Sample questions:

• In the interview, you indicated that someone in your family has a learning problem; which family member(s) has the problem (e.g. mother, father, brothers, sisters, aunts, uncles)? What kind of problem was it?
• On the inventory you marked that you have failed classes in school. What was the main reason you failed?

Key points about the ALDS tool:

• It can be administered in a group setting.
• The higher the reading levels, the more participants that can be included in the group setting (up to a maximum of 7).
• ALDS is not a reading test so the administrator can assist persons with reading the items or helping them to understand the items.
• The directions are standardized for all persons completing the ALDS.
• Parts 1 and 2 should be given first, with Part 3 used as a follow-up.
• Like any test, the results have a margin of error. Scores within three points of the cutoffs are especially prone to error.

Case studies using the ALDS Screening Tool

Time to put on our thinking caps!

For both case studies, you will find a summary of the ALDS results along with the learner profile and practitioner interpretations. You are encouraged to make your own interpretation of the results and identify areas that you would explore further to gain a better perspective of the learner's strengths and weaknesses. The purpose for presenting this information is to understand how different variables can affect the interpretation of the criterion cut-off scores. This information also illustrates used as absolutes but must be incorporated with further assessment understanding of the learner's strengths and weaknesses.