Developmental Attainment in Preschool Children: Analysis of Concordance Between Parents and Professionals

Abstract

P.L. 94-142 mandates parent participation in the evaluation of their children's difficulties. The authors discuss parents' reports of their children's current development, in contrast to previous studies that have relied on parents' memory of their children's developmental mile-stones. A 34-item checklist was developed to document parents' perceptions of their children's strengths and weaknesses in developmental and skill-related areas. A total of 287 preschool children with a mean age of 5 years-1 month were tested by psychologists, pediatricians, and teachers. Parents' reports were compared with the findings of these professionals. Factor analysis was applied to the parent checklist scores and 4 major item clusters were identified: language and memory, scholastic interest, visual-perceptual-motor skills, and gross-motor competence. Findings from multiple-regression analyses indicated that parents' reports were generally consistent with those of the professionals. In particular, parental reports of their children's interests in school-related activities were especially accurate. It is concluded that these findings justify collaborative efforts involving parents in the identification of the evolving skills and needs of their children.

Prediction of children's school readiness by parent and teacher reports and individual testing

“…While a history of pregnancy and birth complications has been found in identified learning-disabled students (Colletti, 1979) only minor correlations emerge between perinatal status and subsequent intelligence within a non-identified, healthy sample (Bee et al, 1982). Secondly, retrospective parental reporting can result in inaccuracies not observed in concurrent reporting and thus could reduce predictive validity (Meltzer et al, 1983). Meltzer èt al.…”

“…Mothers and fathers have a wealth of information regarding their children's behavior outside of the school setting which can be very helpful in diagnosis of learning problems and subsequent educational planning. A study conducted byMeltzer, Levine, Hanson, Wasserman, Schneider, and Sullivan (1983) demonstrated the parents utility in the evaluation process. The parents responses on a 34-item checklist were generally consistent with the results of a professionally adminstered battery of tests.…”