Parents as Assessors of Children: A Collaborative Approach to Helping

Bloch, Judith; Seitz, Martin

doi:10.1093/cs/11.4.226

Cited by 3 publications

(3 citation statements)

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“…There are several benefits to using parents' judgments as assessment sources in programming for young children with disabilities. For example, Bloch and Seitz (1989) described how they systematically involved parents as collaborators in the assessment process. They argued that asking parents to observe and rate specific behaviors provides a basis for productive discussions between parents and teachers.…”

Section: Implications For Service Providersmentioning

confidence: 99%

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Congruence Between Parentsapos; and Professionals' Judgments About the Development of Young Children with Disabilities

Dinnebeil¹,

Rule

1994

Topics in Early Childhood Special Education

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It is mandated by P.L. 99-457 that parents be active participants on their children's interdisciplinary teams (Nash, 1990). An important part of these teams' work is to assess children's developmental needs and plan programs accordingly. Because information from parents can contribute to this assessment, it is reasonable to examine the quality of that information. Historically, the quality of parents' information has been inferred from the degree of congruence between their judgments and those of professionals. Some previous research suggests that parents' estimates of their children's abilities are higher than those of professionals (Sheehan, 1988). The purpose of this study was to conduct a literature review of congruence between parental estimates and professionals' assessments and identify factors that might affect the degree of congruence. The results suggest that (a) there are strong, positive correlations between parental and professional judgments, and (b) methodology relates to the degree of congruence between parental and professional judgments. Several cautions regarding interpretations of the accuracy and validity of parents' judgments based upon congruence estimates are examined.Valid assessments of young children with disabilities are best made by collecting information from multiple sources. Bagnato and Neisworth (1991) described this process as convergent assessment, which has as its aim "the synthesis of information gathered from several sources, instruments, settings, and occasions to pro-

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Section: Implications For Service Providersmentioning

confidence: 99%

“…Although the use of qualitative judgments traditionally has been confined to judgments by professionals, recent evidence has indicated that parents provide an additional rich source of qualitative data about their children's capabilities (Bloch & Seitz, 1989). Squires, Nickel, and Bricker (1990) described the advantages of using such information.…”

mentioning

confidence: 99%

Congruence Between Parentsapos; and Professionals' Judgments About the Development of Young Children with Disabilities

Dinnebeil¹,

Rule

1994

Topics in Early Childhood Special Education

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“…The inclusion of parents in the assessment of their children's developmental status recognizes the importance of involving those most affected in a collaborative process of planning for the needs of preschoolers with developmental disabilities (Bailey & Wolery, 1989;Bloch & Seitz, 1989) and is mandated under P.L. 94-142 (Meltzer, et al, 1983) and P.L.…”

mentioning

confidence: 99%

Parent and Teacher Assessments of the Developmental Status of Children with Severe, Mild/Moderate, or No Developmental Disabilities

Hundert

Morrison

Mahoney

et al. 1997

Topics in Early Childhood Special Education

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This study evaluated the correspondence between parent and teacher assessments of children as a function of a child's degree of developmental disability and examined whether this correspondence changed over the course of a preschool year. Children ages 2.5 to 6 years old identified as having severe (n = 96), mild/moderate (n = 66), or no disabilities (n = 63), were rated by parents and teachers on the Vineland Adaptive Behavior Scale at the beginning and end of the preschool year. Preassessment results indicated a significant correlation between parent and teacher ratings and differences in the absolute levels of informants' assessment for children with severe disabilities but not for children with mild/moderate or no disabilities. Implications for assessment of children with disabilities and planning for the children are discussed.

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Expanding the Repertoire of Tools and Techniques for Assessing the Communication Skills of Infants and Toddlers

Crais

1995

Am J Speech Lang Pathol

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In recent years, professionals and families alike have expressed dissatisfaction over the tools and techniques used to evaluate and assess the communication skills of infants and toddlers (Campione, 1989; Crais, 1992a, 1993; Neisworth & Bagnato, 1992; Wetherby & Prizant, 1992). These dissatisfactions are often the result of a number of features that characterize many standardized tools and the limitations inherent in their use. In addition, ideas related to the ecological framework within which assessment should take place have altered our thinking about both the context and procedures employed. This article discusses several of the issues related to the growing dissatisfaction with current assessment tools and provides an overview of tools and techniques developed within the last several years that address some of these issues.

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Parents as Assessors of Children: A Collaborative Approach to Helping

Cited by 3 publications

References 0 publications

Congruence Between Parentsapos; and Professionals' Judgments About the Development of Young Children with Disabilities

Congruence Between Parentsapos; and Professionals' Judgments About the Development of Young Children with Disabilities

Parent and Teacher Assessments of the Developmental Status of Children with Severe, Mild/Moderate, or No Developmental Disabilities

Expanding the Repertoire of Tools and Techniques for Assessing the Communication Skills of Infants and Toddlers

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