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

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.

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