Functional versus standardized assessment procedures: implications for educational programming.
Teacher perceptions of the educational value of two distinct assessment procedures for assessing an 8-year-old student with severe to profound multiple disabilities were compared. Direct service providers (N = 38) from a public school system, randomly distributed into three groups, were asked to use an 8-item Likert-type survey to rate one of three assessment packages: standardized, functional-ecological, and a combined package. Results for four of the eight items were statistically significant. The functional-ecological approach was perceived to be most beneficial for educational intervention. Implications for greater emphasis on a functional-ecological assessment procedure versus standardized procedures were discussed.
Downing
J
J
Division of Special Education and Rehabilitation, College of Education, University of Arizona, Tucson 85721.
Perino
D M
DM
D000203:Activities of Daily Living / Q000523:psychology*; D001076:Aptitude; D001077:Aptitude Tests / Q000706:statistics & numerical data; D004495:Education of Persons with Intellectual Disabilities; D006801:Humans; D008607:Intellectual Disability / Q000175:diagnosis* / Q000523:psychology; D007360:Intelligence; D007361:Intelligence Tests / Q000706:statistics & numerical data; D011594:Psychometrics