With the increased volume of referrals for students suspected as having a specific learning disability, comes an increase in the number of students who may have an Intellectual Disability (ID) or pervasive weaknesses (i.e., slow learners). These disabilities have distinct characteristics, as well as overlapping characteristics. This session will focus on best practices in identifying ID to rule out other conditions and improve diagnostic precision. Participants will be able to interpret the FSIQ and reconcile conflicting adaptive behavior scales. This session is aligned with Evaluation component of the TEA-required self-assessment.