Convergence between parent report and direct assessment of language and attention in culturally and linguistically diverse children

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Abstract

Parent report is commonly used to assess language and attention in children for research and clinical purposes. It is therefore important to understand the convergent validity of parent-report tools in comparison to direct assessments of language and attention. In particular, cultural and linguistic background may influence this convergence. In this study a group of six- to eight-year old children (N = 110) completed direct assessments of language and attention and their parents reported on the same areas. Convergence between assessment types was explored using correlations. Possible influences of ethnicity (Hispanic or non-Hispanic) and of parent report language (English or Spanish) were explored using hierarchical linear regression. Correlations between parent report and direct child assessments were significant for both language and attention, suggesting convergence between assessment types. Ethnicity and parent report language did not moderate the relationships between direct child assessments and parent report tools for either attention or language.

Original languageEnglish (US)
Article numbere0180598
JournalPloS one
Volume12
Issue number7
DOIs
StatePublished - Jul 2017
Externally publishedYes

Bibliographical note

Funding Information:
This work was funded by National Institute on Deafness and Other Communication Disorders R03DC013760 awarded to K.D.E. The funder had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript. Portions of this study were presented at the American Speech-Language-Hearing Association Convention in Philadelphia, PA, November 2016. This work was funded by NIH R03DC0 13760. Thanks to Diane Rak for conducting parent interviews and providing insight into parent response patterns. I am grateful to Kathryn Ficho, Elizabeth Jenkins, Megan Peterson, Rachel Slager, and Caitlyn Slawny for their assistance on this project. I also thank Dr. Cheryl Scott for comments on an earlier version of this manuscript.

Publisher Copyright:
© 2017 Kerry Danahy Ebert. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Copyright:
Copyright 2017 Elsevier B.V., All rights reserved.

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