The authors compared maternal estimates of child performance and performance-based scores using the Learning Accomplishment Profile. Very strong positive relationships were found for maternal estimates and evaluator ratings for overall scores as well as for four subscales. No significant difference was found for overall scores between the two data sources. A significant difference was found, however, for one subscale, gross motor. Results indicated that professionals should be aware of the purpose of individual assessment activities in order to effectively use parents as data sources.
Get full access to this article
View all access options for this article.
References
1.
Bagnato, S.J. & Neisworth, J.T.Linking developmental assessment and curricula: Prescriptions for early intervention. Rockville, MD: Aspen, 1981.
2.
Cross, L., & Goin, K. (Eds.) Identifying handicapped children. New York: Walker & Co., 1977 .
Gradel, K., Thompson, M.D. & Sheehan, R.Parental and professional agreement in early childhood assessment . Topics in Early Childhood Special Education, 1981, 1, 31-39.
5.
Hamilton, J.L. & Swan, W.W.Measurement references in the assessment of preschool handicapped children . Topics in Early Childhood Special Education, 1981, 1, 41-48.
6.
Orlando, C.Multidisciplinary team approaches in the assessment of handicapped preschool children. Topics in Early Childhood Special Educacation , 1981, 1, 23-30.
