Evaluation of the Homework Problem Checklist with Students with Learning Disabilities

Regina M. Foley, Michael H. Epstein

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

With an increased emphasis on the evaluation and accountability of educational programs, it appears that education professionals need to identify reliable and valid assessment instruments to measure intervention outcomes. The purpose of this study was to determine the interrater reliability and internal consistency of the Homework Problem Checklist (HPC) (Anesko, Schoiock, Ramirez, & Levine, 1987) with learning disabled students. Sixty-five pairs of teachers and parents of elementary and secondary school learning disabled students completed the HPC. The HPC demonstrated moderate to high levels of interrater reliability. Acceptable levels of internal consistency were reported for both teacher and parent ratings. Implications for practice and future research are discussed.

Original languageEnglish (US)
Pages (from-to)203-209
Number of pages7
JournalAssessment for Effective Intervention
Volume16
Issue number4
DOIs
StatePublished - 1991
Externally publishedYes

Fingerprint

Learning Disorders
homework
Checklist
learning disability
Students
parents
evaluation
Learning
Professional Education
student
Social Responsibility
teacher
educational program
learning
elementary school
secondary school
Parents
rating
Outcome Assessment (Health Care)
responsibility

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Health Professions(all)

Cite this

Evaluation of the Homework Problem Checklist with Students with Learning Disabilities. / Foley, Regina M.; Epstein, Michael H.

In: Assessment for Effective Intervention, Vol. 16, No. 4, 1991, p. 203-209.

Research output: Contribution to journalArticle

Foley, Regina M. ; Epstein, Michael H. / Evaluation of the Homework Problem Checklist with Students with Learning Disabilities. In: Assessment for Effective Intervention. 1991 ; Vol. 16, No. 4. pp. 203-209.
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