Parent-Professional Congruence: Is It Necessary?

Hoi K. Suen, Candice R. Logan, John T. Neisworth, Stephen Bagnato

Research output: Contribution to journalArticle

26 Scopus citations

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.

Original languageEnglish (US)
Pages (from-to)243-252
Number of pages10
JournalJournal of Early Intervention
Volume19
Issue number3
DOIs
Publication statusPublished - Jul 1995

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All Science Journal Classification (ASJC) codes

  • Pediatrics, Perinatology, and Child Health
  • Developmental and Educational Psychology
  • Psychiatry and Mental health

Cite this

Suen, H. K., Logan, C. R., Neisworth, J. T., & Bagnato, S. (1995). Parent-Professional Congruence: Is It Necessary? Journal of Early Intervention, 19(3), 243-252. https://doi.org/10.1177/105381519501900307