Integrated Test 1

Evidence-Based Assessment (EBA)

An approach to clinical evaluation that emphasizes using research-supported tools, standardized methods, and explicit decision-making strategies rather than relying solely on clinical intuition.

EBA Core Principle

Assessments should directly inform intervention and treatment planning rather than just serving to classify or label a student.

Perfect Assessment Fallacy

The false belief that a comprehensive assessment requires collecting endless data using every available test; in reality, assessment must be targeted and hypothesis-driven.

Analysis Paralysis

A state of over-analyzing data to the point that no decision or action is taken, often leading to delayed interventions for the student or client.

Scientist-Practitioner Model

A model of practice where clinicians generate hypotheses about a student's difficulties, collect empirical data to test those hypotheses, and use evidence-based findings to guide intervention.

Ethical Assessment Decision-Making

The practice of selecting instruments with strong psychometric properties, minimizing cultural bias, and ensuring the benefit of testing outweighs the burden on the student.

Incremental Validity

The degree to which a new assessment tool or piece of data adds valuable information beyond what is already available from existing measures.

RIOT Framework

Data collection methodology standing for Review (records), Interview (stakeholders), Observe (environment/student), and Test (formal/informal measures).

ICEL Framework

Domains of evaluation standing for Instruction, Curriculum, Environment, and Learner; used to ensure environmental and instructional factors are examined before attributing failure solely to the learner.

RIOT x ICEL Matrix

A structured assessment planning tool that crosses the 4 methods of data collection (RIOT) with the 4 domains of influence (ICEL) to ensure comprehensive evaluation.

Sattler's 12-Step Evaluation Process

A structured, systematic multi-step workflow guiding the assessment process from initial referral and hypothesis formulation to test administration, data synthesis, and report writing.

Sattler Step: Receiving the Referral

The initial step in Sattler's framework where the evaluator clarifies the primary referral questions and determines if formal assessment is appropriate.

Sattler Step: Developing Hypotheses

Formulating specific, testable predictions regarding the underlying causes of a student's academic or behavioral difficulties prior to selecting measures.

Low-Value Practices (LVPs) in Assessment

Assessment procedures that lack empirical support, have poor psychometric properties, or consume excessive resources without improving instructional or clinical outcomes.

Examples of Low-Value Practices

Using unvalidated subtest scatter analyses, relying on projective tests for academic decisions, or administering comprehensive batteries without clear clinical hypotheses.

Diagnostic Overshadowing

A cognitive bias where a salient or pre-existing diagnosis (e.g., Autism or ADHD) causes the clinician to overlook co-occurring conditions or misattribute new symptoms to the primary condition.

Anchoring Bias

The tendency to rely too heavily on the first piece of information encountered (e.g., initial referral reason or teacher comment) when making subsequent diagnostic decisions.

Availability Bias

The tendency to overestimate the likelihood or frequency of a diagnosis based on how easily recent or memorable clinical examples come to mind.

Confirmatory Bias

The tendency to seek out, interpret, and remember information in a way that confirms one's pre-existing hypotheses while ignoring disconfirming evidence.

Fundamental Attribution Error

The tendency to attribute a student's academic or behavioral struggles primarily to internal traits (e.g., laziness or low intelligence) while underestimating situational or environmental influences.

Recency Effect

A memory-related bias where clinicians place disproportionate weight on the most recently collected piece of data during synthesis.

Premature Closure

Ending the diagnostic evaluation process early and settling on a conclusion before all relevant data and alternative hypotheses have been fully explored.

Intellectual Disability (ID) Diagnostic Criteria

Characterized by significant limitations both in intellectual functioning (typically IQ < 70-75) and in adaptive behavior across conceptual, social, and practical domains, originating during the developmental period.

Intellectual Functioning Criterion (ID)

A score approximately two standard deviations below the mean (typically 70 or below) on an individually administered, standardized test of intelligence.

Adaptive Behavior Domains

Three broad skill areas evaluated for ID diagnosis: Conceptual (academic/language), Social (interpersonal/rules), and Practical (daily living/self-care).

Conceptual Adaptive Domain

Skills involving memory, language, reading, writing, math reasoning, acquisition of practical knowledge, problem-solving, and judgment in novel situations.

Social Adaptive Domain

Skills involving awareness of others' thoughts/feelings, empathy, interpersonal communication skills, friendship abilities, and social judgment.

Practical Adaptive Domain

Skills involving learning and self-management across life settings, including personal care, job responsibilities, money management, recreation, and safety.

Functional Recommendations

Intervention strategies in a report that directly link evaluation findings to specific, actionable accommodations or skill-building instruction in the classroom.

Linking Assessment to Intervention

The process of translating psychometric scores and diagnostic conclusions into concrete classroom practices, modifications, and evidence-based instruction.

Response to Intervention (RTI) Model

A multi-tiered prevention model that identifies learning disabilities based on a student's inadequate response to high-quality, evidence-based instruction and targeted interventions.

RTI Tier 1

Universal, high-quality core classroom instruction provided to all students in general education settings.

RTI Tier 2

Targeted, supplemental small-group interventions provided to students demonstrating specific academic or behavioral deficits.

RTI Tier 3

Intensive, individualized interventions designed for students who show insufficient response to Tier 1 and Tier 2 support.

Intelligence-Achievement Discrepancy (IAD) Model

A traditional SLD identification model based on a statistically significant gap between a student's overall intellectual ability (IQ) and their academic achievement score.

Limitations of the IAD Model

Often referred to as a "wait to fail" approach, as young children may not show a large enough statistical gap until 3rd or 4th grade, delaying necessary support.

Patterns of Strengths and Weaknesses (PSW) Model

An SLD model requiring evidence of a specific cognitive processing deficit that directly corresponds to an area of academic failure, alongside areas of average cognitive ability.

Core Assumptions of PSW

A student with an SLD has an otherwise average cognitive profile but exhibits a specific processing weakness (e.g., working memory, processing speed) that impairs a specific skill.

Fletcher's Hybrid SLD Identification Model

An integrative framework combining RTI (to rule out instructional inadequacy) with targeted psychometric assessments to verify cognitive-academic processing deficits.

Rule-Out Criteria for SLD

Ensuring academic deficits are not primarily the result of visual/hearing/motor disabilities, intellectual disability, emotional disturbance, environmental/economic disadvantage, or inadequate instruction.

Readable Writing: Brevity

A core principle of clinical report writing from Rogers & Lasky-Fink emphasizing concise, direct language that minimizes unnecessary filler words to maximize readability for parents and teachers.

Readable Writing: Visual Layout

Structuring reports using clear headings, bullet points, and tables to help readers easily navigate and retain key diagnostic findings and recommendations.

Writing for the Target Audience

Ensuring evaluation reports are understandable to non-clinicians (parents, teachers) by defining technical terms and avoiding excessive professional jargon.

Actionable Report Writing

Structuring report recommendations with clear, step-by-step guidance specifying who will implement the strategy, what tools will be used, and how progress will be measured.