SASD-30 Student Academic & Study Difficulty Screener (Parent / Teacher Assessment)

 

SASD-30

Student Academic & Study Difficulty Screener

Observer-Report Version (Parent / Teacher Assessment)

Dr. Sujendra Prakash Ph.D.

Teach One Person (TOP)

Student Name:

Date of Assessment:

Grade / Class:

Evaluator / Observer Name:

Relationship to Student: Parent / Guardian Teacher / Educator Academic Counselor Other Observer

Instructions for Evaluator: Rate the frequency with which you observe the student exhibiting each difficulty over the past 3–6 months: 0 = Never / Rarely | 1 = Sometimes | 2 = Often | 3 = Almost Always

Subscale 1: Cognitive Processing & Academic Skills

1. Reads significantly slower than peers or takes an excessive amount of time to complete reading assignments.

0 1 2 3

2. Struggles or shows visible frustration when required to express thoughts in written form.

0 1 2 3

3. Demonstrates difficulty understanding basic numerical concepts, calculations, or math problem-solving steps.

0 1 2 3

4. Appears confused or unable to keep up with classroom instructions, lectures, or verbal directions.

0 1 2 3

5. Exhibits memory difficulties specifically related to retaining textbook material or classroom lessons.

0 1 2 3

6. Needs to review or re-read the same academic material repeatedly before grasping basic concepts.

0 1 2 3

7. Forgets previously understood concepts, facts, or instructions when tested at a later date.

0 1 2 3

Subscale 2: Executive Functioning & Attentional Control

8. Delays starting homework, assignments, or study sessions until the last minute (procrastination).

0 1 2 3

9. Displays poor organization regarding study schedules, school supplies, notes, or deadline tracking.

0 1 2 3

10. Shows a short attention span or frequently zones out during independent study or homework tasks.

0 1 2 3

11. Gets easily distracted or loses focus during classroom instruction or structured activities.

0 1 2 3

12. Allows digital devices, gaming, social media, or non-academic activities to interrupt study time.

0 1 2 3

13. Fails to complete daily academic tasks, homework, or projects on time without constant prompting.

0 1 2 3

Subscale 3: Academic Affect & Test Performance

14. Expresses strong dislike, resentment, or resistance toward studying or academic work in general.

0 1 2 3

15. Demonstrates intense negative attitudes or hostility toward specific subjects (e.g., Math, Science).

0 1 2 3

16. Hesitates or refuses to ask for help, clarify doubts, or raise their hand when confused.

0 1 2 3

17. Exhibits overt physical nervousness, worry, or anxiety prior to or during exams and tests.

0 1 2 3

18. Experiences mental blocks, freezes up, or performs significantly below known ability on examinations.

0 1 2 3

19. Expresses dread, reluctance, or refusal regarding going to school or college.

0 1 2 3

Subscale 4: Somatic & Energy Factors

20. Appears groggy, sluggish, or excessively tired on school mornings.

0 1 2 3

21. Shows low physical energy, lethargy, or a general lack of enthusiasm throughout the day.

0 1 2 3

22. Experiences difficulty falling asleep, staying asleep, or maintaining a regular sleep schedule.

0 1 2 3

23. Complains of fatigue, headaches, or eye strain after brief periods of reading or studying.

0 1 2 3

24. Has a record of failing grades, academic remediation, or repeated subject deficiencies.

0 1 2 3

Subscale 5: Psychosocial & Environmental Context

25. Becomes upset, defensive, or demotivated when compared with siblings, peers, or classmates.

0 1 2 3

26. Expresses feeling constantly criticized, blamed, or pressured by adults or teachers.

0 1 2 3

27. Displays heightened irritability, quick temper, or sudden emotional outbursts around school/homework tasks.

0 1 2 3

28. Reports or exhibits difficulty with peer relationships, social isolation, or feeling misunderstood by friends.

0 1 2 3

29. Displays distress, avoidance, or reluctance upon returning home from school.

0 1 2 3

30. Appears convinced that family members, teachers, or peers fail to understand their daily struggles.

0 1 2 3

Observer Diagnostic Summary & Clinical Breakdown

0

Observer Composite / 90

Low Academic Risk

Typical development observed. Routine monitoring.

Subscale Breakdown

Subscale Domain	Score	Max	Cutoff	Status
1. Cognitive Processing & Academic Skills	0	21	≥ 12	-
2. Executive Functioning & Focus	0	18	≥ 11	-
3. Academic Affect & Test Performance	0	18	≥ 11	-
4. Somatic & Energy Factors	0	15	≥ 9	-
5. Psychosocial & Environmental Context	0	18	≥ 11	-

Cross-Informer Discrepancy Guide (For Professional Interpretation):

• High Student Self-Report / Low Observer-Report: Often indicates internalized distress (hidden test anxiety, private fatigue, unexpressed overwhelm) that the student conceals from adults.
• Low Student Self-Report / High Observer-Report: Suggests limited self-awareness, defensive minimization by the student, or externalizing behavioral friction around academic expectations.

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