Many indicators of learning disabilities are discernible in an interview or clinical appraisal. When several of these indicators occur together, especially in cases where intelligence is at least in the average range, counselors and therapist are advised to refer the client for a learning disabilities assessment.

Client's Report of the Problem

Does the client report:

• a fear of being lazy, crazy, or stupid?
• accusations of being shiftless, immature, or impulsive?
• berating him or herself for not trying hard enough, for being irresponsible, or just a loser?
• perception by others as unmotivated, as not being able to get his or her act together, as having unrealized potential?
• inventing clever or devious ways to hide the problem or try to cover up incompetence?

Behavioral Observations

Does the client appear to:

• be disheveled, have difficulty selecting clothes that go together or problems tying a tie?
• have inappropriate or unusual body language, awkward or clumsy body movements?
• have difficulty with making eye contact, maintaining the correct social distance, or general social behaviors?
• give seemingly tangential responses to questions, have word-finding or syntax problems, impulsively try to say everything at once?

Medical History

Does the client have a history of:

• prenatal substance use?
• prematurity?
• low birth weight ?
• birth trauma?
• history of otitis media or allergies?
• high fevers?
• accidents involving head trauma?
• headaches, gastric complaints, ulcers, and other correlates of anxiety?

Developmental History

Is there a history of:

• immaturity, language delay, or delay in developmental motor milestones?
• an erratic, inconsistent school history or comments on report cards such as "could do better," "needs to buckle down," "needs to use the good ability he has," "needs to focus more," "does not live up to potential"? (see Dane, 1990)
• retention in one or more grades, frequent attendance at summer school, in-school or after-school tutoring, a referral for any kind of testing, remedial work or special classes, speech therapy, or a history of truancy and dropping out?
• frequent switching of schools without accompanying changes of address or searching for a school that can finally teach the child?
• unusual circumstances surrounding the high school diploma? Was it earned on time? Through a GED program? The military?
• lack of pursuit of training or education beyond high school. What made the client decide not to continue?
• hatred of reading, math, English, or gym, particularly when accompanied by success in some other subject?
• discrepancy between the client's learning and school history and that of siblings?
• social difficulties, having mostly younger friends, having friends who were considered less intelligent, losers, or undesirable?
• problems with the social activities of childhood such as learning to play games or ride a bike?
• family conflict over school or social issues?

Adult History or Current Functioning

Is there a history of:

• drug or alcohol use or failed rehabilitation programs?
• lack of progress in psychotherapy?
• difficulty with or avoidance of reading? Do clients read something over and over again? Do they have difficulty with attention or memory while reading? With word attack or comprehension? With using a dictionary or phone book?
• problems with daily applications of math, such as balancing a checkbook, figuring tips or discounts, or taking measurements?
• problems with daily living skills? What is level of effort involved in doing daily tasks? Is the quality of the result equivalent to the effort? What tasks do clients avoid doing? What tasks are they afraid that people will ask them to do? How do they learn new tasks?
• problems driving, parking, remembering where the car is parked, or taking public transportation?
• problems following directions or giving directions to a place, getting lost easily or having difficulty reading a map?
• difficulty with lateness or getting things done on time? Do clients consistently use a watch? An alarm clock? A daily planner?
• difficulty participating in activities such as recreational sports, social dancing, or appreciation of the arts?
• social inadequacy and isolation, dating or marriage problems?
• problems with being left out of social conversations? Do clients have difficulty interpreting humor, sarcasm, or irony? Does group conversation flow too quickly, especially in noisy, crowded environments?
• difficulty with communication skills? Do clients misunderstand what is said to them? Do they have difficulty finding the exact word they want, with finishing sentences, or with expressing what they want to say?
• underemployment, frequent job loss or job switching?
• difficulties with job search, hiring, training, and promotions?
• problems taking phone messages, writing memos and reports, or reading instruction manuals?
• difficulty getting along with colleagues and supervisors?
• difficulty operating simple office machinery?
• difficulty meeting deadlines, getting to work on time, or having appropriate materials at hand?
• difficulty with procrastination, making decisions, or adjusting to change?

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