The Use of Tests by LD Teachers, School Psychologists, and Speech/Language Specialists in the Diagnosis of Learning Disabilities.

Autor/inn/en	Davis, W. Alan; Shepard, Lorrie A.
Titel	The Use of Tests by LD Teachers, School Psychologists, and Speech/Language Specialists in the Diagnosis of Learning Disabilities.
Quelle	(1982), (35 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Diagnostic Tests; Elementary Secondary Education; Handicap Identification; Learning Disabilities; Psychometrics; School Psychologists; Special Education Teachers; Surveys; Test Interpretation; Test Selection; Test Use; Testing Problems + Suchen Sie Ihr Suchwort? Diagnostic test; Diagnostischer Test; Learning handicap; Lernbehinderung; Psychometry; Psychometrie; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Survey; Umfrage; Befragung; Test analysis; Testauswertung; Testauswahl; Testanwendung
Abstract	The purposes of this study were to determine (1) which tests are most frequently used in the identification of learning disabilities, (2) how knowledgeable specialists are about the technical properties of the tests, and (3) what practices are used to safeguard valid diagnoses when psychometrically inadequate tests are used clinically. A two stage cluster sample of learning disabilities teachers (n=674), school psychologists (n=176), and speech/language teachers (n=240) was selected and surveyed by questionnaire. Although tests with high reliability and validity were generally preferred, poor tests were frequently used when superior substitutes were available. All classes of specialists tended to overrate the tests they used, and generally indicated a lack of familiarity with the psychometric properties of commonly used tests. Although a majority of specialists valued clinical judgment over test scores for diagnosis, substantial numbers appeared to lack knowledge of procedures to ensure the validity of such judgments. One fourth to one half of specialist groups did not interpret ability-achievement score discrepancies correctly. (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC