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Challenges Assessing the Conceptual Understanding of Students With Disabilities in Statistics.
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- Author(s): Dahlstrom-Hakki, Ibrahim H.; Alstad, Zachary G.; Reed, Deborah K.
- Source:
Learning Disability Quarterly. Aug2019, Vol. 42 Issue 3, p175-185. 11p. - Source:
- Additional Information
- Subject Terms: ATTENTION-deficit hyperactivity disorder; AUTISM; CONCEPTUAL structures; CURRICULUM; PHILOSOPHY of education; STUDENTS with disabilities; HEALTH occupations students; PEOPLE with intellectual disabilities; STATISTICS; RATING of students; PSYCHOSOCIAL factors; PHONOLOGICAL awareness; STATISTICAL models
- Abstract: Standardized assessment of content knowledge for STEM (Science, Technology, Engineering, Mathematics) topics is pervasive in both K-12 and postsecondary institutions. Yet, most instruments are developed with little to no validation for students with learning disability (LD), attention deficit hyperactivity disorder (ADHD), and autism spectrum disorder (ASD). In this study, we evaluate the effectiveness of new test instruments designed to assess conceptual understanding of statistics content and the extent to which construct-irrelevant factors, such as language processing, influence the performance of students with disabilities. Generalized linear mixed-effects modeling was used to identify the factors that were predictive of student performance. Results indicate that the average sentence length in word problems was uniquely predictive of student performance on emerging assessments of conceptual understanding. The results provide new evidence of the barriers facing students with disabilities on emerging tests of conceptual knowledge. A general framework for measuring the impact of these barriers and the effectiveness of accommodations is discussed. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of Learning Disability Quarterly is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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