Description: It is a checklist for the possible presence of a learning disability. A practitioner would use this guide as they observe the learner and evaluate learner work samples/demonstrations.
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Name of tool

 Criteria Evidence Limited evidence
Simple Screening Tool developed by the Institute for Community Inclusion at the University of Massachusetts, Boston 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 provided.
  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). Screening tool was adapted from a number of lists developed by the following organizations: Learning Disabilities Association of America, For Employers... A Look at Learning Disabilities, 1990; ERIC Clearinghouse on Disabilities and Gifted Education, Examples of Learning Disability Characteristics, 1991; The Orton Dyslexia Society's Annals of Dyslexia, Volume XLIII, 1993; and the Council for Learning Disabilities, Infosheet, October 1993. No statistical data provided.
  The tool is cost-effective including initial purchase and ongoing purchases of related materials such as question booklets, score sheets etc. No costs - just photocopying.  
  The time required to conduct the screening procedures is reasonable: it is quick to administer, score, and interpret. There are 29 questions for the practitioner to consider while observing the learner. The answers to the questions would require several observation sessions. Therefore the time will vary depending on the program structure and individual characteristics. 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. Practitioner would need to read through the statements to become familiar with them. Practitioner should also have knowledge of and experience with observation. No requirements 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 data available.
  Instructions are provided on how to interpret the screening tool results/findings. Keep in mind: a checklist is a guide-a list of characteristics. It is difficult to provide a checklist of typical characteristics of adults with learning disabilities because the most common characteristic is their unique differences. In addition, most adults exhibit or have exhibited some of these characteristics. In other words, saying "yes" to any one item - or several items - on this checklist does not mean that an individual has a learning disability. However, if the customer answers "yes" to most of the items, and experiences these difficulties to such a degree that they have problems in employment, education, and/or daily living, it might be a sign that they could benefit from further specialized assessment from a qualified professional.  
  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 format and written text follows clear language guidelines.   Would require reformatting since the checklist is included in an article and available via the web.
  The tool includes information to help select possible learning materials and/or instructional practices. Provides an indication of learning disabilities. The practitioner would need to conduct further informal assessment in the challenge areas to develop learning materials and/or instructional practices. Only indicators are identified.