Parent-Professional Congruence: Is It Necessary?

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

Research output: Contribution to journalArticlepeer-review

27 Scopus citations


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
Issue number3
StatePublished - Jul 1995

All Science Journal Classification (ASJC) codes

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


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