Policies and Procedures
Appendix B: Test for Assessing Learning Disabilities
When selecting a battery of tests, it is critical to consider the technical adequacy of instruments including their reliability, validity and standardization on an appropriate norm group.
The professional judgment of an evaluator in choosing tests is important.
The following list is provided as a helpful resource, but it is not intended to be definitive or exhaustive.
Aptitude
Wechsler Adult Intelligence Scale - Revised (WAIS-R)
Woodcock-Johnson Psychoeducational Battery - Revised: Tests of Cognitive Ability
Kaufman Adolescent and Adult Intelligence Test
Stanford-Binet Intelligence Scale (4th ed.)
The Slosson Intelligence Test-Revised and the Kaufman Brief Intelligence Test are primarily screening devices which are not comprehensive enough to provide the kinds of information necessary to make accommodation decisions.
Academic Achievement
Scholastic Abilities Test for Adults (SATA)
Stanford Test of Academic Skills
Woodcock-Johnson Psychoeducational Battery - Revised: Tests of Achievement
Wechsler Individual Achievement Test (WIAT)
Or specific achievements tests such as:
Nelson-Denny Reading Skills Test
Stanford Diagnostic Mathematics Test
Test of Written Language - 3 (TOWL-3)
Woodcock Reading Mastery Tests - Revised
Specific achievement tests are useful instruments when administered under standardized conditions and interpreted within the context of other diagnostic information.
The Wide Range Achievement Test - 3 (WRAT-3) is not a comprehensive measure of achievement and therefore is not useful if used as the sole measure of achievement.
Information Processing
Acceptable instruments include the Detroit Tests of Learning Aptitude - 3 (DTLA-3), the Detroit Tests of Learning Aptitude - Adult (DTLA-A), information from subtests on WAIS-R, Woodcock-Johnson Psychoeducational Batter - Revised: Tests of Cognitive Ability, as well as other relevant instruments.
