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The Battelle Developmental Inventory: Teacher Perceptions and Implementation Data

University of North Carolina at Chapel Hill

Pat Vandiviere

North Carolina Department of Human Resources

Janice Dellinger

North Carolina Department of Public Instruction

Duncan Munn

North Carolina Department of Human Resources

This article reports results from a statewide implementation study of the Battelle Developmental Inventory. A total of 76 teachers participated by assessing 247 handicapped preschoolers. Data are presented with regard to perceived usefulness of the BDI, administration and scoring time, scoring accuracy, usefulness of adaptations, and calculation of extreme scores. Teachers were moderately positive about the various possible uses of the measure, although ratings for use with severely handicapped children were much lower than those for mild and moderately handicapped youngsters. Teachers made a large number of errors in administering and scoring the instrument. Approximately half of the adaptations for handicapped children were rated as appropriate. Implications of these and other findings for use of the BDI in early intervention programs are discussed.

Journal of Psychoeducational Assessment, Vol. 5, No. 3, 217-226 (1987)
DOI: 10.1177/073428298700500304


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