PARENT AND TEACHER ASSESSMENTS OF THE DEVELOPMENTAL STATUS OF CHILDREN WITH SEVERE, MILD MODERATE, OR NO DEVELOPMENTAL-DISABILITIES/

This study evaluated the correspondence between parent and teacher ass essments of children as a function of a child's degree of developmenta l disability and examined whether this correspondence changed over the course of a preschool year. Children ages 2.5 to 6 rears old identifi ed as having severe (n = 96), mild/moderate (n = 66), or no disabiliti es (n = 63), were rated by parents and teachers on the Vineland Adapti ve Behavior Scale at the beginning and end of the preschool year. Prea ssessment results indicated a significant correlation between parent a nd teacher ratings and differences in the absolute levels of informant s' assessment for children with severe disabilities but not for childr en with mild/moderate or no disabilities. Implications for assessment of children with disabilities and planning for the children are discus sed.