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[null,"                                        T-Score* to Standard Score Converter:                  ",null,null,null,null,"<--T-Score here         =         Standard Score here-->",{"$f":"IF(E48=\"\",\"\",((((E48-50)/10))*15)+100)","v":""},null,"   <-- Use/enter this score in the matrix."]
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[]
[null,null,null,"C-LIM Summary Graph: Evaluation of Cultural/Linguistic Influences"]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[null,null,null,null,null,null,null,null,null,null,null,null,null,1,2,2,3,3,3,4,4,5]
[null,null,null,null,null,null,null,null,null,null,null,null,null,{"$f":"IF($E$20=\"\",\"\",$E$20)","v":""},{"$f":"IF($H$20=\"\",\"\",$H$20)","v":""},{"$f":"IF($E$33=\"\",\"\",$E$33)","v":""},{"$f":"IF($K$20=\"\",\"\",$K$20)","v":""},{"$f":"IF($H$33=\"\",\"\",$H$33)","v":""},{"$f":"IF($E$46=\"\",\"\",$E$46)","v":""},{"$f":"IF($K$33=\"\",\"\",$K$33)","v":""},{"$f":"IF($H$46=\"\",\"\",$H$46)","v":""},{"$f":"IF($K$46=\"\",\"\",$K$46)","v":""}]
[]
[null,null,null,null,null,null,null,null,null,null,null,null,null,null,"LC/LL","LC/ML","LC/HL"]
[null,null,null,null,null,null,null,null,null,null,null,null,null,"LC/LL",{"$f":"IF($E$20=\"\",\"\",$E$20)","v":""},{"$f":"IF($H$20=\"\",\"\",$H$20)","v":""},{"$f":"IF($K$20=\"\",\"\",$K$20)","v":""}]
[null,null,null,null,null,null,null,null,null,null,null,null,null,"MC/LL",{"$f":"IF($E$33=\"\",\"\",$E$33)","v":""},{"$f":"IF($H$33=\"\",\"\",$H$33)","v":""},{"$f":"IF($K$33=\"\",\"\",$K$33)","v":""}]
[null,null,null,null,null,null,null,null,null,null,null,null,null,"HC/LL",{"$f":"IF($E$46=\"\",\"\",$E$46)","v":""},{"$f":"IF($H$46=\"\",\"\",$H$46)","v":""},{"$f":"IF($K$46=\"\",\"\",$K$46)","v":""}]
[]
[]
[]
[]
[]
[]
[]
[]
[null,"*NOTE: Tests marked with an asterisk (*) in the menu bar of the C-LIM Analyzer provide access to matrices that may be helpful in evaluating the validity of test scores when using Spanish-language tests (i.e., Bateria-III, Bateria-IV, WISC-V Spanish). Use of these matrices should be considered EXPERIMENTAL ONLY as there is insufficient research at this time to  support an evidence-based pattern of expected performance for ELs or firmly establish classification of subtests from such batteries. Use for qualitative analysis only."]
[]
[]
[]
[]
[null,null,null,null,null,null,null,null,null,"Difference = ",1]
[null,null,null,"1. Low Culture/Low Lang",null,null,"2. Low Culture/Mod Lang",null,null,"3. Low Culture/High Lang"]
[]
[null,null,null,{"$f":"'C-LTC Reference'!D6","v":"ASA Tonal Discrimination"},null,null,{"$f":"'C-LTC Reference'!G6","v":"ASA Blending"},null,null,{"$f":"'C-LTC Reference'!J6","v":"Bateria III COG Formacion de Conceptos"}]
[null,null,null,{"$f":"'C-LTC Reference'!D7","v":"ASA Tonal Patterning"},null,null,{"$f":"'C-LTC Reference'!G7","v":"ASA Mimicry"},null,null,{"$f":"'C-LTC Reference'!J7","v":"Bateria III COG Memoria de Trabajo Auditivo"}]
[null,null,null,{"$f":"'C-LTC Reference'!D8","v":"Bateria III COG Atencion Auditiva"},null,null,{"$f":"'C-LTC Reference'!G8","v":"ASA Rhyming"},null,null,{"$f":"'C-LTC Reference'!J8","v":"Bateria IV COG Formacion de Conceptos"}]
[null,null,null,{"$f":"'C-LTC Reference'!D9","v":"Bateria III COG Integracion de Sonidos"},null,null,{"$f":"'C-LTC Reference'!G9","v":"Bateria III COG Analisis-Sintesis"},null,null,{"$f":"'C-LTC Reference'!J9","v":"CAS2 Verbal-Spatial Relations"}]
[null,null,null,{"$f":"'C-LTC Reference'!D10","v":"Bateria III COG Palabras Incompletas"},null,null,{"$f":"'C-LTC Reference'!G10","v":"Bateria III COG Inversion de Numeros"},null,null,{"$f":"'C-LTC Reference'!J10","v":"CELF-4 Familiar Sequences"}]
[null,null,null,{"$f":"'C-LTC Reference'!D11","v":"Bateria III COG Reconocimiento de Dibujos"},null,null,{"$f":"'C-LTC Reference'!G11","v":"Bateria III COG Rapidez en Decision"},null,null,{"$f":"'C-LTC Reference'!J11","v":"CELF-4 Number Repetition-Forward"}]
[null,null,null,{"$f":"'C-LTC Reference'!D12","v":"Bateria IV COG Pareo de Numeros Identicos"},null,null,{"$f":"'C-LTC Reference'!G12","v":"Bateria III COG Relaciones Espaciales"},null,null,{"$f":"'C-LTC Reference'!J12","v":"CTOPP-2 Rapid Digit Naming"}]
[null,null,null,{"$f":"'C-LTC Reference'!D13","v":"Bateria IV COG Procesamiento Fonetico"},null,null,{"$f":"'C-LTC Reference'!G13","v":"Bateria IV COG Inversion de Numeros"},null,null,{"$f":"'C-LTC Reference'!J13","v":"DAS-II Recall of Digits-Forward"}]
[null,null,null,{"$f":"'C-LTC Reference'!D14","v":"Bateria IV COG Series Numericas"},null,null,{"$f":"'C-LTC Reference'!G14","v":"CAS2 Planned Codes"},null,null,{"$f":"'C-LTC Reference'!J14","v":"D-KEFS Design Fluency Test: Empty Dots Only"}]
[null,null,null,{"$f":"'C-LTC Reference'!D15","v":"Bateria IV COG Visualizacion"},null,null,{"$f":"'C-LTC Reference'!G15","v":"CAS2 Planned Number Matching"},null,null,{"$f":"'C-LTC Reference'!J15","v":"D-KEFS Design Fluency Test: Filled Dots"}]
[null,null,null,{"$f":"'C-LTC Reference'!D16","v":"Beery VP Test of Visual Perception"},null,null,{"$f":"'C-LTC Reference'!G16","v":"CAS2 Visual Digit Span"},null,null,{"$f":"'C-LTC Reference'!J16","v":"D-KEFS Design Fluency Test: Switching"}]
[null,null,null,{"$f":"'C-LTC Reference'!D17","v":"Beery VMI Test of Visual-Motor Integration"},null,null,{"$f":"'C-LTC Reference'!G17","v":"CELF-4 Number Repetition-Backward"},null,null,{"$f":"'C-LTC Reference'!J17","v":"DTLA-5 Reversed Letters"}]
[null,null,null,{"$f":"'C-LTC Reference'!D18","v":"CAS2 Figure Memory"},null,null,{"$f":"'C-LTC Reference'!G18","v":"CTMT Trial 5"},null,null,{"$f":"'C-LTC Reference'!J18","v":"FAM Numeric Capacity"}]
[null,null,null,{"$f":"'C-LTC Reference'!D19","v":"CAS2 Matrices"},null,null,{"$f":"'C-LTC Reference'!G19","v":"CTOPP-2 Memory for Digits"},null,null,{"$f":"'C-LTC Reference'!J19","v":"FAM Rapid Number Naming"}]
[null,null,null,{"$f":"'C-LTC Reference'!D20","v":"CAS2 Number Detection"},null,null,{"$f":"'C-LTC Reference'!G20","v":"CTOPP-2 Sound Matching"},null,null,{"$f":"'C-LTC Reference'!J20","v":"KBNA Praxis"}]
[null,null,null,{"$f":"'C-LTC Reference'!D21","v":"ChAMP Objects"},null,null,{"$f":"'C-LTC Reference'!G21","v":"DAS-II Recall of Digits-Backward"},null,null,{"$f":"'C-LTC Reference'!J21","v":"NAB Digits Forward"}]
[null,null,null,{"$f":"'C-LTC Reference'!D22","v":"ChAMP Objects Delayed"},null,null,{"$f":"'C-LTC Reference'!G22","v":"DAS-II Speed of Information Processing"},null,null,{"$f":"'C-LTC Reference'!J22","v":"NEPSY-II Block Construction"}]
[null,null,null,{"$f":"'C-LTC Reference'!D23","v":"CTMT Trial 1"},null,null,{"$f":"'C-LTC Reference'!G23","v":"DTVP-3 Form Constancy"},null,null,{"$f":"'C-LTC Reference'!J23","v":"RAN/RAS Numbers"}]
[null,null,null,{"$f":"'C-LTC Reference'!D24","v":"CTMT Trial 2"},null,null,{"$f":"'C-LTC Reference'!G24","v":"FAM Spatial Memory"},null,null,{"$f":"'C-LTC Reference'!J24","v":"SB5 Nonverbal Working Memory"}]
[null,null,null,{"$f":"'C-LTC Reference'!D25","v":"CTMT Trial 3"},null,null,{"$f":"'C-LTC Reference'!G25","v":"KABC-II Block Counting"},null,null,{"$f":"'C-LTC Reference'!J25","v":"SCAN-3:A Filtered Words "}]
[null,null,null,{"$f":"'C-LTC Reference'!D26","v":"CTONI-2 Geometric Analogies"},null,null,{"$f":"'C-LTC Reference'!G26","v":"KABC-II Number Recall"},null,null,{"$f":"'C-LTC Reference'!J26","v":"SCAN-3:C Filtered Words "}]
[null,null,null,{"$f":"'C-LTC Reference'!D27","v":"CTONI-2 Geometric Categories"},null,null,{"$f":"'C-LTC Reference'!G27","v":"KABC-II Rebus"},null,null,{"$f":"'C-LTC Reference'!J27","v":"TAPS-3 Number Memory Forward"}]
[null,null,null,{"$f":"'C-LTC Reference'!D28","v":"CTONI-2 Geometric Sequences"},null,null,{"$f":"'C-LTC Reference'!G28","v":"KABC-II Rebus Delayed"},null,null,{"$f":"'C-LTC Reference'!J28","v":"TAPS-4 Number Memory Forward"}]
[null,null,null,{"$f":"'C-LTC Reference'!D29","v":"DAS-II Copying"},null,null,{"$f":"'C-LTC Reference'!G29","v":"KBNA Auditory Signal Detection "},null,null,{"$f":"'C-LTC Reference'!J29","v":"TOMAL-2 Digits Forward"}]
[null,null,null,{"$f":"'C-LTC Reference'!D30","v":"DAS-II Matching Letter-Like Forms"},null,null,{"$f":"'C-LTC Reference'!G30","v":"KBNA Spatial Location"},null,null,{"$f":"'C-LTC Reference'!J30","v":"TOMAL-2 Letters Forward"}]
[null,null,null,{"$f":"'C-LTC Reference'!D31","v":"DAS-II Matrices"},null,null,{"$f":"'C-LTC Reference'!G31","v":"MFVPT-3 Motor Free Visual Perception Test"},null,null,{"$f":"'C-LTC Reference'!J31","v":"TOMAL-2 Memory for Stories"}]
[null,null,null,{"$f":"'C-LTC Reference'!D32","v":"DAS-II Pattern Construction"},null,null,{"$f":"'C-LTC Reference'!G32","v":"MFVPT-4 Motor Free Visual Perception Test"},null,null,{"$f":"'C-LTC Reference'!J32","v":"TOMAL-2 Memory for Stories-Delayed"}]
[null,null,null,{"$f":"'C-LTC Reference'!D33","v":"DAS-II Recall of Designs"},null,null,{"$f":"'C-LTC Reference'!G33","v":"NAB Design Construction"},null,null,{"$f":"'C-LTC Reference'!J33","v":"WAIS-IV Digit Span"}]
[null,null,null,{"$f":"'C-LTC Reference'!D34","v":"DAS-II Sequential & Quantitative Reasoning"},null,null,{"$f":"'C-LTC Reference'!G34","v":"NAB Digits Backward"},null,null,{"$f":"'C-LTC Reference'!J34","v":"WAIS-IV Letter-Number Sequencing"}]
[null,null,null,{"$f":"'C-LTC Reference'!D35","v":"DTLA-5 Design Reproduction"},null,null,{"$f":"'C-LTC Reference'!G35","v":"NAB Dots"},null,null,{"$f":"'C-LTC Reference'!J35","v":"WIAT-4 Sentence Repetition"}]
[null,null,null,{"$f":"'C-LTC Reference'!D36","v":"DTLA-5 Geometric Matrices"},null,null,{"$f":"'C-LTC Reference'!G36","v":"NAB Mazes"},null,null,{"$f":"'C-LTC Reference'!J36","v":"WISC-IV Digit Span"}]
[null,null,null,{"$f":"'C-LTC Reference'!D37","v":"DTLA-5 Geometric Sequences"},null,null,{"$f":"'C-LTC Reference'!G37","v":"NEPSY-II Geometric Puzzles"},null,null,{"$f":"'C-LTC Reference'!J37","v":"WISC-IV Letter-Number Sequencing"}]
[null,null,null,{"$f":"'C-LTC Reference'!D38","v":"DTVP-3 Copying"},null,null,{"$f":"'C-LTC Reference'!G38","v":"NEPSY-II Memory for Designs-Spatial"},null,null,{"$f":"'C-LTC Reference'!J38","v":"WISC-IV Integrated Letter Span"}]
[null,null,null,{"$f":"'C-LTC Reference'!D39","v":"DTVP-3 Figure-Ground"},null,null,{"$f":"'C-LTC Reference'!G39","v":"NEPSY-II Memory for Designs-Spatial Delayed"},null,null,{"$f":"'C-LTC Reference'!J39","v":"WISC-IV Integrated Letter-Number Sequencing - PA"}]
[null,null,null,{"$f":"'C-LTC Reference'!D40","v":"DTVP-3 Visual Closure"},null,null,{"$f":"'C-LTC Reference'!G40","v":"NEPSY-II Memory for Designs-Total"},null,null,{"$f":"'C-LTC Reference'!J40","v":"WISC-V Spanish Digit Span"}]
[null,null,null,{"$f":"'C-LTC Reference'!D41","v":"DTVP-A Figure Ground"},null,null,{"$f":"'C-LTC Reference'!G41","v":"NEPSY-II Memory for Designs-Total Delayed"},null,null,{"$f":"'C-LTC Reference'!J41","v":"WISC-V Spanish Digit Span Forward"}]
[null,null,null,{"$f":"'C-LTC Reference'!D42","v":"DTVP-A Form Constancy"},null,null,{"$f":"'C-LTC Reference'!G42","v":"RAIT Quantitative Reasoning"},null,null,{"$f":"'C-LTC Reference'!J42","v":"WISC-V Spanish Digit Span Sequencing"}]
[null,null,null,{"$f":"'C-LTC Reference'!D43","v":"DTVP-A Visual Closure"},null,null,{"$f":"'C-LTC Reference'!G43","v":"RIAS Odd-Item Out"},null,null,{"$f":"'C-LTC Reference'!J43","v":"WISC-V Spanish Letter-Number Sequencing"}]
[null,null,null,{"$f":"'C-LTC Reference'!D44","v":"DTVP-A Visual Motor Search"},null,null,{"$f":"'C-LTC Reference'!G44","v":"SB5 Nonverbal Fluid Reasoning"},null,null,{"$f":"'C-LTC Reference'!J44","v":"WISC-V Digit Span"}]
[null,null,null,{"$f":"'C-LTC Reference'!D45","v":"DTVP-A Visual-Motor Speed"},null,null,{"$f":"'C-LTC Reference'!G45","v":"SCAN-3:A Auditory Figure-Ground at 0db"},null,null,{"$f":"'C-LTC Reference'!J45","v":"WISC-V Digit Span Forward"}]
[null,null,null,{"$f":"'C-LTC Reference'!D46","v":"FRTVMI Full Range Test of Visual Motor Integration"},null,null,{"$f":"'C-LTC Reference'!G46","v":"SCAN-3:A Auditory Figure-Ground at 12dB"},null,null,{"$f":"'C-LTC Reference'!J46","v":"WISC-V Digit Span Sequencing"}]
[null,null,null,{"$f":"'C-LTC Reference'!D47","v":"KABC-II Atlantis"},null,null,{"$f":"'C-LTC Reference'!G47","v":"SCAN-3:A Auditory Figure-Ground at 8dB"},null,null,{"$f":"'C-LTC Reference'!J47","v":"WISC-V Letter-Number Sequencing"}]
[null,null,null,{"$f":"'C-LTC Reference'!D48","v":"KABC-II Atlantis Delayed"},null,null,{"$f":"'C-LTC Reference'!G48","v":"SCAN-3:C Auditory Figure-Ground at 0db"},null,null,{"$f":"'C-LTC Reference'!J48","v":"WISC-V Integrated Cancellation Abstract"}]
[null,null,null,{"$f":"'C-LTC Reference'!D49","v":"KABC-II Face Recognition"},null,null,{"$f":"'C-LTC Reference'!G49","v":"SCAN-3:C Auditory Figure-Ground at 12dB"},null,null,{"$f":"'C-LTC Reference'!J49","v":"WISC-V Integrated Coding Recall"}]
[null,null,null,{"$f":"'C-LTC Reference'!D50","v":"KABC-II Hand Movements"},null,null,{"$f":"'C-LTC Reference'!G50","v":"SCAN-3:C Auditory Figure-Ground at 8dB"},null,null,{"$f":"'C-LTC Reference'!J50","v":"WJ III NU COG Auditory Working Memory "}]
[null,null,null,{"$f":"'C-LTC Reference'!D51","v":"KABC-II Pattern Reasoning (5-6 years)"},null,null,{"$f":"'C-LTC Reference'!G51","v":"SHIPLEY-2 Block Patterns"},null,null,{"$f":"'C-LTC Reference'!J51","v":"WJ III NU COG Analysis-Synthesis"}]
[null,null,null,{"$f":"'C-LTC Reference'!D52","v":"KABC-II Pattern Reasoning (7-18 years)"},null,null,{"$f":"'C-LTC Reference'!G52","v":"SIT Section B"},null,null,{"$f":"'C-LTC Reference'!J52","v":"WJ III NU COG Concept Formation"}]
[null,null,null,{"$f":"'C-LTC Reference'!D53","v":"KABC-II Triangles"},null,null,{"$f":"'C-LTC Reference'!G53","v":"TAPS-3 Number Memory Reversed"},null,null,{"$f":"'C-LTC Reference'!J53","v":"WJ IV COG Concept Formation"}]
[null,null,null,{"$f":"'C-LTC Reference'!D54","v":"KBNA Complex Figure 1"},null,null,{"$f":"'C-LTC Reference'!G54","v":"TAPS-4 Number Memory Reversed"},null,null,{"$f":"'C-LTC Reference'!J54","v":"WJ IV COG Object-Number Sequencing"}]
[null,null,null,{"$f":"'C-LTC Reference'!D55","v":"KBNA Complex Figure 2"},null,null,{"$f":"'C-LTC Reference'!G55","v":"TOMAL-2 Digits Backward"},null,null,{"$f":"'C-LTC Reference'!J55","v":"WJ IV ECAD Sentence Repetition"}]
[null,null,null,{"$f":"'C-LTC Reference'!D56","v":"KBNA Expression of Emotion "},null,null,{"$f":"'C-LTC Reference'!G56","v":"TOMAL-2 Letters Backward"}]
[null,null,null,{"$f":"'C-LTC Reference'!D57","v":"Leiter-3 Nonverbal Stroop"},null,null,{"$f":"'C-LTC Reference'!G57","v":"WAIS-IV Block Design"}]
[null,null,null,{"$f":"'C-LTC Reference'!D58","v":"Leiter-3 Sequential Order"},null,null,{"$f":"'C-LTC Reference'!G58","v":"WAIS-IV Coding"}]
[null,null,null,{"$f":"'C-LTC Reference'!D59","v":"Leiter-3 Visual Patterns"},null,null,{"$f":"'C-LTC Reference'!G59","v":"WAIS-IV Symbol Search"}]
[null,null,null,{"$f":"'C-LTC Reference'!D60","v":"NAB Figure Drawing"},null,null,{"$f":"'C-LTC Reference'!G60","v":"WASI-2 Block Design"}]
[null,null,null,{"$f":"'C-LTC Reference'!D61","v":"NAB Shape Learning"},null,null,{"$f":"'C-LTC Reference'!G61","v":"WISC-IV Block Design (BD) and BD No Time Bonus"}]
[null,null,null,{"$f":"'C-LTC Reference'!D62","v":"NAB Visual Discrimination"},null,null,{"$f":"'C-LTC Reference'!G62","v":"WISC-IV Coding"}]
[null,null,null,{"$f":"'C-LTC Reference'!D63","v":"NEPSY-II Inhibition-Naming Combined"},null,null,{"$f":"'C-LTC Reference'!G63","v":"WISC-IV Symbol Search"}]
[null,null,null,{"$f":"'C-LTC Reference'!D64","v":"NEPSY-II Inhibition-Inhibition Combined"},null,null,{"$f":"'C-LTC Reference'!G64","v":"WISC-IV Integrated Block Design Process Approach"}]
[null,null,null,{"$f":"'C-LTC Reference'!D65","v":"NEPSY-II Inhibition-Switching-Combined"},null,null,{"$f":"'C-LTC Reference'!G65","v":"WISC-IV Integrated Coding Copying"}]
[null,null,null,{"$f":"'C-LTC Reference'!D66","v":"NEPSY-II Visuomotor Precision"},null,null,{"$f":"'C-LTC Reference'!G66","v":"WISC-IV Integrated Coding Recall "}]
[null,null,null,{"$f":"'C-LTC Reference'!D67","v":"Ortiz PVAT Form A or B (English Learner Norms)"},null,null,{"$f":"'C-LTC Reference'!G67","v":"WISC-IV Integrated Elithorn Mazes (EM) and EM No Time Bonus"}]
[null,null,null,{"$f":"'C-LTC Reference'!D68","v":"PTI-2 Form Discrimination"},null,null,{"$f":"'C-LTC Reference'!G68","v":"WISC-V Spanish Block Design"}]
[null,null,null,{"$f":"'C-LTC Reference'!D69","v":"PTONI Primary Test of Nonverbal Intelligence"},null,null,{"$f":"'C-LTC Reference'!G69","v":"WISC-V Spanish Block Design No Time Bonus"}]
[null,null,null,{"$f":"'C-LTC Reference'!D70","v":"RAIT Sequences"},null,null,{"$f":"'C-LTC Reference'!G70","v":"WISC-V Spanish Block Design Partial Score"}]
[null,null,null,{"$f":"'C-LTC Reference'!D71","v":"RIAS-2 Speeded Picture Search"},null,null,{"$f":"'C-LTC Reference'!G71","v":"WISC-V Spanish Coding"}]
[null,null,null,{"$f":"'C-LTC Reference'!D72","v":"SB5 Nonverbal Visual-Spatial Processing"},null,null,{"$f":"'C-LTC Reference'!G72","v":"WISC-V Spanish Digit Span Backward"}]
[null,null,null,{"$f":"'C-LTC Reference'!D73","v":"SIT Section A"},null,null,{"$f":"'C-LTC Reference'!G73","v":"WISC-V Spanish Picture Span"}]
[null,null,null,{"$f":"'C-LTC Reference'!D74","v":"TOC Grapheme Matching"},null,null,{"$f":"'C-LTC Reference'!G74","v":"WISC-V Spanish Symbol Search"}]
[null,null,null,{"$f":"'C-LTC Reference'!D75","v":"TOMAL-2 Abstract Visual Memory "},null,null,{"$f":"'C-LTC Reference'!G75","v":"WISC-V Block Design"}]
[null,null,null,{"$f":"'C-LTC Reference'!D76","v":"TOMAL-2 Manual Imitation "},null,null,{"$f":"'C-LTC Reference'!G76","v":"WISC-V Block Design No Time Bonus"}]
[null,null,null,{"$f":"'C-LTC Reference'!D77","v":"TOMAL-2 Memory for Location"},null,null,{"$f":"'C-LTC Reference'!G77","v":"WISC-V Block Design Partial Score"},null,null,""]
[null,null,null,{"$f":"'C-LTC Reference'!D78","v":"TOMAL-2 Visual Selective Reminding "},null,null,{"$f":"'C-LTC Reference'!G78","v":"WISC-V Coding"},null,null,""]
[null,null,null,{"$f":"'C-LTC Reference'!D79","v":"TONI4 Test of Nonverbal Intelligence"},null,null,{"$f":"'C-LTC Reference'!G79","v":"WISC-V Delayed Symbol Translation"},null,null,""]
[null,null,null,{"$f":"'C-LTC Reference'!D80","v":"TVCF Classification"},null,null,{"$f":"'C-LTC Reference'!G80","v":"WISC-V Digit Span Backward"},null,null,""]
[null,null,null,{"$f":"'C-LTC Reference'!D81","v":"TVMS-3 Test of Visual Motor Skills"},null,null,{"$f":"'C-LTC Reference'!G81","v":"WISC-V Immediate Symbol Translation"},null,null,""]
[null,null,null,{"$f":"'C-LTC Reference'!D82","v":"TVPS3 Figure Ground"},null,null,{"$f":"'C-LTC Reference'!G82","v":"WISC-V Picture Span"},null,null,""]
[null,null,null,{"$f":"'C-LTC Reference'!D83","v":"TVPS3 Form Constancy"},null,null,{"$f":"'C-LTC Reference'!G83","v":"WISC-V Recognition Symbol Translation"},null,null,""]
[null,null,null,{"$f":"'C-LTC Reference'!D84","v":"TVPS3 Sequential Memory"},null,null,{"$f":"'C-LTC Reference'!G84","v":"WISC-V Symbol Search"},null,null,""]
[null,null,null,{"$f":"'C-LTC Reference'!D85","v":"TVPS3 Spatial Relations"},null,null,{"$f":"'C-LTC Reference'!G85","v":"WISC-V Integrated Block Design Multiple Choice"},null,null,""]
[null,null,null,{"$f":"'C-LTC Reference'!D86","v":"TVPS3 Visual Closure"},null,null,{"$f":"'C-LTC Reference'!G86","v":"WISC-V Integrated Coding Copy"},null,null,""]
[null,null,null,{"$f":"'C-LTC Reference'!D87","v":"TVPS3 Visual Discrimination"},null,null,{"$f":"'C-LTC Reference'!G87","v":"WISC-V Integrated Figure Weights Process Approach"},null,null,""]
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[null,"Notes and Introduction"]
[null,"Perhaps the most significant issue in the use of norm-referenced tests with diverse individuals is determining to what extent the individual's performance might have been influenced more by cultural and linguistic factors than by actual ability. This issue boils down to evaluation of whether the validity of test scores were compromised by differences in experience relative to development in and opportunity for acquisition of cultural knowledge and linguistic proficiency. The C-LIM is designed to assist in answering the \"difference vs. disorder\" question which is at the heart of such evaluations. Before test results can be interpreted, they must be determined to be valid because tests designed to measure CHC abilities/processes, such as Gc, Ga, Gsm, and so forth, may unintentionally measure instead an individual's lack of English language proficiency or familiarity with the cultural content embedded in the tasks. If this is the case, the validity of test results may be undermined."]
[]
[null,"This C-LIM is based primarily on the consistent research finding for culturally and linguistically diverse individuals that demonstrates a pattern of lower performance on tests with higher levels of cultural content and higher degrees of linguistic demand than they do on tests that are lower on these two dimensions. By examining the historical and current literature regarding the mean performance of diverse individuals on a variety of tests, and combining it with classification of task demands along these dimensions in a 3x3 matrix, it is possible to discern the typical pattern of decline that emerges as a function of increases in cultural loading and linguistic demand. When test data are entered, the program automatically calculates an aggregate score or average for each of the nine cells in which data are entered. This score reflect performance on tests that share similar levels of cultural loading and linguistic demand. Users may examine the scores visually to determine if the resulting pattern matches that which is expected for individuals whose cultural and linguistic backgrounds differ from the mainstream. By following the instructions below, practitioners have at their disposal a systematic, research-based method to directly evaluate the impact of cultural and linguistic factors on test performance and the extent to which validity has or has not been compromised."]
[null,"Instructions for Use and Interpretation"]
[]
[null,"Step 1. DIFFERENCE: To properly evaluate the influence of cultural and linguistic test variables on test performance, users must determine the degree of \"difference\" for the individual being evaluated. In general, the greater the \"difference,\" the greater the adverse effect on performance. Therefore, it is important to make this determination as accurately as possible and to use it as the appropriate basis on which to evaluate the impact on test scores. The determination is based primarily on the degree of \"difference\" the examinee exhibits in terms of the relative exposure to and opportunity for acculturative learning as well as on experiential differences in developmental language proficiency in English, as compared to the  test's normative sample.  To assist in making this determination, the C-LIM now has a new tab with the Diverse-Student True Peer Group Estimator (D-STPGE). The D-STPGE may be used as a semi-structured interview and data gathering sheet to help quantify the degree to which relevant factors have affected the student's development and ensure greater consistency and systematicity. Note, however, that the \"degree of difference\" remains subject to clinical judgment and the considerations provided for making the determination should not be viewed as a definitive or final list regarding factors that may merit consideration regarding a student's developmental experiences. "]
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[null,"In short, the notion of \"difference\" addresses how comparable the examinee's experiences and background are relative to other individuals of the same age or grade. Less comparability means more difference and more difference equates to greater test score attenuation and a steeper pattern of decline. The graph provided below the matrix contains three lines corresponding to the degree of difference and which indicates the relative degree of decline that would be expected for each one based on the difference that has been determined to be most appropriate for the examinee. It is important not to underestimate the impact of cultural and linguistic differences  and that in most cases, English learners will typically fall within the \"moderately\" different range.  It should be noted that the lines represent the \"average\" performance of individuals with \"average\" abilities and allowances should be made for both error and variation in individual ability in making a determination regarding whether a pattern of scores is or is not consistent with the expected degree of decline. "]
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[null,"Additional Notes and Cautions"]
[]
[null,"1. Proper interpretation of patterns generated by the matrix requires a thorough understanding of the principles outlined in Chapter 5 of Essentials of Cross-Battery Assessment - Third Edition as well as continued professional development workshops or training via the new XBA Certification Program (for more info go to https://www.schoolneuropsych.com/xba/ or http://crossbattery.com)."]
[null,"2. As with all assessment methods, users must not rely solely on the results of this program in making decisions about disability, intervention, or educational programming."]
[null,"3. Scores for entry into the C-LIM may include Scaled Scores (1-19) or Standard Scores (40-160). T-Scores from use of DAS-II, WNV, and RIAS-2, may also be entered directly and the C-LIM will make the necessary conversion automatically. However, any other batteries for which the subtest scores are provided as T-Scores must first be converted using the one provided at the bottom of the matrix before they can be entered. Both Scaled and Standard scores are permissible and can be mixed since each is converted to a common metric. Scores that do not fall within these ranges will cause the cell to turn bright red and will not be converted or used in computing the cell aggregate. In such cases, a valid score must be entered."]
[null,"4. Subtest classifications from native-language test batteries (e.g., Bateria III, Bateria-IV, WISC-V Spanish, etc.) are provided primarily for the purposes of promoting research and further empirical investigation. The subtest classifications for these native language tests have received very little, if any, empirical attention. This means that the expected pattern of performance for ELL populations for such tests or purposes have not yet been established sufficiently to meet evidence-based standards. Thus, their use for making high-stakes educational decisions is not recommended and users of this program should view their analyses regarding the validity of obtained test results as questionable. However, when coupled with other relevant data and convergent information from other sources, their use may assist practitioners in using clinical judgment regarding the degree to which cultural and linguistic influences may have affected the examinee's test performance. "]
[null,"5. Users of the C-LIM should note that some of the culture-language test classifications, particularly those for new tests and subtests, are preliminary, based primarily on expert consensus procedures and judgment, and are thus subject to change in accordance with findings from future research--as is the case for all of the classifications. Thus, classifications should not be considered definitive, but rather a reflection of empirical investigations that are currently available. The classifications are provided here for the express purpose of assisting and guiding practitioners in the decision process regarding the relative influence of cultural and linguistic factors on test performance and the degree to which validity may have been compromised and would therefore preclude interpretation. As additional research unfolds, it is very likely that some of the classifications will change accordingly. Updates to the classifications and classifications for future tests (or new versions) can be downloaded freely from the following URL: "]
[null,"https://facpub.stjohns.edu/~ortizs/CLIM/"]

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[]
[null,null,null,"DEGREE OF LINGUISTIC DEMAND"]
[null,"DEGREE OF CULTURAL LOADING",null,"LOW",null,null,"MODERATE",null,null,"HIGH"]
[]
[null,null,null,"1. LOW LANGUAGE - LOW CULTURE (Tier 1)",null,null,"2. MOD LANGUAGE - LOW CULTURE (Tier 2)",null,null,"3. HIGH LANGAUGE - LOW CULTURE (Tier 3)"]
[null,null,null,"ASA Tonal Discrimination",null,null,"ASA Blending",null,null,"Bateria III COG Formacion de Conceptos"]
[null,null,null,"ASA Tonal Patterning",null,null,"ASA Mimicry",null,null,"Bateria III COG Memoria de Trabajo Auditivo"]
[null,null,null,"Bateria III COG Atencion Auditiva",null,null,"ASA Rhyming",null,null,"Bateria IV COG Formacion de Conceptos"]
[null,null,null,"Bateria III COG Integracion de Sonidos",null,null,"Bateria III COG Analisis-Sintesis",null,null,"CAS2 Verbal-Spatial Relations"]
[null,null,null,"Bateria III COG Palabras Incompletas",null,null,"Bateria III COG Inversion de Numeros",null,null,"CELF-4 Familiar Sequences"]
[null,null,null,"Bateria III COG Reconocimiento de Dibujos",null,null,"Bateria III COG Rapidez en Decision",null,null,"CELF-4 Number Repetition-Forward"]
[null,null,null,"Bateria IV COG Pareo de Numeros Identicos",null,null,"Bateria III COG Relaciones Espaciales",null,null,"CTOPP-2 Rapid Digit Naming"]
[null,null,null,"Bateria IV COG Procesamiento Fonetico",null,null,"Bateria IV COG Inversion de Numeros",null,null,"DAS-II Recall of Digits-Forward"]
[null,null,null,"Bateria IV COG Series Numericas",null,null,"CAS2 Planned Codes",null,null,"D-KEFS Design Fluency Test: Empty Dots Only"]
[null,null,null,"Bateria IV COG Visualizacion",null,null,"CAS2 Planned Number Matching",null,null,"D-KEFS Design Fluency Test: Filled Dots"]
[null,null,null,"Beery VP Test of Visual Perception",null,null,"CAS2 Visual Digit Span",null,null,"D-KEFS Design Fluency Test: Switching"]
[null,null,null,"Beery VMI Test of Visual-Motor Integration",null,null,"CELF-4 Number Repetition-Backward",null,null,"DTLA-5 Reversed Letters"]
[null,null,null,"CAS2 Figure Memory",null,null,"CTMT Trial 5",null,null,"FAM Numeric Capacity"]
[null,null,null,"CAS2 Matrices",null,null,"CTOPP-2 Memory for Digits",null,null,"FAM Rapid Number Naming"]
[null,null,null,"CAS2 Number Detection",null,null,"CTOPP-2 Sound Matching",null,null,"KBNA Praxis"]
[null,null,null,"ChAMP Objects",null,null,"DAS-II Recall of Digits-Backward",null,null,"NAB Digits Forward"]
[null,null,null,"ChAMP Objects Delayed",null,null,"DAS-II Speed of Information Processing",null,null,"NEPSY-II Block Construction"]
[null,null,null,"CTMT Trial 1",null,null,"DTVP-3 Form Constancy",null,null,"RAN/RAS Numbers"]
[null,null,null,"CTMT Trial 2",null,null,"FAM Spatial Memory",null,null,"SB5 Nonverbal Working Memory"]
[null,null,null,"CTMT Trial 3",null,null,"KABC-II Block Counting",null,null,"SCAN-3:A Filtered Words "]
[null,null,null,"CTONI-2 Geometric Analogies",null,null,"KABC-II Number Recall",null,null,"SCAN-3:C Filtered Words "]
[null,null,null,"CTONI-2 Geometric Categories",null,null,"KABC-II Rebus",null,null,"TAPS-3 Number Memory Forward"]
[null,null,null,"CTONI-2 Geometric Sequences",null,null,"KABC-II Rebus Delayed",null,null,"TAPS-4 Number Memory Forward"]
[null,null,"LOW","DAS-II Copying",null,null,"KBNA Auditory Signal Detection ",null,null,"TOMAL-2 Digits Forward"]
[null,null,null,"DAS-II Matching Letter-Like Forms",null,null,"KBNA Spatial Location",null,null,"TOMAL-2 Letters Forward"]
[null,null,null,"DAS-II Matrices",null,null,"MFVPT-3 Motor Free Visual Perception Test",null,null,"TOMAL-2 Memory for Stories"]
[null,null,null,"DAS-II Pattern Construction",null,null,"MFVPT-4 Motor Free Visual Perception Test",null,null,"TOMAL-2 Memory for Stories-Delayed"]
[null,null,null,"DAS-II Recall of Designs",null,null,"NAB Design Construction",null,null,"WAIS-IV Digit Span"]
[null,null,null,"DAS-II Sequential & Quantitative Reasoning",null,null,"NAB Digits Backward",null,null,"WAIS-IV Letter-Number Sequencing"]
[null,null,null,"DTLA-5 Design Reproduction",null,null,"NAB Dots",null,null,"WIAT-4 Sentence Repetition"]
[null,null,null,"DTLA-5 Geometric Matrices",null,null,"NAB Mazes",null,null,"WISC-IV Digit Span"]
[null,null,null,"DTLA-5 Geometric Sequences",null,null,"NEPSY-II Geometric Puzzles",null,null,"WISC-IV Letter-Number Sequencing"]
[null,null,null,"DTVP-3 Copying",null,null,"NEPSY-II Memory for Designs-Spatial",null,null,"WISC-IV Integrated Letter Span"]
[null,null,null,"DTVP-3 Figure-Ground",null,null,"NEPSY-II Memory for Designs-Spatial Delayed",null,null,"WISC-IV Integrated Letter-Number Sequencing - PA"]
[null,null,null,"DTVP-3 Visual Closure",null,null,"NEPSY-II Memory for Designs-Total",null,null,"WISC-V Spanish Digit Span"]
[null,null,null,"DTVP-A Figure Ground",null,null,"NEPSY-II Memory for Designs-Total Delayed",null,null,"WISC-V Spanish Digit Span Forward"]
[null,null,null,"DTVP-A Form Constancy",null,null,"RAIT Quantitative Reasoning",null,null,"WISC-V Spanish Digit Span Sequencing"]
[null,null,null,"DTVP-A Visual Closure",null,null,"RIAS Odd-Item Out",null,null,"WISC-V Spanish Letter-Number Sequencing"]
[null,null,null,"DTVP-A Visual Motor Search",null,null,"SB5 Nonverbal Fluid Reasoning",null,null,"WISC-V Digit Span"]
[null,null,null,"DTVP-A Visual-Motor Speed",null,null,"SCAN-3:A Auditory Figure-Ground at 0db",null,null,"WISC-V Digit Span Forward"]
[null,null,null,"FRTVMI Full Range Test of Visual Motor Integration",null,null,"SCAN-3:A Auditory Figure-Ground at 12dB",null,null,"WISC-V Digit Span Sequencing"]
[null,null,null,"KABC-II Atlantis",null,null,"SCAN-3:A Auditory Figure-Ground at 8dB",null,null,"WISC-V Letter-Number Sequencing"]
[null,null,null,"KABC-II Atlantis Delayed",null,null,"SCAN-3:C Auditory Figure-Ground at 0db",null,null,"WISC-V Integrated Cancellation Abstract"]
[null,null,null,"KABC-II Face Recognition",null,null,"SCAN-3:C Auditory Figure-Ground at 12dB",null,null,"WISC-V Integrated Coding Recall"]
[null,null,null,"KABC-II Hand Movements",null,null,"SCAN-3:C Auditory Figure-Ground at 8dB",null,null,"WJ III NU COG Auditory Working Memory "]
[null,null,null,"KABC-II Pattern Reasoning (5-6 years)",null,null,"SHIPLEY-2 Block Patterns",null,null,"WJ III NU COG Analysis-Synthesis"]
[null,null,null,"KABC-II Pattern Reasoning (7-18 years)",null,null,"SIT Section B",null,null,"WJ III NU COG Concept Formation"]
[null,null,null,"KABC-II Triangles",null,null,"TAPS-3 Number Memory Reversed",null,null,"WJ IV COG Concept Formation"]
[null,null,null,"KBNA Complex Figure 1",null,null,"TAPS-4 Number Memory Reversed",null,null,"WJ IV COG Object-Number Sequencing"]
[null,null,null,"KBNA Complex Figure 2",null,null,"TOMAL-2 Digits Backward",null,null,"WJ IV ECAD Sentence Repetition"]
[null,null,null,"KBNA Expression of Emotion ",null,null,"TOMAL-2 Letters Backward"]
[null,null,null,"Leiter-3 Nonverbal Stroop",null,null,"WAIS-IV Block Design"]
[null,null,null,"Leiter-3 Sequential Order",null,null,"WAIS-IV Coding"]
[null,null,null,"Leiter-3 Visual Patterns",null,null,"WAIS-IV Symbol Search"]
[null,null,null,"NAB Figure Drawing",null,null,"WASI-2 Block Design"]
[null,null,null,"NAB Shape Learning",null,null,"WISC-IV Block Design (BD) and BD No Time Bonus"]
[null,null,null,"NAB Visual Discrimination",null,null,"WISC-IV Coding"]
[null,null,null,"NEPSY-II Inhibition-Naming Combined",null,null,"WISC-IV Symbol Search"]
[null,null,null,"NEPSY-II Inhibition-Inhibition Combined",null,null,"WISC-IV Integrated Block Design Process Approach"]
[null,null,null,"NEPSY-II Inhibition-Switching-Combined",null,null,"WISC-IV Integrated Coding Copying"]
[null,null,null,"NEPSY-II Visuomotor Precision",null,null,"WISC-IV Integrated Coding Recall "]
[null,null,null,"Ortiz PVAT Form A or B (English Learner Norms)",null,null,"WISC-IV Integrated Elithorn Mazes (EM) and EM No Time Bonus"]
[null,null,null,"PTI-2 Form Discrimination",null,null,"WISC-V Spanish Block Design"]
[null,null,null,"PTONI Primary Test of Nonverbal Intelligence",null,null,"WISC-V Spanish Block Design No Time Bonus"]
[null,null,null,"RAIT Sequences",null,null,"WISC-V Spanish Block Design Partial Score"]
[null,null,null,"RIAS-2 Speeded Picture Search",null,null,"WISC-V Spanish Coding"]
[null,null,null,"SB5 Nonverbal Visual-Spatial Processing",null,null,"WISC-V Spanish Digit Span Backward"]
[null,null,null,"SIT Section A",null,null,"WISC-V Spanish Picture Span"]
[null,null,null,"TOC Grapheme Matching",null,null,"WISC-V Spanish Symbol Search"]
[null,null,null,"TOMAL-2 Abstract Visual Memory ",null,null,"WISC-V Block Design"]
[null,null,null,"TOMAL-2 Manual Imitation ",null,null,"WISC-V Block Design No Time Bonus"]
[null,null,null,"TOMAL-2 Memory for Location",null,null,"WISC-V Block Design Partial Score"]
[null,null,null,"TOMAL-2 Visual Selective Reminding ",null,null,"WISC-V Coding"]
[null,null,null,"TONI4 Test of Nonverbal Intelligence",null,null,"WISC-V Delayed Symbol Translation"]
[null,null,null,"TVCF Classification",null,null,"WISC-V Digit Span Backward"]
[null,null,null,"TVMS-3 Test of Visual Motor Skills",null,null,"WISC-V Immediate Symbol Translation"]
[null,null,null,"TVPS3 Figure Ground",null,null,"WISC-V Picture Span"]
[null,null,"LOW","TVPS3 Form Constancy",null,null,"WISC-V Recognition Symbol Translation"]
[null,null,null,"TVPS3 Sequential Memory",null,null,"WISC-V Symbol Search"]
[null,null,null,"TVPS3 Spatial Relations",null,null,"WISC-V Integrated Block Design Multiple Choice"]
[null,null,null,"TVPS3 Visual Closure",null,null,"WISC-V Integrated Coding Copy"]
[null,null,null,"TVPS3 Visual Discrimination",null,null,"WISC-V Integrated Figure Weights Process Approach"]
[null,null,null,"TVPS3 Visual Memory",null,null,"WISC-V Integrated Spatial Span"]
[null,null,null,"TVPS4 Form Constancy",null,null,"WJ III NU COG Numbers Reversed"]
[null,null,null,"TVPS4 Sequential Memory",null,null,"WJ III NU COG Visual Matching "]
[null,null,null,"TVPS4 Spatial Relationships",null,null,"WJ III NU DS Cross Out"]
[null,null,null,"TVPS4 Visual Closure",null,null,"WJ III NU DS Delayed Recall: Memory for Names"]
[null,null,null,"TVPS4 Visual Discrimination",null,null,"WJ III NU DS Memory for Names"]
[null,null,null,"TVPS4 Visual Figure-Ground",null,null,"WJ III NU DS Sound Patterns-Voice "]
[null,null,null,"TVPS4 Visual Memory",null,null,"WJ IV COG Analysis-Synthesis"]
[null,null,null,"UNIT2 Cube Design",null,null,"WJ IV COG Numbers Reversed"]
[null,null,null,"UNIT2 Nonsymbolic Quantity",null,null,"WJ IV ECAD Memory for Names"]
[null,null,null,"UNIT2 Spatial Memory",null,null,"WMS-IV Visual Reproduction II Delayed Recall"]
[null,null,null,"UNIT2 Symbolic Memory",null,null,"WMS-IV Visual Reproduction II Recognition"]
[null,null,null,"WAIS-IV Cancellation",null,null,"WPPSI-III Block Design"]
[null,null,null,"WAIS-IV Matrix Reasoning",null,null,"WPPSI-III Coding"]
[null,null,null,"WAIS-IV Visual Puzzles",null,null,"WPPSI-III Symbol Search"]
[null,null,null,"WASI-2 Matrix Reasoning",null,null,"WPPSI-IV Block Design"]
[null,null,null,"WISC-IV Cancellation",null,null,"WPPSI-IV Bug Search"]
[null,null,null,"WISC-IV Matrix Reasoning",null,null,"WRAML2 Number Letter"]
[null,null,null,"WISC-IV Integrated Block Design Multiple Choice",null,null,"WRAML2 Sound Symbol"]
[null,null,null,"WISC-IV Integrated Spatial Span Forward/Backward",null,null,"WRAML2 Sound Symbol Delay Recall"]
[null,null,null,"WISC-IV Integrated Visual Digit Span",null,null,"WRAML2 Verbal Working Memory"]
[null,null,null,"WISC-V Spanish Matrix Reasoning"]
[null,null,null,"WISC-V Spanish Visual Puzzles"]
[null,null,null,"WISC-V Cancellation"]
[null,null,null,"WISC-V Cancellation Random"]
[null,null,null,"WISC-V Cancellation Structured"]
[null,null,null,"WISC-V Matrix Reasoning"]
[null,null,null,"WISC-V Visual Puzzles"]
[null,null,null,"WJ III NU COG Spatial Relations"]
[null,null,null,"WJ III NU DS Block Rotation "]
[null,null,null,"WJ III NU DS Number Matrices"]
[null,null,null,"WJ III NU DS Number Series"]
[null,null,null,"WJ IV COG Number Series"]
[null,null,null,"WJ IV COG Number-Pattern Matching"]
[null,null,null,"WJ IV COG Pair Cancellation"]
[null,null,null,"WJ IV COG Visualization"]
[null,null,null,"WJ IV ECAD Visual Closure"]
[null,null,null,"WMS-IV Designs I"]
[null,null,null,"WMS-IV Designs II Delayed Recall"]
[null,null,null,"WMS-IV Designs II Recognition"]
[null,null,null,"WMS-IV Symbol Span"]
[null,null,null,"WMS-IV Visual Reproduction II Copy"]
[null,null,null,"WNV Coding"]
[null,null,null,"WNV Matrices"]
[null,null,null,"WNV Recognition"]
[null,null,null,"WNV Spatial Span"]
[null,null,null,"WPPSI-III Matrix Reasoning"]
[null,null,null,"WPPSI-IV Cancellation"]
[null,null,null,"WPPSI-IV Matrix Reasoning"]
[null,null,null,"WRAML2 Design Memory"]
[null,null,null,"WRAML2 Design Memory Recognition"]
[null,null,null,"WRAML2 Finger Windows"]
[]
[null,null,null,"DEGREE OF LINGUISTIC DEMAND"]
[null,null,null,"LOW",null,null,"MODERATE",null,null,"HIGH"]
[null,"DEGREE OF CULTURAL LOADING",null,"4. LOW LANGUAGE - MOD CULTURE (Tier 2)",null,null,"5. MOD LANGUAGE - MOD CULTURE (Tier 3)",null,null,"6. HIGH LANGAUGE - MOD CULTURE (Tier 4)"]
[null,null,null,"Bateria III COG Cancelacion de Pares",null,null,"APAT Word Sequences",null,null,"APAT Cued Recall"]
[null,null,null,"Bateria III COG Planeamiento",null,null,"Bateria III COG Memoria para Palabras",null,null,"APAT Following Directions"]
[null,null,null,"Bateria IV COG Cancelacion de Pares",null,null,"Bateria IV COG Repeticion de Palabras sin Sentido",null,null,"APAT Phonemic Awareness"]
[null,null,null,"Bateria IV COG Pareo de Letras Identicas",null,null,"BSRA-3 Colors",null,null,"APAT Semantic Relationships"]
[null,null,null,"CAS2 Receptive Attention",null,null,"BSRA-3 Letters",null,null,"Bateria III ACH Discernimiento de Sonidos"]
[null,null,null,"ChAMP Places",null,null,"CAS2 Word Series",null,null,"Bateria III COG Fluidez de Recuperacion"]
[null,null,null,"ChAMP Places Delayed",null,null,"CELF-4 Rapid Automatic Naming",null,null,"Bateria III COG Rapidez en la Identificacion de Dibjuos"]
[null,null,null,"CTONI-2 Pictorial Analogies",null,null,"CELF-4 Word Associations",null,null,"Bateria IV COG Atencion Verbal"]
[null,null,null,"CTONI-2 Pictorial Categories",null,null,"ChAMP Lists",null,null,"Bateria IV COG Rapidez en la Identificacion de Dibjuos"]
[null,null,null,"CTONI-2 Pictorial Sequences",null,null,"ChAMP Lists Delayed",null,null,"BBCS-3:R Direction/Position"]
[null,null,null,"DAS-II Picture Similarities",null,null,"ChAMP Lists Recognition",null,null,"BSRA-3 Shapes"]
[null,null,"MODERATE","DAS-II Recall of Objects-Delayed",null,null,"CTMT Trial 4",null,null,"BVAT-NU Picture Vocabulary"]
[null,null,null,"DAS-II Recall of Objects-Immediate",null,null,"CTOPP-2 Blending Nonwords",null,null,"CAS2 Expressive Attention"]
[null,null,null,"DAS-II Recognition of Pictures",null,null,"CTOPP-2 Nonword Repetition",null,null,"CAS2 Planned Connections"]
[null,null,null,"DTVP-A Copying",null,null,"DAS-II Early Number Concepts",null,null,"CAS2 Sentence Repetition"]
[null,null,null,"FAR Orthographical Processing",null,null,"DAS-II Rapid Naming",null,null,"CASL-2 Meaning from Context"]
[null,null,null,"FAR Visual Perception",null,null,"DAS-II Recall of Sequential Order",null,null,"CASL-2 Sentence Comprehension"]
[null,null,null,"KBIT-II Matrices",null,null,"D-KEFS Trail Making Test: Letter Sequencing",null,null,"CELF-4 Concepts and Following Directions"]
[null,null,null,"KBNA Numbers",null,null,"D-KEFS Trail Making Test: Number-Letter Switching",null,null,"CELF-4 Phonological Awareness"]
[null,null,null,"Leiter-3 Attention Divided",null,null,"D-KEFS Trail Making Test: Visual Scanning",null,null,"CELF-4 Recalling Sentences"]
[null,null,null,"Leiter-3 Attention Sustained",null,null,"DWNB Expressive Speech",null,null,"CELF-5 Following Directions"]
[null,null,null,"Leiter-3 Form Completion",null,null,"FAM Number Comparison",null,null,"CELF-5 Recalling Sentences"]
[null,null,null,"Leiter-3 Reverse Memory",null,null,"FAM Perceptual Estimation",null,null,"CELF-Pre2 Recalling Sentences"]
[null,null,null,"NEPSY-II Affect Recognition",null,null,"FAR Rapid Automatic Naming",null,null,"CELF-Pre2 Recalling Sentences in Context"]
[null,null,null,"NEPSY-II Arrows",null,null,"ITPA-3 Rhyming Sequences",null,null,"CTOPP-2 Blending Words"]
[null,null,null,"NEPSY-II Design Copying-Global",null,null,"KABC-II Conceptual Thinking",null,null,"CTOPP-2 Elision"]
[null,null,null,"NEPSY-II Design Copying-Local",null,null,"KABC-II Rover",null,null,"CTOPP-2 Rapid Color Naming"]
[null,null,null,"NEPSY-II Design Copying-Fluency",null,null,"KABC-II Word Order",null,null,"CTOPP-2 Rapid Letter Naming"]
[null,null,null,"NEPSY-II Design Fluency",null,null,"KBNA Clocks",null,null,"CTOPP-2 Segmenting Nonwords"]
[null,null,null,"NEPSY-II Memory for Designs-Content",null,null,"KBNA Conceptual Shifting",null,null,"CVLT-3 Trial 1"]
[null,null,null,"NEPSY-II Memory for Designs-Content Delayed",null,null,"KBNA Orientation ",null,null,"CVLT-3 Trial 2"]
[null,null,null,"RAIT Nonverbal Analogies",null,null,"KBNA Symbol Cancellation ",null,null,"CVLT-3 Trial 3"]
[null,null,null,"RIAS Nonverbal Memory",null,null,"KBNA Word Lists 1",null,null,"CVLT-3 Trial 4"]
[null,null,null,"RIAS-2 Nonverbal Memory",null,null,"NAB Numbers and Letter",null,null,"CVLT-3 Trial 5"]
[null,null,null,"RIAS-2 Odd-Item Out",null,null,"NEPSY-II Auditory Attention-Correct",null,null,"CVLT-3 List B"]
[null,null,null,"TOMAL-2 Facial Memory",null,null,"NEPSY-II Auditory Attention-Comission Errors",null,null,"CVLT-3 Short Delay Free Recall"]
[null,null,null,"TOMAL-2 Visual Sequential Memory",null,null,"NEPSY-II Auditory Attention-Combined",null,null,"CVLT-3 Short Delay Cued Recall"]
[null,null,null,"UNIT2 Analogic Reasoning",null,null,"NEPSY-II Body Part Identification",null,null,"CVLT-3 Long Delay Free Recall"]
[null,null,null,"UNIT2 Numerical Series",null,null,"NEPSY-II Clocks",null,null,"CVLT-3 Long Delay Cued Recall"]
[null,null,null,"WISC-IV Picture Concepts",null,null,"NEPSY-II Picture Puzzles",null,null,"DAB-3 Phonemic Analysis"]
[null,null,null,"WISC-V Picture Concepts",null,null,"NEPSY-II Repetition of Nonsense Words",null,null,"DAS-II Phonological Processing"]
[null,null,null,"WJ III NU COG Pair Cancellation",null,null,"NEPSY-II Response Set-Total Correct",null,null,"D-KEFS Trail Making Test: Number Sequencing"]
[null,null,null,"WJ III NU COG Picture Recognition",null,null,"NEPSY-II Response Set-Total Comission Errors",null,null,"DTLA-5 Rapid Naming"]
[null,null,null,"WJ III NU COG Planning",null,null,"NEPSY-II Response Set-Combined",null,null,"DTLA-5 Sentence Imitation"]
[null,null,null,"WJ III NU DS Visual Closure",null,null,"PAT-2:NU Isolation",null,null,"DTLA-5 Trail Making"]
[null,null,null,"WJ IV COG Letter-Pattern Matching",null,null,"PAT-2:NU Rhyming",null,null,"DTLA-5 Word Span"]
[null,null,null,"WJ IV COG Picture Recognition",null,null,"RIAS-2 Speeded Naming Task",null,null,"ERA Phonological Awareness"]
[null,null,null,"WMS-IV Visual Reproduction I",null,null,"SB5 Nonverbal Quantitative Reasoning",null,null,"FAR Phonemic Awareness"]
[null,null,null,"WNV Object Assembly",null,null,"SCAN-3:A Competing Words-Free Recall",null,null,"FAR Positioning Sounds"]
[null,null,null,"WPPSI-III Object Assembly",null,null,"SCAN-3:C Competing Words-Free Recall",null,null,"FAR Word Recall"]
[null,null,null,"WPPSI-III Picture Concepts",null,null,"TAPS-3 Word Discrimination",null,null,"GDRT-2 Phonological Awareness"]
[null,null,null,"WPPSI-IV Animal Coding",null,null,"TAPS-3 Word Memory",null,null,"ITPA-3 Sound Deletion"]
[null,null,null,"WPPSI-IV Object Assembly",null,null,"TAPS-4 Word (Pair) Discrimination",null,null,"ITPA-3 Syntactic Sentences"]
[null,null,null,"WPPSI-IV Picture Concepts",null,null,"TAPS-4 Word Memory",null,null,"KBNA Repetition "]
[null,null,null,"",null,null,"TOLD-P:4 Phonemic Analysis",null,null,"KBNA Verbal Fluency"]
[null,null,null,"",null,null,"TOLD-P:4 Word Discrimination",null,null,"KBNA Word Lists 2"]
[null,null,null,"",null,null,"TOLD-P:5 Word Discrimination",null,null,"KTEA-3 Phonological Processing"]
[null,null,null,"",null,null,"TOMAL-2 Object Recall",null,null,"LPT3 Categorization"]
[null,null,null,"",null,null,"TOMAL-2 Paired Recall",null,null,"NAB Daily Living Memory"]
[null,null,"MODERATE","",null,null,"TOMAL-2 Word Selective Reminding ",null,null,"NAB List Learning"]
[null,null,null,"",null,null,"TVCF Trails C",null,null,"NAB Map Reading"]
[null,null,null,"",null,null,"WAIS-IV Arithmetic",null,null,"NAB Story Learning"]
[null,null,null,"",null,null,"WAIS-IV Figure Weights",null,null,"NEPSY-II Body Part Naming"]
[null,null,null,"",null,null,"WISC-IV Arithmetic",null,null,"NEPSY-II List Memory and List Memory Delayed"]
[null,null,null,"",null,null,"WISC-IV Integrated Arithmetic - PA",null,null,"NEPSY-II Memory For Names"]
[null,null,null,"",null,null,"WISC-V Spanish Arithmetic",null,null,"NEPSY-II Memory for Names Delayed"]
[null,null,null,"",null,null,"WISC-V Spanish Figure Weights",null,null,"NEPSY-II Narrative Memory-Free & Cued Recall"]
[null,null,null,"",null,null,"WISC-V Arithmetic",null,null,"NEPSY-II Narrative Memory-Recognition"]
[null,null,null,"",null,null,"WISC-V Figure Weights",null,null,"NEPSY-II Sentence Repetition"]
[null,null,null,"",null,null,"WISC-V Naming Speed Letter-Number",null,null,"NEPSY-II Speeded Naming-Total Completion Time"]
[null,null,null,"",null,null,"WJ III NU COG Delayed Recall: Visual-Auditory Learning",null,null,"NEPSY-II Speeded Naming-Total Correct"]
[null,null,null,"",null,null,"WJ III NU COG Rapid Picture Naming",null,null,"NEPSY-II Speeded Naming-Combined"]
[null,null,null,"",null,null,"WJ III NU COG Retrieval Fluency",null,null,"PAT-2:NU Blending"]
[null,null,null,"",null,null,"WJ III NU COG Visual Auditory Learning",null,null,"PAT-2:NU Deletion"]
[null,null,null,"",null,null,"WJ III NU DS Sound Patterns-Music",null,null,"PAT-2:NU Segmentation"]
[null,null,null,"",null,null,"WJ IV COG Nonword Repetition",null,null,"PAT-2:NU Substitution"]
[null,null,null,"",null,null,"WJ IV COG Visual-Auditory Learning",null,null,"RAN/RAS Colors"]
[null,null,null,"",null,null,"WJ IV ECAD Rapid Picture Naming",null,null,"RIAS Verbal Memory"]
[null,null,null,"",null,null,"WJ IV OL Rapid Picture Naming",null,null,"RIAS-2 Verbal Memory"]
[null,null,null,"",null,null,"WJ IV OL Retrieval Fluency",null,null,"SB5 Verbal Quantitative Reasoning"]
[null,null,null,"",null,null,"WMS-IV Spatial Addition",null,null,"SB5 Verbal Working Memory"]
[null,null,null,"",null,null,"WMS-IV Verbal Paired Associates I",null,null,"SCAN-3:A Competing Words-Directed Ear"]
[null,null,null,"",null,null,"WMS-IV Verbal Paired Associates II",null,null,"SCAN-3:C Competing Words-Directed Ear"]
[null,null,null,"",null,null,"WRAML2 Symbolic Working Memory",null,null,"SHIPLEY-2 Abstractions"]
[null,null,null,"",null,null,"",null,null,"SIT Section D"]
[null,null,null,"",null,null,"",null,null,"SIT Section E"]
[null,null,null,"",null,null,"",null,null,"TAPS-3 Phonological Blending"]
[null,null,null,"",null,null,"",null,null,"TAPS-3 Phonological Segmentations"]
[null,null,null,"",null,null,"",null,null,"TAPS-3 Sentence Memory"]
[null,null,null,"",null,null,"",null,null,"TAPS-4 Auditory Figure-Ground"]
[null,null,null,"",null,null,"",null,null,"TAPS-4 Phonological Blending"]
[null,null,null,"",null,null,"",null,null,"TAPS-4 Phonological Deletion"]
[null,null,null,"",null,null,"",null,null,"TAPS-4 Sentence Memory"]
[null,null,null,"",null,null,"",null,null,"TAPS-4 Syllabic Blending"]
[null,null,null,"",null,null,"",null,null,"TOC Letter Choice"]
[null,null,null,"",null,null,"",null,null,"TOLD-P:4 Sentence Imitation"]
[null,null,null,"",null,null,"",null,null,"TOLD-P:5 Phonemic Analysis"]
[null,null,null,"",null,null,"",null,null,"TOLD-P:5 Sentence Imitation"]
[null,null,null,"",null,null,"",null,null,"TOMAL-2 Word Selective Reminding-Delayed"]
[null,null,null,null,null,null,null,null,null,"TOPA-2+ Letter Sounds"]
[null,null,null,null,null,null,null,null,null,"TOPA-2+ Phonological Awareness"]
[null,null,null,null,null,null,null,null,null,"TOPAS Incomplete Words"]
[null,null,null,null,null,null,null,null,null,"TOPAS Sound Sequencing"]
[null,null,null,null,null,null,null,null,null,"TOPEL Phonological Awareness"]
[null,null,null,null,null,null,null,null,null,"TVCF Categorical Fluency"]
[null,null,null,null,null,null,null,null,null,"TVCF Letter Naming"]
[null,null,null,null,null,null,null,null,null,"WAIS-IV Comprehension"]
[null,null,null,null,null,null,null,null,null,"WIAT-4 Phonemic Proficiency"]
[null,null,null,null,null,null,null,null,null,"WISC-IV Comprehension"]
[null,null,null,null,null,null,null,null,null,"WISC-V Spanish Comprehension"]
[null,null,null,null,null,null,null,null,null,"WISC-V Comprehension"]
[null,null,null,null,null,null,null,null,null,"WISC-V Naming Speed Quantity"]
[null,null,null,null,null,null,null,null,null,"WISC-V Integrated Sentence Recall"]
[null,null,null,null,null,null,null,null,null,"WJ III NU ACH Sound Awareness"]
[null,null,null,null,null,null,null,null,null,"WJ III NU COG Auditory Attention"]
[null,null,null,null,null,null,null,null,null,"WJ III NU COG Decision Speed"]
[null,null,null,null,null,null,null,null,null,"WJ III NU COG Incomplete Words"]
[null,null,null,null,null,null,null,null,null,"WJ III NU COG Memory for Words"]
[null,null,null,null,null,null,null,null,null,"WJ III NU COG Sound Blending"]
[null,null,null,null,null,null,null,null,null,"WJ III NU DRB Sound Awareness"]
[null,null,null,null,null,null,null,null,null,"WJ III NU DRB Sound Blending"]
[null,null,null,null,null,null,null,null,null,"WJ III NU DS Memory for Sentences"]
[null,null,null,null,null,null,null,null,null,"WJ IV COG Memory for Words"]
[null,null,null,null,null,null,null,null,null,"WJ IV COG Phonological Processing"]
[null,null,null,null,null,null,null,null,null,"WJ IV COG Verbal Attention"]
[null,null,null,null,null,null,null,null,null,"WJ IV ECAD Sound Blending"]
[null,null,null,null,null,null,null,null,null,"WJ IV OL Segmentation"]
[null,null,null,null,null,null,null,null,null,"WJ IV OL Sentence Repetition"]
[null,null,null,null,null,null,null,null,null,"WJ IV OL Sound Awareness"]
[null,null,null,null,null,null,null,null,null,"WJ IV OL Sound Blending"]
[null,null,null,null,null,null,null,null,null,"WMLS-R: NU Story Recall"]
[null,null,null,null,null,null,null,null,null,"WMS-IV Logical Memory I"]
[null,null,null,null,null,null,null,null,null,"WMS-IV Logical Memory II Delayed Recall"]
[null,null,null,null,null,null,null,null,null,"WMS-IV Logical Memory II Recognition"]
[null,null,null,null,null,null,null,null,null,"WPPSI-III Comprehension"]
[null,null,null,null,null,null,null,null,null,"WPPSI-IV Comprehension"]
[null,null,null,null,null,null,null,null,null,"WRAML2 Sentence Memory"]
[null,null,null,null,null,null,null,null,null,"WRAML2 Verbal Learning"]
[null,null,null,null,null,null,null,null,null,"WRAML2 Verbal Learning Delay Recall"]
[null,null,null,null,null,null,null,null,null,"WRAML2 Verbal Learning Recognition"]
[null,null,null,null,null,null,null,null,null,"WRMT-3 Rapid Automatic Naming"]
[]
[null,null,null,"DEGREE OF LINGUISTIC DEMAND"]
[null,null,null,"LOW",null,null,"MODERATE",null,null,"HIGH"]
[null,"DEGREE OF CULTURAL LOADING",null,"7. LOW LANGUAGE - HIGH CULTURE (Tier 3)",null,null,"8. MOD LANGUAGE - HIGH CULTURE (Tier 4)",null,null,"9. HIGH LANGAUGE - HIGH CULTURE (Tier 5)"]
[null,null,null,"KABC-II Gestalt Closure",null,null,"ASA Speech Discrimination in Noise",null,null,"AAB Listening Comprehension: Passages"]
[null,null,null,"Leiter-3 Classification and Analogies",null,null,"Bateria III ACH Comprension de Indicaciones",null,null,"AAB Listening Comprehension: Words and Sent."]
[null,null,null,"Leiter-3 Figure Ground",null,null,"Bateria III COG Aprendizaje Visual-Auditivo",null,null,"AAB Oral Expression"]
[null,null,null,"Leiter-3 Forward Memory",null,null,"Bateria III COG Memoria Deferida-Aprendizaje",null,null,"AAB Oral Production"]
[null,null,null,"NEPSY-II Memory for Faces",null,null,"Bateria III COG Pareo Visual",null,null,"APAT Complex Sentences"]
[null,null,null,"NEPSY-II Memory for Faces Delayed",null,null,"BVAT-NU Verbal Analogies",null,null,"APAT Content Memory Delayed"]
[null,null,null,"NEPSY-II Route Finding",null,null,"CASL-2 Antonyms",null,null,"APAT Content Memory Immediate"]
[null,null,null,"RAN/RAS Letters ",null,null,"CASL-2 Pragmatic Language",null,null,"APAT Passage Comprehension"]
[null,null,null,"RIAS What's Missing",null,null,"CASL-2 Receptive Vocabulary",null,null,"APAT Sentence Absurdities"]
[null,null,null,"WAIS-IV Picture Completion",null,null,"CELF-4 Sentence Structure ",null,null,"APAT Sentence Memory"]
[null,null,null,"WISC-IV Picture Completion",null,null,"CREVT-2 Receptive Vocabulary",null,null,"APST Auditory Phoneme Sequencing Test"]
[null,null,null,"WNV Picture Arrangement",null,null,"CREVT-3 Receptive Vocabulary",null,null,"Bateria III ACH Comprension Oral"]
[null,null,null,"WPPSI-III Picture Completion",null,null,"DAS-II Naming Vocabulary",null,null,"Bateria III ACH Memoria Diferida - Rememoracion de cuentos"]
[null,null,null,"WPPSI-IV Picture Memory",null,null,"DAS-II Verbal Comprehension",null,null,"Bateria III ACH Rememoracion de cuentos"]
[null,null,null,"WPPSI-IV Zoo Locations",null,null,"DWNB Naming Pictures of Objects",null,null,"Bateria III COG Comprension Verbal"]
[null,null,null,"WRAML2 Picture Memory",null,null,"ERA Receptive Vocabulary",null,null,"Bateria III COG Informacion General"]
[null,null,null,"WRAML2 Picture Memory Recognition",null,null,"GDRT-2 Listening Vocabulary",null,null,"Bateria IV COG Informacion General"]
[null,null,null,null,null,null,"KABC-II Story Completion (5-6 years)",null,null,"Bateria IV COG Rememoracion de Cuentos"]
[null,null,null,null,null,null,"KABC-II Story Completion (7-18 years)",null,null,"Bateria IV COG Vocabulario Oral"]
[null,null,null,null,null,null,"KBNA Picture Recognition ",null,null,"BBCS-3:R Quantity"]
[null,null,null,null,null,null,"KTEA-II Listening Comprehension",null,null,"BBCS-3:R Self/Social Awareness"]
[null,null,null,null,null,null,"LPT3 Associations",null,null,"BBCS-3:R Subtests 1-5 (SRC)"]
[null,null,null,null,null,null,"NAB Naming",null,null,"BBCS-3:R Texture/Material"]
[null,null,null,null,null,null,"Ortiz PVAT Form A or B (English Speaker Norms)",null,null,"BBCS-3:R Time/Sequence"]
[null,null,null,null,null,null,"PAT-2:NU Phonemic Decoding",null,null,"BBCS-E Direction/Position"]
[null,null,null,null,null,null,"PAT-2:NU Phoneme-Grapheme Correspondence",null,null,"BBCS-E Quantity"]
[null,null,null,null,null,null,"PLAI 2 Receptive ",null,null,"BBCS-E Self/Social Awareness"]
[null,null,null,null,null,null,"PPVT-5 Form A or B",null,null,"BBCS-E Subtests 1-5 (SRC)"]
[null,null,null,null,null,null,"RAN/RAS RAS 2-Set Letters and Numbers",null,null,"BBCS-E Texture/Material"]
[null,null,null,null,null,null,"RIAS-2 What's Missing",null,null,"BBCS-E Time/Sequence"]
[null,null,null,null,null,null,"ROWPVT-4 Receptive One-Word Picture Vocabulary Test",null,null,"BSRA-3 Size Comparisons"]
[null,null,null,null,null,null,"TOC Signs and Symbols",null,null,"BVAT-NU Oral Vocabulary"]
[null,null,null,null,null,null,"TOLD-I:4 Picture Vocabulary",null,null,"CAS2 Sentence Questions"]
[null,null,null,null,null,null,"TOLD-P:4 Picture Vocabulary",null,null,"CASL-2 Double Meaning"]
[null,null,null,null,null,null,"TOLD-P:5 Picture Vocabulary",null,null,"CASL-2 Expressive Vocabulary"]
[null,null,null,null,null,null,"TOLD-P:5 Word Articulation",null,null,"CASL-2 Grammatical Morphemes"]
[null,null,null,null,null,null,"TTFC-2 Token Test for Children",null,null,"CASL-2 Grammaticality Judgment"]
[null,null,null,null,null,null,"WIAT-III Listening Comprehension",null,null,"CASL-2 Idiomatic Language"]
[null,null,null,null,null,null,"WIAT-4 Listening Comprehension",null,null,"CASL-2 Inference"]
[null,null,"HIGH",null,null,null,"WIAT-4 Oral Discourse Comprehension",null,null,"CASL-2 Non-literal Language"]
[null,null,null,null,null,null,"WIAT-4 Receptive Vocabulary",null,null,"CASL-2 Sentence Expression"]
[null,null,null,null,null,null,"WISC-IV Integrated Picture Vocabulary Multiple Choice",null,null,"CASL-2 Synonyms"]
[null,null,null,null,null,null,"WISC-IV Integrated Vocabulary Multiple Choice",null,null,"CELF-4 Expressive Vocabulary"]
[null,null,null,null,null,null,"WISC-V Naming Speed Color-Object",null,null,"CELF-4 Formulated Sentences"]
[null,null,null,null,null,null,"WISC-V Naming Speed Literacy",null,null,"CELF-4 Semantic Relationships"]
[null,null,null,null,null,null,"WISC-V Integrated Picture Vocabulary Multiple Choice",null,null,"CELF-4 Sentence Assembly"]
[null,null,null,null,null,null,"WISC-V Integrated Vocabulary Multiple Choice",null,null,"CELF-4 Understanding Spoken Paragraphs"]
[null,null,null,null,null,null,"WJ III NU ACH Understanding Directions",null,null,"CELF-4 Word Classes-Expressive"]
[null,null,null,null,null,null,"WJ IV ECAD Picture Vocabulary",null,null,"CELF-4 Word Classes-Receptive"]
[null,null,null,null,null,null,"WJ IV OL Picture Vocabulary",null,null,"CELF-4 Word Definitions"]
[null,null,null,null,null,null,"WMLS-R: NU Picture Vocabulary",null,null,"CELF-4 Word Structure"]
[null,null,null,null,null,null,"WMLS-R: NU Understanding Directions",null,null,"CELF-5 Formulated Sentences"]
[null,null,null,null,null,null,"WMLS-III Picture Vocabulary",null,null,"CELF-5 Linguistic Concepts"]
[null,null,null,null,null,null,"WPPSI-III Picture Naming",null,null,"CELF-5 Pragmatics Profile"]
[null,null,null,null,null,null,"WPPSI-III Receptive Vocabulary",null,null,"CELF-5 Semantic Relationships"]
[null,null,null,null,null,null,"WPPSI-IV Picture Naming",null,null,"CELF-5 Sentence Assembly"]
[null,null,null,null,null,null,"WPPSI-IV Receptive Vocabulary",null,null,"CELF-5 Sentence Comprehension"]
[null,null,null,null,null,null,"WRMT-3 Listening Comprehension",null,null,"CELF-5 Understanding Spoken Paragraphs"]
[null,null,null,null,null,null,"",null,null,"CELF-5 Word Classes"]
[null,null,null,null,null,null,"",null,null,"CELF-5 Word Definitions"]
[null,null,null,null,null,null,"",null,null,"CELF-5 Word Structure"]
[null,null,null,null,null,null,"",null,null,"CELF-Pre2 Basic Concepts"]
[null,null,null,null,null,null,"",null,null,"CELF-Pre2 Concepts and Following Directions"]
[null,null,null,null,null,null,"",null,null,"CELF-Pre2 Expressive Vocabulary"]
[null,null,null,null,null,null,"",null,null,"CELF-Pre2 Phonological Awareness"]
[null,null,null,null,null,null,"",null,null,"CELF-Pre2 Sentence Structure"]
[null,null,null,null,null,null,"",null,null,"CELF-Pre2 Word Classes (Recept.,Expr.,Total)"]
[null,null,null,null,null,null,"",null,null,"CELF-Pre2 Word Structure"]
[null,null,null,null,null,null,"",null,null,"ChAMP Instructions"]
[null,null,null,null,null,null,"",null,null,"ChAMP Instructions Delayed"]
[null,null,null,null,null,null,"",null,null,"ChAMP Instructions Recognition"]
[null,null,null,null,null,null,"",null,null,"CREVT-2 Expressive Vocabulary"]
[null,null,null,null,null,null,"",null,null,"CREVT-3 Expressive Vocabulary"]
[null,null,null,null,null,null,"",null,null,"CTOPP-2 Phoneme Isolation"]
[null,null,null,null,null,null,"",null,null,"CTOPP-2 Rapid Object Naming"]
[null,null,null,null,null,null,"",null,null,"DAS-II Verbal Similarities"]
[null,null,null,null,null,null,"",null,null,"DAS-II Word Definitions"]
[null,null,null,null,null,null,"",null,null,"DELV-NR Pragmatics"]
[null,null,null,null,null,null,"",null,null,"DELV-NR Semantics"]
[null,null,null,null,null,null,"",null,null,"DELV-NR Syntax"]
[null,null,null,null,null,null,"",null,null,"D-KEFS Color-Word Interference: Color-Naming"]
[null,null,null,null,null,null,"",null,null,"D-KEFS Color-Word Interference: Inhibition"]
[null,null,null,null,null,null,"",null,null,"D-KEFS Color-Word Interference: Inhibition/Switching"]
[null,null,null,null,null,null,"",null,null,"D-KEFS Color-Word Interference: Word Reading"]
[null,null,null,null,null,null,"",null,null,"D-KEFS Proverb Test: Free Inquiry"]
[null,null,null,null,null,null,"",null,null,"D-KEFS Proverb Test: Recognition "]
[null,null,null,null,null,null,"",null,null,"D-KEFS Sorting Test: Free Sorting"]
[null,null,null,null,null,null,"",null,null,"D-KEFS Sorting Test: Sort Recognition"]
[null,null,null,null,null,null,"",null,null,"D-KEFS Tower"]
[null,null,null,null,null,null,"",null,null,"D-KEFS Twenty Questions Test"]
[null,null,null,null,null,null,"",null,null,"D-KEFS Verbal Fluency Test: Category Fluency"]
[null,null,null,null,null,null,"",null,null,"D-KEFS Verbal Fluency Test: Category Switching"]
[null,null,null,null,null,null,"",null,null,"D-KEFS Verbal Fluency Test: Letter Fluency"]
[null,null,null,null,null,null,"",null,null,"D-KEFS Word Context Test"]
[null,null,null,null,null,null,"",null,null,"DTLA-5 Humanities/Social Studies"]
[null,null,null,null,null,null,"",null,null,"DTLA-5 Science/Mathematics"]
[null,null,null,null,null,null,"",null,null,"DTLA-5 Word Associations"]
[null,null,null,null,null,null,"",null,null,"DTLA-5 Word Opposites"]
[null,null,null,null,null,null,"",null,null,"EFT-E:NU Attn. & Immed. Memory: Verbal"]
[null,null,null,null,null,null,"",null,null,"EFT-E:NU Attn. & Immed. Memory: Verbal/Nonverbal"]
[null,null,null,null,null,null,"",null,null,"EFT-E:NU Shifting"]
[null,null,"HIGH",null,null,null,"",null,null,"EFT-E:NU Working Memory and Flexible Thinking"]
[null,null,null,null,null,null,"",null,null,"EOWPVT-4 Expressive One Word Picture Vocabulary Test"]
[null,null,null,null,null,null,"",null,null,"EVT-2 Expressive Vocabulary Test-2 (Form A)"]
[null,null,null,null,null,null,"",null,null,"EVT-2 Expressive Vocabulary Test-2 (Form B)"]
[null,null,null,null,null,null,"",null,null,"EVT-3 Expressive Vocabulary Test-3 (Form A)"]
[null,null,null,null,null,null,"",null,null,"EVT-3 Expressive Vocabulary Test-3 (Form B)"]
[null,null,null,null,null,null,"",null,null,"FAR Morphological Processing"]
[null,null,null,null,null,null,"",null,null,"FAR Print Knowledge"]
[null,null,null,null,null,null,"",null,null,"FAR Semantic Concepts"]
[null,null,null,null,null,null,"",null,null,"FAR Verbal Fluency"]
[null,null,null,null,null,null,"",null,null,"ITPA-3 Morphological Closure"]
[null,null,null,null,null,null,"",null,null,"ITPA-3 Spoken Analogies"]
[null,null,null,null,null,null,"",null,null,"ITPA-3 Spoken Vocabulary"]
[null,null,null,null,null,null,"",null,null,"ITPA-3 Written Vocabulary"]
[null,null,null,null,null,null,"",null,null,"KABC-II Expressive Vocabulary"]
[null,null,null,null,null,null,"",null,null,"KABC-II Riddles"]
[null,null,null,null,null,null,"",null,null,"KABC-II Verbal Knowledge"]
[null,null,null,null,null,null,"",null,null,"KBIT-II Riddles"]
[null,null,null,null,null,null,"",null,null,"KBIT-II Verbal Knowledge"]
[null,null,null,null,null,null,"",null,null,"KBNA Auditory Comprehension "]
[null,null,null,null,null,null,"",null,null,"KBNA Picture Description"]
[null,null,null,null,null,null,"",null,null,"KBNA Picture Description Oral"]
[null,null,null,null,null,null,"",null,null,"KBNA Picture Naming"]
[null,null,null,null,null,null,"",null,null,"KBNA Practical Problem Solving "]
[null,null,null,null,null,null,"",null,null,"KBNA Sequences"]
[null,null,null,null,null,null,"",null,null,"KTEA-3 Associational Fluency"]
[null,null,null,null,null,null,"",null,null,"KTEA-3 Listening Comprehension"]
[null,null,null,null,null,null,"",null,null,"KTEA-3 Object Naming Facility"]
[null,null,null,null,null,null,"",null,null,"KTEA-3 Oral Expression"]
[null,null,null,null,null,null,"",null,null,"KTEA-II Associational Fluency"]
[null,null,null,null,null,null,"",null,null,"KTEA-II Oral Expression"]
[null,null,null,null,null,null,"",null,null,"LCT-2 Details"]
[null,null,null,null,null,null,"",null,null,"LCT-2 Main Idea"]
[null,null,null,null,null,null,"",null,null,"LCT-2 Reasoning"]
[null,null,null,null,null,null,"",null,null,"LCT-2 Understanding Messages"]
[null,null,null,null,null,null,"",null,null,"LCT-2 Vocabulary"]
[null,null,null,null,null,null,"",null,null,"LPT3 Attributes"]
[null,null,null,null,null,null,"",null,null,"LPT3 Differences"]
[null,null,null,null,null,null,"",null,null,"LPT3 Multiple Meanings"]
[null,null,null,null,null,null,"",null,null,"LPT3 Similarities"]
[null,null,null,null,null,null,"",null,null,"NAB Auditory Comprehension "]
[null,null,null,null,null,null,"",null,null,"NAB Bill Payment"]
[null,null,null,null,null,null,"",null,null,"NAB Categories"]
[null,null,null,null,null,null,"",null,null,"NAB Driving Scenes"]
[null,null,null,null,null,null,"",null,null,"NAB Judgment"]
[null,null,null,null,null,null,"",null,null,"NAB Oral Production"]
[null,null,null,null,null,null,"",null,null,"NAB Orientation "]
[null,null,null,null,null,null,"",null,null,"NAB Word Generation"]
[null,null,null,null,null,null,"",null,null,"NEPSY-II Animal Sorting-Total Correct"]
[null,null,"HIGH",null,null,null,"",null,null,"NEPSY-II Animal Sorting-Total Errors"]
[null,null,null,null,null,null,"",null,null,"NEPSY-II Animal Sorting-Combined"]
[null,null,null,null,null,null,"",null,null,"NEPSY-II Comprehension of Instructions"]
[null,null,null,null,null,null,"",null,null,"NEPSY-II Phonological Processing"]
[null,null,null,null,null,null,"",null,null,"NEPSY-II Theory of Mind"]
[null,null,null,null,null,null,"",null,null,"NEPSY-II Word Generation-Semantic"]
[null,null,null,null,null,null,"",null,null,"NEPSY-II Word Generation-Initial Letter"]
[null,null,null,null,null,null,"",null,null,"NEPSY-II Word List Interference-Repetition"]
[null,null,null,null,null,null,"",null,null,"NEPSY-II Word List Interference-Recall"]
[null,null,null,null,null,null,"",null,null,"OWLS-II Listening Comprehension"]
[null,null,null,null,null,null,"",null,null,"OWLS-II Oral Expression"]
[null,null,null,null,null,null,"",null,null,"PLAI 2 Expressive"]
[null,null,null,null,null,null,"",null,null,"PLAI 2 Matching"]
[null,null,null,null,null,null,"",null,null,"PLAI 2 Reasoning"]
[null,null,null,null,null,null,"",null,null,"PLAI 2 Reordering"]
[null,null,null,null,null,null,"",null,null,"PLAI 2 Selective Analysis"]
[null,null,null,null,null,null,"",null,null,"PLS-5 Auditory Comprehension"]
[null,null,null,null,null,null,"",null,null,"PLS-5 Expressive Communication"]
[null,null,null,null,null,null,"",null,null,"PTI-2 Verbal Abstractions "]
[null,null,null,null,null,null,"",null,null,"RAIT General Knowledge"]
[null,null,null,null,null,null,"",null,null,"RAIT Odd-Word Out"]
[null,null,null,null,null,null,"",null,null,"RAIT Word Opposites"]
[null,null,null,null,null,null,"",null,null,"RAN/RAS Objects"]
[null,null,null,null,null,null,"",null,null,"RAN/RAS RAS 3-Set Letters, Numbers, and Colors"]
[null,null,null,null,null,null,"",null,null,"RIAS Guess What"]
[null,null,null,null,null,null,"",null,null,"RIAS Verbal Reasoning"]
[null,null,null,null,null,null,"",null,null,"RIAS-2 Guess What"]
[null,null,null,null,null,null,"",null,null,"RIAS-2 Verbal Reasoning"]
[null,null,null,null,null,null,"",null,null,"SB5 Nonverbal Knowledge"]
[null,null,null,null,null,null,"",null,null,"SB5 Verbal Fluid Reasoning"]
[null,null,null,null,null,null,"",null,null,"SB5 Verbal Knowledge"]
[null,null,null,null,null,null,"",null,null,"SB5 Verbal Visual-Spatial Processing"]
[null,null,null,null,null,null,"",null,null,"SCAN-3:A Competing Sentences"]
[null,null,null,null,null,null,"",null,null,"SCAN-3:A Time Compressed Sentences"]
[null,null,null,null,null,null,"",null,null,"SCAN-3:C Competing Sentences"]
[null,null,null,null,null,null,"",null,null,"SCAN-3:C Time Compressed Sentences"]
[null,null,null,null,null,null,"",null,null,"SPELT-3 Structured Photographic Expressive Lang. Test"]
[null,null,null,null,null,null,"",null,null,"TACL-4 Elaborated Phrases and Sentences"]
[null,null,null,null,null,null,"",null,null,"TACL-4 Grammatical Morphemes"]
[null,null,null,null,null,null,"",null,null,"TACL-4 Vocabulary"]
[null,null,null,null,null,null,"",null,null,"TAPS-3 Auditory Comprehension"]
[null,null,null,null,null,null,"",null,null,"TAPS-3 Auditory Reasoning"]
[null,null,null,null,null,null,"",null,null,"TAPS-4 Auditory Comprehension"]
[null,null,null,null,null,null,"",null,null,"TAPS-4 Processing Oral Directions"]
[null,null,null,null,null,null,"",null,null,"TEXL Elaborated Phrases and Sentences"]
[null,null,"HIGH",null,null,null,"",null,null,"TEXL Grammatical Morphemes"]
[null,null,null,null,null,null,"",null,null,"TEXL Vocabulary"]
[null,null,null,null,null,null,"",null,null,"TNL Narrative Comprehension"]
[null,null,null,null,null,null,"",null,null,"TNL Oral Narration"]
[null,null,null,null,null,null,"",null,null,"TNL-2 Comprehension"]
[null,null,null,null,null,null,"",null,null,"TNL-2 Production"]
[null,null,null,null,null,null,"",null,null,"TOAL-4 Sentence Combining"]
[null,null,null,null,null,null,"",null,null,"TOAL-4 Spoken Analogies"]
[null,null,null,null,null,null,"",null,null,"TOAL-4 Word Derivations "]
[null,null,null,null,null,null,"",null,null,"TOAL-4 Word Opposites"]
[null,null,null,null,null,null,"",null,null,"TOAL-4 Word Similarities "]
[null,null,null,null,null,null,"",null,null,"TOC Abbreviations"]
[null,null,null,null,null,null,"",null,null,"TOLD-I:4 Morphological Comprehension"]
[null,null,null,null,null,null,"",null,null,"TOLD-I:4 Multiple Meanings"]
[null,null,null,null,null,null,"",null,null,"TOLD-I:4 Relational Vocabulary"]
[null,null,null,null,null,null,"",null,null,"TOLD-I:4 Sentence Combining"]
[null,null,null,null,null,null,"",null,null,"TOLD-I:4 Word Ordering"]
[null,null,null,null,null,null,"",null,null,"TOLD-P:4 Morphological Completion"]
[null,null,null,null,null,null,"",null,null,"TOLD-P:4 Oral Vocabulary"]
[null,null,null,null,null,null,"",null,null,"TOLD-P:4 Relational Vocabulary"]
[null,null,null,null,null,null,"",null,null,"TOLD-P:4 Syntactic Understanding"]
[null,null,null,null,null,null,null,null,null,"TOLD-P:5 Morphological Completion"]
[null,null,null,null,null,null,null,null,null,"TOLD-P:5 Oral Vocabulary"]
[null,null,null,null,null,null,null,null,null,"TOLD-P:5 Relational Vocabulary"]
[null,null,null,null,null,null,null,null,null,"TOLD-P:5 Syntactic Understanding"]
[null,null,null,null,null,null,null,null,null,"TOPAS Phoneme Deletion"]
[null,null,null,null,null,null,null,null,null,"TOPAS Rhyming"]
[null,null,null,null,null,null,null,null,null,"TOPL-2 Test of Pragmatic Language"]
[null,null,null,null,null,null,null,null,null,"VAS Expressive"]
[null,null,null,null,null,null,null,null,null,"VAS Receptive"]
[null,null,null,null,null,null,null,null,null,"WAIS-IV Information"]
[null,null,null,null,null,null,null,null,null,"WAIS-IV Similarities"]
[null,null,null,null,null,null,null,null,null,"WAIS-IV Vocabulary"]
[null,null,null,null,null,null,null,null,null,"WASI-2 Similarities"]
[null,null,null,null,null,null,null,null,null,"WASI-2 Vocabulary"]
[null,null,null,null,null,null,null,null,null,"WIAT-III Oral Expression"]
[null,null,null,null,null,null,null,null,null,"WIAT-4 Expressive Vocabulary"]
[null,null,null,null,null,null,null,null,null,"WIAT-4 Oral Expression"]
[null,null,null,null,null,null,null,null,null,"WIAT-4 Oral Word Fluency"]
[null,null,null,null,null,null,null,null,null,"WISC-IV Information"]
[null,null,null,null,null,null,null,null,null,"WISC-IV Similarities"]
[null,null,null,null,null,null,null,null,null,"WISC-IV Vocabulary"]
[null,null,null,null,null,null,null,null,null,"WISC-IV Word Reasoning"]
[null,null,null,null,null,null,null,null,null,"WISC-IV Integrated Comprehension Multiple Choice"]
[null,null,null,null,null,null,null,null,null,"WISC-IV Integrated Information Multiple Choice"]
[null,null,null,null,null,null,null,null,null,"WISC-IV Integrated Similarities Multiple Choice"]
[null,null,null,null,null,null,null,null,null,"WISC-V Spanish Information"]
[null,null,null,null,null,null,null,null,null,"WISC-V Spanish Similarities"]
[null,null,null,null,null,null,null,null,null,"WISC-V Spanish Vocabulary"]
[null,null,null,null,null,null,null,null,null,"WISC-V Information"]
[null,null,null,null,null,null,null,null,null,"WISC-V Naming Speed Size-Color-Object"]
[null,null,null,null,null,null,null,null,null,"WISC-V Similarities"]
[null,null,null,null,null,null,null,null,null,"WISC-V Vocabulary"]
[null,null,null,null,null,null,null,null,null,"WISC-V Integrated Comprehension Multiple Choice"]
[null,null,null,null,null,null,null,null,null,"WISC-V Integrated Information Multiple Choice"]
[null,null,null,null,null,null,null,null,null,"WISC-V Integrated Similarities Multiple Choice"]
[null,null,null,null,null,null,null,null,null,"WJ III NU ACH Oral Comprehension"]
[null,null,null,null,null,null,null,null,null,"WJ III NU ACH Story Recall"]
[null,null,null,null,null,null,null,null,null,"WJ III NU ACH Story Recall - Delayed"]
[null,null,null,null,null,null,null,null,null,"WJ III NU COG General Information"]
[null,null,null,null,null,null,null,null,null,"WJ III NU COG Verbal Comprehension "]
[null,null,null,null,null,null,null,null,null,"WJ III NU DRB Oral Comprehension"]
[null,null,null,null,null,null,null,null,null,"WJ III NU DS Bilingual Verbal Comprehension (Spanish)"]
[null,null,null,null,null,null,null,null,null,"WJ IV COG General Information"]
[null,null,null,null,null,null,null,null,null,"WJ IV COG Oral Vocabulary"]
[null,null,null,null,null,null,null,null,null,"WJ IV COG Story Recall"]
[null,null,null,null,null,null,null,null,null,"WJ IV ECAD Verbal Analogies"]
[null,null,null,null,null,null,null,null,null,"WJ IV OL Comprension de indicaciones"]
[null,null,null,null,null,null,null,null,null,"WJ IV OL Comprension oral"]
[null,null,null,null,null,null,null,null,null,"WJ IV OL Oral Comprehension"]
[null,null,null,null,null,null,null,null,null,"WJ IV OL Understanding Directions"]
[null,null,null,null,null,null,null,null,null,"WJ IV OL Vocabulario sobre dibujos"]
[null,null,null,null,null,null,null,null,null,"WMLS-R: NU Verbal Analogies"]
[null,null,null,null,null,null,null,null,null,"WMLS-III Analogies"]
[null,null,null,null,null,null,null,null,null,"WMLS-III Oral Comprehension"]
[null,null,null,null,null,null,null,null,null,"WMLS-III Oral Language Expression"]
[null,null,null,null,null,null,null,null,null,"WORD-2 Antonyms"]
[null,null,null,null,null,null,null,null,null,"WORD-2 Associations"]
[null,null,null,null,null,null,null,null,null,"WORD-2 Definitions"]
[null,null,null,null,null,null,null,null,null,"WORD-2 Flexible Word Use"]
[null,null,null,null,null,null,null,null,null,"WORD-2 Semantic Absurdities"]
[null,null,null,null,null,null,null,null,null,"WORD-2 Synonyms"]
[null,null,null,null,null,null,null,null,null,"WORD-3:E Antonyms"]
[null,null,null,null,null,null,null,null,null,"WORD-3:E Associations"]
[null,null,null,null,null,null,null,null,null,"WORD-3:E Definitions"]
[null,null,null,null,null,null,null,null,null,"WORD-3:E Flexible Word Use"]
[null,null,null,null,null,null,null,null,null,"WORD-3:E Semantic Absurdies"]
[null,null,null,null,null,null,null,null,null,"WORD-3:E Synonyms"]
[null,null,null,null,null,null,null,null,null,"WPPSI-III Information"]
[null,null,null,null,null,null,null,null,null,"WPPSI-III Similarities"]
[null,null,null,null,null,null,null,null,null,"WPPSI-III Vocabulary"]
[null,null,null,null,null,null,null,null,null,"WPPSI-III Word Reasoning"]
[null,null,null,null,null,null,null,null,null,"WPPSI-IV Information"]
[null,null,null,null,null,null,null,null,null,"WPPSI-IV Similarities"]
[null,null,null,null,null,null,null,null,null,"WPPSI-IV Vocabulary"]
[null,null,null,null,null,null,null,null,null,"WRAML2 Story Memory"]
[null,null,null,null,null,null,null,null,null,"WRAML2 Story Memory Delay Recall"]
[null,null,null,null,null,null,null,null,null,"WRAML2 Story Memory Recognition"]
[null,null,null,null,null,null,null,null,null,"YCAT-2 General Information"]
[null,null,null,null,null,null,null,null,null,"YCAT-2 Spoken Language"]

{"sheet":"C-LIM Statements","index":3,"n_rows":44,"n_cols":4,"rows_kept":44,"cut":false,"hidden":false,"merged":[[46,2,46,14],[14,2,14,14],[40,2,40,4],[41,2,41,14],[42,2,42,4],[43,2,45,14],[28,2,28,14],[29,2,29,14],[30,3,30,13],[25,2,27,14],[31,2,31,4],[38,2,38,14],[32,2,32,14],[33,2,33,4],[34,2,36,14],[37,2,37,14],[39,3,39,13],[5,2,5,15],[6,2,6,14],[7,2,7,14],[8,2,8,14],[13,2,13,4],[15,2,15,4],[16,2,18,14],[20,2,20,14],[23,2,23,14],[21,3,21,13],[22,2,22,4],[24,2,24,4],[10,2,10,14],[11,2,11,14],[12,3,12,13]]}
[]
[]
[]
[]
[]
[]
[]
[null,null,"Sample Interpretive Statements"]
[null,null,"Listed below are some sample validity statements that provide a general framework for how results from analysis with the C-LIM may be worded and prepared for inclusion in an evaluation report. There are four statements that may apply to four different evaluation scenarios. Statement 1 may be used in cases conducted for the purpose of suspected learning disability and where use of the C-LIM resulted in a declining pattern within the expected range suggesting that test scores were likely invalid and due primarily to the influence of cultural and linguistic variables on test performance. Statement 2 is also written for cases conducted for the purpose of evaluating suspected learning disability but where a declining pattern indicated a contributory effect of cultural and linguistic factors but there was at least one area below expectations suggesting the test results were possibly valid and with additional data and evidence, did eventually support limited difficulties such as a learning disability. The third and fourth statements are similar to the second and apply in cases where the test results also show a contributory influence from cultural and linguistic factors but the pattern and magnitude of the scores are more consistent with significant types of dysfunction including global cognitive impairment (Statement 3) and speech-language impairment (Statement 4). "]
[]
[null,null,"These statements are Copyright © 2019, Samuel O. Ortiz but have been released in the public domain to assist practitioners in describing their findings and designed for use in report writing.  Therefore permission is granted to freely use and copy, in edited or un-edited form, any and all of the following statements to suit the user's needs as long as the purpose is educational and not for profit. In addition, it is not necessary to display any copyright statement and there is no need to provide any reference or citation the original source. These statements are offered only as guide and framework for crafting appropriate descriptive statements following analysis of the impact of cultural and linguistic factors on test performance. The statements can be easily personalized by changing the words, \"the student\" to the examinee's actual name. However, as no statement can apply specifically to all cases in all circumstances, users are cautioned to ensure that any necessary edits or modifications are utilized to ensure the accuracy of these statements as they may apply to any specific evaluation."]
[null,null,"Statement 1. Evaluations of Suspected Learning Disability - Invalid Results"]
[null,null,null,"The following sample validity statement is appropriate for cases where there is an overall declining pattern and the magnitude of the scores are generally within the selected range of difference. In such cases, the effect of culture and language is primary, the results are NOT likely to be valid, and performance suggests average functioning."]
[null,null,"Simplified Statement:"]
[null,null,"     Because the student is not a native English speaker, it is necessary to establish the validity of test scores to ensure that they are true estimates of their ability and not the result of limited English proficiency. \n     The student’s test data were entered into the Culture-Language Interpretive Matrix which permitted evaluation of the extent to which the scores were primarily affected by cultural or linguistic factors. A review of the pattern of test scores indicated that performance was consistent with what would be expected of other individuals with similar cultural and linguistic backgrounds. This means that the scores cannot be interpreted as fair estimates of the student’s abilities.\n     However, because the scores were compared to other individuals from research studies who were of average ability and who had not been identified as having a disability, it suggests that the student’s performance is also average (possibly higher) and that it is not likely that a learning disability is present in this case. This means that although the student is having difficulties in the classroom, the problems are most likely attributable to, and primarily the result of, the normal process of second language and acculturative knowledge acquisition. "]
[null,null,"Detailed Statement:"]
[null,null,"\n     Because the student is not a native English speaker, it is necessary to establish the validity of the results obtained from testing to ensure that they are accurate estimates of ability or knowledge and not the manifestation of cultural or linguistic differences. To this end, a systematic evaluation of the possible effects of a relative lack of opportunity for the acquisition of acculturative knowledge and English language proficiency was carried out via use of the Culture-Language Interpretive Matrix (C-LIM). \n     A careful review of the student’s test data, as entered into the C-LIM, reveals an overall pattern of decline that is typical of and within the range that would be expected of other individuals with similar cultural and linguistic backgrounds. This overall, declining pattern of test performance suggests that test performance was likely due primarily to the influence of cultural and linguistic factors rather than lack of actual ability. Accordingly, the test results evaluated here are unlikely to be valid and do not provide a defensible basis to permit interpretation of the intended abilities that were the focus of the evaluation. However, given that the observed pattern and the magnitude of the scores are consistent with research-based performance that is typical of other non-disabled individuals with comparable linguistic development and educational experiences and who are of average ability or higher, it can be reasonably concluded that the student’s abilities are also at least within the average range of performance (or possibly higher) and strongly suggests that the test scores do not support the presence of a learning disability. Consequently, it is believed that the academic difficulties observed in classroom performance that prompted this evaluation are most likely attributable primarily to the normal process of second language and acculturative knowledge acquisition.         \n     In summary, the observed pattern of the student's test results is consistent with performance that is typical of culturally and linguistically diverse individuals of similar backgrounds who are not disabled and possess average general ability or higher. Therefore, it can be reasonably concluded that the test data evaluated with the C-LIM are likely to be invalid due to the presence of overarching cultural and linguistic influences and suggest that the student’s test performance cannot be used to support the presence of any type of learning disability. "]
[]
[]
[]
[null,null,"Statement 2. Evaluations of Suspected Learning Disability - Valid Results"]
[null,null,null,"The following sample validity statement may be used in cases where a clear declining pattern is NOT evident, that is, there is no primary effect of culture and language thus the results ARE valid and there may be a disability."]
[null,null,"Simplified Statement:"]
[null,null,"\n     Because the student is not a native English speaker, it is necessary to establish the validity of test scores to ensure that they are true estimates of their ability and not the result of limited English proficiency. \n     The student’s test data were entered into the Culture-Language Interpretive Matrix which permitted evaluation of the extent to which the scores were primarily affected by cultural or linguistic factors. A review of the pattern of test scores indicated that performance was not consistent with what would be expected of other individuals with similar cultural and linguistic backgrounds. This means that the scores may be interpreted as fair estimates of the student’s abilities, with the exception of language which can only be determined to be an area of strength or weakness via comparison to other English learners which was accomplished by further use of the C-LIM."]
[null,null,"Detailed Statement:"]
[null,null,"\n     Because the student is not a native English speaker, it is necessary to establish the validity of the results obtained from testing to ensure that they are accurate estimates of ability or knowledge and not the manifestation of cultural or linguistic differences. To this end, a systematic evaluation of the possible effects of a relative lack of opportunity for the acquisition of acculturative knowledge and English proficiency was carried out via use of the Culture-Language Interpretive Matrix (C-LIM).      \n     A careful review of the student’s test data, as entered into the C-LIM, revealed either no overall pattern of decline or a partial pattern of decline combined with performance in one or more area that was below the range that would be expected of other individuals with similar cultural and linguistic backgrounds. This pattern of test performance suggests that cultural and linguistic factors were either minimal (no evident decline) or contributory (some decline) influences on the measured test performance but can not account for the entirety of the results. Accordingly, the test results were not considered to be due primarily to the influence of cultural and linguistic factors but still required additional information to fully establish their validity. Evidence to further support the validity of the obtained results was provided by converging sources of information including results from native language evaluation, progress-monitoring data, qualitative analysis, and authentic assessment methods. In addition, other extraneous factors that might account for the observed pattern (for example, lack of motivation, fatigue, incorrect administration/scoring, emotional/behavioral problems) were also evaluated and excluded. Taken together, the reported test results were deemed likely to be valid, interpretable, and to be reliable estimates of the student’s actual ability or knowledge. However, equitable interpretation of Gc (cultural knowledge and language development), required comparison relative to other English learners with comparable linguistic development and educational experiences which was accomplished via examination of the magnitude of the high culture/high language cell in the C-LIM, and whether it was within the selected range of difference or via use of a test with norms specific for English learners and controlled for age and amount of English exposure (e.g., Ortiz PVAT). Consequently, the academic difficulties observed in classroom performance and which prompted this evaluation are not likely attributable primarily to the process of normal second language and acculturative knowledge acquisition.          \n     In summary, the observed pattern of the student’s test results is not consistent with performance that is typical of culturally and linguistically diverse individuals of similar backgrounds who are not disabled and possess average general ability or higher. Therefore, it can be reasonably concluded that the test data evaluated with the C-LIM are likely to be valid which permits defensible interpretation. Furthermore, when supported by additional converging data, deficits in the student’s test performance can be used to support the validity and presence of a learning disability."]
[]
[]
[]
[null,null,"Statement 3. Evaluation of Global Cognitive Impairment - Valid Results"]
[null,null,null,"The following sample validity statement may be used in cases where although a declining pattern may be evident suggesting a primary influence of cultural and linguistic factors, the overall magnitude of the scores are well below the expected range and appear uniformly depressed."]
[null,null,"Simplified Statement:"]
[null,null,"\n     Because the student is not a native English speaker, it is necessary to establish the validity of test scores to ensure that they are true estimates of their ability and not the result of limited English proficiency. \n     The student’s test data were entered into the Culture-Language Interpretive Matrix which permitted evaluation of the extent to which the scores were primarily affected by cultural or linguistic factors. A review of the pattern of test scores indicated that performance was not consistent with what would be expected of other individuals with similar cultural and linguistic backgrounds. This means that the scores may be interpreted as fair estimates of the student’s abilities, with the exception of language which can only be determined to be an area of strength or weakness via comparison to other English learners which was accomplished by further use of the C-LIM.  In this case, the student's scores were much lower than what would be expected and suggest a broader and more general effect on learning that, if supported by additional data, may suggest the presence of some type of global impairment in cognitive and intellectual functioning. "]
[null,null,"Detailed Statement:"]
[null,null,"\n        Because the student is not a native English speaker, it is necessary to establish the validity of the results obtained from testing to ensure that they are accurate estimates of ability or knowledge and not the manifestation of cultural or linguistic differences. To this end, a systematic evaluation of the possible effects of a relative lack of opportunity for the acquisition of acculturative knowledge and English language proficiency was carried out via use of the Culture-Language Interpretive Matrix (C-LIM).\n     A careful review of the student’s test data, as entered into the C-LIM, revealed an overall pattern of decline of decline, however, performance in all or nearly all areas was significantly below the range that would typically be expected of other individuals with similar cultural and linguistic backgrounds who possess generally average cognitive ability. This particular pattern suggests the presence of a broad, pervasive influence that, in addition to the cultural and linguistic factors, is primarily responsible for lowering overall performance more or less uniformly across the entire range of functioning. Therefore, although cultural and linguistic factors remain contributory influences on measured test performance, they cannot account for the entirety of the results. Accordingly, the test results were not considered to be due primarily to the influence of cultural and linguistic factors but still required additional information to fully establish their validity. Evidence to further support the validity of the obtained results was provided by converging sources of information including results from native language evaluation, progress-monitoring data, qualitative analysis, authentic assessment methods, and in this case, specific evaluation of adaptive behavior and developmental milestones. In addition, other extraneous factors that might account for the observed pattern (for example, lack of motivation, fatigue, incorrect administration/scoring, emotional/behavioral problems) were also evaluated and excluded. Taken together, the reported test results were deemed likely to be valid, interpretable, and to be reliable estimates of the student’s actual ability or knowledge. However, equitable interpretation of Gc (cultural knowledge and language development), required comparison relative to other English learners with comparable linguistic development and educational experiences which was accomplished via examination of the magnitude of the high culture/high language cell in the C-LIM and whether it was within the selected range of difference or via use of a test with norms specific for English learners and controlled for age and amount of English exposure (e.g., Ortiz PVAT). Consequently, it is believed that the academic difficulties observed in classroom performance, and which prompted this evaluation are not likely attributable primarily to the normal process of second language and acculturative knowledge acquisition.     \n     In summary, the observed pattern of the student's test results is not consistent with performance that is typical of culturally and linguistically diverse individuals who are not disabled and possess average general ability or higher. Although the overall pattern of results in this case does decline, the magnitude of the scores is much lower than what would be expected and appears to indicate the presence of another large general influence. Therefore, it can be reasonably concluded that the test data evaluated with the C-LIM are likely to be valid, are supported by additional converging data, and suggest that the student's test performance can be used to support the presence of some type of global impairment in cognitive and intellectual functioning. "]
[]
[]
[]
[null,null,"Statement 4. Evaluation of Speech-Language Impairment - Valid Results"]
[null,null,null,"The following sample validity statement may be used in cases where although a declining pattern is evident, the rate and severity of the decline is significantly more rapid and steeper than the expected range and cannot be attributed to cultural and linguistic factors only."]
[null,null,"Simplified Statement:"]
[null,null,"\n     Because the student is not a native English speaker, it is necessary to establish the validity of test scores to ensure that they are true estimates of their ability and not the result of limited English proficiency. \n     The student’s test data were entered into the Culture-Language Interpretive Matrix which permitted evaluation of the extent to which the scores were primarily affected by cultural or linguistic factors. A review of the pattern of test scores indicated that performance was not consistent with what would be expected of other individuals with similar cultural and linguistic backgrounds. This means that the scores may be interpreted as fair estimates of the student’s abilities, with the exception of language which can only be determined to be an area of strength or weakness via comparison to other English learners which was accomplished by further use of the C-LIM.  In this case, the student's scores were progressively lower than what would be expected as the tests measured more and more language ability. This suggests a more specific and language-related effect on learning that, if supported by additional data, may suggest the presence of some type of speech-language impairment. "]
[null,null,"Detailed Statement:"]
[null,null,"\n        Because the student is not a native English speaker, it is necessary to establish the validity of the results obtained from testing to ensure that they are accurate estimates of ability or knowledge and not the manifestation of cultural or linguistic differences. To this end, a systematic evaluation of the possible effects of a relative lack of opportunity for the acquisition of acculturative knowledge and English language proficiency was carried out via use of the Culture-Language Interpretive Matrix (C-LIM).\n     A careful review of the student’s test data, as entered into the C-LIM, revealed an overall pattern of decline of decline, however, the rate of decline was more rapid, and performance was below the range that would typically be expected of other individuals with similar cultural and linguistic backgrounds but only in the most linguistically demanding areas. This particular pattern suggests the presence of an additional factor, most likely related to language skills and development that is primarily responsible for lowering performance on these tasks to a degree that cannot be accounted for or attributed solely to language or cultural differences. Therefore, although cultural and linguistic factors remain contributory influences on measured test performance, they cannot account for the entirety of the results. Accordingly, the test results were not considered to be due primarily to the influence of cultural and linguistic factors but still required additional information to fully establish their validity. Evidence to further support the validity of the obtained results was provided by converging sources of information including results from native language evaluation, progress-monitoring data, qualitative analysis, authentic assessment methods, and in this case, specific evaluation of speech-language functioning. In addition, other extraneous factors that might account for the observed pattern (for example, lack of motivation, fatigue, incorrect administration/scoring, emotional/behavioral problems) were also evaluated and excluded. Taken together, the reported test results were deemed likely to be valid, interpretable, and to be reliable estimates of the student’s actual ability or knowledge. However, equitable interpretation of Gc (cultural knowledge and language development), required comparison relative to other English learners with comparable linguistic development and educational experiences which was accomplished via examination of the magnitude of the high culture/high language cell in the C-LIM and whether it was within the selected range of difference or via use of a test with norms specific for English learners and controlled for age and amount of English exposure (e.g., Ortiz PVAT). Consequently, it is believed that the academic difficulties observed in classroom performance, and which prompted this evaluation are not likely attributable primarily to the normal process of second language and acculturative knowledge acquisition.\n     In summary, the observed pattern of the student's test results is not consistent with performance that is typical of culturally and linguistically diverse individuals who are not disabled and possess average general ability or higher. Although the overall pattern of results in this case does decline, the magnitude of the scores on the most language-related tasks, are lower than what would be expected and appear to indicate the presence of another large but specific influence related to language functioning. Therefore, it can be reasonably concluded that the test data evaluated with the C-LIM are likely to be valid, are supported by additional converging data, and that the student's test performance can be used to support the presence of impairment in speech-language functioning."]

{"sheet":"True Peer Estimator","index":4,"n_rows":26,"n_cols":15,"rows_kept":26,"cut":false,"hidden":false,"merged":[[21,2,21,11],[16,2,16,10],[17,2,17,10],[18,2,18,9],[19,6,19,7],[20,6,20,7],[15,2,15,10],[7,2,7,11],[10,2,10,10],[11,2,11,10],[12,2,12,10],[13,2,13,10],[14,2,14,10],[8,2,8,10],[8,11,9,11],[6,2,6,11],[2,2,2,11],[3,3,3,6],[3,10,3,11],[4,2,4,11],[5,2,5,11]]}
[]
[]
[null,null,"True Peer Estimator (TPE v3.0) © 2024"]
[null,null,"Name:",null,null,null,null,null,null,"Date:"]
[null,null,"This worksheet provides a systematic method for collecting data and information for use in qualitatively estimating the extent to which differences in developmental experiences are likely to affect expectations of development and growth. A student’s degree of difference is dynamic and can change over time. Three categories are used:"]
[null,null,"A) Slightly Different: This category is characterized by differences in culture, language, and experiences that although not fully representative of the U.S. mainstream, have nevertheless been supported by high family SES, well-educated parents, formal elementary education in the heritage language, bilingual parents, etc.) and where opportunity for developing English language proficiency constitutes at least ½ or more of a student’s life. "]
[null,null,"B) Moderately Different: This category is characterized by differences in culture, language, and experiences that are not representative of the U.S. mainstream and where few supporting factors are present (e.g., low family SES, parental lack of education, no formal education in the heritage language, parents with limited English proficiency, etc.) or where opportunity for developing English proficiency constitutes less than ½ of a student’s life. "]
[null,null,"C) Markedly Different: This category is characterized by significant differences in culture, language, and experiences where the opportunity for developing English proficiency constitutes a small percentage of a student’s life, for example being a newcomer and having extremely limited English language development. It may also include other atypical factors that adversely influence development (e.g., exposure to war, trauma, violence, abuse, neglect, immigrant or migrant worker experience, refugee status, etc.)."]
[null,null,"To what degree has or does the student('s) or the family('s)…?",null,null,null,null,null,null,null,null,"RATING   "]
[]
[null,null,"1. ...heritage or home culture match middle-class, mainstream U.S. values, traditions, and beliefs in supporting acquisition of school-based acculturative knowledge? ",null,null,null,null,null,null,null,null,null,null,null," "]
[null,null,"2. ...socio-economic status match middle-class, mainstream families in the U.S. in supporting development of school-based learning and academic skills?"]
[null,null,"3. ...heritage or home language match middle-class, mainstream, monolingual English-speakers in supporting the acquisition of school-based English?"]
[null,null,"4. …attended school consistently and sufficiently to provide an adequate opportunity for age or grade expected academic learning?"]
[null,null,"5. …received formal education in their heritage language either while attending school in the U.S. or prior to coming to the U.S.?"]
[null,null,"6. …been exposed to high level language models in English over their lifetime as compared to middle-class, monolingual English-speakers of the same age?"]
[null,null,"7. ...English language development match same-age/grade, middle-Class, monolingual, English-speaking peers (including, reading/writing, vocabulary, and aspects of speech)?"]
[null,null,"8. ...reside in a community where English is the dominant language and where cultural values and attitudes primarily reflect middle-class, mainstream U.S. values?"]
[null,null,{"$f":"IF(L19=\"\",\"\",IF(AND(L19>7,L19<11),\"TRUE PEER GROUP: Slightly Different\",IF(AND(L19>10,L19<30),\"TRUE PEER GROUP: Moderately Different\",IF(AND(L19>29,L19<41),\"TRUE PEER GROUP: Markedly Different\",\"\"))))","v":""},null,null,null,null,null,null,null,"TOTAL:",{"$f":"IF(L20<8,\"\",IF(L20>7,SUM(L11:L18)))","v":""}]
[null,null,null,null,null,null,null,null,null,null,null,{"$f":"COUNT(L11:L18)","v":0}]
[]
[]
[]
[null,null,150,null,null,null,null,null,{"$f":"10-COUNTBLANK(L11:L18)","v":2}]
[]
[null,null,100]