Comparisons Between Mothers' and Teachers'’ Evaluations of Developmental Status

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Abstract
The relationship between mothers' and teachers' estimates of the developmental level of mentally retarded children was examined. Ratings were obtained from mothers and teachers to determine the extent of agreement in the 5 skill areas assessed by the Developmental Profile. Estimates also were compared to the child's developmental level as measured by an individual intelligence test. Correlations between mothers' and teachers' estimates on each scale of the Developmental Profile ranged from .63 to .81. Significant differences between mothers' and teachers' ratings on the Developmental Profile were found on the Physical Scale, the Self-Help Scale, and the Communication Scale. Correlations between the Stanford-Binet IQ and the Developmental Profile IQE were .51 and .63 for mothers and teachers, respectively, and the difference between these correlations was nonsignificant. Mothers' ratings on the Developmental Profile (IQE) were within 10 points of the Stanford-Binet IQ for 57 percent of the sample, while the teachers' ratings were within 10 points of the Stanford-Binet for 83 percent of the children. The utility of the Developmental Profile in evaluating the developmentaly disabled child is discussed.

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