LD and WIAT

Question 1

Narrow Definition

Answer 1

IDEA 2004. Specific Learning Disability - disorder of psychologic process involved in written or spoken language. Includes perceptual handicaps, brain injury, minimal brain dysfunction, developmental aphasia. NOT Visual, hearing, or motor handicaps, metal retardation, emotional disturbance, environmental, cultural, or economic disadvantage. Severe discrepancy between achievement and intellectual ability.

Question 2

Response to Intervention

Answer 2

Children given standard instruction in a regular classroom, progress is monitored, poor progress leads to specialized intensive and systematic instruction, progress is monitored. At-risk kids identified, reducing number of LD diagnoses. Not validated measures. No monitoring.

Question 3

RTI Problem Solving Approach

Answer 3

Level 1: identify kids with achievement tests.
Level 2: Teacher consults informally about instructional modifications.
Level 3: consider causes and pick more intensive interventions
Level 4: Assess for eligibility to SPED - full evaluation.

Question 4

Standard Protocol Approach

Answer 4

Reading Explorers. Intensive tutoring (costly)

Question 5

Discrepancy Model

Answer 5

1 SD between IQ and achievement, consideration of actual level of functioning. Objective measure, SPED for kids who could benefit. Different tests give different classification. Based on discrepancy.

Question 6

Age and Grade

Answer 6

4-50 years old, prek to 12

Question 7

Set up

Answer 7

Sit in L formation, Computer to play audio files, recorder, stopwatch

Question 8

Core Composites

Answer 8

Reading, Written Expression, Mathematics - Total Achievement Standard Score

Question 9

Reading

Answer 9

Word reading, Reading comprehension

Question 10

Written Expression

Answer 10

Spelling, Alphabet Writing Fluency, Sentence Composition, Essay composition

Question 11

Mathematics

Answer 11

Math problem solving, numerical operations

Question 12

Subtest Components

Answer 12

Sentence composition, listening comprehension, oral expression

Question 13

Sentence Composition

Answer 13

Sentence building, sentence combining

Question 14

Listening Comprehension

Answer 14

Receptive vocabulary, oral discourse comprehension

Question 15

Oral Expression

Answer 15

Expressive, vocabulary, oral word fluency, sentence repetition

Question 16

Additional Composites

Answer 16

Basic Reading, Decoding, Reading Fluency, Math Fluency, Writing Fluency, Oral Language, Phonological Processing, Orthographic Processing, Dyslexia Index Pk-3
Dyslexia Index 4-12

Question 17

Learning Disabilities - IDEA

Answer 17

Oral expression, listening comprehension, basic reading skills, reading comprehension, reading fluency skills, written expression, mathematics calculation, mathematics problem solving

Question 18

Learning Disabilities - DSM

Answer 18

Reading, written expression, mathematics

Question 19

Phonemic Proficiency

Answer 19

Measures the development of phonological/phonemic skills. Tasks include elision, substitution, and reversal. Items are presented via audio recording. Corrective feedback is provided on ALL items. Scoring incorporates both speed and accuracy. Discontinue: 3 consecutive scores of 0 - move to next. No reversal. 2 points for correct answer in 2 seconds, then 1 second. Target-not scored first word. Audio, audio, read. Task - always play audio. Max score of 1 if task is repeated. Do not penalize for dialect differences, but need the correct number of sounds. PK-12

Question 20

Word Reading

Answer 20

Measures letter and letter-sound knowledge and single word reading. Pk-12, but two different parts (pk-1 and 2-12). Pt1. Identify letters and matches to sounds. Pt2. Examinee reads aloud a list or irregular and regular words. Needs audio recorder. Note if they skip row or word. not fluent > say it all together - can still get point > still not fluent, 0. Score last attempt. Basal - Need to get first 3 right. If not, do all of part 1. No discontinue in part 1. 4 consecutive 0s in part 2. Errors to record: Substitution, omission, addition. Pt.1 First match letters - Say prompt before turning page. then read letters (names or sounds). For l - say it’s a lowercase letter.. Pt 2. Just reading words. If a response is not clear, do NOT ask to repeat the word right away. Make a note and then review your audio recording. If not recorded at the end you can go back and say “I did not hear you clearly, please read these words again.”

Question 21

Listening Comprehension

Answer 21

Measures listening comprehension at the level of word, sentence, and passage. Receptive Vocabulary, Oral Discourse Comprehension. Raw scores to standardized, which then you use for a substest score.
Receptive vocab. No reversal, Discontinue 3 0s. Can repeat. Oral Discourse Comprehension - Reversal: 0 on first 3, Discontinue: 4 consecutive 0s. No repeating audio files, but can repeat questions. Queries for some items. Listen carefully, ready.

Question 22

Alphabet Writing Fluency

Answer 22

Only Pk-4. Time limit: 60 seconds. Pencil without eraser. Measures letter writing fluency. Writes as many letters as possible in a minute. Time bonus for not taking all 60 seconds.

Question 23

Reading Comprehension

Answer 23

Measures reading comprehension skills at the level of word, sentence, and passage. Early items: match pictures to words. Then read sentences and passages. Child can refer to passage to answer questions. K-12, many different start points. Reverse rule: Do full set - sum score of 0-2 reverse to start of previous set. Can apply reverse rule 4 times. Then finish the set that starts with your basal set. Queries possible. 10 sec. No response, do you you have an answer.

Question 24

Math Problem Solving

Answer 24

Measures a range of math problem-solving skill domains including basic concepts, everyday applications, geometry, and algebra. The child points to pictures and responds orally to items that require the application of mathematical principals to real-life situations. Scratch paper and pencil. Circle Y if used. Discontinue: 4 0s. Repetition is allowed. Basal: 3 consecutive 1s.

Question 25

Orthographic Fluency

Answer 25

Measures an examinee’s orthographic lexicon or sight vocabulary. The child reads aloud a list of irregular words as quickly as possible during 2 timed trials. Stopwatch and audio recorder needed. 2 Sets, 2 trials per set. Only grades 3 and 4 can reverse (raw score 0-2). Set A: 20 seconds per trial Set B: 30 seconds. If the examinee becomes stuck on a word for 5 seconds say, “Try the next one” If the examinee hesitates at the end of a row say “Keep going.” You can redirect child if they lose their place in the stimulus book. Word must be read smoothly, don’t penalize dialect. Discontinue after A if not perfect score. Reverse only for 3 and 4 grade of sum score on trial on is 0-2.

Question 26

Sentence Compostition

Answer 26

Grades 1-12. Includes Sentence Building and Combining. Measures sentence formulation skills. Responses are scored based on semantics, grammar, capitalization, and the use of internal and ending punctuation. For Sentence Building, child writes sentences that each include a target word. For Sentence Combining, child combines the ideas from two or three given sentences into one sentence. Sentence composition - Discontinue After any prerequisite scores are failed on 2 consecutive items - complete sentence, target word (misspelled to be a different word fails, incorrect usage does not). Later score semantics, grammar, capitalization, end punctuation, and internal punction. Sentence combining - Discontinue after any prerequesites not passed in 2 consecutive items - complete sentence, essential information. Later score semantics, grammar, capitalization, end punctuation, and internal punctuation. If child does not use target word with appropriate context: “Please write a new sentence that uses this word in a different way.” If child uses abbreviation, texting language, or a symbol (e.g., lol). Say “Please write out the words instead of using symbols or abbreviations.
If the child asks for help spelling a word or asks if spelling counts say “Just do the best you can.” If the child writes something that is not legible say “I cannot read what this says.” Write the child’s oral response and use it in post scoring. Do not discontinue unless absolutely sure as you will do all scoring after the test is over with detailed scoring directions.

Question 27

Oral Expression

Answer 27

For Expressive Vocabulary, the examinee sees a picture and hears a definition and then says the word that best corresponds to the picture and definition. For Oral Word Fluency, the examinee names as many things as possible belonging to a given category within 60 seconds. For Sentence Repetition, the examinee listens to a sentence and then repeats it verbatim. Expressive Vocabulary - Prek-12 on item 1. Discontinue: 3 0s. If examinee responds to an item with more than one word say “Tell me one word” If the examinee provides an ambiguous response, related synonym, or slang term, prompt the examinee once per item by saying “Tell me another word.” Synonyms not correct. Queries in protocol. Oral Word Frequency. pk-12 item 1. Timed 60second. Repetition allowed. Audio recorder. Name as many things in a category as possible. Sentence repetition. Prek-12 starts at 1. Discontinue 3 0s. No repeating. Audio recorder. No penalty for self-corrections, repetitions, or contractions. Record errors: substitution/omission, addition, transposition. 0 - 3+ errors, 1 1-2 errors, 2 correct.

Question 28

Oral Reading Fluency

Answer 28

1-12. Grade determined set. audio recorder. Timer. Reversal based on how long it takes to read a passage. Max 3 times reversed. Can repeat instructions. Hesitation = keep going. If the examinee pauses at a word for 5 seconds, read the word aloud and record G (given) above the word in the Record Form. Redirect if they skip. Record errors: Substitution/omission, addition, transposition, Given words. At the end fill out Prosody Scale to rate the examinee’s reading in each of four categories: Stress and intonation, Pacing and smoothness, Appropriate pausing, and Phrasing. (see manual).

Question 29

Essay Composition

Answer 29

Grades 3-12. 10 minutes. Repetitions okay. No erasing > just cross it out. Ask for help > Just do the best you can. If the examinee’s written response is not legible, wait until after time limit is done and say “I cannot read what this says.” Write the examinee’s oral response in the Record Form to use in post-administration scoring. Do not allow the examinee to change the written response. Measures spontaneous writing fluency at the discourse level. Score - semantics, grammar, and mechanics. Need a minimum of 30 words. If done before, pause timer to count words. > 40 words, say ”Try to write a full page or Try to write more.” If the examinee is still writing at the end of 5 minutes, say “You have 5 more minutes to write.” At the end of 9 minutes “You have 1 more minute to write” At exactly 10 minutes “Stop”

Question 30

Psuedoword Decoding

Answer 30

Grades 1-12. Measures phonic decoding skills. Everyone starts at sample A. Discontinue: 4 consecutive 0s. Repetitions allowed. Audio recorder. Say it all together. Keep going. Errors: Substitution, Omission, Addition

Question 31

Sentence Writing Fluency

Answer 31

Measures sentence composition fluency. Writes a sentence for each item using a target word. 5 minutes timed. Scoring - number of words, use of target word, subject -verb agreement. Repetitions okay. No eraser. Go in order and redirect if miss a page, but can skip a sentence. Check for sentence legibility. Do not penalize for spelling, capitalization, punctuation, or poor handwriting. Each item is scored for number of words written (0, 1, or 2), target words used, unchanged (0, 1), and subject-verb agreement (0, 2) for a max of 5 points per item.

Question 32

Numerical Operations

Answer 32

Grades K-12. Measures math calculation skills. For early items, the examinee responds orally to questions about number concepts and counting. For later items, the examinee writes answers to printed math problems ranging from basic operations with integers to geometry, algebra, and calculus problems. 2 start points (G2-12). Reverse if 0 on any of fist 3 items. Discontinue: 4 0s. Can repeat. Can read words if asked, but not numbers. Clarify legibility. Errors: procedural/conceptual, factual, careless.

Question 33

Decoding Fluency

Answer 33

Grade 3-12 all start Trial 1. Measures phonic decoding fluency. The examinee reads aloud a list of pseudowords as quickly as possible during two timed trials. 30 seconds per trial. Everyone does both, no discontinue. Can repeat. Audio recording. No clarifying. No prompting to read fluently. Stuck on word for 5 seconds > try the next one. Can point if they lose their place. Don’t flip page until you say begin. Score last attempt. Audio file with correct responses.

Question 34

Spelling

Answer 34

Measures spelling from dictation. The examinee writes words that are dictated within the context of a sentence. For early items, examinees write letters that represent sounds. Basal: 3 1s. Discontinue 4 0s. Can repeat. clarify for legibility. K-12. Do not penalize for backwards letters unless new letter.

Question 35

Math Fluency -Addition, Subtraction, and multiplication.

Answer 35

measures facts fluency. Examinee has to complete as many written addition problems as possible within 60 seconds. Grades 1-12. Repetitions okay. 3 grade up gets multiplication. Clarify legibility. Go row by row. No penalty if numeral reversals.

Question 36

Range of Scores and Interpretations

Answer 36

-146-160 Very High
-131-145 High
-116-130 Above Average
-85-115 Average
-70-84 Below Average
-55-69 Low
<55 Very low

Question 37

DSM (specific)

Answer 37

Specific Learning Disorder - A neurodevelopmental disorder of biological origin manifested in learning difficulty and problems in acquiring academic skills markedly below age level and manifested in the early school years, lasting for at least 6 months; not attributed to intellectual disabilities, developmental disorders, or neurological or motor disorders. Code impairments. Communication Disorders - language, speech sound, childhood-onset, social (pragmatic) communication disorder.

Question 38

Intellectual Disability

Answer 38

Involves impairments of general mental abilities that impact adaptive functioning in three domains, or areas. These domains determine how well an individual copes with everyday tasks. Conceptual, Social, practical. Mild, moderate, severe based on adaptive functioning.

Question 39

Vineland Adaptive Behavioral Scale

Answer 39

Communication, Daily Living, Socialization, Motor skills. Maladaptive Behaviors is only included in the Survey and Expanded versions.

Question 40

Adaptive Behavior Scale-School Second Edition

Answer 40

Individuals ages three to twenty-one whose adaptive behavior suggests possible mental retardation, emotional disturbance, or other learning handicaps. Personal Self Sufficiency,
Community Self Sufficiency, Personal-Social Responsibility, Social Adjustment, Personal Adjustment.

Question 41

DSM - Reading

Answer 41

Word reading accuracy, reading rate or fluency, reading comprehension

Question 42

DSM Written expression

Answer 42

Spelling accuracy, grammar and punctuation accuracy, clarity or organization of written expression.

Question 43

DSM - Mathematics

Answer 43

Number sense, memorization of arithmetic facts, accurate or fluent calculations, accurate math reasoning.