Consistency of Performance Across Classrooms: Instructional Materials Versus Setting as Influencing Variables

Abstract

This study explores the extent to which and the conditions under which five mildly handicappped students demonstrated consistency of academic performance in two school settings, a special education resource room and a regular education classroom. For each student, 9 to 15 specific arithmetic skills were tested using two types of accuracy measures: (a) criterion-referenced tests replicating the content and format of instructional materials used in the resource room and (b) curriculum probes simulating the task demands of the regular classroom curriculum. Comparison of student performance on criterion-referenced tests administered in the two settings is an indicator of the effect of setting changes alone on cross-classroom consistency of performance. Comparison of student performance on criterion-referenced tests and curriculum probes administered in the regular classroom is an indicator of the effect of different instructional materials on student performance in the same setting. Togegether, the tests indicate the relative contribution of setting changes and curriculum differences to the cross-classroom consistency of performance of mildly handicapped students mainstreamed into a regular classroom. Results of the study revealed that changing setting alone had no significant impact on student performance. The combined effect of changes in test materials and test administrator, however, resulted in performance which was more variable and less accurate, indicating that curriculum differences do affect the extent to which skills are transferred across settings. The results are discussed in terms of their relevance for interpreting handicapped students' performance in regular classes.