The Piers-Harris 3 quickly measures self-concept in children, adolescents, and young adults, and identifies individuals who need further testing or treatment. While retaining core features of the widely used Piers-Harris 2, this revised edition has been upgraded with a broader age range and updated item content enhanced with improved readability and clarity. Items reflecting bullying, social isolation, and body image have been added to better assess social acceptance and physical self-concept. Other new features of the Piers-Harris 3 include:
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The WVI is a self-administered, self-scored, and self-interpreted measure of six workplace values. It is a career exploration and job selection tool that helps career counselors and human resource professionals.
AUTHORS: Joanne Mulligan, Michael Mitchelmore and Andrew Stephanou
The Phonological Assessment Battery, 2nd Edition (PhAB2) offers a comprehensive battery of tests that help assess phonological awareness in children aged 5 -11 years, and helps identify the phonological difficulties some children encounter in learning to read. In turn, this allows appropriate intervention to be provided to help improve underlying literacy skills.
A trusted, ground-breaking leader in individually administered assessments, the new Woodcock Johnson Fourth Edition (WJ IV) - Australasian Adaptation is now available. The WJ IV comprehensive system offers the ease of use and flexibility examiners need to accurately evaluate learning problems and improve instructional outcomes for children and adults in a way that no other assessment can.
The Phonological and Print Awareness Scale (PPA Scale) measures early literacy skills in children aged 3.6 to 8.11 years. It is quick and easy to administer, helping to identify children who may benefit from early intervention.
The PPA Scale measures two important literacy skills that have been shown to predict later reading and writing ability:
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The Canadian Occupational Performance Measure - Fifth Edition (COPM-5) is an individualised measure that has been designed for use by occupational therapists to assess a client's self-perceived change in occupational performance over time. It initiates the conversation with clients about performance issues in everyday living and provides the basis for setting intervention goals.
The fifth edition includes the same process and scoring of the original COPM but provides an updated format and content.
Ability and achievement tests pose significant challenges for some children. The TOF enhances the value of test scores by documenting test examiners' observations of a child's behaviour during testing.
The SCICA maximises the value of interviews with a flexible user-friendly protocol, plus forms for interviews to rate their observations as well as a child's self-reports during the interview.
Using the Direct Observation Form (DOF), an observer writes a description of a child's behaviour as it occurs over a 10 minute interval in classrooms or other group settings. The observer scores on-task behaviour at 1 minute intervals and 96 problem items at the end of 10 minutes. Teacher aides and other para-professionals can easily be trained to use the DOF. Observers should have some knowledge of child behaviour and development as well as behavioural assessment.