There are several ways to measure the results of intensive behavioral intervention.

One way involves looking at results from standardized testing in the areas of cognitive abilities (IQ), speech and language, and adaptive functioning

.Basic Protocol for Testing:

• Cognitive functioning/IQ (e.g., Bayley Scales of Infant Development - 2nd Edition, Wechsler Preschool and Primary Scales of Intelligence - Revised, Stanford Binet, Differential Ability Scales, etc.)

• Language development (e.g., One Word Expressive Vocabulary Test, One Word Receptive Vocabulary Test, Sequenced Inventory of Communication Development, Peabody Picture Vocabulary test - Revised, Preschool Scales of Language Development - 3rd Edition, etc.)

• Adaptive skills (e.g., Vineland, Developmental Profile II, etc.)

• Children ready for placement in general education settings such as kindergarten and first grade also begin to participate in achievement test batteries in reading, language, math, etc., at that time.

Why Yearly Standardized Testing?

• Provide objective information regarding the degree of benefit from intensive behavioral treatment to all interested parties, including school and Regional Center personnel

• Assist in making adjustments to the child's program

• Help identify the kind of school placement (i.e., general education classroom, Special Day Class, etc.) where the child will learn best.