The WIAT-IV is an individual assessment of academic achievement for students aged 4 to 50 years 11 months. The WIAT-IV encompasses various academic skills such as Reading, Writing, Mathematics, and Oral Language.

The Wide Range Achievement Test Fifth Edition (WRAT5™) provides an accurate and easy-to-administer way to assess and monitor reading, spelling, and math skills and helps identify possible learning disabilities.

CPT3™ is a computerized task of continuous execution based on performance to assess primarily attention-related impairments in individuals aged 8 years and older. The administration time is 14 min, during which the subject must maintain attention to perform this task.

Conners 4th Edition (Conners 4™) is the highly anticipated revision of the Conners 3rd Edition (Conners 3®), a leading Attention-Deficit/Hyperactivity Disorder (ADHD) assessment. The Conners 4 is an inclusive and fair measure that builds on the long history and strengths of the multi-informant Conners Rating Scales.

The Personality Assessment Inventory (PAI) is an inventory of adult personality designed to provide information on critical clinical variables. The full PAI contains 344 items which comprise 22 non-overlapping scales. It is designed to be used with individuals from age 18 to adult.

The Exner scoring system, also known as the Rorschach Comprehensive System (RCS), is the standard method for interpreting the Rorschach test. It was developed in the 1960s by John E. Exner, as a more rigorous system of analysis. It has been extensively validated and shows high inter-rater reliability.

Note: The Rorschach test is a type of projective assessment in which subjects look at 10 ambiguous inkblot images and describe what they see in each one. The measure provides both specific and general knowledge about different areas of personality functioning, such as coping style, emotions, managing stress, mediation, ideation, self-perception, and interpersonal relationships.

The Minnesota Multiphasic Personality Inventory (MMPI) is a psychological test that assesses personality traits and psychopathology. It is primarily intended to test people who are suspected of having mental health or other clinical issues.

An empirically based measure of adolescent psychopathology, the Minnesota Multiphasic Personality Inventory®-Adolescent (MMPI®-A) aids in problem identification, diagnosis, and treatment planning for youth.

The Thematic Apperception Test, or TAT, is a projective test involving describing ambiguous scenes to learn more about a person's emotions, motivations, and personality. Popularly known as the "picture interpretation technique," it was developed by American psychologists Henry A. Murray and Christiana D. Morgan at Harvard University.

The Children's Apperception Test (C.A.T.) is a projective measure for acquiring information about children's personality and psychological processes. The test, in general, includes a series of 10 quasi-ambiguous pictures to which the child is asked to create a story.

The Sentence Completion Test is a test in which the participant must complete an unfinished sentence by filling in the specific missing word or phrase. The test is typically used to evaluate personality.

The Symptom Checklist-90-R (SCL-90-R) is a relatively brief self-report psychometric instrument (questionnaire) published by the Clinical Assessment division of the Pearson Assessment & Information group. It is designed to evaluate a broad range of psychological problems and symptoms of psychopathology.

The BASC–3 scales are used to evaluate the behavioral and emotional status of children and adolescents with sensory impairments. It is useful in the clinical diagnosis of disorders that can start in childhood or adolescence, such as attention-deficit hyperactivity disorder, anxiety and depression. It can also point out issues associated with learning disabilities, such as adjustment problems (e.g low self-concept).

CDI is a self-report test and contains 27 items. Each item asks the participant to decide among three different choices, with regard to what he felt, thought or how he behaved in the past 2 weeks. Items are rated from 1 to 3. Higher scores show more depressive symptoms (Kovacs, 1992; Chorpita et al., 2005).

The Child Behavior Checklist (CBCL) is a widely used questionnaire to assess behavioral and emotional problems. It is often used as a diagnostic screener, but autism spectrum disorders (ASD) are not included in the CBCL for school-aged children.

The Beck Depression Inventory (BDI) is a 21-item, multiple-choice inventory. Respondents are asked to rate each item based on four response choices according to the severity of the symptoms, ranging from the absence of a symptom to an intense level, during the past week.

The BAI is a 21-item state anxiety scale measuring the intensity of cognitive, affective, and somatic anxious symptoms experienced during the last 7 days

The DERS (Gratz and Roemer, 2004) is a 36-item self-report measure of six facets of emotion regulation. Items are rated on a scale of 1 (“almost never [0–10%]”) to 5 (“almost always [91–100%]”). Higher scores indicate more difficulty in emotion regulation.

The Cambridge Behavior Scale – The Empathy Quotient (EQ) is a validated screener which measures of the extent of autistic traits in adults.

The SIQ assesses the frequency of suicidal ideation and serves as a valuable component in a comprehensive assessment of adolescent mental health.

The SPS gives clinicians a rapid, accurate, and empirically validated measure of suicide risk in adults and adolescents over 13 years of age.

The Stroop Color and Word Test (SCWT) is a neuropsychological test extensively used to assess the ability to inhibit cognitive interference that occurs when the processing of a specific stimulus feature impedes the simultaneous processing of a second stimulus attribute, well-known as the Stroop Effect.

Comprehensive Trail-Making Test is composed of five visual search and sequencing task sets. The CTMT can detect problems with the frontal lobe, psychomotor speed, focus, visual search, and sequencing. It is a means of assessing and diagnosis brain injury

The Bender-Gestalt II is clinician-administered and asks clients to reproduce Gestalt figures presented on stimulus cards. This test uses recall procedures to assess visual-motor memory and provide a more comprehensive assessment of visual-motor skills.

The ADOS-2 has standardized activities and questions, such as planned social activities, which include events where social situations, communication, and certain types of behaviors are likely to appear. Combined with the ADI-, the ADOS-2 is the gold standard for diagnosing ASD.

The Autism Diagnostic Interview-Revised (ADI-R) is one of the most widely used diagnostic algorithms in determining whether or not children have autism spectrum disorder (ASD).

The purpose of the CARS (CARS™-2; Schopler, Van Bourgondien, Wellman, & Love, 2010) is to help identify the presence of autism in children and to determine the severity of symptoms.

The Checklist for Autism Spectrum Disorder (CASD; Mayes, 2012) is a diagnostic and screening tool that consists of multiple sources of information to guide both diagnosis and treatment.

Vineland Adaptive Behavior Scales Third Edition is the leading instrument for supporting the diagnosis of intellectual and developmental disabilities. Vineland-3 not only aids in diagnosis, but provides valuable information for developing educational and treatment plans.

The Jeffery Young Schema Questionnaire-Short Form (YSQ-SF) is a 75-item self-report questionnaire that measures 15 EMS (early maladaptive schemas).

The Cognitive Distortions Scale (CDS) seeks to detect cognitive distortions held by a person providing definitions of individual cognitive distortions and illustrating them with one-paragraph case examples for each domain.