EFFECTIVE SEPTEMBER 1, 2005
All reports must be typed, signed, and submitted on letterhead by the diagnosing
qualified professional. Documentation must be no more than 3 years old.
A High School IEP, 504 Plan, and /or a letter from a physician or other professional
will not be sufficient to document a learning disability. Medication cannot
be used to imply a diagnosis.
The following must be included in a report:
| I. |
Student information including name, Social Security number,
date of most recent evaluation
|
| II. |
Evaluator name, title, and credentials
|
| III. |
Academic history documenting impact of learning disability
|
| IV. |
Neuropsychological or psychoeducational assessments
Data should include subtest and standard scores to support conclusions, and should
at least include most recent versions of a comprehensive intelligence battery and a comprehensive
achievement battery.
All reports must include an interpretation of test results. Test protocol
sheets, handwritten summary sheets or scores alone are not sufficient.
| Acceptable instruments – Aptitude / Cognitive
ability |
• |
Wechsler Adult Intelligence Scale III (or latest version).
The WAIS is the preferred instrument |
• |
Woodcock-Johnson Psychoeducational Battery – Revised: Tests
of Cognitive Ability |
• |
Stanford-Binet Intelligence Scale |
| Unacceptable instruments – Aptitude / Cognitive
ability |
• |
The Kaufman Brief Intelligence Test (KBIT) is not a comprehensive
measure and is therefore not suitable for documentation purposes
at UAB |
• |
Wechsler Intelligence Scale for Children (WISC) – this instrument
is not standardized for use with adults |
| Acceptable instruments – Academic Achievement |
• |
The Woodcock-Johnson Psychoeducational Battery – Revised:
Tests of Achievement |
• |
Wechsler Individual Achievement Test (WIAT) |
• |
Stanford Test of Academic Skills (TASK) |
• |
Scholastic Abilities Test for Adults (SATA) |
• |
Specific achievement tests such as Test of Written Language – 3
(TOWL-3), Woodcock Reading Mastery Tests – Revised, or the
Stanford Diagnostic Mathematics Test |
| Unacceptable instruments – Academic Achievement |
• |
The Wide Range Achievement Test (WRAT) |
• |
Mini-Battery of Achievement |
• |
(These are not comprehensive measures of achievement and are therefore
not
suitable for documentation purposes at UAB) |
|
| V. |
Functional Limitations. Defined levels of functioning, limitations and
recommendations supported by evaluation data |
| VI. |
Diagnosis, including DSM-IV-TR code
Clearly stated diagnosis of a learning disability based upon DSM-IV-TR criteria
and supported by several subtest scores which show a significant discrepancy
AND are at least approaching one SD below the mean of the test (in most cases,
the mean is 100 with a SD of 15). |
| VII. |
Recommended Accommodations |
Report must be dated and signed by the evaluator.
Please submit documentation to
Disability Support Services
HUC 516
1530 3rd Avenue South
Birmingham AL 35294-1150
(fax) 205-934-8150