Reliability and validity of generalizable skills instruments for students who are deaf, blind, or visually impaired

The study examined the validity and reliability of four assessments, with three instruments per domain. Domains included generalizable mathematics, communication, interpersonal relations, and reasoning skills. Participants were deaf, legally blind, or visually impaired students enrolled in vocational classes at residential secondary schools. The researchers estimated the internal consistency reliability, test-retest reliability; and construct validity correlations of three subinstruments: student self-ratings, teacher ratings, and performance assessments. The data suggest that these instruments are highly internally consistent measures of generalizable vocational shills. Four performance assessments have high-to-moderate test-retest reliability estimates, and were generally considered to possess acceptable validity and reliability.