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Disability Services

Appendix B

Guidelines for Documentation of a Learning Disability in Adolescents and Adults AHEAD (Association for Higher Education and Disabilities) July 1997

Tests for Assessing Adolescents and Adults
When selecting a battery of tests, it is critical to consider the technical adequacy of instruments including their reliability, validity, and standardization on an appropriate norm group. The professional judgment of an evaluator in choosing tests is important. The following list is provided as a helpful resource, but it is NOT intended to be definitive or exhaustive.*


The Slosson Intelligence Test-Revised and the Kaufman Brief Intelligence Test are primarily screening devices which are not comprehensive enough to provide the kinds of information necessary to make accommodation decisions.

Academic Achievement

Or specific achievement tests such as:

*The North Dakota Colleges and Universities Disabilities Council recognizes and accepts future revision of these assessments.

Specific achievement tests are useful instruments when administered under standardized conditions and inter-3 (WRAT-3) is not a comprehensive measure of achievement and therefore is not useful if used as the sole measure of achievement.

Information Processing
Acceptable instruments include the Detroit Test of Learning Aptitude-3 (DTLA-3), the Detroit Tests of Learning Aptitude-Adult (DTLA-A), information from subtests on the WAIS-R, Woodcock-Johnson Psychoeducational Battery-Revised: Tests of Cognitive Ability, as well as other relevant instruments.