Subsidized Prices of all Assessments
Accurate diagnosis of learning disabilities is necessary in order to distinguish this disorder from other potential causes of the presenting symptoms or problems. It is also necessary to document the child’s strengths and to identify needs that result from impairments in specific psychological processes. Accurate diagnosis is fundamental to the development of specialized interventions at home, school, community, and workplace settings.
The attempt of the Dyslexia Association of India™ is to ensure that effective services to help children and youth succeed academically, socially, behaviorally, and emotionally are implemented with precision and efficiency.
The DAI™ used a multi tiered, high quality, assessment procedure which gives you an accurate estimate of your childs psycoeducational and neuropsychological abilities.
Parents whose children are not performing to the expectation of their observed level of intelligence must understand a few points.
⇒ Specific learning disabilities are endogenous in nature and are characterized by neurologically based deficits in cognitive processes.
⇒ These deficits are specific; that is, they impact particular cognitive processes that interfere with the acquisition of academic skills.
⇒ Specific learning disabilities are heterogeneous—there are various types of learning disabilities, and there is no single defining academic or cognitive deficit or characteristic common to all types of specific learning disabilities.
⇒ Specific learning disabilities may coexist with other disabling conditions (e.g., sensory deficits, language impairment, behavior problems), but are not primarily due to these conditions.
⇒ Of children identified as having specific learning disabilities, the great majority (over 80%) have a disability in the area of reading.
⇒ Early intervention can reduce the impact of many specific learning disabilities.
⇒ Specific learning disabilities vary in their degree of severity, and moderate to severe learning disabilities can be expected to impact performance throughout the life span.
⇒ The Multitier system of student support that the Dyslexia Association of India™ provides have been effective, as part of comprehensive approach to meet students’ academic needs.
⇒ Identification of and instruction for children suspected of having a Learning Disability needs to be implemented within thecontext of an evidence-based multitiered service delivery system. The systems Offered by the DAI™ provide high quality and timely educational strategies, and a continuum of database academic and behavioral instruction for children with learning problems.
Amongst other options the DAI™ also provides assessments based on the Cattell-Horn-Carroll position which has narrowed the intelligence theory-testing gap. This is a consensus-based, comprehensive, empirically validated working taxonomy of human cognitive elements.
The main test areas for an extremely contemporary and, comprehensive, Individually administered intelligence test batteries would include.
1. Differential Abilities Scales—2nd Editions.
2. Stanford—Binet Intelligence Scale—5th Editions, SB5.
3. Kaufman Assessment Battery for Children—2nd Edition KABC-II.
4. Woodcock-Johnson Battery— IV (COG/ACH/OL)
5. Wechsler Preschool and Primary Scale of Intelligence –IV/V
6. Wechsler Intelligence scale for Children –IV
7. Comprehensive test of phonological processing – CTOPP
8. Reynolds Intellectual Assessment Scales.
9. Continuous Performance Test, 3rd Edition (CPT3)
10. Wide Range Assessment of Memory and Learning, Second Edition (WRAML-2)
11. Conners, Third Edition
12. Beery-Buktenica Developmental Test of Visual-Motor Integration (VMI)
The Dyslexia Association Of India™ conducts these assessments or any other assessment if required at very subsidized rates and much below the published rates in the sections below - and every child is screened very throughly.
The primary aim of the trust is to help children achieve and all payments/charges are exempt from income tax under section 12A and 80G of the IT act.
The charges are such that they can accommodate individuals from all walks of life so that no child is left behind.
Our assessments are performed by professionals registered with the RCI, MCI and the DMC and valid for submission to the C.B.S.E in case the child is discovered to have a Specific Learning Disability.
Only - Assessments conducted by the Dyslexia Association of India are valid for application to :-
1. IIT/JEE combined Entrance Exam
2. National Institute of Design (NID)
3. National Institute of Fashion Technology (NIFT)
UCEED - Undergraduate Common Entrance Examination for Design
7. All Government and Private Engineering and Medical Colleges in India
8. Universities in the United States , Canada and Europe.
9. All universities - Government and Private in India
Sample of some of the tests conducted by the Dyslexia Association of India
|Shaywitz Dyslexiascreen||Grades K-3||Shaywitz DyslexiaScreen™ is an efficient, reliable, and user-friendly dyslexia test for K‐3 students who may be at risk for reading difficulties.|
|Delis-Rating of Executive Function||5 y - 18 y||Delis-Rating of Executive Function (D-REF) lets you quickly and easily administer, score, and report the frequency of observed behaviors that identify executive function problems in children and adolescents.|
|Peabody Picture Vocabulary Test, Fourth Edition (PPVT™-4)||2:6 - 90+Years||Peabody Picture Vocabulary Test™ Fifth Edition (PPVT™-5) is a norm-referenced and individually administered measure of receptive vocabulary based on words in Standard American English.|
|Sensory Profile™ 2||Birth–14:11||The Sensory Profile™ 2 family of assessments provides standardized tools to help evaluate a child's sensory processing patterns in the context of home, school, and community-based activities.|
|Vineland Adaptive Behavior Scales, Third Edition (Vineland-3)s||Birth-90||Vineland Adaptive Behavior Scales Third Edition is the leading instrument for supporting the diagnosis of intellectual and developmental disabilities. Vineland-3 not only aids in diagnosis, but provides valuable information for developing educational and treatment plans.|
|Basic Achievement Skills Inventory (BASI™)||8:0-80:0||Comprehensive or survey version, the Basic Achievement Skills Inventory (BASI™) presents a complete evaluation of academic skills. Convenient tests yield standard scores, national percentile rankings, grade and age equivalency, and performance classification by learning objective.|
|Millon® Pre-Adolescent Clinical Inventory (M-PACI®)||9 – 12||Millon® Pre-Adolescent Clinical Inventory is specifically designed to identify psychological problems in children. Unlike instruments that focus on a single clinical area such as anxiety or depression, M-PACI® provides an integrated view that synthesizes emerging personality styles and clinical syndromes, helping detect early signs of Axis I and Axis II disorders.|
|Gifted Rating scale||GRS-P: 4:0 - 6:11 years; GRS-S: 6:0 - 13:11 years||Designed to help identify children for placement in gifted and talented educational programs.|
|Beck Youth Inventories -II - India||7-18 years||The new Beck Youth Inventories™ Second Edition (BYI-2) uses five self-report inventories to assess symptoms of depression, anxiety, anger, disruptive behavior, and self-concept in children and adolescents|
|Millon® Adolescent Clinical Inventory (MACI®)||13–19||Designed specifically for teenagers, the Millon® Adolescent Clinical Inventory helps identify early signs of Axis I and Axis II disorders in adolescents. This dedicated tool, recently enhanced by the addition of Grossman Facet Scales, helps assess personality patterns as well as self-reported concerns and clinical symptoms.|
|Behaviour Assessment System for Children, Third Edition ( BASC-III)||2:0 - 21:11||A comprehensive set of rating scales and forms, BASC-3 helps you understand the behaviors and emotions of children and adolescents.|
|Career Assessment Inventory | The Enhanced Version||Individuals 15 years and older||Career Assessment Inventory™ The Enhanced Version (CAI) is an occupational interest inventory for college-bound and non-college-bound individuals.|
|Career Assessment Inventory | The Vocational Version||Individuals 15 years and older||Career Assessment Inventory™ The Vocational Version (CAI) is a vocational interest inventory for individuals who plan to enter careers immediately after high school or to attend community college or trade school.|
|Campbell Interest and Skill Survey||15 and Up||The Campbell™ Interest and Skill Survey (CISS®) measures self-reported vocational interests and skills. Similar to traditional interest inventories, the CISS interest scales reflect an individual's attraction for specific occupational areas.|
|Behavior Assessment System for Children, Second Edition||2:0 - 21:11||The Behavior Assessment System for Children, Second Edition (BASC™-2) provides brief, targeted forms and software for monitoring changes in behavior or emotional status.|
|Brief Symptom Inventory||Individuals 13 years and older||The efficient Brief Symptom Inventory® instrument provides patient-reported data to support clinical decision-making at intake and during the course of treatment in multiple settings. Use BSI® to help assess patients and objectively support care management decisions.|
|Bruininks Motor Ability Test||Adults age 40 and older||Bruininks Motor Ability Test (BMAT™) is an individually administered, standardized test of gross and fine motor skills for adults. It's an adaptation of the trusted BOT™-2.|
|Bruininks-Oseretsky Test of Motor Proficiency | Second Edition||4:0-21:11||The Bruininks-Oseretsky Test of Motor Proficiency Second Edition (BOT™-2) delivers the most precise and comprehensive measure of motor skills, both gross and fine. It contains subtests and challenging game-like tasks and is very easy to administer.|
|Clinical Evaluation of Language Fundamentals | Fifth Edition (CELF-5)||5:0 –21:11||The Clinical Evaluation of Language Fundamentals® | Fifth Edition (CELF®-5) offers a robust assessment of pragmatics using observations and interactive activities.|
|Clinical Evaluation of Language Fundamentals | Fifth Edition Metalinguistics (CELF-5 Metalinguistics)||9:0–21:11||The CELF-5 Metalinguistics assessment includes five tests of higher-level language skills embedded in upper-grade curricula and critical to classroom success.|
|Developmental Indicators for the Assessment of Learning | Fourth Edition (DIAL-4)||2:6–5:11||Developmental Indicators for the Assessment of Learning™ Fourth Edition (DIAL™-4) is a global screener for assessing large groups of children quickly and efficiently.|
|Expressive Vocabulary Test | Second Edition (EVT-2)||2:6-90+ years||The Expressive Vocabulary Test Second Edition (EVT-2) is designed to coordinate with the PPVT-4. Together, these tools give you an unbeatable system for comparing receptive and expressive vocabulary|
|General Ability Measure for Adults (GAMA)||Individuals 18 years and older||The General Ability Measure for Adults (GAMA®) is a self-administered, timed test that uses abstract designs, shapes, and colors to help measure general intellectual ability.|
|Goldman-Fristoe Test of Articulation 3 (GFTA-3)||2:0 - 21:11||The Goldman-Fristoe Test of Articulation™ 3 (GFTA™-3) provides accurate scores for making diagnostic and placement decisions.|
|Kaufman Assessment Battery for Children | Second Edition (KABC-II)||3-18||Kaufman Assessment Battery for Children | Second Edition Normative Update (KABC™-II NU) is a culturally fair ability test for all children. It is an effective and individually administered measure of cognitive ability.|
|Kaufman Test of Educational Achievement | Third Edition (KTEA-3)||Individuals 4:0–25:11||Kaufman Test of Educational Achievement Third Edition (KTEA™-3) is an individually administered battery that provides in-depth assessment and evaluation of key academic skills.|
|Kaufman Test of Educational Achievement | Third Edition Brief Form (KTEA-3 Brief)||Individuals 4:0–25:11||The Kaufman Test of Educational Achievement | Third Edition Brief Form (KTEA™-3 Brief) is a succinct and individually administered measure of achievement in reading, math, and written expression.|
|Millon Clinical Multiaxial Inventory-IV (MCMI-IV)||18 and older||The Millon® Clinical Multiaxial Inventory-IV helps clinicians quickly identify clients who may require more intensive evaluation. MCMI®-IV reports provide an in-depth analysis of personality and symptom dynamics, and include action-oriented suggestions for therapeutic management.|
|Millon Clinical Multiaxial Inventory-III (MCMI-III)||18 and older||The Millon® Clinical Multiaxial Inventory-III reports patient personality characteristics and an assessment of clinical syndromes within the context of those characteristics.|
|Millon Index of Personality Styles Revised (MIPS Revised)||18 and older||The Millon® Index of Personality Styles Revised (MIPS® Revised) test helps assess normally functioning adults who may be experiencing difficulties in work, family, or social relationships.|
|Minnesota Multiphasic Personality Inventory-2 (MMPI-2)||18 years and older||The Minnesota Multiphasic Personality Inventory®-2 is the most widely used and researched test of adult psychopathology. Assisting diagnosis of mental disorders and selection of appropriate treatment methods, the MMPI®-2 test meets mental health professional assessment needs.|