Evaluation Practices for College Students with LD

Ofiesh, Nicole S.; McAfee, James K.

doi:10.1177/002221940003300105

Cited by 16 publications

(18 citation statements)

References 5 publications

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“…turn, has consequences for academic placement, eligibility for disability services (Morgan, Sullivan, Darden, & Gregg, 1997;Ofiesh & McAfee, 2000), individualized educational planning (Kanaya, Scullin, & Ceci, 2003), Social Security benefit determinations (Reschly, Myers, & Hartel, 2002), and in some cases, whether or not one can be sentenced to death for criminal acts (Atkins v. Virginia, 2002). For measures such as the Wechsler Intelligence Scales, there is substantial validity evidence supporting their use with clinical populations.…”

mentioning

confidence: 99%

Validity of the RIAS for Assessing Children With Traumatic Brain Injury: Sensitivity to TBI and Comparability to the WISC-III and WISC-IV

Allen

Stolberg

Thaler

et al. 2012

Applied Neuropsychology: Child

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Intelligence tests are commonly administered to children following moderate-to-severe traumatic brain injury (TBI). The Reynolds Intellectual Assessment Scales (RIAS) is a recently developed measure of intellectual ability that has a number of appealing features for assessing individuals with brain damage, but as yet has little validity information when applied to children with TBI or other forms of brain injury. It is therefore unclear whether RIAS scores are sensitive to brain injury and how they compare to older more well-established tests such as the Wechsler scales. The current article reports two studies that examine these matters in youth with TBI. The first study examined sensitivity of the RIAS to TBI in 110 children. Results indicated the TBI sample performed significantly worse compared with the standardization sample on all RIAS index scores. The second study included 102 children who were administered either the RIAS, Wechsler Intelligence Scale for Children-Third Edition (WISC-III), or WISC-Fourth Edition (WISC-IV; 34 children in each group). Comparisons among the RIAS, WISC-III, and WISC-IV groups indicated no significant differences among the measures on verbal, nonverbal, and Composite Index/Full-Scale IQs. Results provide support for the sensitivity of the RIAS to TBI in children and also suggest that IQs produced by the RIAS, WISC-III, and WISC-IV do not significantly vary from one test to the other, which is particularly true of the verbal and Composite Index/Full-Scale IQs.

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mentioning

confidence: 99%

Validity of the RIAS for Assessing Children With Traumatic Brain Injury: Sensitivity to TBI and Comparability to the WISC-III and WISC-IV

Allen

Stolberg

Thaler

et al. 2012

Applied Neuropsychology: Child

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“…At the postsecondary level, reliance on diagnostic test information to consider test accommodations is common practice (Gregg & Scott, 2000;Hagin, 2000;Ofiesh & McAfee, 2000;Scott, 2002;Educational Testing Service, 1998;National Board of Medical Examiners, 2001). Unlike the K-12 system, postsecondary students with LD do not have an IEP and operate independently of a special education teacher who could evaluate a student's classroom test-taking performance through, for example, performance-based measures.…”

Section: Use Of Psychoeducational Evaluationsmentioning

confidence: 99%

“…However, there is both anecdotal and empirical evidence that the educational backgrounds of DSPs are diverse. Some DSPs are not trained in basic psychometric principles, thus limiting their ability to interpret diagnostic information in terms of test-taking performance and its relationship to the test to be accommodated (Ofiesh & McAfee, 2000;Stiggins, 1991). Lack of knowledge regarding how to make appropriate accommodations with regard to test validity is not isolated to the postsecondary field.…”

Section: Need For Trainingmentioning

confidence: 99%

“…Tests, clusters, and indices that relate to processing speed and academic fluency are listed in the Appendix. The tests included there are representative of the four most commonly used tests in the diagnosis of LD in postsecondary students: the Nelson Denny Reading Test, WJ-III, WAIS-III, and the WRAT-3 (Carlton & Walkenshaw, 1991;Ofiesh & McAfee, 2000).…”

Section: Step 3: Determine Functional Impact Of the Learning Disabilimentioning

confidence: 99%

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Extended Test Time and postsecondary Students with Learning Disabilities: A Model for Decision Making

Ofiesh

Hughes

Scott

2004

Learn Disabil Res Pract

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The most frequently requested accommodation among students with learning disabilities (LD) in postsecondary settings is extended test time. The frequency with which this accommodation is requested and granted compels disability service providers to become knowledgeable about the factors that influence the need for, and appropriateness of, the accommodation. Moreover, the synthesis of these factors becomes the basis for determining if the accommodation is reasonable under federal law. The purpose of this article is to present a step-by-step model to be used as a decisionmaking process when considering the accommodation of extended test time for postsecondary students with LD. The model is designed to assist disability service providers in the analysis and synthesis of information collected from (1) the student's diagnostic evaluation, (2) the course or classroom test to be accommodated, and (3) student interviews. A list of diagnostic tests from the four most frequently administered test batteries used with adults is provided, along with a concise explanation of how characteristics of LD impact reading, writing, and math, and relate to the need for extended time. This information can be used to determine if extended test time is a reasonable accommodation and to estimate how much additional time to provide.

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“…One widely used measure of intelligence in adults is the Wechsler Adult Intelligence Scale-Third Edition (WAIS-III; or its predecessors (e.g., Morris & Leuenberger, 1990;Morgan, et al, 1997;Ofiesh & McAfee, 2000). Ofiesh and McAfee (2000) indicated in survey results that the WAIS is the most frequently used IQ test for assessing the cognitive ability of college students receiving special services. While the WAIS-III is considered a valid and reliable test of intelligence, it takes 65 to 95 minutes to administer .…”

mentioning

confidence: 99%

The Relationship of the Reynolds Intellectual Assessment Scales and the Wechsler Adult Intelligence Scale-Third Edition

et al. 2009

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The purpose of this study was to compare scores on the Reynolds Intellectual Assessment Scales (RIAS) with scores on the Wechsler Adult Intelligence Scale-Third Edition (WAIS-III) in a group of college students diagnosed with a Learning Disability, Attention-Deficit Hyperactivity Disorder (ADHD), or a combination of the two. The RIAS Composite Index score was significantly higher than the WAIS-III Full Scale IQ, although scores on both tests were in the average range. Correlations between the two tests were significant on all measures. Male students were significantly higher than female students on both the RIAS Composite Index and on the WAIS-III Full Scale IQ. Although the ADHD group was higher on IQ than the Learning Disabled and combined disorder groups on all IQ measures, no significant differences were found.

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Evaluation Practices for College Students with LD

Cited by 16 publications

References 5 publications

Validity of the RIAS for Assessing Children With Traumatic Brain Injury: Sensitivity to TBI and Comparability to the WISC-III and WISC-IV

Validity of the RIAS for Assessing Children With Traumatic Brain Injury: Sensitivity to TBI and Comparability to the WISC-III and WISC-IV

Extended Test Time and postsecondary Students with Learning Disabilities: A Model for Decision Making

The Relationship of the Reynolds Intellectual Assessment Scales and the Wechsler Adult Intelligence Scale-Third Edition

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