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Performance of Hispanic Educable Mentally Retarded, Learning Disabled, and Nonclassified Students on the WISC-RM, SOMPA, and S-KABC: Short-Term Study One. Final Report.
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Rueda, Robert; And Others – 1985
The study examined performance of limited-English proficient Hispanic students on a battery of psychometric instruments designed to appropriately assess linguistic minority students. Subjects consisted of three groups: 44 nonhandicapped, 45 learning-disabled, and 39 mildly mentally retarded elementary-level students. Instruments included the…
Descriptors: Classification, Cognitive Measurement, Educational Diagnosis, Elementary Education
Is Tissue the Issue? A Critique of SOMPA's Models and Tests.
Peer reviewed Peer reviewed
Goodman, Joan F. – School Psychology Digest, 1979
A critical view of the underlying theoretical rationale of the System of Multicultural Pluralistic Assessment (SOMPA) model for student assessment is presented. The critique is extensive and questions the basic assumptions of the model. (JKS)
Descriptors: Culture Fair Tests, Elementary Secondary Education, Exceptional Persons, Intelligence Tests
State Norms for IQ, Adaptive Behavior, and Sociocultural Status: Implications for Nonbiased Assessment.
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Reschly, Daniel J.; And Others – 1981
Findings from the Iowa Assessment Project are examined regarding the assessment and use of information on adaptive behavior and sociocultural background in decisions about students with mild mental retardation. Background aspects reviewed include terminology regarding mild retardation; research, litigation, and legislation on the topic during the…
Descriptors: Adjustment (to Environment), Culture Fair Tests, Educational Testing, Eligibility
Use of SOMPA in Identification of Gifted African-American Children.
Peer reviewed Peer reviewed
Matthew, Janice L.; And Others – Journal for the Education of the Gifted, 1992
Use of the System of Multicultural Pluralistic Assessment (SOMPA) with minority disadvantaged children in an urban school district resulted in increased numbers of African-American students (grades two through five) being eligible for gifted programing. Comparison with African-American students selected by traditional means found similar levels of…
Descriptors: Ability Identification, Black Students, Cognitive Development, Cultural Differences