LADS Plus has been designed to give results that are very straightforward to interpret, so that Administrators who are not teachers or psychologists can deal with them perfectly well. It is not necessary to have a detailed knowledge of dyslexia in order to interpret the results of a LADS Plus screening, but some knowledge of dyslexia is desirable, particularly when giving useful feedback to the person who has been screened. Miles and Miles (1999), and Snowling (2000) are two recommended books that review the scientific literature.
Helpful publications specifically on dyslexia in adults include:
Bartlett and Moody (2000) Dyslexia in the workplace. Whurr.
Gilroy and Miles (1996) Dyslexia at college. (Second edition) Routledge.
McLoughlin, Fitzgibbon and Young (1994) Adult dyslexia: assessment, counselling and training. Whurr.
McLoughlin, Leather and Stringer (2002) The Adult Dyslexic. Whurr.
Reid and Kirk (2001) Dyslexia in adults: education and employment. Wiley.
Singleton (1999) Dyslexia in Higher Education: policy, provision and practice. (The Report of the National Working Party on Dyslexia in Higher Education). University of Hull.
Further information can be obtained from the British Dyslexia Association and the Adult Dyslexia Organisation (see Section 7 for contact details).
It is recommended that the Administrator should access the results when the person who has been tested is not present. This allows the Administrator to print out the results, consider them carefully and then give proper feedback to the person, including, if necessary, advice on where to obtain further help and/or counselling. Results should not be given to the person who has been tested without careful consideration and proper feedback (see section 4.4).
Be prepared to listen to the client and answer his or her questions as helpfully as possible. Be prepared for the client to become emotional or upset about the results. Sometimes there is an emotional response because the person is under the mistaken impression that having dyslexia will restrict their educational and/or occupational opportunities. Or their reaction may be one of joyful (or tearful) relief, because at last they know that there is a name for the problems they have experienced for so many years, and that there are sources of help. Occasionally the reaction is one of anger because the client believes that their dyslexia should have been recognised long ago when they were at school, and this evokes unpleasant memories of childhood humiliation for poor schoolwork. It is often advisable to suggest that the client sees a professional counsellor to talk through their feelings about the news, although few counsellors know very much about dyslexia. If seeking someone to whom a client can safely be referred, the local dyslexia association may be able to help (contact the British Dyslexia Association for the details of your local dyslexia association). Most universities and some colleges have professional counsellors on the staff.
When the client belongs to a special category (e.g. prisoners, young offenders, immigrants), has a nonstandard educational background, poor verbal ability, low levels of literacy, or is vulnerable for any reason, special care needs to be taken when administering LADS Plus and interpreting results. For further information about this, please consult Chapter 5.