New LD Teacher-Ideas on Testing

I use the Wechler Intelligence Testing. Generally, I do not retest IQ on reevaluations without some good reason. I may do a 4-subtest brief testing (using the WISC/WAIS-III form, not the Wechsler Abbreviated Scales of Intelligence). If all is pretty much the same, then I don’t give the remaining subtests. If markedly different, then I can still give the remaining subtests for new VIQ/PIQ, full scale, and factor scores.

For achievement, I look at classroom data such as writing portfolios, individual reading inventory data, prior achievement data, screening data, and observations to determine (with the IEP team) what areas to test. I use the Woodcock Reading Mastery Test-R, the Key Math Test, and the Test of Written Language for those areas. Our SLP does the testing if suspicious of LD in Listening Comp or Oral Expression. Different ones use different tests. CELF-3 is pretty standard. So in the OWLS.

I also do use some parts of the Woodcock Cognitive III and Woodcock Tests of Achievement III if I need more information on naming, fluency, and some other cognitive tasks.

Our district uses the Woodcock Johnson III tests of achievement for all initial and third year re-evaluations. The WISC III is the IQ measure.

Janis

Are you going to be a critical part of the eligibility process? Are you having the privilege of (re-)inventing the process?

As a resource teacher for 7 years, I have found that it is not as important to determine whether or not a child has a learning disability but to design specific programs based on authentic assessment of student performance. It is certainly important to know and understand where a child’s disability falls, however, most often it is obvious. Although learning disabilities come in varying types and severities, it is important to know exactly where a child is at in the various stages of development (e.g., reading, writing, math) and then program from there. L.D. children require sequential and repetitive programming and can not be expected to run before they can walk. I often use the “Bader-Reading and Language Inventory”. It is an excellent way to determine a child’s present performance and track progress.

Nancy,

The lack of a formal diagnosis is a problem after the student leaves high school. The majority of schools and agencies, such as colleges and vocational rehabilitation, require a formal diagnosis by a qualified person in order to determine eligibility for services.

Unfortunately, in the 29 years I have worked for a VR agency I have never seen a school psychological report with a formal diagnosis (Axis I, Axis II, etc.) They always make some recommedations and refer the matter to the eligibility committee for a final decision. In other words, a label of Learning Disabled is never enough. We need to know the Specific Learning Disability, the limitations and any recommendations for treatment or accommodations.

This leads to delays in providing services due to scheduling the retesting by the college and/or the VR agency and then waiting on the report to be dictated and mailed.

The same problem also exists for colleges trying to provide accommodations to students already enrolled.

Just another point of view. Thanks for listening.

John

Nancy,
I’ve never heard of the Bader-Reading and Language Inventory. Where can I find more information about and how to order one?
P.