Objective. This study investigated the similarities and differences between parent and teacher report on the Sensory Profile and the Sensory Profile School Companion (School Companion).
Method. Using data gathered during the standardization of the School Companion, scores of 173 children with and without disabilities were analyzed. Results were based on the entire sample and subgroups organized by child, parent, and teacher demographics.
Results. Analyses of the entire sample demonstrate that parents and teachers have many significant similarities (16/18) and few significant differences (2/18). Scoring relationships between reporters for subgroups followed the pattern found in the literature for other parent/teacher questionnaires.
Conclusion. Parents and teachers provided a combination of similar and unique information when evaluating a child using the Sensory Profile and the School Companion thus adding to their construct validity. Therefore, best practice indicates that evaluators should interpret results from both versions when evaluating children with these tools.
|School||UNIVERSITY OF KANSAS|
|Subjects||Educational tests & measurements; Special education|
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