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Parent and Teacher Assessment of Receptive and Expressive Language in Preschool Children with Developmental Disabilities
Jeff Sigafoos and Donna Pennell
Education and Training in Mental Retardation and Developmental Disabilities
Vol. 30, No. 4 (December 1995), pp. 329-335
Published by: Division on Autism and Developmental Disabilities
Stable URL: http://www.jstor.org/stable/23879229
Page Count: 7
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We compared parent and teacher ratings for a group of 16 preschool children on the Receptive-Expressive Emergent Language Scale. Paired t-tests indicated no significant differences between parent and teacher ratings of expressive language, but a significant difference on the receptive language subscale. Pearson's correlations showed significant and positive relationships between parent and teacher ratings. These results suggest the device could be used in research to document language delay and perhaps for classification purposes. However, interrater agreement was only 31.25% for receptive language age and 56.25% for expressive language age. Thus, reliability appears too low for instructional planning.
Education and Training in Mental Retardation and Developmental Disabilities © 1995 Division on Autism and Developmental Disabilities