The Assessment Process in Wisconsin: Perceptions of Ebd Teachers

Abstract

The purposes of this study were to (a) examine the evaluation procedures and instruments used for placement decisions in programs for children and adolescents with emotional or behavioral disorders (EBD), and (b) determine the usefulness of evaluation information in the development of individual education programs (IEPs) and instructional planning. Four hundred fifty of the approximately 1300 teachers of students identified as EBD in Wisconsin were randomly selected to respond to a questionnaire. The questionnaire was designed to provide information about two recent referrals, including: (a) whether the student was placed in an ED program, (b) what evaluation instruments/ procedures were used by each member of the multi-disciplinary (M-team), (c) how helpful the evaluation data were in the development of IEPs and as well as for instructional planning, and (d) what factors influenced the choice of evaluation instruments/procedures.

The most frequently used evaluation instruments/procedures typically have been the Wechsler Intelligence Scale for Children - Revised (WISC-R), student interviews, Behavior Rating Profile (BRP), Behavior Evaluation Scale (BES), and classroom observations, respectively. EBD teachers rated the classroom observations, student interview and behavior rating scales as the instruments most helpful in the instructional planning process. Teachers generally found the evaluation data to be helpful in planning their IEPs. Teachers chose their evaluation instruments and procedures based on the ease of administration and scoring.

Get full access to this article

View all access options for this article.

References

Algozzine, B. , Christensen, S. , & Ysseldyke, J. (1982). Probabilities associated with the referral to placement process. Teacher Education and Special Education , 5, 19-23.

Arasim, B. , & Frankenberger, W. (1989). Assessment procedures used by multidisciplinary team members in the assessment of learning disabilities . The Mental Retardation and Learning Disability Bulletin , 17, 38-50.

Connelly, J.B. (1985). Published tests - Which ones do special education teachers perceive as useful? The Journal of Special Education , 19, 149-155.

Dudley-Marling, C. (1985). Perceptions of the usefulness of the IEP by teachers of learning disabled and emotionally disturbed children. Psychology in the Schools, 22, 65-67.

Fieldler, J.F. , & Knight, R.R. (1986). Congruence between assessed needs and IEP goals of identified behaviorally disabled students. Behavioral Disorders , 12, 22-27.

Galagan, J.E. (1984). Psychoeducational testing: Turn out the lights, the party's over. Exceptional Children, 52, 288-299.

Grosenik, J.K. , George, N.L. , George, M.P. , & Lewis, T.J. (1991). Public school services for behaviorally disordered students: Program practices in the 1980's. Behavioral Disorders , 16, 87-96.

Kramer, J.J. , & Epps, S. (1991). Expanding professional opportunities and improving the quality of training: A look toward the next generation of school psychologists . School Psychology Review, 20, 452-461.

Kratochwill, T.R. , Sheridan, S.M. , Rotto, P.C. , & Salmon, D. (1991). Preparation of school psychologists to serve as consultants for teachers of emotionally disturbed children. School Psychology Review, 20, 530-550.

10.

Mar, H.H. (1991). Retooling psychology to serve children and adolescents with severe disabilities. School Psychology Review, 20, 510-521.

11.

McGinnis, E. , Kiraly, J. Jr. , & Smith, C.R. (1984). The types of data used in identifying public school students as behaviorally disordered. Behavioral Disorders , 9, 239-246.

12.

McLoughlin, J.A. , & Lewis, R.B. (1990). Assessing special students (3rd ed.). New York: Merrill.

13.

Patton, M.Q. (1980). Qualitative evaluation methods. Beverly Hills: Sage.

14.

Prout, H.T. (1985). School psychologists and social-emotional assessment techniques: Patterns in training and use. School Psychology Review, 12, 377-383.

15.

Salvia, J. , & Ysseldyke, J.E. (1991). Assessment (5th ed.). Boston: Houghton Mifflin.

16.

Schenck, S.J. (1980). The diagnostic/instructional link in individualized education programs. The Journal of Special Education, 14, 337-345.

17.

Shapiro, E.S. (1991). Training school psychologists for service delivery to children with severe emotional disturbance. School Psychology Review, 20, 485-497.

18.

Smith, C.R. , Frank, A.R. , & Snider, B.C.F. (1984). School psychologists' and teachers' perceptions of data used in the identification of behaviorally disordered students. Behavioral Disorders, 10, 27-32.

19.

Smith, S.W. , & Simpson, R.L. (1989). Analysis of individualized education programs (IEPs) for students with behavioral disorders. Behavioral Disorders, 14, 107-116.

20.

Thurlow, M.L. , & Ysseldyke, J.E. (1982). Instructional planning: Information collected by school psychologists vs. information considered useful by teachers. Journal of School Psychology, 20, 3-10.

21.

Ysseldyke, J.E. , & Thurlow, M.L. (1984). Assessment practices in special education: Adequacy and appropriateness. Educational Psychologist, 9, 123-136.

22.

Ysseldyke, J.E. , Algozzine, B. , Regan, R. , & Potter, M. (1980). Technical adequacy of tests used by professionals in simulated decision making. Psychology in the Schools, 17, 202-209.

23.

Zabel, R.H. , Peterson, R.L. , & Smith, C.R. (1986). Availability and usefulness of assessment information for emotionally disturbed/behaviorally disordered students: A replication . Diagnostique, 12, 26-36.

24.

Zabel, R.H. , Peterson, R.L. , Smith, C.R. , & White, M.A. (1982). Availability and usefulness of assessment information for emotionally disabled students. School Psychology Review , 11, 433-437.