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

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

doi:10.1300/J008v05n01_02

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 journal › Article › peer-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 language	English (US)
Pages (from-to)	23-31
Number of pages	9
Journal	Special Services in the Schools
Volume	5
Issue number	1-2
DOIs	https://doi.org/10.1300/J008v05n01_02
State	Published - 1989
Externally published	Yes

ASJC Scopus subject areas

Education
Developmental and Educational Psychology
Applied Psychology
Psychiatry and Mental health

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10.1300/J008v05n01_02

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AB - 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.

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

Abstract

ASJC Scopus subject areas

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