Abstract
This study compared the Developmental Indicators for the Assessment of Learning—Revised (DIAL-R) and the Learning Accomplishment Profile—Diagnostic (LAP-D) for a sample of 121 children in an urban Head Start program. To examine validity, guidelines suggested by the multitrait-multimethod model (MTMM) were employed. The results indicated significant correlations between like-named scales, providing evidence for convergent validity. However, the within-method correlations often equaled or exceeded the validity coefficients, as did the between-method correlations of dissimilar scales. Thus the simultaneous requirements of both convergent and discriminant validity were not met. From the viewpoint of professional practices, the results suggest that profiles cannot be interpreted with confidence. New instruments and procedures are needed that reflect research and theory associated with the principles of psychosocial Change.
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