Embleton A J, Spencer K C
Children's Hospital of Philadelphia, Pennsylvania, USA.
Am J Occup Ther. 1997 Apr;51(4):297-302. doi: 10.5014/ajot.51.4.297.
This study examined the interrater reliability of the Technology Team Assessment Process (TTAP).
Students ages 9 to 12 years who have learning disabilities received a TTAP assessment, which was videotaped. Five independent raters trained in the assessment process observed the videotapes and rated each student with the TTAP recording forms. Additionally, each rater made specific assistive technology recommendations on the basis of his or her evaluation.
Intraclass correlation coefficients revealed that only one of four sections of the TTAP investigated had low to moderate interrater reliability for the students evaluated
The results of this study suggest that the TTAP, in its present form, cannot be used with confidence to assess students with learning disabilities and requires more extensive development and testing.
本研究检验了技术团队评估流程（TTAP）的评分者间信度。
对9至12岁有学习障碍的学生进行TTAP评估，并录制视频。五名接受过评估流程培训的独立评分者观看视频，并使用TTAP记录表格对每名学生进行评分。此外，每位评分者根据自己的评估给出具体的辅助技术建议。
组内相关系数显示，在所调查的TTAP四个部分中，只有一个部分对所评估学生的评分者间信度为低到中度。
本研究结果表明，目前形式的TTAP不能可靠地用于评估有学习障碍的学生，需要更广泛的开发和测试。
