Multisource Assessment of Young Handicapped Children: A Comparison of a Diagnostician, Teachers, Mothers, and Fathers

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Abstract
Four scores were generated for 32 young handicapped children on the Learning Accomplishment Profile-Diagnostic Edition and on the Developmental Profile, using a diagnostician, teachers, mothers, and fathers as data sources. All data sources were found to be extremely highly correlated on their estimates. Significant differences were found, however, between mothers and the diagnostician on the total number of items credited as passed on the Learning Accomplishment Profile-Diagnostic Edition. Significant differences also were found between the diagnostician and mothers and the diagnostician and fathers on overall scores for the Developmental Profile. Parents tended to report more items passed than did the diagnostician for both instruments. Results were discussed in terms of implications for multidisciplinary assessment teams.