Checklist Parent Research Articles

Children with Special Needs. Assessment, Law and Practice - Caught in the Act

Part 1 Defining and meeting the need: the educational need and the educational system the assessment process the national curriculum difficulties related to the formal procedures under the Act - some practical advice for parents. Part 2 A guide to the legal rights of parents: how to approach the problem statementing - identifying children the assessment and statement (legal requirements) basis for making a statement children with special needs but without a statement appeals education - provision and cost form and contents of statements. Appendices: The parent's checklist history notes written by Pearse, aged 8 sample report the psychological assessment report list of special needs schools statutory extracts table of cases.

Developing the day care checklist for parents of school‐age children

A 69 item checklist designed to aid parents of school‐age children with selecting quality day care centers was developed following an extensive review of the professional and empirical literature. The checklist items were then submitted to a group of child development experts and a group of parents to obtain feedback on whether each item (1) characterized high quality day care for school‐age children, (2) could be easily understood by nonprofessional raters, and (3) was descriptively clear so that raters could reliably judge its presence or absence in a day care center during a brief observation period. Following revisions, the items were organized in checklist form into seven categories: health and safety standards, adult‐child‐peer interactions, home/center coordination, physical space, program materials and activities, making transitions from school to day care to home, and making transitions from day care to self‐care. The 69 items, an accompanying global nine‐point rating scale, and a 13 item follow‐...

Relationships among the Ready or Not Parental Checklist for School Readiness, the Brigance Kindergarten and First Grade Screen, and Sra Scores

73 children (38 boys, 35 girls) from rural north central Kansas school districts participated in a study comparing measures of school readiness and performance. The children's parents completed the Ready or Not checklist while all 73 children were given the Brigance K & 1 Screen. Once in kindergarten all children were administered the SRA Survey of Basic Skills. Analysis of variance of the Composite score and scores on reading and mathematics as well as the educational ability quotient indicated no significant associations of gender. Parents rated the readiness of children as very probable while on the Brigance the children performed in the higher-than-average range. These two scores gave similar results over-all and correlated significantly with the SRA scores (the better children scored on the Brigance or were rated by a parent on the Ready or Not, the better they performed on the SRA survey). These devices can be used as screening instruments to collect information about children's readiness from more than one source (parental checklist and observation of a child's performance). When multiple sources having nonidentical bases are used, more valid judgments can be made about children's readiness for school.

RELATIONSHIPS AMONG THE READY OR NOT PARENTAL CHECKLIST FOR SCHOOL READINESS, THE BRIGANCE KINDERGARTEN AND FIRST GRADE SCREEN AND SRA SCORES

73 children (38 boys, 35 girls) from rural north central Kansas school districts participated in a study comparing measures of school readiness and performance. The children's parents completed the Ready or Not checklist while all 73 children were given the Brigance K & 1 Screen. Once in kindergarten all children were administered the SRA Survey of Basic Skills. Analysis of variance of the Composite score and scores on reading and mathematics as well as the educational ability quotient indicated no significant associations of gender. Parents rated the readiness of children as very probable while on the Brigance the children performed in the higher-than-average range. These two scores gave similar results over-all and correlated significantly with the SRA scores (the better children scored on the Brigance or were rated by a parent on the Ready or Not, the better they performed on the SRA survey). These devices can be used as screening instruments to collect information about children's readiness from more than one source (parental checklist and observation of a child's performance). When multiple sources having nonidentical bases are used, more valid judgments can be made about children's readiness for school.

Relationship between the Ready or Not Parental Checklist for School Readiness and the Brigance Kindergarten and First Grade Screen

Relationship between the Ready or Not Parental Checklist for School Readiness and the Brigance Kindergarten and First Grade Screen

The agreement between behaviour checklists and structured psychiatric interviews for children.

There are few reports in the literature on the agreement between structured interviews and behaviour checklists in terms of specific diagnostic categories. The objective of this paper is to see how this agreement varies by source of information and diagnosis. One hundred children and their parents referred to a mental health clinic were given the Diagnostic Interview for Children and Adolescents (DICA). Parents and teachers also completed a checklist, the Survey Diagnostic Instrument, a modification of the Child Behaviour Checklist. Using likelihood ratios, the parent checklist agreed best with the parent interview, regardless of diagnosis. Among DSM-III diagnoses, the combined disorder anxiety-depression obtained the highest agreement with the DICA, attention deficit disorder with hyperactivity the next, and conduct disorder the lowest. For screening purposes, combining the parent and teacher checklists appears best, while, for diagnostic purposes, using the parent checklist alone may suffice. Nevertheless, positive predictive values remain low and may remain an inherent limitation of any checklist.

Methodological considerations in the evaluation of the convergence of psychiatric diagnoses and parent-informant checklists.

Psychiatric diagnoses and objective parent checklists are alternative ways to describe child adjustment problems. There has recently been interest in evaluating the degree of agreement or convergence between these sources of information. This paper addresses three issues neglected by researchers in this area. The appropriateness of the use of indices of sensitivity and specificity to describe the correspondence of diagnoses and checklist scores is questioned. Implications of failure to consider the reliability of diagnoses in interpreting diagnosis-checklist agreement are discussed. Also, possible parameters of diagnosis-checklist agreement that should be identified by researchers are reviewed. Suggestions for improving research in this area are offered.

Convergence of parent checklists and child psychiatric diagnoses.

This study examined the correlation between the Childrens' Behavior Questionnaire by Rutter, Tizard, and Whitmore (1970) and clinical diagnoses in a total of 1,468 in- and outpatients. The following diagnoses were considered: conduct disorder, emotional disorder, mixed disorder of conduct and emotions, and the hyperkinetic syndrome. In general, correlations were low, but subscores indicating conduct or neurotic disorders had somewhat higher correlation with these respective disorders than the hyperactivity subscore. Sensitivity figures (i.e., percentage of true positives) were moderate to low, while specificity figures (i.e., percentage of true negatives) were high. It is concluded that convergence of parent checklists and child psychiatric diagnoses in unselected samples is only moderate.

Convergence of clinically derived diagnoses and parent checklists among inpatient children.

The extent to which parent rating scales differentiated children according to DSM III diagnoses was examined. A total of 113 psychiatric inpatient boys (ages 6-11) were rated by their mothers or maternal figures on the Child Behavior Checklist (CBCL) and the Behavior Problem Checklist (BPC). Children with DSM III diagnoses of conduct disorder or depression were compared to children without these diagnoses. Externalizing and internalizing scales of the parent checklists and additional measures of child aggression and depression differentiated children according to major diagnoses. The use of parent checklists to classify children indicated a high level of sensitivity for CBCL and BPC scales for diagnosing conduct disorder and depression. However, specificity of the subscales, particularly for the CBCL, was relatively low, indicating a high rate of false positives. The need for further work that extends the range of diagnosis, that examines subtypes of disorders, and that increases the specificity of the measures for diagnostic purposes is discussed.

Developmental Attainment in Preschool Children: Analysis of Concordance Between Parents and Professionals

P.L. 94-142 mandates parent participation in the evaluation of their children's difficulties. The authors discuss parents' reports of their children's current development, in contrast to previous studies that have relied on parents' memory of their children's developmental mile-stones. A 34-item checklist was developed to document parents' perceptions of their children's strengths and weaknesses in developmental and skill-related areas. A total of 287 preschool children with a mean age of 5 years-1 month were tested by psychologists, pediatricians, and teachers. Parents' reports were compared with the findings of these professionals. Factor analysis was applied to the parent checklist scores and 4 major item clusters were identified: language and memory, scholastic interest, visual-perceptual-motor skills, and gross-motor competence. Findings from multiple-regression analyses indicated that parents' reports were generally consistent with those of the professionals. In particular, parental reports of their children's interests in school-related activities were especially accurate. It is concluded that these findings justify collaborative efforts involving parents in the identification of the evolving skills and needs of their children.

Parallel forms of the IJR Behavior Checklist for parents, teachers, and clinicians.

Parallel forms of the IJR Behavior Checklist for parents, teachers, and clinicians.

Teacher and Parent Checklist Ratings with Learning-Disabled, Hyperactive, and Emotionally Disturbed Children

Developmental checklist parent and teacher ratings were obtained on children at a developmental clinic and in remedial programs in public schools. Ratings were also obtained on children falling into an auditoryvisual learning disability subtype. Parent and teacher ratings were obtained on hyperactive and emotionally disturbed children evaluated at the developmental clinic. Significant differences were found between the control groups and each of the four clinical groups. The ratings also separated these clinical groups. The findings are discussed in terms of incidence, learning disability definition, variation between parent and teacher ratings, and learning disability subgroups.

Differences between mothers' and fathers' ratings of low anxious and high anxious children.

As part of an ongoing project concerned with the development and correlates of children's anxiety, this study focuses on differences among parents' ratings of high anxious (HA) and low anxious (LA) children. Recent reports (1, 4, 5) from this project described the Test Anxiety (TA) and General Anxiety (GA) Scales for children2 which were used to determine placement of children in the LA and HA groups in the present study. The previous reports have presented evidence pertaining to the validity of the anxiety scales. In the present study, validity of the scales was also of primary importance. That is, it was predicted that on items of a personality check list parents of LA children would rate their children more favorably than would parents of HA subjects. In addition, the present procedure permitted another important investigation. Most researchers in this area have relied on mothers' judgments of their children's characteristics, whereas both parents' evaluations of their child were obtained in this study. As a result, it was possible to compare the fathers' ratings with the mothers'. A further refinement was possible in that boys and girls were represented equally in the two anxiety groups. Thus, fathers' and mothers' ratings of LA and HA boys could be investigated as well as both parents' ratings for girls. While no specific differences were expected between fathers' and mothers' judgments, it is clear that any significant differences would have important implications for research relying on parental evaluations of children's personalities.