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Comparison Of The Abridged Version Of The System Of Multicultural Pluralistic Assessment And The Hahnemann Elementary School Behavior Scale With Special Education Students

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The purpose of this study was to determine if the System of Multicultural Pluralistic Assessment (SOMPA) information which included the Adaptive Behavior Inventory for Children (ABIC) and the Estimated Learning Potential (ELP) was redundant of information on the teacher-scored Hahnemann Elementary School Behavior Scale (HESB) and the Wechsler Intelligence Scale for Children-Revised (WISC-R) subtest scores for male and female Black, White, and Chicano Learning Handicapped (LH) and Resource Specialist Program (RSP) fourth grade-age students. LH students in the Sacramento City Unified School District system were considered more academically handicapped than RSP students. If these various tests were found to be redundant, valuable time and money could be saved and the requirements of PL 94-142 could be met. Method. Thirty Black, 30 White and 30 Chicano LH and RSP students were drawn from a parent population of 250 fourth grade-age special education students assessed during the 1978-1979 school year. Of the 90 students selected for this study, 25 males and 5 females were selected for each ethnic group. LH/RSP membership was unequal for the groups. For the Blacks there were 23 LH and 7 RSP; for Whites there were 26 LH and 4 RSP; while the Chicanos were equally divided with 15 in each classification. Permission for testing was obtained from each parent involved in the study; subsequent to the receipt of permission, the teacher of each student completed the HESB and each parent was interviewed on the SOMPA. Those students not already assessed with the WISC-R were also tested with this instrument. Results. The results of this study showed that there was a significant relationship between the HESB and SOMPA ABIC for White and Chicano students. The correlations between the SOMPA ELP verbal scores and SOMPA ABIC showed that only for the Black population was there a significant relationship (r = .51, p < .002). Correlations of the WISC-R verbal, performance and full-scale scores and the SOMPA ABIC for the Blacks were significant (r = .62, .50 & .63 respectively). Chicanos showed correlations between the WISC-R performance and SOMPA ABIC (r = .34). No significant differences were found among the means of the three ethnic groups or between the sexes on the (a) SOMPA ABIC, (b) SOMPA ABIC subtests, and (c) the SOMPA ELP subtests. The HESB distinguished between the Chicano group and the other ethnic groups, however, and all these tests showed significant differences between the LH and RSP students. There were also no significant differences in the number of Blacks, Whites and Chicanos predicted for special education by the SOMPA ABIC, SOMPA ELP, and WISC-R. Conclusions. The HESB, some ABIC subtest scores, and the ELP performance scores were sensitive to the LH/RSP classification. The HESB distinguished between the ethnic groups and showed the Chicanos to have more academically successful behavior. Neither the SOMPA ABIC, SOMPA ELP or WISC-R discriminated on the basis of ethnic membership.

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