ERIC Number: EJ455821
Record Type: CIJE
Publication Date: 1992
Reference Count: 0
Functional versus Standardized Assessment Procedures: Implications for Educational Programming.
Downing, June; Perino, Daniel M.
Mental Retardation, v30 n5 p289-95 Oct 1992
Teachers and support personnel (n=38) were asked to use an eight-item Likert-type survey to rate one of three assessment packages for students with severe to profound multiple disabilities: standardized, functional-ecological, and a combined package. The functional-ecological approach was perceived to be most beneficial for educational intervention. (Author/DB)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A