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  • Title: Functional versus standardized assessment procedures: implications for educational programming.
    Author: Downing J, Perino DM.
    Journal: Ment Retard; 1992 Oct; 30(5):289-95. PubMed ID: 1435283.
    Abstract:
    Teacher perceptions of the educational value of two distinct assessment procedures for assessing an 8-year-old student with severe to profound multiple disabilities were compared. Direct service providers (N = 38) from a public school system, randomly distributed into three groups, were asked to use an 8-item Likert-type survey to rate one of three assessment packages: standardized, functional-ecological, and a combined package. Results for four of the eight items were statistically significant. The functional-ecological approach was perceived to be most beneficial for educational intervention. Implications for greater emphasis on a functional-ecological assessment procedure versus standardized procedures were discussed.
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