Teachers as "tests": Differential validity of teacher judgments in identifying students at-risk for learning difficulties

School Psychology Review

Volumn 26, Issue 1, 1997, Pages 47-60

  Gresham, Frank M ^a   MacMillan, Donald L ^a   Bocian, Kathleen M ^a  

^a UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0040645549     PISSN: 02796015     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (44)

1. Algozzine, B., Christenson, S., & Ysseldyke, J. (1981). Probabilities associated with the referral to placement process. Minneapolis: University of Minnesota, Institute for Research on Learning Disabilities.
2. American Association on Mental Retardation. (1992). Mental retardation: Definition, classification, and systems of supports. Washington, DC: Author.
3. Ashurst, D. I., & Meyers, C. E. (1973). Social system and clinical model in school identification of the educable retarded. In G. Tarjan, R. K. Eyman & C. E. Meyers (Eds.), Sociobehavioral studies in mental retardation [Monograph] (No. 1, pp. 150-163). Washington, DC: Association on Mental Deficiency.
4. Dunn, L. M., & Markwardt, F. C. (1970). Peabody individual achievement test. Circle Pines, MN: American Guidance Service.
5. Egan, O., & Archer, P. (1985). The accuracy of teacher ratings of ability: A regression model. American Educational Research Journal, 22, 25-34.
6. Fletcher, J., Francis, D., Rourke, B., Shaywitz, B., & Shaywitz, S. (1993). Classification of learning disabilities: Relationships with other childhood disorders. In G. R. Lyon, D. Gray, J. kavanagh, & N. Krasnegor (Eds.), Better understanding learning disabilities (pp. 27-56). Baltimore: Paul H. Brookes.
7. Fletcher, J., Shaywitz, S., Shankweiler, D., Katz, L., Liberman, I., Fowler, A., Francis, D., Stuebing, K., & Shaywitz, B. (1994). Cognitive profiles of reading disability: Comparisons of discrepancy and low achievement definitions. Journal of Educational, Psychology, 85, 1-18.
8. Garber, M. (1988). The Milwaukee Project. Washington, DC: American Association on Mental Retardation.
9. Gerber, M., & Semmel, M. (1984). Teacher as imperfect test: Reconceptualizing the referral process. Educational Psychologist, 19, 137-146.
10. Goh, D., Telzrow, C., & Fuller, G. (1981). The practice of psychological assessment among school psychologists. Professional Psychology, 12, 696-706.
11. Gresham, F. M., & Elliott, S. N. (1990). Social skills rating system. Circle Pines, MN: American Guidance Service.
12. Gresham, F. M., MacMillan, D. L., & Bocian, K. (1990). Learning disabilities, low achievement, and mild mental retardation: More alike than different? Journal of Learning Disabilities, 29, 570-581.
13. Gresham, F. M., Reschly, D. J., & Carey, M. (1987). Teachers as "tests": Classification accuracy and concurrent validation in the identification of learning disabled children. School Psychology Review, 16, 543-563.
14. Heber, R. (1959). A manual on terminology and classification in mental retardation [Monograph Supplement]. American Journal of Mental Deficiency, 56.
15. Heber, R. (1961). modifications in the manual on terminology and classification in mental retardation. American Journal on Mental Deficiency, 65, 499-500.
16. Hoge, R. (1983). Psychometric properties of teacher-judgment measures of pupil aptitudes, classroom behaviors, and achievement levels. The Journal of Special Education, 17, 401-429.
17. Hoge, R., & Colardarci, T. (1989). Teacher-based judgments of academic achievement: A review of the literature. Review of Educational Research, 59, 297-313.
18. Hoge, R., & Cudmore, L. (1986). The use of teacher-judgment measures in the identification of gifted pupils. Teaching and Teacher Education, 2, 181-196.
19. Hutton, J., Dubes, R., & Muir, S. (1992). Assessment practices of school psychologists: Ten years later. School Psychology Review, 21, 271-284.
20. Jastak, S., & Wilkinson, G. (1984). Wide Range Achievement Test-Revised. Wilmington, DE: Jastak Associates.
21. Lachenbruch, P. (1967). An almost unbiased method of obtaining confidence intervals for the probability of misclassification in discriminant analysis. Biometrics, 23, 639-645.
22. Lachenbruch, P., & Mickey, M. A. (1968). Estimation of error rates in discriminant analysis. Technometrics, 10, 1-10.
23. Leinhardt, G. (1983). Novice and expert knowledge of individual student's achievement. Educational Psychologist, 18, 390-402.
24. Lindeman, R., Merenda, P., & Gold, R. (1980). Introduction to bivariate and multivariate analysis. Glenview, IL: Scott, Foresman.
25. MacMillan, D. L., Siperstein, G., & Gresham, F. M. (1996). A challenge to the viability of mild mental retardation as a diagnostic category. Exceptional Children, 62, 356-371.
26. O'Reilly, C., Northcraft, G., & Sabers, D. (1989). The confirmation bias in special education eligibility decisions. School Psychology Review, 18, 126-135.
27. Reschly, D. J. (1988). Special education reform: School psychology revolution. School Psychology Review, 17, 459-475.
28. Reschly, D. J., & Ysseldyke, J. (1995). School psychology paradigm shift. In A Thomas & J. Grimes (Eds.), Best practices in school psychology-III (pp. 17-31). Washington, DC: National Association of School Psychologists.
29. Reynolds, M. C., & Lakin, K. C. (1987). Noncategorical special education for mildly handicapped students: A system for the future. In M. Wang, M. Reynolds, & H. Walberg (Eds.), The handbook of special education: Research and practice (Vol. 1, pp. 331-356). Oxford, England: Pergamon Press.
30. Shaywitz, B., Fletcher, J., Holahan, J., & Shaywitz, S. (1992). Discrepancy compared to low achievement definitions of reading disability: Results from the Connecticut Longitudinal Study. Journal of Learning Disabilities, 25, 639-648.
31. Siegel, L. S. (1992). An evaluation of the discrepancy definition of dyslexia Journal of Learning Disabilities, 25, 618-629.
32. Silverstein, A. ., Brownlee, L., Legutki, G., & MacMillan, D. L. (1983). Convergent and discriminant validation of two methods of assessing three academic traits. The Journal of Special Education, 17, 63-68.
33. Smith, J. D., & Polloway, E. A. (1979). The dimension of adaptive behavior in mental retardation research: An analysis of recent practices. American Journal on Mental Deficiency, 84, 203-206.
34. Stanovich, K. E. (1991). Discrepancy definitions of reading disability: Has intelligence led us astray? Reading Research Quarterly, 26, 1-29.
35. Stanovich, K. E., & Siegel, L. S. (1994). Phenotypic performance profiles of children with reading disabilities: A regression-based test of the phonologicalcore variable difference model. Journal of Educational Psychology, 86, 24-53.
36. Tatsuoka, M. (1971). Multivariate analysis: Techniques for educational and psychological research. New York: Wiley.
37. Vellutino, F. R. (1979). Dyslexia: Theory and research. Cambridge, MA: MIT Press.
38. Walker, H. M., Block-Pedego, A., Todis, B., & Severson, H. (1991). School archival records search. Longmont, CO: Sopris West.
39. Wechsler, D. (1974). Wechsler Intelligence Scale for Children-Revised. New York: The Psychological Corporation.
40. Wechsler, D. (1991). Wechsler Intelligence Scale for Children-III. San Antonio, TX: The Psychological Corporation.
41. Wilson, M., & Reschly, D. J. (1996). Assessment in school psychology training and practice. School Psychology Review, 25, 9-23.
42. Wolf, T. (1969a). The emergency of Binet's conceptions and measurement of intelligence: A case history of the creative process: Part I. Journal of the History of the Behavioral Sciences, 5, 113-134.
43. Wolf, T. (1969b). The emergency of Binet's conceptions and measurement of intelligence: A case history of the creative process: Part II. Journal of the History of the Behavioral Sciences, 5, 207-237.
44. Ysseldyke, J., Algozzine, B., Shinn, M., & McGue, K. (1982). Similarities and differences between low achievers and students classified as learning disabled. The Journal of Special Education, 16, 73-85.