Parent-Professional Congruence: Is It Necessary?
Considerable attention has been given to the issue of parent-professional congruence, specifically in connection with reliability of assessments. Concerns regarding the trustworthiness of parental assessments have guided research to focus on the conventional issues of interrater reliability and rate...
Gespeichert in:
| Veröffentlicht in: | Journal of early intervention 1995-07, Vol.19 (3), p.243-252 |
|---|---|
| Hauptverfasser: | , , , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 252 |
|---|---|
| container_issue | 3 |
| container_start_page | 243 |
| container_title | Journal of early intervention |
| container_volume | 19 |
| creator | SUEN, HOI K. LOGAN, CANDICE R. NEISWORTH, JOHN T. BAGNATO, STEPHEN |
| description | Considerable attention has been given to the issue of parent-professional congruence, specifically in connection with reliability of assessments. Concerns regarding the trustworthiness of parental assessments have guided research to focus on the conventional issues of interrater reliability and rater interchangeability. However, this conventional perspective may be misdirected and counterproductive. It is argued that the focus should be the reliability of the pooled assessment information from parents and professionals. A more appropriate generalizability theoretic model, which would maximize social, ecological, and construct validity, is proposed. An illustration with data from an early childhood assessment system is provided. |
| doi_str_mv | 10.1177/105381519501900307 |
| format | Article |
| fullrecord | <record><control><sourceid>eric_cross</sourceid><recordid>TN_cdi_crossref_primary_10_1177_105381519501900307</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ527672</ericid><sage_id>10.1177_105381519501900307</sage_id><sourcerecordid>EJ527672</sourcerecordid><originalsourceid>FETCH-LOGICAL-c259t-3e7395f1d410275bd37681f2c5f397614b66acb32ad633d72cceada9c2e6298c3</originalsourceid><addsrcrecordid>eNp9j1FLwzAUhYMoWKd_QET8A3G5N03SPEqZ0zHYHvS5pOnN6JitJNuD_96Wii-CT-fhnO_Ax9gtiEcAY-YglCxAgVUCrBBSmDOWIaicS2vxnGXjgI-LS3aV0n6YYA5Fxu63LlJ35NvYB0qp7Tt3eCj7bhdP1Hm6ZhfBHRLd_OSMvT8v3soXvt4sX8unNfeo7JFLMtKqAE0OAo2qG2l0AQG9CtIaDXmttfO1RNdoKRuD3pNrnPVIGm3h5Yzh9Otjn1KkUH3G9sPFrwpENRpWfw0H6G6CKLb-F1isFBptcKjnU53cjqp9f4qDW_rv8Bu0VFh7</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype></control><display><type>article</type><title>Parent-Professional Congruence: Is It Necessary?</title><source>SAGE Complete</source><creator>SUEN, HOI K. ; LOGAN, CANDICE R. ; NEISWORTH, JOHN T. ; BAGNATO, STEPHEN</creator><creatorcontrib>SUEN, HOI K. ; LOGAN, CANDICE R. ; NEISWORTH, JOHN T. ; BAGNATO, STEPHEN</creatorcontrib><description>Considerable attention has been given to the issue of parent-professional congruence, specifically in connection with reliability of assessments. Concerns regarding the trustworthiness of parental assessments have guided research to focus on the conventional issues of interrater reliability and rater interchangeability. However, this conventional perspective may be misdirected and counterproductive. It is argued that the focus should be the reliability of the pooled assessment information from parents and professionals. A more appropriate generalizability theoretic model, which would maximize social, ecological, and construct validity, is proposed. An illustration with data from an early childhood assessment system is provided.</description><identifier>ISSN: 1053-8151</identifier><identifier>EISSN: 2154-3992</identifier><identifier>DOI: 10.1177/105381519501900307</identifier><language>eng</language><publisher>Los Angeles, CA: SAGE Publications</publisher><subject>Disabilities ; Early Childhood Education ; Early Intervention ; Evaluation Methods ; Interrater Reliability ; Parent Participation ; Parent Professional Congruence ; Professional Personnel ; Reliability ; Student Evaluation ; Validity</subject><ispartof>Journal of early intervention, 1995-07, Vol.19 (3), p.243-252</ispartof><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><cites>FETCH-LOGICAL-c259t-3e7395f1d410275bd37681f2c5f397614b66acb32ad633d72cceada9c2e6298c3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://journals.sagepub.com/doi/pdf/10.1177/105381519501900307$$EPDF$$P50$$Gsage$$H</linktopdf><linktohtml>$$Uhttps://journals.sagepub.com/doi/10.1177/105381519501900307$$EHTML$$P50$$Gsage$$H</linktohtml><link.rule.ids>314,776,780,21798,27901,27902,43597,43598</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ527672$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>SUEN, HOI K.</creatorcontrib><creatorcontrib>LOGAN, CANDICE R.</creatorcontrib><creatorcontrib>NEISWORTH, JOHN T.</creatorcontrib><creatorcontrib>BAGNATO, STEPHEN</creatorcontrib><title>Parent-Professional Congruence: Is It Necessary?</title><title>Journal of early intervention</title><description>Considerable attention has been given to the issue of parent-professional congruence, specifically in connection with reliability of assessments. Concerns regarding the trustworthiness of parental assessments have guided research to focus on the conventional issues of interrater reliability and rater interchangeability. However, this conventional perspective may be misdirected and counterproductive. It is argued that the focus should be the reliability of the pooled assessment information from parents and professionals. A more appropriate generalizability theoretic model, which would maximize social, ecological, and construct validity, is proposed. An illustration with data from an early childhood assessment system is provided.</description><subject>Disabilities</subject><subject>Early Childhood Education</subject><subject>Early Intervention</subject><subject>Evaluation Methods</subject><subject>Interrater Reliability</subject><subject>Parent Participation</subject><subject>Parent Professional Congruence</subject><subject>Professional Personnel</subject><subject>Reliability</subject><subject>Student Evaluation</subject><subject>Validity</subject><issn>1053-8151</issn><issn>2154-3992</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>1995</creationdate><recordtype>article</recordtype><recordid>eNp9j1FLwzAUhYMoWKd_QET8A3G5N03SPEqZ0zHYHvS5pOnN6JitJNuD_96Wii-CT-fhnO_Ax9gtiEcAY-YglCxAgVUCrBBSmDOWIaicS2vxnGXjgI-LS3aV0n6YYA5Fxu63LlJ35NvYB0qp7Tt3eCj7bhdP1Hm6ZhfBHRLd_OSMvT8v3soXvt4sX8unNfeo7JFLMtKqAE0OAo2qG2l0AQG9CtIaDXmttfO1RNdoKRuD3pNrnPVIGm3h5Yzh9Otjn1KkUH3G9sPFrwpENRpWfw0H6G6CKLb-F1isFBptcKjnU53cjqp9f4qDW_rv8Bu0VFh7</recordid><startdate>199507</startdate><enddate>199507</enddate><creator>SUEN, HOI K.</creator><creator>LOGAN, CANDICE R.</creator><creator>NEISWORTH, JOHN T.</creator><creator>BAGNATO, STEPHEN</creator><general>SAGE Publications</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope></search><sort><creationdate>199507</creationdate><title>Parent-Professional Congruence</title><author>SUEN, HOI K. ; LOGAN, CANDICE R. ; NEISWORTH, JOHN T. ; BAGNATO, STEPHEN</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c259t-3e7395f1d410275bd37681f2c5f397614b66acb32ad633d72cceada9c2e6298c3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>1995</creationdate><topic>Disabilities</topic><topic>Early Childhood Education</topic><topic>Early Intervention</topic><topic>Evaluation Methods</topic><topic>Interrater Reliability</topic><topic>Parent Participation</topic><topic>Parent Professional Congruence</topic><topic>Professional Personnel</topic><topic>Reliability</topic><topic>Student Evaluation</topic><topic>Validity</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>SUEN, HOI K.</creatorcontrib><creatorcontrib>LOGAN, CANDICE R.</creatorcontrib><creatorcontrib>NEISWORTH, JOHN T.</creatorcontrib><creatorcontrib>BAGNATO, STEPHEN</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><jtitle>Journal of early intervention</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>SUEN, HOI K.</au><au>LOGAN, CANDICE R.</au><au>NEISWORTH, JOHN T.</au><au>BAGNATO, STEPHEN</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ527672</ericid><atitle>Parent-Professional Congruence: Is It Necessary?</atitle><jtitle>Journal of early intervention</jtitle><date>1995-07</date><risdate>1995</risdate><volume>19</volume><issue>3</issue><spage>243</spage><epage>252</epage><pages>243-252</pages><issn>1053-8151</issn><eissn>2154-3992</eissn><abstract>Considerable attention has been given to the issue of parent-professional congruence, specifically in connection with reliability of assessments. Concerns regarding the trustworthiness of parental assessments have guided research to focus on the conventional issues of interrater reliability and rater interchangeability. However, this conventional perspective may be misdirected and counterproductive. It is argued that the focus should be the reliability of the pooled assessment information from parents and professionals. A more appropriate generalizability theoretic model, which would maximize social, ecological, and construct validity, is proposed. An illustration with data from an early childhood assessment system is provided.</abstract><cop>Los Angeles, CA</cop><pub>SAGE Publications</pub><doi>10.1177/105381519501900307</doi><tpages>10</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 1053-8151 |
| ispartof | Journal of early intervention, 1995-07, Vol.19 (3), p.243-252 |
| issn | 1053-8151 2154-3992 |
| language | eng |
| recordid | cdi_crossref_primary_10_1177_105381519501900307 |
| source | SAGE Complete |
| subjects | Disabilities Early Childhood Education Early Intervention Evaluation Methods Interrater Reliability Parent Participation Parent Professional Congruence Professional Personnel Reliability Student Evaluation Validity |
| title | Parent-Professional Congruence: Is It Necessary? |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-02-08T02%3A20%3A36IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-eric_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Parent-Professional%20Congruence:%20Is%20It%20Necessary?&rft.jtitle=Journal%20of%20early%20intervention&rft.au=SUEN,%20HOI%20K.&rft.date=1995-07&rft.volume=19&rft.issue=3&rft.spage=243&rft.epage=252&rft.pages=243-252&rft.issn=1053-8151&rft.eissn=2154-3992&rft_id=info:doi/10.1177/105381519501900307&rft_dat=%3Ceric_cross%3EEJ527672%3C/eric_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_id=info:pmid/&rft_ericid=EJ527672&rft_sage_id=10.1177_105381519501900307&rfr_iscdi=true |