Since the screening is not a diagnostic instrument for learning disabilities but rather a first step in a process that may lead to a diagnosis of a disability, individuals who have many marks in the third column should be considered for further testing.
Brian's results of the areas that we viewed:
| Column 1 | Column 2 | Column 3 | |
|---|---|---|---|
| Auditory | 2 - 3 _____ | 4 - 6 __X__ | 7 - 10 _____ |
| Basic Math Skills | 1 - 2 _____ | 3 - 5 __X___ | |
| Math Skills | 1 - 2 _____ | 3 - 6 _____ | 7 - 14 ___X__ |
| Vocabulary | 2 - 3 _____ | 4 - 6 _____ | 7 - 13 _X (25) |
Note: Our intention with this case study is not to do a full interpretation of his results but to highlight sections of the tool.
How to interpret the Cooper Screening Tool results
Case study - Tina
- 24 years old, Grade 12 education; worst subject: math
- was in a special education class
Tina was screened using the complete Cooper Screening Tool. The results are summarized in the following table.
Tina's screening summary
| Column 1 | Column 2 | Column 3 | |
|---|---|---|---|
| Educational History | 3 - 4 ____ | 5 - 6 ____ | 7 - 9 ____ |
| Attention | 2 - 3 ____ | 4 - 6 ____ | 7 - 10 _X__ |
| Motor Skills | 2 - 3 ____ | 4 - 6 ____ | 7 - 8 ____ |
| Auditory | 2 - 3 ____ | 4 - 6 _X__ | 7 - 10 ____ |
| Right/Left Discrimination | 3 - 5 ____ | 6 - 8 _X__ | 9 - 13 ____ |
| Organizational Skills | 1 - 2 ____ | 3 - 4 ____ | 5 - 8 _X__ |