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.