Student Accessibility and Resources

Diagnostic Tests Required for Assessing Learning Disabilities/ ADHD

The following are diagnostic test instruments used to supplement the clinical interview and support of functional limitations for psychological, learning, and Attentional Deficit disabilities

I.  Rating scales related to attention deficit disorder(s):

A.  Wender Utah Rating Scale

1.  Brown Attention-Activation Disorder Scale

2.  Beck Anxiety Inventory

3.  Hamilton's Depression Rating Scale

4.  Conners Teacher Rating Scale (age 3-17 years)

5.  Conners Parent Rating Scale (age 3-17 years)

 

II.  Neuro-psychological and psycho-educational testing 

Cognitive and achievement profiles may suggest attention or information processing deficits. No single test or subtest should be used as the sole basis for a diagnostic decision.

 

Acceptable instruments include, but are not limited to:

 A.  Aptitude/Cognitive Ability

1.  Wechsler Adult Intelligence Scale - III (WAIS-III)

2.  Woodcock-Johnson Psycho educational Battery - Revised: Tests of Cognitive Ability

3.  Kaufman Adolescent and Adult Intelligence Test

 B.  Academic Achievement

1.  Scholastic Abilities Test for Adults (SATA)

2.  Stanford Test of Academic Skills (TASK)

3.  Woodcock-Johnson Psycho educational Battery - Revised: Tests of Achievement

4.  Wechsler Individual Achievement Test (WIAT)

or specific achievement tests such as

5.  Nelson-Denny Reading Skills Test

6.  Stanford Diagnostic Mathematics Test

7.  Test of Written Language - 3 (TOWL-3)

8.  Woodcock Reading Mastery Tests - Revised

C.  Information Processing

1.  Detroit Tests of Learning Aptitude – 3(DTLA-3) or Detroit Tests of Learning Aptitude – Adult (DTLA-A)

2.  Information from subtests on WAIS-R or Woodcock-Johnson Psycho educational Battery – Revised: Tests of Cognitive Ability, as well as other relevant instruments, may be useful when interpreting within the context of other diagnostic

3.  Medical evaluation - Medical disorders may cause symptoms resembling ADHD. Therefore, it may be important to rule out the following:  

a.  Neuroendocrine disorders (e.g., thyroid dysfunction)

b.  Neurological disorders

c.  Impact of medication on attention if tried, and under what circumstances

D.  Collateral information

Include third party sources, which can be helpful to determine the presence or absence of ADHD in childhood.

1.  Description of current symptoms (e.g., by spouse, teachers, employer)

2.  Description of childhood symptoms (e.g., parent)

3.  Information from old school and report cards and transcripts

 

Adapted from Educational Testing Service Disability Guidelines for Documentation, Princeton, New Jersey, 2001)

 

 

 

The University of Texas at Tyler

Student Accessibility and Resources

3900 University Blvd.

University Center room 3150

Tyler, Tx 75799

Ph: 903.566.7079