Screening, Assessment, and Curricula

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Which instrument will give you the data you need?

Select from the tools below to improve outcomes and demonstrate accountability


Tool Type Purpose Age range Areas examined Completed by
ACIRI logo observational tool that measures the quality of adult-child interactions during joint book reading to help parents promote emergent reading skills and enable family literacy programs to demonstrate effectiveness early childhood 12 reading behaviors in 3 key areas early childhood professionals and programs that support family literacy
AEPS logo: Real Progress for Every Child criterion-referenced assessment and intervention planning system to identify children with developmental delays and target effective interventions birth–6 6 major developmental areas early childhood professionals with input from parents or caregivers
ASQ-3 logo developmental screener (also available in Spanish) to identify children at risk for developmental delays 1 month–5½ years 5 major developmental areas parents or caregivers complete and professionals score
ASQ:SE-2 logo social-emotional screener (also available in Spanish) to identify children at risk for social-emotional difficulties 1–72 months 7 key areas of social-emotional development parents or caregivers complete and professionals score
The Capute Scales norm-referenced screening and assessment tool to distinguish isolated language delays or communication disorders from more global cognitive issues 1–36 months 2 streams of cognitive development clinicians with caregiver input
The Carolina Curriculum criterion-referenced assessment and intervention program to improve outcomes for children with mild to severe disabilities birth–5 5 developmental domains interventionists who work with children with a wide range of disabilities, from mild to severe
CDI logo developmental screener (also available in Spanish) to tap into parents’ knowledge about their child’s development for screening children with language delays 8–18 months language and communication skills completed by parents or caregivers and scored by professionals
CSBS logo a norm-referenced, standardized assessment tool to assess communicative behavior and symbolic development in young children at risk for communication delays for children with a functional communication age of 6–24 months or children who exhibit atypical development up to 72 months 22 communication and symbolic rating scales grouped into 7 clusters completed by caregivers and professionals trained to assess young children, and scored by professionals
CSBS DP logo a norm-referenced screening and evaluation tool to help determine communicative delays that can often be the first sign of a developmental delay or disability for children with a functional communication age of 6–24 months or chronological age of 6 months–6 years 7 language predictors completed by caregivers and professionals trained to assess young children, and scored by professionals
The DATA Model for Teaching Preschoolers with Autism: Blending Approaches to Meet Individual Needs comprehensive school-based intervention program and assessment To assess the needs of young children with autism and provide intervention to increase developmental progress 3-5 The assessment (Skills Checklist) covers 6 domains Administrators, SLPS, Behavior Specialists, Psychologists
IGDI observation tool to assess the quality of inclusive practices in early childhood Early childhood inclusive classrooms 12 items that support young children with disabilities administrators and technical assistance professional
IGDI a set of brief, frequently administered tools that measure a child’s development to provide a quick status check on a child’s progress toward learning outcomes varies by tool; 6–48 months of age Communication, cognitive/problem-solving, early movement, social early childhood professionals
LSP logo a broad-based parent/child outcome tool to track progress of high-risk, low-income parents and their children families with children birth–3 years parent scales that look at 5 key areas and infant scales that look at 8 key areas an experienced professional familiar with the family
NSS logo a number sense screening tool to identify children at risk for math difficulties Grades K–1 6 areas that are key to numerical competency a teacher, learning specialist, or school psychologist
Newborn Behavioral Observations (NBO) system observational tool infant-focused, family-centered system to elicit and describe the infant’s competencies and individuality with the explicit goal of strengthening the relationship between parent and child and promoting the development of a supportive relationship between parent and clinician. birth to 3 months 18 behaviors in motor tone, state regulation, response to visual and auditory stimulation, and autonomic domain. clinicians, including physicians, nurses, psychologists, home visitors, occupational therapists, physical therapists, social workers, and other allied health professionals. (Appropriate use of the NBO tool in clinical practice requires training through the NBO training program
PAth to Literacy early literacy intervention program to provide targeted instruction to strengthen phonological awareness and
alphabet knowledge skills
4­–6 years old phonological awareness and alphabet knowledge teachers, classroom aides
a checklist of 29 observable developmentally supportive parenting behaviors to assess and reinforce positive parenting behaviors that predict good child outcomes parents of children ages 10–47 months four domains of developmental parenting family support professionals who work with parents to support their children’s development
PTBI logo a criterion-referenced, standardized test to assess the skills children recovering from brain injury need to return to school 6–16 years 11 cognitive areas speech-language pathologists or other clinicians
language screener to identify young children with potential language delays or disorders 3–5 years vocabulary, syntax, and language processing early childhood educator, paraprofessional, or classroom aide
The SCERTS Model logo a comprehensive, multidisciplinary approach to assessing and planning interventions to enhance the communication and social-emotional abilities of children with autism spectrum disorders preschool and elementary-school age the key priority learning areas of social communication, emotional regulation, and transactional support professionals and caregivers
seam-logo an assessment tool for measuring children’s social-emotional development and parenting competence to assist in the early identification of social-emotional difficulties and to prevent problems by building positive partnerships with families 2–66 months the SEAM™ Tool or the SEAM™ Tool with Ages and the SEAM™ Family Profile early interventionists, early childhood teachers, Head Start & Early Head Start staff, home visitors, parent educators, and mental health professionals
SSBS-2 & HCSBS two K–12 rating scales to catch “red-flag” behaviors before social-emotional difficulties become roadblocks to success Grades K–12 social competence and antisocial behavior teachers or other school personnel complete the SSBS-2; a parent or other caregiver completes the HCSBS
Story Friends Logo early literacy intervention program to provide targeted instruction to boost oral language and vocabulary
4­–6 years old oral literacy and vocabulary teachers, classroom aides, parent volunteers
TABS logo a screening and assessment tool to measure temperament and atypical behavior that may be indicative of developmental delays or future behavior issues 11–71 months atypical self-regulatory behavior completed by parents and professionals, scored by professionals
TILLS logo test of integrated language and literacy skills to diagnose language and literacy disorders and identify profiles associated with dyslexia 6–18 years comprehensive communication skills: listening, speaking, reading, writing completed by SLPs, special educators, and other education professionals trained in individualized test administration
TPBA2 & TPBI2 logo
a play-based, parent-friendly, and child-directed assessment and intervention system for young children
to develop customized play-based intervention plans, identify children’s service needs, and evaluate child progress birth to 6 4 key developmental domains: sensorimotor, emotional and social, communication and language, and cognition early childhood professionals, with parents closely involved
TPOT logo an observation tool that measures the implementation of classroom practices
related to promoting young children’s social-emotional competence
to measure how well teachers are implementing the 3-tiered Pyramid Model early childhood classrooms that serve children 2–5 years of age observation of teacher-directed activities, child-directed activities, and
transitions between activities; teacher interview
a trained administrator
TPRI logo a research-based reading assessment and intervention system to assess student progress in critical reading domains and implement effective interventions K–3 students receiving primary reading instruction in English key literacy concepts classroom teachers and reading specialists
Tejas LEE logo a research-based linked reading assessment and intervention system to assess student progress in critical reading domains and implement effective interventions K–3 students receiving primary reading instruction in Spanish key literacy concepts classroom teachers and reading specialists


Tool Type Purpose Setting Areas examined Completed by
CHELLO logo observation tool to improve the quality of the language and literacy environment home-based childcare settings key instructional and affective supports known to promote children’s learning experienced early childhood professionals
ELLCO logo observation tool to build better literacy programs by assessing the quality of the classroom environment and teachers’ practices early childhood (pre-K) and early elementary (K–3) settings 5 critical areas of language and literacy development educational professionals trained in the use of ELLCO
PreSET logo a standardized program assessment tool to assess and plan improvements for program-wide positive behavior interventions and supports early childhood settings 8 universal features of effective PBIS an unbiased outside observer, such as a behavior consultant, inclusion coordinator, or school psychologist
SAPR PBIS logo a self-assessment process for school leadership teams to evaluate implementation of schoolwide positive behavior interventions and supports schools 10 key PBIS practices professionals (administrators, school psychologists, behavior specialists, classroom teachers)