The evaluator usually administers a measure of intellectual functioning, WISC-V or Stanford- Binet, which assesses a student’s intelligence in a variety of areas, including linguistic and spatial intelligence. These are norm-based tests, meaning that student performance is measured against the performance of students at various grade levels. The questions are designed to help differentiate between students performing below grade level because of cognitive disabilities and those who do so for other types of reasons.
People who work with the child can provide information about the child’s academic performance and behavioral issues. Checklists are used as observational records that show a child’s performance over time and are typically completed by those individuals who are working most closely with the child on a regular basis such as teachers, parents and other relevant individuals.
Developmental and Social History:
A historical record forms an essential component of the evaluation process. The evaluator in conjunction with the parents, pediatrician and school teachers help formulate this narrative assessment. They may fill out checklists, answer questions, participate in an interview or write a report addressing a child’s strengths, challenges and development (or lack thereof) over time. The focus here is on issues such as the child’s health history, developmental milestones, genetic factors, friendships, family relationships, hobbies, behavioral issues and academic performance.