The Intelligence Scale for Children builds on contemporary approaches in cognitive psychology and intellectual assessment, The Intelligence Scale is a gold standard used globally and across India for assessing children’s intellectual ability. It obtains a valid and comprehensive profile of a child’s cognitive strength and weaknesses that are strongly correlated with the child’s academic difficulties in varied areas.

  • Matrix Reasoning – measures fluid reasoning
  • Picture Concepts – measures fluid reasoning, perceptual organisation, and categorisation
  • Letter-Number Sequencing – measures working memory
  • Word Reasoning – measures reasoning with verbal material
  • Cancellation – measures processing speed using random and structured animal target forms

Examines student’s reading and writing abilities

The Reading and Writing assessment is a comprehensive, researched-based assessment system with applications at three tiers ranging from prevention to problem solving consultation to differential diagnosis. It links to targeted evidenced-based interventions and lessons.

It is a standardized test that can be used to diagnose dysgraphia, dyslexia, oral and written language disability. It assists in designing an early intervention program, for preparing an Individual Education Plan (IEP) and progress monitoring plan in a specific academic domain.

The assessment investigates the cognitive processes related to Math. It measures the development of cognitive processes that are critical to learning Math skills and actual Math performance.

The test introduces novel quantitative and spatial working memory tasks associated with Math computation skills. It provides evidence-based diagnostics for dyscalculia. It aligns with the National Mathematics Advisory Panel and the National Research Council recommendations.

A reliable assessment of reading, language and numerical attainment.

  • Identifying the academic strengths and weaknesses of a student
  • Identifying a specific learning disability
  • Designing instructional objectives and plan interventions

With a total of 16 subtests, the test offers:

  • Oral Reading, Math Fluency and Early Reading Skills
  • Enriched Listening Comprehension, Oral Expression, and Written Expression subtests
  • Enhanced Reading Comprehension subtest

The Detailed Assessment of Speed of Handwriting can be used to help identify children with handwriting difficulties, to assess handwriting speed and also provides relevant information for intervention planning.

The five subtests, tests a different aspect of handwriting speed. The subtests examine fine motor and precision skills, the speed of producing well known symbolic material, the ability to alter speed of performance on two tasks with identical content and free writing competency.

The Test of Early Written Language includes two forms, each with a Basic Writing and a Contextual Writing subtest.

Basic Writing: This subtest measures a child’s understanding about language and his or her ability to use the writing tools of language. Included in this understanding is metalinguistic knowledge, directionality, organizational structure, awareness of letter features, spelling, capitalization, punctuation, proofing, sentence combining, and logical sentences.

Contextual Writing: This subtest measures a child’s ability to construct a story when provided with a picture prompt. The subtest measures story format, cohesion, thematic maturity, ideation, and story structure

Overall Writing: The Overall Writing index combines the index scores from the Basic Writing and Contextual Writing subtests. It is a measure of the child’s overall writing ability; students who score high on this quotient demonstrate strengths in composition, syntax, mechanics, fluency, cohesion, and the text structure of written language.

Overall Writing: The Overall Writing index combines the index scores from the Basic Writing and Contextual Writing subtests. It is a measure of the child’s overall writing ability; students who score high on this quotient demonstrate strengths in composition, syntax, mechanics, fluency, cohesion, and the text structure of written language.

The Test of Written Language is a comprehensive diagnostic test of written expression. They test the conventional, linguistic, and conceptual aspects of writing and assess important aspects of language. It is used to

(a) identify students who write poorly and, therefore, need special help
(b) determine students’ particular strengths and weaknesses in various writing abilities
(c) document students’ progress in special writing programs
(d) measure writing in research.

The subtests assess vocabulary spelling punctuation logical sentence combining contextual, story writing.

This assessment has a comprehensive set of rating scales by the teacher, parent and self.

Teacher Rating Scales, to measure adaptive and problem behaviours in the preschool or school setting.

Parent Rating Scales, to measure both adaptive and problem behaviours in the community and home setting.

Self-Report of Personality, provides insight into a child’s or adult’s thoughts and feelings.

Student Observation System, record direct observations of a child’s behavior in a classroom setting. The observer can objectively rate a wide range of behaviours, assesses both adaptive and maladaptive behaviours, from positive peer interaction to repetitive motor movements and Structured Developmental History, offers a comprehensive history and background survey that supplies a thorough review of social, psychological, developmental, educational, and medical information on the child.

Together, they help you understand the behaviours and emotions of children and adolescents. The assessment differentiates between hyperactivity and attention problems. An effective way to measure behaviour and provide a complete picture of a child’s behaviour.

The Test of Written Spelling is an accurate and efficient instrument that uses a dictated-word format to assess spelling skills in school-age children and adolescents. It has two forms that can be administered in 20 minutes to either individually or in groups. Each form contains 50 spelling words drawn from eight basal spelling series and graded word lists.

The results can be used to:

  • identify students whose scores are significantly below those of their peers and who might need interventions designed to improve spelling proficiency,
  • document overall progress in spelling as a consequence of intervention programs

An individually administered, comprehensive measure of gross and fine motor skills.

Provides a comprehensive picture of motor development

  • Assess the motor proficiency of all children, ranging from those who are typically developing to those with mild to moderate motor control problems
  • Support diagnosis of motor impairments
  • Screen individuals who may have certain deficits in motor ability and who might benefit from further evaluation or interventions
  • Make educational placement decisions
  • Develop and evaluate motor training programs

Challenging, game-like eight subtests


Provides in-depth assessment of key academic skills. This comprehensive assessment of key academic skills gives a deeper understanding of achievement gaps. The assessment helps to:

  • Evaluate academic skills in reading, math, written language, and oral language
  • Measure progress or response to intervention and adjust instruction based on performance
  • Identify learning disabilities on a core level

The Subtests assess the following areas of achievement:


TIPS develops, implements, and monitors high-quality IEPs. IEPs by their very nature will be individualized on the basis of the particular requirements of the student. It is a plan describing the special education program required by a particular student, based on a thorough assessment of the student’s strengths and needs – that is, the strengths and needs that affect the student’s ability to learn and to demonstrate learning. IEP is based on and modified by the results of continuous assessment and evaluation and that includes a plan containing specific objectives that meets the needs of the SEN students.


  • is needed to help the student achieve his or her learning expectations, given the student’s identified learning strengths and needs.
  • it is a working document that identifies learning expectations that are modified from the expectations for the age-appropriate grade level in a particular subject or course
  • is a working document that identifies alternative expectations
  • is a record of the specific knowledge and skills to be assessed and evaluated for the purpose of reporting student achievement of modified and/or alternative expectations
  • is an accountability tool for the student, the student’s parents, and every-one who has responsibilities under the plan for helping the student meet the stated goals and learning expectations.