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Research Article  |   April 1997
Interrater Reliability of the Technology Team Assessment Process
Amy J. Embleton; Karen C. Spencer
Author Affiliations
  • Amy J. Embleton, MS, OTR, is Occupational Therapist, Children’s Seashore House, which is affiliated with the Children’s Hospital of Philadelphia, Philadelphia, Pennsylvania
  • Karen C. Spencer, PhD, OTR, is Assistant Professor of Occupational Therapy, Colorado State University, Fort Collins, Colorado 80523
Article Information
Assistive Technology / Learning Disabilities / Research
Research Article   |   April 1997
Interrater Reliability of the Technology Team Assessment Process
American Journal of Occupational Therapy, April 1997, Vol. 51, 297-302. doi:10.5014/ajot.51.4.297
American Journal of Occupational Therapy, April 1997, Vol. 51, 297-302. doi:10.5014/ajot.51.4.297
Abstract

Objective. This study examined the interrater reliability of the Technology Team Assessment Process (TTAP).

Method. Students ages 9 to 12 years who have learning disabilities received a TTAP assessment, which was videotaped. Five independent raters trained in the assessment process observed the videotapes and rated each student with the TTAP recording forms. Additionally, each rater made specific assistive technology recommendations on the basis of his or her evaluation.

Results. lntraclass correlation coefficients revealed that only one of four sections of the TTAP investigated had low to moderate interrater reliability for the students evaluated.

Conclusion. The results of this study suggest that the TTAP, in its present form, cannot be used with confidence to assess students with learning disabilities and requires more extensive development and testing.