Presenter(s)

• Danette Martinez, Doctoral Student & Graduate Research Assistant, UT San Antonio
• Jeremy Sullivan, Professor, University of Texas at San Antonio
• Felicia Castro-Villarreal, Professor, University of Texas-San Antonio
• Amber Schmidt, Doctoral Student, UTSA School Psychology

Abstract

This poster presents findings from a systematic scoping review examining psychoeducational assessment practices for deaf and hard-of-hearing (d/Dhh) students in K-12 educational settings within the United States from 2014 to 2025. Following PRISMA-ScR guidelines, 25 articles met inclusion criteria and were analyzed to address the extent and nature of research on d/Dhh psychoeducational assessment, commonly reported assessment instruments across domains of functioning, barriers to effective assessment, and best practices for comprehensive, valid, and effective evaluation of d/Dhh students. Results reveal that cognitive/intellectual assessment and language/communication assessment were the most frequently reported domains, with nonverbal measures commonly used to reduce language confounds. Six primary barriers emerged along with best practices and recommendations, which are outlined on this poster. Findings highlight that effective and valid d/Dhh evaluation is a complex, multi-faceted process requiring more than only test selection consideration.