Key Indicators Diagnostic Tests Features of

Effective
Instruction
Intellectual -delayed development -standardized tests of -hands-on learning
in cognitive, language, intelligence and
Disabilities motor skills adaptive behavior
-play-based learning

-group learning
-need for simply stated
objectives and -baby steps
repeated practice

-difficulty in
generalized skills

-poor social skills such

as impulsivity, low
frustration tolerance,
aggression, low self-
esteem

-health problems such

as seizures

Learning -imperfect ability to -a medical exam -break learning into

listen, think, speak, small steps
Disabilities read, write, spell,
-RTI, response to
intervention -supply quality
recall information, do
feedback
abstract thinking, or
perform math -provide strategies to
calculations use

-provide ample
independence

Emotional/ -inability to learn that -determined by a -be patient

cannot be explained psychologist
Behavioral by intellectual,
-learn how to asses and
react to actions
Disorders sensory, or health
factors

-inability to build or
maintain satisfactory
interpersonal
relationships with
peers and tutors
 -mood of immaturity,
negativity,
unhappiness,
anxiousness,
frustration, or
depression

Autism -marked impairment in -not a blood test, -identifying and

reciprocal social doctors look at the understanding autism
Spectrum interaction childs behavior and
-reinforcers
Disorders -resistance to change
development
-individualized
-need for visual curriculum
representations
-assessing causes and
instead of verbal
treatments for
directions
challenging behaviors
-need for consistent
and specific behavior
intervention plans

-giftedness

Communication -Quality, volume, or -screening test that is -reduce unnecessary

pitch of voice is inexpensive and highly classroom noise as
Disorders inappropriate or accurate much as possible
abnormal
-provide verbal clues
-abnormal hoarseness, often
breathiness, or
-provide a quiet spot
nasality
for the student to work
-student may need
-ask the student to
more positive
repeat instructions
reinforcement, help of
after they are told
speech therapist, more
wait time, reduced
anxiety

Hearing Loss or -misidentification of -physical exam, general -sensory devices and

letters, words, phrases screening tests, tuning assistive listening
Deafness fork tests, audiometer devices utilized
-defective speech,
tests
minimal expressive -dont limit with print,
vocabulary, weak or add text
loud voice, and
 inadequate language
skills

-possible need for help

of audiologist, speech
pathologist, more
visual cues, hearing aid
devices

Low Vision or -pain such as -Ishihara Plate test for -Knowledge and
headaches, swollen or color blindness understanding
Blindness red-rimmed eyelids
-Functional Vision -developing teaching
-delays limitations in Evaluation (FVE) and materials and
motor, cognitive, and learning media assessment for
social development assessment students

-dysfunction of eye
muscles

Attention -fails to finish tasks, -no one single test can -introduce, conduct,
does not seem to be used to diagnose and conclude
Deficit listen, is easily ADHD. It is diagnosed
-academic instruction,
Hyperactivity distracted, has after a person has
behavioral
difficulty shown some or all of the
Disorder interventions,
concentrating, is symptoms on a regular
(ADHD) classroom
disorganized basis for six months or
acommodations
more
-may require behavior
modification,
medication, diet
restrictions, more
structure, social
contracts

-runs and climbs

excessively, has
difficulty staying
seated