Psychometric evaluation of a parental rating scale for estimating language and cognitive functions in preschoolers: A pilot investigation
Abstract
This pilot study examined the psychometric characteristics of a scale to be used by parents of young children for rating cognitive skills and literacy development. The scale was roughly based on the parent form of “Ratings of Everyday Academic & Cognitive Skills” (REACS) (Lamb, 2008) in an effort to develop a cost-effective tool that could potentially increase the predictive validity of early screening assessments. The original scale had been developed to contain three indexes (academic skills, cognitive skills, self-regulation) related to school functioning subscales (Math, Reading, Writing, Language, Learning, Memory, Problem Solving, Attention, Hyperactivity Control, Impulse Control, and Organization). Raters respond to each item on a 6-point scale: 1 = Never, 2 = Rarely, 3 = Sometimes, 4 = Usually, and 5 = Always and 6= Unknown. For this study we collected 243 forms from parents while individualized testing was conducted with 22 Kindergarten children. A subsample of parents (N=44) completed the scale a second time to investigate reliability of their ratings. Test-retest reliability of the raters' estimations and the internal consistency of the scale were examined, while the validity of the Greek scale was established by inspecting the factor structure through exploratory factor analyses. Associations with child achievement measures (letter names and sounds, phonological awareness, vocabulary, invented spelling, word reading, etc.) were also examined. Study's initial findings regarding the psychometric properties of the scale support our claim that it should be used by parents of young children for rating child's cognitive, language and academic skills. They are also discussed within the context of early identification of at-risk children within the school for providing early intervention programs.
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Vatsina, I., & Mouzaki, A. (2015). Psychometric evaluation of a parental rating scale for estimating language and cognitive functions in preschoolers: A pilot investigation. Preschool and Primary Education, 3(2), 136–156. https://doi.org/10.12681/ppej.141
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References
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Καλαντζή–Αζίζι, Α., Αγγελή, Κ., & Ευσταθίου, Γ. (2005). Η ελληνική κλίμακα αξιολόγησης της ΔΕΠ/Υ-IV. Αθήνα: Ελληνικά Γράμματα.
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Kim, Y. M., Sugawara, A. I., & Kim, G. (2000). Parent’s perception of and satisfaction with the eligibility assessment of their children with special needs. Early Child Development and Care, 160, 133-142.
Koumoula, A., Tsironi, V., Stamouli V., Bardani, I., Siapati, S., Graham- Pavlou, A., Kafantaris, I., Charalambidou, E., Dellatolas, G., & Von Aster, M. G. (2004). An epidemiological study of number processing and mental calculation in Greek schoolchildren. Journal of Learning Disabilities, 37, 377-388.
Kristman, V. L., Manno, M., & Cote, P. (2004). Loss to follow-up in cohort studies: how much is too much? European Journal of Epidemiology, 19, 751-760.
Lamb, G. D. (2008). Ratings of everyday academic and cognitive skills in evalation of school learning and learning problems: initial scale development and validation. Unpublished doctoral dissertation. Texas A&M University.
Μανωλίτσης, Γ. (2013). Αξιολόγηση της συμπεριφοράς παιδιών προσχολικής ηλικίας: Ανίχνευση προβλημάτων συμπεριφοράς στην τάξη με τον ΚΕΣΠΗ-Α. Αθήνα: Πεδίο.
McGuire, J., & Richman, N. (1986). Screening for behavior problems in nurseries: The reliability and validity of the preschool behavior checklist. Journal of Child Psychology and Psychiatry, 27, 7-32.
Miles, T. (1974). Understanding dyslexia. London: Priory Press.
Μουζάκη, Α., Πρωτόπαπας, Α., & Τσαντούλα, Δ. (2008). Προσχολικοί δείκτες πρόγνωσης της ανάπτυξης αναγνωστικών δεξιοτήτων κατά την Α′ Δημοτικού. Επιστήμες της Αγωγής, 1, 71-88.
Newton, M. (1970). A neuro-psychological investigation into dyslexia. In A. .W. Franklin & S. Naidoo (Eds), Assessment and teaching of dyslexic children. London: Invalid Children’s Aid Association.
Nicolson, R. I. (1996). Developmental dyslexia: past, present and future. Dyslexia, 2, 190-207.
Norton, L. M. (1990). Inaccuracy in perceived scholastic competence: Beliefs, values and perceptions of children and parents. Unpublished doctoral dissertation. Colorado, University of Denver.
Παντελιάδου, Σ. (2000). Μαθησιακές δυσκολίες και εκπαιδευτική πράξη. Τι & γιατί. Αθήνα: Ελληνικά Γράμματα.
Παπαϊωάννου, Σ., Μουζάκη, Α., Σιδερίδης, Δ. Γ., & Σίμος, Γ. Π. (2010). Η ανιχνευτική δοκιμασία μαθηματικής επίδοσης (ΑΔΜΕ) για μαθητές του δημοτικού. «Η Ειδική Αγωγή αφετηρία εξελίξεων στην επιστήμη και στην πράξη». Εταιρία Ειδικής Παιδαγωγικής Ελλάδας. Αθήνα: Γρηγόρης.
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Ράλλη, Α. Μ., & Μαριδάκη-Κασσωτάκη, Α. (2012). Κλίμακα αξιολόγησης δεξιοτήτων παιδιών προσχολικής ηλικίας. Αθήνα: Διάδραση.
Reynolds, C. R., & Kamphaus, R. W. (2002). The clinician’s guide to the behavior assessment for children (BASC). New York: Guilford.
Scarborough, H. S. (1989). Prediction of reading disability from familial and individual differences. Journal of Educational Psychology, 81, 101-108.
Σιδερίδης, Γ., Αντωνίου, Φ., Μουζάκη, Α. & Σίμος, Π. (Υπό έκδοση). RAVEN’S: Έγχρωμες Προοδευτικές Μήτρες και τεστ λεξιλογίου. Αθήνα: Μοτίβο.
Simos, P. G., Sideridis, G. D., Protopapas, A., & Mouzaki, A. (2011). Psychometric evaluation of a receptive vocabulary test for Greek elementary students. Assessment for Effective Intervention, 37, 34-49.
Snow, S. E., Burns, M. S., & Griffin, P. (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
Soyfer, V. (1998). Parents promoting school success for young children with learning disabilities. New York: New York University (ERIC Document Reproduction Service No. 428488).
Stackhouse, J. (1996). Speech, spelling and reading: Who is at risk and why? In M. Snowling, & J. Stackhouse (Eds.), Dyslexia speech and language: A practicioner’s handbook (pp. 12-30). London: Whurr Publishers.
Steele, M. M. (2004). Making the case for early identification and intervention for young children at risk for learning disabilities. Early Childhood Education Journal, 32, 75-79.
Taylor, H. G., Anselmo, M., Foreman, A. L., Schatschneider, C., & Angelopoulos, J. (2000). Utility of kindergarten teacher judgments in identifying early learning problems. Journal of Learning Disabilities, 33, 200-210.
Van der Heijden, G. J. M. G., Donders, A. R. T. R, Stijnen, T., & Moons, G. M. K. (2006). Imputation of missing values is superior to complete case analysis and the missing-indicator method in multivariable diagnostic research: a clinical example. Journal of Clinical Epidemiology, 59, 1102-9.
Velluntino, F. R. (1979). Dyslexia: Research and theory. Cambridge, MA: MIT Press.
Von Aster, M., & Weinhold, Μ. (2002). Neuropsychologische testbatterie für zahlenverarbeitung und Rechnen bei Kindern (ZAREKI). Mannedorf: Swets Test Services.
Whitehurst, G. J., & Lonigan, C. J. (1998). Child development and emergent literacy. Child Development, 69, 848-872.
Wilkinson, G. S. (1993). The wide range achievement test (3rd ed.). Wilmington, DE: Wide Range.
Williams, K. S., Ochs, J., Williams, J. M., & Mullhern, R. K. (1991). Parental report of everyday cognitive abilities among children treated for acute lymphoblastic leukemia. Journal of Pediatric Psychology, 16, 13-26.
Αναστασίου, Δ. (1998). Δυσλεξία. Θεωρία και έρευνα. Όψεις πρακτικής. Αθήνα: Ατραπός.
Barkley, R. A. (1998). Attention-deficit hyperactivity disorder. New York: Guilford.
Bond, G., & Dykstra, R. (1967). The cooperative research program in first grade reading. Reading Research Quarterly, 2, 5-142.
Chall, J. (1967). Learning to read: The great debate. New York: McGraw Hill.
Dale, P. S. (1991). The validity of a parent report measure of vocabulary and syntax at 24 months. Journal of Speech & Hearing Research, 34, 565-571.
Dale, P. S. (1996). Parent report assessment of language and communication. In K. Cole, P. Dale, & D. Thal (Eds.), Assessment of communication and language (Vol. 6, pp. 161-182). Baltimore, MD: Paul H. Brookes.
Desforges, M., & Lindsay, G. (1995). Infant index. London: Hodder & Stoughton.
Dewey, D., Crawford, S. G. & Kaplan, B.J. (2003). Clinical importance of parent ratings of everyday cognitive abilities in children with learning and attention problems. Journal of Learning Disabilities, 36, 87-95.
Dewey, D., Crawford, S. G., Creighton, D. E., & Sauve, R. S. (2000). Parents’ ratings of everyday cognitive abilities in very low birth weight children. Journal of Developmental and Behavioral Pediatrics, 21, 37-43.
Diamond, K., & Squires, J. (1993). The role of parental report in the screening and assessment of young children. Journal of Early Intervention, 17, 107-115.
Dunn, L. M., & Dunn, L. (1981). Peabody Picture Vocabulary Test- Revised. Circle Pines, MN: American Guidance Service.
DuPaul, G. J., Power, T. J., Anastopoulos, A. D., & Reid, R. (1998). ADHD rating scale IV: checklists, norms and clinical interpretations. New York: The Guildford Press.
DuPaul, G. J., & Stoner, G. (1994). ADHD in the schools: Assessment and intervention strategies. New York: The Guildford Press.
Ewert, J. C., & Green, M. W. (1957). Conditions associated with the mother’s estimate of the ability of her retarded child. American Journal of Mental Deficiency, 62, 521-533.
Fenson, L., Dale, P. S., Reznick, J. S., Thal, D., Bates, E., Hartung, J. P., Pethick, S., & Reiley, J. S. (1993). The MacArthur communicative development inventories: Liser’s guide and technical manual. San Diego, CA: Singular Publishing Group.
Fuchs, D., Fuchs, L. S., Power, M. H., & Dailey, A. M. (1985). Bias in the assessment of handicapped children. American Educational Research Journal, 22, 185-198.
Gardner, H. (1994). Multiple intelligences theory. In R. J. Sternberg (Ed.), Encyclopedia of human intelligence. New York: Macmillan.
Glascoe, F. P., & Dworkin, P. (1995). The role of parents in the detection of developmental and behavioral problems. Pediatrics, 95, 829-836.
Hambleton, R. K., Merenda, P., & Spielberger, C. (Eds.). (2005). Adapting educational and psychological tests for cross-cultural assessment. Hillsdale, NJ: Lawrence S. Erlbaum Publishers.
Hornsby, B. (1995). Overcoming dyslexia: A straight-forward guide for families and teachers. Singapore: PG Publishers Pvt.
Hunt, J. M., & Paraskevopoulos, J. (1980). Children’s psychological development as a function of inaccuracy of their mother’s knowledge of their abilities. Journal of Genetic Psychology, 136, 285-298.
Καλαντζή–Αζίζι, Α., Αγγελή, Κ., & Ευσταθίου, Γ. (2005). Η ελληνική κλίμακα αξιολόγησης της ΔΕΠ/Υ-IV. Αθήνα: Ελληνικά Γράμματα.
Kamphaus, R. W., & Frick, P. J. (2000). Clinical assessment of child and adolescent personality and behavior. Needham Heights, MA: Allyn and Bacon.
Kavale, A. K., & Forness, S. R. (1996). Social skill deficits and learning disabilities: A Meta-Analysis. Journal of Learning Disabilities, 29, 226-237.
Kim, Y. M., Sugawara, A. I., & Kim, G. (2000). Parent’s perception of and satisfaction with the eligibility assessment of their children with special needs. Early Child Development and Care, 160, 133-142.
Koumoula, A., Tsironi, V., Stamouli V., Bardani, I., Siapati, S., Graham- Pavlou, A., Kafantaris, I., Charalambidou, E., Dellatolas, G., & Von Aster, M. G. (2004). An epidemiological study of number processing and mental calculation in Greek schoolchildren. Journal of Learning Disabilities, 37, 377-388.
Kristman, V. L., Manno, M., & Cote, P. (2004). Loss to follow-up in cohort studies: how much is too much? European Journal of Epidemiology, 19, 751-760.
Lamb, G. D. (2008). Ratings of everyday academic and cognitive skills in evalation of school learning and learning problems: initial scale development and validation. Unpublished doctoral dissertation. Texas A&M University.
Μανωλίτσης, Γ. (2013). Αξιολόγηση της συμπεριφοράς παιδιών προσχολικής ηλικίας: Ανίχνευση προβλημάτων συμπεριφοράς στην τάξη με τον ΚΕΣΠΗ-Α. Αθήνα: Πεδίο.
McGuire, J., & Richman, N. (1986). Screening for behavior problems in nurseries: The reliability and validity of the preschool behavior checklist. Journal of Child Psychology and Psychiatry, 27, 7-32.
Miles, T. (1974). Understanding dyslexia. London: Priory Press.
Μουζάκη, Α., Πρωτόπαπας, Α., & Τσαντούλα, Δ. (2008). Προσχολικοί δείκτες πρόγνωσης της ανάπτυξης αναγνωστικών δεξιοτήτων κατά την Α′ Δημοτικού. Επιστήμες της Αγωγής, 1, 71-88.
Newton, M. (1970). A neuro-psychological investigation into dyslexia. In A. .W. Franklin & S. Naidoo (Eds), Assessment and teaching of dyslexic children. London: Invalid Children’s Aid Association.
Nicolson, R. I. (1996). Developmental dyslexia: past, present and future. Dyslexia, 2, 190-207.
Norton, L. M. (1990). Inaccuracy in perceived scholastic competence: Beliefs, values and perceptions of children and parents. Unpublished doctoral dissertation. Colorado, University of Denver.
Παντελιάδου, Σ. (2000). Μαθησιακές δυσκολίες και εκπαιδευτική πράξη. Τι & γιατί. Αθήνα: Ελληνικά Γράμματα.
Παπαϊωάννου, Σ., Μουζάκη, Α., Σιδερίδης, Δ. Γ., & Σίμος, Γ. Π. (2010). Η ανιχνευτική δοκιμασία μαθηματικής επίδοσης (ΑΔΜΕ) για μαθητές του δημοτικού. «Η Ειδική Αγωγή αφετηρία εξελίξεων στην επιστήμη και στην πράξη». Εταιρία Ειδικής Παιδαγωγικής Ελλάδας. Αθήνα: Γρηγόρης.
Peltzman, B. R. (1992). Guidelines for early identification and strategies for early intervention of at-risk learning disabled children. Paper presented at the World Congress of the World Organization for Early Childhood Education. Flagstaff, USA, 2-7 August. ERIC Document Reproduction Service No. 351111).
Πολυχρόνη, Φ., Χατζηχρήστου, Χ., & Μπίμπου, Α. (2006). Ειδικές μαθησιακές δυσκολίες-δυσλεξία. Ταξινόμηση, αξιολόγηση και παρέμβαση. Αθήνα: Ελληνικά Γράμματα.
Ράλλη, Α. Μ., & Μαριδάκη-Κασσωτάκη, Α. (2012). Κλίμακα αξιολόγησης δεξιοτήτων παιδιών προσχολικής ηλικίας. Αθήνα: Διάδραση.
Reynolds, C. R., & Kamphaus, R. W. (2002). The clinician’s guide to the behavior assessment for children (BASC). New York: Guilford.
Scarborough, H. S. (1989). Prediction of reading disability from familial and individual differences. Journal of Educational Psychology, 81, 101-108.
Σιδερίδης, Γ., Αντωνίου, Φ., Μουζάκη, Α. & Σίμος, Π. (Υπό έκδοση). RAVEN’S: Έγχρωμες Προοδευτικές Μήτρες και τεστ λεξιλογίου. Αθήνα: Μοτίβο.
Simos, P. G., Sideridis, G. D., Protopapas, A., & Mouzaki, A. (2011). Psychometric evaluation of a receptive vocabulary test for Greek elementary students. Assessment for Effective Intervention, 37, 34-49.
Snow, S. E., Burns, M. S., & Griffin, P. (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
Soyfer, V. (1998). Parents promoting school success for young children with learning disabilities. New York: New York University (ERIC Document Reproduction Service No. 428488).
Stackhouse, J. (1996). Speech, spelling and reading: Who is at risk and why? In M. Snowling, & J. Stackhouse (Eds.), Dyslexia speech and language: A practicioner’s handbook (pp. 12-30). London: Whurr Publishers.
Steele, M. M. (2004). Making the case for early identification and intervention for young children at risk for learning disabilities. Early Childhood Education Journal, 32, 75-79.
Taylor, H. G., Anselmo, M., Foreman, A. L., Schatschneider, C., & Angelopoulos, J. (2000). Utility of kindergarten teacher judgments in identifying early learning problems. Journal of Learning Disabilities, 33, 200-210.
Van der Heijden, G. J. M. G., Donders, A. R. T. R, Stijnen, T., & Moons, G. M. K. (2006). Imputation of missing values is superior to complete case analysis and the missing-indicator method in multivariable diagnostic research: a clinical example. Journal of Clinical Epidemiology, 59, 1102-9.
Velluntino, F. R. (1979). Dyslexia: Research and theory. Cambridge, MA: MIT Press.
Von Aster, M., & Weinhold, Μ. (2002). Neuropsychologische testbatterie für zahlenverarbeitung und Rechnen bei Kindern (ZAREKI). Mannedorf: Swets Test Services.
Whitehurst, G. J., & Lonigan, C. J. (1998). Child development and emergent literacy. Child Development, 69, 848-872.
Wilkinson, G. S. (1993). The wide range achievement test (3rd ed.). Wilmington, DE: Wide Range.
Williams, K. S., Ochs, J., Williams, J. M., & Mullhern, R. K. (1991). Parental report of everyday cognitive abilities among children treated for acute lymphoblastic leukemia. Journal of Pediatric Psychology, 16, 13-26.
