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Journal of Pediatric Psychology 9(1) pp. 65-75, 1984
© 1984 Society of Pediatric Psychology

research-article

Direct and Indirect Pediatric Screening Measures

Raymond S. Dean1, and Jeff E. Steffen

Washington University School of Medicine. Department of Psychiatry, Jewish Hospital of St. Louis, University of Wisconsin-Madison

1All correspondence should be sent to Raymond S. Dean, Department of Psychiatry, Washington University School of Medicine, Jewish Hospital of St. Louis, 216 S. Kingshighway, P.O. Box 14109, St. Louis, Missouri 63178.

This study compared two indirect measures of development with the McCarthy Scales of Children's Abilities (MSCA). The scores for 86 preschool children on the MSCA were related to the Teacher Rating Scale of Children's Developmental Behaviors and those of the Minnesota Child Development Inventory. Zero-order correlations suggested that mothers and teachers of children base their judgments more on skills measured by the Verbal Subtest of the MSCA. A canonical analysis between each indirect measure and the MSCA yielded one significant correlation from each analysis. Examination of redundancy indexes for each correlation showed a larger proportion of MSCA variability was attributable to teachers' ratings than data offered by mothers.


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