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Congruence in Maternal and Professional Early Intervention Assessments of Young Children with Disabilities.

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Title: Congruence in Maternal and Professional Early Intervention Assessments of Young Children with Disabilities.
Language: English
Authors: Snyder, Patricia
Peer Reviewed: N
Page Count: 114
Publication Date: 1992
Document Type: Reports - Research
Speeches/Meeting Papers
Descriptors: Behavior Patterns, Child Development, Congruence (Psychology), Disabilities, Early Intervention, Educational Assessment, Educational Diagnosis, Family Characteristics, Handicap Identification, Literature Reviews, Mothers, Parent Attitudes, Professional Personnel, Psychological Evaluation, Young Children
Geographic Terms: U.S.; Louisiana
Abstract: Maternal and professional perspectives on the developmental, behavioral, and ecological status of children with disabilities and their families were compared, specifically examining the degree of congruence between maternal and professional estimates on various measures designed to assess child and family status. A review of 37 studies helped focus the inquiry. Subjects were recruited from nine early intervention programs in Louisiana, one in North Carolina, and one in Georgia. Seventy-three mothers and 41 interventionists provided status ratings for 73 children and their families. Mothers and professionals completed the same seven measures (with the exception of demographic forms) designed to assess global child characteristics, developmental status, and behavioral status. Results of canonical correlations and discriminant analysis support the proposition that mothers and interventionists can be in close agreement about child developmental and behavioral status provided that data are collected contemporaneously using the same instruments. This finding indicates that mothers can be viable and accurate sources of information about children during the early intervention assessment process. Factors that influence congruence between mothers and professionals are discussed. Twelve tables present study data, and a 95-item list of references is included. (SLD)
Notes: Paper presented at the Annual Meeting of the Southwest Educational Research Association (Austin, TX, January 31-February 2, 1992).
Journal Code: RIEJUN1993
Entry Date: 1993
Accession Number: ED354274
Database: ERIC
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED354274
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PubType: Report
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Items – Name: Title
  Label: Title
  Group: Ti
  Data: Congruence in Maternal and Professional Early Intervention Assessments of Young Children with Disabilities.
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Snyder%2C+Patricia%22">Snyder, Patricia</searchLink>
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 114
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1992
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Reports - Research<br />Speeches/Meeting Papers
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Behavior+Patterns%22">Behavior Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Development%22">Child Development</searchLink><br /><searchLink fieldCode="DE" term="%22Congruence+%28Psychology%29%22">Congruence (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Disabilities%22">Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Intervention%22">Early Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Assessment%22">Educational Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Diagnosis%22">Educational Diagnosis</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Characteristics%22">Family Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Handicap+Identification%22">Handicap Identification</searchLink><br /><searchLink fieldCode="DE" term="%22Literature+Reviews%22">Literature Reviews</searchLink><br /><searchLink fieldCode="DE" term="%22Mothers%22">Mothers</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Attitudes%22">Parent Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Personnel%22">Professional Personnel</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Evaluation%22">Psychological Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Young+Children%22">Young Children</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22U%2ES%2E%3B+Louisiana%22">U.S.; Louisiana</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Maternal and professional perspectives on the developmental, behavioral, and ecological status of children with disabilities and their families were compared, specifically examining the degree of congruence between maternal and professional estimates on various measures designed to assess child and family status. A review of 37 studies helped focus the inquiry. Subjects were recruited from nine early intervention programs in Louisiana, one in North Carolina, and one in Georgia. Seventy-three mothers and 41 interventionists provided status ratings for 73 children and their families. Mothers and professionals completed the same seven measures (with the exception of demographic forms) designed to assess global child characteristics, developmental status, and behavioral status. Results of canonical correlations and discriminant analysis support the proposition that mothers and interventionists can be in close agreement about child developmental and behavioral status provided that data are collected contemporaneously using the same instruments. This finding indicates that mothers can be viable and accurate sources of information about children during the early intervention assessment process. Factors that influence congruence between mothers and professionals are discussed. Twelve tables present study data, and a 95-item list of references is included. (SLD)
– Name: Note
  Label: Notes
  Group: Note
  Data: Paper presented at the Annual Meeting of the Southwest Educational Research Association (Austin, TX, January 31-February 2, 1992).
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  Label: Journal Code
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  Data: <searchLink fieldCode="JC" term="%22RIEJUN1993%22">RIEJUN1993</searchLink>
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 1993
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED354274
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 114
    Subjects:
      – SubjectFull: Behavior Patterns
        Type: general
      – SubjectFull: Child Development
        Type: general
      – SubjectFull: Congruence (Psychology)
        Type: general
      – SubjectFull: Disabilities
        Type: general
      – SubjectFull: Early Intervention
        Type: general
      – SubjectFull: Educational Assessment
        Type: general
      – SubjectFull: Educational Diagnosis
        Type: general
      – SubjectFull: Family Characteristics
        Type: general
      – SubjectFull: Handicap Identification
        Type: general
      – SubjectFull: Literature Reviews
        Type: general
      – SubjectFull: Mothers
        Type: general
      – SubjectFull: Parent Attitudes
        Type: general
      – SubjectFull: Professional Personnel
        Type: general
      – SubjectFull: Psychological Evaluation
        Type: general
      – SubjectFull: Young Children
        Type: general
      – SubjectFull: U.S.; Louisiana
        Type: general
    Titles:
      – TitleFull: Congruence in Maternal and Professional Early Intervention Assessments of Young Children with Disabilities.
        Type: main
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          Name:
            NameFull: Snyder, Patricia
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          Dates:
            – D: 21
              M: 12
              Type: published
              Y: 1992
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