• Has difficulties with hyperactivity
• Had learning difficulties in school
• Attended more than two elementary schools
• Tested for eligibility in special education
• Failed classes in school
• Indicated lack of understanding of all numeracy functions (+,-,x, /)

Jessica's rating scale score was 321. If the sum is larger than 309, then a learning disability is possible and further testing is recommended.

Part 3: Interview - highlights

• Father was diagnosed with ADD
• Jessica is presently participating in child rearing, anger management and partnership building classes
• Started to have learning difficulties in Grade 7
• Was tested for special education in Grade 8
• Jessica's Individual Education Plan (IEP) indicated ADD

Practitioner's analysis based on the ALDS results and overall knowledge of Jessica

The results of the ALDS were interpreted with Jessica. The self-administered inventory section (Part 2) did indicate a possible learning disability score. However, the self-rating scale (Part 1) did not indicate a learning disability. The practitioner was not aware of a diagnosed learning disability previous to the screening. Jessica told the practitioner that she was reviewed by the Individual Planning and Review Committee (IPRC) in Grade 9 for ADD and spent a period a day in a special class. The practitioner indicated that Jessica does not display any ADD symptoms in the classroom setting. The practitioner indicated that this may be due to Jessica's change in life circumstances, the small classroom size and Jessica's maturity. The practitioner reported that Jessica is a very articulate, bright and motivated learner. The practitioner did not advise her to access further testing.

Discussion questions

What is your interpretation of the results?
What other factors may be contributing to Jessica's learning challenges in numeracy?
What information would you like to gather to gain a better understanding of Jessica's learning profile?