RELATIONSHIPS BETWEEN RETROSPECTIVE PARENT REPORTS OF DEVELOPMENTAL MILESTONES AND SCHOOL ADJUSTMENT AT AGES 10 TO 12 YEARS

Objective: The study's main purpose was to assess the extent to which retrospective parent reports of the child's achievement of early devel opmental milestones predicted later (fourth to sixth grade) adaptation to stress, and school adjustment and achievement, in a highly stresse d urban sample. Method: Information about when children achieved key d evelopmental milestones was obtained in individual parent interviews. Information about the child's current school adjustment and achievemen t was obtained from classroom teachers and school records. Results: Fa ctor analysis of a 12-item developmental milestone measure yielded an interpretable two-factor solution, i.e., motor and verbal milestones. Parents of stress-resilient, compared with stress-affected, children r eported significantly earlier developmental milestone mastery by their offspring on both factor and total scores. Developmental factor miles tone and total scores also related modestly to indicators of good scho ol adjustment and academic achievement at ages 10 to 12 years. Conclus ion: Delayed mastery of early developmental milestones may be a risk f actor toward which preventive interventions can be gainfully targeted.