Congruence in Parent and Teacher Ratings of Adaptive Behavior of Low-Functioning Children

Authors: Voelker, S.L.1; Shore, D.L.2; Lee, C.H.2; Szuszkiewicz, T.A.2

Source: Journal of Developmental and Physical Disabilities, Volume 12, Number 4, December 2000 , pp. 367-376(10)

Publisher: Springer

Buy & download fulltext article:


Price: $47.00 plus tax (Refund Policy)


We examined discrepancies in parent and teacher ratings of adaptive skills of 90 low-functioning children (mean age, 6 years) in a rehabilitation day treatment facility. Comparison of full Vineland Survey and Classroom Edition protocols suggested that teachers systematically rated the children as having more adaptive skills (p < .0001) than did caretakers. However, examination of a subset of identical items that overlaps the Classroom and Survey Editions indicated at least fair interrater agreement ( > .40, p < .01) on 92% of the items. Item analysis also indicated that when disagreement between pairs of raters occurred, caretakers were more likely to rate skills as more advanced. Caretakers tended to rate skills using extreme categories (i.e., present versus absent), whereas teachers rated skills as emergent. Discrepant standard scores for low-functioning children reflect a Classroom Edition floor effect. Implications for research and practice are discussed.

Keywords: adaptive behavior; low-functioning children; parent and teacher ratings

Document Type: Regular Paper

Affiliations: 1: University of Windsor, Windsor, Ontario, Canada. 2: University of Windsor, Windsor, Ontario, Canada

Publication date: December 1, 2000

Related content


Free Content
Free content
New Content
New content
Open Access Content
Open access content
Subscribed Content
Subscribed content
Free Trial Content
Free trial content

Text size:

A | A | A | A
Share this item with others: These icons link to social bookmarking sites where readers can share and discover new web pages. print icon Print this page