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Language, Speech, and Hearing Services in Schools Vol.39 104-109 January 2008. doi:10.1044/0161-1461(2008/011)
© American Speech-Language-Hearing Association
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Clinical Exchange

Preventing Multiple-Choice Tests From Impeding Educational Advancement After Acquired Brain Injury

Larry E. Schutz
Kenyatta O. Rivers
University of Central Florida, Orlando

Judith A. Schutz
The School District of Osceola County, Kissimmee, FL

Adele Proctor
University of Illinois at Urbana-Champaign

Contact author: Kenyatta O. Rivers, Department of Communication Sciences & Disorders, P.O. Box 162215, Orlando, FL 32816. E-mail: krivers{at}mail.ucf.edu.

Purpose: The purpose of this article is to present management strategies that can be used to breach barriers created for students with acquired brain injuries by testing the students in the multiple-choice format.

Method: This article presents a case study of a high school student with severe hydrocephalus and difficulties with state-mandated reading comprehension tests who was denied exceptional student education services because her grades were "so good."

Result: Although an honor student who received academic awards, she was never taught how to pass the state reading test and was denied her diploma at graduation.

Implications: The cognitive obstacles posed by the multiple-choice format can be specified and treated. In-service training can help school staff and officials to recognize and serve these children promptly so that academic disability can be prevented.

KEY WORDS: brain injury, educational performance, school-age children, cognitive–communication treatment, advocacy






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