Deep Dive · 9 min read
Praxis 5331 Assessment Tools: The Complete SLP Reference
Assessment tools show up across the Praxis 5331 and grad programs teach 30+ of them. Here's the compact reference organized by domain, age, and purpose.
Cross-checked against the current ETS Praxis 5331 Speech-Language Pathology Test at a Glance and ASHA CCC-SLP standards.
Standardized assessments make up a meaningful chunk of Praxis 5331 items across pediatric language, adult neuro, and articulation. Candidates lose points because grad programs teach 30+ tools and it's hard to remember which one targets what. Here's the compact reference you need for exam day.
Pediatric language
| Test | Ages | What it measures |
|---|---|---|
| CELF-5 | 5–21 | Comprehensive expressive/receptive language; core language score for eligibility. |
| PLS-5 | Birth–7:11 | Preschool receptive + expressive language; heavy play-based items. |
| REEL-3 | Birth–3 | Caregiver-report receptive/expressive; early intervention screener. |
| OWLS-II | 3–21 | Oral + written language; useful for older students with reading concerns. |
| TACL-4 | 3–12 | Auditory comprehension of language; receptive only. |
| EVT-3 / PPVT-5 | 2:6–adult | Single-word expressive / receptive vocabulary. Pair together. |
| CASL-2 | 3–21 | Broader language including pragmatics and figurative language. |
Articulation & phonology
| Test | Ages | What it measures |
|---|---|---|
| GFTA-3 | 2–21 | Single-word articulation; sound-in-position inventory. |
| KLPA-3 | 2–21 | Phonological process analysis paired with GFTA responses. |
| HAPP-3 (Hodson) | 3–8 | Phonological processes for highly unintelligible speech. |
| DEAP | 3–8:11 | Differential diagnosis: articulation vs. phonology vs. CAS vs. inconsistent. |
Adult neurogenic
| Test | Population | What it measures |
|---|---|---|
| WAB-R (Western Aphasia Battery) | Adult aphasia | Aphasia Quotient; classifies aphasia type. |
| BDAE-3 (Boston Diagnostic) | Adult aphasia | Comprehensive aphasia profile. |
| BNT (Boston Naming Test) | Adult | Confrontation naming; anomia severity. |
| RIPA-2 | Adult TBI | Cognitive-linguistic function post-brain injury. |
| SCATBI | Adult TBI | Scales of cognitive ability after brain injury. |
| ABCD | Adult dementia | Arizona Battery for Communication Disorders of Dementia. |
| FIM / FAM | Rehab | Functional independence measures for outcomes reporting. |
Motor speech
| Test | Purpose |
|---|---|
| Frenchay Dysarthria Assessment | Dysarthria subtype and severity. |
| Apraxia Battery for Adults (ABA-2) | Acquired apraxia of speech in adults. |
| Kaufman Speech Praxis Test (KSPT) | Childhood apraxia of speech. |
| DEMSS | Dynamic evaluation of motor speech skill, pediatric. |
Voice, fluency, swallowing
| Tool | Purpose |
|---|---|
| CAPE-V | Perceptual voice quality rating (roughness, breathiness, strain). |
| VHI-10 / V-RQOL | Patient-reported voice handicap. |
| SSI-4 | Stuttering Severity Instrument. |
| OASES | Overall assessment of the speaker's experience of stuttering (impact). |
| MASA | Mann Assessment of Swallowing Ability (bedside). |
| MBSImP | Modified Barium Swallow Impairment Profile; standardized instrumental scoring. |
| FEES / MBSS | Instrumental swallow evaluations (procedures, not tests). |
How ETS writes assessment items
- Feature-match questions. A vignette gives you an age and referral question — pick the tool. Trap: choosing a test outside the age range.
- Purpose-match questions. Given a goal (differential diagnosis, screening, impact rating), pick the right instrument. Trap: confusing screening tools with diagnostic ones.
- Culturally responsive items. When the client is bilingual or from a non-mainstream background, the correct answer is almost always dynamic assessment, interpreter use, or a criterion-referenced/normed-appropriately measure — not the go-to English standardized test.
Memorization strategy
- Group tests by domain first, then by age band inside each domain.
- Make one flashcard per test: name → ages → one-sentence purpose.
- Learn pairs together: EVT ↔ PPVT, GFTA ↔ KLPA, WAB ↔ BDAE.
- Skip memorizing publisher or subtest names — ETS rarely tests that depth.
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