Academic achievement probes: Reliability of measures for students with mild mental retardation

Michael H. Epstein, Edward A. Polloway, James R. Patton

Research output: Contribution to journalArticlepeer-review

2 Scopus citations

Abstract

Academic instruction continues to be an important componenet of curriculum for students with mild mental retardation, although relatively little recent research has been reported on basic skills assessment and programming. In the current study, students in elementary EMR programs were administered a series of two academic probes in spelling and in two computational skill areas in arithmetic to determine their stability of performance and thus the reliability of the measures, indicating that these academic probes were reliable assessment tools. Implications for the use of such curriculum-based measures with handicapped students are discussed.

Original languageEnglish (US)
Pages (from-to)23-31
Number of pages9
JournalSpecial Services in the Schools
Volume5
Issue number1-2
DOIs
StatePublished - 1989

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Applied Psychology
  • Psychiatry and Mental health

Fingerprint Dive into the research topics of 'Academic achievement probes: Reliability of measures for students with mild mental retardation'. Together they form a unique fingerprint.

Cite this