What is the Intervention Guide for LD Subtypes?
The Intervention Guide for LD Subtypes organizes a student’s assessment data and guides the user in creating a skill level profile. This Intervention Guide compares the student's skill levels with specific learning disability (LD) subtypes and provides a report with tailored, research-supported intervention suggestions.
This Intervention Guide is not intended to identify or diagnose specific learning disabilities. Students may benefit from the interventions provided in the report regardless of whether or not they have been previously identified as having a learning disability.
How does it work?
The student’s Q-global assessment data is displayed according to skill area. The user may enter additional scores or observations beyond those in Q-global. After evaluating all available assessment data, the user determines whether a skill area is a weakness. These ratings are used to determine whether the student’s pattern of relative strengths and weaknesses is consistent with the typical pattern observed for one of the learning disability subtypes currently supported by this Intervention Guide.
What assessment data do I need?
Information about the student’s cognitive processing, language, and achievement skills are required. Results from clinical assessments in these areas are recommended; however, both quantitative and qualitative data are considered.
Use more than one source of data for each skill whenever possible. Performance across multiple measures provides cross-validation of the student’s skill level. For example, a Spelling test score might be cross-validated with performance in the classroom and a curriculum-based measure before the user decides whether Spelling is an area of weakness.
Which assessments are compatible with this Intervention Guide?
To assist the user in creating a skill level profile, the user may choose to include a student’s Q-global assessment data, which will be displayed and automatically organized by skill area. The user may select one or more of the following 7 assessments:
• Kaufman Test of Educational Achievement, Third Edition (KTEA™–3)
• Wechsler Individual Achievement Test® – Third Edition (WIAT®–III)
• Wechsler Intelligence Scale for Children® – Fifth Edition (WISC®–V)
• Woodcock Reading Mastery Tests, Third Edition (WRMT™–III)
• Kaufman Assessment Battery for Children, Second Edition (KABC™–II)
• Clinical Evaluation of Language Fundamentals® – Fifth Edition (CELF®–5)
• Wechsler Preschool and Primary Scale of Intelligence™ – Fourth Edition (WPPSI™–IV)
How does this Intervention Guide report differ from the one generated for the KTEA–3 or WIAT–III error analysis results?
Error analysis results provide fine-grained information about which skills to teach in a particular area and provide recommendations for teaching those skills.
This Intervention Guide considers the student’s patterns of performance across cognitive, language, and achievement areas when making recommendations about how to approach instruction and why. Recommendations are designed to utilize areas of relative strength for remediating weaknesses.
Which subtypes are supported?
Currently, 7 LD subtypes and a co-occurring condition are supported by this Intervention Guide:
• Phonological
• Orthographic
• Mixed Phonological-Orthographic
• Language (a.k.a., OWL-LD, SLI, or LLD)
• Specific comprehension deficit
• Reading fluency subtype/naming speed deficit
• Global
• Dysgraphia (included as a co-occurring condition with one of the other listed subtypes)
Low-incidence reading-related conditions such as the following are not currently supported:
• Wernicke's dyslexia
• Deep dyslexia
• Peripheral dyslexias, including neglect dyslexia, attentional dyslexia, and pure alexia
• Word form dyslexia (Dejerine syndrome)
What kinds of difficulties are not addressed?
Subtypes with primary weaknesses in mathematics, written expression, and nonverbal learning disabilities are not currently supported by this Intervention Guide.
The recommendations provided by the Intervention Guide are not comprehensive enough to address the following:
• Uncorrected visual or auditory impairment
• Moderate to severe intellectual disability
• Impoverished educational background/inadequate instruction
• Language or cultural differences
• Emotional, behavioral, or psychological conditions
Who has access to the Intervention Guide for LD Subtypes?
At this time Q-global customers with a subscription for any of the assessments listed below will receive access to the Intervention Guide for LD Subtypes at no additional cost.
Clinical Evaluation of Language Fundamentals® - Fifth Edition (CELF®-5)
Kaufman Test of Educational Achievement, Third Edition (KTEA™–3)
Wechsler Individual Achievement Test®– Third Edition (WIAT®–III)
Wechsler Intelligence Scale for Children®-Fifth Edition (WISC®-V)
How much does a report cost?
Currently, the Intervention Guide report is free of charge. We would appreciate hearing your feedback about the Guide! Complete a survey at the following link: https://pearsonclinical.qualtrics.com/SE/?SID=SV_5avzUJBUph0wPGJ
What criteria should I use to determine if a skill/ability is an area of weakness?
Weakness means the skill/ability is generally weak or difficult for the student. If not a weakness, then the skill is considered a relative strength.
The rating is not based on statistics or formulas. Rely primarily on your own evaluation of all available evidence—both quantitative and qualitative. Consider the following data when evaluating each skill/ability:
• The Q-global assessment data that are provided;
• Assessment data that are not in Q-global;
• Criterion-referenced or curriculum-based measures; and/or
• Qualitative observations (e.g., test-taking or classroom observations).
Are the achievement scores in Q-global displayed using age or grade norms?
Grade-based scores are shown for achievement tests (i.e., KTEA–3, WIAT–III, and WRMT–III). Users who prefer to consider age-based achievement scores when evaluating skill areas are encouraged to do so by referring to those scores on their score reports or manually entering them into the text boxes.
What if the student’s skill profile doesn’t fit one of the subtypes?
There are several reasons why the student’s profile may not fit one of the supported subtypes. For example, the student’s profile may be consistent with a subtype not yet supported by the Intervention Guide, or the student may be underachieving for reasons other than those accounted for by the LD subtypes. If the student’s performance is not consistent with one of the subtypes supported by the Intervention Guide, a report may still be generated based on smaller clusters of weaknesses that are identified. If the skill profile is not consistent with any subtypes or clusters (e.g., if many skill areas are rated as unclear), then no report can be generated.