Parent and Teacher Congruency on Variations of a Screening Instrument: An Examination.

This study examined whether variations in the Developmental Observation Checklist (DC) format influences congruence of scores among both parents and the child's teacher. The DC was varied by adding pictorial illustrations and examples and having three response categories instead of two. Results from 100 sets of participants were evaluated with each set consisting of a mother, father, and teacher of children chronologically below the age of 6 years with and without developmental delays. Participants were enrolled in early intervention and child-care programs in Alabama and Mississippi. A 3 X 4 factorial analysis of variance, one between-subjects factor (versions of the instrument) and one within-subjects factor (rater type) were utilized. Findings indicated no significant difference between the raters could be attributed to the different versions of the assessment instrument. However, a significant difference among the raters was found, with mothers rating the child's skills highest, the fathers next, and the teachers last. Much of the document contains appendices including a discrepancy evaluation model, the list of DC items clarified with pictures and/or examples, created versions of the DC, and the training module for research assistants. (DB)