General Information

Tests and Measurement for the Parent, Teacher, Advocate and Attorney - Pete and Pam Wright

How to Prepare a Psychoeducational Evaluation Report and Testify as an Expert Witness - Margaret Kay, Ph.D.

Using an Expert as An Effective Resource - Jennifer L. Bollero, Esq.

Mistakes People Make - Independent Evaluators - Robert K. Crabtree

Factors to Consider when Selecting an Expert - Rosemary N. Palmer, Esq.

Questions to Ask the Professionals - Adapted from "Learning Problems: Where to Find Help - A Directory of Professional Resources", Woodlynde School, Strafford, Pennsylvania, by www.LDonline.org

Copying Protocols to Parents: Clarification of FERPA Requirements - National Association of School Psychologists

Teachers’ Ability to Perceive Student Learning Preferences: "I'm sorry, but I don't teach like that." - Carleton R Holt, George Denny, Matthew Capps & Jack B. De Vore - 2005 - "The purpose of this study was to determine if teachers are able to perceive their students’ learning preferences more accurately than random guessing, and if percent accuracy differed by school district, grade level, or number of students rated. Results revealed the percentage of learning preferences teachers assessed correctly had a mean of 30.3% whereas random guessing would have been 25%. Rating accuracy did not differ significantly by school district, grade, or number of students. Based on the findings, we recommend schools utilize a learning preference assessment to provide teachers with accurate information about their students’ learning preferences prior to developing instructional lesson plans. Further, evaluation systems should assess the match between instructional methodology and individual student learning preferences if the goal is to meet the expectations of proficient learning for all students."

Specific Tests

Information about 4000 commonly used tests. - Buros

Table of Screening Tools and Rating Scales - Massachusetts General Hospital

Specific Disabilities

Click here to download the 12 IDA page fact sheet on Testing for Dyslexia.

Who Can Diagnose a Learning Disability or Attention Deficit/Hyperactivity Disorder? - LD Online

The 90- Minute Dysgraphia Evaluation - Steven G. Feifer, Ed.S, NCSP, and Philip A. Defina, Ph.D., ABPdN

And Miles to Go...: State SLD Requirements and Authoritative Recommendations - National Research Center on Learning Disabilities Full Report, Discussion of Identification of Specific Learning Disabilities "Authoritative groups have rejected the IQ-achievement discrepancy classification method due to reliability and validity issues (e.g., LD Roundtable, 2002). Most important, this method often delays SLD classification until 3rd or 4th grade when academic achievement problems are more difficult to resolve successfully (Fletcher, et al., 2002). These are fatal flaws. The most salient of these flaws is treatment validity. Few argue currently that the IQ-achievement discrepancy is related to decisions about intervention methods or goals. Virtually no one claims at this time, at least with empirical support, that IQ-achievement discrepancy is related to the results of interventions"



Score Conversion Tables
Score Conversion Tables for Commonly Used Tests - All Wechsler Scales, all Woodcock tests,1 all Kaufman Tests, Most Tests Published by American Guidance Service, Pro-Ed,2 Riverside, the Psychological Corporation, and Many Others

Score Equivalents and Classification Labels - Mather, N., & Jaffe, L. E. (in press). Woodcock-Johnson III: Reports, Recommendations and Strategies. New York: John Wiley & Sons

Related Resources

OSEP Letter to Petska - Independent Educational Evaluations

OSEP Letter to Parker - Independent Educational Evaluations