Parent Report Research Articles

Behavioural phenotype of SYNGAP1-related intellectual disability.

SYNGAP1- related intellectual disability (SYNGAP1-ID) is a rare genetic disorder presenting with intellectual disability (ID), epilepsy, maladaptive behaviours and communication challenges. To date, few studies have assessed the context in which these maladaptive behaviours occur. This study aims to investigate the prevalence of problem behaviours, characterise the behavioural phenotype and use well-validated measures to explore variables that maintain the behaviours. Our sample includes 19 individuals diagnosed with SYNGAP1-ID and their parents. Parents provided information on behaviours that their children engage in, as well as their general behavioural dispositions. Well-validated measures (e.g., the Repetitive Behaviour Scale-Revised, Sensory Profile-2 and Vineland Adaptive Behaviour Scale) were used. A subset of individuals underwent further direct experimental assessment of their problem behaviour to identify the variables maintaining those problem behaviours. Parental reports were analysed using nonparametric statistical analysis; the direct assessments of individuals' problem behaviour were analysed using visual analysis and validated supplemental measures. All 19 individuals engaged in some form of maladaptive problem behaviour. Ratings of ritualistic, sameness and restricted behaviours measured by the RBS-R were commensurate with individuals diagnosed with idiopathic autism spectrum disorder (ASD) while self-injurious behaviours were endorsed at a higher level in SYNGAP1-ID when compared with idiopathic ASD. The problem behaviours in our cohort of patients with SYNGAP1-ID were maintained by automatic reinforcement and social attention and are positively correlated with atypical sensory responses. Individuals with SYNGAP1-ID engage in problem behaviours commensurate with other populations (e.g., those with ASD), they exhibit atypical response to sensory stimuli. Problem behaviours were frequently maintained by automatic reinforcement, which may result from a dysregulated sensory system. Children with SYNGAP1-ID may benefit from strategies used in persons with ASD.

Modeling Dimensionality of Bilingual Kindergarteners' Language Knowledge in Spanish and English.

This study used structural equation modeling to investigate the dimensionality of language in Spanish-English bilingual kindergartners. Five theoretical models were compared, including (a) a unidimensional model; (b) a two-dimensional model by language (Spanish, English); (c) a three-dimensional model by domain of language (phonology, semantics, morphosyntax); (d) a second-order model organized first by language (Spanish, English), with each language dimension comprising three domain-specific dimensions (phonology, semantics, morphosyntax); and (e) a six-dimensional model with freely covarying language-specific domains. Participants included 238 Spanish-English bilingual kindergartens, as identified by parent report of current language exposure and direct language measures. All participants completed a battery of phonology, semantics, and morphosyntactic test items in English and in Spanish. The six-dimensional covarying model constrained by domain and language provided the best fit for the data, with six separate factors for phonology, morphosyntax, and semantics in English and Spanish. The excellent model fit is supported by findings of a χ2 to df (degrees of freedom) ratio < 2 with no significance, comparative fit index > .95, standardized root-mean-square residual < .08, and root-mean-square error of approximation values ≤ .05. Results support emergent theories of bilingual language development. Application of the results to the evaluation and intervention of oral language abilities in bilingual children entering the formal education setting are considered. https://doi.org/10.23641/asha.25843846.

Prevalence and Correlates of Suspected and Diagnosed Traumatic Brain Injuries among US School-Aged Children

ObjectiveTo (1) estimate the lifetime prevalence of suspected and diagnosed TBI based on parent report overall and select sociodemographic characteristics; and (2) describe differences in prevalence of health conditions and health-related risk factors by whether a child had a lifetime history of diagnosed TBI. Study DesignWe analyzed data from the 2020 National Survey of Children’s Health, a cross-sectional address-based survey of U.S. households. A categorical variable was created based on parent responses to 3 questions inquiring about their suspicion of their child having a brain injury, if they sought medical care, and if the healthcare provider provided a diagnosis. Parents were also asked to report on their child’s additional health conditions, functional indicators, school and social factors, and healthcare access and service utilization. ResultsThe prevalence of lifetime diagnosed TBI was 4.2% (95% CI: 3.8, 4.5). Children with a parent-reported lifetime history of diagnosed TBI were more likely to have a variety of health conditions, special healthcare needs, disabilities, activity limitations, missed days of school, and unmet care coordination needs, compared to those without a history. However, they were more likely to have a usual source of sick care and to receive more health-related services. Conclusions and RelevanceFor school-aged children, a history of TBI is associated with parent reported health needs and conditions, as well as missed days from school. It is particularly important for parents to seek care when they suspect their child has experienced a TBI to receive a diagnosis and monitor the impacts of the TBI.

Five-year follow-up of the iBerry Study: screening in early adolescence to identify those at risk of psychopathology in emerging adulthood.

The iBerry Study, a Dutch population-based high-risk cohort (n = 1022) examines the transition from subclinical symptoms to psychiatric disorders in adolescents. Here, we present the first follow-up measurement, approximately 3years after baseline assessment and 5years after the screening based on self-reported emotional and behavioral problems (SDQ-Y). We give an update on the data collection, details on the (non)response, and the results on psychopathology outcomes. The first follow-up (2019-2022) had a response rate of 79% (n = 807). Our results at baseline (mean age 15.0years) have shown the effectiveness of using the SDQ-Y to select a cohort oversampled for the risk of psychopathology. At first follow-up (mean age 18.1years), the previously administered SDQ-Y remains predictive for selecting adolescents at risk. At follow-up, 47% of the high-risk adolescents showed significant mental health problems based on self- and parent reports and 46% of the high-risk adolescents met the criteria for multiple DSM-5 diagnoses.Compared to low-risk adolescents, high-risk adolescents had a sevenfold higher odds of significant emotional and behavioral problems at follow-up. Comprehensive assessment on psychopathology, substance abuse, psychotic symptoms, suicidality, nonsuicidal self-injury, addiction to social media and/or video gaming, and delinquency, as well as social development, and the utilization of healthcare and social services were conducted. This wave, as well as the ones to follow, track these adolescents into their young adulthood to identify risk factors, elucidate causal mechanisms, and discern pathways leading to both common and severe mental disorders. Results from the iBerry Study will provide leads for preventive interventions.

Social and Communication Development in Infants with Isolated Agenesis of the Corpus Callosum

ObjectiveTo evaluate the development of social behavior, communication, emotion regulation, and repetitive behaviors in infants with congenital malformation of the corpus callosum, specifically those with isolated Agenesis of the Corpus Callosum (ACC) in comparison to typically developing infants. Study DesignThis case-control longitudinal observation study examined parent report of social behavior, social-communication, emotion regulation, and repetitive behavior development in community ascertained infants (n = 156) and infants with isolated ACC (n = 57) between 12 and 24 months of age. ResultsInfants with isolated ACC produced fewer words at 12- (p = 0.003) 18- (p < 0.001), and 24-months of age (p = 0.003), and fewer gestures at 12- (p < 0.001), 18- (p < 0.001), and 24-months of age (p < 0.001). In addition, the ACC group demonstrated delays in reciprocal social behavior at 18-months (p = 0.01) and social competence at 12- (p < 0.001) and 18-months (p = 0.01). No concerns were noted in emotion regulation or restricted and repetitive behavior and social behavior appears to normalize at 24 months. ConclusionsExisting data suggests heterogeneity in developmental outcomes among individuals with isolated ACC. The current findings fill a gap in knowledge about development in the second year of life. Surveillance of social and communication ability in infants with ACC may be warranted. The role of the corpus callosum in facilitating rapid interhemispheric information processing impacts skills beyond the motor system. More work is needed to identify intervention targets for infants and toddlers with ACC.

A closer look into the affect dynamics of adolescents with depression and the interactions with their parents: An ecological momentary assessment study.

Adolescents with depression tend to perceive behavior of parents as less positive than adolescents without depression, but conclusions are based on retrospective reports assessed once or over long time intervals, with the risk of memory biases affecting the recall. The current study used ecological momentary assessments to examine the link between adolescent affect and the amount of warmth and criticism expressed by both mothers and fathers in families with adolescents with depression versus adolescents without psychopathology in daily life. It also explored the possible bias by assessing parenting on the momentary, daily (EMA), and retrospective level. The sample consisted of 34 adolescents with depression and 58 parents and 80 healthy controls and 151 parents (adolescents: Mage = 15.8, SD = 1.41; 67.5% girls, parents: Mage = 49.3, SD = 5.73; 54.1% mothers). Participants completed retrospective questionnaires and four surveys a day for 14 consecutive days. Preregistered multilevel models showed that momentary parenting reports of adolescents with depression and healthy controls did not differ. The associations between perceived parenting of both mothers and fathers and adolescent affect did also not differ between the two groups. These results illustrate that adolescents generally benefit from supportive parenting, but substantial differences between individuals were found. In contrast to the momentary data, both adolescents with depression and their parents did report more negative parenting on retrospective questionnaires than healthy controls and their parents indicating that adolescents with depression may have a negativity bias in their retrospective recall. These findings are highly relevant for clinical practice and underscore the need for careful assessments on different time scales and including all family members.

An attachment‐based program for parents of youth with clinically significant mental health problems: Scaling up and drilling down to mechanisms of change

AbstractBackgroundGiven the prevalence and recent increases in youth mental health problems, there is a pressing need for interventions that target transdiagnostic protective factors that could be targeted as mechanisms of change in treatment. Such interventions are most likely to succeed in meeting population needs if they are scalable, sustainable, and effective. Connect is a manualized, 10‐session trauma‐informed and attachment‐based parent program that is structured, emotion‐focused and skills‐oriented. Developed for broad implementation by community mental health workers, Connect is designed to promote parent–child attachment security, a well‐established transdiagnostic protective factor for youth mental health.MethodsWe examined whether parent–youth attachment anxiety and avoidance predicted reductions in internalizing and externalizing problems in a large one‐group clinical sample of youth (N = 527; ages 8–18 years) of parents (N = 690) who completed the Connect program in a longitudinal study with 6 time points (pre‐, mid‐, and post‐treatment; 6‐, 12‐ and 18‐month follow‐up).ResultsFindings confirmed that parent and youth reports of attachment anxiety and avoidance, as well as internalizing and externalizing problems, significantly declined over the course of the intervention. Parent reported reductions in youth attachment anxiety, but not avoidance, predicted declining levels of youth internalizing problems. As well, parent reported reductions in youth attachment avoidance and anxiety predicted declining youth externalizing behavior. In contrast, youth reports of reductions in youth attachment anxiety, but not attachment avoidance, were associated with declines in youth externalizing problems.ConclusionOur findings support the role of attachment as an important transdiagnostic mechanism of change in attachment‐based programs for parents of teens with clinically significant mental health problems.

Cross-informant ratings on emotional and behavioral problems in Nepali adolescents: A comparison of adolescents' self-reports with parents' and teachers' reports.

Studies on cross-informant agreement on adolescents' emotional and behavioral problems (EBPs) are sparse in low- and middle-income countries. This study aimed to assess parent-adolescent and teacher-adolescent agreement on EBPs and associated factors in Nepal. This cross-sectional survey included 1904 school-going adolescents aged 11-18, enrolled in government and private schools located in sixteen districts of Nepal. The Nepali versions of the Youth Self Report, Child Behavior Checklist, and Teacher's Report Form were administered to assess EBPs reported by adolescents, their parents, and teachers, respectively. Repeated measures analysis of variance (ANOVA) was done to assess mean differences in problem scores. Pearson's correlation was used to assess cross-informant agreement. Linear regression analysis was used to explore factors associated with cross-informant discrepancies in EBPs. Adolescents reported significantly more problems than their parents and teachers. Mean Total Problem scores for the 90 common items in the adolescents' self-reports, parent reports, and teacher reports were 34.5 (standard deviation [SD]: 21.4), 24.1 (SD = 19.2), and 20.2 (SD = 17.5) respectively. Parent-adolescent agreement on Total Problems was moderate, whereas teacher-adolescent agreement was low. The parent-adolescent agreement was moderate to low for the two broadband scales and all syndrome scales, whereas the teacher-adolescent agreement was low for all scales. Female gender and ethnic minority status impacted both parent-adolescent and teacher-adolescent discrepancies. Family stress/conflicts impacted parent-adolescent discrepancies, while academic performance impacted teacher-adolescent discrepancies. Nepali adolescents reported more EBPs than their parents and teachers. The agreement between adolescents' self-reports and reports by their parents and teachers was moderate to low. Gender, caste/ethnicity, family stress/conflicts, and academic performance were associated with cross-informant discrepancies. It is crucial to collect information from different sources, consider context-specific needs, and discern factors influencing cross-informant discrepancies to accurately assess adolescents' EBPs and develop personalized approaches to treatment planning.

The role of parenting style for the development of the implicit power motive in children

Findings show that both parents’ reported parenting and children’s perception of parenting play a role in predicting a vast number of developmental outcomes. Available research on the development of implicit motives in children, for example, shows a link to early parenting strategies. However, research on effects of parenting on the development of implicit motives is sparse. In the present study, we examined the role of authoritarian and positive parenting (parents’ reports) for the development of the implicit power motive (nPower) in children, along with the moderating role of perceived parental psychological control and warmth/support (children’s report). We hypothesized that authoritarian parenting shows a negative longitudinal association with nPower in children, particularly when children also perceive the parenting as psychologically controlling. In contrast, we assumed a positive longitudinal association of positive parenting with nPower in children, particularly when children also perceive the parenting as warm/supportive. Data of 66 German children (25 girls) and parents were assessed at two measurement points. Children were 6/7 years old at t1. Analyses partially support our hypotheses. The higher parental reports of authoritarian parenting were, the lower was children’s nPower 3.5 years later. This association was only significant among children perceiving high or medium levels (vs. low) of parental psychological control. We found neither significant effects of parents’ nor children’s reports of positive/warm parenting nor a significant interaction of the two. Findings are discussed with respect to existing models of the development and stability of implicit motives and the role of parenting for implicit motive development.

Psychosocial Difficulties Profiles Among Youth with Intellectual Disabilities.

This study sought to identify the various configurations, or profiles, of internalizing and externalizing behaviors found among a sample of youth with intellectual disabilities (ID). These behaviors were assessed twice over one year, using self, parental, and teacher reports. Six variables were hypothesized to predict profile membership: Parent-child relationship (i.e., warmth and conflict), student-teacher relationship (i.e., warmth and conflict), peer acceptance, and peer victimization. To this end, we conducted Latent Profile Analysis among a sample of 393 youth with ID (aged 11-22years old) recruited in Canada (French-speaking; n = 142; 49.30% boys) and Australia (English-speaking; n = 251; 67.30% boys). Our results revealed five profiles: (1) Adjusted (13.48%), (2) Mild School-related Difficulties (34.38%), (3) Underestimation of Mild Difficulties (12.40%), (4) High Difficulties (19.45%), and (5) Internalizing Difficulties Unobserved at School (20.19%). These profiles, as well as profile membership, remained stable over time. Lower levels of student-teacher warmth, lower levels of peer acceptance, and higher levels of peer victimization were associated with a higher likelihood of membership into profiles characterized by above-average levels of psychosocial difficulties, especially self-reported. Based on these findings, future interventions addressing internalizing and externalizing behaviors could benefit from focusing on the school environment, notably peer acceptance and student-teacher warmth.

Baby Food Pouches, Baby-Led Weaning, and Iron Status in New Zealand Infants: An Observational Study.

Iron deficiency in infants can impact development, and there are concerns that the use of baby food pouches and baby-led weaning may impair iron status. First Foods New Zealand (FFNZ) was an observational study of 625 New Zealand infants aged 6.9 to 10.1 months. Feeding methods were defined based on parental reports of infant feeding at "around 6 months of age": "frequent" baby food pouch use (five+ times per week) and "full baby-led weaning" (the infant primarily self-feeds). Iron status was assessed using a venepuncture blood sample. The estimated prevalence of suboptimal iron status was 23%, but neither feeding method significantly predicted body iron concentrations nor the odds of iron sufficiency after controlling for potential confounding factors including infant formula intake. Adjusted ORs for iron sufficiency were 1.50 (95% CI: 0.67-3.39) for frequent pouch users compared to non-pouch users and 0.91 (95% CI: 0.45-1.87) for baby-led weaning compared to traditional spoon-feeding. Contrary to concerns, there was no evidence that baby food pouch use or baby-led weaning, as currently practiced in New Zealand, were associated with poorer iron status in this age group. However, notable levels of suboptimal iron status, regardless of the feeding method, emphasise the ongoing need for paying attention to infant iron nutrition.

Psychometric properties of the Norwegian version of the Strength and Difficulties Questionnaire in a preschool sample

Purpose The Strength and Difficulties Questionnaire (SDQ) is widely used internationally, however less so in preschool populations and validations studies are thus needed. This study examined the psychometric properties of the Norwegian version parent report of the SDQ – preschool version (SDQ 2–4). Materials and methods Parents of 289 Norwegian children in the age span 1–6 years old filled out the SDQ 2–4, the Child Behavior Checklist (CBCL), and background information. Internal consistency, factor structure, and convergent validity were assessed. Results The results showed satisfying internal consistency for the total difficulties score, but worse for some of the subscales. The five-factor structure showed a good fit. Good convergent and divergent validity was found in terms of correlations with CBCL. Sex differences were found on all scales, boys scoring higher on all problem scales. Conclusions The SDQ 2–4 can be a promising instrument to screen for emotional and behavioral difficulties among Norwegian preschoolers, particularly in high-risk populations.

The Impact of Wellbeing Interventions on the Anxiety Levels of Children Attending Low-Income Schools: A Systematic Literature Review

This systematic review examined the impact of wellbeing interventions on the anxiety levels of children attending low-income schools. Studies, published between January 2000 and April 2022, were included if they had samples of school aged children attending low-income schools who were given a universal school-based wellbeing intervention. Ten databases were searched systematically to identify 542 records. After title and abstract screening, 43 records remained for full text screening, and of these studies, 10 met inclusion criteria. Quantitative data were extracted and were analysed narratively. The review found that in 50% of studies, wellbeing interventions were effective for reducing anxiety and that the impacts were maintained longer-term. The effects were stronger for girls when measured using self-report and were stronger for boys when measured using parental report.

Parental and Child Sleep: Children with Vision Impairment, Autistic Children, and Children with Comorbid Vision Impairment and Autism.

Parents report associations between children's sleep disturbances and behaviors. Children with neurodevelopmental conditions (e.g., Williams Syndrome and autism) are consistently reported to experience increased sleeping problems. Sleep in children with vision impairment and children with a dual diagnosis of vision impairment and autism remains understudied. Our exploratory study compared sleep profiles in 52 children (aged 4-12 years) and their parents (n = 37), across four groups: children with vision impairment (VI; n = 9), autism (n = 10), comorbid vision impairment + autism (n = 6), and typically developing children (n = 27). Childhood sleep was measured using the parental report Childhood Sleep Habits Questionnaire and sleep diaries. Children's cognitive functioning was measured using digit span, semantic, and phonemic verbal fluency measures. Parental sleep was measured via the Pittsburgh Sleep Quality Index and Epworth Sleepiness Scale. Clinically disordered sleep was reported in all child groups (p ≤ 0.001), particularly children with VI + autism. Age, not sleep quality/quantity, predicted cognitive task performance in TD and autistic groups, but not in VI and VI + autism groups. The child's diagnosis affected parental sleep, particularly in children with a dual diagnosis of VI + autism. All participants experienced problematic sleep to varying degrees. Those most affected were children and parents in the VI + autism group, suggesting that autism may be the main driver of sleep problems in our sample.

Exploring Health-Related Social Needs and Components of Social Competence Following Childhood Traumatic Brain Injury.

Health-related social needs (HRSNs) impact general health care and educational outcomes for children with traumatic brain injury (TBI) and their families. Furthermore, children with TBI of all severities experience negative social competence outcomes chronically postinjury. However, studies have not investigated the relationship between HRSNs and social competence outcomes for children after TBI. The aim of this study was to identify the relationship between HRSNs and components of social competence (i.e., social skills, social communication, family functioning, and behavioral domains per the biopsychosocial framework for social competence) for children with TBI, per parent report. This study used a prospective, cross-sectional study design with a convenience sample. Online surveys were completed by parents of children with TBI (N = 22). On average, children with TBI were 4.84 years old at the time of their TBI and 9.24 years old at the time of study participation. Having a parent identify an HRSN in the domain of mental health was associated with social communication and family functioning difficulties for children with TBI. Statistically significant relationships were found between social communication and family functioning, externalizing behavior, and total behavior; family functioning and social relations; and family functioning and externalizing behavior. The findings of this study support that children with TBI experience chronic deficits in components of social competence, and HRSNs are associated with these outcomes. Further research needs to consider HRSNs to improve equitable prevention, supports, and services for children with TBI.

Parental Reports of Children's Dental Pain Experience and Associated Factors among Brazilian Children.

Exploring children's dental pain experiences helps to develop healthcare policies for improving oral health and quality of life. A cross-sectional study involved 300 parents/caregivers of four- to seven-year-old children using snowball sampling. Parents/caregivers self-completed an online questionnaire on sociodemographic characteristics, parenting styles, their child's oral hygiene practices, free sugar consumption, and dental history. The questionnaire was created using Google Forms and was disseminated to parents/caregivers via E-mail and/or WhatsApp©. Descriptive and Poisson regression analyses were performed (p < 0.05). Children's dental pain experience was reported by 20.3% of the parents. The authoritative parenting style was predominant. The child's mean age at the first consumption of sugar was 1.38 (±0.64) years, and 40.3% of the children had high-free sugar consumption. The mean age for the first dental appointment was 2.26 (±1.31) years, and 24.3% of the children never went to a dental appointment. The prevalence of dental pain experience was higher in children who attended their first dental appointment later (PR: 1.02; CI 95%: 1.01-1.03) and among those with high-free sugar consumption (PR: 1.90; CI 95%: 1.21-3.00). High sugar consumption and delay in the first dental appointment may increase the likelihood that children will experience dental pain.

Correlates of Behavioral Problems among Youth with Anxiety

More information is needed to elucidate factors related to anxiety and behavioral problems among adolescents to inform those developing interventions. Reduced levels of parental stress and a supportive parent-adolescent relationship may be positively associated with anxiety and behavioral problems while experiencing adverse childhood events typically is negatively associated with anxiety and behavioral problems. This study investigated correlates of behavioral problems among youth with anxiety. Secondary data analyses were performed using a sample of 2,285 youth (10–17 years) whose parents reported that they currently had anxiety and behavioral problems from the 2019 National Survey of Children’s Health. Two multivariable logistic regressions examined the associations between four predictors: anxiety severity (mild or moderate/severe), adverse childhood experiences (0 ACEs, 1 ACE, ≥ 2 ACEs), parental stress (always or seldom stressed from parenting role), and emotional support for parents (Yes or No) and outcome variables (parent report of current or past behavioral problems for youth with anxiety). Results were similar for the two regression models. Specifically, participants who had severe/moderate anxiety, were exposed to more traumatic events (≥2 ACEs), lived with parents who were always stressed from parenting roles, and resided with parents who did not receive emotional support with parenting were more likely to have behavioral problems. Interventions are needed to reduce parental stress and provide emotional support for parents whose children experience anxiety and behavioral problems.

The Role of Medical History and Allergic Tests in the Analysis of Antibiotic Allergy in the Pediatric Population

The Role of Medical History and Allergic Tests in the Analysis of Antibiotic Allergy in the Pediatric Population

Insights into Rett Syndrome girls' receptive vocabulary through eye movements and parental perception

ObjectiveThis study evaluated the receptive vocabulary of girls diagnosed with Rett Syndrome (RS) by employing eye-tracking technology and examined how these objective measures compared with parents' perceptions of their daughters' language abilities. MethodFourteen girls with RS and eleven typically developing peers participated. Instruments included the Kerr Scale, a parental questionnaire on communication skills, the Peabody Picture Vocabulary Test - PPVT-4, and eye-tracking equipment. The PPVT-4's initial 12 cards, each displaying four images, were presented on screen for 5 s for the child's initial inspection. Subsequently, the same card was shown for 5 s with instructions to identify the picture matching the word, repeated three times in a randomized order. ResultsEye-tracking assessments revealed that girls with RS with less severe symptoms, performed below typically developing peers with aged 3–4 years. The number of eye fixations emerged as a reliable metric for assessing their performance. A positive correlation was found between parental reports of their daughters' vocabulary knowledge and their ability to identify the correct stimulus, suggesting comprehension and active engagement in the testing process. ConclusionThis study presents a pioneering approach by combining parental perceptions with eye-tracking measures to assess receptive vocabulary in girls diagnosed with Rett Syndrome. Despite showing lower performance levels compared to significantly younger peers, the findings suggest that these individuals use less effectively eye contact as a mode of communication.

The nature and impact of literacy interest in preschool children: Comparing teacher, parent, and child report measures

This study examined the nature of young children’s literacy interest, the predictability of literacy interest for early literacy skills, and gender differences in literacy interest using a sample of Head Start children (N = 263). Literacy interest was compared across parent-, teacher-, and child-reported measures of literacy activity participation and enjoyment. Results showed parents rated their children’s literacy interest higher than teachers and preschoolers. Multilevel regression analyses found that teacher and parent reports, especially teacher-reported literacy participation and parent-reported literacy enjoyment, significantly predicted early literacy skills in the fall and spring of a school year. Further analysis demonstrated gender differences in literacy interest and gender by literacy interest interaction effects. Girls scored higher in literacy interest than boys, and teacher-reported literacy participation predicted children’s fall literacy skills more for boys. However, spring literacy skills were predicted more strongly for girls by teacher-reported literacy participation, parent-reported literacy enjoyment, and child-reported literacy enjoyment.