Doctor of Education (Ed.D.)
Roger R. Ries
The purpose of this study was to investigate the classification congruency of Virginia school psychologists as it related to assessment profile analysis and, additionally, to examine assessment instrument rankings and demographic variables when classifying targeted handicapping conditions. The targeted conditions were learning disability, educable mentally handicapped, and attention deficit hyperactivity disorder/attentional problems.;The seventy-two certified Virginia school psychologists who participated in the study were each mailed identical packets containing a letter of explanation, demographic questionnaire, the test profiles for each of the handicapping conditions, and a profile for a non-handicapped child.;The data were analyzed using a discriminant analysis and a logistic regression. Results show that Virginia school psychologists were congruent in identifying LD, EMH, and non-handicapped students but less so in identifying ADHD students. The WISC-R emerged as the most significant test instrument used by the subjects in making a correct diagnosis. The most significant demographic variable in influencing the recommendations was "years of experience.".
© The Author
Keith, Brian Alan, "An analysis of Virginia school psychologists' decisions relative to assessment profiles and recommended handicapping condition" (1992). Dissertations, Theses, and Masters Projects. Paper 1539618421.