Description: As an introduction to the screening tool itself, the manual provides interview tips and techniques to aid the adult education practitioner. In addition, there are sample interviews based on real case studies which offer insight into the variety of individuals who may have learning disabilities. The manual also offers informal assessment tools in reading, writing, spelling and math. These tools can be used to help identify the strengths and areas of need for each learner.


Name of tool

 Criteria Evidence Limited evidence
Screening for Success LDAC (screening questionnaire and at-risk summary checklist) 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.   No information available. However, the developer of the material has had extensive experience within the field and the reference group consisted of a number of LD specialists.
  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 screening questionnaire covers personal and family situation, health, language, education history, and employment. The checklist covers academic, social, cognitive, memory and life skills. The guidelines give indicators of possible learning disabilities and suggested questions to keep in mind when reviewing the data to try to determine is there is evidence of a potential learning disability. No statistical data or information available on validity. However, the developer of the material has had extensive experience within the field and the reference group consisted of a number of LD specialists.
  The tool is cost-effective including initial purchase and ongoing purchases of related materials such as question booklets, score sheets etc. $50.00 to purchase the manual which includes a blank copy of the screening tool.  
  The time required to conduct the screening procedures is reasonable: it is quick to administer, score, and interpret. The manual states it will take approximately one hour to administer the screening questionnaire and the At-Risk Summary Checklist. No indication of how long it will take to score and interpret the tools.
  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. It is suggested that before a practitioner uses the tool they should read the information on interviewing as well as the questionnaire and checklist and become familiar with the items in the At-Risk Summary Checklist.  
  Minimize bias: The screening material accurately highlights potential indicators of learning disabilities regardless of a person's age, gender, race, ethnicity, or primary language.   No statistical data available.
  Instructions are provided on how to interpret the screening tool results/findings. For each section covered in the interview, the purpose and signs for potential learning disabilities are included. An At-Risk Summary Checklist is a tool to summarize the findings. There is no information on how many "yes" responses would indicate a potential learning disability.
  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? The tool is designed to offer adult education practitioners the tools and expertise needed to screen adults at risk for learning disabilities.  
  The format and written text follow clear language guidelines. Good use of white space, clear language and font size is easy to read. The screening checklist has small boxes to check off the responses - it may be difficult to ensure you stay on the corresponding line for the item in questions.
  The tool includes information to help select possible learning materials and/or instructional practices. Based on the challenge areas identified on the tool, the practitioner would need to access the informal assessment tools included in the manual to provide further information on possible learning materials and instructional practices. The tool only provides an indication of challenge areas.