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ERIC Number: EJ1169682
Record Type: Journal
Publication Date: 2018-Mar
Pages: 6
Abstractor: As Provided
ISSN: ISSN-1534-5084
Language Ability of Students with Emotional Disturbance: Discrepancies between Teacher Ratings and Direct Assessment
Chow, Jason C.; Hollo, Alexandra
Assessment for Effective Intervention, v43 n2 p90-95 Mar 2018
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.
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:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A