Last year we posted a blog about our commitment to provide our Customers with additional sources of information about our products through a series of white papers.
Since that time, we’ve released a number of new white papers that are available to you at no cost.
The Behavior Rating Inventory of Executive Function–Preschool Version (BRIEF-P). This resource helps readers learn about enhanced interpretation of the BRIEF-P, complete with illustrative case samples. You can find the new white paper under the Resources tab on the BRIEF-P page or via this direct link.
The Personality Assessment Inventory (PAI). This white paper provides you with insights into the creation and use of a research repository for the PAI. Customers can find the new white paper under the Resources tab on the PAI page or via this direct link.
The Self-Directed Search (VeteranSDS). This white paper explains how the VeteranSDS report and other tools can be used to assist military veterans transitioning to civilian careers. The new white paper can be found under the Resources tab on the SDS page or via this direct link.
The Feifer Assessment of Reading and the Feifer Assessment of Mathematics (FAR and FAM). This resource will help you learn more about using built-in skills, error, and behavior analyses to assist in the development of more effective reading and math interventions. To see this new white paper, go to the Resources tab on the FAR or FAM page, or use this direct link.
The PDD Behavior Inventory (PDDBI). A new white paper explains the process and rationale behind the release of the Spanish translation of the PDDBI Parent Form. The new white paper can be accessed under the Resources tab on the PDDBI page or via this direct link.
We hope you find that these documents enhance your use of our instruments. Watch for more white papers in the future!
The PDDBI family of products is growing! Free interactive training on how to use PDDBI products is now available on the PAR Training Portal. Whether you are a long-time user and want a greater understanding of the product or are considering purchasing for the first time, this course will give you greater insight into the assessment of autism spectrum disorder (ASD), the decisions made when developing the PDDBI, and how the different components work together. The PAR Training Portal is a free, on-demand resource available 24/7. Visit partrainingportal.com today!
In addition, we are pleased to announce the release of the PDDBI Parent Form in Spanish! In addition to the Spanish form, we are releasing a white paper by Amy Kovacs Giella that explains the translation process. According the U.S. Census Bureau, approximately 13% of the U.S. population primarily speaks Spanish at home. With autism diagnoses steadily rising, identification of Spanish-speaking individuals who may be at risk is vitally important. With the introduction of the PDDBI Parent Form in Spanish, this significant portion of the population can now benefit from the PDD Behavior Inventory product family for detection, diagnosis, and progress monitoring.
The Emotional Disturbance Decision Tree (EDDT) family of instruments gives you insight from three distinct viewpoints—teacher (EDDT), parent (EDDT-PF), and self (EDDT-SR).
Though each form can be used individually, the full potential of the EDDT family is realized by garnering a trio of perspectives. See the advantages gained by in a case study presented in our new white paper by Jennifer A. Greene, PhD, and EDDT author Bryan L. Euler, PhD. You’ll also get information about the EDDT Multi-Rater Summary Form, a tool that can help you interpret statistically significant discrepancies between raters.
Learn more about the EDDT family.
Join PAR's discussion group on our LinkedIn page!
Originally started as a group for our University Partnership Program, we’d like to invite all PAR Customers to join our group where you can ask questions about—or share your experiences with—our assessment products. The group is designed to encourage the discussion of academic uses, research pursuits, and assessment instruction using PAR proprietary instruments. Whether you are teaching students how to use assessment products and looking to share ideas with other instructors, using a PAR product and looking to connect with other users, or simply wanting to discuss assessments with other professionals, this group is an open forum for discussion on the use of PAR products.
Join the discussion! https://www.linkedin.com/groups/8668065
PAR is proud to announce we have added a white paper to the BRIEF-P product page. This resource will help users learn more about enhanced interpretation of BRIEF-P ratings. The BRIEF-P is the first standardized rating scale designed to specifically measure the range of executive function in preschool-aged children.
You can find the new white paper under the Resources tab on the BRIEF-P page or via direct download from parinc.com/BRIEFP_white_paper.
Trauma touches people at every level of our society: children who have witnessed violence; soldiers with posttraumatic stress disorder; adults who have experienced traumatic losses. PAR is proud to offer a number of assessment instruments that can assist in the evaluation and treatment of trauma across the age range.
Here are just some of the trauma-based instruments we have available:
Trauma Symptom Inventory-2 (TSI-2): The gold-standard measure to evaluate the effects of traumatic events in adults ages 18 years and older.
Trauma Symptom Checklist for Young Children (TSCYC): The first broadband trauma measure for children ages 3 to 12 years who have been exposed to traumatic events.
Trauma Symptom Checklist for Children (TSCC): Allows you to measure posttraumatic stress and related symptomatology in children ages 8 to 16 years.
Trauma Symptom Checklist for Children Screening Form (TSCC-SF) and
Trauma Symptom Checklist for Young Children Screening Form (TSCYC-SF): Allow you to quickly screen children from ages 3 to 17 years for symptoms of trauma and determine if follow-up evaluation and treatment is warranted.
Detailed Assessment of Posttraumatic Stress (DAPS): A self-report instrument for adults ages 18 and above that provides a detailed assessment of PTSD in a short amount of time.
The TSCYC, TSCC, TSCYC-SF, TSCC-SF, and TSI-2 are also available in Spanish.
College can be difficult even for the most prepared of students. For some, it’s the first time away from home and the first time they’ve had to manage and organize their lives independently. The academic year is now more than halfway complete, and many of these students have adapted successfully to college life and are thriving.
But for students with an undiagnosed anxiety disorder or ADHD, poor coping skills and feelings of incompetence, low self-esteem, and helplessness may persist. Their grades may have slipped, and they may even be at risk of dropping—or failing—out of school. They likely don’t realize that their academic difficulties are related to treatable medical conditions.
According to the Anxiety and Depression Association of America, 40 million adults in the United States ages 18 and older have an anxiety disorder—yet only 36% of them seek treatment. Moreover, up to 44% of individuals with an attention deficit disorder were first identified at the postsecondary level.
The Kane Learning Difficulties Assessment (KLDA) is a self-report screening tool designed to identify students who struggle unknowingly with a condition that affects learning such as an anxiety disorder, ADHD, an executive function deficit, or a specific learning disability.
The KLDA can be administered by any instructor, counselor, tutor, or coach and takes just 15 minutes to complete. It evaluates difficulties with reading, writing, math, listening, concentration, memory, organization, time management, oral presentation, self-control, and anxiety. The test is scored online via PARiConnect and provides a report with valuable information about the student’s individual learning strengths and weaknesses. It also identifies if the student is at risk of an undiagnosed learning difficulty so he or she can seek treatment.
The KLDA report helps both students and teachers by providing specific interventions and accommodations that address the student’s identified academic weaknesses.
Help struggling students get the help they need to get their college careers—and their lives—back on track. Learn more at www.parinc.com/KLDA.
In order to facilitate research using the Personality Assessment Inventory (PAI), we are now offering comprehensive bibliographies through Mendeley, a free reference management tool. In addition, a white paper describing this research repository and explaining its creation and use has been created.
After accessing the Mendeley link, you will be prompted to create an account. Mendeley includes a desktop application and a cloud-based system for ease of use when finding references and citing them within a document. Use of this free resource is encouraged to facilitate research on the topics related to the PAI. Individuals who do not wish to create an online account may visit the Resources tab on the PAI product page to view Word documents of these bibliographies.
In addition to the PAI, PAR offers Mendeley bibliographies for the PDD Behavior Inventory (PDDBI), the Standard SDS, and the Student SDS. More will be added to the website soon!
The beginning of a new year is a common time for people to evaluate jobs and careers. Are your clients seeking occupations to better align with their passions? With the Self-Directed Search (SDS) it’s easier than ever to help your clients explore career options that best match their personality types!
The SDS is the gold standard in career personality assessment. Since its release in 1971, the SDS has been used more than 36 million times. The SDS is based on Dr. John Holland’s theory, known as the RIASEC theory, that both people and working environments can be classified according to six basic types: Realistic, Investigative, Artistic, Social, Enterprising, and Conventional. One of the main ideas of this theory is that the closer your personality type aligns with your work environment type, the more likely you are to find fulfillment at work.
The SDS was recently rebranded, repackaged, and refreshed! A bold new look and a cleaner, more user-friendly interface means clients can easily learn more about their personality and find a career that fits.
The online SDS experience also features interactive and highly customizable digital reports.
So if your clients are exploring occupations or want a career change, the SDS will greatly improve their search.
Visit self-directed-search.com to learn more!
Need help choosing the version of the Academic Achievement Battery (AAB) that best fits your needs? Here’s a little insight to help you choose which assessment product is right for you.
What it does: Delivers a quick measure of basic academic skills, including a reading comprehension subtest.
Administration and scoring time: 15-30 minutes to administer; 5-10 minutes to score.
When to use it: To obtain a quick and accurate measure of an individual’s performance that includes a reading comprehension subtest.
How it helps clinicians: Offers a quick, efficient measure of academic achievement that includes a Reading Composite score, which provides more data to understand an individual’s reading skills.
What it does: Provides a complete assessment of an individual’s overall performance on seven disparate aspects of achievement.
Administration and scoring time: 90 minutes to administer; 15 minutes to score.
When to use it: To conduct an in-depth and complete assessment of academic achievement.
How it helps clinicians: Provides a complete assessment of an individual’s academic skills that is suitable for use in eligibility decisions or intervention planning; IQ discrepancy data are available.
What it does: Offers a snapshot of performance in four areas of achievement, including a measure of writing.
When to use it: To perform a fast and reliable screening of academic achievement that offers an optional writing subtest.
How it helps clinicians: Delivers a fundamental evaluation of academic skills for those referred for learning or vocational concerns.