Intellectual (Cognitive) Disability Evaluation Checklist
Collect the intellectual, adaptive and developmental data an intellectual disability decision needs. A free, fillable checklist for school psychologists and evaluation teams.
What’s inside
- The federal eligibility requirements, each with space to note where the evidence is documented
- 18 commonly used measures to check off, with date tested, examiner and results
- Records, interviews, observations and screenings
- Considerations
- Evaluation timeline and a team summary box
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What IDEA requires for Intellectual Disability
The checklist walks your team through each part of the federal definition so nothing is missed at the eligibility meeting:
- Significantly subaverage general intellectual functioning (often about 2 standard deviations below the mean; check your state’s criteria)
- Deficits in adaptive behavior existing at the same time
- Manifested during the developmental period
- Cultural, linguistic and sensory factors considered in test selection and interpretation
- Adversely affects educational performance
- Student needs specially designed instruction
Summary of federal IDEA regulations (34 CFR §300.8(c)(6)). Your state may add criteria or use different terms. Follow state and district procedures. Some states use the term cognitive disability.
Measures included in the checklist
No single test determines eligibility. The checklist lists measures school psychologists commonly use so you can document what was given, when and by whom:
- Intellectual functioning: WISC-V, WPPSI-IV (young children), SB5, DAS-II, KABC-II NU, WJ IV or WJ V Tests of Cognitive Abilities
- Nonverbal measures (language or cultural factors): Leiter-3, UNIT2, CTONI-2
- Adaptive behavior: Vineland-3 (parent), Vineland-3 (teacher), ABAS-3 (parent), ABAS-3 (teacher)
- Achievement and language: WIAT-4 or KTEA-3, Speech-language evaluation
- Other: Developmental history (onset during developmental period), Medical or genetic information (with consent), Classroom observation
Blank rows let you add any other measures your team uses.
Considerations
- Testing in the student’s dominant language
- Hearing and vision accommodated
- Motor or physical needs accommodated
- Scores consistent with history and functioning
- Adaptive data from more than one rater
- Results reviewed with standard error in mind
Frequently asked questions
Is the checklist fillable?
Yes. You can type into it on a computer or print it. Check boxes are printed, and every date, examiner and notes field can be filled in digitally.
Does this replace my state or district forms?
No. It is a working checklist to organize data. Your state may add criteria or use different terms, so always follow state and district procedures and use their required forms.
Can I share it with my evaluation team?
Yes. Share it with colleagues on your team. If others want their own copy, send them to this page.