Skip Navigation

This Article
Right arrow Full Text (PDF)
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to My Personal Archive
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Disclaimer
Google Scholar
Right arrow Articles by Thompson, H. P.
Right arrow Articles by Lindgren, S.
Right arrow Search for Related Content
PubMed
Right arrow Articles by Thompson, H. P.
Right arrow Articles by Lindgren, S.
Social Bookmarking
Add to CiteULike   Add to Connotea   Add to Del.icio.us  
What's this?

Journal of Pediatric Psychology 3(2) pp. 57-61, 1978
© 1978 Society of Pediatric Psychology

research-article

Comparisons Between Mothers' and Teachers'’ Evaluations of Developmental Status

H. Prout Thompson, Dennis C. Harper, Bill Snider and Scott Lindgren

University of Wiscosin, University of Iowa

Requests for reprints should be sent to Dennis C. Harper, Division of Pediatric Psychology, Department of Pediatrics, University of Iowa, Iowa City, IA 52242.

The relationship between mothers' and teachers' estimates of the developmental level of mentally retarded children was examined. Ratings were obtained from mothers and teachers to determine the extent of agreement in the 5 skill areas assessed by the Developmental Profile. Estimates also were compared to the child's developmental level as measured by an individual intelligence test. Correlations between mothers' and teachers' estimates on each scale of the Developmental Profile ranged from .63 to .81. Significant differences between mothers' and teachers' ratings on the Developmental Profile were found on the Physical Scale, the Self-Help Scale, and the Communication Scale. Correlations between the Stanford-Binet IQ and the Developmental Profile IQE were .51 and .63 for mothers and teachers, respectively, and the difference between these correlations was nonsignificant. Mothers' ratings on the Developmental Profile (IQE) were within 10 points of the Stanford-Binet IQ for 57 percent of the sample, while the teachers' ratings were within 10 points of the Stanford-Binet for 83 percent of the children. The utility of the Developmental Profile in evaluating the developmentaly disabled child is discussed.


Add to CiteULike CiteULike   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us    What's this?




Disclaimer:
Please note that abstracts for content published before 1996 were created through digital scanning and may therefore not exactly replicate the text of the original print issues. All efforts have been made to ensure accuracy, but the Publisher will not be held responsible for any remaining inaccuracies. If you require any further clarification, please contact our Customer Services Department.