ERIC Number: EJ875770
Record Type: Journal
Publication Date: 2006
Abstractor: As Provided
Reference Count: N/A
Consequential Validity of an Assistive Technology Supplement for the School Function Assessment
Silverman, Michelle Kaye; Smith, Roger O.
Assistive Technology, v18 n2 p155-165 Fall 2006
Educators and therapists implement assistive technology to maximize educational outcomes of students with disabilities. However, few measure the outcomes of interventions because of a lack of valid measurement tools. This study investigated whether an assistive technology supplement for the School Function Assessment demonstrates an important aspect of construct validity. Specifically, the study examined a type of consequential validity. Twenty eight school-based therapists participated in the study. Two t tests compared a group using the School Function Assessment (n = 13) to a group using the assistive technology supplement to the School Function Assessment (n = 15). The first t test examined the difference in confidence therapists perceived in their ability to develop assistive technology interpretations. The second t test compared the number of assistive technology interpretations matching those of an expert panel. The first t test did not achieve significance (p = 0.998). The second t test achieved significance (p = 0.001). These results suggest, with certain limitations, that the assistive technology supplement for the School Function Assessment exhibits this important aspect of construct validity.
Descriptors: Outcomes of Education, Construct Validity, Program Effectiveness, Assistive Technology, Disabilities, Special Education, Measurement Techniques, Intervention, Therapy, Outcomes of Treatment, Allied Health Personnel, Pupil Personnel Services, Educational Technology
RESNA: Rehabilitation Engineering and Assistive Technology Society of North America. 1700 North Moore Street Suite 1540, Arlington, VA 22209-1903. Tel: 703-524-6686; Fax: 703-524-6630; e-mail: email@example.com; Web site: http://www.resna.org
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Authoring Institution: N/A