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Topics in Early Childhood Special Education
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Parent and Teacher Assessments of the Developmental Status of Children with Severe, Mild/Moderate, or No Developmental Disabilities

Joel Hundert

McMaster University

Laura Morrison

McMaster University

William Mahoney

McMaster University

faith Mundy

Metro Toronto Children's Services

Mary Lou Vernon

University of Western Ontario

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.

Topics in Early Childhood Special Education, Vol. 17, No. 4, 419-434 (1997)
DOI: 10.1177/027112149701700404
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