More Than An IQ: Seeing The Whole Learner In Intellectual Disability Evaluations

More Than An IQ: Seeing The Whole Learner In Intellectual Disability Evaluations 

In this engaging, case-based webinar, participants will follow Micah, a student whose significant language and learning needs raise an important question: Are his cognitive scores accurately reflecting his intellectual abilities, or are language demands obscuring what he knows and can do?

Using Micah's evaluation from referral through eligibility and instructional planning, we will explore the evolving understanding of Intellectual Disability, the essential role of adaptive behavior, and the importance of integrating developmental history, observation, interviews, academic data, and cognitive assessment. Special attention will be given to the Woodcock-Johnson V Nonverbal, including how reducing language demands can provide another lens for understanding cognitive functioning when traditional assessment approaches may not tell the whole story.

Participants will leave with practical strategies for conducting more comprehensive, defensible, and strengths-based Intellectual Disability evaluations that move beyond “What is the score?” toward the much more important question: “What does this student need us to understand?”

Continuing Education Credit:
Participants who attend majority of the live session will be eligible to receive CEUs. Additional details regarding CE credit requirements and documentation will be provided during the webinar

Learning Objectives:

1. Describe contemporary criteria for Intellectual Disability and explain the distinct roles of intellectual functioning, adaptive behavior, developmental history, and educational impact in comprehensive evaluation.
2. Identify ways that language demands, communication differences, culture, and other contextual factors may influence cognitive assessment and determine when a nonverbal assessment approach may provide meaningful additional information.
3. Explain how the WJ V Nonverbal can contribute to the assessment of cognitive functioning while recognizing the limits of nonverbal testing and the importance of integrating multiple sources of data.
4. Integrate cognitive, adaptive, academic, developmental, observational, and interview data to develop strengths-based, defensible conclusions and translate evaluation findings into meaningful educational recommendations.

About the Speaker:

Becki Robertson, M.Ed. is a national presenter and experienced practitioner with more than 30 years of service as a public-school educational diagnostician, including leadership roles, preceded by work as both a general and special education teacher. She currently serves as Senior Product Advocate for the Woodcock-Johnson® V at Riverside Insights and as a field supervisor in an educational diagnostician certification program, supporting the preparation and professional growth of evaluation staff. Her professional interests include specific learning disability evaluations, assessment of low-incidence populations, and the application of learning theory to evidence-based evaluation and intervention practices. Outside of her professional work, Becki enjoys outdoor activities, running, crafting, and woodworking.