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Abstract：
BACKGROUND: There are unique challenges associated with measuring development in early childhood. Two primary sources of information are used: parent report and direct assessment. Each approach has strengths and weaknesses, particularly when used to identify and diagnose developmental delays. The present study aimed to evaluate consistency between parent report and direct assessment of child skills in toddlers with and without Autism Spectrum Disorder (ASD) across receptive language, expressive language, and fine motor domains.
METHODS: 109 children were evaluated at an average age of two years; data on child skills were collected via parent report and direct assessment. Children were classified into three groups (i.e., ASD, Other Developmental Disorder, or Typical Development) based on DSM-IV-TR diagnosis. Mixed design ANOVAs, with data source as a within subjects factor and diagnostic group as a between subjects factor, were used to assess agreement. Chi square tests of agreement were then used to examine correspondence at the item level.
RESULTS: Results suggested that parent report of language and fine motor skills did not significantly differ from direct assessment, and this finding held across diagnostic groups. Item level analyses revealed that, in most cases of significant disagreement, parents reported a skill as present, but it was not seen on direct testing.
CONCLUSIONS: Results indicate that parents are generally reliable reporters of child language and fine motor abilities in toddlerhood, even when their children have developmental disorders such as ASD. However, the fullest picture may be obtained by using both parent report and direct assessment.
METHODS: 109 children were evaluated at an average age of two years; data on child skills were collected via parent report and direct assessment. Children were classified into three groups (i.e., ASD, Other Developmental Disorder, or Typical Development) based on DSM-IV-TR diagnosis. Mixed design ANOVAs, with data source as a within subjects factor and diagnostic group as a between subjects factor, were used to assess agreement. Chi square tests of agreement were then used to examine correspondence at the item level.
RESULTS: Results suggested that parent report of language and fine motor skills did not significantly differ from direct assessment, and this finding held across diagnostic groups. Item level analyses revealed that, in most cases of significant disagreement, parents reported a skill as present, but it was not seen on direct testing.
CONCLUSIONS: Results indicate that parents are generally reliable reporters of child language and fine motor abilities in toddlerhood, even when their children have developmental disorders such as ASD. However, the fullest picture may be obtained by using both parent report and direct assessment.
摘要：
背景：测量儿童早期发育存在独特的挑战。使用两个主要的信息来源：父报告和直接评估。每种方法都有优点和缺点，特别是当用于识别和诊断发育迟缓时。本研究旨在评估父母报告和儿童技能的直接评估之间的一致性，在幼儿有和没有自闭症谱系障碍（ASD）跨接受语言，富有表现力的语言,和精细的运动域。
方法：109名平均年龄为2岁的儿童进行评估；通过家长报告和直接评估收集儿童技能数据。儿童被分为三组(即，ASD,其他发育障碍,或典型发展)基于DSM-IV-TR诊断。混合设计ANOVA，将数据源作为受试者内部因素，将诊断组作为受试者之间的因素，用于评估协议。然后使用一致性的卡方检验来检查项目级别的对应关系。
结果：结果表明，父母对语言和精细运动技能的报告与直接评估没有显着差异，这一发现在诊断小组中都有。项目级别分析显示，在大多数重大分歧的情况下，父母报告了目前的技能，但在直接测试中没有看到。
结论：结果表明，父母通常是幼儿语言和精细运动能力的可靠报告者，即使他们的孩子患有ASD等发育障碍。然而,可以通过使用家长报告和直接评估来获得最完整的图片。
方法：109名平均年龄为2岁的儿童进行评估；通过家长报告和直接评估收集儿童技能数据。儿童被分为三组(即，ASD,其他发育障碍,或典型发展)基于DSM-IV-TR诊断。混合设计ANOVA，将数据源作为受试者内部因素，将诊断组作为受试者之间的因素，用于评估协议。然后使用一致性的卡方检验来检查项目级别的对应关系。
结果：结果表明，父母对语言和精细运动技能的报告与直接评估没有显着差异，这一发现在诊断小组中都有。项目级别分析显示，在大多数重大分歧的情况下，父母报告了目前的技能，但在直接测试中没有看到。
结论：结果表明，父母通常是幼儿语言和精细运动能力的可靠报告者，即使他们的孩子患有ASD等发育障碍。然而,可以通过使用家长报告和直接评估来获得最完整的图片。
