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Assessment materials by Dr. Levine and his colleagues are
distributed by Educators Publishing Service
(EPS): (800) 225-5750 - Order online at
www.epsbooks.com
For any questions about the Assessment
materials please contact Educator's Publishing Service.
ANSER is the Latin name for goose, a bird with
extraordinary learning capacity, social skill, individuality, stamina, and
physical health.
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Designed for use by clinicians and educators, the ANSER
system consists of questionnaires to be completed by parents, school personnel,
and students themselves. These materials offer a unique method for gathering
information about a child with learning difficulties.
The ANSER system spans three age groups (3-5 years, 6-11 years, and 12+ years)
and covers topics such as family history, health problems, early development,
early educational experience, skills and interests, attention control problems,
and associated strengths. Other materials include follow-up questionnaires to
assist the clinician and educator in assessing progress in the areas of
concern.
Read more about the ANSER system
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The four neurodevelopmental examinations (PEET, PEER, PEEX 2, and PEERAMID 2)
are combined neurodevelopmental-behavioral assessments designed to be
administered by health-care professionals. The PEET is for 3-year-old children;
the PEER is for 4 to 6 -year-olds; the PEEX 2 is for children between the ages
of 6 and 9; and the PEERAMID 2 is for children between the ages of 9 and 15.
All are designed to provide observation procedures -- techniques that can be
applied in health care settings to help clinicians characterize children’s
functional health and its relationship to their neurodevelopmental and physical
status.
These examinations enable clinicians to integrate medical, developmental, and
neurological findings while making observations of behavioral adjustments and
style. Most professionals who use the neurodevelopmental examinations do so for
children at risk. The PEERAMID 2 is particularly sensitive to the often subtle
developmental dysfunctions of junior high school students.
The neurodevelopmental examinations should be integrated with data obtained
from parents and teachers through standardized questionnaires. For example,
they are frequently combined with the ANSER System.
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The PEET assesses the child’s performance on 28 tasks in 5
basic areas of development: gross motor; language, visual-fine motor; memory,
and intersensory integration. Following these developmental tasks, the examiner
rates the child’s selective attention, processing efficiency, and adaptation to
the examination on the Assessment of Behavior Rating Scale. The child’s overall
language skills can be recorded on the Global Language Rating Scale, and the
results of a physical examination, on the general health assessment.
The PEET Examiner’s Manual describes the structure of the examination, the
relevance of each task to learning and behavioral adjustment, the manual’s
administration, and its interpretation and scoring. It also contains a
published study from the Journal of Developmental and Behavioral Pediatrics,
and a list of references.
The PEET Record Form records and stores information about a child’s
performance.
The Stimulus Booklet contains instructions and pictured stimuli.
The PEET Kit includes objects such as a ball, a buttoning strip, checkers,
blocks, sticks, and other items needed for various tasks.
PEER assesses the child’s performance on 29 tasks in 6 specific areas of
development: orientation, gross motor, visual-fine motor, sequential,
linguistic, and pre-academic learning. The child is also rated on 10 dimensions
of selective attention/activity, processing efficiency, and adaptation.
PEER includes an Examiner’s Manual, a Record From, a Stimulus Booklet and Kit,
all similar to those included in the PEET kit.
PEEX 2 has been extensively revised as a result of 10 years of feedback from
clinicians who have been using it, from recent research, and from the results
of field testing. The format has been improved so that the assessment is easier
to administer and score. The language section is shorter and there is more
extensive assessment of visual discrimination. At 3 points during the
neurodevelopmental exam, the child is rated on selective attention and behavior
affect.
The Examiner’s Manual assesses the child’s performance on 32 tasks in 6
specific areas of development: fine motor function, language, gross motor
function, attention ratings, and behavioral observations. It also provides
references.
The Record Form is for administering and scoring the assessment, and includes a
clinical summary, a general health assessment, and a task analysis. A reduced
version of this form is in the Appendix section of the Examiner’s Manual.
PEERAMID 2 has been revised as a result of recent research in the field
of learning disorders, advances in the study of neurodevelopmental function,
and feedback from clinicians who have extensively used this instrument.
PEERAMID 2 now contains tasks that tap the higher language abilities needed for
success in secondary school. These include interpretation of ambiguous
sentences and the ability to draw verbal inferences. Formal assessments of
critical aspects of memory function include tests of visual and verbal recall,
short term memory, motor memory, and the rate of retrieval. Rating systems are
provided for the use of strategies for attention, and for behavior and affect.
The remainder of the tasks in the Examiner’s Manual are described in the PEEX 2
descriptions.
TThe PEERAMID 2 Record Form, Response Booklet, and Stimulus
Booklet descriptions are the same as the PEEX 2 descriptions.
The PEERAMID 2 Kit contains a cup and a ball for the Eye-Hand Coordination
Task.
The Stimulus Booklet contains stimuli for selected fine motor functions,
language, memory, and visual processing tasks.
The Survey of Teenage Readiness and Neurodevelopmental Status (STRANDS),
developed by Mel Levine, M.D., and Stephen R. Hooper, Ph.D., is an assessment
tool that provides an overview of an adolescent's own perceptions of his or her
functioning and performance strategies across a variety of neurocognitive and
psychosocial domains.
The STRANDS provides clues and guidance to the clinician, counselor, teacher,
or researcher about how students ages 13 to 19 process information and function
in school. The STRANDS can be used to suggest areas of adolescent functioning
that require more detailed evaluation and follow-up, and can provide additional
guidance in selecting follow-up measures. Responses can indicate specific
teaching and/or counseling strategies for students regarding their perceived
strengths and weaknesses.
Read more about the PEET
Read more about the PEER
Read more about the STRANDS
Read more about the PEEX2
Read more about the PEERAMID2
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