-Expanded Item Booklets (pkg/25).............................. $88.00

Level 1 0D-5689-TB Level 2 0D-5690-TB Level 3 0D-5691-TB
Level 4 0D-5692-TB Level 5 0D-5693-TB
WRAT-Expanded Scoring Forms (pkg/25)............................ $38.00

Level 1 0D-5694-RF Level 2 0D-5695-RF Level 3 0D-5696-RF
Level 4 0D-5697-RF Level 5 0D-5698-RF
Note: Level 1Grade 2, Level 2Grades 3-4, Level 3Grades 5-6,

Level 4Grades 7-9, Level 5Grades 10-12 plus Adult
Individual Assessment
0D-5679-KT
WRAT-Expanded Form I Kit (includes

Form I R/M Manual, Technical
Supplement, Form I Reading and
Form I Mathematics Flipbook Set, and
25 Form I R/M Response Forms)............... $320.00
0D-5680-TM WRAT-Expanded Form I R/M Manual........... 64.00
0D-5681-BK WRAT-Expanded Form I R/M Flipbook
(set of 2)....................................................... 177.00
0D-5682-RF WRAT-Expanded Form I R/M Response
Forms (pkg/25)............................................... 54.00
0D-5683-TM WRAT-Expanded Technical Supplement....... 54.00
WRATExpanded Early Reading Assessment (ERA)

Gary J. Robertson, PhD
A childs reading skills determine

whether the entire test is given or
if only selected subtests are used.
Purpose: Assess pre-reading
and beginning
reading skills

Age: Grades Pre-K, K,

and 1
Admin: Individual

The ERA is part of the WRAT-Expanded series and

is an individually administered measure of important
pre-reading and beginning reading skills for use
in Grades Pre-K, K, and 1. Four subtests measure
these important aspects of early reading: letter
recognition and visual perception of word parts,
letter sounds, word comprehension, and sentence
comprehension. Performance may be interpreted
on each of the subtests and on three composites:
Pre-Reading Skills, Reading Skills, and Total Battery.
The childs reading skill acquisition determines
whether the entire test is given or whether only
selected subtests are used. Children who are not yet
reading words and sentences can be assessed with
only the two pre-reading tests (Letter Recognition/
Visual Perception and Letter Sounds), whereas
children already reading would most likely be given
only the two reading tests (Word Comprehension

and Sentence Comprehension). Administration of
all four subtests requires about 40 minutes, with
the two partspre-reading and readingrequiring
about 20 minutes each.
National norms are available based on both age
and grade reference groups. Subtest scaled scores,
standard scores for the three composites, percentile
ranks, and stanines are available. The Record Form
provides a convenient score summary and profile to
facilitate the interpretation and use of the test results.
0D-5636-KT ERA Introductory Kit (includes ERA Manual,
Flipbook, and 25 Record Forms)

0D-5637-TM ERA Manual................................................... 75.00
0D-5638-TC ERA Flipbook............................................... 145.00
0D-5639-RF ERA Record Forms (pkg/25).......................... 58.00
Time: All four subtests:

40 minutes
166
Developmental Profile 3 (DP-3)

Gerald D. Alpern, PhD
The DP-3 quickly evaluates childrens functioning in

five key areas. This edition adds norm-based standard
scores, an expanded age range, updated item content,
clearer interpretive guidelines, a nationally representative standardization sample, suggested remediation
activities, and unlimited computer scoring and
interpretation.
Designed to evaluate children ages birth through
12years 11 months, the DP-3 includes 180 items, each
describing a particular skill. The respondent simply
indicates whether or not the child has mastered the skill
in question. The DP-3 provides a General Development
score as well as five scale scores: Physical, Adaptive
Behavior, Social-Emotional, Cognitive, and
Communication.
Typically, the DP-3 is administered as an interview
during which a parent or caregiver answers yes-or-no
questions about the child. Within each scale, basals and
ceilings are used, so it is not necessary to administer all
180 items. Start and stop points ensure that only ageappropriate questions are asked, making the interview
focused and efficient. Because each scale has its own
norms, each can be used individually.
Although the Interview Form is the preferred method
of administration, the DP-3 offers an alternative thats
useful when time, research, or clinical needs make an
interview unfeasible. A new Parent/Caregiver Checklist
contains the same item content as the Interview Form

and can be completed by the childs parent or caregiver
without examiner supervision.
IDEA Compliance
Because the DP-3 meets federal criteria for evaluating

children with developmental problems, it is useful for
determining eligibility for special education, planning
IEPs, and implementing periodic screening programs.
Its five scales correspond to the five domains specified
in IDEA for assessing developmental delays.
Revised, restandardized, and

updated, the DP-3 provides an
accurate and efficient way to
screen for developmental
delays early in a childs life.
Unlimited Computer Scoring

and Interpretation
The unlimited-use DP-3 computer program saves time,

reduces the chance of error, and gives you a wealth
of information. It provides scoring and interpretation,
graphical representation of scores, scale pattern
analysis and scale-by-scale item analysis, individualized
intervention activities, and clinician and parent reports.
0D-6058-KT
DP-3 Complete Kit (includes DP-3

Manual, 25 Interview Forms, and
25 Parent/Caregiver Checklists)................ $218.00
0D-6059-TM DP-3 Manual.................................................. 84.00
0D-6060-RF DP-3 Interview Form (pkg/25)........................ 79.00
0D-6061-CF DP-3 Parent/Caregiver Checklist (pkg/25)..... 79.00
0D-6062-CP DP-3 Combination Kit with Scoring and
InterpretationCD-ROM (includes DP-3
Software Program, DP-3 Manual,
25 Interview Forms, and 25 Parent/
Caregiver Checklists)................................... 390.00
Purpose: Screen for

developmental delays
in five key areas

Age: Birth-12.11 years

Individual

Time: 20-40 minutes
Requirements:
Windows 98/2000/Me/XP/Vista/7; 4MB
hard drive space; USB port; CD-ROM
Developmental Assessment of Young Children (DAYC)

Judith K. Voress, PhD and Taddy Maddox, PhD
The DAYC is a battery of five subtests that measure

different but interrelated abilities. The battery, which
is designed for use with children ages birth through
5.11years, was created to measure the five areas of
assessment mandated by IDEA: cognition, commun
ication, social/emotional development, physical development, and adaptive behavior. The five subtests (one for
each of the domains) can be administered separately or
as a comprehensive battery in about 10-20 minutes.
The DAYC can be used (a) to differentiate children who
are developing normally from those who are significantly below their peers in cognitive, communication,
social/emotional, physical, or adaptive behavior; (b) to
determine a childs specific strengths and weaknesses in
developmental abilities; (c) to document a childs developmental progress as a consequence of special intervention
programs; and (d) to measure developmental abilities in
research studies. The DAYC format allows you to obtain
information about a childs abilities through observation,
interview of caregivers, and direct assessment.
The DAYC was normed on a national sample of
1,269individuals, broken into 23 age groups. The
reliability of the DAYC has been studied, and evidence

relating to content-sampling and test-retest time sampling
reliability is provided. Reliability coefficients range from
.90 to .99. Standard errors of measurement (SEMs)
range from 1.5 to 4.74, with the majority smaller than
3.0. Reliabilities for children identified as environmentally
at-risk and biologically at-risk are .98 and .99.
0D-5200-KT
DAYC Introductory Kit (includes DAYC

Examiners Manual; 25 each of Adaptive,
Cognitive, Communication, Physical, and
Social/Emotional Domain Scoring Forms;
25 Profile/Summary Forms, and 25 Early
Childhood Developmental Chart, 2nd Ed.,
Mini Posters, all in a sturdy storage box).... $280.00
0D-5201-TM DAYC Examiners Manual.............................. 68.00
0D-5202-SF DAYC Adaptive Domain Scoring Forms
(pkg/25).......................................................... 37.00
0D-5203-SF DAYC Cognitive Domain Scoring Forms
(pkg/25).......................................................... 37.00
0D-5204-SF DAYC Communication Domain Scoring
Forms (pkg/25)............................................... 37.00
0D-5205-SF DAYC Physical Domain Scoring Forms
(pkg/25).......................................................... 37.00
0D-5206-SF DAYC Social/Emotional Domain Scoring
Forms (pkg/25)............................................... 37.00
0D-5207-PF DAYC Profile/Summary Forms (pkg/25)........ 25.00
0D-5951-EQ Early Childhood Developmental Chart,
2nd Ed., Mini Poster Pack (pkg/25)................ 40.00
Each of the five domains

measured by the DAYC
reflects an area mandated for
assessment and intervention in
IDEA for young children.
Purpose: Identify children with
possible delays

Admin: Individual

Time: 10-20 minutes
167
Unlike Other Autism/PDD Instruments,

the PDDBI Assesses Problem Behavior(s) as Well as
Appropriate Social, Language, and Learning/Memory Skills
PDD Behavior Inventory (PDDBI)
Ira L. Cohen, PhD and Vicki Sudhalter, PhD
The PDDBI assesses both

maladaptive and adaptive
behaviors, creating a behavioral
profile. It can be used as a
clinical tool for assisting in
diagnosis and treatment
recommendations and for
assessing change over time.
Purpose: Assess
responsiveness
to intervention
in children with
a pervasive
developmental
disorder

Age: 1.6-12.5 years

Individual or group


Extended Forms;
20-30 minutes for
Standard Forms
PDDBI-SP.
The PDDBI is an informant-based rating scale

that is designed to assist in the assessment of
children who have been diagnosed with a pervasive
developmental disorder (PDD) as defined by the
DSMIV . PDD is characterized by severe and
pervasive impairments in several areas of development (e.g.,communication skills, reciprocal social
interaction skills, presence of stereotypic behaviors/
activities). Unlike existing assessments for autism/
PDD, the PDDBI was developed to assess both
problem behaviors as well as appropriate social,
language, and learning/memory skills. It also was
designed to provide age-standardized scores for
both parent and teacher ratings.
The PDDBI can be utilized across a variety of
settings. For example, it can be used as a clinical
tool for assisting in diagnosis and treatment recommendations and for assessing change over time. In
addition, the PDDBI can be useful in educational
settings (e.g.,placement decisions, intervention
planning, evaluating outcomes) and research
applications (e.g.,dependent measure for treatment
intervention).
The PDDBI materials include the Professional
Manual, the Parent Rating Form, the Teacher
Rating Form, the Parent Score Summary Sheet,
the Teacher Score Summary Sheet, and the Profile
Form. Each of the Rating Forms includes an
extended set of items (Parent = PDDBI-PX, with
188 items; Teacher = PDDBI-TX, with 180 items)
and a standard set of items (Parent = PDDBI-P and
Teacher = PDDBI-T, each with 124 items), allowing
you to decide on a case-by-case basis how you
wish to administer the items. The extended form is

appropriate for use when you wish to assess other
aspects of the childs behaviors beyond those that
are specifically associated with autism. These other
behaviors (e.g.,fear, aggression) may be important
if you are concerned with placement issues and
treatment recommendations. The standard form is
appropriate if the primary concerns are specifically
related to autism (e.g.,whether treatment is specifically affecting targeted behaviors).
The PDDBI Extended Rating Forms consist of
10 domains for both the parent and the teacher
versions; the standard forms each consist of six
domains. Each domain consists of a variable number
of behavioral clusters that best represent that
domain. The clusters help to identify the behaviors
that contribute most to a childs score on a given
domain. Domain scores are divided into two sections: Approach/Withdrawal Problems and ReceptiveExpressive Social Communications Abilities.
0D-5752-KT
PDDBI Introductory Kit (includes PDDBI

Professional Manual, 25 Parent Rating
Forms, 25 Teacher Rating Forms,
25 Parent Score Summary Sheets,
25 Teacher Score Summary Sheets,

0D-5753-TM PDDBI Professional Manual........................... 82.00
0D-5754-RF PDDBI Parent Rating Forms (pkg/25)............ 69.00
0D-5755-RF PDDBI Teacher Rating Forms (pkg/25)......... 69.00
0D-5756-SF PDDBI Parent Score Summary Sheets
(pad/25).......................................................... 19.00
0D-5757-SF PDDBI Teacher Score Summary Sheets
(pad/25).......................................................... 19.00
0D-5758-PF PDDBI Profile FormsParent or Teacher
(pkg/50).......................................................... 29.00
Because the PDDBI assesses assets as well as deficits, it provides the clinician
with information on existing skills and on skills that need to be developed.
It also allows the psychiatrist or neurologist who may be administering
medication to control behaviors or seizures, to assess whether or not
the medication is causing a specific improvement in behavior problems
and not just an overall decrease in behavior, including declines in social
communication skills. As a result of the No Child Left Behind Act of 2001 and
the Individuals with Disabilities Education Improvement Act (IDEA) of 2004,
school psychologists need to monitor the child as part of the Response to
Intervention process. The PDDBI can be used for this purpose and is also
useful in monitoring outcomes in clinical interventions (Ozonoff, GoodlinJones, & Solomon, 2005).
Cohen, I. L. (2009, Summer). The PDD Behavior Inventory (PDDBI). Autism Spectrum News, 2, 24.
168
PDD Behavior Inventory Scoring Program (PDDBI-SP)

Ira L. Cohen, PhD, Vicki Sudhalter, PhD, and PAR Staff
The PDDBI-SP scores and profiles an individuals

responses to the PDDBI. After demographic and
item response information is manually entered from
the individuals completed Parent or Teacher Rating
Form (standard or extended form), the PDDBI-SP
generates a Score Report. The PDDBI Score Report
includes client information, the Domain/Composite
Score Summary Table, the Discrepancy Score
Summary Table, the Repeated Assessment Score
Summary Table, the Cluster Score Summary Table,
the individuals Profile, and an Item Response Table.
Program functionality includes navigational tools
Status Bar), file handling, and report editing.

database programs.
programs.
Includes an optional password feature to ensure
Provides unlimited scoring and report generation after

hand entry of an individuals PDDBI responses.
BEST VALUE:
0D-6223-CP
0D-6223-CV
0D-6224-CP

PDDBI-SPCD-ROM (includes
Guide)........................................................ $245.00
PDDBI-SP Software ConversionCD-ROM
PDDBI/PDDBI-SP Combination Kit
CD-ROM (includes PDDBI Introductory Kit
and PDDBI-SPCD-ROM)
Saves valuable clinician time by

providing automated scoring and
profiling based on responses input
from the PDDBI Parent and/or
PDDBI Teacher Rating Form.
Requirements:
software activation
Social Responsiveness Scale (SRS)

John M. Constantino, MD
Appropriate for use with children ages 4-18 years,

the SRS is a 65-item rating scale that measures the
severity of autism spectrum symptoms as they occur
in natural social settings. Completed by a parent or a
teacher in just 15 to 20 minutes, the SRS provides a
clear picture of a childs social impairments, assessing social awareness, social information processing,
capacity for reciprocal social communication, social
anxiety/avoidance, and autistic preoccupations and
traits. Both the Parent and Teacher Form use the
convenient AutoScore format.
Sensitive and reliable across a wide range of
symptom severity, the SRS can be used as a
screener in clinical or educational settings, as an aid
to clinical diagnosis, or as a measure of response
to intervention (RTI). SRS scores are particularly
helpful in identifying autism, Aspergers disorder,
pervasive developmental disordernot otherwise
specified (PDD-NOS), and schizoid personality
disorder of childhood. In addition, the scale can alert
clinicians to subthreshold autistic symptoms that
may be present in children who have a wide variety
of psychological problems. The SRS provides a
quantitative score for autistic social impairment that
enables comparisons across settings and against
norms established for different raters, making it helpful in qualifying a child for mental health or special
education services.
In addition to a Total Score reflecting severity of

social deficits in the autism spectrum, the SRS
generates scores for five Treatment Subscales:
Social Awareness, Social Cognition, Social
Communication, Social Motivation, and Autistic
Mannerisms. Although scores from these subscales
are not used for screening or diagnosis, they
are useful in designing and evaluating treatment
programs.
SRS scores are particularly helpful

in the identification of autism,
Aspergers disorder, pervasive
developmental disordernot
otherwise specified (PDD-NOS),
and schizoid personality
disorder of childhood.
The SRS standardization sample was composed of

more than 1,600 children from the general population. Norms are separated by rater (i.e., parent,
teacher) and by the rated childs gender.
Internal consistency is high for normative parent
ratings, normative teacher ratings, and clinical ratings,
ranging from .93 to .97 for all groups.
Test-retest stability ranged from .77 to .85 for parent
ratings; mother-father, mother-teacher, and fatherteacher interrater reliabilities were .91, .82, and .75,
respectively.
Validity was examined for the SRS in terms of
discriminant validity, concurrent validity, structural
validation, and factor analytic studies.
0D-6229-KT
SRS Introductory Kit (includes SRS

Manual, 15 Parent AutoScore Forms,
and 15 Teacher AutoScore Forms).......... $106.00
0D-6230-TM SRS Manual................................................... 59.00
0D-6231-AS SRS Parent AutoScore Forms (pkg/25)....... 45.00
0D-6232-AS SRS Teacher AutoScore Forms (pkg/25).... 45.00
Purpose: Identify the presence

and the extent
of autistic social
impairment to
distinguish autism
spectrum disorders
from other childhood
psychiatric conditions

Age: 4-18 years
Admin: Informant report

Time: 15-20 minutes
169
Autism Diagnostic Interview, Revised (ADI-R)

Michael Rutter, MD, FRS, Ann LeCouteur, MBBS, and Catherine Lord, PhD
The ADI-R is a comprehensive interview tool that

provides a thorough assessment of both children
and adults who have a mental age of 2 years and
older and who are suspected of having autism or
other autism spectrum disorders. The ADI-R has
proven highly useful for formal diagnosis as well as
for treatment and educational planning. Composed
of 93 items, the ADI-R focuses on three functional
domains: Language/Communication; Reciprocal
Social Interactions; and Restricted, Repetitive, and
The ADI-R has proven very
effective in differentiating autism
Stereotyped Behaviors and Interests. Interview
from other developmental disorders. questions cover eight content areas, including
Purpose: Assess for autism
(a) the individuals background and medications,
or other autism
(b) overview of the individuals behavior, (c) early
spectrum disorders
development and developmental milestones,

Age: Children and adults
(d) language acquisition and loss of language
with a mental age
2 years
or other skills, (e) current functioning, (f) social
development and play, (g) interests and behaviors,
Individual or group
and (h) clinically relevant behaviors.
Time: 1-2 hours,
The ADI-R is administered via an interview with a
including scoring
parent or caregiver who is familiar with the developQualification Level: B
mental history and current behavior of the individual
being evaluated. The interviewer records and codes
Requirements:
Windows 98/2000/Me/XP/Vista /7; 4MB all responses. Administration and scoring require a
total time of 112 to 212 hours.
The new Comprehensive Algorithm Form allows

the clinician to calculate and interpret any one of
five age-specific ADI-R algorithms. The algorithms
themselves have not changed; the new form
simply replaces the five forms previously needed to
calculate all algorithms.
The ADI-R software provides unlimited-use scoring
and enables the clinician to score all of the algorithm
scoring functions of the ADI-R after standard paperand-pencil administration and manual entry of an
individuals responses. It also can be used to score
the Social Communication Questionnaire (SCQ).
0D-6240-KT
ADI-R Introductory Kit (includes ADI-R

Manual, 10 Interview Booklets, and
10 Comprehensive Algorithm Forms)........ $209.00
0D-6241-TM ADI-R Manual................................................. 69.00
0D-6242-TB ADI-R Interview Booklets (pkg/5)................... 80.00
0D-6243-RF ADI-R Comprehensive Algorithm Forms
(pkg/10).......................................................... 15.00
0D-6244-KT ADI-R DVD Training Package (includes
training DVDs, Guidebook, Interview
Booklets, and Comprehensive Algorithm
Forms).......................................................... 760.00
0D-6237-CP ADOS/ADI-R/SCQ Scoring Program
CD-ROM...................................................... 475.00
Note: Interviewers can refer to the ADI-R DVD Training Package

to learn accurate coding procedures. The DVDs cover
topics ranging from sample interviews with parents to
each of the domains assessed and loss of skills. Training
Package is for use in the U.S. and Canada only.
Social Communication Questionnaire (SCQ)

Michael Rutter, MD, FRS, Anthony Bailey, MD, and Catherine Lord, PhD
Previously known as the Autism Screening

Questionnaire (ASQ), the SCQ is a brief instrument
that helps to evaluate the communication skills
and social functioning of an individual who may
have autism or other autism spectrum disorders.
Completed by a parent or primary caregiver in less
than 10 minutes, the SCQ is a cost-effective way to
determine whether an individual should be referred
for a complete diagnostic evaluation. The SCQ also
can be used to compare symptom levels across
Offers a quick, easy, and
inexpensive way to routinely screen various groups.
for autism spectrum disorders.
The questionnaire can be used to evaluate
Purpose: Screen for autism
individuals ages 4 years and older, as long as their
or autism spectrum
disorders
mental age is 2 years or older. It is available in
two convenient AutoScore formsLifetime and

with a mental age 2 Currenteach composed of 40 yes-or-no questions.
years
Both forms can be given directly to the parent or
primary caregiver.
Individual or group
Time: Less than 10 minutes The Lifetime Form focuses on the childs entire
developmental history and provides a Total Score
that is interpreted in relation to specific cutoff points.
This score identifies individuals who may have
Requirements:
Windows 98/2000/Me/XP/Vista/7; 4MB autism and who should be referred for a more
complete evaluation.
To focus on the individuals current status, the

Current Form looks at the individuals behavior over
the most recent 3-month period. This form aids in
treatment planning, educational intervention, and
measurement of change over time.
The SCQ software provides unlimited scoring and
enables you to administer the SCQ on-screen or
to quickly score a paper-and-pencil administration
of either the Lifetime or Current Form after manual
entry of an individuals responses.
0D-6233-KT
SCQ Introductory Kit (includes SCQ

Manual, 20 AutoScore Lifetime Forms,
and 20 AutoScore Current Forms)........... $116.00
0D-6234-TM SCQ Manual................................................... 59.00
0D-6235-AS SCQ Current AutoScore Forms
(pkg/20).......................................................... 37.00
0D-6236-AS SCQ Lifetime AutoScore Forms
(pkg/20).......................................................... 37.00
0D-6237-CP ADOS/ADI-R/SCQ Scoring Program
CD-ROM...................................................... 475.00
0D-6238-AS SCQ Current Computer Answer Sheets
(pkg/50).......................................................... 19.00
0D-6239-AS SCQ Lifetime Computer Answer Sheets
(pkg/50).......................................................... 19.00
Note: In addition to on-screen administration and unlimited

scoring of the SCQ, the software program can be used to
score the ADI-R.
170
Autism Spectrum Rating Scales (ASRS)

Sam Goldstein, PhD and Jack A. Naglieri, PhD
The ASRS was designed to effectively identify

symptoms, behaviors, and associated features of
autism spectrum disorders (ASDs) in children and
adolescents ages 2-18 years. Based on a nationally
representative sample, this norm-referenced assessment is an easy-to-use and convenient tool intended
for psychologists, school psychologists, clinical
social workers, physicians, counselors, psychiatric
workers, and pediatric/psychiatric nurses.
ASRS items assess DSM-IV-TR symptom criteria
for ASDs. When used in combination with other
assessment information, results from the ASRS
can help guide your diagnostic decisions, treatment planning, ongoing monitoring of response to
intervention, and evaluation of the effectiveness of a
treatment program for a child with an ASD.
Parents and teachers are asked to evaluate, on a
five-point Likert rating scale, how often they have
observed specific behaviors in the child or adolescent in areas such as socialization, communication,
unusual behaviors, behavioral rigidity, sensory
sensitivity, and self-regulation.
Separate versions are available for ratings of
children ages 2-5 years and ratings of children and
adolescents ages 6-18 years. Paper-and-pencil

administrations on ASRS Quikscore forms can
be scored by hand. The ASRS can also be scored
using the ASRS Scoring Softwaresimply enter
responses from the Response Forms into the software. Three types of reports are generated: comprehensive Interpretive Reports, which present scores
numerically and graphically; Progress Monitoring
Reports, which compare the results of two to four
administrations from the same rater to measure
changes over time and are ideal when monitoring treatment and intervention; and Comparative
Reports, which allow for a multi-rater perspective by
comparing results of up to five different raters. The
15-item ASRS Short form provides an efficient way
to screen large numbers of children for possible ASD
and can be used for monitoring treatment progress.
The ASRS was standardized on 2,560 nonclinical
cases from across the US. More than 1,200 clinical
cases were also collected. The disorders in the
clinical sample include autism spectrum disorder
(autism, Aspergers disorder, pervasive developmental disordernot otherwise specified), ADHD,
mood and anxiety disorders, and disruptive behavior
disorders.
Hand-Scoring Items
Software-Related Items
0D-6755-KT
ASRS Deluxe KitAges 2-5 Years/6-18

Years (includes ASRS Manual, 25 Parent
Quikscore FormsAges 2-5 Years,
25 Teacher/Childcare Provider Quikscore
FormsAges 2-5 Years, 25 Short
Parent/Teacher/Childcare Provider
25 Parent Quikscore FormsAges 6-18
Years, 25 Teacher/Childcare Provider
Quikscore FormsAges 6-18 Years, and
25 Short Parent/Teacher/Childcare Provider
Quikscore FormsAges 6-18 Years).......... $359.00
0D-6756-KT ASRS Complete KitAges 2-5 Years
(includes ASRS Manual, 25 Parent
FormsAges 2-5 Years, and 25 Short
Quikscore FormsAges 2-5 Years).............. 215.00
0D-6757-KT ASRS Complete KitAges 6-18 Years
(includes ASRS Manual, 25 Parent
FormsAges 6-18 Years, and 25 Short
Quikscore FormsAges 6-18 Years)............ 215.00
0D-6758-TM ASRS Manual................................................ 80.00
0D-6759-RF ASRS Parent Quikscore FormsAges
2-5 Years (pkg/25)........................................ 56.00
0D-6760-RF ASRS Teacher/Childcare Provider
Quikscore FormsAges 2-5 Years (pkg/25)..... 56.00
0D-6761-RF ASRS Short Parent/Teacher/Childcare
Provider Quikscore FormsAges 2-5
Years (pkg/25)............................................... 49.00
0D-6762-RF ASRS Parent Quikscore FormsAges 6-18
Years (pkg/25)............................................... 56.00
0D-6763-RF ASRS Teacher/Childcare Provider Quikscore
FormsAges 6-18 Years (pkg/25)................... 56.00
Provider Quikscore FormsAges 6-18
Years (pkg/25)............................................... 49.00
Paper-and-pencil administrations
on ASRS Quikscore forms can be
scored by hand.
Purpose: Identify symptoms,
behaviors, and
associated features
of autism spectrum
disorders

Age: 2-18 years
Admin: Parent and teacher

report

Time: 20 minutes; Short

form: 5 minutes
Requirements:
Pentium III processor or higher;
Windows 2000 Service Pack 3 or
higher; 512MB memory; 500MB hard
drive space; USB port
0D-6765-CP
ASRS Deluxe Scoring Software Kit

Ages 2-5 Years/6-18 Years (includes
ASRS Manual, 25 Parent Response Forms
Ages 2-5 Years, 25 Teacher/Childcare
Provider Response FormsAges 2-5 Years,
25 Short Parent/Teacher/Childcare
Provider Response FormsAges 2-5 Years,
25 Parent Response FormsAges 6-18
Years, 25 Teacher/Childcare Provider
Response FormsAges 6-18 Years,
25 Short Parent/Teacher/Childcare Provider
Response FormsAges 6-18 Years, and
ASRS Scoring SoftwareUSB).................. $429.00
0D-6766-CP ASRS Scoring Software KitAges 2-5
25 Teacher/Childcare Provider Response
ASRS Scoring SoftwareUSB).................... 315.00
0D-6767-CP ASRS Scoring Software KitAges 6-18
25 Teacher/Childcare Provider Response
ASRS Scoring SoftwareUSB).................... 315.00
0D-6758-TM ASRS Manual................................................ 80.00
0D-6768-CP ASRS Scoring SoftwareUSB...................... 125.00
0D-6769-RF ASRS Parent Response FormsAges 2-5
Years (pkg/25)................................................ 49.00
0D-6770-RF ASRS Teacher/Childcare Provider
Response FormsAges 2-5 Years (pkg/25)..... 49.00
Provider Response FormsAges 2-5
Years (pkg/25)............................................... 44.00
0D-6772-RF ASRS Parent Response FormsAges 6-18
Years (pkg/25)............................................... 49.00
0D-6773-RF ASRS Teacher/Childcare Provider Response
FormsAges 6-18 Years (pkg/25)................. 44.00
Provider Response FormsAges 6-18
Years (pkg/25)............................................... 44.00
171
Using Objective, Frequency-Based Ratings, the GARS-2

Can Be Completed and Scored in Just 5-10 Minutes,
Helping You Identify and Diagnose Autism
Gilliam Autism Rating Scale, 2nd Ed. (GARS-2)
James E. Gilliam, EdD
The GARS-2, a revision of the popular Gilliam

Autism Rating Scale, is a norm-referenced instrument that assists teachers, parents, and clinicians
in identifying and diagnosing autism in individuals
ages 3-22 years, as well as estimating the severity
of the individuals disorder. Items on the GARS-2 are
based on the definitions of autism adopted by the
Autism Society of America and the DSMIV-TR.
The instrument consists of 42 clearly stated items
All new norms have been created describing the characteristic behaviors of persons
with this revision of the popular
with autism. The items are grouped into three subGilliam Autism Rating Scale.
scalesStereotyped Behaviors, Communication,
A structured interview form is
included for gathering diagnostically and Social Interaction. Using objective, frequencybased ratings, the entire scale can be completed
important information from the
individuals parents or caretakers. and scored in 5-10 minutes. A structured interview
Purpose: Identify and diagnose form is included for gathering diagnostically imporautism
tant information from the individuals parents.

Age: 3-22 years
The GARS-2 was normed on a sample of
1,107individuals with autism from 48 states within
Time: 5-10 minutes
the U.S. The GARS-2 has strong psychometric
characteristics that were confirmed through studies
of the tests reliability and validity. Coefficients of
reliability (internal consistency and test-retest) for
the subscales and entire test are all large to very
large in magnitude. The validity of the GARS-2 was
demonstrated by confirming that (a) the items on the
subscales are representative of the characteristics
of autism, (b) the subscales are strongly related to
each other and to the performance of other tests
that screen for autism, and (c) the GARS-2 standard
scores discriminate persons with autism from
persons with other severe behavioral disorders.
Improvements in the GARS-2

A structured parent interview form replaces the
Early Development subscale, providing you with
diagnostically significant information about the
individuals development during early childhood.
Some items have been rewritten for clarity or to
remove ambiguity.
Demographic characteristics of the normative sample
are keyed to 2000 U.S. Census data.
All new norms were created and the normative
sample is more clearly described.
Guidelines for interpreting subscale scores and the
Autism Index (formerly the Autism Quotient) were
changed.
A separate chapter in the Examiners Manual
provides multiple discrete target behaviors for each
item on the GARS-2. The discrete behaviors are
operationally defined and specific examples are given
for applied research projects and other research
purposes.
A separate booklet, Instructional Objectives for
Children Who Have Autism, is included in the test kit
to assist in the formulation of instructional goals and
objectives based on the results from the GARS-2.
0D-5844-KT
GARS-2 Complete Kit (includes Examiners

Manual, 50 Summary/Response Booklets,
and Instructional Objectives for Children
Who Have Autism, all in a sturdy storage
box)............................................................ $162.00
0D-5845-TM GARS-2 Examiners Manual.......................... 73.00
0D-5846-RF GARS-2 Summary/Response Forms
(pkg/50).......................................................... 56.00
I really wish more businesses had the courteous

and professional Customer Service I found with
PAR I will never consider any other company
to order my testing materials from again.
Dr. Lisa Fuller, Licensed Clinical Psychologist, Ciminero & Associates, Bay Harbor, FL
172
Childhood Autism Rating Scale, Second Edition (CARS2)

Eric Schopler, PhD, Mary E. Van Bourgondien, PhD, Glenna Janette Wellman, PhD, and Steven R. Love, PhD
Since its original publication, the CARS has become

one of the most widely used and empirically validated
autism assessments for discriminating between
children with autism and those with severe cognitive deficits, and in distinguishing mild-to-moderate
autism from severe autism. With a new form for
higher functioning individuals, a structured way to
gather caregiver information, and guidelines linking
scores to intervention, the CARS2 surpasses its
predecessor as one of the best autism assessments
available. While the CARS2 retains the simplicity,
brevity, and clarity of the original CARS, it adds new
forms and features that help you integrate diagnostic
information, determine functional capabilities,
provide feedback to parents, and design targeted
intervention. It assesses virtually all ages and
functional levels, and it provides concise, objective,
and quantifiable ratings based on direct behavioral
observation. Ratings are reliable across time, settings, sources of information, and raters.
The CARS2 includes three formsa Standard
Version (CARS2-ST) Rating Booklet that is
equivalent to the original CARS and is used with

individuals younger than 6 years of age and those
with communication difficulties or below-average
estimated IQs; a High Functioning Individuals
(CARS2-HF) Rating Booklet that is an alternative
for assessing verbally fluent individuals who are
6years of age and older with IQ scores above
80; and a Questionnaire for Parents or Caregivers
(CARS2QPC), an unscored scale that gathers
information for use in making CARS2-ST and
CARS2-HF ratings.
This revised edition expands

the original tests clinical value,
making it more responsive to high
functioning individuals along the
autism spectrum.
0D-6671-KT
CARS2 Complete Kit (includes CARS2

Manual, 25 Standard Version Rating
Booklets, 25 High Functioning Individuals
Rating Booklets, and 25 Questionnaires
for Parents or Caregivers).......................... $160.00
0D-6672-TM CARS2 Manual.............................................. 75.00
0D-6673-RF CARS2 Standard Version Rating Booklets
(pkg/25).......................................................... 38.00
0D-6674-RF CARS2 High Functioning Individuals Rating
Booklets (pkg/25)........................................... 38.00
0D-6675-RF CARS2 Questionnaires for Parents or
Caregivers (pkg/25)........................................ 27.00
Purpose: Identify and diagnose

autism spectrum
disorders

Admin: Individual

Time: Untimed
Gilliam Aspergers Disorder Scale (GADS)

The GADS is used for the assessment of individuals

ages 3-22 years who present unique behavioral
problems. Its purpose is to help professionals
diagnose Aspergers disorder. Specific questions are
asked about an individuals language and cognitive development and age-appropriate self-help
skills, adaptive behaviors, and curiosity about the
environment. Positive responses to these questions
are necessary for consideration of a diagnosis,
because individuals who have Aspergers disorder
do not have clinically significant developmental
delays in these areas. Negative responses are more
indicative of individuals who have other, more severe
pervasive developmental disorders.
Easily completed by a parent and professional who
knows the individual, the GADS provides documentation about the essential behavior characteristics of
Aspergers disorder necessary for diagnosis. It can
be used in the assessment process to document
behavioral progress, to target goals for IEPs, and for
research purposes.
The validity of the GADS was demonstrated by
confirming that (a) the items of the test are directly
related to the definitions of Aspergers disorder,
(b)the subscales are strongly related to each other
and the overall diagnosis of Aspergers disorder,

and (c) the GADS scores discriminate persons with
Aspergers disorder from persons with autism and
other behavioral disorders.
Thirty-two clearly stated items divided into four
subscales describe specific, observable, and
measurable behaviors.
Eight additional items are included for parents to
contribute data about their childs development during
the first 3 years of life.
Items are based on the most current definitions of
Aspergers disorder.
The test was normed on 371 individuals with
Aspergers disorder from 27 states, the District of
Columbia, Canada, and Australia.
Behaviors are rated using objective, frequency-based
ratings; standard scores and percentiles are provided.
A table is provided for determining the likelihood that
an individual has Aspergers disorder.
0D-5197-KT
GADS Introductory Kit (includes GADS

Examiners Manual and 25 Summary/
0D-5198-TM GADS Examiners Manual............................. 73.00
0D-5199-RF GADS Summary/Response Booklets
(pkg/25).......................................................... 56.00
The GADS is a norm-referenced

test designed to evaluate
individuals with unique behavioral
problems who may have
Aspergers disorder. Documents
behavioral progress and helps
target goals for IEPs.
Purpose: Identify individuals
with unique
behavioral problems
who may have
Aspergers disorder

Age: 3-22 years

Individual

Time: 5-10 minutes
173
Psychoeducational Profile, 3rd Ed. (PEP-3)

Eric Schopler, PhD, Margaret D. Lansing, Robert J. Reichler, MD, and Lee M. Marcus
Evaluates the uneven learning

strengths and weaknesses
of children with autism and
developmental disabilities.
Purpose: Assess the skills
and behaviors of
children with autism
and communicative
disabilities

Age: 6 months-7 years
Admin: Individual

Time: 45 minutes-11/2 hours
The PEP-3 assesses the skills and behaviors of

children with autism and communicative disabilities
who function between the ages of 6 months and
7years. The profile resulting from the PEP-3 graphically charts uneven and idiosyncratic development,
emerging skills, and autistic behavioral characteristics. This PEP-3 meets the need for an assessment
tool to assist in educational programming for young
children (ages 3-5 years) with disabilities and is particularly useful in planning for older students IEPs.
The PEP-3 now includes a Caregiver Report. This
report utilizes parental input and is completed prior
to the administration of the assessment. The form
asks the parent or caregiver to estimate the childs
developmental level compared with typical children.
This form has been shown to help orient teachers
to a students developmental inconsistencies. The
PEP-3 includes additional data to identify special
learning strengths and teachable skills. Also, the
third edition is improved by offering normative data
both from a group of children within the autism
spectrum as well as from a comparison group of
children without autism.
New items and subtests have been added; obsolete

ones have been deleted.
Normative data were collected from 2002 to 2003,
with large national samples of children within the
autism spectrum and of typical children ages 2-7.5
years. These are the first normative data provided for
comparison of a childs PEP results with children of
either comparison group.
Reliability coefficients have been computed by age for
subgroups within the normative sample (i.e.,males,
females, Whites, Blacks, Hispanic Americans).
Validity evidence is provided for children within the
autism spectrum for all areas measured by the test.
The scoring has been quantified as 0, 1, and 2;
each score is clearly defined, making statistical
comparisons more accurate. At the same time, the
flexibility of the previous system, using pass, emerge,
and fail, has been maintained.
Caregiver Report sections include Current
Developmental Levels, Diagnostic Categories and
Degree of Problem, and three subtests: Problem
Behaviors, Personal Self-Care, and Adaptive Behavior.
0D-5860-KT
Improvements to the PEP-3

The functional domains have been revised to reflect
current research and clinical concerns, especially in
the area of social and communication functions.
All of the toys and materials needed to administer the
test (except food, drink, and a light switch) now are
included with the test.
PEP-3 Complete Kit (includes PEP-3

Manual, Guide to Item Administration,
Picture Book, 10 Examiner Scoring/
Summary Booklets, 10 Response
Booklets, 10 Caregiver Report Forms,
and an Object Kit)...................................... $545.00
0D-5861-TM PEP-3 Manual................................................ 74.00
0D-5862-TB PEP-3 Examiner Scoring/Summary
Booklets (pkg/10)........................................... 34.00
0D-5863-RF PEP-3 Response Booklets (pkg/10)............... 24.00
0D-5864-RF PEP-3 Caregiver Report Form (pkg/10)......... 24.00
Asperger Syndrome Diagnostic Scale (ASDS)

Brenda Myles, Stacy Jones-Bock, and Richard Simpson
The ASDS is a quick, easy-to-use rating scale that helps you determine whether a child or adolescent is
likely to have Aspergers syndrome. Anyone who knows the child or adolescent well can complete the form
in 10-15 minutes.
The 50 yes-or-no items that make up the ASDS were drawn from five specific areas of behavior: cognitive,
maladaptive, language, social, and sensorimotor. All of the items represent behaviors that are symptomatic of
Aspergers syndrome. The ASDS provides an AS Quotient that indicates the likelihood that an individual has
Aspergers syndrome. Low AS Quotients are indicative of persons with little or no known pathology, whereas
higher scores are increasingly more indicative of Aspergers syndrome.
Documents behavioral progress
as a consequence of special
intervention programs.
0D-4719-KT ASDS Kit (includes ASDS Examiners Manual and 50 Summary/Response Forms)................................................$125.00
0D-4720-TM ASDS Examiners Manual..............................................................................................................................................68.00
0D-4721-RF ASDS Summary/Response Forms (pkg/50)..................................................................................................................64.00
Purpose: Identify Aspergers

syndrome

Age: 5-18 years
Admin: Individual

Time: 10-15 minutes
174
Now You Can Measure Change in Reading

Performance in 5 Minutes or Less Using a
Targeted Measure With Three Equivalent Forms
Test of Irregular Word Reading Efficiency (TIWRE)
Cecil R. Reynolds, PhD and Randy W. Kamphaus, PhD
By using the pronunciation of phonetically irregular

words to measure reading ability, the TIWRE offers a
rapid assessment of the examinees reading vocabulary. Because phonetically irregular words cannot
be pronounced correctly unless they are already a
part of the readers vocabulary, they are especially
useful for screening reading comprehension. This
easy-to-administer measure is supported by validity
evidence and is highly reliable. With three equivalent
forms, the TIWRE provides its user with the ability
to monitor changes in reading performance over
relatively short periods of time with no detectable
practice effect from testing itself.
Each form presents letters (uppercase and
lowercase) and phonetically irregular words for a
total of 50 items and takes approximately 2 minutes
to administer. Because the three forms are based on
a common normative sample and use the same normative table, frequent repeated testing is convenient
and quick. Reliability coefficients for all forms are in
the mid-to-high .90s. Change in reading efficiency is
measured by comparing scores from two administrations and using the provided precalculated
significance score ranges to determine statistically
significant levels of change.
The TIWRE was normed using a large, nationally
drawn U.S. stratified sample of 2,438 individuals
ages 3-94 years. The Professional Manual provides
a wide range of score conversions, including scores
scaled to the metric commonly used with measures
of aptitude and achievement (i.e.,age-corrected

deviation scaled scores with a mean of 100 and a
standard deviation of 15) and additional supplementary scores that are commonly used in educational
reporting and research. The Profile Form enables
the examiner to plot scores of repeated administrations for easy, rapid identification of an individuals
progress in reading performance. The reusable
Stimulus Cards are color-coded for simple administration of each form.
The TIWRE provides assessment
of a key reading variable that is
The TIWRE was designed to have multiple
highly correlated with reading
applications in a variety of environments, including
comprehension but is more
educational, clinical, and rehabilitation settings.
practical and efficacious than
It can be used to assess current reading level, to
lengthy assessments. Reusable
stimulus cards are color-coded for
measure response to intervention (RTI) in reading,
simple administration of each form.
to assess reading levels for completing self-reports
or questionnaires, and to rapidly screen for individual Purpose: Assess reading
ability through the
reading difficulties. The TIWRE can enhance the
use of phonetically
irregular words
accuracy and overall efficacy of progress monitoring
and can lead to more frequent, accurate assess
Age: 3-94 years
ments of real reading skill in a variety of contexts.
Admin: Individual
0D-6070-KT
TIWRE Introductory Kit (includes TIWRE

Professional Manual, 25 Record Forms,
25 Profile Forms, and Set of 3 Laminated
Stimulus Cards)

0D-6071-TM TIWRE Professional Manual.......................... 60.00
0D-6072-RF TIWRE Record Forms (pkg/25)...................... 45.00
0D-6073-PF TIWRE Profile Forms (pad/25)....................... 35.00
0D-6074-TC TIWRE Laminated Stimulus Cards
(set of 3)......................................................... 30.00
Time: 2 minutes per form
A uthor S napshot
Cecil R. Reynolds, PhD, ABPN
Cecil R. Reynolds, PhD, ABPN, is professor Emeritus at Texas A&M University.
His research interests are in all aspects of psychological assessment
with particular emphasis on the assessment of memory, emotional and
affective states and traits, and issues of cultural bias in testing. He is the
author of more than 300 scholarly publications, author or editor of more
than 40 books, author of several widely used tests of personality and
behavior including the KOPPITZ-2: Koppitz Developmental Scoring System
for the Bender Gestalt Test, 2nd Ed. (KOPPITZ-2) and the Comprehensive
Trail-Making Test (CTMT), and coauthor of the Clinical Assessment Scales
for the Elderly (CASE), the Developmental Test of Visual Perception
Adolescent and Adult (DTVP-A), the Draw-A-Person Intellectual Ability Test for Children, Adolescents,
and Adults (DAP:IQ), the Reynolds Intellectual Assessment Scales (RIAS), the Reynolds Intellectual
Screening Test (RIST), and the Test of Irregular Word Reading Efficiency (TIWRE). He is a past
president of the National Academy of Neuropsychology and American Psychological Association
Divisions 5, 16, and 40. He is a fellow of APA Divisions 1, 5, 15, 16, 40, and 53.
175
Basic Early Assessment of Reading (BEAR)

Riverside Publishing
Developmentally appropriate
for young students.
Purpose: Assess young
students reading
skills development

Age: Students in
Grades K-3

and/or group

Time: Initial-Skills
Analysis: 45-60
minutes; SpecificSkills Analysis:
30-40 minutes per
content area; Oral
Reading Fluency
Assessment: 15-30
minutes per passage
or list; Summative
Assessment: 3040 minutes per
contentarea
Designed to assess progress in the development

of four essential reading skills (i.e., reading basics,
language arts, comprehension, reading fluency), the
BEAR is a suite of four criterion-referenced assessments of beginning reading and language arts skills
for students in Kindergarten through Grade 3. The
four assessments may be used alone or in combination to augment an existing reading program. Each
assessment was designed to help provide ongoing
information about the development of students reading skills throughout the course of the year.
BEAR paper-and-pencil assessments are presented
in familiar student test booklet format to help
alleviate test anxiety. The test booklets are full of
engaging illustrations that help make test-taking fun
and engaging. The Initial-Skills Analysis, SpecificSkill Analysis, and Summative Assessment can
be administered individually, in a small group, or
classroom-wide depending on the needs of the
students and teacher. The Oral Reading Fluency
Assessment is individually administered.
Special Features of the BEAR
Content written to measure students mastery of
standards in reading and language arts.
Emphasis on skills students need to become
successful readers by Grade 3.
BEAR Kit
BEAR Combination Kit
Scoring
The paper-and-pencil BEAR is quickly and easily

hand scored by the test administrator or assistant.
Scoring Guides are straightforward and provide
answer keys, rubrics, sample papers, and interpretive instructions.
Every BEAR Kit includes the BEAR Scoring and
Reporting Software, which manages student test
data for all four assessments, allows entry and
reporting of teacher comments, and generates
reports. Additionally, the software allows users
to disaggregate data, run queries on customized
user-defined fields, and reroster student data while
maintaining the students past assessment history.
The BEAR Scoring and Reporting Software also
enables you to administer on-screen the Initial-Skills
Analysis, Specific-Skill Analysis, and Summative
Assessment.
Requirements:
Windows 95, 98, NT 4.0 Workstation, Me and 2000 operating
systems; PC with minimum Pentium II processor; 64 MB RAM
(96 MB recommended); SVGA monitor; 20MB hard disk space
(30 MB for larger databases); 5 K per studentrecord
Kit/Component
Suite of four assessments to help teachers customize

assessment programs.
Variety of item types: multiple-choice, open-ended,
and extended-response questions.
Developmentally appropriate for young students.
Kindergarten
Grade 1
Grade 2
Grade 3
0D-6435-KT
0D-6443-KT
0D-6451-KT
0D-6459-KT
0D-6467-KT
0D-6468-KT
Per Grade
$255.00
372.00
BEAR Initial-Skills Analysis Administration and Scoring Guide
0D-6436-TM
0D-6444-TM
0D-6452-TM
0D-6460-TM
9.00
BEAR Initial-Skills Analysis Test Booklets (pkg/25)
0D-6437-TB
0D-6445-TB
0D-6453-TB
0D-6461-TB
31.00
BEAR Specific-Skill Analysis Administration and Scoring Guide
0D-6471-TM
0D-6473-TM
9.00
BEAR Specific-Skill Analysis Black-Line Master Test Booklets (pkg/3: Reading Basics, Language Arts,
Comprehension)
0D-6472-RF
0D-6474-RF
103.00
BEAR Oral Reading Fluency Assessment Administration and Scoring Guide
41.00
0D-6475-TM
BEAR Oral Reading Fluency Assessment Passage Cards (pkg/13)
47.00
0D-6476-TC
BEAR Summative Assessment Administration Guide
0D-6438-TM
0D-6446-TM
0D-6454-TM
0D-6462-TM
9.00
BEAR Summative Assessment Scoring Guide
0D-6439-TM
0D-6447-TM
0D-6455-TM
0D-6463-TM
24.00
BEAR Summative Assessment Reading Basics Test Booklets (pkg/25)
0D-6440-TB
0D-6448-TB
0D-6456-TB
0D-6464-TB
27.00
BEAR Summative Assessment Comprehension Test Booklets (pkg/25)
0D-6441-TB
0D-6449-TB
0D-6457-TB
0D-6465-TB
27.00
BEAR Summative Assessment Language Arts Test Booklets (pkg/25)
0D-6442-TB
0D-6450-TB
0D-6458-TB
0D-6466-TB
27.00
BEAR Technical Manual
0D-6469-TM
43.00
BEAR Scoring and Reporting SoftwareCD-ROM
0D-6470-CP
120.00
Kits include grade-specific Initial-Skills Analysis Administration and Scoring Guide, 25 Initial-Skills Analysis Booklets, Specific-Skill Analysis Administration and Scoring Guide, 3 Specific-Skill Analysis
Black-Line Master Test Booklets, Summative Assessment Administration Guide, Summative Assessment Scoring Guide, 25 Summative Assessment Reading Basics Test Booklets, 25 Summative
Assessment Comprehension Test Booklets, and 25 Summative Assessment Language Arts Test Booklets; and non-level-specific Teachers Guide, Oral Reading Fluency Assessment Administration and
Scoring Guide, 13 Oral Reading Fluency Assessment Passage Cards, and Scoring and Reporting Software.
Combination Kits include, for each grade, Initial-Skills Analysis Administration and Scoring Guide, 25 Initial-Skills Analysis Test Booklets, Summative Assessment Administration Guide, Summative
Assessment Scoring Guide, 25 Summative Assessment Reading Basics Test Booklets, 25 Summative Assessment Comprehension Test Booklets, 25 Summative Assessment Language Arts Test Booklets,
Specific-Skill Analysis Administration and Scoring Guide (one for both grades), and 3 Specific-Skill Analysis Black-Line Master Test Booklets (one for both grades); and non-level-specific Teachers Guide,
Oral Reading Fluency Assessment Administration and Scoring Guide, 13 Oral Reading Fluency Assessment Passage Cards, and Scoring and Reporting Software.
176
Test of Written Language, 4th Ed. (TOWL-4)

Donald D. Hammill, EdD and Stephen C. Larsen, PhD
The fourth edition of the TOWL is a normreferenced, comprehensive diagnostic test of written
expression. It can be used to identify students who
write poorly and thus need special help, determine
students particular strengths and weaknesses in
various writing abilities, document students progress
in special writing programs, and measure writing in
research.
Seven Subtests and Three Composites
Assess Important Aspects of Language
Each of the TOWL-4s two forms (i.e.,Form A,

Form B) contains seven subtests: Vocabulary,
Spelling, Punctuation, Logical Sentences, Sentence
Combining, Contextual Conventions, and Story
Composition.
The three composites are Overall Writing, which
estimates students writing ability using both spontaneous and contrived formats, Contrived Writing,
which estimates students writing ability using only
contrived formats; and Spontaneous Writing, which
estimates students writing ability using the evaluation of their spontaneously composed essays.
New Features of the TOWL-4

All new normative data were obtained using a sample
of 2,505 individuals in 18 states.
Grade-based norms are provided in addition to the
age-based norms.
Almost all floor and ceiling effects have been eliminated.
Attractive new colored stimulus pictures are provided.
0D-6374-KT
TOWL-4 Introductory Kit (includes TOWL-4

Examiners Manual, 3 Large Colored
Picture Cards, 50 Record/Story Scoring
Forms, 25 Student Response Booklets
[Form A], 25 Student Response Booklets
[Form B], and a Supplemental Practice
Scoring Booklet)......................................... $270.00
0D-6375-TM TOWL-4 Examiners Manual.......................... 88.00
0D-6376-SF TOWL-4 Record/Story Scoring Forms
(pkg/50).......................................................... 57.00
0D-6377-RF TOWL-4 Student Response Booklets
(Form A) (pkg/25)........................................... 62.00
0D-6378-RF TOWL-4 Student Response Booklets
(Form B) (pkg/25)........................................... 62.00
Identifies students who need

special help, documents specific
areas of strength or weakness,
and monitors the effectiveness
of remedial efforts implemented
to improve writing skills.
Purpose: Measure writing
competence

Age: 9-17.11 years

Time: 60-90 minutes
Nelson-Denny Reading Test

James I. Brown, PhD, Vivian Vick Fishco, MS, and Gerald S. Hanna, EdD
The Nelson-Denny Reading Test, Forms G and

H, is a reading survey test for high school students, college students, and adults. A two-part
test, the Nelson-Denny measures vocabulary
development, comprehension, and reading rate.
Part I (Vocabulary) is a 15-minute test; Part II
(Comprehension and Rate) is a 20-minute test. The
first minute of the Comprehension test is used to
determine reading rate. An extended-time administration of the test is available for special populations,
such as students who have learned English as a
second language.
Forms G and H are parallel forms that have been
equated and can be used interchangeably as
pretests and posttests. The equating study linking
Forms G and H is described in the Technical Report.
An equating study of Form G and Form E links
Forms G and H to the earlier Forms E and F. Thus,
data for students previously tested with Form E or
Form F can be compared to data provided by Form
G or Form H. Form G/Form E equating data and
tables are provided in the Scoring and Interpretation
Manual.
Vocabulary, Comprehension, and Total scores are
presented as raw scores, scale scores, gradeequivalent scores, normal curve equivalent scores,
national percentile ranks, and national stanines.

The reading rate is reported in words per minute.
The scoring key and procedures for obtaining all
scores are included in the Scoring and Interpretation
Manual. Norms are available for high school and
2- and 4-year colleges; special norms are available
for the extended-time administration and for lawenforcement academies.
0D-6599-KT Nelson-Denny Reading Test Kit (includes
Manual for Scoring and Interpretation,
Class Record Sheet, 50 Student Personal
Records, and 50 Self-Scoring Answer
Sheets)....................................................... $130.00
Administration of the Nelson-Denny
requires purchase of either Form G Test
Booklets (item #0D-6593-TB) or Form H Test
Booklets (item #0D-6594-TB).
0D-6600-AS Nelson-Denny Self-Scoring Answer
Sheets (pkg/250).......................................... 360.00
0D-6593-TB Nelson-Denny Reading TestForm G
(includes 25 Form G Test Booklets and
Directions for Administration Manual).............. 79.00
0D-6594-TB Nelson-Denny Reading TestForm H
(includes 25 Form H Test Booklets and
Directions for Administration Manual)............. 79.00
0D-6595-TM Nelson-Denny Scoring and Interpretation
Manual.......................................................... 27.00
0D-6596-TM Nelson-Denny Directions for Administration
Manual........................................................... 10.00
0D-6597-RF Nelson-Denny Class Record Sheets
(pkg/25).......................................................... 23.00
0D-6598-RF Nelson-Denny Student Personal Records
(pkg/50).......................................................... 44.00
Carefully designed to avoid

racial and gender bias.
Purpose: Assess student
achievement
and progress
in vocabulary,
comprehension, and
reading rate

Age: Individuals in Grades

9-16 and adults

or group

Time: Standard: 35 minutes;

extended-time:
56minutes
177
Diagnostic Assessments of Reading, 2nd Ed. (DAR-2)

Florence G. Roswell, Jeanne S. Chall, Mary E. Curtis, and Gail Kearns
Pinpoints areas in which students

need further reading instruction.
Purpose: Assess individual
student achievement
in nine components
of reading and
language


Time: Approximately
40minutes
The DAR-2 assesses students relative strengths

and weaknesses in key areas of student learning
in reading. Teachers may use the DAR-2 to identify
areas in which struggling readers need help. The
DAR-2 consists of two forms (A and B) that test nine
components of reading and language: Print awareness, phonological awareness, letters and sounds,
word recognition, word analysis, oral reading
accuracy and fluency, silent reading comprehension,
spelling, and word meaning.
The DAR-2 comes in a complete, multilevel format.
It features simultaneous administration and scoring,
providing immediate feedback about each students
strengths and weaknesses in reading and enabling
teachers to quickly apply the results to instructional
strategies for improving student skills.
Benefits of the DAR-2
Evaluates reading achievement at all levels with one
classroom kit.
Identifies areas of difficulty for struggling readers in
40 minutes or less.
Assesses all five components of an effective Reading
First programphonemic awareness, phonics,
vocabulary development, reading fluency, and reading
comprehension.
Can be used in Title I, special education, adult

literacy, or reading placement programs.
The Interpretive Profile helps synthesize information
about individual student achievement.
Fluency rating is now a part of the Oral Reading test.
Kits include uses of Trial Teaching Strategies (TTS),
an online resource that offers short lessons to
address a students reading needs.
0D-6391-KT
DAR-2 Form A/B Classroom Kit (includes

Form A Teachers Manual, Form B
Teachers Manual, Form A Student Booklet,
Form B Student Booklet, 30 Form A
Response Record Forms, 30 Form B
Response Record Forms, and
10 TTS Uses)............................................. $510.00
0D-6392-KT DAR-2 Form A Classroom Kit (includes
Form A Teachers Manual, Form A Student
Booklet, 30 Form A Response Record
Forms, and 5 TTS Uses).............................. 272.00
0D-6393-KT DAR-2 Form B Classroom Kit (includes
Form B Teachers Manual, Form B Student
Booklet, 30 Form B Response Record
Forms, and 5 TTS Uses).............................. 272.00
0D-6394-TM DAR-2 Form A Teachers Manual.................. 31.00
0D-6395-TM DAR-2 Form B Teachers Manual.................. 31.00
0D-6396-TB DAR-2 Form A Student Booklet..................... 84.00
0D-6397-TB DAR-2 Form B Student Booklet..................... 84.00
0D-6398-RF DAR-2 Form A Response Record Forms
(pkg/15).......................................................... 84.00
0D-6399-RF DAR-2 Form B Response Record Forms
(pkg/15).......................................................... 84.00
Its Easy To Arrange One of the

PAR-Sponsored Workshops Listed Below...
Product Overview: Effective Assessment Products Designed to Meet Your Needs
Development and Application of the Reynolds Intellectual Assessment Scales (RIAS)
Administration, Interpretation, and Utility of the Wide Range Assessment of Memory and Learning, Second Edition
(WRAML2)
An Empirically Based Model for Effective Threat Assessment/Crisis Intervention in the Schools
Development, Application, and Interpretation of the Tasks of Executive Control (TEC)
Comprehensive, Reliable Assessment of Emotional Disturbance Criteria and Social Maladjustment Using the
Emotional Disturbance Decision Tree (EDDT)
Age-Standardized Assessment and Progress Monitoring of Children on the Autism Spectrum Using the PDD
Behavior Inventory (PDDBI)
Executive Functions in Children: Concepts, Assessment, and Intervention
Early Onset Bipolar Disorder and the Pediatric Behavior Rating Scale (PBRS)
Use of the Wide Range Achievement Test 4 Progress Monitoring Version (WRAT4-PMV) for RTI and IDEA
Assessment of Psychopathology in Adolescents Using the Personality Assessment InventoryAdolescent (PAI-A)
RTIPlus: Solutions for Student Progress and Educational Accountability
Assessment and Treatment of Parent-Adolescent Conflict
Neuropsychological Assessment Battery (NAB): Introduction and Overview
Assessment of Psychopathology in Adults Using the Personality Assessment Inventory (PAI)
Contact a Clinical Assessment Consultant at

1.866.253.4050 to schedule your workshop today!
178
Test of Word Reading Efficiency (TOWRE)

Joseph Torgesen, PhD, Richard Wagner, PhD, and Carol Rashotte, PhD
The TOWRE is a nationally normed measure of

word reading accuracy and fluency. Because it can
be administered very quickly, the test provides an
efficient means of monitoring the growth of two kinds
of word reading skills that are critical in the development of overall reading ability: the ability to accurately
recognize familiar words as whole units or sight
words and the ability to sound out words quickly.
The TOWRE contains two subtests: the Sight Word
Efficiency (SWE) subtest assesses the number of
real printed words that can be accurately identified
within 45 seconds, and the Phonetic Decoding
Efficiency (PDE) subtest measures the number
of pronounceable printed nonwords that can be
accurately decoded within 45 seconds. Each subtest
has two forms (A and B) that are of equivalent difficulty, and either one or both forms of each subtest
may be given depending upon the purposes of the
assessment.
Percentiles, standard scores, and age and grade
equivalents are provided. Subtest standard scores
have a mean of 100 and a standard deviation of 15.
Age and grade equivalents show the relative standing
of the individuals scores. The TOWRE was normed
on more than 1,500 individuals ranging in age from
6 to 24 years 11 months and residing in 30 states.

The sample characteristics were stratified by age and
keyed to the demographic characteristics reported in
the 1997 Statistical Abstract of the United States.
Reliability of the TOWRE was investigated using
estimates of content sampling, time sampling, and
scorer differences. The average alternate forms reliability coefficients (content sampling) all exceed .90.
The test-retest (time sampling) coefficients range
from .83 to .96. The magnitude of the coefficients
reported from all reliability studies suggests that
there is little error in the TOWRE and that examiners can have confidence in the results. Extensive
evidence of the validity of TOWRE test scores is
provided for content-description validity, criterionprediction validity, and construct-identification
validity.
0D-4772-KT
0D-4773-RF
0D-4774-RF
TOWRE Introductory Kit (includes

TOWRE Manual, 25 Form A Profile/
Examiner Record Booklets, 25 Form B
Profile/Examiner Record Booklets,
Form A Word Cards, and Form B Word
Cards, all in a sturdy storage box)............. $215.00
TOWRE Form A Profile/Examiner Record
Booklets (pkg/25)........................................... 44.00
TOWRE Form B Profile/Examiner Record
Booklets (pkg/25)........................................... 44.00
Quick administration.
Purpose: Monitor the ability
to recognize familiar
words as whole
units and the ability
to sound out words
quickly

Age: 6-24.11 years
Admin: Individual

Time: 5-10 minutes
Test of Early Reading Ability, 3rd Ed. (TERA-3)

D. Kim Reid, PhD, Wayne P. Hresko, PhD, and Donald D. Hammill, EdD
The TERA-3 is a unique, direct measure of the

reading ability of young children ages 3.6-8.6
years. Rather than assessing childrens readiness
for reading, the TERA-3 assesses their mastery
of early developing reading skills. This new edition
has been redesigned to provide the examiner with
three subtests: Alphabet (measures knowledge of
the alphabet and its uses), Conventions (measures
knowledge of the conventions of print), and Meaning
(measures the construction of meaning from print).
Standard scores are provided for each subtest. An
overall Reading Quotient is computed using all three
subtest scores.
The TERA-3 has many uses: (a) to identify those
children who are significantly below their peers
in reading development and may be candidates
for early intervention, (b) to identify strengths and
weaknesses of individual children, (c) to document
a childs progress as a consequence of early reading
intervention programs, (d) to serve as a measure
in research studying reading development in young
children, and (e) to serve as an adjunct to other
assessments.
The TERA-3 has been improved in the following ways:

All new normative data were collected during 1999
and 2000; the normative information is stratified by
age relative to geography, gender, race, residence,
and ethnicity.
Studies showing the absence of gender, racial,
disability, and ethnic bias have been added.
Reliability is consistently high across all three types
of reliability studied. All but 2 of the 32 coefficients
reported approach or exceed .90.
New validity studies have been conducted; special
attention has been devoted to showing that the test is
valid for a wide variety of subgroups as well as for a
general population.
New items have been added to make the test more
reliable and valid for the older and younger ages
covered by the test.
Age and grade equivalents are provided.
0D-4985-KT
0D-4986-RF
0D-4987-RF
Assesses mastery of early

developing reading skills.
Purpose: Measure reading
ability

Age: 3.6-8.6 years
Admin: Individual

Time: 30 minutes
TERA-3 Introductory Kit (includes TERA-3

Manual, Picture Book Form A, Picture Book
Form B, 25 Form A Profile/Examiner Record
Forms, and 25 Form B Profile/Examiner
Record Forms, all in a sturdy box)............. $320.00
TERA-3 Form A Profile/Examiner Record
Forms (pkg/25)............................................... 37.00
TERA-3 Form B Profile/Examiner Record
Forms (pkg/25)............................................... 37.00
179
Diagnose Oral Reading Difficulties With

Ease and Confidence Using the GORT 4
Gray Oral Reading Tests, 4th Ed. (GORT 4)
J. Lee Wiederholt, EdD and Brian R. Bryant, PhD
The GORT 4 is a
norm-referenced, reliable,
and valid test of oral reading
rate, accuracy, fluency, and
comprehension. It measures
growth in oral reading and
assists in the diagnosis of
oral reading difficulties.
Purpose: Assess oral
reading skills

Age: 6-18.11 years
Admin: Individual

Time: 20-30 minutes
The widely used Gray Oral Reading Tests, 3rdEd.

has been revised and now provides all new normative data. The GORT 4 provides an efficient and
objective measure of growth in oral reading and
assists in the diagnosis of oral difficulties. The test
consists of two parallel forms, each containing 14
developmentally sequenced reading passages with
five comprehension questions. The two forms of the
test allow you to study an individuals oral reading
progress over time.
The GORT 4 provides a Fluency Score that is
derived by combining the readers performance in
Rate (time in seconds to read each passage) and
Accuracy (number of deviations from print made in
each passage). The number of correct responses
to the comprehension questions provides an Oral
Reading Comprehension Score. The Fluency Score
and the Oral Reading Comprehension Score then
are combined to obtain an Oral Reading Quotient.
All scores are reported in terms of standard scores,
percentile ranks, grade equivalents, and age
equivalents.
In addition, the GORT 4 provides a system for
analyzing the types of oral reading errors made in
five areas. The frequency of each of the reading
errors is reported in a percentage.
The GORT 4 is useful in a variety of settings, such

as elementary and secondary schools, clinics, and
reading centers. It helps identify those students who
are significantly below their peers in oral reading
proficiency and who may profit from supplemental
help, it aids in determining the particular kinds of
reading strengths and weaknesses that individual
students possess, it documents students progress
in reading as a consequence of special intervention
programs, and it serves as a measurement device
in investigations where researchers are studying the
reading abilities of school-aged students.
Completely Revised and Updated!
One new story was added at the beginning of each
of the two forms to provide additional information on
struggling readers and younger children. Also, the
placement and order of some stories were changed
based on new normative data.
A linear equating procedure provides scores on the
two test forms to allow the use of adjusted scores on
Forms A and B interchangeably.
Includes studies that show the absence of bias on
gender and ethnicity.
Includes several new validity studies.
Use Independently or as Part of a Battery
Meaning Similaritythe appropriateness of the

students word error in regard to meaning within the
story.
Functions Similaritythe appropriateness of the
students word error in regard to the grammatical
correctness of the word substituted in the sentence.
Graphic/Phonemic Similaritythe appropriateness of
the students word error to its similarity to the look and
sound of the printed work.
Multiple Sourcesthe students word error that has a
combined meaning, function, and graphic-phonemic
similarity to the printed work.
Self-Correctiona word error that is immediately
corrected by the student.
The GORT 4 was normed on a sample of more than

1,600 students ages 6 years-18 years 11 months.
The normative sample was stratified to correspond
to key demographic variables. All average internal
consistency reliabilities are .90 or above.
180
The GORT 4 is one of three tests in a series. The

other two are the Gray Silent Reading Test (GSRT)
and the Gray Diagnostic Reading Test, 2nd Ed.
(GDRT 2). The three tests can be used independently or as a battery. For example, the GORT 4 can
be used when you are interested only in oral reading
ability; the GORT 4 and the GSRT can be used
when you want to compare a persons oral and silent
reading abilities; and the GDRT 2 can be used when
the readers ability is so poor that he or she cannot
handle the demands of passage reading, or when
you want to look at a variety of reading skills.
0D-4704-KT
GORT 4 Kit (includes GORT 4 Examiners

Manual, Student Book, 25 Profile/Examiner
Record Forms [Form A], and 25 Profile/
Examiner Record Forms [Form B])............ $272.00
0D-4705-TM GORT 4 Examiners Manual........................ 100.00
0D-4706-BK GORT 4 Student Book................................... 64.00
0D-4707-RF GORT 4 Profile/Examiner Record Forms
(Form A) (pkg/25)........................................... 64.00
0D-4708-RF GORT 4 Profile/Examiner Record Forms
(Form B) (pkg/25)........................................... 64.00
Gray Silent Reading Tests (GSRT)

J. Lee Wiederholt, EdD and Ginger Blalock, PhD
The GSRT was developed to be used independently or as an adjunct to the Gray Oral Reading Tests, 4thEd.
(GORT 4). The GSRT helps you quickly and efficiently measure an individuals silent reading comprehension
ability. GSRT results may be used to identify individuals whose scores are significantly below those of their
peers and who might need additional assessment and intervention designed to improve reading comprehension, to determine areas of relative strength and weakness across reading comprehension, to document
overall progress in reading development as a consequence of intervention programs, and to serve as a
measure for research efforts designed to investigate reading comprehension.
The GSRT consists of two parallel forms, each containing 13 developmentally sequenced reading passages with five multiple-choice questions. Each form yields raw scores, grade equivalents, age equivalents,
percentiles, and a Silent Reading Quotient.

Appropriate for individuals ages 7-25 years.

Normed on 1,400 individuals in 31 states.
Highly reliable and valid.
Cultural, ethnic, and gender bias have been eliminated.
Useful in a variety of settings, including elementary and secondary schools, clinics, reading centers, and postsecondary environments.
0D-4714-KT
0D-4715-TM
0D-4716-PF
0D-4717-AB
0D-4718-AB
May be administered
individually or in groups.
Purpose: Assess silent reading
comprehension

Age: 7-25 years

Time: 15-20 minutes
GSRT Kit (includes GSRT Manual, 25 Profile/Response Forms, and 10 each of Reading Book Forms A and B)........$198.00
GSRT Manual................................................................................................................................................................91.00
GSRT Profile/Response Forms (pkg/25).......................................................................................................................32.00
GSRT Reading Books, Form A (pkg/10)........................................................................................................................44.00
GSRT Reading Books, Form B (pkg/10)........................................................................................................................44.00
Gray Diagnostic Reading Tests, 2nd Ed. (GDRT 2)

Brian R. Bryant, PhD, J. Lee Wiederholt, EdD, and Diane P. Bryant
The GDRT 2 has been revised and updated to reflect current research in reading. The GDRT 2, along with
the Gray Oral Reading Tests, 4th Ed. (GORT 4) and the Gray Silent Reading Tests (GSRT), form the Gray
reading test battery. The GDRT 2 assesses students who have difficulty reading continuous print and who
require an evaluation of specific abilities and weaknesses. Two parallel forms are provided to allow you to
study a students reading progress over time.
The GDRT 2 has four core subtests, each of which measures a significant reading skill: Letter/Word
Identification, Phonetic Analysis, Reading Vocabulary, and Meaningful Reading. Three supplemental
subtestsListening Vocabulary, Rapid Naming, and Phonological Awarenessmeasure skills that play an
important role in the diagnosis or teaching of developmental readers or children with dyslexia.
The GDRT 2 was normed on a sample of 1,018 students ages 6-13 years. The normative sample was
stratified to correspond to key demographic variables (i.e.,race, gender, geographic region). The reliabilities
of the test are high; all internal consistency reliabilities for the composites are .94 or above. Studies showing
the absence of culture, gender, race, and disability have been added; several new validity studies have been
conducted and are included in the Examiners Manual.
0D-5297-KT
GDRT 2 Introductory Kit (includes GDRT 2 Examiners Manual, Adventures in Fancyland Storybook, 1 Student
Book Form A, 1 Student Book Form B, 25 Examiner/Record Forms A, and 25 Examiner/Record Forms B, all in
a sturdy storage box).................................................................................................................................................$305.00
0D-5298-TM GDRT 2 Examiners Manual..........................................................................................................................................91.00
0D-5299-RF GDRT 2 Examiner/Record Forms A (pkg/25)................................................................................................................62.00
0D-5300-RF GDRT 2 Examiner/Record Forms B (pkg/25)................................................................................................................62.00
Two parallel forms enable you

to track progress over time.
Purpose: Assess specific
reading abilities

Age: 6-13 years
Admin: Individual

Time: 45-60 minutes
181
Test of Reading Comprehension, 4th Ed. (TORC-4)

Virginia L. Brown, J. Lee Wiederholt, PhD, and Donald D. Hammill, EdD
Grade and age

equivalents are provided.
Purpose: Assess the
understanding of
written language

Age: 7-17.11 years
Admin: Individual

The TORC-4 can be used (a) to identify children and

adolescents whose silent reading comprehension
scores are significantly below their peers and who
therefore might need help improving their reading
proficiency and comprehension, (b) to document
student progress in remedial programs, and (c)as
a research tool in studies investigating reading
problems in children and adolescents. Five subtests
measure word identification and contextual meaning.
Studies cited in the TORC-4 Examiners Manual
indicate that the test has high reliability and strong
validity, especially criterion-prediction validity.
Five Subtests of the TORC-4
Relational VocabularyStudents read a set of three
words that are in some way related to each other,
then silently read another four words and choose the
two that are related to the first set.
Sentence CompletionStudents silently read a
sentence that is missing two words and choose the
word pair that best completes the sentence from a list
of word pairs.
Paragraph ConstructionAfter silently reading a
list of sentences that are not in logical order, students
must rearrange the sentences to form a coherent
paragraph.
Text ComprehensionStudents silently read a
short passage and then answer five multiple-choice
questions about the passage.
Contextual FluencyStudents recognize as many

individual words as they can in a series of passages.
This subtest is timed.
The subtests are combined to form a composite

called the Reading Comprehension Index, a
standard score with a mean of 100 and a standard
deviation of 15. This index represents students ability to understand contextual printed material.
New Features of the TORC-4
All new normative data were obtained using a sample
of 1,942 students in 14 states.
Reliability coefficients have been computed by age
and subgroup within the normative sample.
All new validity studies are reported, including a
rigorous analysis of the TORC-4s sensitivity and
specificity.
Vocabulary in the subtests has been updated.
Floor effects have been eliminated.
0D-6367-KT
TORC-4 Introductory Kit (includes TORC-4

Examiners Manual, 50 Examiner/Record
Forms, 25 Student Question Booklets,
and 50 Student Answer Booklets).............. $269.00
0D-6368-TM TORC-4 Examiners Manual.......................... 73.00
0D-6369-RF TORC-4 Examiner/Record Forms (pkg/50).... 60.00
0D-6370-AS TORC-4 Student Answer Booklets (pkg/50)....60.00
0D-6371-TB TORC-4 Student Question Booklets
(pkg/25).......................................................... 88.00

and Middle School Students, 2nd Ed. (SAGES-2)
Susan K. Johnsen and Anne L. Corn
Helps to identify gifted students.

Purpose: Identify gifted
students in
kindergarten
through Grade 8

Age: 5-14.11 years


minutes for each
subtest
182
The SAGES-2 assesses aptitude and achievement in order to identify gifted students. Aptitude is
measured via the Reasoning subtest. The other two
subtests (Mathematics/Science and Language Arts/
Social Studies) assess achievement. Both of these
subtests require the child to respond to questions
in a multiple-choice format; items require recall,
understanding, and application of ideas and basic
concepts in the content areas. The SAGES-2 is not
intended to identify children for inclusion in classes
emphasizing talents in creative, artistic, or leadership areas.
The SAGES-2 was normed on two large samples.
Sample One (normal sample) consisted of 3,023
students who were in heterogeneous classrooms,
and Sample Two (gifted sample) consisted of 2,290
students who were identified as gifted by their local
school districts. Standard scores and percentile ranks
are provided for both samples.
The reliability coefficients for the test are high,
ranging from .77 to .95; 97% of these reach or
exceed .80 and 74% reach or exceed .90. Test-retest
studies show that the SAGES-2 is stable over
time. Extensive validity data are reported as well,
documenting the tests relationship to the WISC-III,

OLSAT, Stanford Achievement Test, and the Gifted
and Talented Evaluation Scale.
0D-4775-KT
SAGES-2 Complete Kit (includes SAGES-2

Examiners Manual, 10 K-3 Mathematics/ Science
Student Response Booklets, 10 K-3 Language
Arts/Social Studies Student Response Booklets,
10 K-3 Reasoning Student Response Booklets,
10 4-8 Mathematics/Science Student Response
Booklets, 10 4-8 Language Arts/Social Studies
Student Response Booklets, 10 4-8 Reasoning
Student Response Booklets, 50 K-3 Profile/
Scoring Sheets, 50 4-8 Profile/Response
Sheets, and 4-8 Scoring Transparency).... $262.00
0D-4776-TM SAGES-2 Examiners Manual........................ 65.00
0D-4777-TB SAGES-2 K-3 Mathematics/Science
Student Response Booklets (pkg/10)............. 26.00
0D-4778-TB SAGES-2 K-3 Language Arts/Social Studies
0D-4779-TB SAGES-2 K-3 Reasoning Student Response
Booklets (pkg/10)........................................... 26.00
0D-4780-PF SAGES-2 K-3 Profile/Scoring Sheets
(pad/50).......................................................... 37.00
0D-4781-TB SAGES-2 4-8 Mathematics/Science Student
Response Booklets (pkg/10).......................... 20.00
0D-4782-TB SAGES-2 4-8 Language Arts/Social Studies
0D-4783-TB SAGES-2 4-8 Reasoning Student Response
Booklets (pkg/10)........................................... 20.00
0D-4784-PF SAGES-2 4-8 Profile/Response Sheets
(pad/50).......................................................... 37.00
0D-4785-SK SAGES-2 4-8 Scoring Transparency............. 13.00
Expressive One-Word Picture

Vocabulary Test (EOWPVT), 2000 Ed.
Edited by Rick Brownell
This is an individually administered, norm-referenced

test of an individuals ability to name objects,
actions, and concepts pictured in illustrations. The
individuals performance, when compared to the
normative group, gives an indication of his/her
English-speaking vocabulary.
The EOWPVT has a number of specific uses,
including assessing the extent of speaking vocabulary, assessing cognitive ability, diagnosing expressive aphasia, screening preschool and kindergarten
children, evaluating an English learners vocabulary,
monitoring growth, and evaluating program
effectiveness.
All Test Plate illustrations have been rendered in full
color with drawings that are easy to interpret and hold
the examinees interest.
Norms are based on a representative sample of 2,327
school-age individuals in the U.S.; the sample was
stratified by age, geographic region, ethnicity, level of
parent education, community size, and gender.
The test is co-normed with the Receptive OneWord Picture Vocabulary Test (ROWPVT) for easy
comparison of expressive and receptive vocabulary.
Directions are included on each Record Form along
with a list of item prompts.
Instructions for using examiner prompts and cues are

included to ensure assessment accuracy.
EOWPVT Spanish-Bilingual
Edition (EOWPVT-SBE)
This edition assesses the expressive vocabularies

of individuals who are bilingual in Spanish and
English. By permitting examinees to respond in
both languages, this test assesses total acquired
vocabulary. Co-normed on a national sample of
Spanish-bilingual individuals ages 4 years-12 years
11 months, the Record Forms include acceptable
responses and stimulus words in both languages.
The Manual includes administration instructions and
national norms. Order individual components if you
already have the English edition Test Plates.
0D-4388-KT
0D-4389-RF
EOWPVT-2000 Kit (includes EOWPVT

Manual, Test Plates, and 25 Record
Forms)........................................................ $160.00
EOWPVT-2000 Record Forms (pkg/25)........ 38.00
Easy to use.
Purpose: Assess speaking
vocabulary

Admin: Individual

0D-5216-RF

5 minutes to score

0D-5215-KT
Age: 2-18.11 years

for English,
4-12.11years
for Spanish
EOWPVT-SBE Test Kit (includes

EOWPVT-SBE Manual, Test Plates,
and 25 EOWPVT-SBE Record Forms)...... $155.00
EOWPVT-SBE Record Forms (pkg/25)......... 32.00
Receptive One-Word Picture

Vocabulary Test (ROWPVT), 2000 Ed.
Edited by Rick Brownell
This is an individually administered, norm-referenced

test of an individuals ability to understand the meaning of single words. The individuals performance,
when compared to the normative group, gives an
indication of his/her English-hearing vocabulary.
The ROWPVT has a number of specific uses,
including assessing the extent of hearing vocabulary, assessing cognitive ability, diagnosing reading
difficulties, diagnosing expressive aphasia, screening preschool and kindergarten children, evaluating
an English-learners vocabulary, monitoring growth,
and evaluating program effectiveness.
All Test Plate illustrations have been rendered in full
color with drawings that are easy to interpret and hold
the examinees interest.
Norms are based on a representative sample of 2,327
school-age individuals in the U.S.; the sample was
stratified by age, geographic region, ethnicity, level of
parent education, community size, and gender.
The test is co-normed with the Expressive OneWord Picture Vocabulary Test (EOWPVT) for easy
comparison of expressive and receptive vocabulary.
Directions are included on each Record Form along
with a list of item prompts.
Instructions for using examiner prompts and cues are

included to ensure assessment accuracy.
ROWPVT Spanish-Bilingual
Edition (ROWPVT-SBE)
This edition assesses the receptive vocabularies

of individuals who are bilingual in Spanish and
English. By permitting examinees to respond in
both languages, this test assesses total acquired
vocabulary. Co-normed on a national sample of
Spanish-bilingual individuals ages 4 years-12 years
11 months, the Record Forms include acceptable
responses and stimulus words in both languages.
The Manual includes administration instructions and
national norms. Order individual components if you
already have the English edition Test Plates.
0D-4395-KT
0D-4396-RF
ROWPVT-2000 Kit (includes ROWPVT

Forms)........................................................ $160.00
ROWPVT-2000 Record Forms (pkg/25)........ 38.00

0D-5217-KT
0D-5218-RF
Provides full-color drawings.

Purpose: Assess hearing
vocabulary

Age: 2-18.11 years

for English,
4-12.11years
for Spanish
Admin: Individual


5 minutes to score
ROWPVT-SBE Test Kit (includes

ROWPVT-SBE Manual, Test Plates,
and 25 ROWPVT-SBE Record Forms)...... $155.00
ROWPVT-SBE Record Forms (pkg/25)......... 32.00
183
Test of Auditory Processing Skills (TAPS-3)

Nancy Martin and Rick Brownell
Now with new nationally

stratified norms.
Purpose: Measure auditory
processing skills

Age: 4-18.11 years

Time: Approximately 1 hour

to administer; 15-20
minutes to score
Requirements:
CD player for optional auditory task
The TAPS-3 is a revision of the Test of Auditory

Perceptual Skills. Intended to be used along
with other tests as part of a battery, the TAPS-3
measures what a child or adolescent does with
what he or she hears. It is designed to be used by
speech-language pathologists, audiologists, school
psychologists, and other testing professionals.
The TAPS-3 now offers seamless coverage for
children ages 4-18 years. Other changes primarily
involve the structure of the test (e.g.,subtest order
was amended to reflect a developmental progression of tasks, ranging from easiest to most difficult).
Four new subtests have been added: Phonological
Segmentation, Phonological Blending, Auditory
Comprehension, and Auditory Reasoning. New
items were developed for many subtests, some
existing test items were retained, and the content of
some subtests was completely revised. An optional
Auditory Figure-Ground task also was added as a
supplemental subtest presented via audio CD to
flag attention problems and give feedback about
how the childs auditory processing system works in
real-world situations.
There also are notable differences in how scores are

derived and the types of scores obtained. The use
of partial credit in some subtests more accurately
reflects the childs auditory abilities. In addition to
one overall score, individual subtest scores are combined to derive three cluster scores: Basic Auditory
Skills, Auditory Memory, and Auditory Cohesion.
The TAPS-3 norms now are nationally stratified
to closely match the demographics shown in
the U.S.Census for gender, ethnicity, residence,
geographic location, and parent educational level.
Norms are based on data from more than 2,000students. Individual subtests are reported as scaled
scores; cluster scores and the overall score are
reported as standard scores. Percentile ranks and
age equivalents also are provided.
0D-6011-KT
TAPS-3 Introductory Kit (includes TAPS-3

Manual, 25 TAPS-3 Test Booklets, and
Auditory Figure-GroundCD...................... $148.00
0D-6012-TM TAPS-3 Manual.............................................. 52.00
0D-6013-TB TAPS-3 Test Booklets (pkg/25)...................... 68.00
0D-6014-EQ TAPS-3 Auditory Figure-GroundCD............... 28.00
Comprehensive Assessment of Spoken Language (CASL)

Elizabeth Carrow-Woolfolk, PhD
Provides a precise picture of

language processing skills and
structural knowledge, allowing
you to document development
from preschool through the
postsecondary years.
Purpose: Assess oral
language skills

Age: 3-21 years
Admin: Individual


the core battery
Requirements:
Windows 95/98/2000/NT/XP; 400MHz
processor; CDROM drive; 15MB hard
drive space; 64MB RAM
Convenient Record FormsOne Record Form

for ages 3-6years and one Record Form for ages
7-21years; each form provides space for profile
analysis, item responses, scores, and behavioral
observations.
Time-saving scoring softwareThe CASL
ASSIST Software (for both Windows and
Macintosh) simplifies scoring and gives you a
complete interpretive report.
Ideal for measuring delayed language, spoken language disorders, dyslexia, and aphasia, the CASL
is an individually administered, research-based oral
language assessment battery for individuals ages
3-21years. Because the CASL provides age-based
norms, it satisfies IDEA requirements for identifying language impairment. The battery measures
comprehension, expression, and retrieval skills
via 15 tests that are organized into four language
categories: Lexical/Semantic Tests, Supralinguistic
Tests, Syntactical Tests, and Pragmatic Judgment.
0D-6328-KT
Core or supplementary testsEach CASL

test is classified as either core or supplementary,
depending on the age level of the child assessed.
Core tests measure the most representative aspects
of each language category, and supplementary tests
provide additional diagnostic information for use in
quantitative and qualitative analyses.
Flexible and easy to administerThe core battery
can be completed in just 30 to 45 minutes, and you
have the option of giving only the tests you need
for a given child. The CASL requires no reading or
writing, so children can respond to items by speaking,
pointing, or marking their response choices with an X.
CASL Introductory Kit (includes CASL

Manual, Norms Book, 3 Test Books
and 24 Record Forms [12 each of
Forms 1 and 2, for ages 3 to 6 and
7 to 21, respectively])................................. $415.00
0D-6329-TM CASL Manual................................................. 45.00
0D-6330-RF CASL Record Form Ages 3-6 Years
(pkg/12).......................................................... 32.00
0D-6331-RF CASL Record Form Ages 7-21 Years
(pkg/12).......................................................... 37.00
0D-6332-CP CASL ASSISTScoring Software
CDROM (for Windows or Macintosh).......... 290.00
0D-6333-CP CASL/CASL ASSIST Combination Kit
CDROM (includes CASL Introductory Kit
and CASL ASSIST Scoring Software
CDROM)..................................................... 520.00
Macintosh Power G3 or better; 200MHz

processor; CDROM drive; 60MB hard
drive space; 128MB RAM; OS 10.2 or
later
184
OWLS: Written Expression Scale (WE)

The OWLS WE provides an assessment of written

language that may be administered individually
or in small groups to individuals ages 5-21 years
11months. The scales wide age range offers a
broad-based record of growth. It is designed to measure the ability to use conventions (letter formation,
spelling/incorrect words, punctuation, capitalization,
conventional structures), to use linguistic forms
(modifiers, phrases, question form, verb forms,
sentences, complex sentence structures), and to
communicate meaningfully (appropriate content,
details, coherence, supporting ideas, word choice,
unity).
The OWLS WE is easy to use and score. To
administer the scale, the examiner reads aloud a
verbal stimulus. The examinee responds by writing
in the Response Booklet. Some items are presented
with pictures or print for the examinees reference
when responding.
The Manual features detailed scoring guidelines

with samples of actual responses. The Record Form
contains representations of score patterns, a record
of item-by-item results, and a summary of score
comparisons. The scale has high validity and reliability. OWLS WE results can be used for identification,
intervention, monitoring of growth, and research.
WE Computer Assist
The WE Computer Assist is available on CDROM

for Windows or Macintosh. The program provides
a score profile, score narrative, suggested exercises,
and a descriptive analysis.
0D-5040-KT
OWLS WE Introductory Kit (includes

OWLS WE Manual, 25 Response
Booklets, 25 Record Forms, and
Administration Card).................................. $170.00
0D-5041-TM OWLS WE Manual....................................... 100.00
0D-5042-RF OWLS WE Record Forms (pkg/25)................ 39.00
0D-5043-TB OWLS WE Response Booklets (pkg/25)........ 43.00
0D-5044-CP OWLS WE Computer Assist for Macintosh/
WindowsCDROM...................................... 244.00
Age-based norms can be used in

learning disabilities assessments to
meet requirements of P.L. 94-142
(IDEA, P.L. 101-476).
Purpose: Assess written
language

Age: 5-21.11 years

Time: 15-25 minutes
Requirements:
Windows 3.1 or higher; CDROM drive;
4MB hard drive space; 6MB available
RAM; 386 processor
Macintosh System 7.0 or higher;
CDROM drive; 8MB hard drive
space; 68030 CPU or higher; 16MB
availableRAM
OWLS: Listening Comprehension (LC)

and Oral Expression (OE) Scales
The OWLS, consisting of the Listening Compre

hension (LC) scales and the Oral Expression
(OE) scales, provides an individually administered
assessment of receptive and expressive language
for children and young adults.
Administration is easy. Neither scale requires the
examinee to read. Descriptive Analysis Worksheet
Masters that allow you to categorize responses
by item type (lexical, syntactic, pragmatic, and
supralinguistic) are provided in each package of
Record Forms.
Scoring is fast and reliable. The LC Easel and
the Record Form contain correct responses for
each item for on-the-spot scoring. For the OE, the
examiner may do a preliminary tally and then consult
the item-by-item scoring rules to determine scores of
particular items.
Age-based norms can be used in learning disabilities assessments to meet requirements of
P.L.94-102 (IDEA, P.L. 101-476) for the areas of

listening comprehension and oral expression.
Raw scores can be converted to standard scores,
percentile ranks, normal curve equivalents, stanines,
and age equivalents.
LC/OE Computer Assist
The LC/OE Computer Assist is available on one

CDROM for Windows and Macintosh. The
program provides many report options, including a
score profile, suggested exercises by grade range, a
narrative report, and item responses.
0D-4982-KT
OWLS LC/OE Introductory Kit (includes

OWLS LC/OE Manual, Listening
Comprehension Easel, Oral Expression
Easel, and 25 Record Forms).................... $285.00
0D-4983-TM OWLS LC/OE Manual.................................... 68.00
0D-4984-RF OWLS LC/OE Record Forms (pkg/25)........... 44.00
0D-5039-CP OWLS LC/OE Computer Assist for Macintosh/
WindowsCDROM...................................... 240.00
Especially useful in the IEP process.

Purpose: Assess receptive and
expressive language

Age: 3-21.11 years
Admin: Individual

Time: LC: 5-15 minutes;

OE: 10-25 minutes
Requirements:
Windows 3.1 or higher; CDROM drive;
4MB hard drive space; 6MB available
RAM; 386 processor
Macintosh System 7.0 or higher;
CDROM drive; 8MB hard drive
space; 68030 CPU or higher; 16MB
availableRAM
185
Diagnostic Achievement Battery, 3rd Ed. (DAB 3)

Phyllis Newcomer, PhD
Includes studies
showing the absence of
gender, ethnic, and disability bias.
Purpose: Assess a childs
strengths and
weaknesses across
several areas of
achievement

Age: 6-14 years
Admin: Individual

Time: Approximately
45 minutes
The DAB 3 is a cost-effective and culturally fair

assessment tool that is quick and easy to administer.
It uses 14 short subtests to determine a childs
strengths and weaknesses across several areas of
achievement. Scores from the subtests can be combined to form eight composites: Total Achievement,
Listening, Speaking, Reading, Writing, Mathematics,
Spoken Language, and Written Language.
The subtests include:

Story Comprehension
Story Construction

Capitalization

Synonyms

Math Calculation

Spelling

Contextual Language

Reading Comprehension
Characteristics
Math Reasoning
Punctuation
Grammatic Completion
Phonemic Analysis
Alphabet/Word
Knowledge
Includes normative data that reflect the changing

population characteristics of the U.S., collected
from 1997 to 2000; the test was standardized on
1,534students in 13 states.
Provides several new validity studies, including
correlations with the Wechsler Intelligence Scale for
Children-III and the Stanford Achievement Test 9th
Edition, plus studies showing the absence of gender,
ethnic, and disability bias.
Improved scoring criteria for the written composition
includes contextual language and story construction.
Contains more appealing and realistic color pictures,
clearer administration procedures, and a new story
audiotape.
The DAB 3 supplemental Manual instructs you to
probe student responses on the standardized test to
identify the thinking processes and problem solving
strategies that result in both correct and incorrect
responses.
0D-4735-KT
DAB 3 Complete Kit (includes DAB 3 Manual, Student Booklet, 25 Profile/Examiner Record Booklets,
25 Student Response Booklets, and audiotape)........................................................................................................$345.00
0D-4736-TM DAB 3 Manual..............................................................................................................................................................100.00
0D-4737-PF DAB 3 Profile/Examiner Record Booklets (pkg/25)........................................................................................................80.00
0D-4738-TB DAB 3 Student Response Booklets (pkg/25).................................................................................................................56.00
Comprehensive Test of Phonological Processing (CTOPP)

Richard Wagner, PhD, Joseph K. Torgesen, PhD, and Carol Rashotte, PhD
Targets those individuals who

may benefit from additional help.
Purpose: Assess phonological
awareness,
phonological
memory, and rapid
naming

Age: 1st version: 5-6 years;

2nd version: 7-24 years;
Admin: Individual

The CTOPP test battery spans a wide range of ages

and abilities. The first version, developed for individuals ages 5-6years, contains seven core subtests
and one supplemental test. The second version,
for individuals ages 7-24years, contains six core
subtests and eight supplemental tests. Both versions
allow you to carefully assess specific phonological
strengths and weaknesses. Both versions are individually administered; it takes about 30 minutes to
administer the core subtests. Percentiles, standard
scores, and age and grade equivalents are provided.
The Phonological Awareness Quotient (PAQ)
measures the examinees awareness and access to
the phonological structure of oral language.
The Phonological Memory Quotient (PMQ)
measures the examinees ability to code information
phonologically for temporary storage in working or
short-term memory.
The Rapid Naming Quotient (RNQ) measures the

examinees efficient retrieval of phonological information from long-term or permanent memory, as well
as the examinees ability to execute a sequence of
operations quickly and repeatedly.
The CTOPP was normed on more than 1,600individuals ranging in age from 5 to 24 years and
residing in 30states. Internal consistency or
alternate forms reliability coefficients exceed .80.
The test-retest coefficients range from .70 to .92.
0D-4769-KT
CTOPP Kit (includes CTOPP Examiners

Manual, 25 Profile/Examiner Record
Booklets for Ages 5-6, 25 Profile/Examiner
Record Booklets for Ages 7-24, Picture
Book, and Audio CD)................................. $305.00
0D-4770-RF CTOPP Profile/Examiner Record
BookletsAges 5-6 (pkg/25)......................... 68.00
0D-4771-RF CTOPP Profile/Examiner Record
BookletsAges 7-24 (pkg/25)....................... 80.00
0D-6057-EQ CTOPP Audio CD.......................................... 25.00
Time: 30 minutes
Requirements:
CD player for audible tasks
186

(Merrill-Palmer-R)
Gale H. Roid, PhD and Jackie L. Sampers, PhD
The Merrill-Palmer-R was designed to assess the

five domains required by IDEA, providing both a
global assessment as well as individual scores for
each IDEA-required domain. The instrument provides normative standard scores, percentiles, and
age equivalence and criterion-referenced growth
scores that are sensitive to change for the five IDEA
domains. Also provided is an Overall Developmental
Index for all assessment scales related to intellectual
functioning and additional measures of socialemotional functioning.
Recommended Uses for
the Merrill-Palmer-R
Developmental assessment of Cognitive, Language,
Motor, Self-Help, and Social-Emotional Domains
required by federal and state regulations.
Assessment of general cognitive development in
English- and Spanish-speaking children.
Screening of infants and children who have been
referred for the evaluation of possible developmental
delays or disabilities.
Reevaluations of individuals previously identified as
developmentally delayed.
The Merrill-Palmer-R materials consist of the

Administration and Scoring Manual, the Growth
Score Profile, Manipulatives, Record Forms, and
Copying Response Sheets (Forms A and B).
There are separate Record Forms for each domain
and separate forms for the examiner and the

parent within three of the domains. The Growth
Score Profile allows the examiner to plot scores
of individual IDEA domains, relating each to age
equivalence. Once these scores are plotted, specific
deficit areas can be identified by test item and then
can be used to develop an educational plan that
targets these deficits.
Especially useful in assessing

children born preterm, the
Merrill-Palmer-R meets the need
for an infant and early childhood
assessment required by state
and federal legislation for the
identification of developmental
delays and learning problems.
0D-5417-KT
Merrill-Palmer-R Complete Kit (includes

the Merrill-Palmer-R Administration and
Scoring Manual, all Manipulatives,
Forms, and Books, all in a convenient
wheeled traveling case)............................. $985.00
0D-5418-TM Merrill-Palmer-R Administration and
Scoring Manual.............................................. 65.00
0D-5419-RF Merrill-Palmer-R Cognitive Record
Forms (pkg/20)............................................... 35.00
0D-5420-RF Merrill-Palmer-R Social/Emotional
Development Parent Forms (pkg/20)............. 12.00
0D-5421-RF Merrill-Palmer-R Social/Emotional
Temperament Parent Forms (pkg/20)............ 12.00
0D-5422-RF Merrill-Palmer-R Gross Motor Forms
(pkg/20).......................................................... 24.00
0D-5423-RF Merrill-Palmer-R Self Help Parent
Report Forms (pkg/20)................................... 12.00
0D-5424-RF Merrill-Palmer-R Expressive Language
Examiner Record Forms (pkg/20).................. 12.00
0D-5425-RF Merrill-Palmer-R Expressive Language
Parent Reports (pkg/20)................................. 12.00
0D-5426-PF Merrill-Palmer-R Summary Report/Growth
Score Profile Forms (pkg/20)......................... 24.00
0D-5427-RF Merrill-Palmer-R Copying Response
Sheets Form A (pkg/20)................................... 5.00
0D-5428-RF Merrill-Palmer-R Copying Response
Sheets Form B (pkg/20)................................... 5.00
Purpose: Assess visual motor,

learning, and problem
solving issues

Admin: Individual

Time: Approximately
45 minutes
Peabody Developmental Motor Scales, 2nd Ed. (PDMS-2)

M. Rhonda Folio, EdD and Rebecca R. Fewell, PhD
The PDMS-2 is an early childhood motor development program that provides both in-depth assessment and training or remediation of gross and fine
motor skills. The assessment is composed of six
subtests that measure the interrelated motor abilities
that develop early in life from birth through 5 years
of age.
The six PDMS-2 subtests include Reflexes,
Stationary, Locomotion, Object Manipulation,
Grasping, and Visual-Motor Integration.
The PDMS-2 can be used to estimate a childs motor
competence relative to his/her peers; compare a
childs gross motor development with his/her fine
motor development to determine whether disparate
abilities are present; identify skill deficits and help
develop individualized goals and objectives; evaluate
a childs progress; or research the nature of motor
development in various populations of children, the
role of motor ability in academic success, and the
effectiveness of various motor interventions.
The Peabody Motor Activities Program (P-MAP) is
the instruction/treatment program for the PDMS-2.
It contains units organized developmentally by skill
area.
The Peabody Motor Development Chart provides

the examiner with a convenient reference for the
motor skills measured by the PDMS-2 and the ages
at which 50% of the normative sample was able to
perform the skill.
The Profile/Summary Forms enable you to graphically
display the childs performance and to compare
that childs performance on the items he/she has
mastered with that of the normative sample.
0D-4764-KT
PDMS-2 Kit (includes a PDMS-2 Examiners

Manual, Illustrated Guide to Administering
and Scoring the PDMS-2 Items, 25 Profile/
Summary Forms, 25 Examiner Record
Booklets, 25 Peabody Motor Development
Parent Charts, Peabody Motor Activities
Program Manual, Black and White Peabody
Motor Development Chart, and
Manipulatives)............................................ $525.00
0D-4765-TM PDMS-2 Examiners Manual........................ 102.00
0D-4766-TM Illustrated Guide to Administering and
Scoring the PDMS-2 Items.......................... 118.00
0D-4767-RF PDMS-2 Examiner Record Booklets
(pkg/25).......................................................... 89.00
0D-4768-PF PDMS-2 Profile/Summary Forms (pkg/25)..... 37.00
Provides in-depth assessment

of gross and fine motor skills.
Purpose: Assess the motor
skills of children

Age: Birth-5 years
Admin: Individual

Time: Varies
187

System for the Bender Gestalt Test, 2nd Ed.
Cecil R. Reynolds, PhD
Designed for individual

administration, the KOPPITZ-2
allows careful observation of the
examinee to gain insights into the
qualitative nature of any evident
visual-motor integration problems.
Purpose: Measure visual-motor
integration skills

Age: 5-85 years
Admin: Individual

Time: 5-10 minutes
Note:
You may order the KOPPITZ-2 Kit
with or without the Bender Gestalt-II
Stimulus Cards.
The KOPPITZ-2 has been expanded to cover a

broad age range with additional designs and a
revised scoring system to add reliability at all levels.
For the first time, the Koppitz Developmental Scoring
System has been normed on a nationally stratified,
Census-matched sample of children and adults from
throughout the United States.
The KOPPITZ-2 is a highly reliable, valid measure
of visual-motor integration skills that applies the
developmental approach to scoring made so popular
by its originator, Dr. Elizabeth Munsterberg Koppitz.
The KOPPITZ-2 is true to Dr. Koppitzs original
conceptualization but has been redeveloped to meet
current psychometric standards. The age range has
been extended to allow the evaluation of special
education students through age 21 years and to
assist in the evaluation of the visual-motor integration deficits of the growing population of seniors. For
older children and adults, both 2- and 3-dimensional
drawings are now required that reveal subtle deficits
in visual-motor integration processes.
The Bender Gestalt Test has long been one of the
most frequently administered of all psychological
tests. This revision of the Koppitz Scoring System
remains true to Dr. Koppitzs original views of the
drawing of the Bender Gestalt figures and the reduction in errors in the execution of these drawings as
a true developmental phenomenon. The figures are
derived from theories of Gestalt psychology.
The KOPPITZ-2 requires the examinee to draw
increasingly complex figures from a model (the
Bender designs) on a plain sheet of white paper
and to organize the task independently. It assesses
the ability to relate visual stimuli accurately to motor
responses. It does so using a less structured task
than other tests of visual-motor integration, thereby
providing a more ecologically sound approach to
assessment of visual-motor integration skills relative
to highly structured drawing tasks.
Uses for the KOPPITZ-2
Determine the presence and degree of any extant
visual-motor problems.
Identify candidates for remedial programs and visualmotor training.
Evaluate the effectiveness of intervention programs
and monitor recovery following acute injury.
Monitor the progression of progressive degenerative
disease processes that affect visual-motor integration
skills.
Gather research regarding the visual-motor
integration process.
188
Key Features
Time- and cost-efficient.
Maintains a developmental view of visual-motor
integration and provides separate scoring systems
for young children (ages 5-7 years) as well as older
children and adults (ages 8-85 years and older).
Completely nonverbal and useful with individuals from
widely varied cultural and ethnic backgrounds.
Highly reliable across age, gender, and ethnicity.
Reliability coefficients are reported for multiple
subgroups, including individuals with various
disorders.
Detailed scoring guides and a clear template are
provided for the developmental scoring systems that
have resulted in high levels of interscorer reliability.
Provides standard scores and percentile ranks along
with specialized scores and age equivalents to meet
the needs of all practitioners.
The total normative sample of 3,600 persons
is matched to U.S. Census Bureau statistics on
socioeconomic factors, ethnicity, geographic region,
community size, and other critical variables to ensure
representativeness of the total population.
Internal consistency (alpha) reliabilities for all but one
age are greater than .80 (exception is the reliability for
5-year-old children = .77); the average of reliabilities
across ages is .88. The test correlates highly with
the WISC-III Performance Scale and Perceptual
Organization Index.
A special chapter of the Examiners Manual is
devoted to the Koppitz Emotional Indicators (EIs)
and their proper use. A specialized scoring form is
provided just for the purpose of scoring the Koppitz
EIs objectively and with ease as well as maintaining
them as a separate record from the Developmental
Scoring System.
0D-5979-KT
KOPPITZ-2 Complete Kit with Bender

Cards (includes KOPPITZ-2 Examiners
Manual, Bender Gestalt-II Stimulus
Cards [16], 25 Examiner Record Forms
Ages 5-7 Years, 25 Examiner Record
Forms Ages 8-85+ Years, 25 Emotional
Indicator Record Forms, and a Scoring
Template, all in a sturdy storage box)........ $252.00
0D-5980-KT KOPPITZ-2 Kit without Bender Cards
(includes KOPPITZ-2 Examiners Manual,
25 Examiner Record Forms Ages 5-7 Years,
25 Examiner Record Forms Ages 8-85+
Years, 25 Emotional Indicator Record
Forms, and a Scoring Template, all in a
sturdy storage box)...................................... 210.00
0D-5981-TM KOPPITZ-2 Examiners Manual..................... 99.00
0D-5982-RF KOPPITZ-2 Examiner Record Forms
Ages 5-7 Years (pkg/25)................................ 48.00
0D-5983-RF KOPPITZ-2 Examiner Record Forms
Ages 8-85+ Years (pkg/25)............................ 48.00
0D-5984-RF KOPPITZ-2 Supplemental Emotional
Indicators Record Forms (pkg/25).................. 30.00
0D-5985-SK KOPPITZ-2 Scoring Template....................... 11.00
0D-5986-TC KOPPITZ-2 Bender Gestalt-II Stimulus
Cards (16)...................................................... 61.00
Wide Range Assessment of Visual Motor Abilities (WRAVMA)

Wayne Adams, PhD and David Sheslow, PhD
The WRAVMA is a well-standardized tool that provides a reliable, accurate evaluation of visual-motor
skills of children and adolescents ages 3-17 years.
The WRAVMA assesses three areas using three
tests: the Drawing (Visual Motor) Test, the Matching
(Visual-Spatial) Test, and the Pegboard (Fine Motor)
Test. The norms for each test were derived from
the same standardization sample of 2,600 children,
permitting a psychometrically sound comparison of
a childs overall visual-motor ability. Although each
WRAVMA test can be used individually, all three
tests can be administered in combination, yielding
a comparison of a childs integrated visual-motor
ability with the skill areas of visual-spatial and fine
motor abilities.
The three areas were selected because of their
relevance to school-related activities. Difficulties performing visual-motor tasks, such as copying from the
chalkboard, drawing, or handwriting, can be linked to
either fine motor deficits, spatial deficits, and/or to an
integration deficit when motor and spatial systems
are combined. The WRAVMA is uniquely suited to
evaluate visual-motor ability because of its capability
of making meaningful psychometric distinctions
between important contributing subareas. The
multifactorial nature of the WRAVMA provides a
basis for explanations of such common occurrences

as a kindergartner whose block building skills are
adequate but who cannot write well, or the child
who has trouble copying from the blackboard but
performs well on puzzle construction tasks, or the
teen who can draw single designs or write individual
spelling words well enough, but who shows an
obvious deficit in writing a page of text.
The WRAVMA provides a Visual-Motor Integration
Composite derived from the three separate subtest
assessments of Fine-Motor, Visual-Spatial, and
Visual-Motor abilities. A scaled score, standard
score, age equivalent, and percentile may be
obtained for each of these subtests.
0D-5644-KT
With solid reliability and

validity coefficients, the
WRAVMA represents one of the
most complete, psychometrically
sound measures of visual-motor
skills for children available today.
Purpose: Evaluate visual-motor
WRAVMA Introductory Kit (includes

skills
WRAVMA Manual, 25 Drawing Forms,

Age: 3-17 years
25 Visual Matching Forms, 25 Examiner
Record Forms, Pegboard and Pegs,
Admin: Individual
Pencils, Markers, and Sharpener, all in
an attractive soft canvas attach case)
Time: 4-10 minutes

per subtest
0D-5645-TM WRAVMA Administration and Scoring
Manual........................................................... 58.00
Qualification Level:
0D-5646-RF WRAVMA Drawing Forms (pkg/25)............... 63.00
0D-5647-RF WRAVMA Visual Matching Forms (pkg/25)...... 63.00
0D-5648-RF WRAVMA Examiner Record Forms
(pkg/25).......................................................... 58.00
0D-5649-EQ WRAVMA Pegboard and Pegs...................... 75.00
0D-5650-EQ WRAVMA Pencil and Marker Resupply
Pack............................................................... 19.00
College ADHD Response Evaluation (CARE)

Joseph Glutting, PhD, David Sheslow, PhD, and Wayne Adams, PhD
The CARE is an ADHD assessment designed specifically for those college students who are concerned that
symptoms of ADHD may be impacting their achievement and who may require educational accommodations. The instrument also can assist postsecondary disability service providers with students who have a
documented history of ADHD.
The CARE consists of two rating scales: the Student Response Inventory (SRI), which is administered to
college students, and the Parent Response Inventory (PRI), which is administered to students parents. Test
items that relate to anxiety disorders, mood disorders, somatic disorders, disruptive behavior disorders, and
substance abuse form the comorbidity screener.
Reading levels are low: 6th grade for the SRI and 7th grade for the PRI.
Examiners can use two normative standards to identify ADHD: comparison to average college students and
comparison to DSM-IV diagnostic standards for adults.
Excellent reliability and validity.
0D-5640-KT

0D-5641-TM
0D-5642-RF
0D-5643-RF
CARE Kit (includes CARE Manual, 25 Student Response/Profile Forms, and 25 Parent Response/Profile Forms)
Kit Value: $186.00
Kit Price...........................................$174.00
CARE Manual................................................................................................................................................................58.00
CARE Student Response/Profile Forms (pkg/25 ea.)....................................................................................................64.00
CARE Parent Response/Profile Forms (pkg/25 ea.)......................................................................................................64.00
Provides a Student Response

Inventory and a Parent Response
Inventory to assess ADHD
symptoms in college students.
Purpose: Assess ADHD
symptoms

Age: 17-23 years
Admin: Individual

Time: 10-15 minutes
189
Test of Language DevelopmentPrimary, 4th Ed. (TOLD-P:4)

Phyllis L. Newcomer, PhD and Donald D. Hammill, PhD
Research-based and theoretically sound, the

TOLD-P:4 assesses spoken language in young
children. You can use the TOLD-P:4 to identify children who are significantly below their peers in oral
language proficiency, determine childrens specific
strengths and weaknesses in oral language skills,
document childrens progress in remedial programs,
and measure oral language in research studies.
The results of the TOLD-P:4s
nine subtests can be combined
to form composite scores for the
major dimensions of language.
Purpose: Evaluate spoken
language in young
children

Age: 4-8.11 years
Admin: Individual

Time: 1 hour
Requirements: IBM or PC
compatible; Windows 2003/XP/Vista;
300MHz Pentium II Processor/equivalent
or higher; 128MB RAM; 10MB hard drive
space; mouse or other pointing device;
CD-ROM drive; any printer supported by
Microsoft Windows 2003/XP/Vista
Also available!
The Test of Language Development
Intermediate, 4th Ed. (TOLD-I:4) is
designed for older children. Visit
www.parinc.com for more information
or to order.
Subtests and Composites
The TOLD-P:4 has nine subtests that measure various aspects of oral language. The results of these
subtests can be combined to form composite scores
for the major dimensions of language: semantics
and grammar; listening, organizing, and speaking;
and overall language ability.
Picture VocabularyMeasures a childs
understanding of the meaning of spoken English
words (i.e.,semantics, listening).
Relational VocabularyMeasures a childs
understanding and ability to orally express the
relationships between two spoken stimulus words
(i.e.,semantics, organizing).
Oral VocabularyMeasures a childs ability to give
oral directions to common English words that are
spoken by the examiner (i.e.,semantics, speaking).
Syntactic UnderstandingMeasures a childs
ability to comprehend the meaning of sentences
(i.e.,grammar, listening).
Sentence ImitationMeasures a childs ability to
imitate English sentences (i.e.,grammar, organizing).
Morphological CompletionMeasures a childs

ability to recognize, understand, and use common
English morphological forms (i.e.,grammar,
speaking).
Word DiscriminationMeasures a childs ability
to recognize the differences in significant speech
sounds (i.e.,phonology, listening).
Word AnalysisMeasures a childs ability to
segment words into smaller phonemic units
(i.e.,phonology, organizing).
Word ArticulationMeasures a childs ability to
utter important English speech sounds
(i.e.,phonology, speaking).
Features of the TOLD-P:4
All new normative data were collected from a
demographically representative sample of the 2005
U.S. population.
Floor and ceiling effects have been eliminated in the
core subtests and composites.
The study of item bias has been expanded.
Numerous validity studies, including studies of the
tests sensitivity and specificity, have been provided.
Complete directions for administering subtests have
been included in the Examiners Manual.
The Examiners Manual has been streamlined to be
more user-friendly.
0D-6177-KT
TOLD-P:4 Kit (includes TOLD-P:4

Examiners Manual, Picture Book,
25 Examiner/Record Forms, and a Critical
Reviews and Research Finds Monograph,
in a sturdy storage box).............................. $344.00
0D-6178-TM TOLD-P:4 Examiners Manual..................... 108.00
0D-6179-RF TOLD-P:4 Examiner/Record Forms
(pkg/25).......................................................... 85.00
0D-6180-CF TOLD-P:4 Critical Reviews and Research
Finds Monograph........................................... 30.00
Essentials of Evidence-Based Academic Interventions

Barbara J. Wendling, MA, and Nancy Mather, PhD
Written by two experts in

educational assessment
and intervention.
Designed to provide education professionals

with successful response to intervention (RTI)
and evidence-based instruction techniques and
materials, Essentials of Evidence-Based Academic
Interventions gives you direct access to descriptions
of research-based interventions for the academic
areas of reading, writing, and math.
In addition to general principles of effective
instruction and the relevance of cognitive abilities
to academic interventions, this book discusses the
accurate and effective use of evidence-based interventions with children who struggle in the areas of:
Phonological awareness and beginning reading

phonics
Phonics and sight word instruction
Reading fluency
Vocabulary and reading comprehension
Spelling
Handwriting and written expression
Basic math skills
Math problem-solving
0D-6662-BK Essentials of Evidence-Based Academic
Interventions, Softcover304 pages
(2008)........................................................... $40.00
190
Test of Visual Perceptual Skills, 3rd Ed. (TVPS-3)

Nancy A. Martin, PhD
Visual perception is the ability to make sense out

of what one sees. The TVPS-3 is an easy-to-use
assessment to determine a childs or adolescents
visual perceptual strengths and weaknesses. The
TVPS-3 combines the TVPS-R and the TVPS-UL-R
into one test that covers all of the ages previously
served by the two earlier editions.
The TVPS-3 assesses the following visual perceptual skills: Visual Discrimination, Visual Memory,
Visual-Spatial Relationships, Form Constancy,
Visual Sequential Memory, Visual Figure-Ground,
and Visual-Closure. It is designed to be used by
psychologists, occupational therapists, educational
diagnosticians, developmental optometrists, learning
specialists, and other assessment professionals.
The TVPS-3 utilizes black and white designs as
stimuli for all of the perceptual tasks. Within each
area, the items are arranged in a developmental
progression. The items are presented in a multiplechoice format; item responses are made vocally
or by pointing. This format is ideal for children who
may have impairments in motor, speech, hearing,
neurological, or cognitive functioning. The TVPS-3
contains 16 plates for each perceptual area; each
area is normed separately so that the clinician may
reliably differentiate the various visual perceptual
processes. The plates are spiral bound with fold-out
easels to make presentation easy. The Manual
includes a completed and scored protocol for
instructional purposes.
Analysis of the subtest score patterns provides functional comparisons that enable the clinician to make
a comprehensive diagnosis of a childs perceptual
abilities separate from motor skills. The TVPS-3 also
provides new, nationally stratified norms based on
data from more than 2,000 children and adolescents.
The TVPS-3 may be administered to individuals or

small groups. The test takes approximately 30-40
minutes to complete, depending on the age and the
abilities of the individual being tested. No basals
are needed and ceilings are used to minimize any
fatigue effects.
Scoring is quick and easy and can be completed
in approximately 5 minutes. The front of the Record
Form provides a convenient graphic to display
subtest scores.
Scores are presented as individual subtest scaled
scores, and one overall standard score, enabling
the TVPS-3 scores to be compared easily to scores
from other standardized tests. Percentile ranks and
age equivalents also are provided.
Combines the TVPS-R and

the TVPS-UL-R into one test
that covers all of the ages
previously served by the two
earlier editions. Also provides
new, nationally stratified norms
based on data from more than
2,000 children and adolescents.
Purpose: Assess visual
perception

Age: 4-18.11 years

Time: 30-40 minutes

to administer;
5 minutes to score
0D-5894-KT
TVPS-3 Complete Kit (includes TVPS-3

Forms)........................................................ $155.00
0D-5895-TM TVPS-3 Manual.............................................. 42.00
0D-5896-TC TVPS-3 Test Plates........................................ 84.00
0D-5897-RF TVPS-3 Record Forms (pkg/25)..................... 32.00
Young Childrens Achievement Test (YCAT)

Wayne P. Hresko, PhD, Pamela K. Peak, PhD, Shelley R. Herron, PhD, and Deanna L. Bridges
The YCAT is a quick, reliable, and valid instrument that helps determine early academic abilities. It is
designed for use with preschool, kindergarten, and 1st-grade children.
Primary uses are to identify children who are developing normally or who are significantly below their peers in
academic achievement, to document educational progress, and for research.
Includes five subtests that may be administered independently of each other, providing flexible scheduling for
testing sessions: General Information, Mathematics, Reading, Writing, and Spoken Language.
The five YCAT subtests combine to form an Early Achievement Composite (EAC), which indicates a childs overall
achievement in early academic areas.
Standard scores, percentiles, and age equivalents are provided for both the subtests and the composite.
For the 4- and 5-year-old child, the YCAT is an accurate representation of a child who has received no (or minimal)
formal instruction; for the older child, the YCAT represents how the child has benefited from formal academic
instruction in school.
Normed on 1,224 children from 32 states and the District of Columbia.
0D-4456-KT
0D-4457-RF
0D-4458-PF
YCAT Kit (includes YCAT Examiners Manual, Picture Book, 25 Student Response Forms, and
25 Profile/Examiner Record Booklets, all in a sturdy storage box)............................................................................$258.00
YCAT Student Response Forms (pkg/25)......................................................................................................................37.00
YCAT Profile Examiner Record Booklets pkg/25)..........................................................................................................64.00
Determines early academic abilities.

Purpose: Measure the skills
and abilities that
determine success
in school

Age: 4-7.11 years
Admin: Individual

Time: 25-45 minutes
191
Motor-Free Visual Perception Test-3 (MVPT-3)

Ronald R. Colarusso, EdD and Donald D. Hammill, EdD
Especially useful with those

individuals who may have learning,
motor, or cognitive disabilities.
Purpose: Obtain a quick
assessment of
visual perception

Age: 4-95 years
Admin: Individual

Time: Approximately
25 minutes
The MVPT-3 is a major revision of the MVPT-R, utilizing both the original test plates and new test plates that
add more of a challenge for those ages 11 years and older. The MVPT-3 assesses an individuals visualperceptual ability with no motor involvement needed to make a response. It is especially useful with those
who may have learning, motor, or cognitive disabilities.
The MVPT-3 features new norms based on a nationally representative sample. It is designed to be used for
screening, diagnostic, and research purposes by teachers, psychologists, occupational therapists, educational specialists, optometrists, and others who may need a quick, reliable, and valid measure of overall
visual-perceptual ability in children and adults. The new Manual provides reliability and validity studies and
comparisons for clinical populations.
The MVPT-3 takes approximately 25 minutes to administer. The horizontal, multiple-choice item format of
earlier versions has been retained. Test Plates are contained in one easy-to-use book with an easel back.
Test administration cues are provided on the Recording Forms to facilitate testing.
Scoring is extremely easy; no basals or ceilings are needed. Raw scores are quickly converted to standard
scores and percentile ranks. Optional response time data identify whether an individuals responses are
significantly delayed.
0D-5024-KT MVPT-3 Introductory Kit (includes MVPT-3 Manual, Test Plates, and 25 Recording Forms)....................................$148.00
0D-5025-TM MVPT-3 Manual.............................................................................................................................................................42.00
0D-5026-RF MVPT-3 Recording Forms (pkg/25)...............................................................................................................................32.00
Test of Visual-Motor Skills3 (TVMS-3)

Nancy A. Martin, PhD
The TVMS-3 assesses how well an individual can coordinate visually guided fine-motor movements to copy
a design while it is in sight. The test is used to determine whether there are any systematic distortions or
gross inaccuracies in the copied design that could be the result of deficits in visual perception, motor planning, and/or execution. The scoring system has been greatly simplified, with no need for a ruler or protractor.
Additionally, a single test replaces the two levels of the previous version (i.e., TVMS-R, TVMS-UL), making
the test both easier to administer and more economical. The need for the alternate quick-scoring method that
was offered previously for the TVMS-R has also been eliminated in this version.
The TVMS-3 is norm-referenced
on a national sample of 2,610
individuals. The revised version
is also more economical and
easier to administer with a
single test versus the two levels
(i.e.,TVMS-R,TVMSUL) offered
in the previous version.
Purpose: Assess visual-motor
skill

Age: 3-90+ years

Time: 20-30 minutes
The examinee is given a test booklet containing a series of 39 geometric designs of increasing complexity
and is asked to reproduce each design as closely as possible; however, he or she may not sketch or trace
the designs, and he or she may not attempt more than one copy for each design. The test is not timed.
Results are expressed as a general accuracy standard score and an analysis of errors seen in the copied
design. The manual contains detailed descriptions and examples of actual test results obtained during the
norming study, showing the error types and scoring guidelines. The manual also contains a scoring tutorial
that details the scoring process using annotated examples for all error types, and includes practice exercises.
The scoring sheet has a built-in guide to the types of errors possible on each design. Nine types of errors are
identified:
Incorrect Closures
Line Lengths
Addition or Deletion of a Part
Line Quality
Modification of Size or Part
Shape Overlap Error
Analysis of the types of errors made provides a detailed evaluation of visual-motor skills. Results can be
reported as standard scores, percentile ranks, or age equivalents. When used along with a test of visual
perception, the tests can differentiate between impairments that are primarily visual-motor in nature and
perceptual difficulties.
0D-6697-KT
0D-6698-TM
0D-6699-TB
0D-6700-RF
192
Incorrect Angles
Line Connections
Rotation or Reversal
TVMS-3 Complete Kit (includes TVMS-3 Manual, 15 Test Booklets, and 15 Record Forms)...................................$120.00
TVMS-3 Manual ............................................................................................................................................................55.00
TVMS-3 Test Booklets (pkg/15).....................................................................................................................................50.00
TVMS-3 Record Forms (pkg/15)....................................................................................................................................20.00
Manage RTI and

Other State-, District-,
and School-Wide
Programs With One
Web-Based Solution...
RTIPlus supports a three-tier model of

service delivery by allowing you to move
students to tier 1, 2, or 3 and track their
progress at each level. RTIPlus is simple to
use and offers more features than other
data management tools, providing you with
a significant competitive edge for less.
RTIPlus: Solutions for Student Progress and Educational Accountability

Education Process Solutions
RTIPlus: Solutions for Student Progress and Educational

Accountability is a Web-based software solution created to assist
school districts in managing and enhancing the response to intervention (RTI) process as well as other educational processes. A data
management application that incorporates student information from
all grade levels, RTIPlus is designed to accelerate response time,
enhance student service delivery, and help ensure program and
administrative integrity.
Why Use RTIPlus?
Provides multi-process capabilities: RTIPlus is designed to handle
multiple educational processes, including RTI and other state-, district-,
and school-wide programs.
Offers form customization: RTIPlus is fully customizable to your
school districts specific needs, including custom processes, forms, data
verifications, system messages, and roles.
Streamlines communication: System messages generated by RTIPlus
inform appropriate users of important information (e.g., the completion of
a necessary step in the process).
Increases accountability: The use of customized verification helps to

ensure program integrity, with each field verified for acceptable data.
Supports a three-tier model: RTIPlus identifies students performing
at or below the 25th percentile (or other predetermined level) based on
school-wide performance data as well as students who are not reaching
class benchmarks.
Facilitates the use of pre-approved interventions: Users select from a
list of pre-approved interventions from an RTIPlus Resource Library.
Meets national standards: RTIPlus is Family Educational Rights and
Privacy Act (FERPA) compliant.
Offers competitive pricing: RTIPlus is priced below other data
management systems.
Requirements:
Internet Explorer 6.0 or higher; JavaScript enabled; 1024 x 768 monitor resolution; TCP
port 443 (HTTPS) (access to secure site content); Adobe PDF Reader to view reports.
No server requirements for individual school districts. All code/databases are stored on
Education Process Solutions servers.
For more information on RTIPlus,
contact our Customer Support Center at 1.800.331.8378 or Custsup@parinc.com.
193
Literacy Navigator Teaches Students

How to Read and Understand
Complex Informational Text...
Unlike most typical reading

interventions, Literacy Navigator
prepares students for the type
of reading they encounter in
textbooks and on state exams.
Literacy Navigator
Americas Choice
Many students in Grades 4-10 struggle to stay at grade level. During

these years, reading becomes reading to learn and students
encounter increasingly complex informational text. Literacy Navigator
is designed to help these students as well as English language learners who are comfortable with social language or who are adequate
readers of literary text but struggle to comprehend content-rich text.
Although strategies such as visualizing, making predictions, and
summarizing can help with literary text, they are of limited use with
informational text. Content-rich informational text requires a different
set of skills that includes both an understanding of expository text
features as well as an ability to build relevant background knowledge.
Literacy Navigator addresses these issues comprehensively.
Designed as 45-50 minute lessons, Literacy Navigator modules can
be conducted before or after regular school sessions, at other times
set aside for student support during the school day, or in summer
school, and they may be used with full classes or in small group
instruction.
Each Literacy Navigator lesson contains multiple comprehension
strategies based on the construction-integration model of comprehension, with some strategies used to build an understanding of the text
base and other strategies aimed at constructing a mental model. Each
lesson builds content knowledge as students grapple with increasingly
complex text and ideas. It teaches research-based comprehension
skills that students need in order to build a coherent understanding
of the text as a whole. During lessons, students practice applying
relevant background knowledge, recasting test information in their
own words, building appropriate graphic organizers, and engaging in
discussion with other students to deepen their understanding of what
they have learned. Literacy Navigator lessons are designed not only
to teach comprehension but also to help students store content in
long-term memory so that it becomes knowledge.
Special Features of Literacy Navigator

The program uses instructional strategies based on the results of 30
years of research in both the reading and cognitive science communities.
It teaches commonly used structures found in informational texts, such
as cause and effect, sequence, and claim and evidence.
It helps build recognition and understanding of the elements critical to
the comprehension of content-rich, dense passages (e.g., connecting
words, pronoun reference, substitution of words and phrases).
It helps build knowledge of and fluency with academic language and
common tier-two vocabulary.
It assists students with understanding and demonstrating relationships
among ideas through the creation of varied graphic organizers and
focused writing tasks.
It uses embedded assessments (e.g., pretests, posttests) to identify
additional instructional needs and to monitor student progress.
What Separates Literacy Navigator From
Other Intervention Programs?
It gives students strategies that are easily transferable to other texts.
It strengthens vocabulary and helps students with word analysis.
It engages students with interesting content and requires group and
partner work in which they actively read, talk, think aloud, and write
about the content.
It prepares students to excel in high-stakes tests like state reading
exams; the texts were selected to align with National Assessment
of Educational Progress (NAEP) standards and with ACTs college
readiness standards for reading comprehension.
It provides the teacher with everything they need to understand and
teach the program at one point of use.
Extremely flexible, Literacy Navigator can be used to enhance any core
reading curriculum.
It is far more comprehensive and cost-effective than other reading
intervention programsyour students not only become much better
readers, they also become much better students overall.
Skills learned from this program are applicable to all subjects and may
prevent students from needing intensive intervention at a later point in
future grades.
Age: 5-18 years
For more information on Literacy Navigator
contact our Customer Support Center at 1.800.331.8378 or e-mail Custsup@parinc.com.

194
Mathematics Navigator Is
the Only MisconceptionFocused Intervention With
a Comprehensive Screener
That Identifies the Need for
Intervention in Line With RTI
Mathematics Navigator clearly
answers the call for RTI by addressing
problems early, before a child falls so
far behind that a referral to special
education services is warranted.
Mathematics Navigator
Americas Choice
Teachers need an intervention tool that can quickly and easily diagnose students specific needs and shortfalls, recognize faulty learning
from earlier grades, and prescribe a focused plan of action to meet
these needs and accelerate students learning. Mathematics Navigator
is not geared toward a quick fix that will get a child through his or
her grade. It repairs inherent problems retained from earlier learning
and helps kids become better students with a deeper understanding
of math and vastly improved work habits. This group intervention
program is designed for elementary and secondary students who are
struggling with specific mathematics concepts and skills.
It results in higher scores on high-stakes tests.
It encourages dramatic improvement in classroom performance
students learn to excel in math and become active participants in math
classes.
It saves teachers time by giving them all of the tools they need at one
point of use. The built-in assessment and the provision of the right
problems ensure that teachers are properly supported.
It saves time and resources by focusing directly on the area of
need instead of using a scattershot approach. And, by addressing
misconceptions and learning gaps early on, Mathematics Navigator may
prevent students from needing intensive intervention in later grades.
Mathematics Navigator is designed to target the misconceptions about

math that students may have learned in earlier grades. To ensure
that students get where they need to be academically, continue
learning throughout the school year, and keep up with their class in
future grades, these basic misconceptions have to be identified and
corrected. Mathematics Navigator was created to do exactly that, and

is recognized as the leader in this area.
Mathematics Navigators highly focused system of diagnostic
screeners and pretests helps you find the areas where students need
to rebuild and/or correct their foundation of learning. The program
provides proven routines and rituals that guide students through a
specific and predictable course of action that supports their learning,
maximizes instructional time, and allows for differentiated instruction. It
strikes the right balance between emphasis on skills, problem solving,
and conceptsstudents dont just solve problems and get answers;
they are guided to a better comprehension of mathematical concepts.
Why Implement Mathematics Navigator
in Your School or District?
The program is based on nearly two decades of research with proven
results in a wide range of students and schools.
It is flexibleit complements any school math curriculum or textbook and
can be used in a variety of settings: during the school day, after school,
in summer school, or with tutoring.
Consistent rituals and routines with well-structured lessons make it
easy for teachers to learn and implement and provide consistency for
students.
Course modules and topics align with your states standards and tests.
Designed to get students engaged in math, the program provides a
high level of motivation for students to continue learning and using
mathematics.
Age: 5-18 years
Compare Mathematics Navigator With Typical Math Intervention Programs

Mathematics Navigator
Typical math intervention programs
Surfaces and repairs misconceptions
Attempts to re-teach material slower and louderprior knowledge and misconceptions interfere
with this process
Uses proven routines and rituals
Teachers are left on their own to create programs
Balances skills, problem solving, and concepts
Cluttered and incoherent, relies too much on procedures rather than facilitating real learning
Integrates and engages academic language of math
Math vocabulary is covered but is not used consistently
Teaches students how to develop deep conceptual understanding
Teaches students to get answers without learning math
Teaches personal and social skills so that students can become good math students
Reinforces bad learning habits; students work in isolation to get answers and quit without
learning or applying what they have learned to new situations
For more information on Mathematics Navigator
contact our Customer Support Center at 1.800.331.8378 or e-mail Custsup@parinc.com.

195
INTELLECTUAL / ABILITY / COGNITIVE
Using the RIAS Helps You Control Costs,

Maximizes Professional Time, and Provides an
Accurate Prediction of Basic Academic Achievement...
Reynolds Intellectual Assessment Scales (RIAS)

The RIAS is a comprehensive, cost-effective, and

reliable instrument that provides the necessary information to help you make decisions regarding classification, selection, and educational placement. This
individually administered test of intelligence includes
a co-normed, supplemental measure of memory.
The RIAS includes a two-subtest Verbal Intelligence
Index (VIX), a two-subtest Nonverbal Intelligence
Index (NIX), and a Composite Intelligence Index
Provides a highly reliable measure (CIX), created by combining the VIX and NIX
of intelligence that can be
subtests. The VIX assesses verbal intelligence
completed in less than 35 minutes.
by measuring verbal problem solving and verbal
Purpose: Measure verbal and
reasoning where acquired knowledge and skills are
nonverbal intelligence
important. The NIX assesses nonverbal intelligence
and memory
by measuring reasoning and spatial ability using

Age: 3-94 years
novel situations and stimuli that are predominantly
Admin: Individual
nonverbal. The CIX assesses overall general
Time: 30-35 minutes
intelligence (g), including the ability to reason, solve
for both the full
Intelligence and
problems, and learn. Administration of the four intelfull Memory
ligence subtests by a trained, experienced examiner
assessments;
requires approximately 20-25 minutes.
20-25 minutes to
obtain CIX;
A Composite Memory Index (CMX) is derived
10 minutes for the
Memory assessment from the two supplementary memory subtests,
Verbal Memory and Nonverbal Memory. The Verbal
Memory subtest provides a basic, overall measure
of short-term memory skills (e.g.,working memory,
Note:
Compare scores on the RIAS with scores short-term memory, learning) and measures recall in
on the WRAT4. See page 199 for the
the verbal domain. The Nonverbal Memory subtest
RIAS/WRAT4 Discrepancy Interpretive
measures the ability to recall pictorial stimuli in both
Report.
concrete and abstract dimensions. These shortScoring software available
term memory assessments require approximately
RIAS-IR.
10minutes of additional testing time.
Administering the complete RIAS (all six subtests)

typically takes about 35 minutes. The RIAS provides
a thorough assessment of the clients current level
of intellectual functioning and allows the examiner
to evaluate the relationship between the clients
memory and cognitive skills.
The RIAS/RIST Professional Manual provides
normative data based on 2,438 individuals ages
3-94years residing in 41 states, matched to the
2001U.S. Census data for age, gender, geographic
region, ethnicity, and years of education completed.
Provides a practical measurement device in terms
of time, direct costs, and information needed from a
measure of intelligence.
Includes a co-normed, supplemental measure of
memory composed of subtests that assess memory
both in the verbal domain and in concrete and
abstract dimensions.
Facilitates continuity of measurement across all
developmental stages from ages 3 to 94 years for
both clinical and research purposes.
Eliminates dependence on motor coordination, visualmotor speed, and reading in the measurement of
intelligence.
Provides an accurate prediction of basic academic
achievement that is comparable to that of intelligence
tests two or three times longer than the RIAS.
Avoids items that show differential item functioning
associated with gender or ethnicity.
I would recommend the RIAS because it

provides users with a quick and reliable
estimate of a childs cognitive ability.
Dr. Alan Brue, School Psychologist, Capella University, Cartersville, GA
196

Description of RIAS Intelligence Subtests
Verbal Reasoning
Measures verbal analytical reasoning abilities.
Guess What
Measures vocabulary knowledge in combination with reasoning skills that are predicated on language development and
fund of information.
Odd-Item Out
Measures general reasoning skills emphasizing nonverbal ability.
Whats Missing
Measures nonverbal reasoning skills through the presentation of pictures in which some important component of the
pictured object is missing.
Description of RIAS Memory Subtests
Verbal Memory
Measures the ability to encode, briefly store, and recall verbally presented material in a meaningful context.
Nonverbal Memory
Measures the ability to encode, briefly store, and recall visually presented material, whether the stimuli represent concrete
objects or abstract concepts.
The RIAS Provides an Objective, Reliable Assessment

of Intelligence and Its Major Components
Applies familiar, common concepts that are clear and easy to interpret
and simple to administer and score.
Avoids gender, ethnic, and cultural bias.
Correlates highly with the WISC-III FSIQ, the WAIS-III FSIQ, and the
WIAT.
Ideal for Use in Both Educational and Clinical Settings
For determining educational placement of preschool- and school-aged
children.
For predicting achievement based on assessment of intellectual abilities.
For use as a stand-alone intellectual assessment in clinical settings,
or as the intellectual assessment component of neuropsychological
batteries.
For assisting in the diagnosis of specific disorders that require a
standardized assessment of intellectual functioning, such as mental
retardation and learning disabilities (LDs).
For assessing the effects of central nervous system injury or compromise
(e.g., traumatic brain injury [TBI], cerebrovascular accident, epileptic
seizure).
For evaluating applicants for state and federal disability, including
Section 504 determinations.
Simple to Administer and Score
The RIAS uses standard administration procedures common to other

individual intellectual assessment instruments. The examiner presents
the stimuli (verbally or visually) to the client, beginning with the agebased subtest item, and then records the clients responses on the
RIAS Record Form. Item administration continues until the end rule
criterion for each subtest is met. The Total Raw Score for each subtest
is transferred to the RIAS Score Summary Table on the Record Form.
Each subtest raw score is converted to a T score using the appropriate age-specific conversion table in the RIAS/RIST Professional
Manual. Sums of subtest T scores are then converted to index scores
using the conversion tables provided in the Professional Manual. The
Professional Manual also provides 90% and 95% confidence intervals,
percentile ranks, T scores, z scores, NCEs, and stanines.
RIAS Performance by Clinical Groups
The RIAS was administered to 507 individuals representing 15 different clinical groups within the following categories: organic syndromes,
mental retardation, learning disability/ADHD, and psychiatric disorders.
Organic syndromes. This category included individuals diagnosed

with TBI, dementia (i.e.,Alzheimers disease, Parkinsons disease),
cerebrovascular accident/stroke, seizure disorder, and deafness/
hearing deficiencies. Except for the deaf/hearing deficient group, all
organic syndrome groups scored lower than the normative sample
mean on all RIAS Indexes and subtests. As would be expected from
the literature, the deaf/hearing deficient group scored higher than the
population mean on both the NIX and the CMX.
Mental retardation. Individuals with mental retardation scored predictably low on the RIAS.
Learning disability/ADHD. This group included children and adults.
As expected from the literature, both children and adults with LD had
higher NIX scores than VIX scores. A similar pattern was found for
individuals with ADHD.
Psychiatric disorders (anxiety, depression, schizophrenia, bipolar
disorder, and polysubstance abuse). Individuals in this group demonstrated some level of cognitive impairment relative to the normative
sample.
The RIST Provides a Quick Estimate
of General Intelligence
Derived from the RIAS, the Reynolds Intellectual Screening Test

(RIST) consists of two RIAS subtests: Guess What (one of the
two verbal subtests) and Odd-Item Out (one of the two nonverbal
subtests). This brief screening measure takes only 10 minutes to
administer and helps to quickly identify individuals who may need
a more comprehensive intellectual assessment or an intellectual
reevaluation (see page 198 for more information).
0D-5014-KT
RIAS Introductory Kit (includes RIAS/RIST Professional Manual,

3-Volume Set of Stimulus Books, and 25 RIAS Record Forms,
in a soft-sided attach case)

0D-5016-KT RIAS/RIST Combination Kit (includes RIAS/RIST Professional
Manual, 3-Volume Set of Stimulus Books, 25 RIAS Record
Forms, and 25 RIST Record Forms, in a soft-sided attach case)

0D-5018-TM RIAS/RIST Professional Manual....................................................113.00
0D-5019-RF RIAS Record Forms (pkg/25)...........................................................69.00
0D-5021-TC RIAS/RIST Stimulus Book 1.............................................................88.00
0D-5022-TC RIAS Stimulus Book 2......................................................................88.00
0D-5023-TC RIAS Stimulus Book 3....................................................................114.00
197
Reynolds Intellectual Screening Test (RIST)

Provides clinicians with

a quick overall estimate
of general intelligence, as
well as enough information
to determine if a more
comprehensive evaluation
is warranted.
Purpose: Screening
measure of general
intelligence

Age: 3-94 years
Admin: Individual

Time: 10-15 minutes
Derived from the Reynolds Intellectual Assessment

Scales (RIAS), this brief screening measure
helps to quickly identify individuals who need a more
comprehensive intellectual assessment, or to document the continuing presence of intellectual deficits.
The RIST serves as a quick screener at reevaluation
or follow-up when a full RIAS may not be warranted.
It also provides a quick overall estimate of general
intelligence (g) for individuals who may benefit from
a full RIAS evaluation for placement in educational
programs for the gifted and/or talented. The RIST
also is a valuable tool for estimating intelligence for
large groups, research investigations, determining
the current cognitive status of patients, planning
vocational and rehabilitation programs, multiple gate
assessments, and reassessing individuals who have
had a previous comprehensive evaluation.
The RIST consists of two RIAS subtests: Guess
What (a verbal subtest) and Odd-Item Out (a nonverbal subtest). These two subtests were selected
on the basis of theoretical, empirical, and practical
considerations. Guess What is a classic measure
of crystallized intelligence, whereas Odd-Item
Out shares characteristics with fluid intelligence.
Both subtests have good psychometric properties,
similarly good factor analytic and criterion-related
validity evidence, and both are efficiently administered and scored. The summed subtest T scores
are converted to yield the RIST Index (M = 100,
SD = 15). Conversion tables provided in the RIAS/
RIST Professional Manual can be used to obtain
percentile ranks, 90% and 95% confidence intervals,
T scores, z scores, NCEs, and stanines. RIST norms
are based on the RIAS normative sample of 2,438
individuals.
The examiner presents the two RIST subtests

(Guess What and Odd-Item Out) to the client,
beginning with the age-based subtest item, and then
records the clients responses on the RIST Record
Form. Item administration continues until the end
rule criterion for each subtest is met. The Total Raw
Score for each subtest is transferred to the RIST
Score Summary table on the RIST Record Form.
Each subtest raw score is converted to a T score
using the appropriate age-specific conversion tables
provided in the RIAS/RIST Professional Manual.
Reliability
The RIST reliability data support its use as an

intellectual screening instrument. For the RIST
198
Index, the median reliability (a) coefficient is .95,

test-retest reliability is .84 (corrected for restriction
of range), and the median SEM is 3.35. These data
suggest that the RIST functions well as either a first
or second screening gate.
Validity
The RIST Index is highly correlated with the FSIQs

of the WISC-III (.83) and the WAIS-III (.67). The
relationships between the RIST Index and the
WISC-III and WAIS-III VIQs and PIQs are similar
to the pattern found for the RIAS Indexes. Thus,
evidence supports the RIST as an appropriate
screening instrument for intelligence.
The RIST correlates well with the WIAT, a measure
of academic achievement. Similar to results for the
RIAS, the highest correlations are between the RIST
Index and the WIAT mathematics (.69), language
(.67), and Total Composite (.66) scores.
WISC-III
VIQ
RIST
.86
WAIS-III
VIQ
RIST
.63
WIAT
Reading
RIST
.61
PIQ
.47
PIQ
.66
Math
.69
FSIQ
.83
FSIQ
.67
Language
.67
Writing
.56
Total Composite
.66
The RIST was administered to 507 individuals representing 15 different clinical groups. Those individuals
diagnosed with mental retardation or dementia had
mean RIST Index scores in the mid 70s, well below
the normal population mean. Thus, the RIST can
effectively differentiate between individuals with and
without intellectual impairment.
The RIST provides a quick, reliable assessment of
an individuals general cognitive abilities. It is not
intended to replace a more comprehensive intellectual assessment such as the RIAS or other similar
instruments. The RIST may be used by a variety of
individuals under the supervision of a professional
with appropriate training and credentials for using
intelligence tests.
0D-5015-KT
RIST Introductory Kit (includes RIAS/RIST

Professional Manual, RIAS/RIST Stimulus
Book 1, and 25 RIST Record Forms)

0D-5018-TM RIAS/RIST Professional Manual.................. 113.00
0D-5020-RF RIST Record Forms (pkg/25)......................... 44.00
0D-5021-TC RIAS/RIST Stimulus Book 1........................... 88.00
0D-5017-CV RIST to RIAS Conversion Kit (includes
Stimulus Books 2 and 3 with 25 RIAS
Record Forms in a soft-sided attach case)


Interpretive Report (RIAS-IR)
The unlimited-use RIAS-IR is designed to assist clinicians with scoring, profiling, and interpreting the
performance of individuals on the RIAS and the Reynolds Intellectual Screening Test (RIST). After manual
entry of a clients scale raw scores into the software, the RIAS-IR can generate up to three Score Reports,
two Feedback Reports, and two Interpretive Reports. Program functionality includes navigation tools, file
handling, and report editing. Report options for the RIAS and the RIST include the RIAS Score Report,
RIAS Total Battery Score Report, RIST Score Report, RIAS Feedback Report, RIAS Total Battery Feedback
Report, RIAS Interpretive Report, and the RIST Interpretive Report.
The software enables you to select specific report components for inclusion and includes built-in, easy-to-use
report-editing features.
It provides flexibility within the Interpretive Reports to generate setting-specific feedback and recommendations in
addition to the softwares default general feedback and recommendations.
It includes an optional user-defined password feature to ensure confidentiality and security of client data, and
exports client data for use in various spreadsheet and database programs.
0D-6149-CP
0D-6149-UP
0D-6149-CV
0D-6150-CP

0D-6151-CP

RIAS-IRCD-ROM (includes Unlimited-Use Software, Quick Start Guide, and On-Screen Help).............................$310.00
RIAS-SP to RIAS-IR UpgradeCD-ROM.....................................................................................................................102.00
RIAS-IR Software ConversionCD-ROM (For prior purchasers only)........................................................................50.00
RIAS/RIAS-IR Combination KitCD-ROM (includes RIAS Introductory Kit and the RIAS-IR Introductory Kit)
Kit Value: $782.00
Kit Price...........................................$679.00
RIAS/RIST/RIAS-IR Combination KitCD-ROM (includes RIAS/RIST Combination Kit, and the RIAS-IR
Introductory Kit)
Kit Value: $826.00
Kit Price...........................................$709.00
Produces three score

reports, two feedback reports,
and two interpretive reports.
Requirements:
software activation
Reynolds Intellectual Assessment Scales/

Wide Range Achievement Test 4 Discrepancy
Interpretive Report (RIAS/WRAT4-DIR)
By comparing general ability levels as assessed by the RIAS/RIST to achievement levels as obtained by the
WRAT4, the RIAS/WRAT4-DIR provides the information necessary for determining special education eligibility and determining the presence of specific learning disabilities in students.
Two types of scoring methodologies are used to derive the discrepancy scores and to evaluate not only
the statistical significance of the score but also its prevalence within the population. The simple difference
method examines the difference between an obtained RIAS score and an obtained WRAT4 score. The
predicted-achievement method uses the individuals obtained RIAS score to predict his or her performance
on the WRAT4. It then examines the difference between the predicted WRAT4 score and the individuals
obtained WRAT4 score. Using these methods, three types of discrepancy reports that contain a total of
40 discrepancy scores are generated by the software: the RIST/WRAT4 Discrepancy Interpretive Report, the
RIAS/WRAT4 Discrepancy Interpretive Report, and the RIAS/WRAT4 Total Battery Discrepancy
Interpretive Report.
The RIAS/WRAT4-DIR Professional Manual Supplement provides normative data about the linking sample,
as well as overviews of the RIAS and the WRAT4.
0D-6028-CP

0D-6029-CP
0D-6149-CP
0D-6152-CP
Addresses the issue of abilityachievement discrepancy in

individuals ages 5-24 years.
Requirements:
software activation
RIAS/WRAT4-DIR with RIAS-IR and WRAT4-IR SoftwareCD-ROM (includes RIAS/WRAT4-DIR Unlimited-Use

Software, RIAS-IR Unlimited-Use Software, WRAT4-IR Unlimited-Use Software, Professional Manual Supplement,
and Quick Start Guide)
Kit Value: $825.00
Kit Price...........................................$675.00
RIAS/WRAT4-DIR SoftwareCD-ROM (includes Unlimited-Use Software, Professional Manual Supplement,
and Quick Start Guide).................................................................................................................................................205.00
RIAS-IR SoftwareCD-ROM (includes Unlimited-Use Software, On-Screen Help, and Quick Start Guide)...............310.00
WRAT4-IR SoftwareCD-ROM (includes Unlimited-Use Software, On-Screen Help, and Quick Start Guide)...........310.00
If you already own scoring software for the RIAS and/or WRAT4, choose one of the following items.
0D-6030-CP
0D-6031-CP
0D-6032-CP
0D-6033-CP
RIAS/WRAT4-DIR Software for previous purchasers of WRAT4-IR and/or RIAS-IRCD-ROM.................................155.00

RIAS/WRAT4-DIR with RIAS-IR and WRAT4-IR Software for previous purchasers of RIAS-IRCD-ROM................250.00
RIAS/WRAT4-DIR with RIAS-IR and WRAT4-IR Software for previous purchasers of WRAT4-IRCD-ROM............250.00
RIAS/WRAT4-DIR with RIAS-IR and WRAT4-IR Software for previous purchasers of RIAS-SP and/or
WRAT4-SPCD-ROM..................................................................................................................................................465.00
199
Wide Range Intelligence Test (WRIT)

Joseph Glutting, PhD, Wayne Adams, PhD, and David Sheslow, PhD
The WRIT is a highly reliable battery of four subtests

of cognitive abilities. It assesses both verbal and
nonverbal abilities by means of Verbal and Visual
scales, with each scale consisting of two subtests
that address a group of specific abilities. The WRIT
yields a Verbal (Crystallized) IQ and a Visual (Fluid)
IQ, which generate a General IQ when combined.
The Vocabulary and Verbal Analogies subtests form
the Verbal scale, and the Matrices and Diamonds
User-friendly materials make it easy subtests form the Visual scale.
to learn to administer the WRIT.
Purpose: Provide a general

measure of
intelligence

Age: 4-85 years
Admin: Individual

Time: 20-30 minutes
Note:
Stopwatch requiredsee page 261 for
stopwatches.
The Vocabulary subtest requires an individual to

verbally define a word that has been dictated and
used in a sentence by the examiner.
The Verbal Analogies subtest requires an individual
to complete verbal analogies dictated to them by the
examiner.
The Diamonds subtest requires an individual to
construct specific designs using single or multiple
diamond-shaped pieces.
The Matrices subtest requires an individual to
evaluate a series of pictures and to select the option
that best completes a visual array.
As an additional feature, the WRIT was co-normed

with the Wide Range Achievement Test (WRAT),
allowing for sound and efficient determination of an
intelligence/achievement discrepancy.
Features of the WRIT
Covers an extended age range; only one set of
materials is needed to assess preschool children as
young as age 4 years to adults age 85 years.
Provides colorful, attractive, and engaging subtests
that encourage participation of the individual being
evaluated, regardless of age.
Helps to document the ability levels of individuals and
provides an estimate of cognitive ability for psychiatric
or vocational rehabilitation evaluations.
Helps to identify learning disabilities, mental
retardation, giftedness, neuropsychological
impairments, and other exceptionalities.
0D-5624-KT
WRIT Complete Kit (includes WRIT Test

Manual, Matrices and Diamonds Easel
Stimulus Book, 25 Examiner Forms, Set
of 21 Diamond Chips, all in a sturdy
canvas carrying case)

0D-5625-TM WRIT Test Manual......................................... 75.00
0D-5626-TC WRIT Matrices and Diamonds Easel
Stimulus Book.............................................. 145.00
0D-5627-RF WRIT Examiner Forms (pkg/25).................... 58.00
0D-5628-EQ WRIT Diamond Chips (set of 21 w/case)....... 52.00
Standardized on 2,285 individuals, the WRIT produces IQs that are highly correlated with those from
traditional and much lengthier cognitive measures:
Wechsler Intelligence Scale for Children3rd Ed.
(WISC-III; .90) and Wechsler Adult Intelligence
Scale3rd Ed. (WAIS-III; .91).
Das-Naglieri Cognitive Assessment System (CAS)

Jack A. Naglieri, PhD and J. P. Das, PhD
CAS Rapid Score
The CAS is an assessment battery designed to

evaluate cognitive processing.
Helps to predict achievement.

Purpose: Provide a cognitive
processing measure
of ability

Age: 5-17.11 years
Admin: Individual


the Basic Battery;
60minutes for the
Standard Battery
Requirements:
Windows 95/98/NT/2000/Me; CDROM
drive; monitor with 800 x 600 resolution
200
Measures the cognitive processes of Planning and

Attention and measures simultaneous processing and
successive processing.
Predicts achievement and evaluates abilityachievement discrepancy.
Facilitates the identification of attention-deficit/
hyperactivity disorders, traumatic brain injury, learning
disabilities, mental retardation, and giftedness.
Provides flexible administration options: an 8-subtest
Basic Battery and a 12-subtest Standard Battery.
To meet examiner need for flexibility, the CAS has

two forms, a Standard Battery and a Basic Battery.
Each of the two forms is composed of Planning,
Attention, Simultaneous, and Successive (PASS)
scales. In the Standard Battery, these scales are
composed of three subtests each. In the Basic
Battery, the scales are composed of two subtests
each.
The CAS Rapid Score scoring and reporting

program provides scaled scores based on hand
entry of raw scores. A narrative summary report
that allows for on-screen editing, copying and
pasting, or exporting to a text file may be generated.
Comparisons of values obtained from the CAS and
those obtained from a variety of other achievement
tests are given. Case files may be stored and easily
retrieved as necessary. Methods for using the PASS
and Full Scale scores to identify cognitive strengths
and weaknesses and related academic weaknesses
also are provided.
0D-6049-KT
CAS Kit (includes CAS Administration

and Scoring Manual, The Interpretive
Handbook, Stimulus Book, 10 Record
Forms, 5 Response Books [Ages 5-7],
5 Response Books [Ages 8-17],
10 Figure Memory Response Books,
Scoring Templates, and Red Pencil,
all in a sturdy canvas carrying case).......... $960.00
0D-6050-TM CASAdministration and Scoring Manual....... 81.00
0D-6051-BK The Interpretive Handbook............................. 81.00
0D-6052-RF CAS Record Forms, Ages 5-17 (pkg/25)....... 51.00
0D-6053-RF CAS Response Books, Ages 5-7 (pkg/25)..... 31.00
0D-6054-RF CAS Response Books, Ages 8-17 (pkg/25).... 31.00
0D-6055-RF CAS Figure Memory Response Books,
Ages 5-17 (pkg/25)......................................... 31.00
0D-6119-CP CAS Rapid Score CD-ROM......................... 220.00
Rapid Automatized Naming and

Rapid Alternating Stimulus Test (RAN/RAS)
Maryanne Wolf, EdD and Martha Bridge Denckla, MD
The RAN/RAS tests provide an important component to any predictive battery or diagnostic assessment of oral and written language. The tests consist
of rapid automatized naming tests (i.e.,Letters,
Numbers, Objects, Colors) and two rapid alternating stimulus tests (i.e.,2-Set Letters and Numbers;
3-Set Letters, Numbers, and Colors). The Letters,
Numbers, Colors, and Objects tests are made up
of five high-frequency stimuli that are repeated
randomly 10 times in an array of five rows for a
total of fifty stimulus items. The 2-Set Letters and
Numbers test and the 3-Set Letters, Numbers, and
Colors test are made up of 10 and 15, respectively,
high-frequency stimuli that are randomly repeated in
an array of five rows for a total of 50 stimulus items.
The examinee is asked to name each stimulus item
as quickly as possible without making any mistakes
on all tests. Scores are based on the amount of time
that is required to name all stimuli on each test. The
RAN/RAS materials include the Examiners Manual,
Examiner Record Forms, and a set of 6 Card Packs.
Test-retest reliability coefficients ranged from

.84to.92 for all age groups, with a test-retest
interval of approximately 2 weeks. Interrater reliabilities indicate a high level of agreement between
raters, with coefficients ranging from .98to.99. Good
evidence of validity for the RAN/RAS is demonstrated via content-description validity, criterionprediction validity, and construct-identification
validity. Additional validation studies concluded that
the RAN/RAS tests are valid measures of the ability
to perceive a visual symbol and name it accurately
and rapidly and that this ability differentiates many
children who have reading disabilities from children
who read with average abilities.
0D-5714-KT
RAN/RAS Complete Kit (includes

RAN/RAS Examiners Manual,
50 Examiner Record Forms, and
Card Pack, all in a sturdy storage box)...... $160.00
0D-5715-TM RAN/RAS Examiners Manual........................ 73.00
0D-5716-RF RAN/RAS Examiner Record Form
(pkg/50).......................................................... 64.00
0D-5717-TC RAN/RAS Card Packs (set of 6).................... 31.00
The RAN/RAS identifies students

who may be at risk for reading
failure. It is quick to administer
and easy to score.
Purpose: Assess ability to
recognize visual
symbols

Age: 5-18.11 years
Admin: Individual


complete
School Districts, VA Hospitals, and Prisons Can

Save Time and Money With PARs QuickQuote
Ordering is convenient and easy at PAR. Simply compile a list of
the products you would like to order, then:
FAX the complete list of items you need to 813.969.0794, or
E-MAIL the complete list to your Clinical Assessment Consultant.
We will generate a Personalized Price Quote for the assessment

materials you need and e-mail it to you by the next business day.
Your quote will include all applicable discounts and any reduced
shipping rates for which your organization qualifies.
When you are ready to order, contact PAR and reference the
Price Quote Number on your Purchase Order (PO) or attach
the e-mailed Personalized Price Quote with your order. Once
we receive the approved PO from your organization, we will
immediately process your order.
201
Revised and Restandardized...

The Shipley-2 Includes Updated Norms, an
Expanded Age Range (7-89 Years), and
a New, Nonverbal Block Patterns Scale to
Measure Fluid Ability...
Shipley-2
Walter C. Shipley, PhD, Christian P. Gruber, PhD, Thomas A. Martin, PhD, and Amber M. Klein, PhD
Scale scores and a

Composite score indicate
overall cognitive ability.
Purpose: Quickly measure
intellectual
functioning and

Age: 7-89 years

administration


administer, 5 minutes
to score
Requirements:
Windows 2000/Me/XP/Vista/7
202
Since its original publication in 1940, the Shipley

Institute of Living Scale has been widely used
to assess cognitive functioning and impairment.
Revised and restandardized, this enduring test
continues to offer a brief yet robust measure of both
crystallized and fluid intelligencenow with updated
norms, an expanded age range that includes
both children and adults (ages 7-89 years), and a
new, nonverbal Block Patterns scale. Because it is
straightforward and brief, the Shipley-2 is ideal when
you need to obtain quick ability estimates, screen
for cognitive dysfunction, or qualify participants for
research studies. It also functions well as a component of more complex assessments in neuropsychological, clinical, and forensic settings.
Like the original test, the Shipley-2 measures two
aspects of cognition: crystallized knowledge, which
is gained through education and experience; and
fluid reasoning, or the capacity to use logic to learn
and acquire new information or solve problems.
Research shows that crystallized ability is relatively
stable, whereas fluid reasoning is affected by aging,
injury, and psychopathology. Because it assesses
both types of ability, the Shipley-2 can be used not
only to obtain a quick estimate of overall intelligence
but also to reveal cognitive impairment. By uncovering discrepancies between the two, the Shipley-2
can provide evidence of cognitive deterioration.
To measure crystallized ability, the Shipley-2
includes a 40-item Vocabulary scale. Each item
requires the respondent to look at a target word and
then choose, from four options, the word that is closest in meaning. To assess fluid ability, the test offers
two options: the Abstraction scale, which presents
25 sequence-completion items similar to those in
the original Shipley; and the new Block Patterns
scale, composed of 12 multiple-choice items based
on the well-known Kohs cube designs. Whereas
the Abstraction scale has the advantage of being
familiar to Shipley users, the Block Patterns scale
is a good alternative when you need a nonverbal
measure of fluid abilityor when you prefer the
simplicity of a multiple-choice response format. The

Manual offers guidance in selecting the appropriate
scale.
This revision retains the original Shipleys simplicity
while expanding its utility in varied applications. It is
ideal for intake screening, assessing brain injuries,
determining eligibility for disability benefits, measuring the effects of toxic exposure, guiding treatment
and rehabilitation, informing educational or job
placement decisions, identifying cognitive problems,
monitoring cognitive decline, and more.
Easy Administration,
Scoring, and Interpretation
Optional unlimited-use computer software enables
you to administer the Shipley-2 on-screen and rapidly
score responses from paper-and-pencil and/or onscreen administrations.
Presents separate norms stratified by age for children
(ages 7-19 years) and adults (ages 17-89 years)
based on a sample of 2,826 individuals representative
of the U.S. population in terms of ethnicity, gender,
and educational level.
Provides standard scores, percentiles, age
equivalents, and confidence intervals as well as
a Composite score, which is reflective of overall
cognitive ability; and the Impairment Index, which
represents the discrepancy between vocabulary and
abstract thinking and is calculated only for adults.
0D-6411-KT
Shipley-2 Complete Kit (includes Shipley-2

Manual, 20 Vocabulary Autoscore Forms,
10 Abstraction Autoscore Forms, and
10 Block Pattern Forms)............................ $130.00
0D-6412-TM Shipley-2 Manual........................................... 86.00
0D-6413-RF Shipley-2 Vocabulary Autoscore Forms
(pkg/25).......................................................... 37.00
0D-6414-RF Shipley-2 Abstraction Autoscore Forms
(pkg/25).......................................................... 37.00
0D-6415-RF Shipley-2 Block Pattern Forms (pkg/25)........ 37.00
0D-6707-CP Shipley-2 Unlimited-Use Software
CD-ROM...................................................... 215.00
0D-6708-CP Shipley-2 Combination Kit (includes
Shipley-2 Unlimited-Use Scoring and
Administration Software, Manual,
20 Vocabulary Autoscore Forms,
10 Abstraction Autoscore Forms, and
10 Block Pattern Forms................................ 289.00
The SB5 Supports Early Prediction

of Emerging Learning Disabilities in
Children as Young as 4 Years Old...
Stanford-Binet Intelligence Scales, 5th Ed. (SB5)

Gale H. Roid, PhD
The SB5 provides comprehensive coverage of

five factors of cognitive ability: Fluid Reasoning,
Knowledge, Quantitative Reasoning, Visual-Spatial
Processing, and Working Memory. It is helpful in
diagnosing a wide variety of developmental disabilities and exceptionalities and also may be useful
in clinical and neuropsychological assessment;
early childhood assessment; psychoeducational
evaluations for special education placements;
adult Social Security and workers compensation
evaluations; providing information for interventions
such as IFSPs, IEPs, career assessment, industrial
selection, and adult neuropsychological treatment;
forensic contexts; and research on abilities and
aptitudes.
As a battery of cognitive tests, the SB5 advances
the assessment of strengths and weaknesses in
the cognitive processes of students who may be
evaluated for learning disabilities. The SB5 supports
early prediction of emerging learning disabilities in
children as young as 4 years old. Author research
has identified special predictive composite scores
for identifying disabilities in both reading and math.
Information on these composites is available in the
Interpretive Manual.
Normative data for the SB5 were gathered from

4,800 individuals between the ages of 2 and
85+years. The normative sample closely matches
the demographics of the 2000 U.S. Census. Bias
reviews were conducted on all items for the following variables: gender, ethnicity, culture, religion,
region, and socioeconomic status. Reliabilities for
the FullScale IQ, Nonverbal IQ, and Verbal IQ
range from .95 to .98 (average internal consistency composite reliability, across all age groups).
Reliabilities for the factor indexes range from .90 to
.92. For the 10 subtests, reliabilities range from .84
to .89. Concurrent and criterion validity data were
obtained using the SB-IV, SB-LM, WJIII, UNIT,
Bender-Gestalt II, WPPSIR, WAIS-III, WIAT-II,

and WISC-III.
Scoring
The SB5 can be scored by hand or scored using

SB5 ScoringPro. After hand entry of the examinees
background information, age, and raw scores,
the program provides consistency in raw score
conversion, an extended score report, a graphical report, and a brief, narrative summary report
with guidelines and suggestions based on wellestablished principles of assessment. The report can
be exported to a word-processing file for editing as
necessary.
Features and Benefits
Enhanced nonverbal/low-verbal content that requires
minimal or no verbal responses from the examinee.
Useful in assessing LEP/ELL, deaf and hard-ofhearing, and autistic populations.
Extensive high-end items to ensure measurement of
the highest levels of gifted performance.
Improved low-end items for better measurement of
low functioning children and adults.
Valid measurement of abilities into the elderly years
with enhanced assessment of working memory.
Modernized artwork and item content.
Child-friendly manipulatives.
Ideal for measuring basic psychological processes in
problem-solving models like response to intervention
(RTI).
Scores are particularly useful

for the evaluation of extreme
performance levels.
Purpose: Assess intelligence
and cognitive abilities

Age: 2-85+ years
Admin: Individual

Time: Approximately 5
minutes per subtest
Requirements:
Windows 98/NT4.0/Me/2000/XP;
Pentium 200 MHz processor; 64 MB
RAM (96 MB recommended); CD-ROM
or DVD drive; 100 MB free hard disk
space; Microsoft Internet Explorer 5.01
or higher
0D-6386-KT
SB5 Complete Kit (includes SB5

Examiners Manual, Technical Manual,
3 Item Books, Child Card, Layout Card,
Manipulatives Kit and Storage Box, and
25 Record Forms in a carrying case)...... $1,060.00
0D-6387-TM SB5 Interpretive Manual............................... 145.00
0D-6388-RF SB5 Record Forms (pkg/25).......................... 98.00
0D-6389-CP SB5 ScoringPro 1.2CD-ROM..................... 255.00
0D-6390-CP SB5 Combination KitCD-ROM (includes
SB5 ScoringPro software, 3 Item Books,
Examiners Manual, Technical Manual,
Child Card, Layout Card, Manipulatives
Kit and Storage Box, and 25 Record
Forms in a carrying case).......................... 1,270.00
203
Stanford-Binet Intelligence Scales for

Early Childhood (Early SB5)
Gale H. Roid, PhD
Change-Sensitive Scores
may be especially useful in
the study of the rapid growth of
abilities in earliest childhood.
Purpose: Assess intelligence
in young children

Age: 2-5.11 years for

the Full Battery:
6-7.3 years for the
Abbreviated Battery
Admin: Individual

Time: Full Battery: 30-50

minutes; Abbreviated
Battery: 15-20
minutes
Requirements:
Windows 98/NT 4.0/Me/2000/XP;
Pentium 200 MHz processor; 64 MB
RAM (96 MB recommended); CD-ROM
or DVD drive; 100 MB free hard disk
space; Internet Explorer 5.01 or higher
The Early SB5 provides a psychometrically sound

and cost-effective test of intelligence for use with
young children.
The Early SB5 generates a Full Scale IQ (FSIQ),
a Nonverbal IQ (NVIQ), a Verbal IQ (VIQ), an
Abbreviated Battery IQ (ABIQ), standard scores,
percentile ranks, Change-Sensitive Scores (CSSs),
and an Extended IQ (EXIQ). The newly developed
Test Observation Checklist identifies a range of
behaviors that may serve as flags for behavioral
or cognitive difficulties that may affect both the
examinees performance on the test and his or her
adaptation outside the testing situation. The 21
areas of behavior addressed in the checklist should
be followed up through further tailored assessment,
including observation, interview, or contact with
parents, guardians, or other caregivers.
Normative data were gathered from a sample of
1,800 individuals. The normative sample closely
matches the demographics of the 2000 U.S. Census
(education level based on 1999 data). Bias reviews
were conducted on all items for the following
variables: gender, ethnicity, culture, religion, region,
and socioeconomic status.
Reliabilities for the Early SB5 are very high for
scores across its age range: FSIQ (.97-.98), NVIQ
and VIQ (.94, .96), factor indexes (.90-.92), and

subtests (.81-.92). Concurrent and criterion validity
data were obtained using the SB IV, SM L-M, WJIII,
UNIT, Bender-Gestalt II, WPPSI-R, WAIT-II, and
WISC-III.
The SB5 can be hand scored or scored with optional
scoring software (SB5 ScoringPro). After you enter
the examinees background information, age, and
raw scores, the SB5 ScoringPro provides consistency in raw score conversion, an extended score
report, a graphical report, and a brief, narrative summary report with guidelines and suggestions based
on well-established principles of assessment. It also
produces a newly available Parent Report, which
includes a brief narrative description and graphic
representation of the percentile scores obtained by
the examinee across the five factor indexes.
0D-6588-KT
Early SB5 Complete Kit (includes Early

SB5 Examiners Manual, Item Book 1,
Item Book 2, 25 Record Forms, and a
Manipulatives Kit)....................................... $430.00
0D-6589-TM Early SB5 Examiners Manual........................ 70.00
0D-6590-RF Early SB5 Record Forms (pkg/25)................. 78.00
0D-6591-CP Early SB5 ScoringPro Software
CD-ROM...................................................... 160.00
0D-6592-CP Early SB5 Combination KitCD-ROM
(includes Early SB5 Examiners
Manual, Item Book 1, Item Book 2,
25 Record Forms, ScoringPro Software,
and a Manipulatives Kit)............................... 560.00
Slosson Intelligence TestRevised (SIT-R3)

for Children and Adults
Richard L. Slosson, PhD
Revised by Charles L. Nicholson, PhD and Terry L. Hibpshman, PhD
Manual Supplement by Sue Larson
Administration and
scoring are easy.
Purpose: Obtain a quick,
reliable measure of
intelligence

Age: 4-65 years
Admin: Individual


Requirements:
Windows 95/98/Me/NT/2000, 1.44MB
3.5" disk drive, DOS-compatible printer
204
The SIT-R3 is a quick and reliable individual screening test of Crystallized Verbal intelligence. It facilitates screening by providing a tentative diagnosis or
confirmation of other test results to ensure proper
placement or remediation.
This edition includes Score Sheets adapted for
scanning/electronic readers and a new Manual
Supplement for the Visually Impaired and the Blind.
The SIT-R3 is one of the only measures of intelligence of these populations of both children and
adults.
The test questions and norms tables are the same
as those developed for the SIT-R. Users may
continue to administer and score the SIT-R3 with the
1998 Calibrated Norms Table and simply order the
Manual Supplement for testing special populations.
Appropriate for Title Fund programs; has been

nationally restandardized and developed in
accordance with the American Psychological
Association criteria.
SIT-R3 Computer Reports helps educators determine
expected achievement and identify levels of ability
or weakness. The software scores and generates
an individual 3-page report using the Total Standard
Score and computes the Severe Discrepancy Level
to determine learning disabilities under federal
guidelines.
0D-4942-KT
SIT-R3 Complete Kit (includes SIT-R3

Manual, Calibrated Norms/Technical Manual,
50 Score Sheets, and Manual Supplement
for the Visually Impaired/Blind).................. $162.00
0D-4943-TM SIT-R3 Manual . ............................................ 74.00
0D-4944-TM SIT-R3 Calibrated Norms/Technical Manual.... 74.00
0D-4945-SF SIT-R3 Score Sheets (pkg/50)....................... 50.00
0D-4946-TM SIT-R3 Manual Supplement for the Visually
Impaired/Blind................................................ 16.00
0D-4948-CP SIT-R3 Computer Report3.5" Disk........... 145.00
Unique Growth Scores Measure Small but

Important Improvements in Individuals
With Significant Cognitive Deficits...
Leiter International Performance ScaleRevised (Leiter-R)
Gale H. Roid, PhD and Lucy J. Miller, PhD
The Leiter-R is a totally nonverbal test of intelligence

and cognitive abilities. It is easily administered
and quickly and objectively scored. Its game-like
administration holds a childs interest.
The Leiter-R consists of two nationally standardized
batteries: a revision of the original Visualization and
Reasoning (VR) domains for measuring IQ and the
new Attention and Memory (AM) domains. Both
batteries include unique growth scores that measure
small but important improvement in children with
significant cognitive disabilities.
Because the Leiter-R is nonverbal, it is especially
suitable for children and adolescents who are cognitively delayed; autistic; disadvantaged; nonverbal,
non-English speaking, or ESL; or speech-, hearing-,
or motor-impaired; or have ADHD or TBI.
Special Features of the Leiter-R
New Attention and Memory domains (AM battery)
accurately identify children with ADHD, learning
disabilities, or neuropsychological impairments.
Spans ages 2-20.11 years, exceeding that of CTONI,
TONI, and UNIT and completely covering the ranges
of WPPSI-R and WISC-III.
New growth scores for all domains enable
professionals to see the progression of improvement
across time, irrespective of age-based standard
scores.
Offers flexibility and fast screening.
IQ Screening Assessment in 25 minutes.
LD/ADHD Screening Assessment in 25 minutes.
Gifted Screening Assessment in 35 minutes.
Reasoning & Visual Battery in 40 minutes.
Attention & Memory in 35 minutes.
High correlation with traditional intelligence tests
Correlates .85 with the WISC-III Full Scale IQ and .85
with the original Leiter IQ Scale.
No cultural or language biasPsychometric studies
on Native American, Hispanic, and African American
groups show that the Leiter-R is exceptionally fair for
all cultural and ethnic backgrounds.
In addition to traditional IQ scores, the Leiter-R

provides scaled scores for each subtest to identify
specific strengths and weaknesses and percentile
and age equivalence scores that are easily
understood by parents and others with whom the test
results will be shared.
Four social-emotional rating scales (Examiner,
Parent, Self-Rating, and Teacher) provide essential
information about a childs activity level, attention,
impulse control, and other emotional characteristics
Unlike other IQ tests, the totally
that may interact with both test performance and
nonverbal Leiter-R emphasizes fluid
functional performance at home and at school.
and is not significantly
Provides a complete profile of cognitive strengths and intelligence
influenced by the level and quality
weaknesses. Includes 20 subtests and numerous
of the childs educational, social,
composites that measure both general intelligence
and family experience.
and discrete ability areas. Scores are provided for
Purpose: Measure intelligence
each subtest and skill area, as well as for a composite
IQ score.

Age: 2-20.11 years
Standardized on 1,719 typical children and
Admin: Individual
adolescents and 692 atypical children (representing
Time: Varies depending on
nine clinical groups) ages 2-20.11 years, using
battery administered
a national stratification plan based on 1993 U.S.
Census Bureau statistics.
Extensive studies of internal consistency, test-retest,
and decision-consistency reliability, as well as
construct and criterion validity, are reported in the
Manual.
0D-4931-KT
Leiter-R Kit (includes Leiter-R Manual,

3 Easel Books, VR Response Cards, AM
Response Cards, Manipulatives, 20 VR
Record Booklets, 20 AM Record Booklets,
Attention Sustained Booklets: A, B, and C,
Rating Scale Booklets: Parent, Teacher,
and Self [Examiner Rating Scale is
included in Record Booklet], and Growth
Profile Booklet, all in an attractive carrying
case).......................................................... $965.00
0D-4932-TM Leiter-R Manual.............................................. 88.00
0D-4933-TB Leiter-R Record Booklets, VR Battery
(pkg/20).......................................................... 33.00
0D-4934-TB Leiter-R Record Booklets, AM Battery
(pkg/20).......................................................... 33.00
0D-4935-PF Leiter-R Growth Profile Booklets (pkg/20)...... 33.00
0D-4936-RF Leiter-R Attention Sustained, Booklets A,
Ages 2-3 (pkg/20)........................................... 20.00
0D-4937-RF Leiter-R Attention Sustained, Booklets B,
Ages 4-5 (pkg/20)........................................... 20.00
0D-4938-RF Leiter-R Attention Sustained, Booklets C,
Ages 6-20 (pkg/20)......................................... 20.00
0D-4939-SF Leiter-R Rating Scales, Teacher (pkg/20)...... 14.00
0D-4940-SF Leiter-R Rating Scales, Self (pkg/20)............. 14.00
0D-4941-SF Leiter-R Rating Scales, Parent (pkg/20)........ 14.00
205
Test of Nonverbal Intelligence, Fourth Edition (TONI-4)

Linda Brown, PhD, Rita J. Sherbenou, PhD, and Susan K. Johnsen, PhD
Each test item was

reevaluated using both
item analytic techniques
and differential item
functioning analyses.
Purpose: Measure intelligence

Age: 6-89.11 years
Admin: Individual

Time: 15-20 minutes
Note:
The Test of Nonverbal Intelligence, Third
Edition (TONI-3) is available for ordering
at www.parinc.com.
The TONI-4 is a practical, easy-to-use, normreferenced instrument that measures an individuals

intelligence. The administration and response format
are pragmatic, with simple oral instructions requiring
test takers to answer with simple but meaningful
gestures such as pointing, nodding, or blinking. This
test is ideal for those who have language, hearing, or motor impairments or are not familiar with
mainstream American culture.
The TONI-4 has two equivalent forms: Form A and
Form B. Each form consists of 60 items, all of which
are abstract/figural (i.e., void of pictures or cultural
symbols)thus, educational, cultural, or experiential
backgrounds will not adversely affect test results.
All items are arranged in easy-to-difficult order.
Each item contains one or more of the eight salient
characteristics: shape, position, direction, rotation,
contiguity, shading, size, and movement. Easier
items contain one or two characteristics, whereas
more difficult items contain several characteristics.
Both forms can also be used for research purposes
and periodic reevaluation.
Features
All new normative data were collected to ensure
proper representation of demographic changes in the
U.S. population. The normative sample consisted of
2,272 people residing in 33 states.
An analysis of potential bias in test items related to
gender, ethnicity, disability, and race is included.
Additional evidence of test reliability and validity
is offered for the entire normative sample and for
specific subgroups of the sample to account for
cognitive ability, race, ethnicity, and gender.
Verbal and pantomime directions are provided.
In addition to English, instructions are included
in seven other major foreign languages: Spanish,
French, German, Chinese, Vietnamese, Korean, and
Tagalog.
0A-6782-KT
TONI-4 Complete Kit (includes Examiners

Manual, Picture Book, Critical Reviews
and Research Findings [1982-2009],
50 Form A Answer Booklet and Record
Forms, and 50 Form B Answer Booklet
and Record Forms, all in a sturdy
storage box)............................................... $390.00
0A-6783-TM TONI-4 Examiners Manual............................ 94.00
0A-6784-RF TONI-4 Form A Answer Booklet and
Record Forms (pkg/50).................................. 59.00
0A-6785-RF TONI-4 Form B Answer Booklet and
Record Forms (pkg/50).................................. 59.00
Primary Test of Nonverbal Intelligence (PTONI)

David J. Ehrler and Ronnie L. McGhee
Directions are provided in eight

alternative languages, making the
PTONI ideal for administration to
non-English-speaking children.
Purpose: Assess reasoning
abilities in young
children

Age: 3-9.11 years
Admin: Individual

Time: 5-15 minutes
206
Theoretically sound and research-based, the PTONI

assesses reasoning abilities in young children.
Psychologists, diagnosticians, special educators,
speech-language pathologists, and other professionals can use this test to identify both severe intellectual deficits and superior cognitive intelligence; to
help estimate future school success based on family
history, educational background, and personality
traits; and to study a wide range of researchable
topics and issues.
The PTONI was normed on a culturally and ethnically diverse demographic sample of 1,010 children
from a total of 38 states. It is unbiased, accurate,
and cost-efficient, and testing takes approximately 5
to 15 minutes. Minimal oral directions and a pointingresponse format make it one of the simplest and
most easily understood of all nonverbal intelligence
tests designed for young children.
Test components include an Examiners Manual, a

Picture Book with easel backing, and an Examiner/
Record Form. The test format requires a child to look
at a series of pictures on each page in the Picture
Book and to point to the one picture that does not
belong with the others. Items are arranged in order
of difficulty. A childs performance is recorded as a
standard score (i.e., the Nonverbal Index), a percentile rank, and an age equivalent. The nonverbal
format of the PTONI is especially appropriate for
testing children who have underdeveloped verbal
and/or motor skills. PTONI directions are provided in
eight alternative languages, making it an appropriate
assessment of intelligence for children from diverse
language backgrounds.
0D-6317-KT
PTONI Kit (includes Examiners Manual,

Picture Book with Easel, and
25 Examiner/Record Forms in a sturdy
storage box)............................................... $230.00
0D-6318-TM PTONI Examiners Manual............................. 84.00
0D-6319-RF PTONI Examiner/Record Forms (pkg/25)...... 55.00
Comprehensive Test of Nonverbal Intelligence, 2nd Ed.

(CTONI-2)
Donald D. Hammill, EdD, Nils A. Pearson, PhD, and J. Lee Wiederholt, PhD
A popular norm-referenced test, the recently revised

CTONI-2 uses nonverbal formats to measure
general intelligence of children and adults whose
performance on traditional tests might be adversely
affected by subtle or overt impairments involving
language or motor abilities. The CTONI-2 measures
analogical reasoning, categorical classification, and
sequential reasoning using six subtests in two different contexts: (a) pictures of familiar objects (e.g.,
people, toys, animals) and (b) geometric designs
(i.e., unfamiliar sketches and drawings). The six subtests are Pictorial Analogies, Geometric Analogies,
Pictorial Categories, Geometric Categories, Pictorial
Sequences, and Geometric Sequences.
Results are reported as standard scores, percentile
ranks, and age equivalents. The test was normed
on a large (i.e., 2,827 individuals) representative
national sample that was stratified by age. Reliability
coefficients of the composite are mostly in the .90s,
with a few in the high .80s. The CTONI-2 correlates
with most well-known intelligence tests in the high

.70s. Considerable validity evidence is provided in
the Examiners Manual.
Special Features
The overall look of the test has been updated and
enhanced.
All new normative data were collected in 2007 and
2008.
Study of item bias has been expanded.
New oral instructions for common non-English
languages in the United States have been provided.
0D-6419-KT
CTONI-2 Complete Kit (includes CTONI-2

Examiners Manual, Analogies Picture
book, Categories Picture Book, Sequences
Picture Book, and 25 Examiner Record
Forms, all in a sturdy storage box)............. $450.00
0D-6420-TM CTONI-2 Examiners Manual....................... 108.00
0D-6421-RF CTONI-2 Examiner Record Forms (pkg/25)....57.00
0D-6422-TC CTONI-2 Analogies Picture Book................. 104.00
0D-6423-TC CTONI-2 Categories Picture Book............... 104.00
0D-6424-TC CTONI-2 Sequences Picture Book.............. 104.00
Allows you to assess the reasoning

ability of individuals who would
otherwise be difficult to test.
Purpose: Assess intellectual
ability

Age: 6-89 years
Admin: Individual

Time: 1 hour
Test of Early Mathematics Ability, 3rd Ed. (TEMA-3)

Herbert P. Ginsburg, PhD and Arthur J. Baroody, PhD
The TEMA-3 measures the mathematics performance of children between the ages of 3 years
and 8 years 11 months and is also useful with older
children who have learning problems in mathematics. It can be used as a norm-referenced measure
or as a diagnostic instrument to determine specific
strengths and weaknesses. The TEMA-3 can be
used to measure progress, evaluate programs,
screen for readiness, discover the basis for poor
school performance in mathematics, identify gifted
students, and guide instruction and remediation. The
test measures informal and formal (school-taught)
concepts and skills in the following domains: numbering skills, number-comparison facility, numeral
literacy, mastery of number facts, calculation skills,
and understanding of concepts. It has two parallel
forms, each containing 72 items.
Several important improvements were made in
the TEMA-3. A linear equating procedure is used
to adjust scores on the two test forms to allow the
examiner to use scores on Form A and B interchangeably. Bias studies are now included that show
the absence of bias based on gender and ethnicity.

In addition, the pictures of animals and money in the
Picture Book are now in color to make them more
appealing and more realistic in appearance.
The TEMA-3 Complete Kit includes a book of
remedial techniques (Assessment Probes and
Instructional Activities) for improving the skills in
the areas assessed by the test. Numerous teaching
tasks for skills covered by each TEMA-3 item are
included in the book.
0D-5161-KT
TEMA-3 Complete Kit (includes TEMA-3

Examiners Manual, Picture Book Form A,
Picture Book Form B, 25 Examiner Record
Booklets Form A, 25 Examiner Record
Booklets Form B, 25 Worksheets Form A,
25 Worksheets Form B, Assessment
Probes and Instructional Activities,
5" x 8" Cards, 25 Blocks, 25 Tokens, and
a mesh bag)............................................... $325.00
0D-5162-TM TEMA-3 Examiners Manual.......................... 61.00
0D-5163-RF TEMA-3 Examiner Record Booklets
Form A (pkg/25)............................................. 31.00
0D-5164-RF TEMA-3 Examiner Record Booklets
Form B (pkg/25)............................................. 31.00
0D-5165-CF TEMA-3 Worksheets Form A (pkg/25)........... 24.00
0D-5166-CF TEMA-3 Worksheets Form B (pkg/25)........... 24.00
Two forms enable you

to track progress over time.
Purpose: Measure
mathematics
performance

Age: 3-8.11 years
Admin: Individual

Time: 40 minutes
207
Universal Nonverbal Intelligence Test (UNIT)

Bruce A. Bracken, PhD and R. Steve McCallum, PhD
The UNIT is designed for use with children and

adolescents and is intended to provide a fair assessment of intelligence for individuals who have speech,
language, or hearing impairments; different cultural
or language backgrounds; or those who are verbally
uncommunicative.
The Examiners Manual describes studies of the
UNIT being used with African Americans, Asians,
Hispanics, Native Americans, and individuals with
Appropriate for use with children
limited English proficiency or those who are deaf/
and adolescents who have
language or hearing impairments, hearing impaired. Diagnostic information is provided
relevant to common educational exceptionalities,
who have different cultural or
language backgrounds, or who are including mental retardation, giftedness, and learnverbally uncommunicative.
ing disabilities.
Purpose: Assess general
Unlike many nonverbal tests which include just
intelligence
matrices, the UNIT subtests require multiple

Age: 5-17.11 years
response modes, including use of manipulatives,
Admin: Individual
paper-and-pencil, and pointing. The subtests were
Time: Abbreviated Battery:
developed to engage and interest children across
10-15 minutes;
races, ethnicities, and cultures.
Standard Battery:
30 minutes;
Extended Battery:
45 minutes
sample that closely matches the population according to 1995 U.S. Census data. Normative data were
collected from a comprehensive national sample of
2,100 children and adolescents ages 5-17.11 years.
Data were collected in 108 sites across 38states.
When individuals from reliability, validity, and
fairness studies are included in the standardization
sample, a total of 3,865 children and adolescents
were examined.
Reliabilities are high, and validity studies include
exploratory and confirmatory factor analyses that
provide consistent support for the structure of
the UNIT. Validity studies show strong concurrent
validity with many other measures of intelligence,
and the UNIT appears to be a good predictor of
academic achievement. In addition, discriminant
validity evidence is reported, demonstrating that the
UNIT differentiates among individuals with mental
retardation, learning disabilities, or speech/language
impairments, or those who are gifted.
0D-5233-KT
UNIT Complete Kit (includes UNIT

Examiners Manual, Stimulus
Books 1 & 2, 16 Response Chips,
Response Grid, 9 Cubes, Response
Mat, 10 Symbolic Memory Cards,
25 Record Forms, 25 Mazes Response
Booklets, Black Pencil, Red Pencil,
Administration at a Glance, all in a
canvas carrying case)................................ $760.00
0D-5294-TM UNIT Examiners Manual............................. 111.00
0D-5234-RF UNIT Record Forms (pkg/25)......................... 67.00
0D-5295-RF UNIT Abbreviated Battery Record Forms
(pkg/25).......................................................... 33.00
0D-5296-RF UNIT Mazes Response Booklets (pkg/25)..... 74.00
Subtests and Quotient Scores
Each of the six subtests has a mean of 10 and a

standard deviation of 3. In addition, the following
five quotient scores are available, each with a mean
of 100 and a standard deviation of 15: Full Scale
Intelligence Quotient, Memory Quotient, Reasoning
Quotient, Symbolic Quotient, and Nonsymbolic
Quotient.
Standardized through a carefully designed stratified random sampling plan, the UNIT resulted in a
UNIT Compuscore Software Program

Bruce A. Bracken, PhD and R. Steve McCallum, PhD
Requirements:
Windows 95/98/ NT/2000/Me; CD-ROM
drive; 20MB hard disk space (30MB
recommended); 32MB of free RAM;
Pentium processor
The UNIT Compuscore Software Program offers professionals the option to electronically score the Universal
Nonverbal Intelligence Test (UNIT), a nonverbal assessment of general intelligence for individuals who
have speech, language, or hearing impairments; have different cultural or language backgrounds; or are
verbally uncommunicative.
The UNIT Compuscore provides an accurate and quick scoring solution to users of the UNIT who are
currently scoring the measure by hand. The program enables examiners to compare scores quickly and
easily as the software converts raw scores to scaled scores and allows for changes in confidence bands and
significance levels. The report generated by the UNIT Compuscore contains a short narrative, which can be
exported into a word processing file.
Special Features
Offers quick and easy score entry and data input.
Calculates and displays scaled scores and interpretations.
Scores via entry of raw scores for each subtest.
Generates an interpretive worksheet and narrative report.
0D-6044-CP
208
UNIT Compuscore Software ProgramCD-ROM (includes UNIT Compuscore Software Program and Manual)............$230.00
BEHAVIOR / HEALTH
The EDDT Helps Identify Children Who Qualify for the

Special Education Category of Emotional Disturbance
Emotional Disturbance Decision Tree (EDDT)
Bryan L. Euler, PhD
The EDDT is the first instrument of its kind to provide a

standardized approach to the assessment of emotional
disturbance (ED). It encompasses all of the federal
criteria and addresses the broad emotional and behavioral nuances of children ages 5-18 years suspected of
requiring special education services for an ED. From
the U.S. Code of Federal Regulations (2002) and the
reauthorization of IDEA (2004), the federal criteria are
challenging because they mandate that certain conditions be present in order to receive services, yet provide
no guidelines for assessing these conditions. Designed
by a working school psychologist, the EDDT includes
five sections that correlate with the specific components
of the federal criteria, enabling evaluators to work
through each criterionone by one.
Special Features of the EDDT
The EDDT addresses potential exclusionary items as
well as inclusionary items (i.e.,Emotional Disturbance
Characteristics). The Emotional Disturbance
Characteristic Scales consist of: Inability to Build
or Maintain Relationships, Inappropriate Behaviors
or Feelings, Pervasive Mood/Depression, Physical
Symptoms or Fears, and the EDDT Total Score. In
addition, screening items are included within two
clusters: the Attention-Deficit Hyperactivity Disorder
Cluster and the Possible Psychosis/Schizophrenia
Cluster.
Children who are socially maladjusted do not meet
the criteria for special education services for an
ED unless they are deemed to be both socially
maladjusted and emotionally disturbed. The EDDT
treats social maladjustment (SM) as a supplemental
trait and assesses it after ED characteristics have
been assessed.
The EDDT addresses the severity and educational
impact that emotional and behavioral problems
have on students via two clusters: the Level of
Severity Cluster and the Educational Impact Cluster.
These clusters also aid in the development of
recommendations and interventions.
The EDDT standardization sample was composed

of 601 children ages 5-18 years that were matched
to the U.S. population for gender, race/ethnicity, and
geographic region. In addition, data were collected on a
sample of 404 children eligible for special education due
to an ED diagnosis.
Internal consistency was high (r = .94) for the EDDT
Total Score and ranged from .75 to .88 for the other
EDDTScales.
Test-retest stability was high (r = .92) for the EDDT Total
Score and ranged from .81 to .94 (interval of 1-44 days,
mean = 18 days).
Interrater reliability was good (r = .84) for the EDDT Total

Score (mean T-score change = 1.04).
Convergent validity was examined for the normative
sample using the Clinical Assessment of Behavior
(CAB) Teacher Form and the Behavior Assessment
System for Children Second Edition (BASC-2) Teacher
Form. These same forms were used to examine
convergent validity for a subgroup of the ED sample,
along with the CAB Parent Form and the Teacher Report
Form of the Achenbach Child Behavior Checklist (CBCL).
Validity also was examined using six specific samples
of children who were representative of various special
education exceptionalitiesspecific learning disability,
speech/language impairment, mental retardation,
attention-deficit hyperactivity disorder, autism spectrum
disorder, and social maladjustmentusing the following
measures:
CAB Teacher Form
BASC-2 Teacher Form
Clinical Assessment of Attention DeficitChild
(CAT-C) Teacher Form
Gilliam Autism Rating Scale (GARS)
Gilliam Asperger Disorder Scale (GADS)
Conduct Disorder Scale (CDS)
Differential Test of Conduct and Emotional
Problems (DTCEP)
Jesness InventoryRevised (JI-R)
The EDDT includes all of the

characteristics listed in the federal
criteria for emotional disturbance.
Purpose: Assist in the
identification of
children who qualify
for the special
education category of
emotional disturbance
based on federal
criteria

Age: 5-18 years

Individual or group


minutes
EDDT Materials
The EDDT is composed of a Professional Manual, a

reusable Item Booklet, a carbonless Response Booklet,
and the Score Summary Booklet. The Professional
Manual contains administration and scoring information,
normative tables, reliability and validity information,
and eight detailed case studies. The Score Summary
Booklet includes five sections that mirror the five
sections of the Item Booklet, the Emotional Disturbance
Characteristics Profile, and an optional table to assist in
the interpretation of EDDT data in conjunction with the
federal criteria.
The EDDT is useful for school psychologists, counseling/
clinical psychologists, guidance counselors, evaluation
specialists, teachers, educational diagnosticians, and
speech/language pathologists within the school setting
as well as within juvenile correctional facilities.
0D-6006-KT
EDDT Introductory Kit (includes EDDT

Booklets, 25 Response Booklets, and
25 Score Summary Booklets in a
soft-sided attach case)

0D-6007-TM EDDT Professional Manual............................ 57.00
0D-6008-RF EDDT Response Booklets (pkg/25)............... 57.00
0D-6009-TB EDDT Reusable Item Booklets (pkg/25)........ 31.00
0D-6010-SF EDDT Score Summary Booklets (pkg/25)...... 21.00
209
Behavior / Health
Capture Information
About the Severity and
Frequency of Aggressive Acts
Instead of Just the Simple Presence or
Absence of Aggressive Behaviors
Childrens Aggression Scale (CAS)

Jeffrey M. Halperin, PhD and Kathleen E. McKay, PhD
The Parent Rating Form and the

Teacher Rating Form enable you
to obtain setting-specific
information about a childs or an
adolescents aggressive acts,
as well as information regarding
the frequency and severity of
those aggressive acts.
Purpose: Evaluate frequency
and severity of child
and adolescent
aggression

Age: 5-18 years

Individual


minutes
The CAS is a multi-informant (i.e.,Parent, Teacher)

rating scale designed to evaluate the setting-specific
frequency and severity of aggressive acts of children
and adolescents ages 5-18 years. Items describe
actual acts of aggression versus a wide variety
of behaviors that are associated with disruptive
behaviors, which, in turn, facilitates the establishment of treatment planning and treatment monitoring. In addition, CAS items are weighted differentially
depending on the severity of the act, with more
severe acts of aggression weighted more heavily
than less severe acts of aggression.
The CAS was standardized on a community sample
of 438 parents and 516 teachers of children ages
5-18 years that was well-matched to U.S. population
parameters for age and gender. In addition to the
community sample, data were collected on a clinical
sample of 247 parents and 252 teachers of children
who had been diagnosed with one or more of the
following: (a) ADHD, (b) oppositional defiant disorder
(ODD), (c) conduct disorder (CD), and (d) social
maladjustment (SM). Community and clinical norms
are provided for both the Parent and the Teacher
Rating Forms.
Internal consistency coefficients for the scales and
Total Aggression Index of the CAS-Parent ranged
from .60 to .83 and .58 to .92 for the community

sample and clinical sample, respectively. Similar
results were obtained for the scales and Total
Aggression Index of the CAS-Teacher community
sample and the clinical sample, with alpha coefficients
ranging from .58 to .89 and .72 to .94, respectively.
Test-retest stability for the CAS scales, clusters, and
index ranged from .69 to .99 and .84 to .99 for the
Parent Form and the Teacher Form, respectively.
Good interrater reliability coefficients were obtained,
with median reliabilities of .87 and .97 for the ParentParent and the Parent-Teacher samples, respectively.
Validity for the CAS was examined in terms of
intercorrelations among the scales and clusters,
convergent validity with existing behavioral
measures (i.e.,BASC-2, CBCL) and domain-specific
assessments (i.e.,OAS, CDS, IOWA Conners),
and clinical validity among varying clinical samples
(i.e.,ADHD, ODD, CD, SM).
0D-6334-KT
CAS Introductory Kit (includes CAS Professional

Manual, 25 Parent Rating Forms, 25 Teacher
Rating Forms, 25 Parent Score Summary
Form/Profile, and 25 Teacher Score
Summary Form/Profile)

0D-6335-TM CAS Professional Manual.............................. 77.00
0D-6336-RF CAS Parent Rating Forms (pkg/25)............... 52.00
0D-6337-RF CAS Teacher Rating Forms (pkg/25)............. 52.00
0D-6338-PF CAS Parent Score Summary Form/Profile
(pad/25).......................................................... 37.00
0D-6339-PF CAS Teacher Score Summary Form/Profile
(pad/25).......................................................... 37.00
Childrens Aggression Scale Scoring Program (CAS-SP)

Jeffrey M. Halperin, PhD, Kathleen E. McKay, PhD, and PAR Staff
The CAS-SP provides users with unlimited scoring

and report generation of an individuals performance
on the CAS Rating Forms (i.e.,Parent, Teacher).
After demographic information and item raw scores
are manually entered from an individuals completed
Rating Form, the CAS-SP generates a Score
Report that includes raw scores/sums of T scores,
T scores, percentiles, and qualitative labels for
each of the CAS scale, cluster, and index scores.
In addition, the report generates a profile graph of
T scores and provides the examinees responses

to the CAS Critical Items. The software enables the
user to select from two normative samples for easy
comparison of scores to either the community or the
clinical norms.
0D-6340-CP
0D-6341-CP

CAS-SPCD-ROM (includes CAS-SP

On-Screen Help and Quick Start Guide)..... $164.00
CAS/CAS-SP Combination KitCD-ROM
(includes CAS Introductory Kit and
CAS-SP CD-ROM)
Requirements:
software activation
210
BEHAVIOR / HEALTH
Identify the Symptoms

Associated With Severe
Emotional Dysregulation
Specifically, Early Onset
Bipolar Disorder
Pediatric Behavior Rating Scale (PBRS)
Richard M. Marshall, PhD and Berney J. Wilkinson, PhD
Appropriate for use with children and adolescents

ages 3-18 years, the PBRS is a standardized,
norm-referenced parent and teacher rating scale that
assists in the identification of symptoms associated
with severe emotional disturbancesspecifically,
early onset bipolar disorder. The instrument also
aids in identifying comorbid disorders as well as in
differentiating disorders that have similar symptoms
and behavioral characteristics. Rather than rendering
a clinical diagnosis, the PBRS focuses on symptom
identification and analysis of items and profiles.
The PBRS normative sample was composed of

541 parents and 610 teachers of children ages 3-18
years and was well-matched to the U.S. population
for age and gender. In addition to the normative
sample, data were collected on a combined clinical
sample of 224 parents and 194 teachers of children
who had been diagnosed with one or more of the

following: (a) bipolar disorder, (b) ADHD, (c) opposi
tional defiant disorder, (d) conduct disorder, and
(e)pervasive developmental disorder.
0D-6342-KT
PBRS Introductory Kit (includes PBRS

Professional Manual, 25 Reusable Parent
Item Booklets, 25 Reusable Teacher Item
Booklets, 25 Parent Response Booklets,
25 Teacher Response Booklets, 25 Parent
Score Summary/Profile Forms, and
25Teacher Score Summary/Profile Forms)

0D-6343-TM PBRS Professional Manual............................ 52.00
0D-6344-TB PBRS Reusable Parent Item Booklets
(pkg/25).......................................................... 31.00
0D-6345-TB PBRS Reusable Teacher Item Booklet
(pkg/25).......................................................... 31.00
0D-6346-RF PBRS Parent Response Booklets
(pkg/25).......................................................... 47.00
0D-6347-RF PBRS Teacher Response Booklets
(pkg/25).......................................................... 47.00
0D-6348-PF PBRS Parent Score Summary/Profile
Form (pad/25)................................................ 21.00
0D-6349-PF PBRS Teacher Score Summary/Profile
Form (pad/25)................................................ 21.00
The PBRS has two Response

Booklets that provide information
about a childs or an adolescents
symptoms and behavioral
characteristics.
Purpose: Assist in the
identification of
symptoms associated
with early onset
bipolar disorder

Age: 3-18 years

Individual


minutes
Pediatric Behavior Rating Scale Scoring Program (PBRS-SP)

Richard M. Marshall, PhD, Berney J. Wilkinson, PhD, and PAR Staff
The PBRS-SP provides users with unlimited scoring

and report generation for both PBRS Response
Booklets (i.e.,Parent, Teacher). After demographic
information and item raw scores are manually
entered from an individuals completed Response
Booklet, the PBRS-SP generates a Score Report
that includes a Score Summary Table and a Validity
Scale Table (i.e.,Inconsistency scale). The report
also includes a Critical Items Table, which allows
the user to efficiently review individual Critical Items
and quickly determine areas that require follow-up
evaluation. Additionally, the Score Report includes
both T-score and percentile profiles.
The program enables the user to overlay profiles

on-screen for the same individual (i.e.,overlay
a parent profile with a teacher profile, overlay a
teacher profile with another teacher profile, overlay a
parent profile with another parent profile). Client data
can be exported to many spreadsheet and database
programs, and client reports can be exported to
common word processing programs.
0D-6350-CP
0D-6351-CP

PBRS-SPCD-ROM (includes PBRS-SP

On-Screen Help and Quick Start Guide)...... $164.00
PBRS/PBRS-SP Combination Kit
CD-ROM (includes PBRS Introductory Kit
and PBRS-SP CD-ROM)
Requirements:
software activation.
211
Behavior / Health
Evaluate the Daily Functional Skills of an Individual

and Monitor Performance Over Time With This
Multidimensional Adaptive Skills Assessment
Adaptive Behavior Assessment System2nd Ed. (ABAS-II)
Patti L. Harrison, PhD and Thomas Oakland, PhD
Useful for diagnosing and classifying disabilities and

disorders, for identifying an individuals strengths
and limitations, and for documenting and monitoring
performance over time, the ABAS-II provides a comprehensive norm-referenced assessment of adaptive skills
in individuals ages birth-89 years.
Whats New in the Second Edition?
Provides scores for the 10 skill
areas critical to the assessment
of mental retardation as
specified by the DSM-IV-TR.
Purpose: Assess adaptive
skills

Age: Birth-89 years
Admin: Self-report (ages 1689 years), informant

report (ages birth-89
years); Individual

Time: 20 minutes
Requirements:
Windows 95/98/2000/NT 4.0/Me/XP
Workstation Operating System; 300
MHz Pentium processor; 128 MB RAM
(more memory improves performance);
2 MB video card capable of 1024x768
resolution (32 bit color); 175 MB free
hard disk space when installing the
PsychCorpCenter for the first time;
75 MB of free hard disk space if the
PsychCorpCenter has been installed
with another product; Internet Explorer
5.0 (if this is not installed, you will need
an additional 65 MB of disk space to
complete the installation); CDROM drive
The ABAS-II retains all of the features of the first edition of the ABAS, including an assessment of overall
adaptive functioning using the General Adaptive
Composite (GAC) and an assessment of the
10adaptive skill areas specified by the DSMIV-TR.
New features include:
Parent/Primary Caregiver and Teacher/Daycare
Provider rating forms for infants to preschool-aged
children.
Normative data for children ages birth-5 years.
An expanded structure that incorporates the current
American Association of Mental Retardation (AAMR)
guidelines for the diagnosis of mental retardation by
grouping the 10 skill areas of the original ABAS into
the three broad domains (i.e.,Conceptual, Social,
Practical) emphasized by the AAMR.
The ABAS-II Offers Five Rating Forms
The multidimensional ABAS-II offers five different

rating forms that can be used in combination with one
another or separately. Each rating form comprises 193
to 241 items and can be completed independently by
a respondent in about 20 minutes. On the rating forms,
respondents are asked to indicate how frequently the
assessed individual is able to independently perform a
particular activity.
Scoring and Reporting
The ABAS-II offers two electronic scoring options:

The ABAS-II Scoring Assistant eliminates the need
to manually score the ABAS-II. It produces a technical
report with composite scores, provides analyses of skill
area strengths and weaknesses and composite score
discrepancies, and plots skill area and composite score
profiles.
The ABAS-II Scoring Assistant and Intervention
Planner enables you to identify the appropriate
interventions and to monitor progress for Infant and
Preschool Forms and for School Forms. This software
will help you develop (a) an Interpretive Report
narrative based on all scores, strengths and needs
212
analysis, composite score discrepancy analysis, and an

overall summary of adaptive behavior; (b) a summary
comparison statement of overall intellectual and
adaptive functioning if WPPSIIII or WISCIV Full
Scale IQ is entered for individuals ages 2-16 years;
(c) item-level interventions for items chosen by you for
individuals ages birth-21 years; (d) a Progress Monitoring
Report comparing raw and scaled scores for up to four
assessments for individuals ages birth-21 years; and
(e) a Respondent Report (for Parent/Primary Caregiver
Forms or Teacher/Daycare Provider Forms) providing an
easy-to-understand description and graph of the childs
adaptive functioning based on his or her scores for
individuals ages birth-21 years.
0D-6288-KT
ABAS-II Adult Kit (includes ABAS-II

Manual and 25 Adult Forms)...................... $218.00
0D-6289-TM ABAS-II Manual............................................ 165.00
0D-6290-RF ABAS-II Adult Forms (pkg/25)........................ 74.00
0D-6291-CP ABAS-II Adult Combination KitCD-ROM
(includes ABAS-II Adult Kit and ABAS-II
Scoring Assistant)........................................ 355.00
0D-6292-KT ABAS-II School Kit (includes ABAS-II
Manual, 25 Parent Forms, and
25 Teacher Forms)....................................... 218.00
0D-6293-RF ABAS-II School Parent Forms (pkg/25)......... 74.00
0D-6294-RF ABAS-II School Teacher Forms (pkg/25)....... 74.00
0D-6295-RF ABAS-II School Spanish Parent Forms
(pkg/25).......................................................... 74.00
0D-6296-CP ABAS-II School Combination KitCD-ROM
(includes ABAS-II School Kit and ABAS-II
0D-6297-CP ABAS-II School Deluxe KitCD-ROM
(includes ABAS-II School Kit and
ABAS-II Scoring Assistant and
Intervention Planner).................................... 380.00
0D-6298-KT ABAS-II Infant and Preschool Kit (includes
ABAS-II Manual, 25 Parent/Primary
Caregiver Forms, and 25 Teacher/Daycare
Provider Forms)........................................... 218.00
0D-6299-RF ABAS-II Infant and Preschool Parent/
Primary Caregiver Forms (pkg/25)................. 74.00
0D-6300-RF ABAS-II Infant and Preschool Teacher/
Daycare Provider Forms (pkg/25).................. 74.00
0D-6311-RF ABAS-II Infant and Preschool Spanish
Parent/Primary Caregiver Forms (pkg/25)..... 74.00
0D-6312-RF ABAS-II Infant and Preschool Spanish
Teacher/Daycare Provider Forms (pkg/25).... 74.00
0D-6313-CP ABAS-II Infant and Preschool Combination
KitCD-ROM (includes ABAS-II Infant
and Preschool Kit and ABAS-II
0D-6314-CP ABAS-II Infant and Preschool Deluxe Kit
CD-ROM (includes ABAS-II Infant and
Preschool Kit and ABAS-II Scoring
Assistant and Intervention Planner)............. 380.00
0D-6315-CP ABAS-II Scoring AssistantCD-ROM........... 165.00
0D-6316-CP ABAS-II Scoring Assistant and Intervention
PlannerCD-ROM........................................ 218.00
0D-6316-UP ABAS-II Scoring Assistant Conversion to
Scoring Assistant and Intervention
PlannerCD-ROM........................................ 135.00
BEHAVIOR / HEALTH
Behavioral Summary
The Behavioral Summary evaluates children and

teens for behavior and adjustment problems. A
Parent Report, a Teacher Report, and a Student
Report together reveal the specific nature of student
difficulties and point toward effective intervention.
Although each form is administered separately and
can be used independently, it is strongly recommended that both Parent and Teacher Reports be
used for younger children and that all three reports
be used for students older than 9 years.
Completed in less than 15 minutes, the Parent
and Student Reports are parallel in content, each
composed of 96 true-or-false items covering eight
Adjustment scales (Impulsivity and Distractibility,
Defiance, Family Problems, Atypical Behavior,
Somatic Concern, Emotional Problems, Social
Withdrawal, and Social Skill Deficits). Two validity
scalesInconsistency and Exaggerationalert you
to conflicting responses and overstated problems. In
addition, three Composite scores and a Total score
are available for the Parent and Student Forms.
The Teacher Report focuses on behavior that can
be observed at school, with 11 scales that address
Academic Resources and Adjustment Problems
(Academic Performance, Academic Habits, Social
Skills, Parent Participation, Health Concerns,
Emotional Distress, Unusual Behavior, Social
Problems, Verbal Aggression, Physical Aggression,
and Behavior Problems) and 3 that measure
Disruptive Behavior (Attention-Deficit/Hyperactivity,
Oppositional Defiant, and Conduct Problems). The

Teacher Report includes 102 items that are rated
on a 4- to 5-point response scale. Although this
response format minimizes the likelihood of extreme
item endorsement, the Teacher Report also includes
a validity scale that measures exaggeration.
Easy Hand or Computer Scoring
Convenient AutoScore Forms for the Parent,

Student, and Teacher Reports include test items,
scoring instructions, and profile forms, and can be
hand scored in only 5 minutes. Or you may use the
unlimited-use computer scoring CD, which produces
quick results and enables you to compare reports
from various respondents or the same respondent at
two different administrations. T scores are generated
for all scales.
All three forms are written

at a 4th-grade reading level.
Purpose: Gather information
from multiple sources
for a complete
assessment of
student behavior

0D-6649-KT
Behavioral Summary Kit (includes

Behavioral Summary Manual, 10 Parent
AutoScore Forms, 10 Teacher AutoScore
Forms, and 10 Student AutoScore Forms.... $65.00
0D-6650-TM Behavioral Summary Manual......................... 48.00
0D-6651-RF Behavioral Summary Parent AutoScore
Forms (pkg/25)............................................... 20.00
0D-6652-RF Behavioral Summary Teacher AutoScore
Forms (pkg/25)............................................... 20.00
0D-6653-RF Behavioral Summary Student AutoScore
Forms (pkg/25)............................................... 20.00
0D-6654-CP Behavioral Summary Unlimited-Use Scoring
and Interpretation SoftwareCD-ROM......... 295.00
0D-6655-CP Behavioral Summary Computer Scoring Kit
(includes Behavioral Summary Manual,
10 Parent AutoScore Forms, 10 Teacher
AutoScore Forms, 10 Student AutoScore
Forms, and Unlimited-Use Scoring and
Interpretation SoftwareCD-ROM)............... 320.00
Age: Parent and teacher

report: Students in
Kindergarten-Grade
12; Student report:
Students in Grades
4-12
Admin: Parent, student, and

teacher report

Time: Less than 15 minutes

for parent and
student report; less
than 20 minutes for
teacher report
Requirements:
Windows 98/Me/2000/XP/Vista/7
Firestone Assessment of Self-Destructive Thoughts (FAST)

and Firestone Assessment of Suicide Intent (FASI)
Robert W. Firestone, PhD and Lisa A. Firestone, PhD
The FAST is an 84-item self-report measure

designed to capture symptoms that are characteristic of suicidal individuals including hopelessness, depression, anxiety, and suicide ideation. In
addition, the FAST is a measure of a broad range of
self-destructive behavior patterns. It is organized into
11 levels of self-destructive thoughts (e.g.,Level 1
Self-Depreciation, Level 11Suicide Injunctions).
The FASI is a subset/brief version of the FAST. It
consists of 27 items taken directly from Levels 7-11
of the FAST. These are the items that best predict
suicide risk.
The measure incorporates a unique approach.
The client is asked to endorse how frequently he
or she is experiencing self-critical/self-depreciating
thoughts in the form of an internal dialogue or voice
(i.e.,negative thoughts directed toward oneself).
When items are presented in this form, they often
bring to light elements of a self-destructive process

that have been partially or completely unconscious.
For both the FAST and FASI, the scale raw scores
are summed and normative scores are provided
in the form of T scores and percentiles. The FAST
contains five composite scores: Self-Defeating,
Addictions, Self-Annihilating, Suicide Intent, and
Total Score.
Helps bring out the elements

of a self-destructive process
that have been partially or
completely unconscious.
0D-5939-KT
FAST/FASI Introductory Kit (includes

FAST/FASI Professional Manual, 25 FAST
Rating Forms, 25 FASTScoring Summary/
Profile Forms, and 25 FASI Rating Forms/
Scoring Summary)

Kit Value $228.00 Kit Price................ $210.00
0D-5940-TM FAST/FASI Professional Manual .................. 64.00
0D-5941-RF FAST Rating Forms (pkg/25)......................... 88.00
0D-5942-PF FAST Scoring Summary/Profile Forms
(pkg/25).......................................................... 32.00
0D-5943-RF FASI Rating Forms/Scoring Summary
(pkg/25).......................................................... 44.00
Note: Also availableTwo documentaries that address suicide

from the perspective of three individuals who attempted it.
See www.parinc.com for details.
Purpose: Measure selfdestructive behavior

patterns and screen
for suicide intent

Age: 16-70 years

Time: 15-20 minutes for the

FAST; 5 minutes for
the FASI
213
Behavior / Health
Firestone Assessment of Violent Thoughts (FAVT)

The FAVT is designed to be a brief, efficient indicator

of an individuals violence potential. Designed on
the basic hypothesis that an individuals thought
process strongly influences his or her behavior, this
self-report assessment tool measures different types
of thoughts that have been found to predispose
an individual to violent behavior. It is valuable for
helping clinicians to make decisions regarding safety
and for separating violent individuals from prospecSound theoretical basis enables the tive targets.
FAVT to be integrated into many
therapeutic approaches, including
cognitive-behavioral therapy (CBT),
psychodynamic/psychoanalytic
therapy, Separation Theory, Voice
Therapy, and biological theory and
psychopharmacological treatment.
Purpose: Assess the

underlying thoughts
that predispose
violent behavior

Age: 18-75 years

Time: 15 minutes
Test items were taken directly from thoughts

experienced by violent individuals prior to engaging in
violent behavior. Because violent individuals are able
to recognize the exact content of their thoughts in the
items, the FAVT taps directly into the cognitions of
violent individuals.
FAVT items are organized into five Levels
(i.e.,Paranoid/Suspicious, Persecuted Misfit,
Self-Depreciating/Pseudo-Independent, Overtly
Aggressive, Self-Aggrandizing) and two Theoretical
Subscales (i.e.,Instrumental/Proactive Violence,
Hostile/Reactive Violence), which allow a better
understanding of the individual in order to offer more
targeted treatment.
In addition, demographic and FAVT data on
two reference groups (i.e.,Incarcerated, Anger
Management) also were collected as part of the
standardization process. These data provide
you with valuable information for making levelofcare/restriction decisions and for identifying the
appropriate intervention intensity.
Change score tables are provided across four
different levels of significance for four normative
groups and for the reference groups so that you can
easily find out if a significant change has occurred in
an individuals FAVT score over two administrations.
The FAVT is ideal for use (a) as a screening device

of violence potential within normal, clinical, and
forensic settings; (b) as a threat assessment measure; (c) in the identification of violent thoughts and
subsequent clinical intervention; and (d) in tracking
changes in behavior over time and in response
to intervention (RTI). The FAVT is directly tied to
treatment because the thoughts endorsed are those
that need to be addressed in treatment. In whatever
modality you are working, you have an opportunity
to deal directly with the thoughts that are driving
your clients violent behavior.
0D-6323-KT
FAVT Introductory Kit (includes FAVT


0D-6324-TM FAVT Professional Manual............................ 55.00
0D-6325-RF FAVT Rating Forms (pkg/25)......................... 60.00
0D-6326-PF FAVT Score Summary/Profile Forms
(pad/25).......................................................... 20.00

Adolescent (FAVT-A)
Assesses thoughts that direct

adolescents to engage in violence.
Purpose: Assess the
underlying thoughts
that predispose
violent behavior in
adolescents

Age: 11-18 years

Time: 15 minutes
214
The FAVT-A is designed to be a brief, efficient

indicator of an individuals violence potential. Based
on the adult version of the FAVT, this 35-item
self-report assesses the underlying thoughts that
predispose violent behavior in individuals ages 11-18
years. It can help you screen for violence potential,
determine whether or not a verbal threat will lead to
a violent act, plan clinical intervention, and monitor
progress and outcomes.
The items on the FAVT-A are derived directly from
clinical material gathered from violent individuals.
The items represent thoughts these individuals
experienced prior to committing violent acts. Because
violent adolescents are able to recognize the exact
content of their thoughts in the items, the FAVT-A taps
directly into the cognitions of violent adolescents.
FAVT-A items are organized into four Levels
(i.e.,Paranoid/Suspicious, Persecuted Misfit,
Self-Depreciating/Pseudo-Independent, Overtly
Aggressive) and two Theoretical Subscales
(i.e.,Instrumental/Proactive Violence, Hostile/
Reactive Violence). This structure enables you to gain
a better understanding of the individual and, thus, to
offer more targeted treatment.
Change score tables are provided across four

different levels of significance for the four normative
groups and for the two reference groups so that
clinicians can easily find out if a significant change
has occurred in an individuals FAVT-A score over two
administrations.
The FAVT-A provides you with direct information

about the content and intensity of thoughts the
adolescent is experiencing along with a clear
picture of the adolescents perceptions of himself or
herself, of others, and of his or her social world. Its
sound theoretical basis enables it to be integrated
into many therapeutic approaches, including
cognitive-behavioral therapy (CBT), psychodynamic/
psychoanalytic therapy, and psychopharmacological
treatment.
0D-6360-KT
FAVT-A Introductory Kit (includes FAVT-A


0D-6361-TM FAVT-A Professional Manual......................... 55.00
0D-6362-RF FAVT-A Rating Forms (pkg/25)...................... 50.00
0D-6363-PF FAVT-A Score Summary/Profile Forms
(pad/25).......................................................... 20.00
BEHAVIOR / HEALTH
Classification of Violence Risk (COVR)

John Monahan, PhD, Henry J. Steadman, PhD, Paul S. Appelbaum, MD, Thomas Grisso, PhD, Edward P. Mulvey, PhD,
Loren H. Roth, MD, MPH, Pamela Clark Robbins, BA, Steven Banks, PhD, and Eric Silver, PhD
Designed to estimate the risk of an acute civil psychiatric patient becoming violent to others over the
several months after discharge into the community,
the COVR is an interactive software program. The
program guides the evaluator through a brief chart
review and a 10-minute interview with the patient. It
then generates a report that contains a statistically
valid estimate of the patients violence risk, including
the confidence interval for that estimate and a list of
the questions used to produce the estimate.
Based on a classification tree methodone that
prioritizes an interactive and contingent model of
violence that allows many different combinations of
risk factors to classify an individual at a given level of
riskeach COVR assessment is individualized. The
particular questions asked depend on answers given
to prior questions. This approach contrasts with a
regression approach, in which a common set of
questions is asked of everyone being assessed and
every answer is weighted to produce a score that
can be used for purposes of categorization.
The program was designed to be administered to
inpatients ages 18-60 years from a wide variety of
racial/ethnic backgrounds, psychiatric diagnoses,

and regions of the U.S.
Development and Standardization
Because a number of variables might be potential

risk factors for violence among people with a mental
disorder, the authors assessed personal factors
(e.g., demographic and personality variables),
historical factors (e.g., past violence, mental hospitalizations), contextual factors (e.g., social support,
social networks), and clinical factors (e.g., diagnosis,
specific symptoms). Patients in acute psychiatric
facilities (N = 1,136) were assessed on 106 potential
risk factors for violent behavior and were followed for
20 weeks in the community after discharge from the
hospital.
0D-6257-CP
Designed to help you estimate

risk of violence, the COVR
generates a report that contains
a statistically valid estimate
of a patients violence risk.
Purpose: Estimate violence risk
after discharge

Age: Inpatients 18-60

years
COVR Introductory KitCD-ROM

(includes COVR Professional Manual,
COVR Software Program, Quick Start
Guide, and 10 Uses).................................. $320.00
0D-5733-TM COVR Professional Manual........................... 48.00
0D-6257-CV COVR Software ConversionCD-ROM
Admin: Individual
Requirements:
file system; CD-ROM drive; Internet
connection or telephone for activation
and counter update
0D-5734-CP
0D-5735-CP
0D-5736-CP
COVR Counter Serial Number (25 Uses).... 285.00

COVR Counter Serial Number (50 Uses).... 515.00
COVR Counter Serial Number (100 Uses)....900.00
Time: Approximately
10 minutes
Psychosocial Evaluation & Threat Risk Assessment (PETRA)

Jay Schneller, PhD
Following a threat of violence, the PETRA enables

you to analyze the context of psychosocial,
ecological, and coping/resiliency factors to assist
in the identification, assessment, intervention and
treatment planning, and behavioral management of
adolescents who pose a risk of targeted violence
toward others. This 60-item self-report instrument is
designed for use with adolescents ages 11-18 years
who exhibit threatening behavior, primarily in school.
Critical Items identify known threat risk factors.
The PETRA provides four domain scores (i.e.,
Psychosocial, Resiliency Problems, Ecological,
Total), eight cluster scores (i.e., Depressed Mood,
Alienation, Egocentricism, Aggression, Family/
Home, School, Stress, Coping Problems), two
Response Style Indicators (i.e., Inconsistency,
Social Desirability), and eight Critical Items. The
PETRA Threat Assessment Matrix is used to help
you classify the content of a threat as low, medium,
or high risk based on the information gleaned from
the threat itself.
Conversion tables for the domains, clusters, and

Response Style Indicators are grouped by age and
gender in the appendix of the Professional Manual
to allow you to obtain T scores, percentiles, and 90%
confidence intervals from an individuals raw scores.
Interpretation of the PETRA is straightforward
and incorporates a thorough five-step systematic
methodology for gathering, guiding, and interpreting
multisource data. Evaluation results should be considered in light of other data, including background
information, information from other informants, and
information gathered from follow-up interviews.
0D-5788-KT
PETRA Introductory Kit (includes PETRA


0D-5789-TM PETRA Professional Manual.......................... 57.00
0D-5790-RF PETRA Rating Forms (pkg/25)...................... 57.00
0D-5791-PF PETRA Score Summary/Profile Forms
(pad/25).......................................................... 28.00
Written at a 3rd-grade reading

level, the PETRA helps you more
fully understand the content and
context of a threat of violence.
Purpose: Assess psychosocial
symptomatology and
risk of violence threat
among adolescents

Age: 11-18 years
Admin: Individual

Time: 10-15 minutes
215
Behavior / Health
Adolescent & Child Urgent Threat Evaluation (ACUTE)

Russell Copelan, MD and David Ashley
In cases where a violent act

already has been committed, the
ACUTEcan be administered at
intervals throughout treatment to
determine the levels of risk and
evaluate the course of treatment.
Purpose: Assess risk of
violence (both
homicidal and
suicidal) among
children and
adolescents

Age: 8-18 years
Admin: Completed by
examiner

Time: 10-20 minutes
The ACUTE is a 27-item structured assessment

that is based on information obtained through
various sources including, but not limited to, patient
interview, chart review (e.g.,medical, school), and
family interview. The ACUTE is designed to assist
in the evaluation of a childs or an adolescents
actual, attempted, or threatened act to harm him- or
herself or others. More specifically, the ACUTE was
designed to assist in determining the associated
level of risk for near-future violence (e.g.,hours
to days).
The measure provides you with an overall Threat
Classification (i.e.,Extreme Clinical risk factors, High
Clinical risk factors, Moderate Clinical risk factors,
Low Clinical risk factors) as well as additional
cluster scores including Precipitating Factors, Early
Precipitating Factors, Late Precipitating Factors,
Predisposing Factors, Impulsivity, and the ACUTE
Total score.
The standardization sample for the ACUTE included
542 children and adolescents ages 8-18 years. This
sample consisted of four study groups: (a) NonThreat, (b) Suicide Threat, (c) Homicide Threat, and
(d) Homicide-Suicide Threat.
Applications of the ACUTE
In cases where a violent act already has been
committed, the ACUTE can be administered at
intervals throughout treatment to determine the levels

of risk and evaluate the course of treatment.
Within school settings, the ACUTE can be a part
of a threat assessment by school psychologists,
counselors, teachers, and/or threat assessment
teams.
In emergency settings, the ACUTE can be utilized by
psychologists, physicians, nurses, and social workers
to quickly identify high-risk situations.
In outpatient care settings, the ACUTE can be used
as a tracking tool to help determine risk levels in
association with treatment plans, patient settings, and
social and family situations.
The ACUTE is particularly useful for improving
diagnosis and treatment of unusual side effects in
young patients receiving selective serotonin reuptake
inhibitor (SSRI) antidepressant medication.
The ACUTE assists clinicians, counselors, social
workers, and educators in understanding the
predisposing and precipitating factors, as well as
other factors that relate to the detection, well-being,
and treatment of violent or potentially violent youth.
The ACUTE helps assess transitions from inpatient
to outpatient care following hospital discharge or
following an adverse drug reaction.
0D-5766-KT
ACUTE Introductory Kit (includes ACUTE

Professional Manual and 50 Rating Forms)

0D-5767-TM ACUTE Professional Manual......................... 57.00
0D-5768-RF ACUTE Rating Forms (pkg/50)...................... 89.00
Scales for Assessing Emotional DisturbanceSecond Edition

(SAED-2)
Michael H. Epstein, EdD and Douglas Cullinan
Fits well into a functional behavior

assessment and can help you
select goals for IEPs.
with emotional
disturbance

Age: 5-18 years
Admin: Individual

Time: Rating Scale:

10 minutes;
Developmental/
Educational
Questionnaire: 25
minutes; Observation
Form: 30-50 minutes
The SAED-2 assists special educators, educational

diagnosticians, school psychologists, and other
professionals in identifying students with emotional
disturbance (ED). It was normed on two large
representative samples of students, one with ED
and the other without. Gathered information can
be used to select IEP goals, supplement functional
behavior assessments, document progress, and
facilitate research.
The three components of the SAED-2 each may be
used alone or in various combinations of two or three:
Rating Scale. This reliable, standardized, normreferenced instrument contains seven scales:
(a) Inability to Learn, (b) Relationship Problems,
(c) Inappropriate Behavior, (d) Unhappiness or
Depression, (e) Physical Symptoms or Fears, (f)
Socially Maladjusted, and (g) Adverse Effect on
Educational Performance.
Developmental/Educational Questionnaire. This

supplemental assessment tool is designed to gather
information from the students parent or other primary
caregiver.
Observation Form. This supplemental assessment
tool relies directly on observation methods to assess
target behaviors, classroom behavior, and emotional
problems of students. It measures observable aspects
of the five federal definitions of ED characteristics:
(a) Inability to Learn, (b) Relationship Problems,
(c) Inappropriate Behavior, (d) Unhappiness or
Depression, and (e) Physical Symptoms or Fears.
0D-6729-KT
SAED-2 Complete Kit (includes

Examiners Manual, 25 Rating Scales,
25 Developmental/Educational
Questionnaires, and 25 Observation
Forms)........................................................ $215.00
0D-6723-TM SAED-2 Examiners Manual........................... 66.00
0D-6724-RF SAED-2 Rating Scales (pkg/25)..................... 53.00
0D-6725-TB SAED-2 Developmental/Educational
0D-6726-RF SAED-2 Observation Forms (pkg/25)............ 53.00
216
BEHAVIOR / HEALTH
Quickly and Accurately Identify

Problems in Parent/Child Relationships
Parenting Stress Index (PSI), 3rd Edition
The PSI was developed on the theory that the total

stress a parent experiences is a function of certain
salient child characteristics, parent characteristics,
and situations that are directly related to the role
of being a parent. The PSI identifies dysfunctional
parenting and predicts the potential for parental
behavior problems and child adjustment difficulties
within the family system. Although it focuses on the
preschool-aged child, the PSI can be used with parents whose children are 12 years of age or younger.
The PSI is well-suited for use in primary health care
and pediatric practices, as well as in other settings
and programs that serve at-risk children and families
or that provide early childhood educational and
developmental experiences.
The PSI consists of 120 items and takes less than
30 minutes for the parent to complete. It yields
a Total Stress Score, plus scale scores for both
Child and Parent Characteristics, which pinpoint
sources of stress within the family. It also is helpful in
planning intervention and treatment, assessing child
abuse, and completing forensic evaluations for child
custody.
The PSI has been empirically validated to predict
observed parenting behavior and childrens current
and future behavioral and emotional adjustment, not

only in a variety of U.S. populations but in a variety
of international populations. The PSI was normed on
more than 2,500 parents. Research has demonstrated that the PSI maintains its validity with diverse
non-English-speaking cultures.
Parent subscales
Child subscales
Depression
Adaptability
Attachment
Acceptability
Role Restriction
Demandingness
Competence
Mood
Isolation
Distractibility/Hyperactivity
Spouse
Reinforces Parent
Health
0D-3090-KT
PSI Introductory Kit (includes PSI


0D-3092-TB PSI Reusable Item Booklets (pkg/10)............ 63.00
0D-3093-AS PSI Hand-Scorable Answer Sheet/Profile
Forms (pkg/25)............................................... 70.00
Designed for the early

identification of parenting and
family characteristics that fail to
promote normal development and
functioning in children.
problem areas


1 month-12 years
Admin: Individual

Time: 20-30 minutes
PSI-SP.
Parenting Stress Index Short Form (PSI/SF)

The PSI Short Form (PSI/SF) is a direct derivative of the Parenting Stress Index (PSI)full-length test. All
36 items on the Short Form are contained on the Long Form with identical wording and are written at a
5thgrade reading level. The PSI/SF yields a Total Stress score from three scales: Parental Distress, ParentChild Dysfunctional Interaction, and Difficult Child.
The PSI/SF was developed at the request of clinicians and researchers who regularly use the full-length PSI
and indicated the need for a valid measure administered in less than 10 minutes. It is ideal for clinicians who
work in a variety of primary health care settings and have a limited time available to patients, targeting those
families most in need of follow-up services. It also is valuable for use in schools and mental health clinics
where the parent-child dyad is not the primary focus of the assessment.
Ideal for clinicians with limited

time, the PSI/SF targets families
most in need of follow-up care.
0D-3094-KT
PSI Short Form Kit (includes PSI Professional Manual and 25 Short Form Hand-Scorable
Questionnaire/Profile Forms)

Kit Value: $134.00
Kit Price...........................................$126.00
0D-3091-TM PSI Professional Manual................................................................................................................................................64.00
0D-3095-TB PSI Short Form Hand-Scorable Questionnaire/Profile Forms (pkg/25).........................................................................70.00

problem areas


1 month-12 years
Admin: Individual

Time: 10 minutes
217
Behavior / Health
Screen for Areas of Stress in

a Parent-Child Relationship
Parenting Stress Index Software Portfolio (PSI-SP)
Richard R. Abidin, EdD and PAR Staff

and report generation when
you enter the clients item
responses or raw scores.
Requirements:
system; CD-ROMdrive for installation;
The PSI-SP allows you to administer either the

120item PSI or the 36-item PSI Short Form
on-screen or to hand enter the item responses from
either form. The software automatically scores the
item responses and generates a report that can be
edited on-screen.
The software program contains modifications to the
interpretive statements, empirically-based cutoff
scores, and reference lists of PSI research that are
searchable by topic. The PSI Report includes a
7- to 9-page report designed to assist you in clinical
interpretation of PSI results, a PSI profile, validity
information, a clinical description of the respondents
perception of his/her personal stress, and recommendations on diagnosis, treatment planning, and
management. The PSI Short Form Report includes
a 2- to3-page report, a PSI Short Form profile, and
a score summary.
0D-6161-CP
PSI-SPCD-ROM (includes Unlimited

Scoring/Reporting Software for
paper-and-pencil administrations,
PSI Professional Manual, 10 PSI Software
Test Booklets, 10 PSI Short Form Software
Test Booklets, Quick Start Guide, and
5 FREE On-Screen Administrations)......... $625.00
0D-6161-CV PSI-SP Software ConversionCD-ROM
0D-6162-CP PSI-SP Abbreviated KitCD-ROM (includes
Unlimited Scoring/Reporting software and
5 FREE On-Screen Administrations)........... 540.00
0D-4870-TB PSI-SP Test Booklets (pkg/25)...................... 52.00
0D-4871-TB PSI-SP Test BookletsShort Form
(pkg/25).......................................................... 42.00
BEST VALUE:
0D-6163-CP

PSI-SP Combination KitCD-ROM

(includes the PSI Introductory Kit and the
PSI-SPCD-ROM)
0D-5562-CP
0D-5563-CP
PSI-SP Counter Serial Number

(25 Administrations)..................................... 182.00
PSI-SP Counter Serial Number
(50 Administrations)..................................... 335.00
Parenting Stress Index (PSI): French Canadian Edition

Manual by Marc Bigras, Peter J. Lafreniere, and Richard R. Abidin, EdD
The PSI Item Booklet and the Hand-Scorable Answer Sheet/Profile forms have been translated for use with
Canadian clients who speak French. Separate Item Booklets are available for mothers and fathers. The
French Canadian Manual provides information on administration and scoring/profiling, validity, and clinical
interpretation. The Manual includes three case studies.
0D-3497-KT

problem areas

PSI French Canadian Kit (Includes PSI French Canadian Professional Manual, 10 Maternal and 10 Paternal Item
Booklets, and 25 Hand-Scorable Answer Sheet/Profile Forms)

Kit Value: $328.00
Kit Price...........................................$300.00
0D-3498-TM PSI French Canadian Professional Manual.................................................................................................................130.00
0D-3368-TB PSI French Canadian Reusable Item Booklets (Maternal) (pkg/10)..............................................................................64.00
0D-3369-TB PSI French Canadian Reusable Item Booklets (Paternal) (pkg/10)...............................................................................64.00
0D-3370-AS PSI French Canadian Hand-Scorable Answer Sheet/Profile Forms (pkg/25)................................................................70.00

1month-12 years
Admin: Individual

Time: 20-30 minutes
218
BEHAVIOR / HEALTH
Quickly Assess Problem Areas in

the Parent-Adolescent Relationship
Parent Adolescent Relationship Questionnaire (PARQ)
Arthur Robin, PhD, Thomas Koepke, PhD, and Anne Moye, PhD
Professional Manual by Arthur Robin, PhD, Thomas Koepke, PhD, Anne Moye, PhD, and
Rebecca Gerhardstein, PhD
The PARQ examines the relationships between

adolescents and parents and enables you to plan
effective treatments through an understanding of
the multifaceted adolescent-parent relationship.
Based in behavioral family systems therapy (BFST),
the PARQ can help you improve the relationship
between adolescents and their parents by inspecting views that fall into the following domains: Overt
Conflict/Skill Deficits, Beliefs, and Family Structure.
Clinicians then can emphasize problem-solving
and communication skills, cognitive restructuring
of extreme beliefs and distorted thinking, and/or
specific problems in family functioning, depending
on the interventions that are most needed.
In addition, the effectiveness of individual and family
interventions can be measured by periodically
readministering the PARQ to determine whether
significant change has occurred. The PARQ also can
be used as an outcome measure in treatment effectiveness research as well as a process measure
in family interaction, adolescent development, and
theoretical research.
Separate forms for adolescents and parents are
written at a 5th-grade reading level and in the first
person to elicit current thoughts.
Two validity scales and 12 clinical scales assess the
parent-adolescent relationship in detail unmatched by
other, similar assessments.
Scales assess global distress and conflict in the

realms of communication, problem solving, school,
siblings, and eating behavior. Scales also assess
various maladaptive beliefs including autonomy,
ruination, unfairness, perfectionism, and malicious
intent. Finally, scales assess family structure and
functioning including cohesion, coalitions (sidetaking), and triangulation (putting family members in
the middle of conflict).
T scores, percentile ranges, and reliable change
scores are provided separately for adolescents,
mothers, and fathers.
Average profiles are included for ADHD, ODD,
anxiety, depression, eating disorder, and spina bifida
clinical groups.
Enables you to get a

well-rounded picture of complex
parent-adolescent relationships.
Purpose: Understand the
parent-adolescent
relationship


0D-6578-KT
PARQ Introductory Kit (includes PARQ

Professional Manual, 10 Parent Reusable
Item Booklets, 25 Parent Response Booklets,
25 Parent Profile Forms, 10 Adolescent
Reusable Item Booklets, 25 Adolescent
Response Booklets, and 25 Adolescent
Profile Forms)

0D-6579-TM PARQ Professional Manual........................... 60.00
0D-6580-TB PARQ Parent Reusable Item Booklets
(pkg/10).......................................................... 25.00
0D-6581-RF PARQ Parent Response Booklets (pkg/25).......50.00
0D-6582-PF PARQ Parent Profile Forms (pad/25)............. 25.00
0D-6583-TB PARQ Adolescent Reusable Item
Booklets (pkg/10) .......................................... 25.00
0D-6584-RF PARQ Adolescent Response Booklets
(pkg/25) . ....................................................... 50.00
0D-6585-PF PARQ Adolescent Profile Forms (pad/25).......25.00
0D-6587-CP PARQ Combination KitCD-ROM
(includes PARQ Introductory Kit and
PARQ-SP).................................................... 385.00
Age: 11-18 years, parents

of individuals 11-18
years

and/or group

Time: 25-35 minutes
Parent Adolescent Relationship Questionnaire

Scoring Program (PARQ-SP)
Arthur Robin, PhD, Thomas Koepke, PhD, Anne Moye, PhD, and PAR Staff
The PARQ-SP provides users with unlimited scoring and report generation for an individuals PARQ profile.
After demographic information and item responses or scale raw scores are manually entered, the PARQ-SP
generates either a Parent or an Adolescent Score Report that includes raw scores, T scores, percentile
ranges, and qualitative ranges for each of the PARQ scales. Item response tables and an Inconsistency
Score Summary Table also are generated. In addition, the report generates a profile graph so you can easily
assess the different facets of a parent-adolescent relationship.
You also may choose to generate a Parent and/or Adolescent Reliable Change Report that includes a
Reliable Change Score Summary Table displaying obtained T scores at Time 1 and Time 2, the resulting
change score, and significant probability levels.

0D-6586-CP
0D-6587-CP

PARQ-SPCD-ROM (includes Unlimited-Use Software, Quick Start Guide, and On-Screen Help)..........................$159.00
PARQ Combination KitCD-ROM (includes PARQ Introductory Kit and PARQ-SP)
Kit Value: $419.00
Kit Price...........................................$385.00
Requirements:
system; CD-ROMdrive for installation;
219
Behavior / Health
Stress Index for Parents of Adolescents (SIPA)

Peter L. Sheras, PhD and Richard R. Abidin, EdD
Professional Manual by Peter L. Sheras, PhD, Richard R. Abidin, EdD, and Timothy R. Konold, PhD
Examines the central issues

and behaviors that parents
face when interacting with
their adolescent children.
Purpose: Identify stressful
areas in parentadolescent
interactions

Age: Parents of
adolescents
11-19 years
Admin: Individual

Time: 20 minutes to
administer;
10 minutes to score
The SIPA is a screening and diagnostic instrument

that identifies areas of stress in parent-adolescent
interactions. The SIPA allows examination of the
relationship of parenting stress to adolescent
characteristics, parent characteristics, the quality of
the adolescent-parent interactions, and stressful life
circumstances. The SIPA is useful for family counseling, forensic evaluations for adolescent custody,
identification of dysfunctional parent-adolescent
systems, prevention programs designed to reduce
parental stress, and intervention and treatment
planning in high stress areas.
Upward age extension of the popular Parenting
Stress Index (PSI); 112 items.
Written at a 5th-grade reading level.
Reusable Item Booklet; hand-scorable carbonless
Answer Sheet/Profile Form.
Raw score to percentile and T-score conversion.
Internal consistency = high .80s-.90.
Normative data derived from 778 parents of

adolescents from the general population and a clinical
sample of 159 parents of adolescents who had
received a DSM-IV diagnosis, usually in the cluster
of disruptive behavior disorders.
Test-retest reliability coefficients for the subscales
range from .74 to .91, suggesting that SIPA responses
remain stable for a period of time.
Parent Characteristics include Life Restrictions,

Relationship With Spouse/Partner, Social Alienation,
and Incompetence/Guilt. Adolescent Characteristics
include Moodiness/Emotional Lability, Social
Isolation/Withdrawal, Delinquency/Antisocial, and
Failure to Achieve or Persevere.
0D-4042-KT
SIPA Introductory Kit (includes SIPA


0D-4043-TM SIPA Professional Manual............................. 48.00
0D-4044-TB SIPA Reusable Item Booklets (pkg/25).......... 50.00
0D-4045-AS SIPA Hand-Scorable Answer Sheet/Profile
Forms (pkg/25)............................................... 51.00
Behavioral and Emotional Rating Scale, 2nd Ed. (BERS-2)

Michael H. Epstein, EdD
Measures several aspects

of a childs strengths from
three distinct perspectives.
Purpose: Measure a childs
strengths and
competencies

Age: 5-18.11 years
Admin: Self- and informant

report

Time: Approximately
10 minutes
220
The BERS-2 is a measure of personal strengths and

competencies of children ages 5-18.11 years. Three
perspectives can be measured: the childs self-report
(Youth Rating Scale), a parents observational report
(Parent Rating Scale), and the observations of thirdparty observers such as a teacher or other professional
(Teacher Rating Scale). The BERS-2 examines several
aspects of a childs strengths, such as interpersonal
strengths, functioning in and at school, affective
strength, intrapersonal strength, family involvement,
and career strength. The BERS-2 can be used to
identify children with limited behavioral and emotional
strengths, identify a childs strengths and weaknesses
for intervention, target goals for IEPs and/or treatment
plans, document progress, and help collect data for
research purposes.
The types of scores generated by the BERS-2 are raw
scores, percentile ranks, subscale scaled scores, and
the BERS-2 Strength Index (i.e.,overall score). Four
sets of normative data are provided for the BERS-2
two sets for the Teacher Rating Scale (one for children
identified with emotional and behavioral disorders;
one for children not identified as having emotional and
behavioral disorders), and one set each for the Youth
Rating Scale and the Parent Rating Scale.
Designed to be used in school settings, mental health

clinics, juvenile justice settings, and child welfare agencies, the BERS-2 has been widely adopted by local,
state, and federal agencies for the evaluation of services
outcomes.
Test-retest reliability was excellent for all three forms.

Teacher Rating Scale Composite Strength Index
(r = .99), with subscale rs ranging from .85 to .99.
Parent Rating Scale Composite Strength Index
Youth Rating Scale Composite Strength Index
Content validity, criterion validity, and construct validity

all were examined and provide evidence that the
BERS-2 is a valid measure of behavioral and emotional
strength.
0D-5374-KT
BERS-2 Introductory Kit (includes BERS-2

Examiners Manual, 25 Teacher Rating
Scales, 25 Parent Rating Scales, 25 Youth
Rating Scales, and 50 Summary Forms)...... $204.00
0D-5375-TM BERS-2 Examiners Manual........................... 70.00
0D-5376-RF BERS-2 Teacher Rating Scales (pkg/25)....... 37.00
0D-5377-RF BERS-2 Parent Rating Scales (pkg/25)......... 37.00
0D-5378-RF BERS-2 Youth Rating Scales (pkg/25).......... 37.00
0D-5379-SF BERS-2 Summary Forms (pkg/50)................ 37.00
BEHAVIOR / HEALTH
Parenting Alliance Measure (PAM)

Richard R. Abidin, EdD and Timothy R. Konold, PhD
With the most recent studies showing that parents,

not peers, exert the most influence with children, its
more important than ever to be able to evaluate the
parental relationship. The PAM assesses the parenting aspects of a couples relationship. The PAM
provides you with the parents perspective of how
cooperative, communicative, and mutually respectful
they are with regard to caring for their child(ren).
It is appropriate for a variety of parenting partners
(married, divorced, unmarried, and more).
The PAM is a useful screening and diagnostic instrument for family counseling, joint custody evaluations,
identification of dysfunctional parenting skills, and
assessing the impact of intervention.
Measure contains 20 items; 3rd-grade reading level.

Raw score to percentile and T-score conversion.
Separate norms available for fathers and mothers.
Standardized on 1,224 parents of children from
the general population and a clinical sample of
272parents of children diagnosed with ADHD, CD,
ODD, or other problems.
Internal consistency of .97; test-retest reliability has
been measured at .80.
Appropriate for evaluating the
relationship of a variety
of parenting partners.
0D-4235-KT
PAM Introductory Kit (includes PAM Professional

Manual and 50 Hand-Scorable Test Forms)

0D-4236-TM PAM Professional Manual.............................. 48.00
0D-4237-TB PAM Hand-Scorable Test Forms (pkg/25)..... 54.00
Purpose: Measure the strength

of the child-rearing
alliance between
parents


1-19 years
Admin: Individual

Time: 10 minutes to
to score
Marital Satisfaction Inventory, Revised (MSI-R)

Douglas K. Snyder, PhD
The revised edition of the Marital Satisfaction

Inventory (MSI) assesses the nature and extent
of conflict within a marriage or relationship. It is
an excellent tool to use at the beginning of marital
therapy to guide subsequent treatment because
it helps couples communicate hard-to-express
feelings, thereby providing an easy, economical way
to gather information about a broad range of issues.
The MSI-R helps you identify relationship issues that
may be contributing to individual or family problems:
depression, substance abuse, and trouble with
children or adolescents. It also is useful for premarital counseling and for use with separated couples
attempting reconciliation.
Contains 150 true-or-false items (129 items if the
couple has no children).
Scores for both partners can be plotted on a single
profile (AutoScore Answer Form).
Two additional scales indicate inconsistency and

a tendency to respond in an unrealistically positive
manner, giving you a quick, graphic comparison of
the two sets of scores.
The profile highlights the primary concerns of
each partner, clearly indicating differences in their
perceptions of the relationship.
Normative data collected from 2,040 people
(1,020intact couples).
Standardization sample approximated the U.S.
population in regard to geographic region, education,
and ethnicity; gender-specific norms provided.
Hand-scorable; computerized scoring and
interpretation program also available (20 uses;
ordered separately).
0D-4315-KT
MSI-R Introductory Kit (includes MSI-R

Professional Manual and 20 AutoScore
Answer Forms)........................................... $110.00
0D-4316-TM MSI-R Professional Manual........................... 64.00
0D-4317-AS MSI-R AutoScore Answer Forms (pkg/20)..... 49.00
0D-5916-CP MSI-R Scoring and Interpretation
CD-ROM (20 uses)...................................... 310.00
Indicates the differences in

each partners perceptions
of their relationship.
Purpose: Assess conflict within
a relationship

Age: Adults
Admin: Individual

Time: 25 minutes
Requirements:
Windows 98/Me/2000/XP/Vista/7; 4MB
221
Behavior / Health
Coping Responses Inventory (CRI)

Rudolf H. Moos, PhD
The three CRIKits now include

the new Manual Supplement.
Purpose: Identify and monitor
coping strategies

Age: CRI-Adult: 18 years

and older; CRI-Youth:
12-18 years

Time: 10-15 minutes
Note:
Annotated bibliography is available
at www.parinc.com.
The CRI is useful in counseling, stress management

education, and other settings to identify and monitor
coping strategies in adults and adolescents, to develop
better clinical case descriptions, and to plan and
evaluate the outcome of treatment. This brief self-report
inventory identifies cognitive and behavioral responses
the individual used to cope with a recent problem or
stressful situation. The eight scales include Approach
Coping Styles (Logical Analysis, Positive Reappraisal,
Seeking Guidance and Support, and Problem Solving)
and Avoidant Coping Styles (Cognitive Avoidance,
Acceptance or Resignation, Seeking Alternative
Rewards, and Emotional Discharge).
Two separate versions of the CRI have been developed,
the CRIAdult (older than 18 years of age) and the
CRIYouth (ages 12-18 years). Each version has its own
manual and an Ideal and an Actual Form. The Ideal Form
may be used to compare actual and preferred coping
styles, to set treatment goals, and to monitor progress.
The Actual Form surveys the individuals actual coping
behavior, whereas the Ideal Form surveys preferred
coping styles. Both forms are written at a 6th-grade
reading level.
The Manual Supplement includes a review of studies that have utilized the CRI to examine coping and
wellbeing in children, adolescents, and adults. With
its extensive reference list, the Manual Supplement
is an excellent resource for clinicians and for
researchers involved in teaching, research, and/or

grant writing.
0D-5332-TM Coping Responses Inventory: An Update
on Research Applications and Validity
(Manual Supplement)................................... $28.00
CRIAdult
0D-5353-KT
CRIAdult Introductory Kit (includes CRIAdult

BookletsActual Form, 50 Answer Sheets,
and Coping Responses Inventory: An Update
[Manual Supplement])

0D-2326-TM CRIAdult Professional Manual..................... 38.00
0D-2327-TB CRIAdult Reusable Item Booklets
Actual Form (pkg/10)...................................... 25.00
0D-2328-TB CRIAdult Reusable Item Booklets
Ideal Form (pkg/10)........................................ 25.00
0D-2329-AS CRIAdult Answer Sheets (Use with
either form) (pkg/25)....................................... 54.00
CRIYouth
0D-5354-KT
CRIYouth Introductory Kit (includes CRIYouth

BookletsActual Form, 50 Answer Sheets,
and Coping Responses Inventory: An Update
[Manual Supplement])

0D-2331-TM CRIYouth Professional Manual.................... 38.00
0D-2332-TB CRIYouth Reusable Item Booklets
Actual Form (pkg/10)...................................... 25.00
0D-2333-TB CRIYouth Reusable Item Booklets
Ideal Form (pkg/10)........................................ 25.00
0D-2334-AS CRIYouth Answer Sheets (Use with
either form) (pkg/25)....................................... 54.00
BEST VALUE:
0D-5355-KT

CRI Combination Kit (includes CRIAdult

Introductory Kit and CRIYouth Introductory Kit)
Family Assessment Measure, Version III (FAM-III)

Harvey A. Skinner, PhD, Paul D. Steinhauer, MD, and Jack Santa-Barbara, PhD
The FAM-III is a self-report measure that assesses

the strengths and weaknesses within a family. It is
designed to be completed by pre-adolescents, adolescents, and adult family members. By comparing
the results of the three types of forms, the clinician
obtains a comprehensive picture of how family
members view levels of family interaction.
Provides a quick overview
of family functioning.
Purpose: Measure family
strengths and
weaknesses


or group

Time: 20 minutes for full

measure; 5-10
minutes for brief
measure
222
0D-4247-KT
0D-4248-RF
0D-4249-RF
General Scale (50 items) examines overall family health.

Dyadic Relationship Scale (42 items) examines how
a family member views his/her relationship with other
family members.
Self-Rating Scale (42 items) allows each person to
rate his/her own functioning within the family.
FAM-III ColorPlot of Family Perceptions is colorcoded and can be used to present results to clients in
an easy-to-understand manner.
The Progress ColorPlot is specifically designed for
displaying changes in family functioning over time.
The Brief FAM Version
The Brief FAM Version is ideally suited for preliminary
screeningit takes only 5-10 minutes.
The Brief FAM Version QuikScore Forms are selfcontained, allowing for administration, scoring, and
comparison to norms.
0D-4250-RF
0D-4251-RF
0D-4253-KT
0D-4254-RF
0D-4255-RF
0D-4256-RF
0D-4252-RF
FAM-III Starter Kit (includes FAM-III

Manual, 25 General Scale QuikScore
Forms, 25 Dyadic Relationship Scale
QuikScore Forms, 25 Self-Rating Scale
QuikScore Forms, and 15 ColorPlot
Profile of Family Perceptions).................... $265.00
FAM-III General Scale QuikScore Forms
(pkg/25).......................................................... 51.00
FAM-III Dyadic Relationship Scale
QuikScore Forms (pkg/25)............................. 51.00
FAM-III Self-Rating Scale QuikScore
Forms (pkg/25)............................................... 51.00
FAM-III ColorPlot Profile of Family
Perceptions (pkg/15)...................................... 44.00
Brief FAM Starter Kit (includes FAM-III
Manual, 25 Brief FAM General Scale
QuikScore Forms, 25 Brief FAM Dyadic
Relationship Scale QuikScore Forms,
25 Brief FAM Self-Rating Scale
QuikScore Forms, and 15 Progress
ColorPlot Profiles)...................................... $228.00
Brief FAM General Scale QuikScore
Forms of Family Perceptions (pkg/25)........... 48.00
Brief FAM Dyadic Relationship Scale
Brief FAM Self-Rating Scale QuikScore
Forms (pkg/25)............................................... 48.00
FAM-III Progress ColorPlot Profiles
(pkg/15).......................................................... 44.00
BEHAVIOR / HEALTH
Revised Behavior Problem Checklist (RBPC)PAR Edition

Herbert C. Quay, PhD and Donald R. Peterson, PhD
The RBPC is used to rate problem behaviors

observed in adolescents and young children. The
six RBPC subscales measure Conduct Disorder,
Socialized Aggression, Attention ProblemsImmaturity, Anxiety-Withdrawal, Psychotic Behavior,
and Motor Tension-Excess. It is designed for use
in conjunction with other measures as part of an
overall assessment of the individual.
The RBPC has been used for a wide variety of
purposes: to screen for behavioral disorders in
schools, as an aid in clinical diagnosis, to measure
behavioral change associated with psychological or
pharmacological interventions, as part of a battery to
classify juvenile offenders, and to select participants
for research on behavior disorders in children and
adolescents.
Attention Problems-ImmaturityItems focus

on symptoms associated with ADD, including
short attention span, diminished concentration,
distractibility, and impulsivity, as well as the social and
interpersonal correlates of ADD, including passivity,
undependability, and childishness.
Anxiety-WithdrawalItems measure the behavioral
components of internalizing disorders, including poor
self-confidence and self-esteem, hypersensitivity to
criticism and rejection, generalized fearfulness and
anxiety, and reluctance to try new behaviors because Can be used to screen for behavior
disorders or as part of a battery to
of fear of failure.
classify juvenile offenders.
Psychotic BehaviorItems tap psychotic symptoms,
P

urpose:
Rate problem
including speech disturbance, bizarre ideation,
behaviors in children
delusions, and impaired reality testing.
and adolescents
Motor Tension-ExcessItems focus on motoric

Age: 5-18 years
symptoms of overactivity, including restlessness,
tension, and jumpiness.
Overview of RBPC Scales

Conduct DisorderItems focus on behavioral
problems of physical aggression, difficulty controlling
anger, and open disobedience, defiance, and
oppositionality.
Socialized AggressionItems tap behaviors
associated with adolescent conduct disorder. Items
focus on the commission of conduct-disordered
behaviors in the company of others, including stealing
and substance use in the company of others, truancy
from school, gang membership, stealing, and lying.
Administration and scoring are straightforward.

Raters respond to the 89 items on the top page of
the carbonless Test Booklet. Responses transfer to
the bottom sheet, which contains scoring instructions and a scoring key. The RBPC Profile Sheet is
used to record the obtained raw and T scores and to
plot the pattern of the test results.
0D-3337-KT

0D-3338-TM
0D-3339-TB
0D-3340-PF
Time: 20 minutes to
administer; 10
minutes to score
and profile
RBPCPAR Edition Introductory Kit (includes

RBPCPAR Professional Manual, 50 Test
Booklets, and 50 Profile Sheets)
RBPCPAR Edition Professional Manual........38.00
RBPCPAR Edition Test Booklets (pkg/25).....68.00
RBPCPAR Edition Profile Sheets (pad/25)....31.00
Childrens Academic Intrinsic Motivation Inventory (CAIMI)

Adele E. Gottfried, PhD
For students with academic difficulties, the CAIMI

is an excellent resource for differentiating motivation from achievement and ability factors. It is a
valuable part of a psychodiagnostic battery for
evaluating academic failure or delay. Clinical case
examples employing the CAIMI are presented in the
Interpretation section of the Manual.
You can use the information derived from the CAIMI
for counseling students with regard to academic
interests and course selection, in instructional
planning to stimulate motivation in weak areas and
continue to facilitate intrinsic motivation in strong
areas, in providing individualized program planning,
and in program and educational evaluation by

schools and school districts.
The 44 CAIMI questions comprise 122 items in five
scales: Reading, Math, Social Studies, Science,
and General. Results can be reported as T scores
or percentiles, and the Profile Form allows a visual
comparison of motivational strengths across scales.
0D-1225-KT
CAIMI Introductory Kit (includes

CAIMI Manual, 50 Test Booklets,

0D-1226-TM CAIMI Manual................................................ 21.00
0D-1227-TB CAIMI Test Booklets (pkg/25)........................ 63.00
0D-1228-PF CAIMI Profile Forms (pkg/25)......................... 28.00
Helps to differentiate
motivation from ability factors.
Purpose: Measure motivation
for learning in general
and across specific
learning areas

Age: Grades 4-8

(classroom)

Time: 20-30 minutes
223
Behavior / Health
Measure Both the Frequency

of Specific Problem Behaviors
and the Parents or Teachers
Reaction to the Childs Behavior...
Eyberg Child Behavior Inventory (ECBI) & Sutter-Eyberg

Student Behavior InventoryRevised (SESBI-R)
Sheila Eyberg, PhD
Conduct-disordered behavior constitutes a broad

range of behaviors, from more extreme behaviors
(e.g.,noncompliance, defiance, aggression, and
destructiveness) to relatively minor behaviors
(e.g.,whining, pouting, dawdling, or fidgeting).
The ECBI and the SESBI-R are comprehensive,
behaviorally specific rating scales that assess the
current frequency and severity of disruptive behaviors
Both instruments consist of
in the home and school settings, as well as the extent
items that represent common
to which parents and/or teachers find the behavior
behaviors in children. The
variety and frequency of these
troublesome. The ECBI and the SESBI-R explicitly
behaviors distinguishes normal
assess a wide spectrum of disruptive behavior in chilbehavior problems from conductdisordered behavior in children and dren and adolescents and may be used to conduct
adolescents. The non-age-specific a thorough analysis of a childs presenting problems.
nature of the items also makes
They do not provide specific diagnoses.
them widely generalizable.
The ECBI is designed for completion by parents
Purpose: Measure conduct
and assesses the frequency of disruptive behavior
problems
occurring in the home. The SESBI is designed for

Age: 2-16 years
completion by teachers and is useful in the assess Admin: Completed by parent
ment of disruptive behaviors in the school setting.
or teacher
When used together, the ECBI and SESBI-R provide
Time: 5 minutes to
administer; 5 minutes important information for identifying and treating
to score
disruptive behavior in children and adolescents.
Because they measure both the frequency of each
problem behavior and the parents (or teachers)
reaction to the childs behavior, they may provide
insights into areas of the adult-child interaction that
should be addressed.
Both instruments consist of items that represent
common behaviors in children. The variety and
224
frequency of these behaviors distinguish normal

behavior problems from conduct-disordered
behavior in children and adolescents. The non-agespecific nature of the items also makes them widely
generalizable. On both the 36-item ECBI and the
38-item SESBI-R, the parent or teacher indicates
how often each behavior currently occurs (7-point
Intensity scale) and whether or not the behavior
is a problem (yes-or-no Problem scale). ECBI and
SESBI-R scores can be quickly and easily computed
by hand in about 5 minutes each.
The ECBI and the SESBI-R are appropriate for boys
and girls ages 2 through 16 years. The normative
samples included children from a range of ethnic and
socioeconomic backgrounds, including urban, rural,
and suburban environments. Norms for chronically
ill children and other special populations have been
established and are reported in the Professional Manual.
Test materials include the Professional Manual
and the individual ECBI and SESBI-R Test Sheets.
Completion of each Test Sheet requires a 6th-grade
reading level. Both instruments also are suitable
for group administration or for administration via
telephone.
0D-4209-KT
ECBI/SESBI-R Introductory Kit (includes

ECBI/SESBI-R Professional Manual,
50 ECBI Test Sheets, and 50 SESBI-R
Test Sheets)

0D-4210-TM ECBI/SESBI-R Professional Manual.............. 51.00
0D-4211-TB ECBI Test Sheets (pkg/25)............................ 40.00
0D-4212-TB SESBI-R Test Sheets (pkg/25)...................... 40.00
BEHAVIOR / HEALTH
School Motivation and Learning Strategies Inventory (SMALSI)

Kathy Stroud, PhD and Cecil Reynolds, PhD
Unlike many other learning measures, the SMALSI

does not assess learning styles, preferences, or
other process dimensions. Instead, it assesses
the actual strategies students use in learning and
test-takingstrategies shown through research to
be related to academic success.
Designed for both special and general education
students, this self-report inventory assesses 10
primary constructs associated with academic motivation, learning strategies, and studies7 focusing
on student strengths and 3 focusing on student
liabilities. Scores from the SMALSI scales provide
enough information to identify problems that interfere
with academic development. An Inconsistent
Responding Index is included as a validity measure.
The SMALSI is available in two forms. The Child
Form (147 items) is appropriate for students ages
8-12 years; the Teen Form (170 items) is appropriate for students ages 13-18 years. Both forms are
written at a 3rd-grade reading level and can be
completed in about 20-30 minutes. Both forms use
a four-point response scale, ranging from Never to
Almost Always.
Scored by hand or computer, the SMALSI provides
multiple scores, rather than one overall score.
The SMALSI was standardized on a sample of
2,921students (1,821 aged 8-12 years for the Child

Form and 1,100 aged 13-18 years for the Teen
Form). The sample reflects the U.S. population in
terms of gender, ethnicity, and parental education.
The SMALSI is a quick, cost-effective way to identify
students who may have ineffective or poorly developed learning strategies, low levels of academic
motivation, attention and concentration problems,
difficulties with test-taking, or test anxiety. It can be
used for screening in regular education, pre-referral
intervention, and for assessing students with learning disabilities, emotional disturbance, or ADHD.
0D-5792-KT
SMALSI Child Kit: Ages 8-12 years

(includes SMALSI Manual, 25 Child Test
Forms, 25 Child Profile Sheets, Audio CD,
and 1 Set of Child Scoring Templates)...... $150.00
0D-5793-TM SMALSI Manual (for use with both Child
and Teen)....................................................... 58.00
0D-5794-RF SMALSI Child Test Forms (pkg/25)............... 50.00
0D-5795-PF SMALSI Child Profile Sheets (pad/100)......... 32.00
0D-5796-SK SMALSI Child Scoring Templates.................. 37.00
0D-5797-KT SMALSI Teen Kit: Ages 13-18 years
(includes SMALSI Manual, 25 Teen Test
Forms, 25 Teen Profile Sheets, Audio CD,
and 1 Set of Teen Scoring Templates)........ 150.00
0D-5798-RF SMALSI Teen Test Forms (pkg/25)............... 50.00
0D-5799-PF SMALSI Teen Profile Sheets (pad/100)......... 32.00
0D-5800-SK SMALSI Teen Scoring Templates.................. 37.00
0D-5952-CP SMALSI Unlimited-Use Scoring Software
CD-ROM...................................................... 419.00
0D-6005-KT SMALSI Child/Teen Combination Kit........... 215.00
Measures the skills related to

academic success, enabling you
to proactively address weaknesses.
Purpose: Measure skills related
to academic success

Age: 8-12 years (Child

Form); 13-18 years
(Teen Form)

Time: 20-30 minutes
Requirements:
Windows 98/Me/2000/XP/Vista/7;
4MB hard drive space; CD-ROM
drive; USB port
Clinical Assessment of Interpersonal Relationships (CAIR)

Bruce A. Bracken, PhD
The CAIR helps you to measure the perceptions

of youths ages 9 to 19years (i.e.,Grades 5 to 12)
regarding the quality of their relationships with the
most important individuals of their livesmother,
father, male and female peers, and teachers in
three primary contexts (i.e.,Social, Family,
Academic). Based on Dr. Brackens multidimensional, context-dependent model of adjustment,
the CAIR helps with the early identification and
remediation of a youths relationship difficulties
and assists with the identification of emotional
disturbance by assessing the quality of the youths
primary relationships.
CAIR items reflect the 15 specific aspects of
relationships that are commonly reported in the
literature, thereby helping you to identify the specific
relationship qualities that may be deficient and that
may require intervention. All 35 items appear on
each of five scales (i.e.,Mother, Father, Male Peers,
Female Peers, Teachers). All or a select number of

scales may be administered.
The CAIRs normative sample was composed of

2,501 children ages 9 to 19 years enrolled in Grades
5 to 12. The instrument demonstrates exceptional
technical adequacy, with reliabilities well above .90
for each of the five scales as well as for the Total
Relationship Index (TRI). Each scale demonstrates
internal consistency estimates that exceed .90
across all ages and both genders.
0D-5921-KT
CAIR Introductory Kit (includes CAIR


0D-5922-TM CAIR Professional Manual............................. 57.00
0D-5923-RF CAIR Rating Forms (pkg/25).......................... 67.00
0D-5924-PF CAIR Score Summary/Profile Forms
(pkg/25).......................................................... 28.00
Helps identify a students specific

relationship qualities that are
deficient and require intervention.
Purpose: Assess student
perceptions of
relationships with
his/her mother, father,
male peers, female
peers, and teachers

Age: 9-19 years
Admin: Individual

Time: 15 minutes
225
Behavior / Health
Clinical Assessment of Behavior (CAB)

Bruce A. Bracken, PhD and Lori K. Keith, PhD
Provides a cost-effective and

time-efficient measure of
childrens and adolescents
adjustment, psychosocial
strengths and weaknesses,
and problem behaviors.
Purpose: Assess adjustment,
psychosocial
strengths and
weaknesses, and
problem behaviors

Age: 2-18 years for Parent

Rating Form; 5-18
years for Teacher
Rating Form
Admin: Parent and/or teacher

report; Individual or
group


Parent and Teacher
Rating Forms;
30 minutes for
Parent Extended
Rating Form
Requirements:
software activation
Note:
The ED and SM scales appear in
Appendix H of the CAB Professional
Manual. They also are available for
download free on our Web site
(www.parinc.com) or by contacting
one of our Customer Support
Specialists (1.800.331.8378).
various clinical groups, including conduct/disruptive

behavioral disorders, cognitive dysfunction, and
ADD/ADHD.
The CAB is an objective, comprehensive, and

highly reliable behavior rating scale that is closely
aligned with current diagnostic criteria found in the
DSM-IV-TR and IDEA. Standardized on a large
representative national sample, the CAB assists in
the identification of children and adolescents across
a wide age range who are in need of behavioral,
educational, or psychiatric treatment or intervention
and enables professionals to identify behaviors
associated with educationally relevant exceptionalities. In addition, the CAB assesses behaviors that
reflect current societal concerns and issues about
youth and their behavior (e.g.,bullying, aggression,
executive function, gifted and talented). Its balanced
theoretical framework of both competence-based
qualities and problem-based concerns for the CAB
scales and clusters makes it useful for evaluating
adaptive strengths and clinical risks in children and
adolescents.
Free CAB Scoring Program (CAB-SP) Is

Included With the CAB Introductory Kit
The unlimited-use CAB-SP calculates raw scores,

Tscores, and percentiles for all scales and clusters.
After paper-and-pencil administration, the parents and/
or teachers responses are entered manually into the
program. The software generates a complete Score
Report and profile for each of the three CAB forms.
Scales for Differentiating Emotional
Disturbance From Social Maladjustment
Provides three separate Rating Forms: Parent

Extended (CAB-PX), with 170 items; Parent (CAB-P),
with 70 items; and Teacher (CAB-T), with 70 items.
Parent and Teacher Rating Forms contain
corresponding items, allowing both parents and
teachers to contribute equally to the evaluation of
target behaviors.
Requires only an 8th-grade reading level for
completion.
Normative data include 2,114 parent ratings and
1,689 teacher ratings.
Because scale and cluster internal consistency

(a)coefficients are .88 and higher across the three
CAB forms, you can expect to use the CAB with
confidence to help you make important diagnostic or
intervention decisions. Scale and cluster reliabilities
also were consistently high across age level, gender,
and race/ethnicity. Test-retest reliability coefficients
across the three CAB forms ranged from .77 to .95
with a mean test-retest interval of 17.6 to 19.3 days.
Scales and clusters on all CAB forms demonstrate
good evidence of validity based on test content;
factor analytic studies; convergent and discriminant
evidence; and concurrent validity studies across
Because emotional disturbance is viewed as an

educationally related disorder, IDEA (1997) requires
treatment for students who have it. IDEA further
requires that emotional disturbance be differentiated
from social maladjustment, which is not considered to be an educationally related disorder and,
therefore, requires no mandated services under
the law. Two CAB scales, Emotional Disturbance
(ED) and Social Maladjustment (SM), can be used
to help differentiate these conditions for students
ages 2 to 18 years (i.e.,Grades Pre-K through 12).
The Professional Manual addresses these scales
with a case example, discussion of interpretation,
and, to further differentiate ED and SM, discrepancy
score tables for each of the CAB forms. The CAB-SP
provides T scores for both scales by age and
gender; each scale can be considered in light of its
respective qualitative classifications.
0D-5317-CP
CAB Introductory KitCD-ROM (includes

CAB Scoring Program with On-Screen
Help, Quick Start Guide, CAB
Professional Manual [print], 25 Parent
Rating Forms, 25 Parent Extended Forms,
and 25 Teacher Rating Forms)

0D-5317-CV CAB Scoring Program Software Conversion
0D-5318-TM CAB Professional Manual............................ 114.00
0D-5319-RF CAB Parent Rating Forms (pkg/25)............... 44.00
0D-5320-RF CAB Parent Extended Rating Forms
(pkg/25).......................................................... 82.00
0D-5321-RF CAB Teacher Rating Forms (pkg/25)............. 44.00
[The CABs] main strength is that it is a short, easily

administered tool that can provide information in many
behavioral domains that, as part of an assessment
battery, can inform treatment and education decisions,
as well as provide data for research purposes.
Beran, T. N. (2006). Test review: Clinical Assessment of Behavior.
Journal of Psychoeducational Assessment, 24, 399-403.
226
BEHAVIOR / HEALTH
Clinical Assessment of Attention DeficitAdult (CAT-A)

Bruce A. Bracken, PhD and Barbara S. Boatwright, PhD
The CAT-A is a 108-item self-report instrument that

is comprehensive, highly reliable, and sensitive to
the symptomatology of attentional deficits both with
and without hyperactivity for adults.
The CAT-A consists of two parts: Part 1 (i.e.,
Childhood Memories) assesses the individuals
memories of his/her behaviors and sensations as a
child; and Part 2 (i.e.,Current Symptoms) assesses
parallel issues in adulthood. Clinical Index scores
are provided for both parts separately and for the
summation of the parts. In addition, three validity
scalesNegative Impression, Infrequency, and
Positive Impressionare embedded within the
instrument.
Special Features of the CAT-A
Consists of a self-report form that is appropriate for
Thorough and complete score reporting system
includes standard scores (T scores), percentile ranks,
confidence intervals, qualitative classifications, and
graphical profile displays.
Linkage to DSM-IV diagnostic criteria with

comprehensive content coverage both within and
across scales/clusters assists in rendering differential
diagnoses.
Context clusters indicate contexts in which ADD/
ADHD symptoms are most problematic, whereas
Locus clusters indicate the extent to which ADD/
ADHD symptoms are experienced internally as
sensations compared to experienced as symptoms
that are acted out upon as overt behaviors.
Rating Form can be hand scored or item responses
can be hand entered into the CAT Software Portfolio
(CAT-SP).
0D-5651-KT
CAT-A Introductory Kit (includes

CAT-A/CAT-C Professional Manual,
25 CAT-A Rating Forms, and 25 CAT-A
Score Summary/Profile Forms)

0D-5653-TM CAT-A/CAT-C Professional Manual............... 72.00
0D-5654-RF CAT-A Rating Form (pkg/25)......................... 79.00
0D-5655-PF CAT-A Score Summary/Profile Form
(pkg/25).......................................................... 31.00
Assesses ADD/ADHD
symptomatology in adults.
assessment of
attention deficit
with and without
hyperactivity
(ADD/ADHD)

Age: 19-79 years

or group

Time: 20-25 minutes
Scoring software availableSee page 228 for information on the CAT-SP.
Clinical Assessment of Attention DeficitChild (CAT-C)

Bruce A. Bracken, PhD and Barbara S. Boatwright, PhD
The CAT-C is a 42-item assessment instrument with

three parallel forms: a Self-Rating Form completed
by the child/adolescent, a Parent Rating Form
completed by one or both parents, and a Teacher
Rating Form completed by the childs or adolescents teacher(s). All three CAT-C Rating Forms are
comprehensive, highly reliable, and sensitive to the
symptomatology of attentional deficits both with and
without hyperactivity in children and adolescents.
The CAT-C closely resembles the adult version of the
CAT. Item content, Clinical scales, Context clusters,
and Locus clusters are similar and parallel between
both forms. Together, the CAT-C and the CAT-A
assess a continuum of behaviors and sensations
across an individuals life span.
The CAT-C was standardized on a sample of 800
children and adolescents ages 8 to 18 years, 800
matched parents of these children, and 500 teachers
of these children.
Concurrent validity for both the CAT-C and the CAT-A
was assessed via comparison with the Conners
Rating Scales, the Attention-Deficit/Hyperactivity
Disorder Test, the Clinical Assessment of Behavior,
and the Clinical Assessment of Depression,
revealing moderate-to-high correlations for both
nonclinical and combined clinical samples across all
three Rating Forms.
The three Rating Forms can be hand scored or the

item responses can be hand entered into the CAT
Software Portfolio (CAT-SP).
0D-5652-KT
CAT-C Introductory Kit (includes CAT-A/CAT-C

Professional Manual, 25 CAT-C Self-Rating
Forms, 25 CAT-C Parent Rating Forms,
25 CAT-C Teacher Rating Forms, 25 CAT-C
Self-Rating Score Summary/Profile Forms,
25 CAT-C Parent Score Summary/Profile
Forms, and 25 Teacher Score Summary/
Profile Forms)

0D-5653-TM CAT-A/CAT-C Professional Manual............... 72.00
0D-5657-RF CAT-C Self-Rating Forms (pkg/25)................ 58.00
0D-5656-RF CAT-C Parent Rating Forms (pkg/25)............ 58.00
0D-5658-RF CAT-C Teacher Rating Forms (pkg/25)......... 58.00
0D-5660-PF CAT-C Self-Rating Score Summary/Profile
Forms (pkg/25)............................................... 25.00
0D-5659-PF CAT-C Parent Score Summary/Profile
Forms (pkg/25)............................................... 25.00
0D-5661-PF CAT-C Teacher Score Summary/Profile
Forms (pkg/25)............................................... 25.00
Assesses ADD/ADHD
symptomatology in
children and adolescents.
assessment of
attention deficit
with and without
hyperactivity
(ADD/ADHD)

Age: 8-18 years
Admin: Self-, parent, and/

or teacher report;
Individual

Time: 10-20 minutes
227
Behavior / Health
Clinical Assessment of Attention Deficit

Software Portfolio (CAT-SP)
Bruce A. Bracken, PhD, Barbara S. Boatwright, PhD, and PAR Staff
The unlimited-use CAT-SP scores and profiles an individuals performance on either the Clinical Assessment
of Attention DeficitAdult (CAT-A) or any of the three Clinical Assessment of Attention DeficitChild
(CAT-C) Rating Forms. After demographic and item response information is hand entered from a completed
Rating Form, the CAT-SP generates a Score Report.
Saves valuable clinician time by

providing automated scoring and
profiling based on responses
input from either a CAT-A
or CAT-C Rating Form.
Requirements:
Windows 2000/XP/Vista/7;
NTFS file system; CD-ROM drive;
Internet connection or telephone
for software activation
Note:
Customers who previously purchased the
CAT-SP: CAT-A to Full Program CD-ROM
or the CAT-SP: CAT-C to Full Program
CD-ROM and wish to convert to the
newest version must purchase the CATSP for CAT-A/CAT-C Scoring Program
Software Conversion CD-ROM.
The CAT-A Score Report includes demographic information, a Validity Scales Table, a Childhood Memories
Scales/Clusters/Index Table, a Current Symptoms Scales/Clusters/Index Table, a T-Score Profile, a Percentile
Profile, and an Item Responses Table.
CAT-C Score Reports include demographic information, a Validity Scales Table, a Scales/Clusters Index Table, a
T-Score Profile, a Percentile Profile, and an Item Responses Table.
The program generates profile graphs with the ability to overlay profiles from clients prior administrations;
for the CAT-C, it enables you to overlay different raters responses (e.g.,parents profile overlaid with childs
profile). The software includes built-in, easy-to-use report editing features. Client data and/or reports can be
exported to many spreadsheet, database, and word processing programs.
0D-6272-CP
0D-6272-CV
0D-6273-CP
0D-6273-CV
0D-6274-CP
0D-6274-CV
0D-6278-CV
0D-6279-CV
0D-6275-CP

0D-6276-CP

0D-6277-CP
CAT-SP for CAT-A/CAT-C Scoring ProgramCD-ROM (includes On-Screen Help, Quick Start Guide, and
Unlimited-Use Scoring and Reporting for the CAT-A and CAT-C).............................................................................$355.00
CAT-SP for CAT-A/CAT-C Scoring Program Software ConversionCD-ROM (For prior purchasers only)...............50.00
CAT-SP for CAT-A Only Scoring ProgramCD-ROM (includes On-Screen Help, Quick Start Guide, and
Unlimited-Use Scoring and Reporting for the CAT-A)..................................................................................................200.00
CAT-SP for CAT-A Only Scoring Program Software ConversionCD-ROM (For prior purchasers only)..................50.00
CAT-SP for CAT-C Only Scoring ProgramCD-ROM (includes On-Screen Help, Quick Start Guide, and
Unlimited-Use Scoring and Reporting for the CAT-C).................................................................................................200.00
CAT-SP for CAT-C Only Scoring Program Software ConversionCD-ROM (For prior purchasers only)..................50.00
CAT-SP: CAT-A to Full ProgramCD-ROM (includes Upgrade from CAT-A to CAT-A/ CAT-C Version CD-ROM) . .....140.00
CAT-SP: CAT-C to Full ProgramCD-ROM (includes Upgrade from CAT-C to CAT-A/ CAT-C Version CD-ROM).......140.00
CAT-A Combination KitCD-ROM (includes CAT-A Introductory Kit, On-Screen Help, Quick Start Guide, and
Unlimited-Use Scoring and Reporting for the CAT-A)
Kit Value: $382.00
Kit Price...........................................$340.00
CAT-C Combination KitCD-ROM (includes CAT-C Introductory Kit, On-Screen Help, Quick Start Guide, and
Unlimited-Use Scoring and Reporting for the CAT-C)
Kit Value: $521.00
Kit Price...........................................$455.00
CAT-A/CAT-C/CAT-SP Combination KitCD-ROM (includes CAT-A/CAT-C Professional Manual, 25 CAT-A
Rating Forms, 25 CAT-A Score Summary/Profile Forms; 25 CAT-C Self-Rating Forms, 25 CAT-C Parent Rating
Forms, 25 CAT-C Teacher Rating Forms, 25 CAT-C Self-Rating Score Summary/Profile Forms, 25 CAT-C Parent
Score Summary/Profile Forms, 25 Teacher Score Summary/Profile Forms, and the CAT-SP for CAT-A/CAT-C
Scoring Program)
Kit Value: $786.00
Kit Price...........................................$675.00
Attention Deficit/Hyperactivity Disorder Test (ADHDT)

The ADHDT was designed for use in schools and clinics. The test is easily completed by teachers, parents,
or others familiar with the individual. The 36 items are based on the DSMIV criteria for ADHD. The three
subtests represent the core symptoms necessary for ADHD diagnosis: hyperactivity, impulsivity, and
inattention.
Normed on a representative national sample of more than 1,200 persons who were diagnosed with attentiondeficit disorders.
Studies of internal consistency and test-retest reliability produced high (.90 and above) coefficients.
Additional studies confirmed the content, construct, and criterion-related validity.
Quick and easy to use.
Purpose: Identify and evaluate
persons with ADHD

0D-2956-KT ADHDT Kit (includes ADHDT Examiners Manual and 50 Summary/Response Forms)...........................................$135.00
0D-2957-TM ADHDT Examiners Manual...........................................................................................................................................80.00
0D-2958-RF ADHDT Summary/Response Forms (pkg/50)................................................................................................................64.00
Age: 3-23 years

Time: Untimed; Usually

completed in a single
5- to 10-minute
session
228
BEHAVIOR / HEALTH
ADHD Symptoms Rating Scale (ADHD-SRS)

Melissa Lea Holland, PhD, Gretchen A. Gimpel, PhD, and Kenneth W. Merrell, PhD
The ADHD-SRS is a standardized, norm-referenced ADHD rating scale that may be used for either clinical
assessment or research purposes. It was developed to aid in symptom identification, diagnosis, treatment
planning, and monitoring treatment progress in children and adolescents ages 5-18 years.
Features of the ADHD-SRS
The ADHD-SRS contains 56 items, providing a thorough, complete assessment based on the DSMIV .
Itprovides two subscales: Hyperactive-Impulsive (HI) and Inattention (IN).
Raters may be selected from either the childs home or school setting, depending on the type of information
needed.
Raters need only 10-15 minutes to complete the rating scale, which is available in both English and Spanish.
Normed on a national sample of more than 2,800 individuals ages 5-18 years and stratified by age, gender,
ethnicity, and geographic region.
Highly reliable and valid.
0D-5631-KT

0D-5632-TM
0D-5633-RF
0D-5634-RF
ADHD-SRS Starter Kit (includes ADHD-SRS Manual, 25 English Rating Forms, and 5 Spanish Rating Forms)
Kit Value: $113.20
Kit Price...........................................$105.00
ADHD-SRS Manual........................................................................................................................................................58.00
ADHD-SRS Rating Forms-English (pkg/25)...................................................................................................................46.00
ADHD-SRS Rating Forms-Spanish (pkg/25).................................................................................................................46.00
Aids in identifying,
diagnosing, treating, and
monitoring ADHD symptoms in
Purpose: Assess ADHD
symptoms

Age: 5-18 years
Admin: Individual

Time: 10-15 minutes
Conners Rating ScalesRevised (CRS-R)

C. Keith Conners, PhD
The CRS-R adds a number of enhancements to

a set of measures that has long been one of the
standard instruments for the assessment of ADHD
in children and adolescents. Published in the
QuikScore format, the CRS-R evaluates problem
behaviors as reported by the teacher, parents or
alternative caretakers, and adolescents. All three
instruments (Parent, Teacher, and Self-Report)
contain scales created through factor analyses
to assess a broad range of significant problem
behaviors, rationally created scales that correspond
with DSM-IV criteria for ADHD, and an empirically
created index for assessing children and adolescents at risk for a diagnosis of ADHD.
Both Long (CPRS-R:L, CTRS-R:L) and Short
(CPRSR:S, CTRS-R:S) Forms have been developed
to assess problem behaviors reported by parents and
teachers.
The Conners-Wells Adolescent Self-Report Scale:

Long (CASS:L) and Short (CASS:S) versions assess
self-reports of problem behaviors.
QuikScore Forms are designed for easy
administration, scoring, and profiling of results.
Feedback Forms are designed to provide
professional-looking assessment feedback and
presentation of results.
0D-3541-RF
0D-3542-RF
0D-3543-RF
0D-3544-RF
0D-3545-RF
0D-3546-RF
0D-3547-IA
0D-3548-IA
0D-3549-IA
0D-3550-IA
0D-3551-IA
0D-3552-IA
0D-1732-IA
CPRS-R:L QuikScore Forms (pkg/25)......... $53.00

CPRS-R:S QuikScore Forms (pkg/25)........... 51.00
CTRS-R:L QuikScore Forms (pkg/25)........... 53.00
CTRS-R:S QuikScore Forms (pkg/25)........... 51.00
CASS:L QuikScore Forms (pkg/25)............... 53.00
CASS:S QuikScore Forms (pkg/25)............... 51.00
CPRS-R:L Feedback Forms (pkg/25)............ 48.00
CPRS-R:S Feedback Forms (pkg/25)............ 48.00
CTRS-R:L Feedback Forms (pkg/25)............ 48.00
CTRS-R:S Feedback Forms (pkg/25)............ 48.00
CASS:L Feedback Forms (pkg/25)................ 48.00
CASS:S Feedback Forms (pkg/25)................ 48.00
Teacher Information Forms (pkg/25) (for
use with any of the Conners Rating Scales).....18.00
The short scales are

particularly useful for frequent
monitoring of a childs status.
Purpose: Assess for ADHD

Age: 3-17 years
Admin: Self-report
(12-17 years),
Completed by
parent or teacher
(3-17 years)

Time: Long version:

15-25 minutes;
Short version:
5-10 minutes
229
Behavior / Health
Conners Comprehensive Behavior Rating Scales

(Conners CBRS)
Quick and easy to use.

Purpose: Assess a wide
spectrum of
behaviors and
emotions

Age: 6-18 years
Admin: Self-report
(8-18 years);
Completed by
parent or teacher
(6-18 years)

Time: Approximately
20 minutes
Requirements:
Pentium III or higher processor;
Windows 2000 SP3/XP/Vista;
USB 2.0 port, 512MB RAM; 500MB
hard drive space
Created in response to a growing demand for an

assessment that identifies a multitude of disorders
and concerns, the Conners CBRS aids psychology professionals in obtaining a comprehensive
assessment of children and adolescents via a multiinformant rating process. The instrument assists with
the diagnostic process through direct links to the
DSM-IV-TR and the IDEA 2004 and identifies and
qualifies students for inclusion in special education/
research studies. In addition, the Conners CBRS
assists in the development of intervention treatment
plans, monitors the individuals response to intervention/treatment, and evaluates the effectiveness of
intervention/treatment.
Children and adolescents ages 6-18 years of age
are able to benefit from the Conners CBRS Parent
and Teacher Forms. Adolescents ages 8-18 years
can complete the Self-Report Forms. The instrument
includes DSM-IV-TR symptom scales that assess
the following disorders:

Generalized anxiety disorder

Autistic disorder
Separation anxiety disorder
Aspergers disorder
Social phobia
Attention-deficit/hyperactivity disorder
Major depressive episode
Oppositional defiant disorder
Manic episode
Conduct disorder
The Conners CBRS is composed of:

12 Conners CBRS scalesEmotional Distress,
Aggressive Behaviors, Academic Difficulties:
Total, Academic Difficulties: Language, Academic
Difficulties: Math, Hyperactivity, Hyperactivity/
Impulsivity, Social Problems, Separation Fears,
Perfectionistic and Compulsive Behaviors, Violence
Potential, and Physical Symptoms.
14 DSM-IV-TR Symptom scalesADHD
Hyperactive/Impulsive, ADHD Inattentive, ADHD
Combined, Conduct Disorder, Oppositional Defiant
Disorder, Major Depressive Disorder, Manic Episode,
Mixed Episode, Generalized Anxiety Disorder,
Separation Anxiety Disorder, Social Phobia,
Obsessive-Compulsive Disorder, Autistic Disorder,
and Aspergers Disorder.
3 Validity scalesPositive Impression, Negative
Impression, and Inconsistency Index.
11 Other Clinical Indicator scalesBullying
Perpetration, Bullying Victimization, Enuresis/
Encopresis, Panic Attack, Pervasive Developmental
Disorder, Pica, Post Traumatic Stress Disorder,
Specific Phobia, Substance Use, Tics, and
Trichotillomania.
230
3 Impairment Item scalesSchoolwork/Grades,

Friendships/Relationships, and Home Life.
2 Critical Item scalesSevere Conduct and SelfHarm.
2 Additional Question scalesOther Concerns and
Strengths.
Administration, Scoring, and Reporting
The Conners CBRS is administered via paper and

pencil, using the Response Booklet. All Conners
CBRS forms are scored by using the unlimited-use
software, Conners CBRS for Windows. The
software offers two report options:
Assessment ReportProvides information about
the youths scores and how they compare to those
obtained by peers. The results are reported in relation
to DSM-IV-TR diagnostic criteria and to special
education eligibility categories found in IDEA(2004).
The report also includes feedback forms that are
helpful in summarizing results when presenting
findings from the Parent, Teacher, and Self-Report
Forms.
Progress ReportProvides combined results of
two to four administrations, highlighting important
changes that have occurred over time.
The Conners CBRS was co-normed with the

Conners 3 (see page 231), reflecting the general
population of the U.S. for gender, race/ethnicity,
and parent education level (U.S. Census Bureau,
2000). The normative sample consisted of 1,000
youth rated by both parents and teachers and 1,000
youth self-reports. In addition, data were collected
for a clinical sample (i.e.,558 parent, 506 teacher,
556 youth self-report). Reliability and validity were
examined and are reported in the manual in terms of
internal consistency, test-retest reliability, interrater
reliability, standard error of measurement, standard
error of prediction, factorial validity, construct validity,
and discriminant validity.
0D-6187-CP
Conners CBRS Software KitUSB Drive

(includes Conners CBRS Manual,
25 Parent Response Booklets,
25 Teacher Response Booklets,
25 Self-Report Response Booklets, and
Conners CBRS Unlimited-Use Scoring
SoftwareUSB Drive)................................. $552.00
0D-6188-TM Conners CBRS Manual.................................. 89.00
0D-6189-TB Conners CBRS Parent Response
Booklets (pkg/25)........................................... 39.00
0D-6190-TB Conners CBRS Teacher Response
Booklets (pkg/25)........................................... 39.00
0D-6191-TB Conners CBRS Self-Report Response
Booklets (pkg/25)........................................... 39.00
Spanish versions available for the following:

0D-6192-TB
0D-6193-TB
Conners CBRS Spanish Parent

Conners CBRS Spanish Self-Report
BEHAVIOR / HEALTH
Conners 3rd Edition (Conners 3)

Based on the solid findings and key elements of its

predecessor, the Conners Rating ScalesRevised
(CRS-R), the Conners 3 offers a more thorough
assessment of ADHD. The Conners 3 now
addresses comorbid disorders such as oppositional
defiant disorder and conduct disorder. Each Parent,
Teacher, and Self-Report Form is available in long
and short versions.
Whats New in the Conners 3?
A large normative sample representative of the latest
U.S. Census data.
A refined focus on ADHD in school-age children with
a new age range (i.e.,6-18 years for Parent and
Teacher Forms; 8-18 years for Self-Report Form).
Strengthened DSMIV-TR connections.
Clear applications in educational settings that help
identify children with clinical symptoms.
A manual that provides step-by-step guidance on
how to use the tool in intervention planning and
monitoring.
The Conners 3 includes two popular indexes:

the Conners 3 ADHD Index (Conners 3AI) and
the Conners 3 Global Index (Conners 3GI). The
Conners3AI is ideal for users who need to quickly
screen for ADHD, and works well for screening
large groups of children and adolescents to see if
additional assessment of ADHD is warranted. The
Conners 3GI is a fast and effective measure of
general psychopathology. It includes the 10 bestpredictive items from the CRS-R parent and teacher
rating scales.
Long Forms
The long form is a comprehensive assessment

that can be used as part of the diagnostic process
through direct links to the DSM-IV-TR. The Parent
Form includes 110 items, the Teacher Form includes
115 items, and the Self-Report Form includes
99items. These forms are excellent for identifying
the specific needs of each youth as well as areas
that require attention and focus.
Three new validity scales (i.e.,Positive Impression,
Negative Impression, and Inconsistency Index)
increase confidence in the informants responses.
An assessment of executive functioning has been
added to the Parent and Teacher Forms.
Two new complete DSM-IV-TR symptom scales that
measure oppositional defiant disorder and conduct
disorder have been added for all informants.
New severe conduct critical items identify youth who
require immediate attention and intervention.
Screener items for both anxiety and depression have
been added.
Short Forms
The Conners 3 also gives clinicians the choice of

using a short form. Consisting of 43 items on the
Parent Form, 39 items on the Teacher Form, and

39items on the Self-Report Form, the short form
is an excellent tool for screening large groups of
students who may require additional assessment.
The short form includes the strongest items from the
long forms empirical scales and includes Positive
and Negative Impression Indexes for all informants.
This form is beneficial when an assessment is
repeated a number of times and/or when administraNow addresses comorbid disorders
tion time is limited.
such as oppositional defiant
disorder and conduct disorder.
Scoring Options
The QuikScore forms convert raw scores to

T scores, providing the user with a clear and easily
understood profile of results, and are available for
all Conners 3 forms. The unlimited-use Conners3
software enables the user to score the test and
to generate Assessment Reports and Progress
Reports for all three forms.
Purpose: Assess for ADHD

and identify comorbid
disorders
0D-6088-KT
Conners 3 Kit (includes Conners 3 Manual,

25 Parent/Teacher/Self-Report QuikScore
Forms, and 25 Parent/Teacher/Self-Report
Short QuikScore Forms)............................ $311.00
0D-6089-TM Conners 3 Manual.......................................... 89.00
0D-6093-RF Conners 3 Parent QuikScore Forms
(pkg/25).......................................................... 46.00
0D-6094-RF Conners 3 Teacher QuikScore Forms
(pkg/25).......................................................... 46.00
0D-6095-RF Conners 3 Self-Report QuikScore Forms
(pkg/25).......................................................... 46.00
0D-6096-RF Conners 3 Parent Short QuikScore
Forms (pkg/25)............................................... 44.00
0D-6097-RF Conners 3 Teacher Short QuikScore
Forms (pkg/25)............................................... 44.00
0D-6098-RF Conners 3 Self-Report Short QuikScore
Forms (pkg/25)............................................... 44.00
0D-6099-CP
0D-6090-TB
0D-6091-TB
0D-6092-TB
0D-6100-CP
Age: 6-18 years
Admin: Self-report
(8-18 years),
Completed by
parent or teacher
(6-18 years)
Time: Approximately
20 minutes
Requirements:
hard drive space
Conners 3 Unlimited-Use Software

USB Drive.................................................... 277.00
Conners 3 Parent Response Booklets
(pkg/25)for use with software only............... 46.00
Conners 3 Teacher Response Booklets
Conners 3 Self-Report Response Booklets
Conners 3 Software KitUSB Drive
(includes Conners 3 Manual, Conners
3 Unlimited-Use Software, 25 Parent/
Teacher/Self-Report Response Booklets,
and 25 Parent/Teacher/Self-Report Short
QuikScore Forms......................................... 552.00
Spanish versions available for the following:

0D-6115-KT
0D-6183-RF
0D-6184-RF
0D-6185-RF
0D-6186-RF
0D-6181-TB
0D-6182-TB
Conners 3 Spanish Kit (includes

Conners 3 Manual, 25 Parent Spanish/
Teacher English/Self-Report Spanish
QuikScore Forms, and 25 Parent
Spanish/Teacher English/Self-Report
Spanish Short QuikScore Forms)................ 311.00
Conners 3 Spanish Parent QuikScore
Forms (pkg/25)............................................... 46.00
Conners 3 Spanish Self-Report QuikScore
Forms (pkg/25).............................................. 46.00
Conners 3 Spanish Parent Short
Conners 3 Spanish Self-Report Short
Conners 3 Spanish Parent Response
Booklets (pkg/25)for use with software only.... 46.00
Conners 3 Spanish Self-Report Response
Booklets (pkg/25)for use with software only.....46.00
231
Behavior / Health
Determine Whether a Child Is Appropriately

Meeting Major Developmental Milestones...
Conners Early Childhood (Conners EC)
Provides information that may

be useful to consider when
determining whether a child is
eligible for early intervention or
special education and related
services under current U.S. federal
statutes such as IDEA (2004).
Purpose: Identify behavioral,
social, and emotional
problems in young
children

Age: Parents and

teachers/childcare
providers of children
2-6 years

Time: 25 minutes; Conners

Early Childhood
Developmental
Milestones:
10minutes; Conners
Early Childhood
Behavior: 15minutes;
Conners Early
Childhood Behavior
Short: 10minutes;
Conners Early
Childhood GI:
5minutes
Requirements:
hard drive space
232
The Conners EC is an innovative multi-informant

psychological instrument designed to assess the
concerns of parents and teachers/childcare providers of preschool children. This instrument aids in the
early identification of behavioral, social, and emotional problems and assists in measuring whether a
child is appropriately meeting major developmental
milestones (Adaptive Skills, Communication, Motor
Skills, Play, and Pre-Academic/Cognitive).
The Conners Early Childhood Global Index

Parent (Conners Early Childhood GIP; 10 items) and
Conners Early Childhood Global IndexTeacher/
Childcare Provider (Conners Early Childhood GIT;
10 items) are quick and effective measures of general
psychopathology and helpful tools in monitoring
treatment and preschool intervention. These indexes
are embedded in the full-length Conners Early
Childhood forms or can be purchased separately.
Forms
The Conners Early ChildhoodParent (Conners
Early ChildhoodP; 191 items) and Conners Early
ChildhoodTeacher/Childcare Provider (Conners
Early ChildhoodT; 187 items) convey detailed
information and provide a comprehensive view of a
childs functioning in terms of both problem behaviors
and developmental milestones.
The Conners Early Childhood Developmental
MilestonesParent (Conners Early Childhood
DMP; 81 items) and Conners Early Childhood
Developmental MilestonesTeacher/Childcare
Provider (Conners Early Childhood DMT; 75 items)
are available as separate stand-alone forms and
are helpful for follow-up purposes when there are
concerns regarding attainment of milestones.
The Conners Early Childhood BehaviorParent
(Conners Early Childhood BEHP; 115 items) and
Conners Early Childhood BehaviorTeacher/
Childcare Provider (Conners Early Childhood
BEHT; 116 items) are useful when there are
concerns regarding a childs behavior only, and
all other developmental milestones have been
appropriately met.
The Conners Early Childhood BehaviorParent
Short (Conners Early Childhood BEHP[S]; 49 items)
and Conners Early Childhood BehaviorTeacher/
Childcare Provider Short (Conners Early Childhood
BEHT[S]; 49 items) consist of subsets of items from
thescales of the Conners Early Childhood Behavior
form. The short forms are useful when administration
of the full-length Behavior version is not possible or
practical (e.g., due to limited time or when multiple
administrations over time are desired).
The scoring software generates three types of

reports:
Reports
Assessment Reports contain information about

the childs scores, how he or she compares to other
children, and which scales are elevated, and indicates
whether age-expected developmental milestones
have been met. The Conners Early Childhood,
Conners Early Childhood Behavior, Conners Early
Childhood Behavior Short, and Conners Early
Childhood Developmental Milestones forms also
report results in relation to special education eligibility
categories as outlined in IDEA.
Progress Reports compare the results of two to four
administrations for the same individual to measure
changes over time. Progress Reports are available for
all Conners Early Childhood components.
Comparative Reports compare ratings from two to
five administrations from different raters to establish
the similarities and differences in reports of a childs
functioning in different contexts.
0D-6611-CP
Conners EC Scoring Software Kit

(includes Conners EC Manual, Scoring
SoftwareUSB, 25 Parent Response
Booklets, and 25 Teacher Response
Booklets).................................................... $350.00
0D-6612-TM Conners EC Manual....................................... 90.00
0D-6613-TB Conners EC Parent Response Booklets
(pkg/25).......................................................... 50.00
0D-6614-TB Conners EC Teacher Response Booklets
(pkg/25).......................................................... 50.00
0D-6615-TB Conners EC Behavior Parent Response
Booklets (pkg/25)........................................... 40.00
0D-6616-TB Conners EC Behavior Teacher Response
Booklets (pkg/25)........................................... 40.00
0D-6617-TB Conners EC Development Milestones
Parent Response Booklets (pkg/25).............. 40.00
0D-6618-TB Conners EC Development Milestones
Teacher Response Booklets (pkg/25)............ 40.00
0D-6619-TB Conners EC BehaviorShort Form Parent
0D-6620-TB Conners EC BehaviorShort Form Teacher
0D-6621-CP Conners EC SoftwareUSB......................... 199.00
BEHAVIOR / HEALTH
Conners Adult ADHD Rating Scales (CAARS)

C. Keith Conners, PhD, Drew Erhardt, PhD, and Elizabeth Sparrow, MA
The CAARS self-report and observer forms provide a balanced, multimodal assessment of adult ADHD
symptoms at home, at work, and in peer interaction. Both forms use a 4-point Likert-style format, and are
written at a 6th-grade reading level. In addition, the CAARS contains a Long version, a Short version and a
Screening version. Hand-scoring takes about 10 minutes with the QuikScore Form.
Long versions of the Self-Report form (CAARS-S:L) and Observer Form (CAARS-O:L) provide comprehensive
information along clinically relevant dimensions.
Short versions of the Self-Report Form (CAARS-S:S) and Observer Form (CAARS-O:S) display key dimensions.
Screening versions of the Self-Report Form (CAARS-S:SV) and Observer Form (CAARS-O:SV) contain the scales
most relevant to clinical assessment of ADHD and require only 10 minutes for administration.
Age- and gender-based norms are derived from a large sample of 2,000 nonclinical community adults.
0D-4177-KT
CAARS Complete Kit (includes CAARS Technical Manual and 25 QuikScore Forms for each of the following:
CAARS-S:L, CAARS-S:S, CAARS-S:SV, CAARS-O:L, CAARS-O:S, and CAARS-O:SV).......................................$330.00
0D-4178-TM CAARS Technical Manual..............................................................................................................................................80.00
0D-4179-RF CAARS-S:L QuikScore Forms (pkg/25).........................................................................................................................55.00
0D-4180-RF CAARS-S:S QuikScore Forms (pkg/25).........................................................................................................................52.00
0D-4181-RF CAARS-S:SV QuikScore Forms (pkg/25)......................................................................................................................50.00
0D-4182-RF CAARS-O:L QuikScore Forms (pkg/25).........................................................................................................................55.00
0D-4183-RF CAARS-O:S QuikScore Forms (pkg/25)........................................................................................................................52.00
0D-4184-RF CAARS-O:SV QuikScore Forms (pkg/25)......................................................................................................................50.00
Screens and monitors

ADHD symptoms in adults.
Purpose: Measure ADHD
symptoms

Admin: Individual

Time: 10-15 minutes
Conners Continuous Performance Test II (CPT II) Version 5

C. Keith Conners, PhD and MHS Staff
The CPT II V.5 is an updated version of the CPT II for Windows. The respondents react to target letters on
the screen, allowing the CPT II program to measure response time, errors, change in reaction time speed
and consistency, signal detection theory statistics, and overall statistics. The unique Conners paradigm,
widely used in clinical practice and ADHD research, is still the basis for the program. The software contains
large normative samples, including new ADHD clinical data and data on neurologically impaired adults.
The CPT II V.5 program produces a Conners Multimodal Integrated Report that combines CPT II results with
those obtained from the CRS-R V.5 software. You also can generate a Single Administration Report and a
Multi-Administration Report, which is ideal for monitoring treatment efficacy because it compares the results
of up to four administrations for the same client.
The CPT II V.5 comes with the MHS SmartLink client management software that offers faster report
generation, enhanced client-searching capabilities, and flexible multi-user security.
0D-6372-CP
0D-6372-UP
CPT II V.5 Vista ProgramCDROM, USB Key (Unlimited-Use).............................................................................$685.00

CPT II V.5 Vista Program UpgradeCDROM, USB Key (Unlimited-Use)................................................................185.00
Now with faster report

generation, enhanced
client-searching capabilities,
and flexible multi-user security.
Purpose: Identify attention
problems and
measure treatment
effectiveness

Admin: Individual

Time: 14 minutes
Requirements:
Windows 2000 Service Pack 4, Server
2003 Service Pack 1, XP Service Pack 2,
or Vista; Pentium or higher processor;
VGA color monitor; 192MB RAM, 525MB
hard drive space; USB port; CDROM
drive; Arial font family installed
Note:
To obtain a Vista-compatible upgrade
of the CPT II V.5, contact our Customer
Support Center at 1.800.331.8378.
233
Behavior / Health
Conners Continuous Performance Test for Windows:

Kiddie Version (K-CPT)
C. Keith Conners, PhD and MHS Staff
Provides early identification

of attention disorders in
children ages 4-5 years.
Purpose: Identify attention
problems and
measure treatment
effectiveness

The K-CPT follows the same basic paradigm as

the popular Conners CPT II, but with some key
differences that make it an ideal tool for the early
identification of attention disorders in children ages
4-5 years. The K-CPT takes half as much time
to administer as the CPT II (only 7 minutes), and
pictures of objects rather than letters are presented
on-screen. Young children are better able to
recognize pictures rather than letters. Therefore, the
K-CPT avoids the potentially confounding variable of
letter recognition.
The K-CPT offers two report options: the Single

Administration Report allows you to select sections
for inclusion; the Multi-Administration Report allows
you to compare the results of up to four administrations for the same child, making the K-CPT an
efficient tool for monitoring treatment efficacy.
Requirements:
Windows 2000 Service Pack 4, Server 2003 Service Pack 1,
XP Service Pack 2, or Vista; Pentium or higher processor;
VGA color monitor; 192MB RAM, 525MB hard drive space;
USB port; CDROM drive; Arial font family installed
0D-6373-CP
K-CPT V.5 Vista ProgramCDROM

(includes K-CPT Unlimited-Use Software,
Software Manual, and USB Key)............... $344.00
Age: 4-5 years
Admin: Individual

Time: 7 minutes
Note:
To obtain a Vista-compatible upgrade
of the K-CPT, contact our Customer
Support Center at 1.800.331.8378.
Test of Variables of Attention (T.O.V.A. and T.O.V.A.-A.)

Lawrence Greenberg, MD, Robert A. Leark, PhD, Tammy R. Dupuy, MS,
Clifford L. Corman, MD, and Carol L. Kindschi, RN, MSN
These highly accurate continuous

performance tests (CPTs) can be
used to assess attention in normal
and clinical populations.
Purpose: Screen, assess, and
monitor treatment of
children, adolescents,
and adults with
attention disorders

Age: 4-80 years
Admin: Individual

Time: 25-30 minutes
Note:
The T.O.V.A. and T.O.V.A.-A. kits each
include only five scoring credits. To
purchase additional scoring credits, call
The TOVA Company at 1.800.729.2886.
234
The T.O.V.A. tests are objective, standardized, extensively normed (2,200 respondents for T.O.V.A. and
2,500 respondents for the T.O.V.A.-A.), and highly
accurate continuous performance tests (CPTs) that
assess attention in normal and clinical populations.
The T.O.V.A. is the visual version, and the T.O.V.A.-A.
is the auditory version. They both can be used in
conjunction with other information gathering tools or
diagnostic tests in neuropsychological or psychological evaluations.
Measure attentional and impulse control processes in
four areas: inattention or omissions, impulse control
or commissions, response time, and response time
variability.
Non-language-based, computerized tests require no
left-right discrimination or sequencing and have no
appreciable practice effects.
Test responses are recorded with a specially
designed electronic microswitch that eliminates
inherent variability of keyboard and mouse response
time.
Software automatically records an individuals
responses, non-responses, and reaction times
and then calculates raw scores and percentages
(eliminating examiner error).
Data are reported by standardized scores and

standard deviations and are presented in quarters,
halves, and totals for the full 21.6 minutes of the test.
A full printable report instantaneously displays the test
results in narrative and graphic form.
A discriminant function measure, the ADHD score, is
provided for each individual.
Unique test paradigms simulate infrequent and
frequent conditions to accurately measure attention
and impulsivity.
Test parameters can be modified for research and
clinical applications.
Requirements:
Windows 2000/XP with Windows-compatible printer; DOS or
Windows 95/98/Me with DOS-compatible printer, x386 or better
processor, and VGA or better graphics card; DOS-compatible
parallel port; 5MB hard drive space; 2MB RAM; CD-ROM drive;
DVD player (for supplemental Administration DVD only)
0D-5948-CP
T.O.V.A. & T.O.V.A.-A. Test: Clinical

Combination Test KitCDROM Windows
Version (includes T.O.V.A. Manuals,
Administration DVD, containing both
Visual and Auditory Tests, Microswitch/
Scorebox, 5 Interpretation Reports,
Technical and Clinical Support)................. $419.00
BEHAVIOR / HEALTH

(LISRESAdult and LISRESYouth)
Rudolf H. Moos, PhD
The LISRES can be used as a structured interview with individuals whose reading and comprehension skills
are below a 6th-grade level. It can be administered and scored by those with no formal training in clinical or
counseling psychology.
Two separate versions of the LISRES are available, the LISRES-A (for adults ages 18 years and older) and
the LISRES-Y (for youths ages 12-18 years). Each version has its own Manual that describes the develop
ment of the instrument and provides normative data, as well as complete instructions for administration,
scoring, and interpretation.
The LISRES can be used to describe a persons life context, to monitor stability and changes, to compare
individuals and groups, and to examine how life events affect an individuals situation and functioning.
LISRESAdult
0D-2806-KT
LISRES-A Introductory Kit (includes LISRES-A Professional Manual, 10 Reusable Item Booklets, and
50 Hand-Scorable Answer/Profile Forms)

Kit Value: $210.00
Kit Price...........................................$192.00
0D-2807-TM LISRES-A Professional Manual.....................................................................................................................................42.00
0D-2808-TB LISRES-A Reusable Item Booklets (pkg/10)..................................................................................................................42.00
0D-2809-AS LISRES-A Hand-Scorable Answer/Profile Forms (pkg/25)............................................................................................63.00
LISRESYouth
Helps you understand how life

events may affect an individuals
situation and functioning.
Purpose: Monitor ongoing life
stressors and social
resources

Age: LISRES-A:
18 years and older;
LISRES-Y:
12-18 years
0D-2872-KT
LISRES-Y Introductory Kit (includes LISRES-Y Professional Manual, 10 Reusable Item Booklets, and
50 Hand-Scorable Answer/Profile Forms)

Kit Value: $210.00
Kit Price...........................................$192.00
0D-2873-TM LISRES-Y Professional Manual.....................................................................................................................................42.00
0D-2874-TB LISRES-Y Reusable Item Booklets (pkg/10)..................................................................................................................42.00
0D-2875-AS LISRES-Y Hand-Scorable Answer/Profile Forms (pkg/25)............................................................................................63.00
Time: 30-60 minutes
Note:
Annotated bibliography available at
www.parinc.com.
Quick Neurological Screening TestII (QNST-II)

Margaret C. Mutti, MA, Harold M. Sterling, MD, Nancy A. Martin, PhD, and Norma V. Spalding, EdD
The QNST-II assesses classroom behaviors in major areas of neurological development: manual dexterity,
visual tracking, spatial orientation, tactile perceptual abilities, and fine and gross motor movements. The
Manual provides simple instructions for administering and scoring each of the 15 subtests. The detailed
scoring provides invaluable information for planning appropriate remediation.
0D-3864-KT
QNST-II Introductory Kit (includes QNST-II Manual, 25 Scoring Forms, 25 Geometric Forms Reproduction
Sheets, 25 Remedial Guidelines, and Cue Cards)....................................................................................................$116.00
0D-3865-TM QNST-II Manual.............................................................................................................................................................38.00
0D-3866-SF QNST-II Scoring Forms (pkg/25)...................................................................................................................................28.00
0D-3867-SF QNST-II Geometric Forms Reproduction Sheets (pkg/25)............................................................................................16.00
0D-3868-SF QNST-II Remedial Guidelines (pkg/25)..........................................................................................................................15.00
Provides information
for planning remediation.
Purpose: Identify physiological
vs. emotional
origins of classroom
behaviors

Age: 5-18 years
Admin: Individual

Time: 20 minutes
235
Behavior / Health

The STAXI-2 C/A is a 35-item self-report measure

designed to detect anger in children and adolescents ages 9-18 years. Based on the adult version
of the instrument, the State-Trait Anger Expression
Inventory-2 (STAXI-2), the STAXI-2 C/A is sensitive
to the developmental aspects of anger in children.
Like its parent version, the STAXI-2 C/A assesses
both state and trait anger along with anger expresBased on the Spielberger taxonomy sion and control. The STAXI-2 C/A expression and
of angera widely recognized
control scales assess important dimensions that
theoretical understanding of the
facilitate the evaluation and the subsequent placecomplex emotion of anger.
ment of children with specific problem behaviors into
Purpose: Assess state and
groups based on distinguishable temperaments and/
trait anger with anger
or externalizing or suppressive coping styles.
expression and
control
Age: 9-18 years

Time: 10 minutes
Special Features of the STAXI-2 C/A

Distinguishes temporary anger states from more
trait-like or enduring conditions (e.g., whether a
temper tantrum is a hallmark of a personality trait vs.
a transient state-like event).
Enhances the ability to assess and diagnose the
spectrum of conditions in which anger intensity as an
emotional state is important (e.g., bipolar disorder,
intermittent explosive disorder, reactive attachment
disorder, oppositional defiant disorder, posttraumatic
stress disorder).
Assesses the degree to which a child reacts only to

specific negative events or more generally responds
to diverse environmental events.
Assesses a childs habitual anger coping style as
either externalizing or internalizing (i.e., suppressive).
Assists in the determination of whether key aspects of
a childs anger profile may be related to problems with
his or her health status (e.g., problems exacerbated
by intense and/or frequent anger suppression).
Written at a 4th-grade reading level, the STAXI-2 C/A
Rating Booklet is tailored for use by children and
adolescents.
The STAXI-2 C/A may be used as part of the diagnostic process, as a tool for monitoring the long-term
effects anger may have on children and adolescents,
and as a complement to threat assessment measures and procedures in a variety of settings.
0D-6656-KT
STAXI-2 C/A Introductory Kit (includes

STAXI-2 C/A Professional Manual, 25
Rating Booklets, and 25 Profile Forms)

0D-6657-TM STAXI-2 C/A Professional Manual................. 52.00
0D-6658-RF STAXI-2 C/A Rating Booklets (pkg/25).......... 80.00
0D-6659-PF STAXI-2 C/A Profile Forms (pad/25).............. 36.00
Behaviors & Attitudes Drinking & Driving Scale (BADDS)

Jeremy Jewell, PhD and Stephen Hupp, PhD
Screens for risk of

drinking and driving.
Purpose: Measure attitudes
related to impaired
driving

Age: Adults and teens of

driving age
Admin: Self-report, Individual

or group

Time: 15 minutes
The BADDS is an evidence-based pre- and posttest psychological questionnaire that measures attitudes,
behaviors, and intervention effectiveness related to impaired driving. It can be used to identify rationalizations
for drinking and driving and the risk of future impaired driving and riding behaviors; assess intervention effectiveness and behavioral and attitudinal change after intervention; and obtain a history of impaired driving.
Composed of three attitudes scales, two behavior scales, and other qualitative items, the BADDS was
designed specifically to screen for risk of drinking and driving rather than as a general screening instrument
for alcohol misuse or disorders. In addition, the BADDS is highly sensitive to change and can be used to
measure intervention effectiveness.
Administration of the BADDS can be conducted in individual or group settings. Aggregate results (class- or
program-wide) can help identify areas of program content that have successful impact and others that may
need to be modified. Aggregate scores also can be used to evaluate program effectiveness. The BADDS is
appropriate for assessing impaired driving attitudes and behaviors across varying demographics and settings, such as DUI court programs including prevention, intervention, and treatment of impaired drivers; DUI
probation departments; individual counseling; prerelease treatment planning in jails and prisons; universities
and schools; and research.
0D-6416-KT
BADDS Complete Kit (includes BADDS Users Guide & Manual, 25 Test Questionnaires, 25 Pre- and Posttest
Profiles, and Reliability and Validity Summary of the BADDS)..................................................................................$115.00
0D-6417-TM BADDS Users Guide & Manual.....................................................................................................................................86.00
0D-6418-RF BADDS Test Questionnaires/Pre- and Posttest Profiles (pkg/25 each).........................................................................43.00
Note: Due to licensing restrictions, this

product may not be sold in Australia or
New Zealand.
236
BEHAVIOR / HEALTH
SASSI-3: Substance Abuse Subtle Screening Inventory

Glenn A. Miller
The SASSI-3 is a brief and easily administered

screener that helps you identify individuals who
have a high probability of having a substance abuse
disorder and provides information to help you select
appropriate treatment. The SASSI-3 subscales
provide clinically useful information regarding an
individuals attitude toward the assessment, as well
as defensiveness, emotional pain, ability to acknowledge problems, and risk of legal problems. The
SASSI is effective even when individuals are unable
or unwilling to acknowledge relevant behaviors.
Accurate, inexpensive, and simple to administer.
Produces reliable results using both test-retest and
internal consistency methodologies; corresponds
closely with independent clinical diagnoses.
No significant gender difference was found in
SASSI-3 accuracy; level of functioning also did not
significantly impact the accuracy of the SASSI-3.
and older. The Administration and Scoring

Instructions provide information on the development
of the Spanish SASSI, detailed instructions on
administration and scoring, and guidelines for interpreting the results. The Development and Validation
of the Spanish SASSI provides information on the
accuracy of decision rule results, demographic
characteristics of the sample, and identification of
substance dependence versus abuse.
SASSI-3 Adult Kit (includes SASSI
Manual, SASSI-3 Users Guide, 25 Adult
Questionnaires and Profiles, and Adult
Scoring Key)............................................... $145.00
0D-5903-TM SASSI-3 Adult Manual................................... 55.00
0D-4452-TB SASSI-3 Adult Questionnaires and
Profiles (pkg/25)............................................. 58.00
0D-5904-TM SASSI-3 Adult Users Guide.......................... 35.00
0D-5905-SK SASSI-3 Adult Scoring Key............................ 12.00

who have a high
probability of having
a substance abuse
disorder
0D-5144-KT
Spanish SASSI Available!
The Spanish SASSI requires a 5th-grade reading

level and takes only 15 minutes to administer and
score. The samples used to validate the Spanish
SASSI were composed primarily of males 18years
Provides information to help

you plan appropriate treatment.
0D-4451-KT
0D-5145-TB
Spanish SASSI Introductory Kit (includes

Administration and Scoring Instructions,
Development and Validation of the
Spanish SASSI, 25 Questionnaires and
Profiles, Sample Scored Questionnaire
and Profile, Scoring Key, and an English
Translation of the Test)................................ $62.00
Spanish SASSI Questionnaires and
Profiles (pkg/25)............................................. 58.00

Time: 15 minutes to
complete; 5 minutes
to score
New Zealand.
Adolescent SASSI-A2
The SASSI Institute
The SASSI-A2 replaces the SASSI Adolescent

Kit and components. It has proven to be effective
even with individuals who are unable or unwilling to
acknowledge relevant behaviors. The SASSI-A2 has
been empirically validated as a screening instrument
for substance use disorders (for both substance
dependence and substance abuse): 94% overall
accuracy rate for substance use disorders, 96%
accuracy rate for substance dependence, and 90%
accuracy rate for substance abuse. It includes a
Users Guide with simple instructions for administration, scoring, and interpretation, and a Manual with
information on development, reliability, and validity.
Five SASSI-A2 Scales
Family & Friends Risk Scale (FRISK)Measures
the extent to which the adolescent is part of a family/
social system that is likely to enable substance
misuse.
Attitudes Toward Substance Use (ATT)Measures
the adolescents attitudes and beliefs regarding
substance use.
Symptoms of Substance Misuse (SYM)Measures

the consequences of substance misuse and loss-ofcontrol in usage.
Validity Check (VAL)Identifies some individuals
for whom further evaluation may be valuable, even
though the Adolescent SASSI-A2 indicates they have
a low probability of having a substance use disorder.
Secondary Classification Scale (SCS)Helps
distinguish between substance abuse and
dependence and, like high VAL scores, serves as an
indication that further assessment may be valuable.
Helps distinguish between

substance abuse and
substance dependence.
0D-4807-KT
SASSI-A2 Introductory Kit (includes

SASSI Manual, SASSI-A2 Users Guide,
25 Questionnaires and Profiles, and
Scoring Key)............................................... $140.00
0D-5906-TM SASSI-A2 Manual ......................................... 55.00
0D-4808-TB SASSI-A2 Questionnaires and Profiles
(pkg/25).......................................................... 58.00
0D-5907-TM SASSI-A2 Users Guide................................. 35.00
0D-5908-SK SASSI-A2 Scoring Key................................... 12.00
BESTVALUE:
0D-4810-KT

SASSI-3 (Adult)/SASSI-A2 (Adolescent)

Combination Kit (includes SASSI Adult Kit and
SASSI-A2 Introductory Kit)
Purpose: Identify adolescents

who have a high
probability of having
a substance abuse
disorder

Age: 12-18 years

Time: 15 minutes to
New Zealand.
237
Behavior / Health
Mind Body Wellness Geriatric Rehabilitation

and Restorative Assessment System (GRRAS)
P. Andrew Clifford, PhD, Kristi D. Roper, PhD, and Daisha J. Cipher, PhD
The three GRRAS forms can be

used separately or in combination.
Purpose: Assess the emotional
and behavioral
dysfunction
associated
with medical
and psychiatric
comorbidities within
geriatric populations
living in long-term
care settings

Admin: Individual

Time: Approximately
15 minutes per form
The GRRAS is designed to assess the emotional

and behavioral dysfunction that is associated with
medical and psychiatric comorbidities of geriatric
individuals who reside in long-term care (LTC)
settings. Because the GRRAS documents the
frequency, duration, and intensity of symptoms
of psychiatric conditions and medical-psychiatric
comorbidities, it plays an important role in establishing the medical necessity for mental health services
for this population.
The GRRAS is composed of three clinician rating
forms. The Psychosocial Resistance to Activities
of Daily Living Index (PRADLI) Rating Form is an
8-item measure that assesses the level of LTC
residents resistance to and cooperation with staff
in performing activities of daily living (ADLs) on a
7-point scale. The Geriatric Multidimensional Pain/
Illness Inventory (GMPI) Rating Form is a 14-item
measure that assesses, on a 10-point scale, the perceptual, functional, and emotional concomitants of
pain and illness as they have affected the residents
abilities to perform activities. The Geriatric Level of
Dysfunction Scale (GLDS) Rating Form assesses,
on a 7-point scale, the intensity, frequency, and duration of 20 behaviors that can potentially interfere with
care provided in the LTC setting, such as agitation,
wandering, and unsafe/impulsive behaviors.
For each of the three GRRAS measures, percentile

ranks and predetermined clinical raw score ranges
were established based on a criterion-referenced
approach. Item and scale analyses ease progress
tracking over time and monitoring response to
intervention. Using the GRRAS Profile Form, visual
profiles of single or repeated administrations enable
clinicians to easily identify trends in an individuals
rehabilitation process.
0D-6125-KT
GRRAS Introductory Kit (includes GRRAS

Professional Manual, 25 PRADLI Rating Forms,
25 GMPI Rating Forms, 25 GLDS Rating Forms,
and 25 GRRAS Profile Forms in a soft-sided
attach case)

0D-6126-TM GRRAS Professional Manual......................... 70.00
0D-6127-RF GRRAS PRADLI Rating Forms (pkg/25)........ 40.00
0D-6128-RF GRRAS GMPI Rating Forms (pkg/25)........... 40.00
0D-6129-RF GRRAS GLDS Rating Forms (pkg/25)........... 45.00
0D-6130-PF GRRAS Profile Forms (pad/25)...................... 25.00
0D-6131-KT GRRASPRADLI Kit (includes GRRAS
Professional Manual, 25 PRADLI Rating Forms,
and 25 GRRAS Profile Forms)

0D-6132-KT GRRASGMPI Kit (includes GRRAS
Professional Manual, 25 GMPI Rating Forms,

0D-6133-KT GRRASGLDS Kit (includes GRRAS
Professional Manual, 25 GLDS Rating Forms,

Mind Body Wellness Geriatric Rehabilitation and Restorative

Assessment System Software Portfolio (GRRAS-SP)
P. Andrew Clifford, PhD, Kristi D. Roper, PhD, Daisha J. Cipher, PhD, and PAR Staff
The GRRAS-SP is used to score and generate reports for the Mind Body Wellness Geriatric Rehabilitation
and Restorative Assessment System. After the examiner enters the clients demographic information and
GRRAS scores, the program generates up to three useful and informative reports:
Generates scores for all three

forms of the GRRAS and helps
you establish the medical
necessity for mental health
services for the elderly.
Requirements:
software activation
238
The GRRAS Score Report includes a description of the GRRAS measures and components, a Score Summary
Table, Scale and Cluster Score Profiles, Brief Scale and Cluster Score Interpretations, an Item Summary
Table, Item Score Profiles, and a Critical Elevation Care Plan. The Critical Elevation Care Plan provides basic
recommendations for critical items and elevated scales.
The GRRAS Progress Monitoring Report includes a Longitudinal Assessment Summary Table, Scale and
Cluster Score Profiles, Longitudinal Item Summary Tables, and Item Score Profiles. Up to three protocols can be
selected from the clients prior history to compare to the current protocol.
The GRRAS Quick Note Report includes a Score Summary Table and a Critical Item Summary Table and is
designed for easy placement in a residents clinical chart.
To obtain comparisons between the clients scores and those of others, the examiner can choose a comparison group (i.e.,General Unaffected, General Affected, Dementia, Pain) for each report.
0D-6134-CP
0D-6135-CP

GRRAS-SPCDROM (includes Unlimited-Use GRRAS-SP Software with On-Screen Help and

GRRAS/GRRAS-SP Combination KitCDROM (includes GRRAS Introductory Kit and Unlimited-Use
GRRAS-SP Software with On-Screen Help and Quick Start Guide)
Kit Value: $519.00
Kit Price...........................................$499.00
BEHAVIOR / HEALTH
Assess Attitudes and Beliefs About Pain That

Play a Key Role in Adjustment and Treatment
Survey of Pain Attitudes (SOPA)
Mark P. Jensen, PhD and Paul Karoly, PhD
Research conducted over the past decade indicates

that patients attitudes and beliefs about pain play a
key role in their adjustment and treatment outcome.
The SOPA is designed to assist clinicians in the
understanding of seven key pain-related beliefs of
patients who have chronic pain with the assumption that these beliefs reflect and influence patient
functioning. It is a self-report instrument on which
individuals are asked to indicate their level of agreement with 57 statements using a 5-point Likert scale.
This newly standardized version of the SOPA was
normed using a sample of 415 patients with chronic
pain. The SOPA was designed to assist health care
providers working with adults ages 21-80 years.
The SOPA can be used in a variety of testing situations, including pretreatment screening to determine
treatment necessity, pretreatment and posttreatment
to determine treatment effectiveness, and periodic
reevaluations to document treatment progress.
The SOPA consists of seven scales that are divided
into two domainsthe Adaptive Beliefs Domain and
the Maladaptive Beliefs Domain.
Adaptive Beliefs Domain
Control ScaleAssesses the extent to which a
patient sees himself/herself as having control over
his/her pain.
Emotion ScaleAssesses the patients belief that
emotions have an impact on pain.
Maladaptive Beliefs Domain
Disability ScaleAssesses the extent to which a
patient believes that he/she is disabled by pain.
Harm ScaleAssesses a patients beliefs that pain
is a signal/sign of physical damage and that in the
presence of pain, exercise/activity should be avoided.
Medication ScaleAssesses a patients belief that
medications are an appropriate treatment for his/her
pain problem.
Solicitude ScaleAssesses the extent to which
a patient believes that others (e.g.,family) should
be helpful/solicitous in response to his/her pain
(e.g.,taking over chores).
Medical Cure ScaleAssesses the extent to which

a patient believes that a cure will be found for his/
her pain and that the primary responsibility for the
management of his/her pain rests with the physician.
Features of the SOPA
T scores and percentiles are included for calculating
scores; a validity scale (i.e.,Inconsistency Score) is
included to measure inconsistency of responses.
Reliable Change scores are included to assist
in determining if there are differences between
scores obtained on two different testing occasions
(e.g.,pretreatment vs. posttreatment).
Interpretive guidelines and case examples are
included.
The Profile Form includes a skyline for clinically
elevated scores and treatment goals.
Internal consistency for the seven SOPA scales
ranges from .65 to .82 for the standardization sample.
Test-retest stability for the SOPA scales is moderate
to good, ranging from .67 to .79 (n = 130).
The validity of the SOPA is discussed in terms of
evidence based on intercorrelations among the
SOPA scales, correlational analyses examining the
relationships between the SOPA scores and scores
on related measures (i.e.,mental health/psychological
functioning, physical dysfunction/disability, medical
utilization), and the use of the SOPA as a measure of
treatment outcome.
The SOPA assesses pain-related

beliefs that have been identified as
contributing to the adjustments a
patient makes to chronic pain.
Purpose: Assess patients
attitudes and beliefs
about pain

Age: 20-80 years
Admin: Self-report;
Individual or group

Time: Approximately
10-15 minutes
CPCI/SOPA-SP.
0D-6141-KT
SOPA Introductory Kit (includes SOPA

25 Score Summary/Profile Sheets, and
25 Pain Worksheets)

0D-6142-TM SOPA Professional Manual............................ 60.00
0D-6143-RF SOPA Rating Forms (pkg/25)........................ 65.00
0D-6144-SF SOPA Score Summary/Profile Sheets
(pad/25).......................................................... 35.00
0D-6140-CF Pain Worksheets (pad/25).............................. 26.00
239
Behavior / Health
Assess Chronic Pain Coping Strategies...

Chronic Pain Coping Inventory (CPCI)
Mark P. Jensen, PhD, Judith A. Turner, PhD, Joan M. Romano, PhD, and Warren R. Nielson, PhD
The CPCI can be used in several

testing situations, including as
a treatment outcome measure,
as a screening measure,
and to document the necessity
of treatment. The Profile
Form includes a skyline for
clinically elevated scores
and treatment goals.
Purpose: Assess patients pain
coping strategies

Age: 20-80 years
Admin: Self-report;
Individual or group

Time: Approximately
10-15 minutes
Designed to assess the use of coping strategies that

are typically targeted for change in multidisciplinary
pain treatment programs, the CPCI is a 70-item
selfreport instrument on which the individual is
asked to indicate the number of days during the
past week he or she used the listed coping strategy
to deal with pain. This newly standardized version
of the CPCI was normed using a sample of 527
patients with chronic pain.
The CPCI consists of nine scales that are divided
into two domainsthe Illness-Focused Coping
Domain and the Wellness-Focused Coping Domain.
Illness-Focused Coping Domain
Guarding ScaleAssesses the extent to which a
patient reports restricting the use/movement of a
body part as a way of coping with pain.
Resting ScaleAssesses the extent to which a
patient uses pain-contingent rest (e.g.,lying down) as
a way to cope with pain.
Asking for Assistance ScaleAssesses the
frequency with which a patient asks someone (e.g.,a
family member) for help with a chore when he/she is
in pain.
Wellness-Focused Coping Domain
Exercise/Stretch ScaleAssesses how many
days per week a patient stretches various muscle
groups, engages in various muscle strengthening

exercises, and engages in aerobic exercise for at
least 15minutes.
Relaxation ScaleAssesses the frequency with
which a patient uses strategies (e.g.,imagery,
listening to music, meditation, self-hypnosis) to
experience relaxation.
Task Persistence ScaleAssesses the extent to
which a patient continues normal activity despite his/
her pain.
Coping Self-Statements ScaleAssesses the
frequency with which a patient purposefully uses
adaptive cognitions when he/she experiences pain.
Pacing ScaleAssesses the extent to which a
patient is able to conduct activities in a paced, steady
manner that is not contingent on pain.
Seeking Social Support ScaleAssesses the
frequency with which a patient seeks out a friend/
loved one for companionship and support when in
pain.
0D-6136-KT
CPCI Introductory Kit (includes CPCI

25 Score Summary/Profile Sheets, and
25 Pain Worksheets)

Kit Value: $194.00 Kit Price............... $182.00
0D-6137-TM CPCI Professional Manual ............................ 63.00
0D-6138-RF CPCI Rating Forms (pkg/25).......................... 68.00
0D-6139-SF CPCI Score Summary/Profile Sheets
(pad/25).......................................................... 37.00
0D-6140-CF Pain Worksheets (pad/25).............................. 26.00
Chronic Pain Coping Inventory/Survey of

Pain Attitudes Scoring Program (CPCI/SOPA-SP)
Mark P. Jensen, PhD, Paul Karoly, PhD, Judith A. Turner, PhD, Joan M. Romano, PhD,
Warren R. Nielson, PhD, and PAR Staff
The CPCI/SOPA-SP is used to score and generate reports for both the CPCI and the SOPA. After the examiner enters the clients demographic information and CPCI or SOPA item responses or scale raw scores, the
program generates two useful and informative reports for each test:
The CPCI Score Report includes a description of the CPCI scales, a Score Summary Table, an Average Score
Summary Table, and an overview of results that includes interpretations and recommendations.
The CPCI Longitudinal Report includes a description of the CPCI scales, a Longitudinal Score Summary Table,
a Longitudinal Average Score Summary Table, a Score Profile, a summary of the Reliable Change Scores, and a
Scores two chronic pain measures
Reliable Change Score Summary Table.
with just one scoring program.
The SOPA Score Report includes a description of the SOPA scales, an Inconsistency Score Summary Table, a
Score Summary Table, an Average Score Summary Table, a Score Profile, and an overview of results that includes
interpretations and recommendations.
Requirements:
The SOPA Longitudinal Report includes a description of the SOPA scales, a Longitudinal Score Summary Table,

Windows 2000/XP/Vista /7; NTFS file

a Longitudinal Average Score Summary Table, a Score Profile, a summary of the Reliable Change Scores, and a
Reliable Change Score Summary Table.
software activation
The easy-to-use software enables the examiner to edit reports, organize protocols into individual client files,
and compare a clients prior administrations.
0D-6380-CP
240
CPCI/SOPA-SPCD-ROM (includes Unlimited-Use CPCI/SOPA-SP Software with On-Screen Help and Quick
Start Guide)................................................................................................................................................................$259.00
Still the Best!

The SDS has been used by more than 30 million people worldwide
and has been translated into more than 25 different languages. SDS
results have been supported by more than 600 research studies.
The SDS was developed by Dr. John Holland, whose theory of vocation
is the basis for most of the career inventories used today. Dr. Hollands
theory states that most people can be loosely categorized into six types
Realistic, Investigative, Artistic, Social, Enterprising, and Conventional
and that occupations and work environments also can be classified by
these categories. People who choose careers that match their own type
are most likely to be satisfied and successful. The personalized SDS report
can help your clients understand more about themselves and about how
individual skills and interests are related to career choice.
241
Career Development & Business
The SDS Form R Helps Your Clients Explore

the Careers Most Compatible With
Their Personality, Interests, and Abilities
Self-Directed Search (SDS) Form R: 4th Ed.
John L. Holland, PhD
Purpose: Assess career

interests

Age: High school students,

college students, and
adults
The SDS enables individuals to choose careers and fields of study that best match their self-reported skills
and interests. Based on Dr. John L. Hollands theory that both people and work environments can be classified according to six basic types (i.e.,Realistic, Investigative, Artistic, Social, Enterprising, and Conventional
[RIASEC]), the SDS simulates a career counseling experience. For some, it helps to narrow down the
number of career options they are considering; for others, it helps to increase the number of options they
might consider. Culturally fair, the SDS has demonstrated its usefulness in divergent groups around the world
for more than 30 years.
SDS Form R is an easy-to-use, comprehensive career exploration tool that allows people to gain insight
into the world of work and, with their new self-understanding, discover an occupational match. Individuals
answer questions about their aspirations, activities, competencies, occupations, and other self-estimates and
discover occupations that best fit their interests and skills. The test yields a three-letter Summary Code that
designates the three personality types an individual most closely resembles.
Admin: Self-report;
Individual or group

Time: 35-45 minutes
SDS-SP.
A majority of college students change their major at least once in their college careers; many change their
decision several times. All of these changes, while valuable in terms of personal growth and development,
often are costly in terms of time and dollars spent. The SDS can help students examine their interests,
abilities, and values, and then choose the course of study that is most appropriate for them.
242
Culturally Fair, the SDS Has Demonstrated Its

Usefulness in Divergent Groups Around the World...
SDS Form R Components
The Form R Assessment Booklet consists of several sections:
Occupational Daydreams, SDS Scales, How To Organize Your Answers,
What Your Summary Code Means, Some Next Steps, and Some Useful
Books.
The Occupations Finder and Alphabetized Occupations Finder
Booklet, which lists 1,309 separate occupations, now includes
occupations that have emerged as a result of technological advances
(e.g.,Internet). It also provides the educational development level that
each occupation requires.
You and Your Career explains the typology of the six personality types
and addresses some common interpretive problems faced by test-takers.
Designed to assist in career, retirement, and leisure planning, the
Leisure Activities Finder lists more than 700 leisure activities according
to a 2-letter Summary Code.
Designed to help students relate Holland codes to education and
training options, the Educational Opportunities Finder lists 750 postsecondary fields of study by Holland code.
The SDS Technical Manual describes the history of the SDS, the
development of the fourth edition, and research and technical information
about all four forms of the SDS (i.e.,R, E, CP, Career Explorer).
The SDS Professional Users Guide provides complete practical
information about the four forms of the SDS, including a description of
the theory underlying the SDS; guidelines for administration and scoring
of SDS materials; and ideas for basic and supplementary interpretation,
counselor training, and practical applications of SDS results.
0D-4517-KT

0D-4518-KT

0D-3729-TM
0D-3689-TM
0D-3688-TM
0D-4519-ST
0D-2754-AB
0D-4438-AB
0D-4439-AB
0D-2756-IA
0D-2760-AB
BEST VALUE:
0D-4520-KT
SDS Form R Comprehensive Kit (includes SDS Professional

Users Guide, Technical Manual, 25 Form R Assessment
Booklets and Occupations Finders, 25 You and Your Career
Booklets, 10 Leisure Activities Finders, and 10 Educational
Opportunities Finders)
SDS Form R Introductory Kit (includes Professional Users
Guide, Technical Manual, 25 Form R Assessment Booklets,
25 Occupations Finders, and 25 You and Your Career Booklets)
SDS Technical Manual & Professional Users Guide.......................64.00
SDS Professional Users Guide.......................................................33.00
SDS Technical Manual.....................................................................33.00
SDS Form R Sets of Assessment Booklets and Occupations
Finders (pkg/25 each)......................................................................75.00
SDS Form R Assessment Booklets (pkg/25)...................................42.00
SDS Form R Occupations Finders (pkg/25).....................................42.00
SDS Form R Alphabetized Occupations Finders (pkg/25)...............44.00
SDS Form R You and Your Career Booklets (pkg/25).....................33.00
SDS Form R Educational Opportunities Finders (pkg/25)...............56.00
Expanded SDS Form R Resource Kit (includes SDS
Professional Users Guide, Technical Manual, 25 Sets of
Form R Assessment Booklets and Occupations Finders,
25 You and Your Career Booklets, 10 Leisure Activities Finders,
10 Educational Opportunities Finders, Making Vocational
Choices, and Dictionary of Holland Occupational Codes)
Try Our Convenient Form R Combination Package!

0D-4521-ST

SDS Form R Combination Package (includes 25 Form R

Assessment Booklets, 25 Form R Occupations Finders, and
25 Form R You and Your Career Booklets)
Self-Directed Search (SDS) Form R: Professional Report Service

For a detailed report explaining your clients SDS Form R results, just mail us their Form R Professional Report Service Answer Sheet. Within
24hours of receipt or on the next business day, PAR will score the Answer Sheet, produce a customized 10- to 15-page report for each client,
and mail the report back to you.
Each Report Includes
An explanation of Hollands theory of careers.
Your clients RIASEC scores and Summary Code.
A complete listing of all occupations that match each permutation of your clients Summary Code.
An assessment of consistency, commonness, and differentiation of your clients Summary Code.
A checklist for evaluating occupational possibilities.
Recommendations for further exploration.
A suggested bibliography.
0D-2890-SS
0D-3689-TM
0D-3688-TM
0D-2889-SS
0D-2887-SS
0D-2974-SS
SDS Form R Professional Report Service Sample Kit (includes one prepaid Assessment Booklet/Answer Sheet)..........................................................................$17.00
SDS Professional Users Guide............................................................................................................................................................................................................33.00
SDS Technical Manual..........................................................................................................................................................................................................................33.00
SDS Form R Assessment Booklets/Answer Sheets (pkg/10).............................................................................................................................................................113.00
SDS Form R Assessment Booklets/Answer Sheets (pkg/10)10 or more packages (per package price)........................................................................................100.00
SDS Form R Assessment Booklets/Answer Sheets (pkg/25).............................................................................................................................................................258.00
Prices for mail-in Answer Sheets include scoring, interpretive report, and return postage.
243
SDS Form R Is Available in Foreign Language Versions

Self-Directed Search (SDS) Form R:
4th Ed.English Canadian
John L. Holland, PhD (Printed in the U.S.A.)
This English Canadian version of the SDS allows your clients to answer questions about their abilities, skills,
and interests in order to obtain a three-letter Summary Code designating the three personality types they
most closely resemble. They can then search the Occupations Findera comprehensive booklet listing
1,309 occupations with the educational requirements and National Occupational Classification (NOC)
code for eachfor occupations that match their Summary Code. For cross-referencing, the Alphabetized
Occupations Finder lets your clients determine whether their codes match their chosen occupations.
Try Our Convenient Form R English Canadian Combination Package!
interests


adults
Admin: Self-report;
Individual or group

Time: 35-45 minutes
Note:
For other language versions that are
available by special copyright permission,
see page 269.
0D-3782-ST

0D-2913-KT

0D-3689-TM
0D-3688-TM
0D-2914-ST

0D-2905-AB
0D-3728-AB
0D-2908-IA
0D-2912-AB
SDS Form R English Canadian Combination Package (includes 25 Assessment Booklets, 25 Occupations
Finders, and 25 You and Your Career Booklets)
Kit Value: $150.00
Kit Price...........................................$142.00
SDS Form R English Canadian Kit (includes Professional Users Guide, Technical Manual, 25 Assessment
Booklets, 25 Occupations Finders, and 25 You and Your Career Booklets)
Kit Value: $216.00
Kit Price...........................................$202.00
SDS Professional Users Guide.....................................................................................................................................33.00
SDS Technical Manual...................................................................................................................................................33.00
SDS Form R English Canadian Sets of Assessment Booklets and Occupations Finders (pkg/25 each)
Kit Value: $104.00
Kit Price.............................................$96.00
SDS Form R English Canadian Assessment Booklets (pkg/25)....................................................................................52.00
SDS Form R English Canadian Occupations Finders (pkg/25).....................................................................................52.00
SDS Form R English Canadian You and Your Career Booklets (pkg/25)......................................................................46.00
SDS Form R English Canadian Alphabetized Occupations Finders (pkg/25)................................................................46.00

4th Ed.French Canadian
The SDS Form R: English Canadian edition has been translated into French. Your French-speaking students
or clients can use this version to determine their three-letter Summary Code, which indicates the three
personality types they most closely resemble. They can then compare their code to those listed in the French
translation of the Occupations Finder, which lists 1,309 occupations along with educational requirements and
National Occupational Classification (NOC) codes, to find the most appropriate career possibilities to pursue.
Try Our Convenient Form R French Canadian Combination Package!
0D-3783-ST

interests


adults
Admin: Self-report;
Individual or group

Time: 35-45 minutes
SDS Form R French Canadian Combination Package (includes 25 Assessment Booklets, 25 Occupations
Finders, and 25 You and Your Career Booklets)

Kit Value: $146.00
Kit Price...........................................$136.00
0D-3082-KT SDS Form R French Canadian Kit (includes English Professional Users Guide and Technical Manual, plus
25 each of the French Canadian Assessment Booklets, Occupations Finders, and You and Your Career Booklets)

Kit Value: $212.00
Kit Price...........................................$199.00
0D-3058-ST SDS Form R French Canadian Sets of Assessment Booklets and Occupations Finders (pkg/25 each)

Kit Value: $100.00
Kit Price.............................................$96.00
0D-3057-AB SDS Form R French Canadian Assessment Booklets (pkg/25).....................................................................................50.00
0D-3817-AB SDS Form R French Canadian Occupations Finders (pkg/25)......................................................................................50.00
0D-3056-IA SDS Form R French Canadian You and Your Career Booklets (pkg/25)......................................................................46.00
Note:
see page 269.
244

Spanish Ed.
Based upon the revised English-language SDS Form R, this Spanish version provides helpful information
and accurate career assessments for your Spanish-speaking clients. The Assessment Booklet, Occupations
Finder, and You and Your Career Booklet have all been translated into Spanish.
0D-3031-KT
SDS Form R Spanish Introductory Kit (includes 25 Assessment Booklets, 25 Occupations Finders, and
25 You and Your Career Booklets)

Kit Value: $150.00
Kit Price...........................................$142.00
0D-3020-AB SDS Form R Spanish Assessment Booklets (pkg/25)...................................................................................................50.00
0D-3695-AB SDS Form R Spanish Occupations Finders (pkg/25).....................................................................................................50.00
0D-3022-IA SDS Form R Spanish You and Your Career Booklets (pkg/25).....................................................................................50.00
Appropriate for use with

Spanish-speaking clients.
Note:
see page 269.
Self-Directed Search Software Portfolio

(SDS-SP) With SDS Form R Software Module
Robert C. Reardon, PhD and PAR Staff
Incorporates the Self-Directed Search Form R by John L. Holland, PhD
The SDS-SP provides unlimited scoring and report generation after hand entry of your clients SDS Form R
scores and, with the purchase of on-screen administrations, also enables your client to electronically take the
assessment. Both manual entry of scores and on-screen administration rapidly generate a 10- to 15-page
report that includes your clients three-letter Summary Code and a list of occupations and college majors that
match all permutations of that code. The clients Occupational Daydreams also are discussed. The software
includes five bonus on-screen administrations of the SDS Form R and an On-Screen Help system.
Additional on-screen administrations of the SDS Form R are available through a Counter Serial Number
system. The program will automatically notify you of the number of on-screen administrations remaining.
Additional uses may be purchased and activated by Internet or phone.
0D-6217-CP
0D-6217-CV
0D-6218-UP
0D-6219-UP
SDS-SP with SDS Form R ModuleCDROM (includes SDS-SP Software with 5 BONUS On-Screen
Administrations of SDS Form R, On-Screen Help, Quick Start Guide, and Unlimited Interpretive Reports).............$540.00
SDS-SP Form R Software ConversionCDROM (For prior purchasers only)..........................................................50.00
Upgrade from SDS Form R:IR (SDS-R:IR) to SDS-SP..................................................................................................83.00
Upgrade from SDS Form R Computer Version (SDS-R:CV) to SDS-SP.....................................................................355.00
Requirements:
0D-5568-CP
0D-5569-CP
SDS Form R ModuleCounter Serial Number (25 On-Screen Administrations of SDS-R and MVS)..........................113.00
SDS Form R ModuleCounter Serial Number (50 On-Screen Administrations of SDS-R and MVS)..........................202.00
I use your SDS and NEO self-assessments with my grad

students year after year with much positive feedback.
Materials always arrive promptly and as ordered.
Jodi Teitelman, PhD, Associate Professor of Occupational Therapy, VA Commonwealth Department of OT, Richmond, VA
245
Newly Redesigned Site!
Help Clients Discover the

Careers That Best Match
Their Interests Via the Internet
Self-Directed Search (SDS) Form R: Internet
Version (www.self-directed-search.com)
Based on the Self-Directed Search Form R by John L. Holland, PhD
and the Self-Directed Search Interpretive Report by Robert C. Reardon, PhD
Multi-Use Administrations
Prepaid multi-use arrangements
at volume discounts are available.
1-99
$4.95 per report
100+
$3.95 per report
Note:
To make payment arrangements for
multi-use administrations, just e-mail
your request to sdscsup@parinc.
com. We will contact you by the next
business day. Call 1.800.331.8378 for
more information.
The SDS was featured on

Good Morning America. Visit
www.self-directed-search.com
to view the clips.
Requirements: Internet connection
Serve clients 24 hours a day, 7 days a week by making arrangements for them to take the SDS
Form R via the Internet. Your client will receive a 10- to 15-page personalized report on-screen
that includes a description of each of the six RIASEC types, the clients own three-letter Holland
code, an explanation of how that code can be used in career planning, a list of occupations and
fields of study that match the code, and suggestions of next steps for clients to follow in their
career exploration.
The SDS was developed by Dr. John Holland, whose theory of vocation is the basis for most
career inventories used today. Dr. Hollands theory states that most people can be loosely categorized into six typesRealistic, Investigative, Artistic, Social, Enterprising, and Conventional
and that occupations and work environments also can be classified by these categories. People
who choose careers that match their own type are most likely to be both satisfied and successful. The personalized SDS report can help your clients understand more about themselves and
about how individual skills and interests are related to career choice.
Special Features
Updated occupations reflect advances in information technology (IT).
Developed in accordance with National Career Development Association (NCDA) guidelines.
All results are completely confidential; personalized reports may be viewed on-screen or printed out.
Online credit card processing is swift and secure.
246
Now Your Clients Can Take

the SDS Anytime, Anywhere
Self-Directed Search (SDS) Form R: Mobile Version
Developed by PAR Staff
Based on the Self-Directed Search Form R by John L. Holland, PhD
and the Self-Directed Search Interpretive Report by Robert C. Reardon, PhD
The SDS Mobile Version enables your clients to take the SDS using most Internet-enabled mobile phones.
With anytime, anywhere access and an interface specially designed for a mobile browser, the SDS Mobile
Version enables your clients to choose careers and fields of study that best match their self-reported skills
and interests. Simply tell your clients to visit www.self-directed-search.com on their mobile phone and they
will be automatically directed to the mobile version of the SDS. All test items, sections, and the content of the
report are the same as in the Internet version.
It takes only 20-30 minutes to complete and costs only $4.95 per administration.
After your client completes the test, he or she will receive a report that provides a list of the occupations and fields
of study that most closely match his or her interests.
The SDS has been used by more than 30 million people worldwide, translated into more than 25 different
languages, and supported by more than 500 research studies.
1 Your order will be shipped the

2
CUSTOMER
3
4
GUARANTEE
TM
5
6
Requirements:
Mobile phone with late-model
mobile browser
7 You can feel confident when
same day you placeit!

You wont have to wait to
receive your order.
Youll get exactly what you
ordered.
Youll talk to a live person on
the telephone.
Youll receive free Technical
Support for all of the products
we sell.
Your privacy will be protected
and respected.
Perfect for clients

who are on the go.
you place an order online.

8 Youll receive a quick
response to your e-mail
correspondence.
9 Youll always be the first
to know Whats New
atPAR.
10 If, for any reason, you
are not completely
satisfied with an item
you order, you can
simply return itno
questions asked.
247
Specially Designed for Clients

With Limited Reading Skills
Self-Directed Search (SDS) Form E: 4th Ed.

SDS Form E asks simple questions about your clients likes and dislikes, their competencies, the jobs they
find interesting, and their personal abilities. Using a simplified scoring system, the SDS Form E generates a
two-letter Summary Code (instead of the usual three-letter code) for each client. With this code, your client
can search The Jobs Finder for jobs with matching or similar codes.
Large print makes reading easier.

interests among
individuals with
limited reading skills

Age: Adults and older

adolescents with
lower educational
levels
Admin: Self-report;
Individual or group

Requires only a 4th-grade reading level.

Focuses on training and jobs that require a high school diploma or less and reflects the interests of individuals at
lower educational levels.
All other SDS resources are fully compatible with SDS Form E.
The Jobs Finder focuses on job requirements that closely match the vocational aspirations of individuals with
limited reading ability; it includes over 860 jobs with prompts and cues to encourage full vocational exploration.
You and Your Job Booklet gives your students and clients additional insight into potential job paths.
0D-3507-KT

0D-3689-TM
0D-3688-TM
0D-3505-ST
SDS Form E Introductory Kit (includes SDS Professional Users Guide, SDS Technical Manual,
25 Form E Assessment Booklets, 25 Jobs Finders, and 25 You and Your Job Booklets)
Kit Value: $183.00
Kit Price...........................................$170.00
SDS Form E Sets of Assessment Booklets and Jobs Finders (pkg/25 ea.)...................................................................75.00
SDS Form E Assessment Booklets (pkg/25).................................................................................................................42.00
SDS Form E Jobs Finders (pkg/25)...............................................................................................................................42.00
SDS Form E You and Your Job Booklets (pkg/25)........................................................................................................33.00
Time: 35-45 minutes
0D-3151-AB
0D-3504-AB
0D-3153-IA
Try Our Convenient Form E Combination Package!

0D-3506-ST

SDS Form E Combination Package (includes 25 Form E Assessment Booklets, 25 Form E Jobs Finders,
and 25 Form E You and Your Job Booklets)
Kit Value: $117.00
Kit Price...........................................$104.00
I would recommend the SDS Form E because of

its simplicity and [because it is] easy to read.
Chantal Carrillo, Vocational Evaluator, Mission Trails ROP, Salinas, CA
248
Self-Directed Search (SDS) Form E: Spanish Ed.

This large-print edition includes simple questions about your clients likes and dislikes, competencies,
interests, and abilities. It contains all three components of the English version.
The Assessment BookletFolleto de Evaluacinclosely reflects the interests of individuals at lower
educational levels.
The revised Jobs FinderEncontrador de Empleosmirrors current industrial and occupational trends and
focuses on job requirements that match the vocational aspirations of individuals with limited reading ability.
The You and Your Job BookletUsted y su Empleogives your students and clients insight into their potential
job paths.
0D-3669-KT

0D-3689-TM
0D-3688-TM
0D-3673-AB
0D-3941-AB
0D-3674-AB
0D-3675-IA
BEST VALUE:
0D-3684-ST

SDS Form E Spanish Kit (includes SDS Technical Manual, SDS Professional Users Guide,
10 Form E Assessment Booklets, 10 Form E Jobs Finders, and 10 Form E You & Your Job Booklets)
Kit Value: $149.00
Kit Price...........................................$140.00
SDS Form E Spanish Assessment Booklets (pkg/10)...................................................................................................29.00
SDS Form E Spanish Assessment Booklets (pkg/25)...................................................................................................58.00
SDS Form E Spanish Jobs Finders (pkg/10).................................................................................................................29.00
SDS Form E Spanish You & Your Job Booklets (pkg/10)..............................................................................................25.00
Easy to read.
interests of Spanishspeaking clients with
low-level reading
skills

SDS Form E Spanish Sets of Assessment Booklets and Jobs Finders (pkg/10 each)
Kit Value: $58.00
Kit Price.............................................$54.00
Age: Spanish-speaking
adults and older
adolescents with
lower educational
levels
Admin: Self-report;
Individual or group

Time: 35-45 minutes
Self-Directed Search (SDS) Form E: 4th Ed.English Canadian

Written at a 4th-grade reading level, this version of the SDS includes questions about the individuals likes and dislikes, competencies, interests,
and abilities. Instructions are in enlarged print. The Jobs Finder lists 841 jobs along with their corresponding National Occupational Classification
(NOC) codes and required levels of training.
0D-3371-KT

0D-3689-TM
0D-3688-TM
0D-3374-ST
0D-3358-AB
0D-3917-AB
SDS Form E English Canadian Kit (includes SDS Professional Users Guide, SDS Technical Manual, 25 Assessment Booklets, and 25 Jobs Finders)
Kit Value: $170.00
Kit Price...........................................$158.00
SDS Professional Users Guide............................................................................................................................................................................................................33.00
SDS Technical Manual..........................................................................................................................................................................................................................33.00
SDS Form E English Canadian Sets of Assessment Booklets and Jobs Finders (pkg/25 each)..........................................................................................................96.00
SDS Form E English Canadian Assessment Booklets (pkg/25)...........................................................................................................................................................52.00
SDS Form E English Canadian Jobs Finders (pkg/25).........................................................................................................................................................................52.00
For clients who might benefit from an audio presentation of the SDS Form E
SDS Form E Audiotape

This 50-minute cassette provides a convenient, self-administered format for use with individuals who have limited reading skills or who might
otherwise benefit from an audio presentation of the SDS Form E. The tape provides directions to the client and presents all 198 items, allowing a
7-second delay between each item for the individual to mark each response in the Administration Booklet.
0D-3482-VT
0D-3151-AB
0D-3504-AB
0D-3153-IA
SDS Form E Audiotape (50 minutes)..................................................................................................................................................................................................$42.00

SDS Form E Assessment Booklets (pkg/25)........................................................................................................................................................................................42.00
SDS Form E Jobs Finders (pkg/25)......................................................................................................................................................................................................42.00
SDS Form E You and Your Job Booklets (pkg/25)...............................................................................................................................................................................33.00
249
Ideally Suited for

Career-Oriented
Classroom Activities
Self-Directed Search (SDS) Career Explorer

John L. Holland, PhD and Amy B. Powell, PhD
The SDS Career Explorer is designed to introduce

middle or junior high school students to educational
and vocational exploration. The easy-to-understand
framework helps students learn about themselves,
educational and career planning, and the working
world in general.
A Teachers Guide to the

SDS Career Explorer is
provided in each package of
Self-Assessment Booklets.
A Technical Information
Booklet is included with the
Introductory Kit.
Purpose: Help students to
assess and explore
interests for future
educational and
career planning

Age: Middle or junior high

school students
Admin: Self-report;
Individual or group

Time: At least 1 class

period or
30-45 minutes
Requires only a 3rd-grade reading level.

Students answer questions about their occupational
aspirations or daydreams; assess their preferences
for activities, skills, and careers; and estimate their
abilities in each of the six areas of John L. Hollands
RIASEC theory.
The resulting two-letter Summary Code can be
compared to the list of more than 400 jobs in the
Careers Booklet, which also provides information
about required education levels and additional
resources for further career exploration.
The Exploring Your Future With the SDS Booklet
provides additional information about the RIASEC
theory, describes the six personality types, explains
the use of Summary Codes, and suggests resources
and activities for gathering more information about
particular jobs and educational and vocational
planning.
0D-4523-KT

0D-3689-TM
0D-3688-TM
0D-4524-ST
0D-2563-AB
0D-4480-AB
0D-2565-IA
SDS Career Explorer Introductory Kit

(includes SDS Professional Users Guide,
SDS Technical Information Booklet, SDS
Technical Manual, Teachers Guide,
35 Self-Assessment Booklets, 35 Careers
Booklets, and 35 Exploring Your Future
With the SDS Booklets)
SDS Professional Users Guide..................... 33.00
SDS Technical Manual................................... 33.00
SDS Career Explorer Sets of
Self-Assessment Booklets and Careers
Booklets (pkg/35 each)................................ 115.00
SDS Career Explorer Self-Assessment
Booklets (pkg/35)........................................... 63.00
SDS Career Explorer Careers Booklets
(pkg/35).......................................................... 63.00
SDS Career Explorer Exploring Your Future
With the SDS Booklets (pkg/35)..................... 63.00
Try Our Convenient Form CE Combination Package!

0D-4525-ST
SDS Career Explorer Combination

Package (includes 35 Self-Assessment
Booklets, 35 Careers Booklets, and
35 Exploring Your Future With the SDS
Booklets)
250
Help Individuals Affected by Organizational

Changes Make Successful Career Transitions
Self-Directed Search (SDS) Form CP: Career Planning
Using the SDS Form CP as part of your career counseling practice, you can help employees plan for future
professional advancement, help individuals affected by organizational changes make successful career
transitions, and help employees reentering the workforce to establish new career foundations.
Strong professional orientation.
Focuses on long-term career planning, professional activities, and occupations at upper levels of career
responsibility and their corresponding educational requirements.
Individuals search the Career Options Finder (COF) for careers that match their three-letter Holland Summary
Code. The COF lists 911 different careers, encompassing a wide range of industries, and has been updated to
include occupations that have emerged as a result of technological advances (e.g.,Internet).
0D-4544-KT

0D-3689-TM
0D-3688-TM
0D-4545-ST
0D-1796-AB
0D-4542-AB
0D-1798-IA
SDS Form CP Introductory Kit (includes SDS Professional Users Guide, Technical Manual,
25 Form CP Assessment Booklets, 25 Career Options Finders, and 25 Exploring Career Options Booklets)
Kit Value: $222.00
Kit Price...........................................$204.00
SDS Form CP Sets of Assessment Booklets and Career Options Finders (pkg/25 each)............................................97.00
SDS Form CP Assessment Booklets (pkg/25)...............................................................................................................52.00
SDS Form CP Career Options Finders (pkg/25)............................................................................................................52.00
SDS Form CP Exploring Career Options Booklets (pkg/25)..........................................................................................52.00
Try Our Convenient SDS Form CP Combination Package!

0D-4660-ST

SDS Form CP Combination Package (includes 25 Form CP Assessment Booklets, 25 Form CP Career
Options Finders, and 25 Form CP Exploring Career Options Booklets)
Kit Value: $156.00
Kit Price...........................................$145.00
Ideal for use in

organizational settings.
Purpose: Assess long-term
career planning

Age: Adults on the career

development track
Admin: Self-report;
Individual or group

Time: 15-25 minutes
Self-Directed Search (SDS) Form CP: Professional Report Service

Administer the SDS Form CP to your clients.
Mail us your completed Professional Report Service Answer Sheet.
Within 24 hours of receipt or on the next business day, PAR will score the answer sheet, generate a 15- to 24-page personalized report, and mail the
report back to you.
A cost-effective way to provide important career guidance.
Saves valuable clinical time.
Prepaid Mail-in Answer Sheets (Prices include scoring, interpretive report, and return postage.)
0D-1804-SS SDS Form CP Assessment Booklets/Answer Sheets (pkg/10).........................................................................................................................................................$124.00
0D-3689-TM SDS Professional Users Guide............................................................................................................................................................................................................33.00
0D-3688-TM SDS Technical Manual..........................................................................................................................................................................................................................33.00
251
SDS Related Resources

The Educational Opportunities Finder (EOF)
Donald Rosen, PhD, Kay Holmberg, MS, and John L. Holland, PhD
The EOF is an SDS companion instrument that enables individuals to identify the fields of study or
vocational programs that match their interests, abilities, and personalities.
Contains 750 post-secondary fields of study listed by three-letter Holland Summary Code.
Helps students relate their Summary Code to various educational and training options.
0D-2760-AB Educational Opportunities Finders (pkg/25).................................................................................................................$56.00
Relates Holland codes to

educational and training options.
Dictionary of Holland Occupational Codes (DHOC), 3rd Ed.

Gary D. Gottfredson, PhD and John L. Holland, PhD
This volume is a translation of the Dictionary of Occupational Titles (DOT) and its supplements into the
Holland classification system. The Holland classification uses six main categoriesRealistic, Investigative,
Artistic, Social, Enterprising, and Conventional (RIASEC)to characterize occupations. These main groups
are used to form three-letter subgroups (i.e., Summary Codes) that are useful in assessing the degree of
congruence between a persons interests or preferences and any of thousands of occupations.
Makes the 12,860 occupational titles from the DOT and its supplements more accessible to counselors, clients,
and researchers who use the Holland classification to find or organize occupational information.
Provides cross-reference indexes between DOT and Holland Summary Codes.
Codes reflect current job analysis information, recent changes in work environments, and industry trends.
Includes both alphabetical and
Provides valuable information about the distinguishing characteristics of each occupational class, the distribution
code-classified indexesorganized
of occupations among the categories, Holland Summary Codes for U.S. Census and Standard Occupational
for quick and easy referencing.
Classification systems, and the validity of the classifications.
Links Holland Summary Codes occupational codes to seven of the most widely used occupational classifications
and information sources in the U.S.: the Dictionary of Occupational Titles and its supplements, the Occupational
Employment Statistics System, the Standard Occupational Classification Manual, the Census Occupational
Classification, the Classification of Instructional Programs, and the Guide to Occupational Exploration.
0D-3488-BK Dictionary of Holland Occupational Codes (DHOC), 3rd Ed., Softcover768 pages (1996).....................................$70.00
PAR respects your privacy. When you order from our Web site, advanced
SSL-encryption technology ensures the security of your transaction. Plus,
we will never rent or sell your personal information to anyone ever.
Justin Smith
Internet Marketing Coordinator
252
More SDS Related Resources

Making Vocational Choices (MVC), 3rd Ed.
According to the U.S. Department of Labor, most people put more time into deciding how to spend their
vacation than in what career they prefer. Making Vocational Choices presents John L. Hollands RIASEC
theory and its successful application to career choice. The text provides useful and practical applications
across a wide range of environments.
0D-3732-BK Making Vocational Choices, 3rd Ed., Hardcover312 pages (1997).........................................................................$52.00
Helps explain vocational behavior.

The Leisure Activities Finder (LAF)

Kay Holmberg, MS, Donald Rosen, PhD, and John L. Holland, PhD
After your clients have determined their Summary Code using the appropriate SDS form, they can search
the LAF for activities that match their codes.
Designed to assist your clients with career, retirement, and leisure planning, the LAF helps individuals find leisure
time activities that match their personality types.
More than 750 activities are listeda list more comprehensive than that of any other available instrument.
Activities are listed both by Summary Code and in alphabetical order with Summary Codes listed alongside.
0D-3706-AB Leisure Activities Finder (pkg/25).................................................................................................................................$64.00
Provides leisure activities

that match personality types.
The Self-Directed Search and Related Holland Career

Materials: A Practitioners Guide
Robert C. Reardon, PhD and Janet G. Lenz, PhD
This interesting and easy-to-read book introduces Dr. John L. Holland and describes his RIASEC theory of
personality types and environmental models as it has evolved since its introduction in 1953. The text focuses
on where Hollands theory fits compared with other career theories and why understanding the RIASEC
theory is essential for effectively using the related Holland materials.
Describes how to use the SDS as a simulated guidance activity.
Provides detailed descriptions and appropriate uses of the four SDS forms: R, E, CP, and Career Explorer.
Discusses other Holland-based career guidance materials in detail.
0D-3895-BK The Self-Directed Search and Related Holland Career Materials: A Practitioners Guide,
Hardcover332 pages (1998).....................................................................................................................................$50.00
Describes how to use the SDS

as a simulated guidance activity.
253
You and Your Career

Explains the theory of Hollands six RIASEC types.

Enhances the experience of taking the Self-Directed-Search (SDS) Form R or the Vocational Preference
Inventory (VPI) by explaining how to use the Summary Codes and scores.
Addresses common interpretive problems faced by test-takers.
Describes personality characteristics associated with the SDS vocational groupings.
Discusses the scientific theories behind the SDS and the VPI.
0D-2756-IA
You and Your Career Booklets (pkg/25)......................................................................................................................$33.00
Provides tips for making

satisfying career decisions.
Vocational Preference Inventory (VPI)

The VPI is a personality-interest inventory composed entirely of occupational titles. Although not as comprehensive as the Self-Directed Search (SDS), this psychological inventory assesses five dimensions that are
not covered by the SDS.
Provides a brief personality

inventory based on the
RIASEC theory.
interests

Age: Adults and older

adolescents
Yields a broad range of information about interests, interpersonal relationships, values, self-conceptions, coping
behaviors, and identifications.
Parallels other Holland instruments that match user interests to occupations.
Oriented to one-on-one counseling; case studies aid interpretation.
All-in-one Test Booklet/Answer Sheet contains inventory items, a self-scoring carbonless Answer Sheet, and the
male and female Profile Forms for convenient administration and scoring.
0D-2613-KT

0D-2767-SS
0D-4438-AB
0D-1119-TM
0D-2542-TB
VPI Introductory Kit (includes VPI Manual and 50 Test Booklet/Answer Sheet/Profile Combinations)
Kit Value: $130.00
Kit Price...........................................$120.00
VPI Specimen Set (includes Manual and 1 Test Booklet/Answer Sheet/Profile Combination)......................................35.00
SDS Form R Occupations Finders (pkg/25)...................................................................................................................42.00
VPI Manual.....................................................................................................................................................................34.00
VPI Test Booklet/Answer Sheet/Profile Combinations (pkg/25).....................................................................................48.00

or group

Time: 15-30 minutes
Career Attitudes and Strategies Inventory (CASI):

An Inventory for Understanding Adult Careers
John L. Holland, PhD and Gary D. Gottfredson, PhD
Self-administered and self-scored, the CASI surveys nine aspects of work adaptation (i.e., job satisfaction,
work involvement, skill development, interpersonal abuse, family commitment, risk-taking style, dominant
style, career worries, geographical barriers) and 21 potential career obstacles. It can help to identify and
clarify problems and stimulate constructive discussion in individual or group settings.
The CASI is especially useful for generally assessing your companys work environment, discovering sources
of worker dissatisfaction, and determining whether any degree of interpersonal abuse exists in a particular
work environment.
Helps to assess the
likelihood of job stability.
Purpose: Assess attitudes
related to career

Age: Adults
Admin: Individual

0D-2729-KT
CASI Introductory Kit (includes CASI Manual, 25 Inventory Booklets, 25 Hand-Scorable Answer Sheets, and
25 Your Interpretive Summary Booklets)

Kit Value: $149.00
Kit Price...........................................$140.00
0D-2730-TM CASI Manual..................................................................................................................................................................35.00
0D-2731-AB CASI Inventory Booklets (pkg/25)..................................................................................................................................38.00
0D-2732-AS CASI Hand-Scorable Answer Sheets (pkg/25)..............................................................................................................38.00
0D-2733-PF Your CASI Interpretive Summary Booklets (pkg/25)......................................................................................................38.00
Time: 35 minutes
254
Career Thoughts Inventory (CTI)

James P. Sampson, Jr., PhD, Gary W. Peterson, PhD, Janet G. Lenz, PhD,
Robert C. Reardon, PhD, and Denise E. Saunders, PhD
The CTI is a self-administered and objectively

scored assessment designed to identify individuals
who are likely to need counseling assistance; to
identify the nature of individuals career problems;
and to help individuals identify, challenge, and alter
negative career thoughts that interfere with effective
career decision making.
Can be used for screening and needs assessment.
Can be used as a learning resource to help clients
act more positively in career problem solving and
decision making.
Enables you to discuss items that might not ordinarily
be addressed and helps individuals identify areas
on which they need to focus in order to experience
success.
Provides a measure of learning outcomes associated
with various counseling and guidance interventions.
Standardized on a national sample of more than
1,500 adults, college students, and high school
students.
The CTI yields a Total score (a single global indicator of negative thinking in career problem solving
and decision making), as well as scores on three
construct scales:
Decision-Making Confusion, which reflects an inability
to initiate or sustain the decision-making process as
a result of disabling emotions and/or a lack of under
standing about the decision-making process itself.
Commitment Anxiety, which reflects an inability to
make a commitment to a specific career choice,
accompanied by generalized anxiety about the
outcome of the decision-making process that
perpetuates the indecision.
External Conflict, which reflects an inability to balance
the importance of ones own perceptions of self
with the importance of input from significant others,
resulting in a reluctance to assume responsibility for
decision making.
Identifies negative career thoughts.

Purpose: Assist in career
problem solving and
decision making

Age: Adults, college

students, and high
school students

or group

0D-3431-KT
CTI Introductory Kit (includes CTI Manual,

10 Workbooks, and 25 Test Booklets)

0D-3432-TM CTI Professional Manual................................ 48.00
0D-3433-BK CTI Workbook................................................ 14.00
0D-3468-BK CTI Workbooks (pkg/10).............................. 134.00
0D-3434-TB CTI Test Booklets (pkg/25)............................ 63.00
Time: 7-15 minutes
Career Decision Scale (CDS)

Samuel H. Osipow, PhD
The CDS provides an estimate of career indecision and its antecedents, as well as an outcome measure
to determine the effects of relevant interventions. The 4-page Test Booklet contains all items and ratings, as
well as space for scoring and recording. Students indicate on a scale of 1 to 4 how closely each statement
describes their own thinking process regarding their educational and occupational plans.
The CDS is composed of 19 items. The Certainty scale (items 1 and 2) measures the degree of certainty
students feel about their decision about a college major and/or a career. The Indecision scale (i.e., items
3-18) provides a measure of career indecision. Item 19 is open-ended, allowing students to clarify or provide
additional information about their career decision making.
The CDS Manual provides normative data for high school and college students as well as limited norms for
adult college women and continuing education students.
0D-1217-KT

0D-1218-TM
0D-1219-TB
CDS Introductory Kit (includes CDS Manual and 50 Test Booklets)

Kit Value: $83.00
Kit Price.............................................$79.00
CDS Manual...................................................................................................................................................................25.00
CDS Test Booklets (pkg/50)...........................................................................................................................................58.00
Helps to determine the effects

of specific interventions.
Purpose: Measure career
indecision

Age: High school and

college students

or group

Time: 10-15 minutes
255
BarOn Emotional Quotient Inventory (EQ-i)

Reuven Bar-On, PhD
Measures emotional intelligence.

Purpose: Measure emotional
intelligence


Time: 15 minutes
Requirements:
Windows 2000/XP/Vista/Server 2003;
Pentium or higher processor; 192MB
RAM; 52MB hard drive space; mouse
or pointing device; VGA color monitor;
CD-ROM drive and USB 2.0 port for
installation
Research indicates that there is a strong correlation

between emotional intelligence and job performance. Based on 17 years of research and tested
on over 33,000 individuals worldwide, the EQ-i is a
scientifically developed and validated measure of
emotional intelligence that reflects an individuals
ability to effectively deal with daily environmental
changes. It can be used by organizations as part of
the recruiting process to aid in identifying potentially
successful employees and also is helpful in identifying emotional and social skills that are important
to develop in employee training programs, in team
building, and in enhancing managerial competencies at work.
The 4-page Individual Summary Report provides

the overall EQ score, plus scores for each of the 5
composite scales and the 15 subscales and validity
indicator results.
The 8- to 10-page Development Report includes
the scores provided in the Individual Summary
Report, as well as an in-depth narrative explanation
of the meaning of the scores, where the individuals
strengths and weaknesses lie, and suggestions on
how to improve emotional intelligence.
The comprehensive Technical Manual provides
detailed information about the administration, scoring,
interpretation, development, norming, reliability, and
validity of the BarOn EQ-i.
The concise Users Manual is ideal for those
who simply require essential information on the
administration, scoring, and interpretation of the
BarOn EQ-i.
The EQ-i program works with the MHS SmartLink
client management program.
Consists of 133 items and assesses 15 dimensions

of emotional intelligence: Emotional Self-Awareness,
Self-Actualization, Interpersonal Relationships,
Flexibility, Impulse Control, Assertiveness,
Independence, Social Responsibility, Reality Testing,
Optimism, Self-Regard, Empathy, Problem Solving,
Stress Tolerance, and Happiness.
The BarOn EQ-i Computer Program enables you
to quickly administer, score, and generate reports.
Scoring requires either the Individual Summary
Report or the Development Report software.
0D-5992-CP
BarOn EQ-i Individual Summary Report

USB Key V.5 (25 uses).............................. $725.00
0D-5993-CP BarOn EQ-i Development Report
USB Key V.5 (25 uses) ............................ 1,150.00
0D-4347-TM BarOn EQ-i Technical Manual..................... 106.00
0D-4348-TM BarOn EQ-i Users Manual............................. 83.00
0D-4345-TB BarOn EQ-i Item Booklets (pkg/10)................ 49.00
0D-4346-RF BarOn EQ-i Data Entry Sheets (pkg/25)........ 49.00
BarOn Emotional Quotient Inventory: Youth Version (EQ-i:YV)

Reuven Bar-On, PhD and James D. A. Parker, PhD
Identifying children whose emotional skills need

improvement may lead to early intervention that
can help circumvent problems with academic and
interpersonal functioning. Such emotional training
can prepare children to better cope with environmental demands and increase their potential for success.
The EQ-i:YV is designed specifically for use with
school-aged youths. This multidimensional scale
consists of five subscales that probe an individuals
Ideal for use in educational settings. interpersonal and intrapersonal abilities, stress
Purpose: Measure emotional
management, adaptability, and general mood. It can
intelligence
be used in clinical settings to assess an individuals

Age: 7-18 years
general degree of emotional intelligence, potential
for emotional health, and present psychological well Time: 15 minutes
being, as well as to help establish clear therapeutic
goals and evaluate the success of a therapy or an
intervention program.
256
Contains two validity indicatorsthe Positive

Impression Scale, which measures the extent to
which an individual is trying to present himself
or herself in an overly positive light, and the
Inconsistency Index, which helps detect individuals
who are responding haphazardly or inconsistently.
The BarOn EQ-i: Youth Version Short Form
(EQi:YVS) is an abbreviated form with 30 items that is
ideal for use in screening large groups or in situations
when time is limited. The EQ-i:YVS takes only 10
minutes to administer and 5 to 10 minutes to score.
0D-4506-KT
BarOn EQ-i:YV/EQ-i:YVS Complete Kit

(includes Technical Manual, 25 BarOn
EQ-i:YV QuikScore Forms, and
25 BarOn EQ-i:YVS QuikScore Forms)..... $170.00
0D-4504-TM BarOn EQ-i:YV Technical Manual.................. 84.00
0D-4505-RF BarOn EQ-i:YV QuikScore Forms
(pkg/25).......................................................... 58.00
0D-4507-RF BarOn EQ-i:YVS QuikScore Forms
(pkg/25).......................................................... 55.00
Reading-Free Vocational Interest Inventory:2 (R-FVII:2)

Ralph L. Becker, PhD
The revised R-FVII:2 uses pictures of individuals engaged in different occupations to measure the vocational
likes and dislikes of students and adults who are mentally challenged, learning disabled, disadvantaged, or
enrolled in alternative or vocational/career training programs. It does not require reading comprehension or
written language skills.
Easy to administer and score; explores a wide range of jobs at the unskilled, semiskilled, and skilled levels.
Complies with Title IX, which prohibits sex discrimination in education.
Reflects 25 years of work and research with physically and mentally handicapped individuals around the world.
0D-4416-KT
0D-4417-TM
0D-4418-TB
0D-4419-BK
R-FVII:2 Kit (includes R-FVII:2 Manual, 20 Test Booklets, and Occupational Title Lists)..........................................$130.00
R-FVII:2 Manual.............................................................................................................................................................46.00
R-FVII:2 Test Booklets (pkg/20).....................................................................................................................................45.00
R-FVII:2 Occupational Title Lists....................................................................................................................................36.00
Includes contemporary
occupational tasks.
Purpose: Measure vocational
interests of special
populations

Age: Learning disabled,

mentally challenged,
and disadvantaged
individuals ages
13 years and older

Time: 20 minutes
Job Stress Survey (JSS)

Charles D. Spielberger, PhD and Peter R. Vagg, PhD
The JSS was developed to assess sources of work-related stress experienced by individuals in a wide
variety of business, industrial, and educational settings. It consists of three scales and six subscales.
Severity and Frequency scales provide information on the average level of perceived severity and frequency of
occurrence of the 30 JSS stressor events.
The Stress Index assesses the clients overall level of stress based on the combined severity and frequency
ratings.
The 10-item JSS subscales measure components of occupational stress associated with the job itself (i.e., Job
Pressure) and with lack of support from supervisors, coworkers, or the policies and procedures of the organization
(i.e., Lack of Organizational Support).
The client indicates on a scale of 0 to 9+ days how often each event has occurred during the preceding 6 months.
Written at a 6th-grade reading level; provides gender-specific and combined-gender norms.
An unlimited-use computerized scoring program (JSS-SP) is also available.
0D-6320-KT

0D-4120-TM
0D-4121-TB
0D-4124-PF
0D-6321-CP
0D-4123-SS
JSS Introductory Kit (includes JSS Professional Manual, 50 Test Booklets, and 50 Profile Forms)
Kit Value: $200.00
Kit Price...........................................$186.00
JSS Professional Manual...............................................................................................................................................48.00
JSS Test BookletsForm HS (pkg/25)..........................................................................................................................57.00
JSS Profile Forms (pad/50)............................................................................................................................................38.00
JSS-SPCD-ROM........................................................................................................................................................260.00
JSS Form SP Test Forms (pkg/25)................................................................................................................................42.00
Provides valuable information about

the specific aspects of a particular
job or work environment that
may be good targets for job
redesign, organizational change,
or other interventions.
Purpose: Identify sources
of stress in the
workplace


or group

Time: 10-15 minutes
Requirements:
file system; CD-ROM drive; Internet
connection or telephone for activation
257
Wiesen Test of Mechanical Aptitude (WTMA)PAR Edition

Joel P. Wiesen, PhD
Suitable for use in vocational

training programs and
staffing agencies.
Purpose: Assess mechanical
aptitude



to administer;
5 minutes to score
Note:
stopwatches.
The WTMA is a paper-and-pencil test of mechanical

aptitude designed for use alone or as part of a personnel selection battery in a variety of employment
and training settings (e.g., manufacturing, industrial),
as well as for academic research. It also is suitable for use in many vocational/ technical training
programs and temporary staffing agencies.
Designed to minimize both gender and ethnic bias,
as well as the academic bias found in many other
instruments, the WTMA questions do not require
familiarity with objects or events encountered in
specific locales such as a physics or chemistry
class or an auto repair shop. Multiple-choice
questions, which are written at a 6th-grade reading
level, include simple drawings that address broad
mechanical/physical concepts (e.g., basic machines,
movement, gravity/center of gravity, basic electricity/
electronics, transfer of heat, basic physical properties) as they are seen in everyday objects and
situations. The brief questions involve the function
and/or use, size, weight, shape, and appearance of
common physical objects, tools, and devices. For

every question, there is always one clear difference
between the pictured alternatives, and the questions
refer to the impact of that difference.
This 30-minute timed test can be scored in just 5
minutes. The WTMA Professional Manual provides
technical information as well as combined-gender
percentile conversions for WTMA Total scores.
Normative data are based on 1,817 adults from several industrial settings. Although many WTMA users
may prefer to set their own cutoff scores based on
local norms or predictive validity studies, the Manual
provides means and standard deviations for the total
industrial sample, by gender and ethnic group, and
for 221 college students.
0D-4257-KT
WTMA Introductory Kit (includes WTMA

Manual, 10 Reusable Item Booklets,
25 Answer Sheets, and 1 Scoring Key)

0D-4258-TM WTMA Manual............................................... 57.00
0D-4259-TB WTMA Reusable Item Booklets (pkg/10)..... 130.00
0D-4260-AS WTMA Answer Sheets (pkg/25)..................... 64.00
0D-4261-SK WTMA Scoring Key........................................ 14.00
Occupational Stress InventoryRevised (OSI-R)

Samuel H. Osipow, PhD
The revised edition of the OSI measures domains

of occupational adjustment that include not only
occupational stress, but also stress associated with
the clients inability to cope effectively with stressors
in the workplace and other settings. It also assesses
coping resources available to the client to combat
the effects of stressors and to alleviate strain.
Serves as a reliable and consistent
outcome measure to establish
the effectiveness of individual or
organizational interventions.
Purpose: Assess occupational
stress


Time: 30 minutes
258
OSI-R Scales Assess Three Dimensions

of Occupational Adjustment
Six scales (i.e., Role Overload, Role Insufficiency,
Role Ambiguity, Role Boundary, Responsibility,
Physical Environment) measure occupational stress
and make up the Occupational Roles Questionnaire
(ORQ).
Four scales (i.e., Vocational Strain, Psychological
Strain, Interpersonal Strain, Physical Strain) measure
psychological strain and make up the Personal Strain
Questionnaire (PSQ).
Four scales (i.e., Recreation, Self-Care, Social

Support, Rational/Cognitive Coping) measure coping
resources and make up the Personal Resources
Questionnaire (PRQ).
Measure contains 140 items and requires a 5th-grade
reading level.
Separate norms and profile forms are provided for
males and females and for six occupational groups
(i.e., executive, professional, technical, administrative
support, public service/safety, agricultural/production/
laborer).
0D-4070-KT
OSI-R Introductory Kit (includes OSI-R

Booklets, 50 Rating Sheets, 50 GenderSpecific Profile Forms, and 50 Generic
Profile Forms)

0D-4071-TM OSI-R Professional Manual............................ 50.00
0D-4072-TB OSI-R Reusable Item Booklets (pkg/25)........ 50.00
0D-4073-RF OSI-R Rating Sheets (pkg/50)....................... 50.00
0D-4074-PF OSI-R Gender-Specific Profile Forms
(pad/50).......................................................... 35.00
0D-4075-PF OSI-R Generic Profile Forms (pad/50)........... 35.00

Paul T. Costa, Jr., PhD, Robert R. McCrae, PhD, PsyPro Corporation, and PAR Staff
The NEO Software System is a modular system that

allows you to generate free unlimited Interpretive
Reports when you input responses from a completed print administration. You also may administer
either the NEO PI-R or NEO-FFI on-screen via
a Serial Counter. The software will generate the
NEOPI-R, NEO-FFI, or NEO PDR Interpretive
Report and/or the appropriate client feedback report.
The NEO PI-R Interpretive Report includes a
T-score profile and data table; validity indexes; a
global description of the Five Factors with detailed
interpretation of the individual facets; personality
correlates with possible implications; clinical hypotheses regarding Axis II disorders with treatment
implications; and information about somatic complaints, coping and defense mechanisms, cognitive
processes, and personal needs and motivations.
The NEO-FFI Form S Interpretive Report includes
a T-score profile and data table, validity indexes, a
global description of the Five Factors, and personality correlates with possible implications. A separate
section of the report presents style graphs of the
five personality domains in terms of 10 personality
styles: Well-Being, Defense, Anger Control, Impulse
Control, Interests, Interactions, Activity, Attitudes,
Learning, and Character.
The NEO Professional
Development Report Is Ideal for
Human Resources Settings
Written by an experienced team of management

consultants, the NEO PDR addresses the personal
characteristics that have the highest potential for
yielding job-relevant information. It was specifically
designed to function as a tool both for management
planning and for promoting individual growth and
development. Two reports are generated for each
individual who takes the testthe Management
Planning Report and the Individual Planning Report.
Written in a positive, developmental tone, each
report contains a summary of the clients most
distinctive characteristics with an explanation of
how those characteristics may work to his or her
advantage or disadvantage in an organizational
setting. In addition, each report provides observations about the individuals strengths and limitations
in four critical areas: problem-solving skills; planning,
organizing, and implementation skills; style of relating to others; and personal style.
With unlimited report generation, the NEO PDR
provides profile matching ability that is particularly
helpful for interpretation. The graphic presentation

provides an informative picture of how well the job
fits the client. It also provides numerous opportunities for discussing with the client which differences
in the profile might be beneficial in a particular situation, and which deviations might be more serious
than would appear at first glance.
System now includes
all three NEO modules.
NEO PI-R, NEO-FFI, and

NEO PDR Modules:
0D-6425-CP

CD-ROM (includes Software with
Unlimited Interpretive Reports, 5 BONUS
NEO PI-R and the NEO-FFI, On-Screen
Help, and Quick Start Guide)..................... $945.00
0D-2028-TB NEO PI-R Reusable Form S Item
Booklets (pkg/10)Required for
administration of the NEOPDR..................... 41.00
0D-3911-EQ NEO PDR Pocket Folders (pkg/10)................ 42.00
Special pricing for previous purchasers of NEO software!
0D-6426-UP
0D-6427-UP
0D-6427-CV

Modules for Previous Purchasers of
NEO PDR Only............................................ 599.00
Modules for Previous Purchasers of NEO
Software System with NEO PI-R and
NEO-FFI Modules Only................................ 425.00
Modules for Previous Purchasers of both
NEO-FFI Modules and NEO PDR.................. 75.00
Purpose: Obtain a brief or a

detailed assessment
of normal personality

Admin: Individual

Time: NEO PI-R: 30-40

minutes; NEO FFI:
10-15 minutes
Requirements:
Internet connection of telephone for
Note:
If you are purchasing a NEO product for
(item#0D-2027-TM).
Additional NEO software upgrades are
available. Visit www.parinc.com for
more information.
NEO PI-R and NEO-FFI Modules only:

0D-6172-CP

NEO-FFI Modules OnlyCD-ROM (includes
Software with Unlimited Interpretive
Reports, 5BONUS On-Screen
Administrations of both the NEO PI-R and
the NEO-FFI, On-Screen Help, and Quick
Start Guide).................................................. 560.00
0D-6172-CV NEO Software System with NEO PI-R and
NEO-FFI Modules Only Software
ConversionCD-ROM (For prior
purchasers only).......................................... 50.00
0D-5555-CP
NEO PI-R ModuleCounter Serial

0D-5556-CP NEO PI-R ModuleCounter Serial
Number (25On-Screen Administrations).......120.00
259
NEO Professional Development Report (NEO PDR) Professional Report Service

PsyPro Corporation and PAR Staff
Your client answers the 240 items in the NEO PI-R Form S Item Booklets using the specially designed NEO PDR PRS Answer Sheet. Then, you
simply mail us the completed Answer Sheet. Within 24 hours of receipt or on the next business day, PAR will score the Answer Sheet and mail the
Individual Planning Report and the Management Planning Report back to you. These practical, accurate, and user-friendly reports, written by an
experienced team of management psychologists, are the same reports generated by the NEO PDR Software.
0D-3885-SS
0D-3891-SS
0D-3892-SS
0D-2027-TM
0D-2028-TB
NEO PDR PRS Answer Sheets (pkg/10)..........................................................................................................................................................................................$350.00

NEO PDR PRS Answer Sheets (pkg/25)............................................................................................................................................................................................775.00
NEO PDR PRS Answer Sheets (pkg/50).........................................................................................................................................................................................1,400.00
NEO PI-R Professional Manual.............................................................................................................................................................................................................46.00
NEO PI-R Reusable Form S Item Booklets (pkg/10) (required for administration of the NEO PDR)....................................................................................................41.00
Prices for mail-in Answer Sheets include scoring, interpretive reports, and return postage.
NEO-4
Based on the widely acclaimed NEO Personality Inventory, which provides a comprehensive assessment of
normal adult personality, the NEO-4 provides information on four major personality domains of critical importance in the work setting: Extraversion, Openness to Experience, Agreeableness, and Conscientiousness.
The NEO-4 interprets the four domains in terms of six personal styles: Interests, Interactions, Activity,
Attitudes, Learning, and Character, and provides feedback in nonthreatening, easy-to-understand language.
The measure is ideal for use in career settings with individuals or groups. The alternate form (Form R) is useful for assessing teams and for ratings by peers or subordinates. Three brief validity checks alert you when
an individuals responses should be viewed with caution.
Overhead transparencies
are useful in group settings.
Purpose: Quick measure of
personality


or group

Time: 30-40 minutes
0D-3983-KT
NEO-4 Introductory Kit (includes NEO-4 Manual Supplement, 10 Reusable Form S Item Booklets, 10 Reusable
Form R Item Booklets, 25 Hand-Scorable Answer Sheets, 25 Profile Forms, 25 Style Graph Booklets, and
25 Your NEO-4 Summary Sheets)

Kit Value: $270.00
Kit Price...........................................$240.00
0D-3930-TM NEO-4 Manual Supplement...........................................................................................................................................24.00
0D-3931-TB NEO-4 Reusable Form S Item Booklets (pkg/10)..........................................................................................................41.00
0D-3932-TB NEO-4 Reusable Form R Item Booklets (pkg/10)..........................................................................................................41.00
0D-3933-AS NEO-4 Hand-Scorable Answer Sheets (pkg/25)............................................................................................................41.00
0D-3934-PF NEO-4 Profile Forms (pkg/25)........................................................................................................................................41.00
0D-3935-IA Your NEO-4 Summary Sheets (pad/25).........................................................................................................................41.00
0D-3936-RF NEO-4 Style Graph Booklets (pkg/25)...........................................................................................................................41.00
0D-3937-ST NEO-4 Style Graph Overhead Transparencies (set of 8)..............................................................................................41.00
0D-2027-TM NEO PI-R Professional Manual......................................................................................................................................46.00
Employee Assistance Program Inventory (EAPI)

William D. Anton, PhD and James R. Reed, PhD
Case illustrations are provided

to aid interpretation.
Purpose: Screen for common
psychological
problems


Time: 20 minutes
The EAPI was designed as an intake and screening

device for professionals who provide counseling
and other services to working adults. It facilitates
the rapid identification of common problems and
can be used to guide either appropriate referrals or
short-term interventions.
The EAPI assesses problems in 10 areas: Anxiety,
Work Adjustment, External Stressors, Depression,
Marital Problems, Effects of Substance Abuse,
Interpersonal Conflict, Problem Minimization, SelfEsteem Problems, and Family Problems.
Enhances the understanding of presenting problems
when used as part of the intake process.
Critical items may indicate suicidal ideation.
Reusable Item Booklet contains 120 items and
requires only a 3rdgrade reading level.
Self-scoring carbonless Answer Sheet saves time.

Available profile displays clients scores across scales.
Provides raw score to T-score conversion.
Internal consistency reliability coefficients range from
.73 to .92 and eight supporting validity studies are
provided.
Normative data were derived from 1,266 employed
adults.
0D-2569-KT
EAPI Introductory Kit (includes EAPI Manual,

25 Reusable Item Booklets, and 25 Answer
Sheet/Profiles)

0D-2555-TM EAPI Professional Manual............................. 46.00
0D-2557-TB EAPI Reusable Item Booklet (pkg/25)............ 50.00
0D-2556-AS EAPI Answer Sheet/Profiles (pkg/25)............ 54.00
260
EQUIPMENT & REFERENCE RESOURCES
Masks interfering noises in your office or waiting room.
Separates into pieces to illustrate interior brain regions.
Sound Screen
Functional Brain Model
This dual-speed sound conditioner provides the smooth sound of rushing

air with adjustable tone and volume. Use it to mask interfering noises
in your office or waiting roomyour clients will relax and be reassured
that their privacy is protected. This lightweight sound screen operates
on 120V AC, has an 8-foot power cord, and fits attractively into any
environment.
This hand-painted, twice life-size brain is an excellent instructional aid

for the classroom or a valuable reference tool for consultations about
neuropsychological disorders with clients or their families. Depicting the
brain of a right-handed person, functional centers on both brain hemispheres are highlighted with contrasting paint colors. Right-half sensory
regions and left-half motor regions are hand-labeled; 129 additional
anatomical features are hand-numbered on the brain and identified in an
accompanying answer key.
0D-3816-EQ Dual-Speed Sound Screen...................................................................$68.00
0D-5552-EQ Functional Brain Model (actual size 9" x 8" x 12")...............................$525.00
Features a split-time function for monitoring progress at intervals

during test-taking without interrupting the actual timing.
Registers up to 60 minutes in 15 -second intervals.

Digital Stopwatch
Analog Stopwatch
This stopwatch registers up to 10 hours in 1100-second intervals. Stop

and start the unit with one button; reset it with the other button. This stopwatch features a split-time function for monitoring progress at intervals
during test-taking without interrupting the actual timing. The stopwatch
makes no sound (beeps, etc.); the only sound produced is the dull click
of pressing the button when starting and stopping the watch. The digital
stopwatch operates on a 1.5V (AA) battery (included).
This traditional anti-magnetic analog stopwatch boasts a 15-second

recorder, 30 minute register, 60 second sweep, 13 jewels, and a metal
case.
0D-5887-EQ Analog Stopwatch.................................................................................$62.00
0D-1626-EQ Digital Stopwatch (battery included)......................................................$64.00
261
Evaluation is performed in the context of motor activation and fluency.
A cost-effective biofeedback system.
Adult/Adolescent Finger Tapper
GSR-2 System
To measure the maximum oscillation rate of the index finger, the individual depresses a lever attached to a mechanical counter. A stopwatch
is required to administer this test.
Thought Technology
0D-1597-NP
0D-2261-RF
Finger Tapper Kit (includes Finger Tapper, Users Guide, and

50 Record Forms)...............................................................................$205.00
Finger Tapper Record Forms (pkg/50)....................................................39.00
The GSR/TEMP 2X Advanced System is a biofeedback system that contains a dual sensitivity meter and a reverse temperature probe, enabling
you to obtain a visual, rather than auditory, measure of stress levels. The
CD-ROM programs are available to help eliminate stress and address
problems in specific areas.
0D-1778-VT
GSR/TEMP 2X Advanced System (includes GSR-2, CD-ROM,

Meter, Remote GSR Sensors, Thermometer, and carrying case)......$180.00
English on one side, Spanish on the other side.
Helps in the selection of employees for various types of manual labor.
Laminated Bell Curve Card
Purdue Pegboard Test
Interpreting evaluation results just got easier! This laminated card

presents bell curve distribution in English on one side and Spanish on
the other.
Since its development in 1948 by Dr. Joseph Tiffin, this test has been
used extensively to aid in the selection of employees for various types
of manual labor. It measures dexterity for two types of activities: gross
movements of hands, fingers, and arms; and fingertip dexterity necessary in assembly tasks. Includes the revised Quick Reference Guide and
the Instructions and Normative Data Booklet.
0D-5900-TC
Laminated Bell Curve CardsEnglish and Spanish (pkg/10)...............$10.00
0D-1743-EQ Purdue Pegboard Test (includes 50 Pins, 40 Washers, 20 Collars,

25 Profile Sheets, Quick Reference Guide, and Instructions and
Normative Data Booklet).....................................................................$135.00
262
Includes norms for age 6 years to adult.
Helps evaluate lateralized brain damage

in adults, adolescents, and children.
Hand Dynamometer
Grooved Pegboard
This precision instrument features two pointers that move when the
individual squeezes the grip. One pointer returns to zero, but the other
remains in position until manually reset. This double-pointer design
allows you to retain the maximum reading, as well as study the effect of
fatigue. It has a range of 0-100 kilograms and 0-220 pounds and comes
complete with norms for ages 6 years to adult. The unit is packaged in a
handy carrying case.
This test is used extensively to evaluate lateralized brain damage in

adults, adolescents, and children whenever manual dexterity is at issue.
Consisting of 25 holes with randomly positioned slots, this test requires
more complex visual-motor coordination than most pegboards. Pegs with
a key on one side must be rotated to match the hole before they can be
inserted.
0D-1596-NP
0D-1956-EQ Grooved Pegboard..............................................................................$110.00
Hand Dynamometer (with case)..........................................................$310.00
Helps you achieve results quickly.
Offers practical therapeutic techniques.
Impact Therapy
Ed Jacobs, PhD
This book uses an active, multisensory approach to explain the counseling process in a straightforward and powerful manner, with an emphasis
on achieving results within a relatively short period of time. Original
illustrations highlight the specific techniques.
0D-2847-BK Impact Therapy, Softcover256 pages (1994)....................................$38.00
Creative Counseling Techniques: An

Illustrated Guide
Ed Jacobs, PhD
This book explains how counselors can become more effective by

having the courage to be more free and more creative. Designed for
the experienced therapist, as well as for students or counselors new to
the profession, the text is packed with techniques to make counseling
concrete, engaging, and effective.
0D-2278-BK Creative Counseling Techniques, Softcover176 pages (1992).........$34.00
263
Useful to clinicians and researchers of many different orientations.

Diagnostic and Statistical Manual of Mental Disorders,

4th Ed., Text Revision (DSMIV-TR)
American Psychiatric Association
The DSMIV-TR provides new information on associated features, including associated laboratory and physical feelings, of many mental disorders. Sections on prevalence, gender/age/culture/course, and familial pattern
also have been revised to reflect recent research findings. More comprehensive differential diagnoses have
been incorporated for many disorders. In addition, changes were made to diagnostic criteria for the following
disorders: Personality Change Due to a General Medical Condition, Paraphilias, and Tic Disorders.
0D-4530-BK Diagnostic and Statistical Manual of Mental Disorders, 4th Ed., Text Revision, Softcover943 pages (2000).......$106.00
Provides detailed instructions for testifying in

marital, civil, and criminal disputes.
Provides clear and concise explanations of the purpose of

each form, including when it should be used, with whom,
and at what point in the examination.
The Psychologist As Expert Witness,

2nd Ed.
Theodore H. Blau, PhD
This comprehensive text introduces psychologists to the legal world,

covering all aspects of forensic practice. It helps prepare you to function
credibly as an expert witness. It also provides step-by-step instructions on
examining competency to stand trial; making custody recommendations;
and testifying in marital, civil, and criminal disputes.
0D-4847-BK The Psychologist As Expert Witness, 2nd Ed., Softcover
597 pages (1998)..................................................................................$90.00
264
The Forensic Documentation Sourcebook:

The Complete Paperwork Resource for
Forensic Mental Health Practice, 2nd Ed.
Theodore H. Blau, PhD and Fred L. Alberts, Jr., PhD
Fully updated and revised, this text provides useful forms for accurate
and comprehensive documentation and record keeping. A companion
CD-ROM includes all of the documents in Word format so that you can
customize them to fit your needs.
0D-5543-BK The Forensic Documentation Sourcebook, 2nd Ed., Softcover
288 pages (2004) with CD-ROM.........................................................$120.00
Assess the Degree to Which

a Childs or an Adolescents
Anger Is an Experiential State
or a Set of Personality Traits...
Based on the widely used

measure of anger, the
STAXI-2C/A is unique in its
ability to assess both state and
trait anger along with anger
expression and control.

Measuring how children and adolescents express and control their angry feelings is essential to understanding and predicting aggressive behavior. Based on the adult version of the instrument, the new STAXI-2 C/A is
sensitive to the developmental aspects of anger and distinguishes temporary anger states from more trait-like
or enduring conditions. It may be used as part of the diagnostic process, as a tool for monitoring the long-term
effects anger may have on children and adolescents, or as a complement to threat assessment measures and
procedures in a variety of settings. Written at a 4th-grade reading level, this 35-item self-report is tailored for
use by children and adolescents ages 9-18years and takes only 10 minutes to administer.
Assesses the degree to which a child reacts only to specific negative events or more generally responds to diverse
environmental events.
Assesses a childs habitual anger coping style as either externalizing or internalizing.
Complements risk assessment measures by helping you to determine the degree to which a childs personality
includes accumulated anger due to a highly internalizing style.
Enhances the ability to assess and diagnose the spectrum of conditions in which anger intensity as an emotional
state is important (e.g., bipolar disorder, intermittent explosive disorder, reactive attachment disorder, oppositional
defiant disorder, posttraumatic stress disorder).
Assists in the determination of whether key aspects of a childs anger profile may be related to problems with his or
her health status.
Provides valid pre- and post-assessments of anger for children and adolescents who are undergoing anger
management treatment.
For more information on the STAXI-2 C/A, see page 67 or 236.
265
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translate all or part of any copyrighted publication.
Tests, test protocols, test items, normative data, score reports, and
other related materials are copyrighted and may not be reproduced
in whole or in part without written permission from Psychological
Assessment Resources, Inc. (PAR). The reproduction of any part of
PARs copyrighted tests and related materials in any way, without
permission, whether the reproductions are sold or provided free for
use, is a violation of federal copyright law.
If you plan to use a test in its entirety, please purchase the published
version of the test. You may purchase the number of test protocols you
will need for your intended purposes by contacting the PAR Customer
Support Center at 1.800.331.8378 or, if outside the U.S. and Canada,
813.449.4065.
If you plan to modify or use only part of a test, written permission is
required prior to using any PAR proprietary material. Written permission is required prior to:
Using a translation. All of our translations have been approved.
Back-translations have been conducted by an individual unfamiliar
with the English version of the test and the back-translation has
been forwarded to the author/PAR for review and approval.
Using any part of a test.
Using a modified format of a test.
Translating a test into a language for which it is not currently
available.
Including a few sample items or other materials (i.e., tables,
charts, graphs) in a publication or appendix of a dissertation or
thesis. PAR will not grant permission to include an entire test or
scale in any publication, including dissertations and theses.
266
To request permission to use PAR Proprietary Material,

please contact our Customer Support Center to obtain our
Permission Request Form.
hone: 1.800.331.8378 or 813.449.4065
P
Fax:
1.800.727.9329 or 813.961.2196
E-mail: Custsup@parinc.com
A per-copy royalty/license fee will be charged for all permissions
granted to copy or reproduce all or part of any publication. The
fee will be determined after we review your completed Permission
Request Form. This fee does not include the cost of purchasing
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permission to use all or part of a test.
A permission fee will be charged for reproduction of any tables,
charts, graphs, or other materials to be included in publications.
Please provide us with a detailed description of the material you
wish to reproduce.
When obtaining permission to use a modified/translated version
of an instrument, it is recommended that you also purchase the
test manual for the English version so you will have scoring and
interpretive guidelines. You can request a sample copy of the
published test protocol at no additional charge with the purchase
of the test manual. Please contact PAR Customer Support for
information.
Payment can be made in U.S. funds, via check, money order,
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Club International credit cards, or wire transfer. We also accept
official institutional purchase orders from U.S. and Canadian
organizations.
The following list includes

some of our products that
are available for licensing.
These products have been
translated, back-translated,
and approved by the author.
Behavior Rating
Inventory of
Executive Function
Preschool Version
(BRIEF-P)

Adult Suicidal Ideation

Questionnaire (ASIQ)
Behavior Rating
Inventory of
Executive Function
(BRIEF)

German
Greek
Hebrew
Italian
Japanese
Brazilian
Dutch
Portuguese Hebrew
Chinese
Norwegian
Norwegian
Polish
Russian
Spanish
Turkish
Finnish
Greek
Finnish
French
French
Canadian
German
Hebrew
Italian
Japanese
Korean
Norwegian
Polish
Portuguese
Russian
Spanish
Turkish
Icelandic
Korean
Portuguese
Russian
Slovene
South
African
English
Spanish
Swedish
UK English
Chinese
Dutch
Finnish
French
German
Japanese
Korean
Norwegian
Russian
Spanish
Swedish
Urdu
Eating Disorder
Inventory-3 (EDI-3)
Arabic
Chinese
Danish
Dutch
French
Greek
Turkish
Hebrew
Icelandic
Japanese
Korean
Lithuanian
Portuguese
Russian
Spanish
Thai
Turkish
Frontal Systems
Behavior Scale
(FrSBe)
Chinese
Danish
Dutch
French
Japanese
Spanish
Korean
Hopkins Verbal
Learning Test
Revised (HVLT-R)
Dementia Rating
Scale2 (DRS-2)
Chinese
Danish
Dutch
Finnish
Sutter-Eyberg Student Behavior

InventoryRevised (SESBI-R)
Arabic
Finnish
Norwegian
Chinese
German
Swedish
Chronic Pain Coping

Inventory (CPCI)
Dutch
Polish
Swedish
Career Thoughts
Inventory (CTI)
Behavior Rating
Inventory of Executive
FunctionAdult
(BRIEF-A)
Afrikaans
Austrian
German
Belgian
Dutch
Belgian
French
Brazilian
Portuguese
Chinese
German
Hebrew
Hungarian
Korean
Norwegian
Behavior Rating
Inventory of
Executive Function
Self-Report Version
(BRIEF-SR)
Korean
Spanish
Chinese
French
Bahasa
Brazilian
Portuguese
Chinese
Finnish
French
Arabic
Chinese
Dutch
French
Canadian
Eyberg Child
Behavior Inventory
(ECBI)
German
Greek
Icelandic
Italian
Japanese
Portuguese
Spanish
Turkish
Dutch
French
French
Canadian
German
Hebrew
Hungarian
Italian
Japanese
Norwegian
Spanish
267
More PAR Products Available for Licensing
Mini-Mental State
Examination (MMSE)
Afrikaans
Albanian
Arabic
Argentinean Spanish
Austrian German
Belgian Dutch
Belgian French
Bengali
Bosnian
Brazilian Portuguese
Bulgarian
Cantonese Chinese
for Hong Kong
Chilean Spanish
Chinese
Chinese for Hong
Kong
Chinese for Malaysia
Chinese for
Singapore
Chinese for Taiwan
Croatian
Czech
Danish
Dutch
Estonian
Farsi
Filipino
Finnish
French
French Canadian
German
Greek
Gujarati
Hebrew
Hindi
Hungarian
Indian English
Israeli English
Italian
Japanese
Kannada
Korean
Latvian
Lithuanian
Macedonian
Malay
Malayalam
Mandarin Chinese
Mandarin Chinese
for China
Mandarin Chinese
for Hong Kong
Mandarin Chinese
for Singapore
Mandarin Chinese
for Taiwan
Marathi
Norwegian
Polish
Portuguese
Punjabi
Romanian
Russian
Serbian
Slovakian
Slovene
South African
English
Spanish
Swedish
Tamil
Telugu
Turkish
UK English
Ukrainian
Urdu
Parenting Stress
Index (PSI), 3rd Ed.
and Parenting Stress
Index Short Form
(PSI/SF)
NEO Personality
InventoryRevised
(NEO PI-R)
Afrikaans
Albanian
Arabic
Bulgarian
Chinese
Estonian
Farsi
Filipino
Finnish
Hindi
Hmong
Hungarian
Icelandic
Indonesian
Italian
Japanese
Latvian
Lithuanian
Malay
Marathi
Norwegian
Peruvian
Polish
Portuguese
Romanian
Russian
Serbian
Slovene
Sotho
Swedish
Taiwanese
Telugu
Thai
Tigrignan
Turkish
Urdu
Xhosa
Gujarati
Kannada
Malayalam
Tamil
Ukrainian
Occupational Stress
InventoryRevised
(OSI-R)
French
German
Afrikaans
Arabic
Chinese
Croatian
Danish
Dutch
Farsi
Finnish
Greek
Hebrew
Greek
Turkish
Cambodian
Creole
French
Kannada
Arabic
Bulgarian
Filipino
French Canadian
Greek
Hindi
Hmong
Hungarian
Icelandic
Indonesian
Italian
Japanese
Korean
Lithuanian
Norwegian
Portuguese
Puerto
Rican
Russian
Slovene
Spanish
Swedish
Thai
Vietnamese
Korean
Norwegian
Serbian
Slovene
Swedish
Malay
Polish
Romanian
Serbian
Sotho
Turkish
Zulu
Psychopathic
Personality
InventoryRevised
(PPI-R)
Dutch
Filipino
French
Greek
Japanese
Korean
Spanish
Stress Index
for Parents of
Adolescents
(SIPA)
Personality Assessment
Inventory (PAI)
Parenting Stress
Index Short Form
(PSI/SF)
NEO Five-Factor
Inventory (NEO-FFI)
French
Canadian
Greek
French
Canadian
Italian
Norwegian
Russian
Slovene
Spanish
Swedish
268
More PAR Products Available for Licensing

Trauma Symptom
Checklist for
Children (TSCC)
Self-Directed
Search (SDS-R)
Arabic
Brazilian
Portuguese
Chinese
Croatian
Estonian
Galician
Greek
Hungarian
Icelandic
Indonesian
Korean
Lithuanian
Norwegian
Romanian
Turkish
Vietnamese
Arabic
Chinese
Dutch
French
Greek
State-Trait Anger
Expression
Inventory2
(STAXI/STAXI-2)
Chinese
Farsi
French
Canadian
Greek
Hindi
Hungarian
Japanese
Korean
Norwegian
Polish
Romanian
Russian
Spanish
Urdu
Vietnamese
Trauma Symptom
Inventory (TSI)
Indonesian Romanian
Japanese Spanish
Korean
Swedish
Latvian
Portuguese
Chinese
Italian
Korean
Norwegian
Chinese
French Canadian
Hebrew
Italian
Kinyarwanda
Polish
Spanish
Swedish
Wisconsin Card
Sorting Test
(WCST)
Trauma Symptom
Checklist for Young
Children (TSCYC)

Korean
Portuguese
Portuguese
Spanish
Swedish
Spanish
Coming Soon to
www.parinc.com...
A better way to get your favorite
assessment products!
Changes are coming...
Visit www.parinc.com in late spring 2010.
269
COMPREHENSIVE PRODUCT INDEX
A
Achenbach System of Empirically Based
Assessment (ASEBA) Products:
Adult Behavior Checklist (ABCL).......................... 44
Ages 112-5 (C-TRF)................................................ 43
ASEBA Child Behavior Checklist for
Ages 112-5 (CBCL/112-5)....................................... 43
ASEBA Child Behavior Checklist for
Ages 6-18 (CBCL/6-18).......................................... 42
ASEBA Direct Observation Form (DOF).............. 46
ASEBA Older Adult Self-Report (OASR)
and ASEBA Older Adult Behavior Checklist
(OABCL)................................................................. 44
Children & Adolescents (SCICA/6-18).................. 45
ASEBA Teacher Report Form for Ages 6-18
(TRF/6-18).............................................................. 42
ASEBA Test Observation Form for Ages 2-18
(TOF/2-18).............................................................. 46
ASEBA Youth Self-Report for Ages 11-18
(YSR/11-18)............................................................ 42
Assessment Data Manager (ADM)....................... 43
Adaptive Behavior Assessment System2nd
Edition (ABAS-II)...................................................212
ADHD Symptoms Rating Scale (ADHD-SRS)......... 229
(ACUTE)................................................................216
Adolescent Anger Rating Scale (AARS).................... 61
Adolescent Drinking Index (ADI)......... www.parinc.com
Adolescent Psychopathology Scale (APS)................ 62
APS Short Form (APS-SF).................................... 63
Adolescent SASSI-A2.............................................. 237
Adult Suicidal Ideation Questionnaire (ASIQ)........... 59
Alzheimers Disease Caregivers
Questionnaire (ADCQ).......................www.adcq.net
Asperger Syndrome Diagnostic Scale (ASDS)........174
Attention Deficit/Hyperactivity Disorder Test
(ADHDT).............................................................. 228
Autism Diagnostic Interview, Revised (ADI-R).........170
Autism Spectrum Rating Scales (ASRS)..................171
B
BarOn Emotional Quotient Inventory (EQ-i)............ 256
BarOn Youth Version (EQ-i:YV).......................... 256
Basic Early Assessment of Reading
(BEAR)..................................................................176
Behavioral and Psychological Assessment of
Dementia (BPAD).................................................. 94
Behavioral and Emotional Rating Scale, 2nd Ed.
(BERS-2).............................................................. 220
Behavioral Summary.................................................213
Function (BRIEF) Products:
BRIEF..................................................................... 88
BRIEFAdult Version (BRIEF-A)........................... 91
BRIEF-A Software Portfolio (BRIEF-A SP)........... 92
BRIEFPreschool Version (BRIEF-P)................... 86
BRIEF-P Software Portfolio (BRIEF-P SP)........... 87
BRIEFSelf Report Version (BRIEF-SR).............. 90
BRIEF Software Portfolio (BRIEF-SP).................. 89
270
Behaviors & Attitudes Drinking & Driving

Scale (BADDS).................................................... 236
Bell Curve Laminated Card...................................... 262
Benton Laboratory of Neuropsychology:
Selected Tests..................................................... 137
Booklet Category Test (BCT), 2nd Ed. ..................... 99
(BDAE), 3rd Ed. .................................................. 138
Boston Naming Test (BNT)...................................... 138
Boston Qualitative Scoring System
(BQSS) for the Rey-Osterrieth
Complex Figure.............................. www.parinc.com
Brain Model, Functional........................................... 261
Brief Test of Attention (BTA)..................................... 140
(BVMT-R)............................................................. 133
Hopkins Verbal Learning TestRevised/Brief
Visuospatial Memory TestRevised Software
Portfolio (HVLT-R/BVMT-R SP)........................... 134
Clinical Interviews for Children and Adolescents...... 45

Cognistat . ................................................................ 120
Cognitive Behavior Rating Scales
(CBRS)............................................ www.parinc.com
Cognitive Distortion Scales (CDS)............................. 39
College ADHD Response Evaluation (CARE)......... 189
College Adjustment Scales (CAS)............................. 65
Color Trails Test (CTT)............................................... 98
Compendium of Neuropsychological Tests:
Administration, Norms, and Commentary,
3rd Ed. ................................................................. 142
Comprehensive Assessment of Spoken
Language (CASL)................................................ 184
Comprehensive Test of Nonverbal Intelligence,
2nd Ed. (CTONI-2)............................................... 207
Comprehensive Test of Phonological Processing
(CTOPP)............................................................... 186
Comprehensive Trail-Making Test (CTMT)................ 96
Conners 3rd Edition (Conners 3)........................ 231

Conners Adult ADHD Rating Scales
(CAARS)............................................................... 233
Conners Comprehensive Behavior Rating
Scales (Conners CBRS)...................................... 230
Conners Continuous Performance Test II
(CPT II) Version 5................................................ 233
Conners Continuous Performance Test for
Windows: Kiddie Version (K-CPT)...................... 234
Conners Early Childhood (Conners EC)............. 232
Conners Rating ScalesRevised (CRS-R)........ 229
Constructive Thinking Inventory (CTI)....................... 52
Consumer-Oriented Neuropsychological Report....... 142
Continuous Visual Memory Test (CVMT)................ 136
Contributions to Neuropsychological
AssessmentA Clinical Manual.......................... 137
Coping Responses Inventory (CRI)......................... 222
CRI: An Update on Research Applications
and Validity (Manual Supplement)...................... 222
Creative Counseling Techniques: An Illustrated
Guide.................................................................... 263
Culture Free Self-Esteem Inventories, 3rd Ed.
(CFSEI-3)............................................................... 84

Adult Careers....................................................... 254
Career Decision Scale (CDS).................................. 255
Career Thoughts Inventory (CTI)............................. 255
Research Ed.......................................................... 99
Checklist for Child Abuse Evaluation
(CCAE)............................................ www.parinc.com
Child Abuse Potential (CAP) Inventory.................... 158
Child Sexual Behavior Inventory (CSBI).................... 53
Childhood Autism Rating Scale, Second Edition
(CARS2) ...............................................................173
Childrens Academic Intrinsic Motivation
Inventory (CAIMI)................................................. 223
Childrens Aggression Scale (CAS)..........................210
CAS Scoring Program (CAS-SP).........................210
Childrens Apperception Test (C.A.T.)........................ 75
Childrens Auditory Verbal Learning Test2
(CAVLT-2)............................................................. 135
Childrens Color Trails Test (CCTT)........................... 98
Childrens Depression Inventory (CDI)...................... 55
Childrens Problems Checklist................................... 85
(CSRPI).................................................................. 54
Chronic Pain Coping Inventory (CPCI).................... 240
Chronic Pain Coping Inventory/Survey of Pain
Attitudes Scoring Program (CPCI/SOPA-SP)........ 240
Classification of Violence Risk (COVR)....................215
Clinical Assessment of Attention DeficitAdult
(CAT-A)................................................................. 227
Clinical Assessment of Attention DeficitChild
(CAT-C)................................................................. 227
Clinical Assessment of Attention DeficitSoftware
Portfolio (CAT-SP)................................................ 228
Clinical Assessment of Behavior (CAB)................... 226
Clinical Assessment of Depression (CAD)................ 60
CAD Scoring Program (CAD-SP).......................... 60
Clinical Assessment of Interpersonal
Relationships (CAIR)........................................... 225
(CASE)................................................................... 73
CASE Short Form (CASE-SF)............................... 73
Conners Products:
D
d2 Test of Attention................................................... 140
Das-Naglieri Cognitive Assessment System (CAS)..... 200
Dementia Rating Scale2 (DRS-2)...........................118
DRS-2: Alternate Form.........................................119
DRS-2: Interpretive Report (DRS-2:IR)................119
Detailed Assessment of Posttraumatic Stress
(DAPS)................................................................... 38
DAPS Interpretive Report (DAPS-IR).................... 38
Developmental Assessment of Young Children
(DAYC).................................................................. 167
Developmental History Checklist............................... 85
Developmental Profile 3 (DP-3)............................... 167
Rey-Osterrieth Complex Figure (DSS-ROCF)....... 97
Diagnostic Achievement Battery, 3rd Ed. (DAB 3)...... 186
Diagnostic and Statistical Manual of Mental
Disorders, 4th Ed., Text Revision
(DSM-IV-TR)........................................................ 264

(DAR-2).................................................................178
(DHOC), 3rd Ed. ................................................. 252
Digit Vigilance Test (DVT)........................................ 139
E
Early Childhood Parenting Skills
(ECPS)............................................ www.parinc.com
Eating Disorder Inventory3 (EDI-3).......................... 47
EDI-3 Scoring Program (EDI-3 SP)...................... 48
EDI-3 Referral Form Kit (EDI-3 RF)...................... 48
Educational Opportunities Finder (EOF)................. 252
Emotional Disturbance Decision Tree (EDDT)........ 209
Employee Assistance Program Inventory (EAPI)....... 260
Essentials of Evidence-Based Academic
Interventions........................................................ 190
Essentials of PAI Assessment................................... 28
Essentials of WRAML2 and TOMAL-2 Assessment....132
Evaluation of Competency to Stand TrialRevised
(ECST-R).............................................................. 154
Expressive One-Word Picture Vocabulary Test
(EOWPVT), 2000 Ed. ......................................... 183
EOWPVT: Spanish Bilingual Edition
(EOWPVT-SBE)................................................... 183
Eyberg Child Behavior Inventory (ECBI) & SutterEyberg Student Behavior InventoryRevised
(SESBI-R)............................................................ 224
F
Facial Recognition.................................................... 137
(FAM-III)............................................................... 222
Finger Tapper, Adult/Adolescent.............................. 262
Thoughts (FAST) and Firestone Assessment
of Suicide Intent (FASI).........................................213
Firestone Assessment of Violent Thoughts (FAVT).......214
FAVTAdolescent (FAVT-A).................................214
Forensic Documentation Sourcebook: The
Complete Paperwork Resource for Forensic
Mental Health Practice, 2nd Ed. ........................ 264
Frontal Systems Behavior Scale (FrSBe)................ 103
G
Geriatric Rehabilitation and Restorative
Assessment System (GRRAS)........................... 238
GRRAS Software Portfolio (GRRAS-SP)........... 238
Gilliam Aspergers Disorder Scale (GADS)..............173
Gilliam Autism Rating Scale, 2nd Ed. (GARS-2).........172
Gray Diagnostic Reading Tests, 2nd Ed.
(GDRT 2)...............................................................181
Gray Oral Reading Tests, 4th Ed. (GORT 4)........... 180
Gray Silent Reading Tests (GSRT)...........................181
Grooved Pegboard................................................... 263
GSR/TEMP 2X Advanced System.......................... 262
Halstead-Reitan Products:

Halstead-Reitan Battery: Demographically
Adjusted Neuropsychological Norms for
African American and Caucasian Adults............ 126
Halstead-Reitan Battery: Demographically
Adjusted Neuropsychological Norms for
African American and Caucasian Adults
Scoring Program.................................................. 127
PAR Resource Kit for an Expanded HalsteadReitan Battery...................................................... 127
Hand Dynamometer................................................. 263
Handbook of Normative Data for
Neuropsychological Assessment, 2nd Ed. ........ 142
Handbook of Rey-Osterrieth Complex Figure
Usage: Clinical and Research Applications.......... 97
Hare Psychopathy ChecklistRevised (PCL-R):
2nd Ed. . .............................................................. 155
Hare Psychopathy Checklist: Screening Version
(PCL:SV).............................................................. 156
Hare Psychopathy Checklist: Youth Version
(PCL:YV).............................................................. 156
HCR-20: Assessing Risk for Violence (Version 2).......152
Health Problems Checklist......................................... 85
Hopkins Verbal Learning TestRevised (HVLT-R)......133
Hopkins Verbal Learning TestRevised/Brief
Visuospatial Memory TestRevised Software
Portfolio (HVLT-R/BVMT-R SP)........................... 134
House-Tree-Person and Draw-A-Person as
Measures of Abuse in Children: A Quantitative
Scoring System...................................................... 54
I
Impact Therapy......................................................... 263
Index of Teaching Stress (ITS)............ www.parinc.com
International Personality Disorder Examination
(IPDE)..................................................................... 53
Interpersonal Adjective Scales (IAS)...... www.parinc.com
Inventory of Altered Self-Capacities (IASC)............... 39
Strengths (IORNS)............................................... 157
Iowa Gambling Task (IGT).........................................121
J
Jesness InventoryRevised (JI-R)........................... 158
Job Stress Survey (JSS).......................................... 257
JSS Scoring Program (JSS-SP).......................... 257
Judgment Of Line Orientation.................................. 137
K
System for the Bender Gestalt Test, 2nd Ed. .... 188
Laminated Bell Curve Card...................................... 262

Leisure Activities Finder (LAF)................................. 253
Leiter International Performance ScaleRevised
(Leiter-R).............................................................. 205
(LISRES-Adult and LISRES-Youth)..................... 235
Literacy Navigator..................................................... 194
M
MacArthur Competence Assessment Tool
Criminal Adjudication (MacCAT-CA)....................151
Making Vocational Choices (MVC), 3rd Ed. ........... 253
Marital Evaluation Checklist....................................... 85
Marital Satisfaction Inventory, Revised (MSI-R)...... 221
Mathematics Navigator............................................. 195
Battery (MCCB)............................................. 116-117
MCMI II/III Interpretive System Version 2.................. 50
Measures of Psychosocial Development (MPD)....... 81
Mental Status ChecklistAdolescent......................... 85
Mental Status ChecklistAdult................................... 85
Mental Status ChecklistChildren.............................. 85
(Merrill-Palmer-R)................................................ 187
Miller Forensic Assessment of Symptoms Test
(M-FAST)..............................................................147
Mind Body Wellness Geriatric Rehabilitation and
Restorative Assessment System (GRRAS)........ 238
GRRAS Software Portfolio (GRRAS-SP)........... 238
Mini-Mental State Examination (MMSE)................. 102
Mental Status Reporting Software (MSRS)........ 102
Mini-Mental State Examination, 2nd Edition
(MMSE-2)...................................................... 100-101
Minnesota Multiphasic Personality Inventory
(MMPI) Products:
MMPI-2 Adult Interpretive System, Version 3

(MMPI-2 AIS V3).................................................... 49
MMPI-2 Structural Summary................................. 50
MMPI-A: Assessing Adolescent
Psychopathology, 3rd Ed. .................................... 51
MMPI-A Interpretive System................................. 51
MMPI-A Structural Summary......... www.parinc.com
Motor Impersistence................................................. 137
Motor-Free Visual Perception Test-3 (MVPT-3)....... 192
Multidimensional Anxiety Questionnaire (MAQ)....... 64
Multidimensional Health Profile
(MHP).............................................. www.parinc.com
Multidimensional Self Concept Scale (MSCS).......... 82
Multidimensional Self-Esteem Inventory (MSEI)....... 84
Multilingual Aphasia Examination (MAE), 3rd Ed. ........136
Multiscale Dissociation Inventory
(MDI)............................................... www.parinc.com
271
N
NEO Products:
NEO-4.................................................................. 260
NEO Five-Factor Inventory (NEO-FFI)................. 78
NEO Personality InventoryRevised
(NEO PI-R)............................................................. 77
NEO PI-R: Professional Report Service............... 77
NEO PI-R: Spanish Edition................................... 80
NEO PDR Professional Report Service.............. 260
NEO-FFI, and NEO PDR Modules................ 79, 259
NEO Software System with NEO-FFI Module...... 80
NEO Software System On-Site Scanning
Module for the NEO PI-R....................................... 80
(NAB) Products:
NAB............................................................... 104-107
NAB Auditory Comprehension Test.........................115
NAB Categories Test.................................................111
NAB Design Construction Test.................................112
NAB Digits Forward/Digits Backward Test..............113
NAB Mazes Test.........................................................111
NAB Memory Module Kit (Stand-Alone)..................110
NAB Naming Test................................................ 109
NAB Numbers & Letters Test....................................113
NAB Orientation Test.................................................114
NAB Screening Module Kit....................................... 109
NAB Visual Discrimination Test................................112
NAB Writing Test........................................................114
Nelson-Denny Reading Test.................................... 177
Neuropsychological Status Exam
(NSE)............................................... www.parinc.com
O
Occupational Stress InventoryRevised (OSI-R)....... 258
OMNI Personality Inventory....................................... 76
OMNI-IV Personality Disorder Inventory................... 76
OWLS: Listening Comprehension (LC) and Oral
Expression (OE) Scales...................................... 185
OWLS: Written Expression Scale (WE)................... 185
P
Pantomime Recognition........................................... 137
PAR Assessment Toolkit............................................ 18
PAR Resource Kit for an Expanded
Halstead-Reitan Battery...................................... 127
Parent Adolescent Relationship Questionnaire
(PARQ) .................................................................219
PARQ Scoring Program (PARQ-SP)....................219
Parenting Alliance Measure (PAM).......................... 221
Parenting Stress Index (PSI), 3rd Ed. ..............150, 217
PSI French Canadian Ed. . ..................................218
PSI Short Form (PSI/SF)..............................150, 217
PSI Software Portfolio (PSI-SP)...........................218
Paulhus Deception Scales (PDS): The
Balanced Inventory of Desirable Responding.......... 81
PDD Behavior Inventory (PDDBI)............................ 168
PDDBI Scoring Program (PDDBI-SP)................. 169
272
Peabody Developmental Motor Scales, 2nd Ed.

(PDMS-2)............................................................. 187
Pediatric Behavior Rating Scale (PBRS) .................211
PBRS Scoring Program (PBRS-SP)....................211
Personal History ChecklistAdolescent.................... 85
Personal History ChecklistAdult.............................. 85
Personal Problems ChecklistAdolescent................ 85
Personal Problems ChecklistAdult.......................... 85
Personality Assessment
Inventory (PAI) Products:
Essentials of PAI Assessment............................... 28

PAI.....................................................................23-25
PAI Audio Administration....................................... 26
PAI Casebook for the Personality Assessment
Inventory: A Structural Summary Approach......... 28
PAI Interpretive Guide........................................... 27
PAI Interpretive Report for Correctional
Settings (PAI-CS) Module............................. 30, 144
PAI-CS On-Site Scanning Module...................... 144
PAI-CS Professional Report Service.................. 144
PAI Law Enforcement, Corrections, and
Public Safety Selection Report Module for
the PAI-SP..................................................... 30, 143
PAI Public Safety Selection Report On-Site
Scanning Module for the PAI-SP........................ 143
Professional Report Service............................... 143
PAI On-Site Scanning Module for the PAI-SP........ 29
PAI Professional Report Service........................... 26
PAI Software Portfolio (PAI-SP)............................ 29
PAI Spanish Edition............................................... 26
PAIAdolescent (PAI-A)................................... 31-32
PAI-A Software Portfolio (PAI-A SP)..................... 33
PAI-A On-Site Scanning Module for the
PAI-A SP................................................................ 33
PAI-A Professional Report Service....................... 33
Personality Assessment Screener (PAS)............. 27
Personality Inventory for Children, 2nd Ed. (PIC-2)....... 40
PIC-2 Scoring and Interpretation Software........... 40
Personality Inventory for Youth (PIY)......................... 40
2nd Ed. (PHCSCS-2)............................................. 83
Portable Tactual Performance Test (P-TPT)............ 125
Position Classification Inventory
(PCI)................................................ www.parinc.com
Pre-School Behavior Checklist (PBCL)..................... 85
Primary Test of Nonverbal Intelligence (PTONI)..... 206
Psychoeducational Profile, 3rd Ed. (PEP-3).............174
Psychological Assessment with the Millon Clinical
Multiaxial Inventory (II): An Interpretive Guide..........50
Psychologist As Expert Witness, 2nd Ed. .............. 264
(PPI-R)................................................................. 154
PPI-R Software Portfolio (PPI-R SP).................. 154
Assessment (PETRA)...........................................215
Purdue Pegboard Test.............................................. 262
Q
Quick Neurological Screening Test-II (QNST-II)...... 235
R
Rapid Automatized Naming and Rapid
Alternating Stimulus Test (RAN/RAS)................. 201
Reading-Free Vocational Interest Inventory: 2
(R-FVII: 2)............................................................. 257
Receptive One-Word Picture Vocabulary Test
(ROWPVT), 2000 Ed........................................... 183
ROWPVT: Spanish Bilingual Edition
(ROWPVT-SBE).................................................. 183
PAR Edition.......................................................... 223
Revised Childrens Manifest Anxiety Scale,
2nd Ed. (RCMAS-2)............................................... 65
Rey Auditory Verbal Learning Test (RAVLT):
A Handbook......................................................... 135
(RCFT)................................................................... 95
Inventory (RAASI).................................................. 66
(RADS-2)................................................................ 57
RADS-2: Short Form (RADS-2:SF)....................... 56
Reynolds Child Depression Scale (RCDS)................ 58
Reynolds Depression Screening Inventory (RDSI)...... 58
(RIAS)............................................................ 196-197
RIAS Interpretive Report (RIAS-IR).................... 199
Reynolds Intellectual Assessment Scales/Wide
Range Achievement Test 4 Discrepancy
Interpretive Report (RIAS/WRAT4-DIR)...... 165, 199
Reynolds Intellectual Screening Test (RIST)........... 198
Right-Left Orientation............................................... 137
Roberts Apperception Test for Children: 2
(Roberts-2)..............................................................74
Roberts-2 Computer Scoring Program..................74
Rogers Criminal Responsibility Assessment
Scales (R-CRAS)..................................................151
Rorschach Products:
Primer for Rorschach Interpretation...................... 70

Principles of Rorschach Interpretation, 2nd Ed. ..... 70
Version 5 (RIAP5).................................................. 71
RIAP5: Scoring Program (RIAP5:S)...................... 72
Rorschach Interpretation Assistance Program
Version 5 Forensic Edition (RIAP5 FE)............... 145
Rorschach: A Comprehensive System................. 70
Rorschach Form Quality Pocket Guide,
3rd Ed. . ................................................................. 72
Rorschach Location Charts................................... 69
Rorschach Psychodiagnostic Test Plates............. 69
Rorschach Structural Summary Blank................. 69
Rorschach Workbook for the Comprehensive
System, 5th Ed. .................................................... 69
RTIPlus: Solutions for Student Progress and
Educational Accountability.................................. 193
Ruff 2 & 7 Selective Attention Test.......................... 139
Ruff Figural Fluency Test (RFFT).............................. 96
Ruff-Light Trail Learning Test
(RULIT)........................................... www.parinc.com
Ruff Neurobehavioral Inventory (RNBI)....................141
RNBI Scoring Program (RNBI-SP)......................141
S
SASSI-3: Substance Abuse Subtle Screening
Inventory.............................................................. 237
Adolescent SASSI-A2......................................... 237
Spanish SASSI.................................................... 237
Scales for Assessing Emotional Disturbance
Second Edition (SAED-2) . ..................................216
Inventory (SMALSI)............................................. 225
Screening Assessment for Gifted Elementary and
Middle School Students, 2nd Ed. (SAGES-2)........ 182
Self-Directed Search (SDS) Products:

(DHOC), 3rd Ed. ................................................. 252
Educational Opportunities Finder (EOF)............ 252
Leisure Activities Finder (LAF)............................ 253
Making Vocational Choices (MVC), 3rd Ed. ...... 253
Position Classification Inventory
(PCI)...................................................www.parinc.com
SDS Career Explorer........................................... 250
SDS Form CP: Career Planning.......................... 251
SDS Form CP: Professional Report Service...... 251
SDS Form E: 4th Ed. .......................................... 248
SDS Form E: 4th Ed.English Canadian............ 249
SDS Form E Audiotape....................................... 249
SDS Form E: Spanish Edition............................. 249
SDS Form R: 4th Ed. ...................................242-243
SDS Form R: 4th Ed.English Canadian............ 244
SDS Form R: 4th Ed.French Canadian............. 244
SDS Form R: 4th Ed.Spanish........................... 245
SDS Form R: Internet Version............................. 246
SDS Form R: Mobile Version.............................. 247
SDS Form R: Professional Report Service........ 243
SDS Software Portfolio (SDS-SP)...................... 245
Self-Directed Search and Related Holland
Career Materials: A Practitioners Guide............ 253
Vocational Preference Inventory......................... 254
You and Your Career........................................... 254
Sentence Completion Series (SCS).......................... 61
Serial Digit Learning................................................. 137
Severe Cognitive Impairment Profile
(SCIP).............................................. www.parinc.com
Sexual Violence Risk20 (SVR-20)......................... 152
Shipley-2................................................................... 202
Shipley-2 Scoring CD.......................................... 202
Slosson Intelligence TestRevised (SIT-R3) for
Children and Adults............................................. 204
Smell Identification Test (SIT).................................. 138
Social Communication Questionnaire (SCQ)...........170
Social Responsiveness Scale (SRS)....................... 169
Sound Screen........................................................... 261
Stanford-Binet Intelligence Scales, 5th Ed. (SB5).... 203
Stanford-Binet Intelligence Scales for Early
Childhood (Early SB5)........................................... 204
(STAXI-2)................................................................ 68
STAXI-2 Interpretive Report (STAXI-2: IR)........... 68
STAXI-2 Child and Adolescent
(STAXI-2 C/A)................................................. 67, 236
State-Trait Anxiety Inventory (STAI)........................... 66
State-Trait Anxiety Inventory for Children
(STAIC)................................................................... 64
Stopwatches/Timers:
Stopwatch, Analog............................................... 261

Stopwatch, Digital................................................ 261
Stress Index for Parents of Adolescents (SIPA)........ 220
Stroop Color and Word Test..................................... 128
Stroop Color and Word Test: Childrens Version..... 128
Stroop Neuropsychological Screening Test
(SNST)................................................................. 129
Structured Assessment of Violence Risk in
Youth (SAVRY)..................................................... 153
2nd Ed. (SIRS-2)................................................... 146
Symptomatology (SIMS)...................................... 148
SIMS Software Portfolio (SIMS-SP)................... 148
Suicidal Ideation Questionnaire (SIQ)....................... 59
Survey of Pain Attitudes (SOPA).............................. 239
Chronic Pain Coping Inventory/Survey of Pain
Attitudes Scoring Program (CPCI/SOPA-SP)........ 240
Sutter-Eyberg Student Behavior Inventory
Revised (SESBI-R).............................................. 224
Symbol Digit Modalities Test (SDMT)...................... 103
Symptom Assessment45 Questionnaire (SA-45)...... 82
U
Uniform Child Custody Evaluation System
(UCCES)............................................................... 157
Universal Nonverbal Intelligence Test (UNIT)......... 208
UNIT Compuscore Software Program................ 208
V
Victoria Symptom Validity Test (VSVT)................... 149
Visual Analog Mood Scales (VAMS).......www.parinc.com
Visual Form Discrimination...................................... 137
Visual Search and Attention Test (VSAT)................ 134
Vocational Preference Inventory (VPI)..................... 254
W
Wide Range Products:
Tasks of Executive Control (TEC).............................. 93

Taylor-Johnson Temperament Analysis (T-JTA)....... 52
Telephone Interview for Cognitive
Status (TICS).................................. www.parinc.com
Temporal Orientation................................................ 137
Tennessee Self-Concept Scale, 2nd Ed. (TSCS:2).......83
Test of Auditory Processing Skills (TAPS-3)............ 184
Test of Early Mathematics Ability, 3rd Ed.
(TEMA-3).............................................................. 207
Test of Early Reading Ability, 3rd Ed. (TERA-3).......179
Test of Irregular Word Reading Efficiency
(TIWRE)................................................................175
Test of Language DevelopmentIntermediate,
4th Ed. (TOLD-I:4).......................... www.parinc.com
Test of Language DevelopmentPrimary, 4th Ed.
(TOLD-P:4)........................................................... 190
TOLD-P:4 Scoring Software and Reporting
System................................................................. 190
Test of Memory and Learning, 2nd Ed.
(TOMAL-2)............................................................ 130
TOMAL-2 Scoring Software................................ 130
Test of Memory Malingering (TOMM)...................... 129
Test of Nonverbal Intelligence, Fourth Edition
(TONI-4)............................................................... 206
Test of Reading Comprehension, 4th Ed.
(TORC-4)............................................................. 182
Test of Variables of Attention (T.O.V.A. and
T.O.V.A.-A.)........................................................... 234
Test of Verbal Conceptualization and Fluency
(TVCF)................................................................. 120
Test of Visual-Motor Skills3 (TVMS-3).................. 192
Test of Visual Perceptual Skills, 3rd Ed. (TVPS-3)......191
Test of Word Reading Efficiency (TOWRE)..............179
Test of Written Language, 4th Ed. (TOWL-4)........... 177
Thematic Apperception Test (T.A.T.).......................... 75
Tower of London 2nd Edition (TOLDX 2nd Ed.)...............94
Trauma Symptom Checklist for Children (TSCC)...... 36
TSCC Alternate Version (TSCC-A)....................... 36

(TSCYC)................................................................. 35
Trauma Symptom Checklist Software Portfolio
(TSC-SP)............................................................... 36
Trauma Symptom Inventory (TSI).............................. 37
TSI Alternate Version (TSI-A)................................ 37
TSI Scoring Program (TSI-SP).............................. 37
Wide Range Achievement Test 4

(WRAT4)............................................................. 159-160
WRAT4 Interpretive Report (WRAT4-IR)............. 162
Monitoring Version (WRAT4-PMV).............. 163-164
WRAT4-PMV Scoring Program
(WRAT4-PMV:SP)................................................ 165
Wide Range Achievement Test 3
(WRAT3) Test Forms...................... www.parinc.com
Wide Range Achievement Test 4 Scoring
Program (WRAT4-SP)..........................................161
(WRAT-Expanded).............................................. 166
Early Reading Assessment (ERA)...................... 166
Wide Range Assessment of Memory
and Learning, 2nd Ed. (WRAML2).......................131
WRAML2 Software Portfolio (WRAML2-SP)..... 132
Wide Range Assessment of Visual Motor
Abilities (WRAVMA)............................................. 189
Wide Range Intelligence Test (WRIT)................ 200
Wiesen Test of Mechanical Aptitude (WTMA)
PAR Edition.......................................................... 258
Wisconsin Card Sorting Test (WCST) Products:
WCST................................................................... 122
WCST Training DVD and Workbook................... 125
WCST: Computer Version 4Research Edition
(WCST:CV4)......................................................... 123
WCST:CV4 Scoring Program.............................. 123
WCST-64 Card Version (WCST-64)....................124
WCST-64: Computer Version 2Research
Edition (WCST-64:CV2) . .....................................124
WCST-64: Computer Version 2 Scoring
Program (WCST-64:SP2).................................... 125
Y
You and Your Career................................................ 254
Young Childrens Achievement Test (YCAT)............191
273
INDEX OF INSTRUMENT ACRONYMS
A
AARS: Adolescent Anger Rating Scale...................... 61
ABAS-II: Adaptive Behavior Assessment
SystemSecond Edition......................................... 212
ABCL: ASEBA Adult Behavior Checklist....................44
ACUTE: Adolescent & Child Urgent Threat
Evaluation............................................................... 216
ADCQ: Alzheimers Disease
Caregivers Questionnaire.....................www.adcq.net
ADHD-SRS: ADHD Symptoms Rating Scale............229
ADHDT: Attention Deficit/Hyperactivity
Disorder Test..........................................................228
ADI: Adolescent Drinking Index............www.parinc.com
ADI-R: Autism Diagnostic Interview, Revised.......... 170
APS: Adolescent Psychopathology Scale.............62-63
ASDS: Asperger Syndrome Diagnostic Scale.......... 174
ASEBA: Achenbach System of Empirically
Based Assessment.............................................41-46
ASIQ: Adult Suicidal Ideation Questionnaire..............59
ASR: ASEBA Adult Self-Report...................................44
ASRS: Autism Spectrum Rating Scales................... 171
B
BADDS: Behaviors & Attitudes Drinking &
Driving Scale..........................................................236
BCT: Booklet Category Test, 2nd Ed. ........................99
BDAE: Boston Diagnostic Aphasia
Examination, 3rd Ed. ............................................. 138
BEAR: Basic Early Assessment of Reading............ 176
BERS-2: Behavioral and Emotional Rating
Scale, 2nd Ed.........................................................220
BNT: Boston Naming Test......................................... 138
BPAD: Behavioral and Psychological
Assessment of Dementia.........................................94
BQSS: The Boston Qualitative Scoring
System for the Rey-Osterrieth
Complex Figure.................................www.parinc.com
BRIEF: Behavior Rating Inventory of
Executive Function Family................................. 86-92
BTA: Brief Test of Attention....................................... 140
BVMT-R: Brief Visuospatial Memory Test
Revised............................................................133-134
C
CAARS: Conners Adult ADHD Rating Scales...........233
CAB: Clinical Assessment of Behavior.....................226
CAD: Clinical Assessment of Depression...................60
CAIMI: Childrens Academic Intrinsic Motivation
Inventory.................................................................223
CAIR: Clinical Assessment of Interpersonal
Relationships..........................................................225
CAP: Child Abuse Potential Inventory....................... 158
CARE: College ADHD Response Evaluation .......... 189
CARS2: Childhood Autism Rating Scale, Second
Edition .................................................................... 173
CAS: Childrens Aggression Scale............................ 210
CAS: College Adjustment Scales................................65
CAS: Das-Naglieri Cognitive Assessment System.... 200
CASE: Clinical Assessment Scales for the
Elderly.......................................................................73
CASI: Career Attitudes and Strategies
Inventory.................................................................254
274
CASL: Comprehensive Assessment of Spoken

Language................................................................184
CAT: Clinical Assessment of Attention Deficit
Adult (CAT-A), Clinical Assessment of
Attention DeficitChildren (CAT-C), and
Clinical Assessment of Attention Deficit
Software Portfolio (CAT-SP)............................227-228
C.A.T.: Childrens Apperception Test.......................... 75
CAT:CV: Category Test: Computer Version
Research Ed.. ..........................................................99
CAVLT-2: Childrens Auditory Verbal Learning
Test-2...................................................................... 135
CBCL/112-5: ASEBA Child Behavior Checklist/112-5.....43
CBCL/6-18: ASEBA Child Behavior Checklist/6-18... 42
CCAE: Checklist for Child Abuse
Evaluation..........................................www.parinc.com
CCTT: Childrens Color Trails Test..............................98
CDI: Childrens Depression Inventory.........................55
CDS: Career Decision Scale.....................................255
CDS: Cognitive Distortion Scales................................39
CFSEI-3: Culture-Free Self-Esteem
Inventories, 3rd Ed. .................................................84
Conners 3: Conners 3rd Edition.............................. 231
Conners EC: Conners Early Childhood..................232
Conners CBRS: Conners Comprehensive
Behavior Rating Scales..........................................230
COVR: Classification of Violence Risk..................... 215
CPCI: Chronic Pain Coping Inventory.......................240
CPT II: Conners Continuous Performance
Test II Version 5......................................................233
CRI: Coping Responses Inventory............................222
CRS-R: Conners Rating ScalesRevised...............229
CSBI: Child Sexual Behavior Inventory......................53
CSRPI: Childrens Self-Report and Projective
Inventory...................................................................54
CTI: Career Thoughts Inventory................................255
CTI: Constructive Thinking Inventory..........................52
CTMT: Comprehensive Trail Making Test...................96
CTONI-2: Comprehensive Test of Nonverbal
Intelligence, 2nd Ed. . ............................................207
CTOPP: Comprehensive Test of Phonological
Processing.............................................................. 186
C-TRF: ASEBA Caregiver-Teacher Report Form.......43
CTT: Color Trails Test...................................................98
CVMT: Continuous Visual Memory Test................... 136
D
d2: Test of Attention.................................................... 140
DAB 3: Diagnostic Achievement Battery,
3rd Ed..................................................................... 186
DAPS: Detailed Assessment of Posttraumatic
Stress........................................................................38
DAR-2: Diagnostic Assessments of Reading,
2nd Ed. .............................................................178
DAYC: Developmental Assessment of Young

Children................................................................... 167
DHOC: Dictionary of Holland Occupational
Codes, 3rd Ed.........................................................252
DOF: ASEBA Direct Observation Form......................46
DP-3: Developmental Profile 3.................................. 167
DRS-2: Dementia Rating Scale2......................118-119
DSS-ROCF: Developmental Scoring System
for the Rey-Osterrieth Complex Figure....................97
DVT: Digit Vigilance Test........................................... 139
E
EAPI: Employee Assistance Program
Inventory.................................................................260
Early SB5: Stanford-Binet Intelligence Scales for
Early Childhood......................................................204
ECBI: Eyberg Child Behavior Inventory....................224
ECPS: Early Childhood Parenting
Skills...................................................www.parinc.com
ECST-R: Evaluation of Competency to Stand
TrialRevised.......................................................... 154
EDDT: Emotional Disturbance Decision Tree...........209
EDI-3: Eating Disorder Inventory3.......................47-48
EOF: Educational Opportunities Finder....................252
EOWPVT: Expressive One-Word Picture
Vocabulary Test, 2000 Edition............................... 183
EQ-i: BarOn Emotional Quotient Inventory...............256
ERA: WRAT-Expanded Early Reading
Assessment............................................................166
F
FAM-III: Family Assessment Measure
Version III................................................................222
FASI: Firestone Assessment of Suicide Intent............. 213
FAST: Firestone Assessment of SelfDestructive Thoughts............................................. 213
FAVT: Firestone Assessment of Violent
Thoughts................................................................. 214
FAVT-A: Firestone Assessment of Violent
ThoughtsAdolescent............................................ 214
FrSBe: Frontal Systems Behavior Scales................ 103
G
GADS: Gilliam Aspergers Disorder Scale............... 173
GARS-2: Gilliam Autism Rating Scale, 2nd Ed.. ........ 172
GDRT 2: Gray Diagnostic Reading Tests,
2nd Ed.................................................................... 181
GORT 4: Gray Oral Reading Tests, 4th Ed.............. 180
GRRAS: Mind Body Wellness Geriatric
Rehabilitation and Restorative
Assessment System...............................................238
GSR-2: GSR/TEMP 2X Advanced System..............262
GSRT: Gray Silent Reading Tests............................. 181
H
(Version 2).............................................................. 152
HVLT-R: Hopkins Verbal Learning Test
Revised............................................................133-134
I
IAS: Interpersonal Adjective
Scales................................................www.parinc.com
IASC: Inventory of Altered Self-Capacities.................39
IGT: Iowa Gambling Task........................................... 121
IORNS: Inventory of Offender Risk, Needs,
and Strengths......................................................... 157
IPDE: International Personality Disorder
Examination..............................................................53
ITS: Index of Teaching Stress...............www.parinc.com
J
JI-R: Jesness InventoryRevised............................. 158
JSS: Job Stress Survey.............................................257
K
K-CPT: Conners Continuous Performance
Test for Windows: Kiddie Version..........................234
System for the Bender Gestalt Test, 2nd Ed. .......... 188
L
LAF: Leisure Activities Finder....................................253
Leiter-R: Leiter International Performance Scale
Revised...................................................................205
LISRES: Life Stressors and Social Resources
Inventory.................................................................235
M
MacCAT-CA: The MacArthur Competence
Assessment ToolCriminal Adjudication............. 151
MAE: Multilingual Aphasia Examination, 3rd Ed..........136
MAQ: Multidimensional Anxiety Questionnaire.............64
MCCB: MATRICS (Measurement and
Treatment Research to Improve
Cognition in Schizophrenia) Consensus
Cognitive Battery..............................................116-117
MCMI II/III: Interpretive System Version 2.................50
MDI: Multiscale Dissociation
Inventory............................................www.parinc.com
Merrill-Palmer-R: Merrill-PalmerRevised
Scales of Development.......................................... 187
M-FAST: Miller Forensic Assessment of
Symptoms Test....................................................... 147
MHP: Multidimensional Health
Profile.................................................www.parinc.com
MMPI: Minnesota Multiphasic Personality
Inventory and Related Resources......................49-51
MMSE: Mini-Mental State Examination
Family...............................................................100-102
MPD: Measures of Psychosocial Development.......... 81
MSCS: Multidimensional Self Concept Scale............82
MSEI: Multidimensional Self-Esteem Inventory.............84
MSI-R: Marital Satisfaction InventoryRevised...........221
MSRS: Mental Status Reporting Software............... 102
MVC: Making Vocational Choices, 3rd Ed................253
MVPT-3: Motor-Free Visual Perception Test-3............ 192
N
NAB: Neuropsychological Assessment
Battery.............................................................. 104-115
NEO: NEO Family...................................77-80, 259-260
NSE: Neuropsychological Status
Exam..................................................www.parinc.com
O
OABCL: ASEBA Older Adult Behavior
Checklist/60-90+........................................................44
OASR: ASEBA Older Adult Self-Report/60-90+........44
OMNI Personality Inventory and
OMNI-IV Personality Disorder Inventory................. 76
OSI-R: Occupational Stress InventoryRevised............258
OWLS: Listening Comprehension (LC) and

Oral Expression (OE) Scales and Written
Expression Scale (WE).......................................... 185
P
PAI: Personality Assessment
Inventory Family.................................. 23-33, 143-144
PAM: Parenting Alliance Measure.............................221
PARQ: Parent Adolescent Relationship
Questionnaire......................................................... 219
PAS: Personality Assessment Screener.....................27
PBCL: Pre-School Behavior Checklist.......................85
PBRS: Pediatric Behavior Rating Scale .................. 211
PCI: Position Classification
Inventory............................................www.parinc.com
PCL: Hare Psychopathy Checklist Family.........155-156
PDDBI: PDD Behavior Inventory.......................168-169
PDMS-2: Peabody Developmental Motor
Scales, 2nd Ed....................................................... 187
PDS: Paulhus Deception Scales................................. 81
PEP-3: Psychoeducational Profile, 3rd Ed. ............. 174
PETRA: Psychosocial Evaluation & Threat
Risk Assessment.................................................... 215
PHCSCS-2: Piers-Harris Childrens
Self-Concept Scale, 2nd Ed. (PHCSCS-2)..............83
PIC-2: Personality Inventory for Children,
2nd Ed....................................................................... 40
PIY: Personality Inventory for Youth............................40
PPI-R: Psychopathic Personality Inventory
Revised................................................................... 154
PSI: Parenting Stress Index........................ 150, 217-218
PTONI: Primary Test of Nonverbal Intelligence...........206
P-TPT: Portable Tactual Performance Test.............. 125
Q
QNST-II: Quick Neurological Screening Test-II...........235
R
RAASI: Reynolds Adolescent Adjustment
Screening Inventory.................................................66
RADS-2: Reynolds Adolescent Depression
Scale, 2nd Ed..................................................... 56-57
RAN/RAS: Rapid Automatized Naming and
Rapid Alternating Stimulus Test.............................201
RAVLT: Rey Auditory Verbal Learning Test:
A Handbook............................................................ 135
RBPC: Revised Behavior Problem Checklist
PAR Edition.............................................................223
RCDS: Reynolds Child Depression Scale..................58
RCFT: Rey Complex Figure Test and
Recognition Trial.......................................................95
RCMAS-2: Revised Childrens Manifest
Anxiety Scale, 2nd Ed. ............................................65
R-CRAS: Rogers Criminal Responsibility
Assessment Scales................................................ 151
RDSI: Reynolds Depression Screening
Inventory...................................................................58
RFFT: Ruff Figural Fluency Test.................................96
R-FVII: 2: Reading-Free Vocational Interest
Inventory: 2.............................................................257
RIAP5: Rorschach Interpretation Assistance
Program: Version 5...................................... 71-72, 145
RIAS: Reynolds Intellectual Assessment
Scales..............................................................196-199
RIAS/WRAT4-DIR: Reynolds Intellectual

Assessment Scales/Wide Range
Achievement Test 4 Discrepancy
Interpretive Report..........................................165, 199
RIST: Reynolds Intellectual Screening Test.............. 198
RNBI: Ruff Neurobehavioral Inventory..................... 141
Roberts-2: Roberts Apperception Test for
Children: 2................................................................. 74
ROWPVT: Receptive One-Word Picture
Vocabulary Test, 2000 Edition............................... 183
RSTI: Risk-Sophistication-Treatment Inventory........... 149
RTIPlus: Solutions for Student Progress and
Educational Accountability..................................... 193
RULIT: Ruff-Light Trail Learning
Test....................................................www.parinc.com
S
SA-45: Symptom Assessment45 Questionnaire.....82
SAED-2: Scales for Assessing Emotional
DisturbanceSecond Edition................................. 216
SAGES-2: Screening Assessment for Gifted
Elementary and Middle School Students,
2nd Ed..................................................................... 182
SASSI-A2: Adolescent SASSI-A2...........................237
SASSI-3: Substance Abuse Screening
Inventory.................................................................237
SAVRY: Structured Assessment of Violence
Risk in Youth........................................................... 153
SB5: Stanford-Binet Intelligence Scales,
5th Ed. . ..................................................................203
SCICA/6-18: ASEBA Semistructured Clinical
Interview for Children & Adolescents.......................45
SCIP: Severe Cognitive Impairment
Profile.................................................www.parinc.com
SCS: Sentence Completion Series............................. 61
SCQ: Social Communication Questionnaire............. 170
SDMT: Symbol Digit Modalities Test (SDMT)........... 103
SDS: Self-Directed Search.................................241-254
SESBI-R: Sutter-Eyberg Student Behavior
InventoryRevised.................................................224
SIMS: Structured Inventory of Malingered
Symptomatology..................................................... 148
SIPA: Stress Index for Parents of Adolescents............220
SIQ: Suicidal Ideation Questionnaire..........................59
SIRS-2 : Structured Interview of Reported
Symptoms, 2nd Ed.................................................. 146
SIT: Smell Identification Test...................................... 138
SIT-R3: Slosson Intelligence TestRevised.............204
SMALSI: School Motivation and Learning
Strategies Inventory...............................................225
SNST: Stroop Neuropsychological Screening
Test......................................................................... 129
SOPA: Survey of Pain Attitudes........................ 239-240
SRS: Social Responsiveness Scale.......................... 169
STAI: State-Trait Anxiety Inventory.............................66
STAIC: State-Trait Anxiety Inventory for Children............64
STAXI-2: State-Trait Anger Expression
Inventory..................................................... 67-68, 236
SVR-20: Sexual Violence Risk20........................... 152
T
TAPS-3: Test of Auditory Processing Skills............. 184
T.A.T.: Thematic Apperception Test............................ 75
TEC: Tasks of Executive Control.................................93
TEMA-3: Test of Early Mathematics Ability..............207
TERA-3: Test of Early Reading Ability..................... 179
275

TICS: Telephone Interview for Cognitive
Status.................................................www.parinc.com
TIWRE: Test of Irregular Word Reading
Efficiency................................................................ 175
T-JTA: Taylor-Johnson Temperament Analysis.............52
TOF: ASEBA Test Observation Form..........................46
TOLDX, 2nd Ed.: Tower of London, 2nd Ed. . ...........94
TOLD-I:4: Test of Language Development
Intermediate, 4th Ed...............................www.parinc.com
TOLD-P:4: Test of Language Development
Primary, 4th Ed. .....................................................190
TOMAL-2: Test of Memory and Learning,
2nd Ed. . ................................................................. 130
TOMM: Test of Memory Malingering........................ 129
TONI-4: Test of Nonverbal Intelligence,
Fourth Edition.........................................................206
TORC-4: Test of Reading Comprehension,
4th Ed. . .................................................................. 182
TOVA/TOVA-A: Test of Variables of Attention...........234
TOWL-4: Test of Written Language, 4th Ed.. .......... 177
TOWRE: Test of Word Reading Efficiency............... 179
TRF/6-18: ASEBA Teacher Report Form for
Ages 6-18..................................................................42
TSCC: Trauma Symptom Checklist for Children...........36

TSCS:2: Tennessee Self-Concept Scale,
2nd Ed. . ...................................................................83
TSCYC: Trauma Symptom Checklist for Young
Children............................................................... 35-36
TSI: Trauma Symptom Inventory.................................37
TVCF: Test of Verbal Conceptualization and
Fluency................................................................... 120
TVMS-3: Test of Visual-Motor Skills3.................... 192
TVPS-3: Test of Visual Perceptual Skills,
3rd Ed. ................................................................... 191
U
UCCES: Uniform Child Custody Evaluation
System.................................................................... 157
UNIT: Universal Nonverbal Intelligence Test............208
VSVT: Victoria Symptom Validity Test...................... 149
W
WCST: Wisconsin Card Sorting Test................. 122-125
WRAML2: Wide Range Assessment of
Memory and Learning, 2nd Ed. ..................... 131-132
WRAT4: Wide Range Achievement Test 4........159-165
WRAVMA: Wide Range Assessment of Visual
Motor Abilities......................................................... 189
WRIT: Wide Range Intelligence Test........................200
WTMA: Wiesen Test of Mechanical Aptitude,
PAR Ed...................................................................258
Y
YCAT: Young Childrens Achievement Test.............. 191
YSR/11-18: ASEBA Youth Self-Report for
Ages 11-18................................................................42
VAMS: Visual Analog Mood Scales.......www.parinc.com

VPI: Vocational Preference Inventory........................254
VSAT: Visual Search and Attention Test................... 134
Academic Therapy Publications, Inc., Trademarks: PBCL, Pre-School Behavior Checklist. American Psychiatric Association, Trademarks: DSM, DSM-III-R, DSM-IV, DSM-IV-TR.
Americas Choice, Registered trademarks: Americas Choice, Mathematics Navigator; Trademark: Literacy Navigator. Apple, Registered trademark: iPhone, Macintosh; Service
mark: App Store. DICANDRIEN, Trademarks: MCMI II, MCMI III. Education Process Solutions, Trademarks: Education Process Solutions, RTIPlus. HealthActCHQ, Trademark:
Child Health Questionnaire. Houghton Mifflin Company, Registered trademark: Bender. Intel Corporation, Registered trademark: Pentium. MATRICS, Trademarks: MATRICS,
MCCB. Microsoft Corporation, Registered trademarks: Tooltips, Windows, Windows 3.1, Windows95, Windows 98, Windows Me, Windows NT, Windows 2000, and Windows XP;
Trademark: Vista. MMLLC, Registered trademarks: Mini-Mental, MMSE; Trademarks: MMSE-2, Mini-Mental State Examination, 2nd Edition. Multi-Health Systems, Inc., Trademarks:
ASRS, Autism Spectrum Rating Scales, BarOn Emotional Quotient Inventory, ColorPlot, Conners 3, Conners 3rd Edition, Conners CBRS, Conners Comprehensive Behavior Rating
Scales, Conners Early Childhood, Conners EC, CRS-R, EQ-i, EQ-i:YV, MHS SmartLink, MSCEIT, PCL-R, PCL:YV, POMS, QuikScore, TOL. Pearson Assessments (Pearson NCS),
Trademarks: ASSIST, Q Local. Psychological Assessment Resources, Inc., Registered trademarks: BRIEF, Behavior Rating Inventory of Executive Function, EAPI, Employee
Assistance Program Inventory, NAB, Neuropsychological Assessment Battery, PAI, PAS, Personality Assessment Screener, SDS, and Self-Directed Search; Trademarks: AARS,
Adolescent Anger Rating Scale, ACUTE, Adolescent and Child Urgent Threat Evaluation, APS, Adolescent Psychopathology Scale, APS-SF, Adolescent Psychopathology Scale-Short
Form, BCT, BPAD, Behavioral and Psychological Assessment of Dementia, BTA, Brief Test of Attention, BVMT-R, Brief Visuospatial Memory TestRevised, Childrens Aggression
Scale, Childrens Problems Checklist, CAB, Clinical Assessment of Behavior, CAD, Clinical Assessment of Depression, CAIR, Clinical Assessment of Interpersonal Relationships,
CASE, Clinical Assessment Scales for the Elderly, CASE-SF, CASI, Career Attitudes and Strategies Inventory, CAS-SP, CAT-A, Clinical Assessment of Attention DeficitAdult, CAT-C,
Clinical Assessment of Attention DeficitChild, CAT-SP, Clinical Assessment of Attention Deficit Software Portfolio, CAT:CV, CCTT, Childrens Color Trails Test, CDS, Cognitive Distortion
Scales, CPCI, Chronic Pain Coping Inventory, CTI, Career Thoughts Inventory, Constructive Thinking Inventory, COVR, Classification of Violence Risk, CSBI, CTT, Color Trails Test,
Developmental History Checklist, DAPS, Detailed Assessment of Posttraumatic Stress, DRS-2, Dementia Rating Scale-2, DRS-2:IR, The Educational Opportunities Finder, ECBI,
Eyberg Child Behavior Inventory, ECST, Evaluation of Competency to Stand Trial, EDDT, Emotional Disturbance Decision Tree, EDI, Eating Disorder Inventory, FASI, Firestone
Assessment of Suicide Intent, FAST, Firestone Assessment of Self-Destructive Thoughts, FAVT, Firestone Assessment of Violent Thoughts, FrSBe, Frontal Systems Behavior Scale,
GRRAS, Mind Body Wellness Geriatric Rehabilitation and Restorative Assessment System, Health Problems Checklist, HVLT-R, Hopkins Verbal Learning TestRevised, IASC,
Inventory of Altered Self-Capacities, IGT, Iowa Gambling Task, IORNS, Inventory of Offender Risk, Needs, and Strengths, JSS, Job Stress Survey, The Leisure Activities Finder,
MacCAT-CA, Marital Evaluation Checklist, MAQ, Multidimensional Anxiety Questionnaire, Mental Status Checklist, M-FAST, Miller Forensic Assessment of Symptoms Test, MSRS
Checklist, NAB Auditory Comprehension Test, NAB Categories Test, NAB Design Construction Test, NAB Digits Forward/Digits Backward Test, NAB Mazes Test, NAB Memory Module,
NAB Naming Test, NAB Numbers & Letters Test, NAB Orientation Test, NAB Visual Discrimination Test, NAB Writing Test, NEO-FFI, NEO-4, NEO PDR, NEO Professional Development
Report, NEO PI-R, NEO Software System, OSI-R, Occupational Stress InventoryRevised, PAI Interpretive Report for Correctional Settings, PAI Law Enforcement, Corrections,
and Public Safety Selection Report, PAM, Parenting Alliance Measure, PAR, PAR Assessment Toolkit, PAR Resource Finder, Parent Adolescent Relationship Questionnaire, PARQ,
PBRS, Pediatric Behavior Rating Scale, PDDBI, PDD Behavior Inventory, Personal History Checklist, Personal Problems Checklist, Personality Assessment Inventory, PETRA,
Psychosocial Evaluation & Threat Risk Assessment, PPI, Psychopathic Personality Inventory, RAASI, Reynolds Adolescent Adjustment Screening Inventory, RADS-2, RDSI, Reynolds
Depression Screening Inventory, RIAP5, RIAP5:S, RIAP5: Scoring Program, RIAS, Reynolds Intellectual Assessment Scales, RIST, Reynolds Intellectual Screening Test, RNBI,
Ruff Neurobehavioral Inventory, RSTI, Risk-Sophistication-Treatment Inventory, SAVRY, Structured Assessment of Violence Risk in Youth, SDS-SP, SIMS, Structured Inventory of
Malingered Symptomatology, SIPA, Stress Index for Parents of Adolescents, SOPA, Survey of Pain Attitudes, STAXI-2, State-Trait Anger Expression Inventory-2, STAXI-2:IR, SESBI-R,
Sutter-Eyberg Student Behavior InventoryRevised, TEC, Tasks of Executive Control, TIWRE, Test of Irregular Word Reading Efficiency, TSC, Trauma Symptom Checklist, TSCC,
Trauma Symptom Checklist for Children, TSI, Trauma Symptom Inventory, TSI-A, TSCYC, Trauma Symptom Checklist for Young Children, VPI, Vocational Preference Inventory, VSVT,
WCST:CV4, WCST-64, WCST64:SP2, WTMA, and Wiesen Test of Mechanical Aptitude. The Psychological Corporation, Inc., Registered trademarks: ABAS, Adaptive Behavior
Assessment System, BDI, Beck Depression Inventory, BHS, Beck Hopelessness Scale, CVLT, California Verbal Learning Test, WAIS, Wechsler Adult Intelligence Scale, WIAT, Wechsler
Individual Achievement Test, WISC, Wechsler Intelligence Scale for Children, WMS, and Wechsler Memory Scale; Trademarks: OLSAT, RBANS, Scoring Assistant, WASI, and WPPSI.
Psychological Publications, Inc., Registered trademarks: T-JTA, Taylor-Johnson Temperament Analysis. Riverside Publishing, Registered trademark: BEAR, WJ; Trademarks: Basic
Early Assessment of Reading, CAS, Compuscore, DAR, Diagnostic Assessments of Reading, ScoringPro, UNIT, Universal Nonverbal Intelligence Test. Sensonics, Inc., Trademarks:
SIT, Smell Identification Test. Scantron Corporation, Registered trademark: OpScan; Trademark: iNSIGHT. Thomas M. Achenbach, Registered trademark: ASEBA, Trademark: ADM.
Universal Attention Disorders, Registered trademarks: T.O.V.A., T.O.V.A.-A. University of Minnesota, Minneapolis, MN, Trademarks: MMPI-2, Minnesota Multiphasic Personality
InventoryAdolescent, and MMPI-A. Verlag Hans Huber AG, Bern, Switzerland, Registered trademark: Rorschach. Wells Printing Company, Registered trademark: Wisconsin Card
Sorting Test. Western Psychological Services, Trademark: AutoScore. Wide Range, Inc., Trademark: WRAML.
276
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277
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278
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The TEC Offers a Unique

Approach to the Assessment
of Executive Function...
The TEC is a standardized computer-administered measure of two fundamental aspects of executive
control processes: working memory and inhibitory control.
The test offers a unique approach to executive function assessment that represents the first standardized
clinical application of two integrated neuroscience methods commonly used to tap working memory and
inhibitory control: an n-back paradigm that parametrically increases working memory load and a go/
no-go task to manipulate inhibitory control demand. This combination of methods yields four sequential
tasks for 5- to 7-year-old children and six tasks for older children and adolescents ages 8-18 years. Three
equivalent forms and two research forms are included, along with standardized regression-based change
scores that facilitate interpretation of change over time when the instrument is administered on two or
more occasions. With highly accurate timing and a stable platform, the TEC calculates multiple normreferenced measures of accuracy, response time, and response time variability as working memory load
increases in both inhibit and no inhibit conditions.
The TEC is ideal for evaluating children and adolescents with a wide variety of developmental and
acquired neurological disorders including attention disorders, learning disabilities, autism spectrum disorders, and traumatic brain injuries. It also may be used to assess children with psychiatric and behavioral
health concerns. The software provides a brief Score Report, a Protocol Summary Report, and a detailed
Client Report.
See page 93 for more information.
The NAB Continues to Provide You With Ultimate

Flexibility in Your Neuropsychological Assessments
Because of high demand for the individual tests within the Neuropsychological Assessment Battery (NAB)
modules, many have been made available as self-contained tests for your convenience.
NAB Naming Test
NAB Mazes Test
NAB Categories Test
Measures explicit verbal and

visual learning and memory.
Highlights deficits in visual

confrontation naming skills
and helps identify aphasia.
Assesses planning and

organizational skills.
Evaluates concept formation, cognitive

response set, mental flexibility, novel
problem solving, and generativity.
NAB Visual
Discrimination Test
NAB Design
Construction Test
NAB Numbers &

Letters Test
NAB Digits Forward/

Digits Backward Test
Evaluates deficits
in visual perception.
Evaluates difficulties with

visuoconstruction skills.
Evaluates seven
aspects of attention.
Assesses potential deficits in

attention and working memory.
NAB Writing Test
Provides an assessment of
the many types of deficits
associated with agraphia.
Assesses disorientation to self,

time, place, and situation.
NAB Auditory
Comprehension Test
Assesses auditory
comprehension as a component
of language impairment.
See pages 109-115 for more information on the NAB individual tests.
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With Its Wealth of Empirical Support,

the SIRS-2 Is Ideal for Use in Forensic
Populations and in Court Proceedings
Where the Findings of Psychological
Evaluations Are Closely Scrutinized...
Structured Interview of Reported Symptoms, 2nd Edition
(SIRS-2)
Professional Manual by Richard Rogers, PhD, ABPP, Kenneth W. Sewell, PhD, and Nathan D. Gillard, MS
While retaining many of the features that made the original instrument the gold standard in its field, the
updated SIRS-2 helps you evaluate feigning of psychiatric symptoms in greater detail with expanded scoring and classification as well as new scales and indexes.
The updated Manual reviews the malingering literature with special attention to detection strategies and
their clinical applications to feigned mental disorders. The SIRS-2 Manual also provides:
A new Spanish Language Interview

Booklet is now available.
Definitions of malingering, factitious disorders, feigning, and related terms;

An understanding of explanatory models and their relevance to clinical practice;
Insights into the SIRS-2 primary scales, including their general category of detection strategies (unlikely vs. amplified) and conceptual relationship to other
commonly used measures; and
A discussion of the tests reliability and validity, including its excellent discriminant validity when comparing feigning samples to genuine samples.
Two security templates are provided for instances in which evaluators are legally required to produce SIRS-2 responses to each item. A new
Spanish Language Interview Booklet also is available.
For more information on the SIRS-2, see page 146.

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See page 67.

See pages 100-101.

See page 93.

See page 146.

Screen for Cognitive

Why Should I Use the MMSE-2?

Foreign language translations,

For more information on the MMSE-2, see pages 100-101.

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R. Bob Smith III, PhD, Chairman and CEO

PAR Creating Connections. Changing Lives.

WHATS NEW AT PAR!

ASEBA Direct Observation Form

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State-Trait Anger Expression

See pages 67 and 236.

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NEO Software System With NEO PIR,

Tasks of Executive Control (TEC)

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Mini-Mental State Examination, 2nd Edition

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NAB Naming Test

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NAB Memory Module Kit

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NAB Mazes Test

See page 111.

PAR Creating Connections. Changing Lives.

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NAB Categories Test

See page 111.

NAB Visual Discrimination Test

See page 112.

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NAB Design Construction Test

See page 112.

NAB Numbers & Letters Test

See page 113.

PAR Creating Connections. Changing Lives.

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NAB Digits Forward/Digits Backward Test

See page 113.

NAB Writing Test

See page 114.

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WHATS NEW AT PAR!

NAB Orientation Test

See page 114.

NAB Auditory Comprehension Test

See page 115.