1. Understanding Bulletin 1508 and Standard Psychoeducational Evaluations
Delatte & Olivier - CW Austin LD Conference, 4/25/15
Understanding Bulletin 1508 and Standard Psychoeducational Evaluations
Gale Delatte, L.C.S.W., Social Work Consultant
Traci W. Olivier, M.S., Clinical Associate
The Neuropsychology Center of Louisiana
April 25, 2015

2. Understanding Bulletin 1508 Requirements Gale Delatte, L.C.S.W.
Delatte & Olivier - CW Austin LD Conference, 4/25/15
Understanding Bulletin 1508 Requirements Gale Delatte, L.C.S.W.

3. The Laws 504 Accommodations IDEA (Federal Law 94-142)
Louisiana State Law R.S.17:1941
Pupil Appraisal Handbook (Bulletin 1508)
504 Accommodations

4. How the Laws Relate
("Guidelines for educators," 2010)

5. What is IDEA?
Federal Law also known as the Individuals with Disabilities Education Improvement Act (IDEA)
Began in 1975
Purpose: To provide federal funding to the States to ensure free and appropriate public education for students with disabilities.
Who qualifies: autism, deafness, deaf-blindness, hearing impairment, mental retardation, multiple disabilities, orthopedic impairment, other health impairment, emotional disturbance, specific learning disability, speech or language impairment, traumatic brain injury, and visual impairment
Enforced by the U.S. Office of Special Education Programs (OSEP) and the State as the enforcement arm of OSEP
Also provides guidelines for the States for students with disabilities.
("Guidelines for educators," 2010)

6. What is Louisiana Law R.S.17:1941?
It is a revised statute stating that every student, even those with exceptionalities, that is a resident of the state of Louisiana shall receive free and appropriate education.
Free and Appropriate Education (FAPE) mandates that all students have access to general education and specialized educational services.
FAPE also mandates that children with disabilities receive free services and support that are also provided for non-disabled children.
FAPE encourages schools to provide these free services to all children, disabled and non-disabled, in the general education setting as much as possible.
(NCLD Editorial Team)

7. IDEA vs. Section 504
(Council for Exceptional Children, 2002)
IDEA:
The Individuals with Disabilities Education Improvement Act (IDEA)
Education Act
State, Local, and Federal Funds
Strict, specific eligibility criteria
Individualized Education Program (IEP)
Centers on the education of students with disabilities from preschool to graduation only (from ages 3 to 21)
Section 504:
From Section 504 of Rehabilitation Act of 1973
Civil Rights Law
No federal funding
Less specific eligibility criteria/Fewer federal regulations
Accommodations/Services
Incorporates the lifespan and protects the rights of persons with disabilities in many areas of their lives, including employment, public access to buildings, transportation, and education.

8. Additional Information on Section 504
“Is a civil rights law that protects the rights of individuals with disabilities in programs and activities that receive federal financial assistance from the U.S. Department of Education.” ("Guidelines for educators," 2010)
Who qualifies: Individuals who fall under the definition of disabled
A student who receives 504 accommodations does not receive an IEP at the same time. Those students who receive 504 accommodations may not be labeled as, or qualify for, exceptional student services (ESS).
Typically, the guidance counselor will write the 504 plan for the student.

9. Pupil Appraisal Handbook
Also known as Bulletin 1508
What is it: A handbook on how to conduct evaluations for students who are suspected of being exceptional and needing special education and/or services.
Purpose: It determines eligibility of the student for special education and/or services.
Link:
("Bulletin ," 2009, p.1)

10. Specific Learning Disabilities
What is it: A disorder in one or more of the psychological processes involved with the understanding or usage of language, spoken or written.
Examples of Specific Learning Disabilities (SLD): Perceptual disabilities, brain injury, minimal brain dysfunction (i.e., Nonverbal Learning Disability [NLD]), dyslexia, and developmental aphasia.
("Bulletin ," 2009, p.20)

11. SLD - Criteria for Eligibility
Learning problems that are the result of:
Visual, Hearing, or Motor disability
Mental disability
Emotional disturbance
Environmental, cultural, or economic disadvantage
SLD
("Bulletin ," 2009, p.20)

12. SLD - Criteria for Eligibility
Comprehensive and documented review of evidence-based intervention(s)
Areas of inadequate achievement include:
Oral expression,
Listening comprehension,
Written expression,
Basic reading skills,
Reading fluency skills,
Reading comprehension,
Mathematics calculation, or
Mathematics problem solving
("Bulletin 1508," 2009, p.20)

13. SLD - Criteria for Eligibility
Ensure the child is getting appropriate instruction in reading and math
Instruction was provided in a general education classroom
Student was provided explicit and systematic instruction
Education was provided by qualified personnel
Documentation of student progress provided to parents
("Bulletin 1508," 2009, p.21)

14. SLD - Criteria for Eligibility
("Bulletin ," 2009, p.21)
Evidence of pattern of strengths and low achievement
Low achievement in intervention is greater than 1.5 standard deviation (SD) below the average for grades 1 and 2; greater than 2 SD below the average for grades 3-12
Strengths no more than 0.5 SD below the average for grades 1 and 2; no more than 1 SD below the average for grades 3-12.
If strengths and weaknesses are not clearly established, a full explanation and justification is required.

15. SLD - Criteria for Eligibility
Evaluation components:
Description and review of screening
Family interview conducted by a school social worker or other qualified pupil appraisal staff
Review of cumulative records
Interview with the referral source
Review of pertinent reports
Review of the intervention(s)
Educational assessment
Functional behavior assessment
Systematic student observation(s)
Review and analysis of discrepancies
Interview with the student
Interview with core subject teacher
("Bulletin ," 2009, p.10)

16. SLD - Criteria for Eligibility
Additional procedures:
The student’s general education teacher must serve on the team
Student must be observed in the regular classroom setting
Evaluation team review and analyze intervention(s)
Formal educational assessment
Psychological assessment by a Certified School Psychologist
Speech/language assessment
Assessment by a physician, neurologist, or neuropsychologist
("Bulletin ," 2009, p.21)

17. SLD - Errors Commonly Made
Lack of strengths and weaknesses
Lack of interventions
General education teacher not on evaluation team
No speech/language assessment if there is a weakness in oral expression or listening comprehension
Cannot report Standard Scores (can use percentiles and SD)
(Teams Intervening Early to Reach All Students, 2013)

18. Other Health Impairments
What is it: Having limited strength, energy, or alertness, including increased alertness to environmental stimuli, resulting in limited alertness in the educational setting due to chronic or acute health problems.
Examples of Other Health Impairments (OHI): asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, leukemia, or Tourette syndrome.
("Bulletin 1508," 2009, p.19)

19. OHI - Criteria for Eligibility
Delatte & Olivier - CW Austin LD Conference, 4/25/15
OHI - Criteria for Eligibility
Reduced efficiency in schoolwork
Disability limits one or more of the student’s major life activities:
Caring for self
Performing manual tasks
Walking
Seeing
Hearing
Speaking
Breathing
Learning
Working
("Bulletin ," 2009, p.19)

20. OHI - Criteria for Eligibility
Impaired environmental functioning that negatively affects educational performance
Documentation of interventions that did not modify the behavior
("Bulletin ," 2009, p.19)

21. OHI - Criteria for Eligibility
Evaluation components:
Family interview conducted by a school social worker or other qualified pupil appraisal staff
Description and review of screening
Review of cumulative records
Interview with the referral source
Review of pertinent reports
Review of the intervention(s)
Educational assessment
Systematic student observation(s)
Functional behavior assessment
Interview with the student
Review and analysis of discrepancies
Interview with core subject teacher
("Bulletin ," 2009, p.10)

22. OHI - Criteria for Eligibility
Additional procedures:
Medical examination conducted with the previous 12 months
Behavioral impairment
Review of functional behavior assessment
Review of documented intervention that did not modify the behavior difficulty
Review of effectiveness of intervention
Family interview
Additional assessments
("Bulletin ," 2009, p.20)

23. OHI – Errors Commonly Made
Medical Exam is missing:
Description of impairment
Medical implications for Educational Instruction
Medical implications for Physical Education
No description of intervention for impairments with behavior difficulties.
(Teams Intervening Early to Reach All Students, 2013)

24. Useful Links Want to Learn More? http://www.ldonline.org/

25. Standard Psychoeducational Evaluations Traci W. Olivier, M.S.
Delatte & Olivier - CW Austin LD Conference, 4/25/15
Standard Psychoeducational Evaluations Traci W. Olivier, M.S.

26. Learning Disability Diagnoses
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Learning Disability Diagnoses
Specific Learning Disabilities
Diagnostic Code
DSM-IV Description
ICD-9 Description
315.00
Reading Disorder
Reading Disorder, Unspecified
315.1
Mathematics Disorder
Specified Arithmetical Disorder
315.2
Disorder of Written Expression
Other Specified Learning Difficulties

27. Other Diagnoses of Concern
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Other Diagnoses of Concern
Non-verbal Learning Disability (NLD)
No formal diagnostic code available at this time, but the disorder has been identified in the literature
Attention Deficit/Hyperactivity Disorder (ADHD)
DSM uses the term “ADHD” while ICD uses “ADD”

28. Non-verbal Learning Disability
Delatte & Olivier - CW Austin LD Conference, 4/25/15
Non-verbal Learning Disability
Primary areas of concern include
Deficits in information processing & organizational skills
Poor visual-spatial and sensory functioning
Significant impairment of social interactions and
pragmatic language development
Common strengths include
Verbal language production beyond age level
Excellent vocabulary
Good reliance on learning and memory of auditory information
Stewart (2002) p. 9

29. Non-verbal Learning Disability
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Non-verbal Learning Disability
For more information, consult Stewart (2002)

30. Reading Disabilities Processes Involved in Reading Phonological
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Reading Disabilities
Processes Involved in Reading
Phonological
Difficulty breaking down words into phonological parts
Phonological = “sound”
Grapheme/Morpheme/Orthographic
Grapheme – ABC’s
Morphemes – words or units of meaning
Orthography – writing system (i.e., rules, etc.)
Fluency, Timing, and Retrieval Speed
How efficient and fast one can read and retrieve information
(Hale & Fiorello, 2004)

31. Factors Affecting Reading Fluency
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Factors Affecting Reading Fluency
Several factors impact a child’s ability to read at an efficient pace:
Proportion of words recognized as morphemes or orthographic units
Speed variations in sight word processing
Processing speed during novel word identification
Use of context clues to facilitate word identification
Speed of semantic access of word meanings
(Hale & Fiorello, 2004, p. 190)

32. Math Disabilities Procedural elements
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Math Disabilities
Procedural elements
Use of developmentally immature procedures
Frequent errors in execution of procedures
Poor understanding of procedural concepts
Difficulties sequencing the multiple steps
(Geary, 2003)

33. Math Disabilities Semantic memory
Delatte & Olivier - CW Austin LD Conference, 4/25/15
Math Disabilities
Semantic memory
Difficulties retrieving mathematical facts, such as answers to simple arithmetic problems
High error rate when facts are recalled
Retrieval errors are often associated with numbers in the problem
Correct retrieval methods are unsystematic
(Geary, 2003)

34. Math Disabilities Visuospatial aspects
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Math Disabilities
Visuospatial aspects
Difficulties in spatial representation of numbers and other math information and relationships
Frequent misinterpretation or misunderstanding of visual-spatial information
(Geary, 2003)

35. Written Expression Disabilities
Delatte & Olivier - CW Austin LD Conference, 4/25/15
Written Expression Disabilities
Spelling is an important element of written language
Polloway & Smith (1999) identified common error patterns in children with spelling difficulties:
Letter additions
Letter omissions
Letter reversals
Sequencing errors
Consonant substitutions
Vowel substitutions
(Hale & Fiorello, 2004, pp )

36. Written Expression Disabilities
Delatte & Olivier - CW Austin LD Conference, 4/25/15
Written Expression Disabilities
Handwriting is also an aspect of written expression
Mercer & Mercer (2001) discussed aspects of handwriting that should be examined in evaluation:
Letter shape (letter slant/changes)
Letter size (large, small, not uniform)
Letter spacing (crowding, too much)
Letter alignment (not on line)
Line quality (slant/directional issues)
(Hale & Fiorello, 2004, pp )

37. Written Expression Disabilities
Delatte & Olivier - CW Austin LD Conference, 4/25/15
Written Expression Disabilities
Psychoeducational evaluations of Written Expression Disorders should focus on the following (Mercer & Mercer, 2001):
Content (accuracy/ideas/organization)
Structure (grammatical correctness ratio/errors)
Vocabulary (type token ratio/diversification index/unusual words)
Syntax (sentence type variety/thought unit length)
Fluency (average sentence length/length of sample)
(Hale & Fiorello, 2004, pp. 235)

38. Attentional Disorders
Delatte & Olivier - CW Austin LD Conference, 4/25/15
Attentional Disorders
ADHD can have a profound impact on a child’s learning
Oftentimes, deficits in Working Memory and Processing Speed are exhibited, both of which are crucial elements needed to succeed in an academic setting
Working Memory – a higher order cognitive function that utilizes immediate memory, multi-tasking abilities, shifting, and mental manipulation of information.
Processing Speed – the rate at which a child’s brain processes information.

39. Attentional Disorders
Delatte & Olivier - CW Austin LD Conference, 4/25/15
Attentional Disorders
ADHD can have a profound impact on a child’s learning
Oftentimes, deficits in Working Memory and Processing Speed are exhibited, both of which are crucial elements needed to succeed in an academic setting
Working Memory – a higher order cognitive function that utilizes immediate memory, multi-tasking abilities, shifting, and mental manipulation of information.
Processing Speed – the rate at which a child’s brain processes information.

40. Academic Success Neuropsychological Components of Academic Success
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Working Memory
Processing Speed
Academic Success
Cognitive Efficiency
Neuropsychological Components of Academic Success

41. Working Memory & Education
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Working Memory & Education
Working Memory is involved in, but not limited to, the following educational processes:
Reading and Listening Comprehension
Language Comprehension
Learning to Spell
Vocabulary Learning
Following Directions
Note-taking/Test-taking
Writing
Complex Language
Nemeth et al. (2008)

42. Working Memory Time Frame:
Delatte & Olivier - CW Austin LD Conference, 4/25/15
Working Memory Time Frame:
~ 3 seconds!
Retrieved from: Richardson et al. (1996, p. 56) and

43. Psychoeducational Evaluations
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Psychoeducational Evaluations
Comprehensive evaluations include assessment of the following domains:
Intellectual Functioning
Educational Functioning
Attentional Functioning
Executive Functioning
Behavioral and Social Functioning
Affective and Personality Functioning

44. Understanding Psychological Test Scores & Evaluation Procedures
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Understanding Psychological Test Scores & Evaluation Procedures

45. Delatte & Olivier - CW Austin LD Conference, 4/25/15

46. Qualitative Ranges Standard Scores 85-115 = Average
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Qualitative Ranges
The following guidelines are often used, but final interpretation is determined by the psychometric properties of the test and the examiner.
Standard Scores = Average
(encompassing Low & High Average)
Subtest Scores = Average
Percentiles = Average

47. Learning Disabilities - Criteria
Delatte & Olivier - CW Austin LD Conference, 4/25/15
Learning Disabilities - Criteria
DSM-IV criteria – “ when the individual’s achievement on individually administered, standardized tests in reading, mathematics, or written expression is substantially below that expected for age, schooling, and level of intelligence … usually defined as a discrepancy of more than two standard deviations between achievement and IQ”.
Discrepancy criteria frequently defined by law or school board policy.
Louisiana, for example, does not use IQ-Achievement discrepancies, although they may be included in the report.
“Teams Intervening Early to Reach All Students,” (2013); McCue (2010)

48. SLD - Criteria for Eligibility
("Bulletin 1508," 2009, p.21)
Evidence of pattern of strengths and low achievement
Low achievement in intervention is greater than 1.5 standard deviation (SD) below the average for grades 1 and 2; greater than 2 SD below the average for grades 3-12
Strengths no more than 0.5 SD below the average for grades 1 and 2; no more than 1 SD below the average for grades 3-12.
If strengths and weaknesses are not clearly established, a full explanation and justification is required.

49. Delatte & Olivier - CW Austin LD Conference, 4/25/15
Evaluation Measures
The following are examples of objective, scientifically valid instruments that may be used in an evaluation of suspected learning disability (and attentional disorders):
Wechsler Intelligence Scale for Children, 4th Edition (WISC-IV)
Vineland Adaptive Behavior Scales, 2nd Edition
Woodcock-Johnson III Tests of Achievement (WJ-III-A)
Illinois Test of Psycholinguistic Abilities, 3rd Edition (ITPA-3)
Test of Variables of Attention (TOVA)
Continuous performance test

50. Psychoeducational Evaluations
Delatte & Olivier - CW Austin LD Conference, 4/25/15
Psychoeducational Evaluations
The following are generally included in standard psychoeducational evaluations, in addition to standardized testing measures:
Clinical Interview
Records Review (if applicable)
Behavioral Observations
Parent and Teacher Reports
Classroom Observations

51. VERBAL COMPREHENSION INDEX (VCI) SUBTESTS
Delatte & Olivier - CW Austin LD Conference, 4/25/15
WISC-IV (IQ measure)
Four index scores (VCI, PRI, WMI, PSI) and a Full Scale IQ (FSIQ)
Index Scores = Composite or Standard Scores
Subtest Scores = Scaled Scores
VERBAL COMPREHENSION INDEX (VCI) SUBTESTS
SKILLS MEASURED
Similarities
Measures verbal reasoning and concept formation; involves auditory comprehension, memory, distinction between nonessential and essential features, and verbal comprehension.
Vocabulary
Measures knowledge of word meaning and involves the ability to express these meanings verbally.
Comprehension
Measures verbal reasoning and conceptualization, verbal comprehension and expression, the ability to evaluate and use past experience, and the ability to demonstrate practical information.
Information
Measures general knowledge, associative thinking, and the ability to comprehend; indicative of interests and reading background.
Word Reasoning
Measures verbal comprehension, analogical and general reasoning ability, verbal abstraction, domain knowledge, the ability to integrate and synthesize different types of information, and ability to generate alternative concepts.

52. PERCEPTUAL REASONING INDEX (PRI) SUBTESTS
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WISC-IV (IQ measure)
PERCEPTUAL REASONING INDEX (PRI) SUBTESTS
SKILLS MEASURED
Block Design
Measures the ability to perceive, analyze, synthesize, and reproduce abstract designs; involves nonverbal concept formation, visual perception and organization, simultaneous processing, visual-motor coordination, learning, and the ability to separate figure and ground in visual stimuli.
Picture Concepts
Measures abstract, categorical reasoning ability.
Matrix Reasoning
Measures visual information processing and abstract reasoning skills.
Object Assembly
Measures the ability to see spatial relationships and to synthesize concrete parts into meaningful wholes; involves visual motor coordination.
Picture Completion
Measures perceptual organization, concentration, and the ability to differentiate essential from nonessential details; requires the identification of missing details in pictures.

53. WORKING MEMORY INDEX (WMI) SUBTESTS Letter Number Sequencing
Delatte & Olivier - CW Austin LD Conference, 4/25/15
WISC-IV (IQ measure)
WORKING MEMORY INDEX (WMI) SUBTESTS
SKILLS MEASURED
Digit Span
Measures the auditory short-term memory, sequencing skills, attention, and concentration. Digit Span Forward involves rote learning and memory, attention, encoding, and auditory processing. Digit Span Backward involves working memory, transformation of information, mental manipulation, and visuospatial imaging.
Letter Number Sequencing
Measures sequencing, mental manipulation, attention, short term auditory memory, visuospatial imaging, and processing speed.
Arithmetic
Measures mental manipulation, concentration, attention, short and long term memory, numerical reasoning ability, and mental alertness. It may also measure sequencing, fluid reasoning, and logical reasoning.

54. PROCESSING SPEED INDEX (PSI) SUBTESTS
Delatte & Olivier - CW Austin LD Conference, 4/25/15
WISC-IV (IQ measure)
PROCESSING SPEED INDEX (PSI) SUBTESTS
SKILLS MEASURED
Coding
Measures processing speed, short term memory, learning ability, visual perception, visual-motor coordination, visual scanning ability, cognitive flexibility, attention, and motivation.
Symbol Search
Measures processing speed, short term visual memory, visual-motor coordination, cognitive flexibility, visual discrimination, and concentration.
Cancellation
Measures processing speed, visual selective attention, vigilance, and visual neglect.

55. WJ-III-A (Academic measure)
Delatte & Olivier - CW Austin LD Conference, 4/25/15
WJ-III-A (Academic measure)
Several Index Scores and a Total Achievement Score
Index Scores & Total = Composite or Standard Scores
Subtest Scores = Scaled Scores
Age Equivalent & Grade Equivalent Scores may also be provided
Broad Reading
Letter-Word Identification
Reading Fluency
Passage Comprehension
Measures reading decoding, reading speed, and the ability to comprehend connected discourse while reading.
Basic Reading Skills
Word Attack
Measures the ability to identify sight vocabulary and to apply phonic and structural analysis skills
Reading Comprehension
Reading Vocabulary
Measures comprehension, vocabulary, and reasoning.
Broad Mathematics
Calculation
Math Fluency
Applied Problems
Measures problem solving, number facility, automaticity, and reasoning.

56. WJ-III-A (academic measure)
Delatte & Olivier - CW Austin LD Conference, 4/25/15
WJ-III-A (academic measure)
Math Calculation Skills
Calculation
Math Fluency
Measures computational skills and knowledge of mathematical concepts and vocabulary
Mathematics Reasoning
Applied Problems
Quantitative Concepts
Measures problem solving, analysis, reasoning, and vocabulary.
Broad Written Language
Spelling
Writing Fluency
Writing Samples
Measures both the spelling of single-word responses, fluency of production, and quality of expression.
Basic Writing Skills
Spelling 
Measures knowledge of punctuation and capitalization, spelling, and word usage and the ability to detect and correct errors in spelling, punctuation, capitalization, and word usage in written passages
Written Expression
Measures written expression skills.

57. WJ-III-A (academic measure)
Delatte & Olivier - CW Austin LD Conference, 4/25/15
WJ-III-A (academic measure)
Oral Language
Story Recall
Understanding Directions
Measures linguistic competency, listening ability, and comprehension.
Academic Skills
Letter-Word Identification
Calculation
Spelling
Measures reading decoding, math calculation, and spelling of single-word responses.
Academic Knowledge
Measures range of scientific knowledge, social studies knowledge, and cultural knowledge.
Phoneme/Grapheme Knowledge
Word Attack
Spelling of Sounds
Measures proficiency with phonetic generalizations, as well as common orthographic patterns in both decoding (reading) and encoding (spelling).

58. ITPA-3 (language measure)
Delatte & Olivier - CW Austin LD Conference, 4/25/15
ITPA-3 (language measure)
Several Composite Scores (Global and Specific Domains)
Composite Scores = Standard Scores
Subtest Scores = Scaled Scores
Age Equivalent & Grade Equivalent Scores may be provided

59. ITPA-3 (language measure)
Delatte & Olivier - CW Austin LD Conference, 4/25/15
ITPA-3 (language measure)
Spoken Language Subtests
Spoken Analogies (SA)
The examiner says a four-part analogy of which the last part is missing. The child tells the examiner the missing part. This assesses verbal reasoning, listening comprehension, oral expression, and semantics. 
Spoken Vocabulary (SV)
The examiner says a word that is actually an attribute of some other noun to which the child responds with the noun. This assesses listening or speech comprehension, spoken vocabulary, and semantics. 
Morphological Closure (MC)
The examiner says an oral prompt with the last part missing. The child completes the phrase by saying the missing part. This assesses morphology and listening skills. 
Syntactic Sentences (SS)
The examiner says a sentence that is syntactically correct but semantically nonsensical (e.g. Red flowers are smart.) The child repeats the sentence. This assesses auditory sequential memory for spoken words, oral expression, and syntax. 
Sound Deletion (SD)
The examiner asks the child to delete words, syllables, and phonemes from spoken words. This assesses phonology and phonemic awareness. 
Rhyming Sequences (RS)
The examiner says strings of rhyming words that increase in length and the child repeats them. This assesses phonology and phonemic sequential memory. 

60. ITPA-3 (language measure)
Delatte & Olivier - CW Austin LD Conference, 4/25/15
ITPA-3 (language measure)
Written Language Subtests
Sentence Sequencing (SSq)
The child reads a series of sentences silently and then orders them into a sequence to form a plausible paragraph. This assesses reading comprehension and semantics. 
Written Vocabulary (WV)
After reading an adjective the child responds by writing a noun that is closely associated with the adjective. This assesses reading comprehension, written vocabulary, and semantics. 
Sight Decoding (SID)
The child pronounces a list of printed words that contain irregular parts. This assesses pronunciation of irregular words and phonemes. 
Sound Decoding (SoD)
The child reads aloud phonically regular names of make-believe creatures. This assesses pronunciation of regular words. 
Sight Spelling (SIS)
The examiner reads aloud a list of irregular words. The child is given a printed list of these words in which the irregular part is missing. The child writes in the omitted part of the words. 
Sound Spelling (SoS)
The examiner reads aloud phonically regular nonsense words and the child writes the word or the missing part. This assesses written spelling of regular forms and phonetic spelling.

61. Delatte & Olivier - CW Austin LD Conference, 4/25/15
References
Council for Exceptional Children. (2002). Understanding the Differences Between IDEA and Section 504, Teaching Exceptional Children, v.34(3).
Geary, D.C. (2003). Learning disabilities in arithmetic: Problem-solving differences and cognitive deficits. In H.L. Swanson, K.R. Harris, & S. Graham (Eds.), Handbook of learning disabilities (pp ). New York, NY: The Guilford Press.
Hale, J.B. & Fiorello, C.A. (2004). School neuropsychology: A practitioner’s handbook. New York, NY: The Guilford Press.
Louisiana Department of Education, Louisiana Board of Elementary and Secondary Education. (2009).Bulletin pupil appraisal handbook. Retrieved from website:
McCue, R. (2010, August). Foundations. PSY 1501 Assessment I: Intelligence Testing. Lectures conducted at Nova Southeastern University, Ft. Lauderdale, FL.

62. Delatte & Olivier - CW Austin LD Conference, 4/25/15
References
NCLD Editorial Team. (2014). What is FAPE, and what can it mean to my child?. Retrieved from
Nemeth, D.G., Wimberly, T.E., Lewis, A.M., Ray, K.P., Lamar, C.J., & Gilliland, V. (2008, October). Interventions for working memory problems in attentional disorders. Symposium presented at the 5th World Congress of Psychotherapy, Beijing, China.
Richardson, J.T.E., Engle, R.W., Hasher, L., Logie, R.H., Stoltzfus, E.R., & Zacks, R.T. (1996). Working memory and human cognition. New York: Oxford University Press.
Stewart, K. (2002). Helping a child with Nonverbal Learning Disorder or Asperger’s Syndrome. Oakland, CA: New Harbinger Publications, Inc.
Teams Intervening Early to Reach All Students. (2013, December). Common errors in special education eligibility evaluations. , New Orleans, LA.
U.S. Department of Education, Office for Civil Rights. (2010). Guidelines for educators and administrators for implementing section 504 of the rehabilitation act of 1973—subpart d. Retrieved from website: