Ebert Kerry Danahy
Department of Communication Disorders & Sciences, College of Health Sciences, Rush University, Chicago, IL, United States of America.
PLoS One. 2017 Jul 6;12(7):e0180598. doi: 10.1371/journal.pone.0180598. eCollection 2017.
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.
家长报告通常用于研究和临床目的，以评估儿童的语言和注意力。因此，了解家长报告工具与语言和注意力直接评估相比的收敛效度非常重要。特别是，文化和语言背景可能会影响这种收敛性。在本研究中，一组6至8岁的儿童（N = 110）完成了语言和注意力的直接评估，他们的父母也报告了相同领域的情况。使用相关性探讨了评估类型之间的收敛性。使用分层线性回归探讨了种族（西班牙裔或非西班牙裔）和家长报告语言（英语或西班牙语）的可能影响。家长报告与儿童直接评估之间的相关性在语言和注意力方面均显著，表明评估类型之间存在收敛性。种族和家长报告语言并未调节儿童直接评估与家长报告工具在注意力或语言方面的关系。
