Description: A screening tool is used to indicate the need for formal learning disabilities diagnostic testing. It was designed to help identify possible learning needs that may impact an adult's employability.
The current project uses two screening tool questionnaires: (1) a 13-question State of Washington validated LD screening tool. The tool is administered to participants who manifest a special learning need. http://www.seakingwdc.org/LD/WaScreenTool.htm * Link was available at time of publication
The technical report is available in a pdf format at http://www.seakingwdc.org/LD/LDRept-WA.pdf * Link was available at time of publication


Name of tool

 Criteria Evidence Limited evidence
Washington State screening tool 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. In phase one of the development of a screening tool, the Payne Learning Needs Inventory was tested to identify the critical items on the inventory that distinguished individuals diagnosed with LD from those without a diagnosis. Based on the testing, a total of 13 items were identified and incorporated into the screening tool.  
  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). Covers the following areas: education, hearing, vision, speech, medical/physical and brief questions on memory, spelling and math. Based on statistical testing, the screen resulted in a 74% correct classification rate overall.  
  The tool is cost-effective including initial purchase and ongoing purchases of related materials such as question booklets, score sheets etc. Available on line - practitioners are required to cover printing costs.  
  The time required to conduct the screening procedures is reasonable: it is quick to administer, score, and interpret. After reviewing the screening tool questionnaire, it would take approx 10 mins to administer and about 5 minutes to interpret. No time requirements stated.
  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. If a person had a general understanding of learning disabilities, they could use the tools once they had reviewed them. No requirement stated.
  Minimize bias. The screening material accurately highlights potential indicators of learning disabilities regardless of a person's age, gender, race, ethnicity, or primary language. The sample size was a total of 672 adults who were welfare recipients. Not all referrals for the sample were random. The participant's age ranged from 16 to 58 years. The average age was 26. On average, the participants had completed 10.3 years of school. The project participants were predominantly Caucasian (67%) and African American (19%). In some aspects, the project sampling differed from the overall statewide welfare population.
  Instructions are provided on how to interpret the screening tool results/findings. For the 13 questions the test administrator is required to count the number of "yes" responses and if there are more than 12, then they are required to refer for further evaluation.  
  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? Geared to adults. Was developed for social service case managers.
  The format and written text follow clear language guidelines.   Copy available on Internet is not user friendly. It would require reformatting.
  The tool includes information to help select possible learning materials and/or instructional practices.   No information available.