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Potential limitations in assessment practices with children who have severe mental retardation have been identified in the literature. The purpose of the study was to investigate the extent to which practicing school psychologists use alternative methods as opposed to standardized/norm-referenced measures in the assessment of children suspected or identified as having moderate to severe/profound mental retardation. As part of a larger survey, assessment practices of school psychologists with children functioning in the more severe level of mental retardation were reported by 202 school psychologists. Results suggest that school psychologists use norm-referenced measures at all grade/age levels. Various other types of methods were also noted by 0.5 to 35.8% of the respondents, with the highest frequency of alternative approaches employed at the preschool level. Implications for assessment practices with children with moderate to severe/profound mental retardation and for the training of school psychologists in alternative methods of evaluation consistent with the need to link assessment to intervention are discussed.

A survey of test usage for adult assessment was responded to by 402 professionals. Based on the responses of 313 individuals who assess adults, the following instruments were the most popular in each domain: WAIS-R or WAIS (intelligence), WRAT-R or WRAT (achievement), MMPI (personality), Vineland (adaptive behavior), and Strong-Campbell (vocational interest). There was a tendency for the most popular instruments to be seen as providing the information of greatest importance, although Draw-A-Person was a clear exception to that finding. Other questions in the survey explored the respondents! perceptions of the strong and weak aspects of intelligence tests, the purposes for which intelligence tests are used, and the domains that are in greatest need of new instruments.