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  • The Aspergers Syndrome Diagnostic Scale created by Brenda Smith Myles, Stacey Jones Bock and Richard L. Simpson, can be used for the assessment of individuals aged from 5 to 18 years age who manifest the characteristics of Asperger Syndrome. The ASDS consists of fifty clearly stated items which describe specific observable and measurable behaviours of Aspergers Syndrome. The Scale can be completed by  parents or professionals at home or in school. It can be completed in 10 -15 minutes.The answers to statements related to specific observed behaviours are rated as 'observed' or  'not observed'. A table is provided for determining the likelihood that an individual has A.S. once all the questions have been answered. This pack contains 45 reponse/test forms  
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    Gavin Reid, Gad Elbeheri and John Everatt have written a comprehensive book which provides all the information that practitioners need to know about assessment in relation to their pupils with Specific Learning Difficulties. The why, how and what of assessment is  is addressed. whilst the link between assessment and interventions also a key focus.
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    Assessing P Scale and Level 1-2 Performance-0 Assessing P Scale and Level 1-2 Performance-0
    This photocopiable resource is matched to the Primary Framework and provides focused 'small steps' assesssments in speaking and listening, reading (including phonics), writing and numeracy. It is designed specifically for use with pupils who are working between level P4 and NC level 2B.
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    Assessment of Learners with DyslexicType Difficulties -0 Assessment of Learners with DyslexicType Difficulties -0
    This book links theory research and practice in analysing , interpreting and using appropriate assesssments in order to devise targets for teaching. It is ideal for those training to be specialist teachers and assessors of learners with dyslexia. It includes exemplars of diagnostic assessment reports.
  • The Basic Number Diagnostic test by Bill Gillham, profiles key aspects of developing numeracy - from reciting and writing numbers to simple addition and subtraction. Its main purpose is to show what a child can and cannot do, to determine specific teaching objectives and to follow up those children identified as needing learning support. To this end, the test provides a standardised, diagnostic assessment which will help teachers to:
    • pinpoint the bottom 20% before problems become severe;
    • diagnose and profile each child's strengths and weaknesses in early numeracy;
    • match teaching activities and strategies to each child's needs.
     
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    Visual Motor Integration is critical to the development of good handwriting, reading and other important skills. The tools in this book have been created by the authors Keith Beery and Natasha Beery, to help teachers and parents and other caregivers enhance children's visual motor integration. All of the teaching tools have been developed and used quite successfully by highly experienced teachers with many children for many years.
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    Sample Set The Diagnostic Spelling Tests provide a series of standardised group or individual spelling tests for pupils throughout their school years and beyond. This version is aimed at the Primary phase. Each test is easy to administer and available in parallel forms And B, which are carefully matched in content, style and difficulty.  
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    In-depth, standardised spelling tests with parallel forms and optional diagnostic follow-up.Each test is easy to administer and is available in parallel forms A and B.Photocopiable marking grids and targeted follow-up tests help teachers to plan an intervention programme. Diagnostic Spelling Tests 3-5 are for use with secondary and older students, and adults:- Test 3 for ages 9-12 - Test 4 for ages 11-14 - Test 5 for ages 14-25+ DST 3 assesses teaching objectives for Years 5 and 6, so is ideal for testing pupils on entry to secondary school. DST 4 and 5 are provided as photocopy masters. The vocabulary used for the spelling items in DST 4 reflects the key vocabulary identified in the KS3 National Strategy Framework for Teaching English: Years 7, 8 and 9. The words in DST 5 comprise essential elements of functional literacy. All of the target words are read aloud to the students and are set in a sentence to provide context and assist with establishing the meaning of the word.
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    This digital timer counts up or down, features three buttons and its easy to operate.Able to stand, clip or hang, this timer is great for any event at which accurate timing is needed. An extra loud 'time over' bleep is incorporated.
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    Dyslexia Assessing and Reporting The Patoss Guide (Revised 2013)-0 Dyslexia Assessing and Reporting The Patoss Guide (Revised 2013)-0
    This completely revised edition provides an authoritative and up-to-date guide to best practice in diagnostic assessment, It contains detailed advice on how to interpret results, explore co-occurring difficulties and report rsults. It is vital reading for those undertaking specific training in assessment or seeking to gain or renew an Assessment Practising Certificate.
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    Early Numeracy-0 Early Numeracy-0

    Early Numeracy

    £27.99 £21.50
    This book is subtitled 'Assesssment for teaching and intervention', and aims to provide teachers with practical help and support to diagnose errors and misconceptions in the early numeracy skills of 4-9 year olds. It contains assessments for addition and subtraction, base ten, multiplication and division strategies in order to provide the direction and focus for appropriate, successful, teaching interventions.
  • This Test is popular with class teachers as well as special needs and support teachers wanting more than just a simplistic, global measure of reading attainment. The test yields rich, diagnostic information that will inform teaching and allow more effective monitoring of progress in reading across the full ability range. Fully standardised, it  provides norms as both standardised scores for (ages 10.0-12.6) and Reading ages ( 9.6 - 13.1).
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    A single Edinburgh 4 test paper.
  • The Edinburgh Reading Test is popular with class teachers as well as special needs and support teachers wanting more than just a simplistic, global measure of reading attainment. The test yields richer, diagnostic information  and a profile that will inform teaching and allow more effective monitoring of progress in reading across the full ability range. It provides norms as both standardised score  (for ages 11.7-16.6) and Reading ages. .
  • This Graded Arithmetic-Mathematics Test, created by P.E.Vernon and K.M. Miller, is a standardised test for ages 5 to 12 which can be administered to groups or individuals in about 30 minutes. Starting from some basic number knowledge it comprises 6-8 items per year group which sample a wide range of mathematical skills and gives a useful assessment of overall mathematical attainment.
  • This test created by D. Young assesses a wide range of mathematical understanding and skills at a simple level. It is designed for use, across the full ability range, with Year 2 infants in the Spring and Summer terms and with Year 3 children in the Autumn term, giving a standardised external reference that complements teacher assessment and underpins National Curriculum assessments at the end of Key Stage 1.