Date of Award
5-2010
Degree Name
Master of Arts
Department
Speech, Language and Hearing Sciences
First Advisor
Dr. Nickola W. Nelson
Second Advisor
Dr. Jan L. Bedrosian
Third Advisor
Dr. Amy B. Curtis
Access Setting
Masters Thesis-Campus Only
Abstract
The Individuals with Disability Education Improvement Act (IDEA) of 2004 requires educational teams to use data from multiple sources when determining a student's eligibility for special services. One data source is a multi-informant questionnaire completed by parents, teachers, and students. Although input from multiple sources is considered essential to the eligibility decision-making process and to evidence-based practice in general, limited empirical data exist regarding the usefulness or interpretation of observational ratings.
In this study, parent, teacher, and student mean ratings were compared for 76 school-age children with language-learning disability (LLD; n = 41) and typical language (TL; n = 35) on a Language and Literacy Questionnaire (LLQ). Comparison of mean ratings on the LLQ showed significant correlations for pairs of informants. Significant associations also were found between LLQ subscores and related performance scores on a beta version of the Test of Integrated Language and Literacy Skills (TILLS). Ratings by all informants were significantly higher for the TL group than for the LLD group. Only student ratings were significantly higher at the elementary school age than at the secondary school age.
Recommended Citation
Irvine, Joyce E., "Comparing Parent, Student, and Teacher Responses on a Language and Literacy Questionnaire" (2010). Masters Theses. 315.
https://scholarworks.wmich.edu/masters_theses/315