摘要：A field test study of five elementary-aged children in a Title I class was conducted over an 8-month period to generate descriptive data for revision of the Erhardt Learning-Teaching Style Assessment (ELSA). This observational checklist had been designed to: (a) identify learning styles of individual children, (b) help teachers, therapists, and parents select optimal strategies for teaching new skills in schools, clinics, and home environments, and (c) evaluate results of the selected intervention strategies in order to either maintain or modify them. Two expanded case studies illustrate classroom application of assessment interpretations, specific strategies recommended, and documented performance changes. In addition, qualitative data derived from the pilot study describes the process of conducting research in a natural context, and offers specific examples of teacher feedback contributing to structure and content changes that will help improve effectiveness of the instrument for educational, clinical, and research purposes. Suggestions for future research include descriptions of additional needed informal field tests and formal outcome studies.
