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Functional versus standardized assessment procedures: implications for educational programming.

J Downing1, D M Perino

  • 1Division of Special Education and Rehabilitation, College of Education, University of Arizona, Tucson 85721.

Mental Retardation
|October 1, 1992
PubMed
Summary
This summary is machine-generated.

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Teachers found functional-ecological assessments more valuable for educational intervention in students with severe to profound multiple disabilities compared to standardized methods.

Area of Science:

  • Special Education
  • Educational Psychology
  • Disability Studies

Background:

  • Assessing students with severe to profound multiple disabilities presents unique challenges.
  • Traditional standardized assessments may not fully capture the educational needs of this population.
  • Evaluating different assessment approaches is crucial for effective intervention.

Purpose of the Study:

  • To compare teacher perceptions of the educational value of standardized versus functional-ecological assessment procedures.
  • To determine which assessment approach is perceived as more beneficial for educational intervention for an 8-year-old student with severe to profound multiple disabilities.

Main Methods:

  • Direct service providers (N=38) from a public school system participated.
  • Participants were randomly assigned to rate one of three assessment packages: standardized, functional-ecological, or combined.

Related Experiment Videos

  • An 8-item Likert-type survey was used to gather perceptions.

    • Main Results:

    • Statistically significant differences were found for four of the eight survey items.
    • The functional-ecological assessment approach was perceived as most beneficial for educational intervention.
    • Teachers favored functional-ecological methods over purely standardized ones.

    Conclusions:

    • The functional-ecological assessment approach holds significant educational value for students with severe to profound multiple disabilities.
    • Findings suggest a greater emphasis on functional-ecological assessment procedures in educational settings.
    • This approach may offer more actionable insights for intervention planning compared to standardized methods.