Parental Report versus Standardized Test as Measures of Language Improvement After Intervention in Children at Risk for ADHD

Abstract

This study examined the congruence between standardized testing and parental report in measuring language improvement in children at risk for ADHD after intervention. Twelve children ages 5 to 7 received speech-language therapy over an eight-week period. A standardized test and a parental report were administered pre and post intervention for comparison. Results indicated language improvement in both measures, with parental report more congruent with standardized testing pre intervention than post intervention. Implications for relying on parental reports for measuring intervention effectiveness are discussed.