Description:
The characteristics for possible learning disabilities are contained in the Department of Social Services Policy manual. The actual screening tool that is used by caseworkers is the Seattle Washington tool that is described above. The list of characteristics covers: attention, memory, oral communication, processing, reading, writing, math, self-concept and social abilities. http://www.dss.cahwnet.gov/getinfo/acl01/pdf/01-70.pdf - exhibit A page 29 of 41.


Name of tool

 Criteria Evidence Limited evidence
Characteristics of possible LD - adapted from materials provided by Payne & Associates Inc. Department of Social Services California 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.    
  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 characteristic lists covers the following areas: attention, reasoning and processing, memory, oral communication, reading, writing and spelling, coordination, social competence and self-concept.  
  The tool is cost-effective including initial purchase and ongoing purchases of related materials such as question booklets, score sheets etc. Available on line - cover photocopying costs only.  
  The time required to conduct the screening procedures is reasonable: it is quick to administer, score, and interpret. It would be advisable to observe the characteristics over a number of meetings. Therefore time will vary based on practitioner's judgment. The more frequent the observations, the more likely that a potential learning disability exists. No official time 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. Good observation skills would be required. No requirements stated with this tool.
  Minimize bias. The screening material accurately highlights potential indicators of learning disabilities regardless of a person's age, gender, race, ethnicity, or primary language.   Based on practitioner's observations.
  Instructions are provided on how to interpret the screening tool results/findings. Six key questions are provided to determine whether a possible learning disability exists. If the answer to each question is "yes", then the participant should be referred for a LD 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 for adults.  
  The format and written text follow clear language guidelines. Good use of white space, format clear, good font size and language easy 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.