This document discusses various methods for screening, diagnosing, and assessing needs related to dyslexia. It describes several screening tests and checklists that can provide initial indicators of dyslexia. It also discusses standardized tests that can further assess areas like reading, spelling, and working memory. However, it notes limitations of screening tests and standardized assessments, as they only provide snapshots of performance and may not fully capture needs. The document advocates for a more comprehensive needs assessment approach over single diagnostic events. It highlights the role of educational psychologists and mentors in conducting thorough assessments that consider individual needs and contexts rather than just deficits.

1. Applying the Needs
Assessment Model: Dyslexia
(2)
Screening, Diagnosing and/or Needs
Assessing?

2. Summer Homework

3. Last time in vNAP…
 Framework – prioritising and individualising
 Key information for a robust assessment
 Principles of needs assessment – knowing what
we are doing and why
 Importance of comprehensive evidence

4. Functional and Diagnostic
Assessments
 Range
 Purpose
 Practicality
 Reliability
 Ethics
 How, when, why and IF you should use them…

5. Consider the purpose:

6. Using screening tools
 LADS Test
 DAST
 Online Assessment e.g. testdyslexia.com
 Vinegrad Checklist
 QuickScan

7. Screening Tests - checklists
 Vinegrad – Adult Dyslexia Screening Test
 BDA Adult Checklist
 Dyslexia Action Adult Checklist
 Bangor Dyslexia Checklist
 Adult Dyslexia Organisation Checklist

8. Dyslexic Adult Screening Test
(DAST)

14. Lucid Adult Dyslexia Screening
(LADS)
 4 or 5 sections depending on the version used

15. Reasoning
Test

16. Word Recognition
Test

17. Word Construction
Test

18. Working Memory
Test

20.  ‘Scientific’
 Computer based
reliability
 No human error
 Efficient delivery
 Cost effective
 Generates own report –
no interpretation
required
Electronic Screening Tests
 1-off event
 Decontextualised
 Unsupervised
 Easily manipulated
 Test performance on
the day
 Only provide indicators,
but many interpret
them as diagnostic
evidence

21. Test Of Word Reading
Efficiency
 TOWRE
 2 time-limited tests
 Reading efficiency
 Decoding efficiency

24. Wide Range Achievement
Test
 Reading
 Spelling
 Arithmetic
 Standardised
 No time restraints

27. Standardised Tests
 Standardised against who?
 Age range
 Country of origin
 Population ‘norms’
 Individualised tests of specific functions –
decontextualised; performance on the day
 Test environment

28. The Role of Educational
Psychologists
The
Institution
The
Individual

29. EP Assessment
 1-off event
 Assessing performance on the day
 De-contextualised
 Battery of tests
 Hard work – anxiety – stress – pressure
 Deficit model – rejected by the BPS!

30. Mentoring
 Alison
◦ Mhairi
◦ Vikki
 Carol
◦ Fiona
◦ Betty
◦ Scott
 Niall
◦ Robert
◦ Daniel
◦ Dorota

31. Next time…!
 Session 5
 Support Strategies
 Making recommendations
 Justifications for support
 Assistive Technologies
 Non-technical strategies
 Institutional responses