OPTIMIZING TEST-PERFORMANCE OF MODERATELY AND SEVERELY MENTALLY-RETARDED ADOLESCENTS AND ADULTS

  • 1 January 1976
    • journal article
    • research article
    • Vol. 81  (1) , 49-57
Abstract
Further evidence was provided for the validity of a learning potential assessment procedure with institutionalized moderately and severely retarded adolescents and adults. Significant positive correlations were obtained between psychometric and learning scores, attendants'' and teachers'' ratings of ability, and the posttraining scores on the modified Kohs Extended Learning Potential procedure. Performance on this test-train-test procedure was also compared with a train-within-test format for 2 different tasks: training embedded within the administration of the Leiter International Performance Scale and a formboard version of Raven''s Colored Progressive Matrices. The students responded equally to the 2 formats. Stanford-Binet IQs were least predictive of performance on the 3 learning potential measures and were unrelated to teachers'' and attendants'' ratings of ability. The implications of these data were discussed with particular attention to the potential advantages of the train-within-test model.

This publication has 0 references indexed in Scilit: