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PubMed · 1435283

Functional versus standardized assessment procedures: implications for educational programming.

J Downing·D M Perino
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Abstract

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.

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Activities of Daily LivingAptitudeAptitude TestsEducation of Persons with Intellectual DisabilitiesHumansIntellectual DisabilityIntelligenceIntelligence TestsPsychometricsClinical TrialJournal ArticleRandomized Controlled Trial

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J Downing, D M Perino. 1992. Functional versus standardized assessment procedures: implications for educational programming.. https://pubmed.ncbi.nlm.nih.gov/1435283/

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