A concise reference guide to the instruments presented in this book (54 tools and procedures), grouped by purpose, with a pointer to where each is discussed in the chapters.
This appendix brings together the instruments presented in the book's instrument profiles and in its tables of instruments and their Arabic versions, arranged in eight tables by purpose. For each instrument it records only what the book itself reports: purpose, age range, examiner qualification level and the status of its Arabic version, followed by the chapter in which it is presented. Age ranges, qualification levels and Arabic versions are all given as they stood when the book was prepared; they change as new editions, new Arabic standardizations and new publisher requirements appear, so the publisher and the instrument's own manual should be consulted before any professional use. This guide is no substitute for the full instrument profile in the relevant chapter.
Purpose: Screening Diagnosis Identification Monitoring. A dash (—) means the book does not give this information for the instrument. An asterisk (*) marks an instrument mentioned in the body of a chapter rather than in a profile or table. The chapter number points to the profile or table in which the instrument first appears in that chapter.
| Instrument | Purpose | Ages | Examiner qualification | Arabic version | Chapter |
|---|---|---|---|---|---|
| Wechsler Intelligence Scale for Children, Fifth EditionWISC-V | Diagnosis | 6 to 16 years 11 months | — | We know of no published Saudi standardization of the fourth or fifth edition. The older revised edition (WISC-R) was standardized in Saudi Arabia for ages 6–16 (Al-Nafi et al., 2000 [Arabic], as cited in Ejbara, 2024) | Ch. 3Ch. 7Ch. 12Ch. 13 |
| Wechsler Preschool and Primary Scale of Intelligence, Third EditionWPPSI-III | Diagnosis | The book does not give the range of the original; the Saudi version was administered from 4 years to 7 years 3 months | — | A Saudi version derived from a Jordanian version, administered to 788 children in the Jeddah education region between 2018 and 2022 (Ejbara, 2024); its generalizability to other regions of the Kingdom has not been established | Ch. 3Ch. 7 |
| Stanford-Binet Intelligence Scales, Fifth EditionSB5 | Diagnosis | 2 to 85+ years | Publishers restrict it to those with advanced training in administering and interpreting individual intelligence tests; check the publisher's current designation for the level | Two Gulf versions are in use in the Kingdom, one prepared by Mahmoud Abu Al-Nil and colleagues and the other by Safwat Farag; a study in the Northern Borders region compared them (Mohammed, 2016 [Arabic]). We found no published data on their norming samples or the year the data were collected | Ch. 3Ch. 7Ch. 11 |
| Kaufman Assessment Battery for Children, Second Edition, Normative UpdateKABC-II NU | Diagnosis | 3 to 18 years | — | No published standardized Arabic version is known | Ch. 3 |
| Differential Ability Scales, Second EditionDAS-II | Diagnosis | 2 years 6 months to 17 years 11 months | — | No published standardized Arabic version is known | Ch. 3 |
| Cognitive Assessment System, Second EditionCAS2 | Diagnosis | 5 to 18 years 11 months | — | No published standardized Arabic version is known | Ch. 3 |
| Leiter International Performance Scale, Third EditionLeiter-3 | Diagnosis | 3 to 75+ years | — | No published standardized Arabic version is known | Ch. 3Ch. 11 |
| Universal Nonverbal Intelligence Test, Second EditionUNIT2 | Diagnosis | 5 to 21 years 11 months | — | No published standardized Arabic version is known | Ch. 3Ch. 11Ch. 13 |
| Test of Nonverbal Intelligence, Fourth EditionTONI-4 | Screening | 6 to 89 | — | No published standardized Arabic version is known | Ch. 3 |
| Raven's Progressive MatricesRaven's | Screening | A wide range, depending on the form | — | No published Arabic standardization of its current forms has been verified | Ch. 3 |
| Instrument | Purpose | Ages | Examiner qualification | Arabic version | Chapter |
|---|---|---|---|---|---|
| Wechsler Individual Achievement Test, Fourth EditionWIAT-4 | Diagnosis | 4 to 50 years 11 months | An examiner trained in administering and interpreting individually administered standardized tests, in accordance with the publisher's requirements | No published standardized Arabic version is known | Ch. 3Ch. 8 |
| Kaufman Test of Educational Achievement, Third EditionKTEA-3 | Diagnosis | 4 to 25 years 11 months | — | No published standardized Arabic version is known | Ch. 3 |
| Woodcock-Johnson IV Tests of AchievementWJ IV ACH | Diagnosis | 2 to 90+ years | — | No published standardized Arabic version is known. The publisher refers to a fifth edition (WJ V), so check for the most recent edition | Ch. 3 |
| KeyMath-3 Diagnostic AssessmentKeyMath-3 | Diagnosis | 4 years 6 months to about 21 years | An examiner trained in administering and interpreting individually administered standardized tests, in accordance with the publisher's requirements | No published standardized Arabic version is known | Ch. 8 |
| Test of Early Mathematics Ability, Third EditionTEMA-3 | DiagnosisScreening | 3 years to 8 years 11 months | An examiner trained in administering and interpreting individually administered standardized tests, in accordance with the publisher's requirements | No published standardized Arabic version is known, nor any standardized Arabic instrument for number sense | Ch. 8 |
| Test of Written Language, Fourth EditionTOWL-4 | Diagnosis | 9 years to 17 years 11 months | An examiner trained in administering standardized tests and scoring writing samples, in accordance with the publisher's requirements | No published standardized Arabic version is known | Ch. 8 |
| Comprehensive Test of Phonological Processing, Second EditionCTOPP-2 | Diagnosis | 4 to 24 years, in two age-based forms | An examiner trained in administering and interpreting individually administered standardized tests, in accordance with the publisher's requirements | No published standardized Arabic version is known. Research has used Arabic tasks built on the same idea (Taibah & Haynes, 2011), but they may not be interpreted against the original norms | Ch. 8Ch. 13 |
| Test of Word Reading Efficiency, Second EditionTOWRE-2 | DiagnosisMonitoring | 6 to 24 years | An examiner trained in administering and interpreting individually administered standardized tests, in accordance with the publisher's requirements | No published standardized Arabic version is known. The closest we found is a Jordanian measure of word recognition fluency for monitoring first graders (Abu-Hamour, 2014b), which is a monitoring tool, not a diagnostic test | Ch. 8 |
| Curriculum-based measures: oral reading fluency, maze, math computation and written expressionCBM | ScreeningMonitoring | Passages and problems drawn from the student's grade-level curriculum | — | Arabic studies of curriculum-based reading fluency measures (Jordan; United Arab Emirates) with small samples; they do not provide norms (Abu-Hamour, 2014a; Mahfouz & Mohamed, 2023) | Ch. 4Ch. 8 |
| Instrument | Purpose | Ages | Examiner qualification | Arabic version | Chapter |
|---|---|---|---|---|---|
| Vineland Adaptive Behavior Scales, Third EditionVineland-3 | Diagnosis | Birth to 90 years for the interview and parent form; 3 to 21 years for the teacher form | The interview requires an examiner trained in semi-structured interviewing; check the level specified by the publisher | Arabic catalogs list a title, “Vineland Adaptive Behavior Scale: Saudi Norms,” but its author, year and sample, and the edition on which it was based, could not be verified. No published Arabic standardization of the third edition is known | Ch. 3Ch. 7 |
| Adaptive Behavior Assessment System, Third EditionABAS-3 | Diagnosis | Birth to 89 years, depending on the form | Completed by a parent or teacher; scored and interpreted by a qualified professional; check the level specified by the publisher | The teacher form was adapted into Arabic in Oman and studied with 410 children with intellectual disability; the study supported a single general factor and high reliability (Emam et al., 2020). No published Saudi standardization is known | Ch. 3Ch. 7 |
| Diagnostic Adaptive Behavior ScaleDABS | Diagnosis | 4 to 21 years | — | Nothing published was found | Ch. 7 |
| Instrument | Purpose | Ages | Examiner qualification | Arabic version | Chapter |
|---|---|---|---|---|---|
| Ages & Stages Questionnaires, Third EditionASQ-3 | Screening | Questionnaire intervals from 2 to 60 months; usable from 1 to 66 months | Completed by parents; scored and interpreted by a professional trained in early childhood or health care; no psychological assessment license required | No published standardized Arabic version is known, and translation alone does not carry over the U.S. cutoff scores | Ch. 7 |
| Bayley Scales of Infant and Toddler Development, Fourth Edition*Bayley-4 | Diagnosis | 16 days to 42 months | — | No published standardized Arabic version is known | Ch. 3Ch. 5 |
| Instrument | Purpose | Ages | Examiner qualification | Arabic version | Chapter |
|---|---|---|---|---|---|
| Modified Checklist for Autism in Toddlers, Revised with Follow-UpM-CHAT-R/F | Screening | 16 to 30 months | Completed by parents; the follow-up interview is conducted by a physician, nurse or specialist trained in it; no psychological assessment license required | The first version was studied in nine Arab countries with 228 children: sensitivity 0.86, specificity 0.80 (Seif Eldin et al., 2008). Approved translations of the revised version are available on the official website, but no published Arabic standardization study of it is known | Ch. 9 |
| Social Communication QuestionnaireSCQ | Screening | 4 years and older, provided mental age exceeds 2 years | Completed by a parent; scored and interpreted by a trained professional in accordance with the publisher's requirements | No published standardized Arabic version is known | Ch. 9 |
| Social Responsiveness Scale, Second EditionSRS-2 | 2 years 6 months to adulthood | — | No published standardized Arabic version is known | Ch. 9Ch. 13 | |
| Childhood Autism Rating Scale, Second EditionCARS-2 | Diagnosis | 2 years and older | A specialist trained in autism assessment, after observing the child and gathering information about the child | An Arabic edition prepared by Leila Akoury-Dirani and Mayssam Alameddine (Akoury-Dirani & Alameddine, 2016 [Arabic]), for which no published description of the sample was found; a factor-structure study with 301 children (Alotaibi & Alotaibi, 2021); and an adapted Iraqi version (Al-Shibly et al., 2025). No published Arabic norms for the T-scores are known | Ch. 9 |
| Gilliam Autism Rating Scale, Third EditionGARS-3 | 3 to 22 years | Completed by parents, a teacher or a specialist; interpreted by a qualified specialist | An Arabic version studied in Saudi Arabia with 178 participants, with a Cronbach's alpha of 0.971 (Alasmari et al., 2024a, 2024b). No published Saudi norms for the index are known, so scores are read against the U.S. norms | Ch. 9 | |
| Autism Diagnostic Interview–RevisedADI-R | Diagnosis | Individuals with a mental age above 2 years | A specialist with formal training in administering and coding the interview | No approved or published standardized Arabic version is known | Ch. 9 |
| Autism Diagnostic Observation Schedule, Second EditionADOS-2 | Diagnosis | 12 months to adulthood, in five modules | A specialist with formal training in the instrument; the publisher restricts purchase to those with advanced qualifications | No Arabic translation approved by the publisher is known, nor any published standardized Arabic version | Ch. 9 |
| Instrument | Purpose | Ages | Examiner qualification | Arabic version | Chapter |
|---|---|---|---|---|---|
| Strengths and Difficulties QuestionnaireSDQ | Screening | Parent and teacher forms from 2 to 17 years, with age-specific versions; a self-report form from 11 to 17 years | Completed by parents, teachers and students; interpreted by a trained professional | An Arabic translation is available on the official website; its validity was examined with Yemeni children aged 5 to 12 in a clinical sample (87) and a community sample (100) (Alyahri & Goodman, 2006). No published Saudi norms are known | Ch. 3Ch. 10 |
| Vanderbilt ADHD Diagnostic Rating ScalesVADRS | Primarily elementary school (about 6 to 12 years); the Saudi study included children aged 5 to 12 | Completed by parents and teachers; interpreted by a physician or qualified specialist | An Arabic version (VADRS-A) with parent and teacher forms, studied in Saudi Arabia with 1,812 raters (504 parents and 1,308 teachers) of children aged 5 to 12 (Alqahtani et al., 2024) | Ch. 3Ch. 10 | |
| Conners 4th EditionConners 4 | 6 to 18 years for the parent and teacher forms, with a self-report form for older youth | A professional trained in interpreting standardized rating scales, in accordance with the publisher's requirements | No standardized Arabic version published in a peer-reviewed journal is known | Ch. 3Ch. 10 | |
| Achenbach System of Empirically Based Assessment: Child Behavior Checklist (CBCL), Teacher's Report Form (TRF) and Youth Self-Report (YSR)ASEBA | 6 to 18 years for the parent and teacher forms and 11 to 18 years for the self-report; separate forms for preschoolers | Completed by parents, teachers and students; interpreted by a professional trained in standardized rating scales | No published standardized Arabic version with local norms is known; ask the publisher about licensed translations | Ch. 3Ch. 10 | |
| Behavior Assessment System for Children, Third EditionBASC-3 | 2 to 21 years 11 months for the parent and teacher forms | — | No published standardized Arabic version is known | Ch. 3Ch. 10 | |
| Revised Child Anxiety and Depression ScaleRCADS | Screening | Students in roughly Grades 3 through 12 | Completed by the student and parents; interpreted by a trained professional | No published standardized Arabic version is known | Ch. 10 |
| Computerized continuous performance testsCPT | Diagnosis | Vary by test; most start at school age | A trained examiner administers it and a qualified professional interprets it, in accordance with the publisher's requirements | The task is usually nonverbal, but no published standardized Arabic norms are known for any of these tests; they are a supplementary measure on which a diagnosis cannot rest alone | Ch. 10 |
| Student Risk Screening Scale and its extended version for internalizing problemsSRSS · SRSS-IE | Screening | — | The teacher rates every student on a single list; no qualification level is specified | No published standardized Arabic version of universal behavioral screening systems is known | Ch. 10 |
| Behavioral and Emotional Screening SystemBESS | Screening | — | Brief teacher, parent and student forms; no qualification level is specified | No published standardized Arabic version of universal behavioral screening systems is known | Ch. 10 |
| Systematic Screening for Behavior DisordersSSBD | Screening | — | The teacher ranks the class and rates the highest-ranked students, followed by direct observation in the original version; no qualification level is specified | No published standardized Arabic version of universal behavioral screening systems is known | Ch. 10 |
| Instrument | Purpose | Ages | Examiner qualification | Arabic version | Chapter |
|---|---|---|---|---|---|
| Pure-tone audiometry, tympanometry and objective measures (otoacoustic emissions and auditory brainstem response)PTA · OAE · ABR | ScreeningDiagnosis | Objective measures from birth; behavioral testing with age-appropriate methods from about 6 months, and by the conventional method from about age 5 | A licensed audiologist; school screening is conducted by trained personnel under professional supervision | Pure-tone audiometry requires no language. Speech discrimination testing, however, requires equivalent Arabic word lists, and no recent published standardized Saudi lists have been verified | Ch. 11 |
| Functional vision assessment and learning media assessmentFVA · LMA | All ages; LEA Symbols and four-letter charts (HOTV) are used with young children from about age three | A teacher of students with visual impairments, together with an orientation and mobility specialist | LEA Symbols do not depend on language. No published Arabic guide to learning media assessment is known, so graded Arabic texts are prepared locally | Ch. 11 | |
| Clinical Evaluation of Language Fundamentals, Fifth EditionCELF-5 | Diagnosis | 5 to 21 years 11 months | A speech-language pathologist or qualified examiner, in accordance with the publisher's requirements | No published standardized Arabic version is known, and translating its items does not yield a valid instrument, because the structures it measures are English | Ch. 11 |
| Instrument | Purpose | Ages | Examiner qualification | Arabic version | Chapter |
|---|---|---|---|---|---|
| Cognitive Abilities Test, Form 7CogAT | ScreeningIdentification | Kindergarten through Grade 12, in grade-based levels | Administered in class by the teacher under standardized directions; results interpreted by a trained professional | No published standardized Arabic version is known | Ch. 3Ch. 12 |
| Naglieri Nonverbal Ability Test, Third EditionNNAT3 | ScreeningIdentification | Kindergarten through Grade 12 | — | No published standardized Arabic version is known | Ch. 3Ch. 12 |
| Mawhiba Multiple Cognitive Abilities TestMMCAT | Identification | Grade 3 of elementary school through Grade 10 (first year of secondary school), at three levels | No qualification level is specified; administered by the National Center for Assessment at the Education and Training Evaluation Commission, in partnership with Mawhiba and the Ministry of Education | Originally developed in Arabic for the Saudi context and used nationally since 2011. No published technical manual was found, nor information on its score scale or norming year | Ch. 3Ch. 12 |
| Gifted Rating ScalesGRS | Identification | School Form for Grades 1–8 (ages 6–13); Preschool Form from 4 years to 6 years 11 months | Completed by a teacher who has known the student long enough; interpreted by a professional in accordance with the publisher's requirements | No published standardized Arabic version is known, nor any Saudi standardization study | Ch. 12 |
| Scales for Rating the Behavioral Characteristics of Superior StudentsSRBCSS | Identification | — | Rating scales completed by the teacher; no qualification level is specified | No published Saudi standardization study was found; the scales have no national norms and are read against local norms built by the program | Ch. 12 |
| Teacher's Observation of Potential in StudentsTOPS | Identification | Designed for young students | The teacher observes students over several weeks during enriched learning activities; no qualification level is specified | No published Saudi standardization study was found | Ch. 12 |
| Traits, Aptitudes, and BehaviorsTABs | Identification | — | Observed by the teacher; no qualification level is specified | No published Saudi standardization study was found | Ch. 12 |
| Torrance Tests of Creative ThinkingTTCT | Identification | Kindergarten to adulthood | Administered by a teacher or specialist after training; scored by a trained scorer or by the publisher's scoring service | Figural Form B was standardized in Saudi Arabia in 1416 AH with 1,227 male and female students aged 9 to 16 (Al-Nafi, 1428 AH [Arabic]); the original standardization report could not be consulted, and the norms are nearly thirty years old | Ch. 12 |
| Above-level testingAbove-level | Identification | Typically Grades 3 through 9 in talent search programs | Administered by whoever is qualified to administer the original test under its conditions; interpreted by a professional familiar with the norms of the higher grade | No published Arabic program with reported norms is known. The idea can be applied with Arabic achievement tests for higher grades, provided this is stated explicitly and the result is read against the norms of the grade for which the test was designed | Ch. 12 |
| Two-lens assessment protocol for a student suspected of being twice-exceptional2e | DiagnosisIdentification | School age; instruments are selected according to the student's age | A team that includes expertise in both giftedness and disability; individual measures are administered by a qualified psychologist in accordance with each publisher's requirements | No standardized Arabic protocol for twice-exceptional learners is known | Ch. 13 |