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Assessment for Effective Intervention
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Providers and Practices in Psychoeducational Assessment of the Hearing Impaired in Educational Settings

William Allen

William Allen is doctoral candidate in School Psychology, Pennsylvania State University

Suzanne Abraham

Suzanne Abraham is assistant director of the Master's Program in Hearing Impairment, Columbia University Teachers College, Requests for reprints should be sent to Suzanne Abraham, Columbia University Teachers College, Department of Special Education, Box 223, 525 West 120th Street, New York, NY.

Richard Stoker

Richard Stoker is associate professor of Human Communication Disorders, McGill University

Demographic and descriptive information was gathered from professionals providing psychoeducational assessment services to hearing-impaired learners in the United States and Canada. Data regarding the educational and experiential background of professionals providing psychoeducational assessment services to the hearing impaired, the communication modes used and problems encountered in testing the hearing impaired, and the educational placements of hearing-impaired learners receiving psychoeducational assessment services are presented. Frequency of use scores and rankings are reported for psychological and educational instruments used by at least 10% of the respondents to assess the hearing impaired at the infant, preschool, primary, and secondary educational levels. Findings are discussed in view of current trends in the psychoeducational assessment of hearing-impaired children and youth.

Assessment for Effective Intervention, Vol. 14, No. 1, 26-48 (1988)
DOI: 10.1177/153450848801400104
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