Evaluation of the Homework Problem Checklist with Students with Learning Disabilities

With an increased emphasis on the evaluation and accountability of educational programs, it appears that education professionals need to identify reliable and valid assessment instruments to measure intervention outcomes. The purpose of this study was to determine the interrater reliability and internal consistency of the Homework Problem Checklist (HPC) (Anesko, Schoiock, Ramirez, & Levine, 1987) with learning disabled students. Sixty-five pairs of teachers and parents of elementary and secondary school learning disabled students completed the HPC. The HPC demonstrated moderate to high levels of interrater reliability. Acceptable levels of internal consistency were reported for both teacher and parent ratings. Implications for practice and future research are discussed.