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Assessment for Effective Intervention
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Selecting Goals

Maternal Involvement in the Assessment of The Child

Sarah Drinkwater

Sarah Drinkwater is Assistant Professor of Early Childhood Special Education, University of Nevada-Reno.

Angela Notari

Angela R. Notari is Acting Assistant Professor of Early Childhood Special Education, University of Washington.

The advent of Public Law –457 is an important recognition of the unique role of the family in early intervention. Parents have valuable knowledge of their child's development to contribute to the interdisciplinary team, though its use has been limited. Sixteen mothers and their handicapped infants/toddlers participated in this study to determine the relationship between parent and teacher evaluations of children's level of functioning, and the degree to which the evaluations may have resulted in similar goal selection. During initial assessment, mothers and interventionists completed complementary instruments, which included the Evaluation and Programming System-I (EPS-I) and the Parent Form Level I, a questionnaire containing selected EPS-I items. Overall, the results indicate moderate to high correlations between mothers and professionals on child behavior, though mothers tended to rate children higher, and high agreement on skills that children manifest.

Assessment for Effective Intervention, Vol. 16, No. 2-3, 114-126 (1991)
DOI: 10.1177/153450849101600306
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