The LD Screening Study - Project Overview

Project Overview

Presently, a satisfactory measurement for quickly, accurately screening Spanish-speaking adults for learning disabilities (LD) does not exist. Although numerous attempts have been made, too often these tests were developed without adequate attention to the psychometric standards for such instruments (Young, 2000). In addition, a great need exists for a reliable and valid instrument with these screening capabilities, as is indicated by the number of agencies that have expressed an interest in this project (i.e., social services, corrections, adult education, literacy programs, vocational rehabilitation, and human resources).

On April 24-25, 2000 the U.S. Department of Education, Office of Vocational and Adult Education and its partners including the National Institute for Literacy and the City of San AntonioÕs Department of Community Initiatives convened a work group to examine numerous issues regarding the screening and diagnosis of learning disabilities in Spanish-speaking adults. An outcome of the meeting was a recommendation to pursue further standardization and validation activities of LD screening instruments appropriate to a Spanish-speaking adult population.

GOALS:

Train diagnosticians on the collection of validation data for the LD screening procedures

Accurate data collection

Analyses of the validation data

Preparation of research and final reports to appropriate audiences

LD SCREENING MEASURES:

The data analysis will provide information on the psychometric features and qualitative comments on four LD screening instruments:

(1) California Community Colleges (California Community Colleges ChancellorÕs Office, 1999)

(2) Investigatci—n Cooper Para Procesar Informaci—n (Cooper Screening of Information Processing) (Cooper, 2000)

(3) Neuropsi (Ostrosky-Sol’s, Ardila, & Rosselli, 1997)

(4) Questionario Para Saber la Deficiencia de Aprendizaje en un Adulto (Adult Learning Disabilities Screening) (Mellard, 2000)

For more information on this project, contact:

Daryl Mellard dmellard@ku.edu, Principal Investigator

Back to: The LD Screening Study
		Project Overview Presently, a satisfactory measurement for quickly, accurately screening Spanish-speaking adults for learning disabilities (LD) does not exist. Although numerous attempts have been made, too often these tests were developed without adequate attention to the psychometric standards for such instruments (Young, 2000). In addition, a great need exists for a reliable and valid instrument with these screening capabilities, as is indicated by the number of agencies that have expressed an interest in this project (i.e., social services, corrections, adult education, literacy programs, vocational rehabilitation, and human resources). On April 24-25, 2000 the U.S. Department of Education, Office of Vocational and Adult Education and its partners including the National Institute for Literacy and the City of San AntonioÕs Department of Community Initiatives convened a work group to examine numerous issues regarding the screening and diagnosis of learning disabilities in Spanish-speaking adults. An outcome of the meeting was a recommendation to pursue further standardization and validation activities of LD screening instruments appropriate to a Spanish-speaking adult population. GOALS: Train diagnosticians on the collection of validation data for the LD screening procedures Accurate data collection Analyses of the validation data Preparation of research and final reports to appropriate audiences LD SCREENING MEASURES: The data analysis will provide information on the psychometric features and qualitative comments on four LD screening instruments: (1) California Community Colleges (California Community Colleges ChancellorÕs Office, 1999) (2) Investigatci—n Cooper Para Procesar Informaci—n (Cooper Screening of Information Processing) (Cooper, 2000) (3) Neuropsi (Ostrosky-Sol’s, Ardila, & Rosselli, 1997) (4) Questionario Para Saber la Deficiencia de Aprendizaje en un Adulto (Adult Learning Disabilities Screening) (Mellard, 2000) For more information on this project, contact: Daryl Mellard dmellard@ku.edu, Principal Investigator