Am I Sped Quiz
How the Scales are Structured
Who Usually Takes This Test?
See How You Compare
Below is a preview of how scores are typically distributed across each scale.
Example Questions From the Test
- Remember and complete the sequence without a reminder.
- Complete it after checking one step with a classmate or teacher.
- Remember part of it but need the directions repeated or written down.
- Frequently lose the sequence and need step-by-step prompts to finish.
- I can begin after reading them once or twice.
- I understand most of them but usually need one detail clarified.
- I often need the instructions broken into shorter steps.
- Even after rereading, I usually need someone to explain and guide me through them.
- Rarely; my work usually reflects what I know.
- Sometimes, especially on certain formats or subjects.
- Often across several kinds of assignments.
- Very often; there is a persistent, substantial gap.
Am I Sped Quiz - Description and methodology of the test
Learners who notice a persistent gap between what they understand and what schoolwork shows can use the Am I Sped Quiz to describe situations that make learning harder. This learning-support assessment is written for learners to answer from their school experiences; a caregiver or educator may help provide context when reviewing the profile. The three patterns can guide observation of recurring barriers and planning useful classroom adjustments.
What This Assessment Explores
The questions cover reading, writing, mathematics, unfamiliar material, directions, time pressure, interruptions, and showing knowledge in completed work. This learning support quiz gives learners and the adults supporting them a shared way to discuss recurring difficulty.
The three result dimensions are:
- Academic Task Friction (0-15) shows how often reading, writing, mathematics, or unfamiliar learning requires unusual effort: Limited pattern (0-5), Noticeable pattern (6-10), and Strong pattern (11-15).
- Cognitive Load Management (0-15) reflects holding directions, starting, organizing, managing time pressure, and resuming after interruptions: Limited pattern (0-5), Noticeable pattern (6-10), and Strong pattern (11-15).
- Educational Impact and Support Need (0-15) indicates how learning challenges affect work, participation, time demands, response to structure, and consistency: Limited impact (0-5), Meaningful impact (6-10), and Substantial impact (11-15).
Together, the profile separates effort, cognitive demands, and educational impact.
Methodology and Scientific Basis
Each item presents a school situation with four ordered response choices, moving from little difficulty toward a more persistent need for prompting, extra time, or support. Topics include reading comprehension, writing, mathematics, directions, task initiation, organization, interruptions, timed work, participation, and consistency across settings. This structure lets the learning difficulties quiz organize self-reported experiences into a profile rather than a pass/fail judgment.
Results display three profile scores with catalogue-defined bands describing the level of each reported pattern. The catalogue identifies these scores as unvalidated: they do not establish a disability or eligibility, and responses may also be affected by stress, sleep, language background, instruction, environment, or medication.
Conceptually, the questionnaire is consistent with Learning Difficulties Assessment (Kane et al., 2011), executive-function questionnaire research by Castellanos et al. (2018), and the Colorado Learning Difficulties Questionnaire (Willcutt et al., 2011). These are comparison points, not evidence that this online questionnaire is a direct adaptation or validated version.
- Kane, Steven T., John H. Walker, and George R. Schmidt. (2011). Assessing College-Level Learning Difficulties and “At Riskness” for Learning Disabilities and ADHD: Development and Validation of the Learning Difficulties Assessment. Journal of Learning Disabilities, 44(6), 533-542. 10.1177/0022219410392045
- Castellanos, Irina, William G. Kronenberger, and David B. Pisoni. (2018). Questionnaire-Based Assessment of Executive Functioning: Psychometrics. Applied Neuropsychology: Child, 7(2), 93-109. 10.1080/21622965.2016.1248557
- Willcutt, Erik G., Richard Boada, Margaret W. Riddle, Nomita Chhabildas, John C. DeFries, and Bruce F. Pennington. (2011). Colorado Learning Difficulties Questionnaire: Validation of a Parent-Report Screening Measure. Psychological Assessment, 23(3), 778-791. 10.1037/a0023290
- National Joint Committee on Learning Disabilities. (2011). Comprehensive Assessment and Evaluation of Students with Learning Disabilities: A Paper Prepared by the National Joint Committee on Learning Disabilities. Learning Disability Quarterly, 34(1), 3-16. 10.1177/073194871103400101
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