The abbreviations used in the book, with their full English names.
The list includes the abbreviations that appear in the chapters of the book, arranged alphabetically, with the full English name and, where helpful, a brief note. The full-name column is left blank (—) where the book does not give the name in full and it could not be established with certainty, and the note column is left blank where the full name speaks for itself. Names written in capital letters that are not abbreviations, such as those of authors and publishers, are not included.
| Abbreviation | Full English name | Note |
|---|---|---|
| 2e | Twice-exceptional | — |
| AAC | Augmentative and alternative communication | — |
| AAIDD | American Association on Intellectual and Developmental Disabilities | — |
| AAMD | American Association on Mental Deficiency | — |
| ABAS-3 | Adaptive Behavior Assessment System, Third Edition | — |
| ABC | Antecedent-behavior-consequence | — |
| ABR | Auditory brainstem response | — |
| ADHD | Attention-Deficit/Hyperactivity Disorder | — |
| ADI-R | Autism Diagnostic Interview–Revised | — |
| ADOS-2 | Autism Diagnostic Observation Schedule, Second Edition | — |
| AERA | American Educational Research Association | — |
| ALP | Advanced Learning Plan | — |
| APA | American Psychiatric Association; American Psychological Association | Psychiatric association: publisher of DSM-5-TR; psychological association: author of the ethical principles |
| ASEBA | Achenbach System of Empirically Based Assessment | — |
| ASHA | American Speech-Language-Hearing Association | — |
| ASQ-3 | Ages & Stages Questionnaires, Third Edition | — |
| BASC-3 | Behavior Assessment System for Children, Third Edition | — |
| BESS | Behavioral and Emotional Screening System | — |
| BICS | Basic Interpersonal Communicative Skills | — |
| CALP | Cognitive Academic Language Proficiency | — |
| CARS-2 | Childhood Autism Rating Scale, Second Edition | — |
| CARS-2-HF | Childhood Autism Rating Scale, Second Edition – High-Functioning Version | High-functioning form of CARS-2 |
| CARS-2-ST | Childhood Autism Rating Scale, Second Edition – Standard Version | Standard form of CARS-2 |
| CAS2 | Cognitive Assessment System, Second Edition | — |
| CAT | Computerized adaptive testing | — |
| CATALISE | Criteria and Terminology Applied to Language Impairments: Synthesising the Evidence | International consensus study on the terminology of developmental language disorder |
| CBCL | Child Behavior Checklist | — |
| CBM | Curriculum-Based Measurement | — |
| CDI-2 | Children's Depression Inventory, Second Edition | — |
| C-DM | Concordance-Discordance Model | — |
| CELF-5 | Clinical Evaluation of Language Fundamentals, Fifth Edition | — |
| C.F.R. | Code of Federal Regulations | US federal implementing regulations (34 C.F.R.) |
| CHC | Cattell–Horn–Carroll | Theory of cognitive abilities |
| C-LIM | Culture-Language Interpretive Matrix | — |
| CogAT | Cognitive Abilities Test | — |
| CPI | Cognitive Proficiency Index | — |
| CPT | Continuous Performance Tests | — |
| CTOPP-2 | Comprehensive Test of Phonological Processing, Second Edition | — |
| CVI | Cerebral/Cortical visual impairment | — |
| DABS | Diagnostic Adaptive Behavior Scale | — |
| DAS-II | Differential Ability Scales, Second Edition | — |
| DCD | Developmental coordination disorder | — |
| D/CM | Discrepancy/Consistency Model | — |
| DD/C | Dual Discrepancy/Consistency | — |
| DIF | Differential item functioning | — |
| DISCOVER | — | Project DISCOVER |
| DLD | Developmental language disorder | — |
| DMDD | Disruptive mood dysregulation disorder | — |
| DMGT | Differentiated Model of Giftedness and Talent | — |
| DSM-5-TR | Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, Text Revision | — |
| DSM-IV | Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition | — |
| DT→PI | Diagnostic Testing → Prescriptive Instruction | — |
| FBA | Functional Behavioral Assessment | — |
| FERPA | Family Educational Rights and Privacy Act | — |
| FSIQ | Full Scale IQ | — |
| FVA | Functional Vision Assessment | — |
| GAI | General Ability Index | — |
| GARS-3 | Gilliam Autism Rating Scale, Third Edition | — |
| GRS | Gifted Rating Scales | — |
| HiTOP | Hierarchical Taxonomy of Psychopathology | — |
| HOTV | HOTV chart (the letters H, O, T, V) | — |
| ICD-11 | International Classification of Diseases, 11th Revision | — |
| ICEL | Instruction, Curriculum, Environment, Learner | Domains of the RIOT/ICEL framework |
| ICF | International Classification of Functioning, Disability and Health | — |
| IDEA | Individuals with Disabilities Education Act | US federal law |
| IDEIA | Individuals with Disabilities Education Improvement Act | — |
| IEP | Individualized Education Program | — |
| IISCA | Interview-informed synthesized contingency analysis | — |
| IRT | Item Response Theory | — |
| JCIH | Joint Committee on Infant Hearing | — |
| KABC-II NU | Kaufman Assessment Battery for Children, Second Edition, Normative Update | — |
| KTEA-3 | Kaufman Test of Educational Achievement, Third Edition | — |
| LMA | Learning Media Assessment | — |
| LPAD | Learning Potential Assessment Device | — |
| M-CHAT | Modified Checklist for Autism in Toddlers | — |
| M-CHAT-R/F | Modified Checklist for Autism in Toddlers, Revised with Follow-Up | — |
| MHS | Multi-Health Systems | Publisher |
| MMCAT | — | Mawhiba Multiple Cognitive Abilities Test |
| MTSS | Multi-tiered system of supports | — |
| NAGC | National Association for Gifted Children | — |
| NASP | National Association of School Psychologists | — |
| NNAT3 | Naglieri Nonverbal Ability Test, Third Edition | — |
| OAE | Otoacoustic emissions | — |
| PKU | Phenylketonuria | — |
| PSW | Patterns of strengths and weaknesses | — |
| PTA | Pure-tone audiometry | — |
| PTSD | Posttraumatic stress disorder | — |
| QPC | Questionnaire for Parents or Caregivers | Parent questionnaire (part of CARS-2) |
| RAN | Rapid automatized naming | — |
| RCADS | Revised Child Anxiety and Depression Scale | — |
| RIOT | Review, Interview, Observe, Test | Methods of the RIOT/ICEL framework |
| RTI | Response to intervention | — |
| SB5 | Stanford-Binet Intelligence Scales, Fifth Edition | — |
| SCARED | Screen for Child Anxiety Related Emotional Disorders | — |
| SCQ | Social Communication Questionnaire | — |
| SD | Standard deviation | — |
| SDQ | Strengths and Difficulties Questionnaire | — |
| SEdiff | Standard error of the difference | — |
| SEE | Standard error of estimation | — |
| SEM | Standard Error of Measurement | — |
| SIS-C | Supports Intensity Scale–Children's Version | — |
| SMPY | Study of Mathematically Precocious Youth | — |
| SRBCSS | Scales for Rating the Behavioral Characteristics of Superior Students | — |
| SRS-2 | Social Responsiveness Scale, Second Edition | — |
| SRSS | Student Risk Screening Scale | — |
| SRSS-IE | Student Risk Screening Scale–Internalizing and Externalizing | — |
| SSBD | Systematic Screening for Behavior Disorders | — |
| SSI-4 | Stuttering Severity Instrument, Fourth Edition | — |
| TABs | Traits, Aptitudes, and Behaviors | — |
| TEMA-3 | Test of Early Mathematics Ability, Third Edition | — |
| TONI-4 | Test of Nonverbal Intelligence, Fourth Edition | — |
| TOPS | Teacher's Observation of Potential in Students | — |
| TOWL-4 | Test of Written Language, Fourth Edition | — |
| TOWRE-2 | Test of Word Reading Efficiency, Second Edition | — |
| TRF | Teacher's Report Form | — |
| TTCT | Torrance Tests of Creative Thinking | — |
| UNIT2 | Universal Nonverbal Intelligence Test, Second Edition | — |
| VADRS-A | Arabic Vanderbilt Children's ADHD Diagnostic Rating Scale | — |
| WHO | World Health Organization | — |
| WIAT-4 | Wechsler Individual Achievement Test, Fourth Edition | — |
| WISC-R | Wechsler Intelligence Scale for Children–Revised | — |
| WISC-V | Wechsler Intelligence Scale for Children, Fifth Edition | — |
| WJ IV ACH | Woodcock-Johnson IV Tests of Achievement | — |
| WJ V | Woodcock-Johnson V | — |
| WPPSI-III | Wechsler Preschool and Primary Scale of Intelligence, Third Edition | — |
| WPS | Western Psychological Services | Publisher |
| YSR | Youth Self-Report | — |