Downing J, Perino D M
Division of Special Education and Rehabilitation, College of Education, University of Arizona, Tucson 85721.
Ment Retard. 1992 Oct;30(5):289-95.
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.
对教师对两种不同评估程序在评估一名重度至极重度多重残疾的8岁学生时的教育价值的看法进行了比较。来自一个公立学校系统的直接服务提供者（N = 38）被随机分成三组，被要求使用一份8项李克特式调查问卷对三种评估方案之一进行评分：标准化方案、功能生态方案和综合方案。八项中的四项结果具有统计学意义。功能生态方法被认为对教育干预最有益。讨论了相较于标准化程序更加强调功能生态评估程序的意义。
