PPC–R™
Psychological Processing Checklist–Revised

Mark E. Swerdlik, Ph.D.
Peggy Swerdlik, M.S.Ed.
& Jeffrey H. Kahn, Ph.D.
with Tim Thomas, M.A.


    Technical Information

    The normative data sample for the PPC–R was expanded and updated throughout 2006 and 2007. Now the PPC–R normative sample is national and includes representation from 10 states within the United States. Students from both general education classrooms (2,107 students) and special education classrooms (606 students) were included in the new normative sample.

    Reliability
    Internal consistency analysis on the PPC–R scales demonstrated alpha levels above. 90 for most scales based on general education students; internal consistency was only slightly lower for students with learning disabilities enrolled in special education. Inter-rater reliability is also high based on two independent studies of the PPC–R.

    Validity
    Data suggests that the PPC–R scores have adequate validity for use in educational settings. Specifically, the content domain of psychological processing is well represented by the test items, the factorial structure of the PPC–R was generally supported, and the test scores relate toe measures of cognitive processing abilities and academic achievement in theoretically expected ways.


    About the Authors


    Mark E. Swerdlik, Ph.D., ABPD
    Dr. Mark E. Swerdlik received his training in school psychology at Michigan State University. He is currently Professor of Psychology, Coordinator of the Graduate Programs in School Psychology, and Director of the Psychological Services Center at Illinois State University. Dr. Swerdlik is a fellow of the American Psychological Association, Division of School Psychology, and has been awarded a Diplomate in School Psychology from the American Board of Assessment Psychology.

    He has written a number of articles and a book related to psychological assessment. He is a clinical supervisor at Illinois State University and also maintains an independent practice of school psychology that includes providing psychological assessments of children with learning disabilities.

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    Peggy Swerdlik, M.S. Ed.
    Peggy Swerdlik is an instructor in the Department of Special Education at Illinois State University. She teaches beginning methods courses for students seeking certification in the area of learning disabilities and emotional disorders. Ms. Swerdlik is also a clinical university supervisor for students seeking special education licensure. She has presented at numerous workshops on consultation collaborations and on the development and implementation of effective interventions for all children. Ms. Swerdlik received both her Bachelors and Masters degrees in special education at Illinois State University, where she was named “Outstanding University Teacher”.

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    Jeffrey H. Kahn, Ph.D.
    State University. Trained as a counseling psychologist at Iowa State University, one of Dr. Kahn’s areas of expertise is the application of psychometric and statistical techniques to areas of study within psychology. He has published papers in several psychology journals. Dr. Kahn is member of the editorial board of the Journal of Counseling Psychology.

QUICK FACTS

Authors
Mark E. Swerdlik, Ph.D., Peggy Swerdlik, M.S.Ed., & Jeffrey H. Kahn, Ph.D., with Tim Thomas, M.A.

Age Range
5–10 years

Administration Time 15 minutes

Administration Type Teacher-administered

Qualification Level B

Formats

  • Handscored

RELATED ASSESSMENT

Beery VMI