Comprehensive Learning Disability (LD) Evaluation
Dr. Tamargo performs a comprehensive evaluation in order to identify, diagnose, and provide recommendations regarding the management of children, adolescents, and adults suspected of experiencing LD. The essential elements in a sequential evaluation of LD include:
1. Inter-individual Academic Ability Analysis
This step examines whether learning is somehow disrupted from its normal course because of an internal disorder or dysfunction and a learning deficit exists. The 7 major areas of academic achievement, as outlined by the Individuals with Disabilities Education ACT (IDEA), including basic reading, reading comprehension, written expression, math calculation, math reasoning, listening comprehension, and oral expression are evaluated.
2. Evaluation of Mitigating and Exclusionary Factors
This step involves determining whether the weaknesses found in step 1 are not "primarily" related to other potential causes such as cultural or linguistic differences, lack of motivation, emotional disturbance, test anxiety, psychiatric disorders, sensory deficits, medical conditions, or particularly visual or auditory deficits. While external factors may be present, Dr. Tamargo must rule-out those factors as the "primary" causal factors in the learning and academic performance rather than simply contributory in order to make a LD determination
3. Inter-individual Cognitive Ability Analysis
This step involves the administration, interpretation and analysis of data generated from an individually administered intellectual functioning test, commonly referred to as IQ. Specific information about both cognitive ability and processing are assessed. Additionally, Dr. Tamargo gathers data from multiple sources relevant to cognitive performance. It is essential that any cognitive weakness found during this phase is not due to any previously considered external factor.
4. Integrated Ability Analysis using the Intellectual Functioning and Academic Achievement assessments
Dr. Tamargo must determine whether underachievement exists utilizing two forms of analysis: Aptitude-Achievement Consistency Analysis and Ability-Achievement Discrepancy Analysis. Essentially, it is important to determine whether the individual could academically achieve as expected were it not for a specific cognitive deficit. Lastly, Dr. Tamargo will assess both consistency & discrepancy between cognitive ability and academic achievement (although discrepancy analysis is no longer required under the law). Such analysis will allow appropriate intervention.
