Description: The Cooper Screening of Information Processing (C-SIP) was developed by Dr. Richard Cooper to provide teachers and other professionals with a way to determine if a person manifests any common characteristics of learning problems. The screening can be thought of as a diagnostic teaching tool. A teacher, over time, would obtain much of the same information as he or she got to know the student and observed the way the student learned and the errors which the student commonly made. This manual is divided into two parts 1) the quick start and 2) the in-depth explanation. The Quick Start section is for those who prefer to try something and read about it later. The in-depth explanation is for those who like to read about something before trying it. Individuals who have observed the administration of the Screening report that it flows more like a conversation than an assessment. This is because the administrator can add more questions to obtain clarification or more information about the topic being asked. www.learningdifferences.com


Name of tool

 Criteria Evidence Limited evidence
Cooper Screening of Information Processing Yields reliable information: the screening material reliably measures indicators of potential learning disabilities and yields consistent results (if the screening tool was given to the same person again, similar indicators of potential learning disabilities would be evident). A low standard of error should be evident. At present, they are using the screening state wide and currently collecting data to establish norms. (Pennsylvania) At present, no statistical data available. However, they are in the process of establishing norms by using the tool state wide.
  Is valid: The screening material adequately represents the full range of characteristics associated with learning disabilities. The screening material is consistent with what is currently known about learning disabilities It covers a scope sufficient to provide an initial assessment in several areas such as language, motor, organization and social skills (look for a description of which learning disability indicators may be assessed with the instrument). The tool covers a large scope of indicators of learning disabilities. The tool covers the following areas: educational history, attention, motor skills, auditory processing, right/left discrimination, organization, employment, emotional, social and family, oral communication, writing, handwriting, basic math skills, math skills, math vocabulary, reading, reading comprehension, vocabulary, avoidance and goals.  
  The tool is cost-effective including initial purchase and ongoing purchases of related materials such as question booklets, score sheets etc. Available on line for free - practitioners are only required to cover photocopying costs.  
  The time required to conduct the screening procedures is reasonable: it is quick to administer, score, and interpret. It takes approximately 50 minutes to administer for most individuals. There is also a short form of the screening test. The time to score and interpret is not stated but based on practice, it can take over an hour, especially for first time users.  
  The requirements for learning to use the screening tool are reasonable. Requirements may range from reviewing the instructions and user manual to participating in a training session. The practitioner needs to review the manual and can access a video tape of Dr. Cooper administering the C-SIP to a student followed by a explanation of the process (110 minutes). The directions for administering and scoring provide helpful suggestions for interview techniques and how the test should be administered for each section. In addition, the administrator's manual provides the following information for each section of the tool: what is the purpose, what to look for and special considerations. Dr. Cooper also recommends that the practitioner practice using the tool to develop a comfortable knowledge of the questions and rationale behind them. To register for an online training module using the tool, go to www.paadulted.org  
  Minimize bias. The screening material accurately highlights potential indicators of learning disabilities regardless of a person's age, gender, race, ethnicity, or primary language. At present no statistical data available However, they are in the process of establishing norms by using the tool state wide. No research available that includes adults with similar characteristics to persons that are served in LBS programs. It states that the best results are obtained from students who have a good and honest knowledge of themselves. If a learner does not understand the severity of this/her own difficulties, then it is left up to the administrator to make a judgment rather than simply record the student's response.
  Instructions are provided on how to interpret the screening tool results/findings. Results are included on how to score and interpret the results and findings. Dr. Cooper states that the tool is not a standardized test but rather a diagnostic teaching instrument. It is not designed to enable teachers to diagnose learning disabilities, but it may be the first stage of an evaluation process.  
  The tool is compatible with the goals of the organization. For example, if you serve only adults, was the test developed for adults only or if you serve a number of ESL learners, was this the intended audience for the screening tool? Developed for adults and practitioners who may not have the expertise or access to professional standardized learning disability assessment tools.  
  The format and written text follow clear language guidelines. Large font, good use of white space, and simple language used. Easy format to follow.  
  The tool includes information to help select possible learning materials and/or instructional practices. Part of the initial screening tool includes actual assessment tasks including numeracy, writing and reading samples. A 6 page manual has just been developed to help interpret the results including teaching and learning strategies.