Description: The list describes some of the problems that might be indications of a learning disability based on an initial assessment of a learner's skills in a number of areas. The tool provides suggested areas for the practitioner to observe during the assessment process. http://www.west.net/~ger/screening.html


Name of tool

 Criteria Evidence Limited evidence
Santa Barbara guidelines for screening the student with a learning disability 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 statistical data available.
  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 questions pertaining to the student's reading, writing, math, receptive language and listening skills, verbal expression, memory and organizational skills. No statistical data available.
  The tool is cost-effective including initial purchase and ongoing purchases of related materials such as question booklets, score sheets etc. Free - available on the Internet. Photocopying costs would need to be covered.  
  The time required to conduct the screening procedures is reasonable: it is quick to administer, score, and interpret. The checklist would be used when doing an initial assessment of a learner's skill.
Therefore, the depth of the assessment would correlate to the time required.		 No information 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.   No information 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.   No information available.
  Instructions are provided on how to interpret the screening tool results/findings. Checkmarks within a section or scattered checkmarks in a few sections may suggest that testing would be beneficial. Very limited.
  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 and the guidelines cover areas that are commonly assessed in a LBS program.  
  The format and written text follows clear language guidelines. Good use of white space and level of text appropriate for a practitioner to understand.  
  The tool includes information to help select possible learning materials and/or instructional practices. Only challenge areas are identified through the use of the tool. Further assessment would be required in these areas to develop learning materials and/or instructional practices. Only challenge areas are identified. No other information included.