Language Ability of Students with Emotional Disturbance: Discrepancies between Teacher Ratings and Direct Assessment

Autor/inn/en	Chow, Jason C.; Hollo, Alexandra
Titel	Language Ability of Students with Emotional Disturbance: Discrepancies between Teacher Ratings and Direct Assessment
Quelle	In: Assessment for Effective Intervention, 43 (2018) 2, S.90-95 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/1534508417702063
Schlagwörter	Emotional Disturbances; Language Proficiency; Language Impairments; Norm Referenced Tests; Rating Scales; Standardized Tests; Language Tests; Males; Special Education Teachers; Statistical Analysis; Correlation; Students + Suchen Sie Ihr Suchwort? Gefühlsstörung; Language skill; Language skills; Sprachkompetenz; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Rating-Skala; Standadised tests; Standardisierter Test; Language test; Sprachtest; Male; Männliches Geschlecht; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Statistische Analyse; Korrelation; Student; Schüler; Schülerin; Studentin
Abstract	Language impairment often goes unidentified in students with behavioral disorders, perhaps in part because different forms of problem behavior deflect adult attention from more subtle language deficits. Therefore, attention to teachers' perception of students' language and behavioral performance is merited. The present study examines agreement between a norm-referenced adult rating scale of language proficiency and a standardized, comprehensive language assessment in a sample of 43 boys identified with emotional disturbance (ED). Results of this preliminary study showed low agreement between direct assessment and teacher ratings of language, and that measures of language varied relative to behavioral profiles. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01