Teachers as “Tests”: Differential Validity of Teacher Judgments in Identifying Students At-Risk for Learning Difficulties

Abstract

The discriminant validity of teacher judgments in differentiating various groups of students who were at-risk for learning difficulties based on their referral to School Study Teams (SSTs) was assessed. Three groups of students defined as Learning Disabled (LD), Low-IQ, and Low Achievement (LA) were contrasted with a group of normally achieving Controls using the Academic Competence scale of the Social Skills Rating System (Gresham & Elliott, 1990). Large differences were found between the Controls and all at-risk groups. Consistent with past research contrasting mild disability groups using cognitive and achievement measures, relatively few differences were found among LD, Low IQ, and LA groups. Results from cross-validated stepwise discriminant function analyses showed that teacher judgments correctly classified 91% of the LD group (9% false negatives and 10% false positives), 100% of the Low IQ group (0% false negatives and 7% false positives), and 95% of the LA group (5% false negatives and 17% false positives). Results were discussed in terms of the implications for the continued time-consuming and expensive practice of differentiating among mild disability and low achievement groups for classification, placement, and intervention purposes.

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Notes on contributors

Frank M. Gresham

Frank M. Gresham, PhD, is a Professor and Director of the School Psychology Program at The University of California, Riverside. His major research interests are social skills assessment and training, behavioral consultation with teachers, and social and affective characteristics of students with mild disabilities.

Donald L. MacMillan

Donald L. MacMillan, EdD, is professor of education at The University of California, Riverside. His research interests focus on classification of children with mild learning and behavioral problems, social and affective outcomes as indicators of educational treatments, and the development of self-concept.

Kathleen M. Bocian

Kathleen M. Bocian, PhD, is an Educational Specialist at The University of California, Riverside. She directs the research studies within the Research for Students At-Risk Project.