Appendix B
Tests for Assessing Adolescents and Adults
with Learning Disabilities
When selecting a battery of tests, it is critical to consider the
technical adequacy of instruments including their reliability,
validity, and standardization on an appropriate norm group. The
professional judgment of an evaluator in choosing
tests is important.
The following list is provided as a helpful
resource, but it is not intended to be definitive
or exhaustive.
Aptitude
- Wechsler Adult Intelligence Scale - III (WAIS-III)
- Woodcock-Johnson Psychoeducational Battery - Revised:
Tests of Cognitive Ability
- Kaufman Adolescent and Adult Intelligence Test
- Stanford-Binet Intelligence Scale (4th ed.)
The Slosson Intelligence Test - Revised and the
Kaufman Brief Intelligence Test (KBIT) are
primarily screening devices which are not
comprehensive enough to provide the kinds of
information necessary to make accommodation
decisions.
Academic Achievement
- Scholastic Abilities Test for Adults (SATA)
- Stanford Test of Academic Skills
- Woodcock-Johnson Psychoeducational Battery - Revised:
Tests of Achievement
- Wechsler Individual Achievement Test (WIAT)
Or specific achievement tests such as:
- Nelson-Denny Reading Skills Test
- Stanford Diagnostic Mathematics Test
- Test of Written Language - 3 (TOWL-3)
- Woodcock Reading Mastery Tests - Revised
Specific achievement tests are useful instruments
when administered under standardized conditions
and interpreted within the context of other
diagnostic information. The Wide Range Achievement
Test - 3 (WRAT-3) is not a comprehensive measure
of achievement and therefore is not useful if used
as the sole measure of achievement.
Information Processing
Acceptable instruments include:
- Detroit Tests of Learning Aptitude - 4 (DTLA-4)
- Detroit Tests of Learning Aptitude - Adult (DTLA-A)
Information from subtests on WAIS-III, Woodcock-Johnson
Psychoeducational Battery-Revised: Tests
of Cognitive Ability, as well as other relevant
instruments may also be used.
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