Abstract
While the exact roles of parents during assessment procedures with young handicapped children have been debated in the literature, few attempts have been made to examine the influence of specific descriptors on parental-professional congruency scores. This article examines the relationships between two clusters of variables and parental-professional congruency scores for the Learning Accomplishment Profile—Diagnostic Edition: parent-related variables (age, educational level, income, and number of other children) and handicapped child-related variables (chronological age, length of time enrolled in an early intervention program, IQ, sex, and type of program model). For mother-professional congruency scores, family income had the most significant relationship. Type of program model in which the handicapped child was enrolled (home-based or center-based) had the most significant relationship to father-professional congruency scores, Implications for using parents as data sources during assessment procedures are discussed,
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