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The Validity of the ITPA Visual Closure Subtest

The Validity of the ITPA Visual Closure Subtest The Validity of the ITPA Visual Closure Subtest Robert Harth Joseph E. Justen, III IN RECENT YEARS special education has gradually moved towards a diagnostic-prescriptive orientation, particularly in the area of learning disabilities. Essentially, the diagnostic-prescnp- tion approach involves the identification of a child's specific educational strengths and weaknesses followed by the develop- ment and implementation of remedial programs based on that information. The rapid increase in the number of assessment instru- ments designed to identify educational strengths and weak- nesses has clearly opened the door for the diagnostic-prescnp- tive approach. One of the most popular of these devices is the Illinois Test of Psycholinguistic Abilities (ITPA).l The ITPA is designed to identify strengths and weaknesses in psycholinguistic functioning for the purpose of planning individual remediations for children. A most important requirement, then, is that the subtests of the ITPA be clear and precise measures of the func- tions they propose to assess. Several authors, writing on the ITPA, have questioned whether this insttument provides the kind of information dis- cussed above. M. Wisland and A. M. Westley were concerned with whether or not the data from the test'fit the model pre- sented by the ITPA'.2 P. A. Smith http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Academic Therapy SAGE

The Validity of the ITPA Visual Closure Subtest

Academic Therapy , Volume 12 (3): 5 – Jan 1, 1977

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Publisher
SAGE
Copyright
Copyright © by SAGE Publications
ISSN
0001-396X
DOI
10.1177/105345127701200301
Publisher site
See Article on Publisher Site

Abstract

The Validity of the ITPA Visual Closure Subtest Robert Harth Joseph E. Justen, III IN RECENT YEARS special education has gradually moved towards a diagnostic-prescriptive orientation, particularly in the area of learning disabilities. Essentially, the diagnostic-prescnp- tion approach involves the identification of a child's specific educational strengths and weaknesses followed by the develop- ment and implementation of remedial programs based on that information. The rapid increase in the number of assessment instru- ments designed to identify educational strengths and weak- nesses has clearly opened the door for the diagnostic-prescnp- tive approach. One of the most popular of these devices is the Illinois Test of Psycholinguistic Abilities (ITPA).l The ITPA is designed to identify strengths and weaknesses in psycholinguistic functioning for the purpose of planning individual remediations for children. A most important requirement, then, is that the subtests of the ITPA be clear and precise measures of the func- tions they propose to assess. Several authors, writing on the ITPA, have questioned whether this insttument provides the kind of information dis- cussed above. M. Wisland and A. M. Westley were concerned with whether or not the data from the test'fit the model pre- sented by the ITPA'.2 P. A. Smith

Journal

Academic Therapy SAGE

Published: Jan 1, 1977

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