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About SNAP-SpLD:

1. What is SNAP-SpLD – and why do I need it?
2. What's new in version 3
3. How do I use SNAP-SpLD?

4. The development and validation of SNAP-SpLD
5. Specific learning difficulties and related factors profiled by SNAP-SpLD
6. The SNAP-SpLD information/help sheets
7. The diagnostic probes

1. What is SNAP-SpLD - and why do I need it?

SNAP-SpLD is designed specifically for use by SENCOs, learning support and specialist teachers in primary and secondary schools, SEN support services, special schools and dyslexia/SEN assessment. There is no training requirement.

bullet pointSNAP-SpLD is user-friendly, structured and systematic: it maps each child's own mix of problems onto an overall matrix of learning, social and personal difficulties.
bullet point SNAP-SpLD version 3 gives a computer-aided diagnostic profile across 24 specific learning difficulties and associated factors, including self-esteem.

View introductory pages from the SNAP-SpLD User's Kit in a pdf file. (Advice on downloading pdfs).

Please click here to download (79kb)

bullet point SNAP-SpLD helps you to identify clusters of problems and the pinpoint core features of a pupil's difficulties.
bullet point SNAP-SpLD also points the way to the most appropriate teaching and/or specialist provision.
bullet point SNAP-SpLD will help you to strengthen home and teacher support via personalised self-help and information sheets.
bullet pointSNAP-SpLD will help you make more informed use of learning styles.
bullet point SNAP-SpLD will help you to monitor progress and evaluate the effectiveness of any intervention.

2. What’s new in SNAP Version 3?

  • An enhanced and expanded SNAP profile now gives ‘core’ and ‘expanded’ views of 24 SpLDs and associated factors, including self-esteem (see profile structure).
  • You can now superimpose and compare any two previous SNAP3 profiles, enabling you to review a pupil’s progress. Using the Matrix, you can also see at a glance where responses to individual questions have changed – for better or worse – in successive assessments.
  • The Pupil Assessment Questionnaire and Information from the Family checklist have been revised and restructured (note: the SNAP3 questionnaires are not compatible with SNAP2).
  • The information sheets generated for each SpLD have all been updated and can now be ‘age-linked’ for primary and secondary pupils.
  • ‘Don’t know’ questionnaire responses are now excluded from the analysis, yielding a more accurate SNAP profile, with a new ‘confidence indicator’ to alert you to a high proportion of ‘don’t know’ or omitted responses.

Note for SNAP Version 2 users: Version 3 will not alter or remove Version 2 data already stored on the same computer. On first loading, it will detect these data files and allow you to import pupil details directly into the database for SNAP Version 3; your existing SNAP2 assessment data and profiles will remain accessible through a ‘View SNAP2 data’ facility.

3. How do I use SNAP-SpLD?

SNAP-SpLD involves four clear steps, using the CD-ROM in conjunction with the User’s Handbook and Pupil Assessment Pack, available separately:


SNAP User's Kit

Pupil Assessment Pack

Step 1 (Pupil Assessment Pack): structured questionnaire checklists for completion by class teachers and parents give an initial 'outline map' of the pupil's difficulties. A separate 'What I feel' questionnaire provides an optional assessment of the pupil's self-esteem.

Step 2 (CD-ROM): the core part of the package: parent and teacher responses are collated onto the CD-ROM, pinpointing any follow-up assessments needed at Step 3.

Step 3 (User’s Handbook): focused assessments from a photocopiable resource bank of quick diagnostic ‘probes’ yield a detailed and textured understanding of the pupil's difficulties.

Step 4 (CD-ROM): the computer-generated profile yields specific guidance on support (including personalised information sheets for parents) and practical follow-up.

Download pdf Administering SNAP-SpLD. Download pdf file (61kb)
Download pdf Interpreting and using the results. Download pdf file (46kb)

4. The development and validation of SNAP-SpLD

SNAP-SpLD is a product of the authors’ own long experience of working with pupils having a wide range of specific learning difficulties, in a variety of settings and contexts. It was driven by the perceived need for something which would help to make sense of the amorphous mix of problems which such pupils often present – and was encouraged by fellow practitioners who perceived the same need.

Version 3 is the outcome of an ongoing development and validation programme which has drawn heavily on classroom trialling, practitioner support, and user-feedback on.

5. The specific learning difficulties and related factors profiled by SNAP-SpLD

SNAP-SpLD version 3 profiles 24 specific learning difficulties and related factors: see profile structure. The definitions and checklists of presenting characteristics used in Version 3 are given in the .

Attention deficit disorder
Auditory processing difficulties
Auditory working memory difficulties
Educational self-esteem
Essential fatty acid deficiency
Expressive/receptive language difficulties
Hyperlexia/Specific comprehension deficit
Involuntary speech/motor difficulties

Meares–Irlen syndrome
Movement, balance, coordination and planning difficulties
Phonological difficulties
Processing speed difficulties
Sensory integration and sensory sensitivity difficulties
Social awareness and communicative difficulties
Social self-esteem
Visual-perceptual/nonverbal difficulties
Visual tracking and ocular control difficulties
Visual working memory difficulties

6. The SNAP-SpLD information/helpsheets

Click to view some examples of the personalised information/helpsheets generated for ADD,Social Awareness and Communicative Difficulties and Educational Self-esteem. These are Microsoft Word documents which you can edit, merge, etc, as you wish.


7. The Diagnostic Probes

Fifteen diagnostic probes were developed as part of the SNAP-SpLD package, and are included both in the SNAP-SpLD User’s Handbook and as pdfs on the CD-ROM – note that they are not intended for use as ‘stand-alone’ diagnostic tools.

Click on each probe below to access the initial standardisation data, presented as a scattergram superimposed on the interpretation graph for each probe. (A new window in your screen will appear with the image on. Simply close this window when you are finished. NB these are not available for probes 12 and 15.)

1. Timed Reading
2. Phonological Awareness
3. Non-word Reading
4. Timed Spelling
5. Figure Copying
6. Timed Text Copying
7. Word Finding & Verbal Fluency
8. Backward Span

9. Visual Memory
10. Common Sequences & Counting Backwards
11. Balancing Task
12. Bilateral Integration
13. Picture Naming
14. Visual Discrimination
15. Vergence & Visual Tracking

Word documentDetails about the development of the probes. Download word document (28kb)


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