V IQI Parent/Guardian Reports on Children
April 2021
PARENT/GUARDIAN REPORTS TO QUESTIONS ABOUT CHILDREN
The purpose of the Baseline/Follow-up Parent Report to Questions about Children is to capture children’s skills at baseline and follow-up in the impact evaluation and process study based on parent observation and interactions. Parent/guardians would be asked to complete a report on their child.
Thank you for participating in the Variations in Implementation of Quality Interventions (VIQI) Project! As part of this study, we would like you to answer some questions about your child. This information is crucial to helping us understand the impacts of early care and education centers on children.
Your participation is completely voluntary, and you may skip any questions you do not wish to answer. You may stop the survey at any time. Your responses to these questions will be kept private to the extent permitted by law and will not be shared with your center. There are no direct benefits to you or your child for participating. Participation does not involve any risks other than what you would encounter in daily life. There is a small risk that your information could be lost, stolen, or misused, even though we follow strict rules to protect your information. The study team will follow strict procedures to protect your responses, and your responses will only be used for research and program improvement purposes. Your responses will be stored in password protected computer files and in locked research facilities. The data will be used only by the research team and other researchers bound by the same security requirements described here. We also may share de-identified responses with researchers looking at other education research topics who agree that they will protect your information.
Please complete this questionnaire within the next [X] days. Once complete, please send it back to [ADDRESS]. It will take approximately 6 minutes to complete. If you have any questions, please contact your project liaison at [PHONE] or [email].
Thank you!
An agency may not conduct or sponsor, and a person is not required to respond to, a collection of information unless it displays a currently valid OMB control number. The OMB number for this information collection is 0970-0508 and the expiration date is XX/XX/XXXX. Send comments regarding this burden estimate or any other aspect of this collection of information, including suggestions for reducing this burden to [Contractor Contact Name]; [Contractor Contact Address].
NOTE: THE ITEMS LISTED HERE ARE PLACEHOLDERS. MANY OF THESE ITEMS ARE DRAWN FROM SURVEYS OF EARLY CHILDHOOD TEACHERS AND PARENTS/GUARDIANS PREVIOUSLY USED IN STUDIES OF CURRICULUM-BASED INTERVENTIONS. THE SURVEY INCLUDES MULTIPLE ITEMS AND SCALES FOR CERTAIN CONSTRUCTS. ONCE PROJECT EXPERTS ARE CONSULTED AND PRE-TESTING IS COMPLETED, DECISIONS WILL BE MADE AND SCALES WILL BE ADJUSTED TO ENSURE A SET OF ITEMS THAT TAKES ABOUT SIX MINUTES TO COMPLETE.
PLACEHOLDERS FOR ITEMS ABOUT CHILDREN’S POSITIVE SOCIAL SKILLS
For each behavior, please select how often the behavior occurs for [child name] – never, seldom, often, or almost always.
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Seldom |
Often |
Almost Always |
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Prosocial Behavior Subscale from the Social Competence Scale (CPPRG, 1995) |
Shares with others |
Is helpful to others |
Resolves problems with other children on his or her own |
Listens to other people’s point of view |
Cooperates |
Understands other people’s feelings |
Expresses needs and feelings appropriately |
Response options: Almost never (score of 1), Rarely (score of 2), Sometimes (score of 3),
Often (score of 4), Very often (score of 5), Almost always (score of 6)
Next, please answer a few questions thinking about [CHILD]’s social skills.
Select one per row. [CHILD]…
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All of the time |
I don’t know |
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Source: Positive Behavior Scale (PBS; Quint, Bos, & Polit, 1997)
PLACEHOLDERS FOR ITEMS ABOUT CHILDREN’S CHALLENGING BEHAVIORS
For each behavior, please select how often the behavior occurs for [child name] – never, seldom, often, or almost always.
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Emotion Regulation Subscale from the Social Competence Scale (CPPRG, 1995) |
Copes well with disappointment or frustration |
Accepts things not going his or her way |
Feelings are easily hurt (R) |
Whines or complains (R) |
Controls temper when there is a disagreement |
Stops and calms down when frustrated or upset |
Aggressive/Oppositional Items from the Teacher Observation of Child Adaptation-Revised (TOCA-R) (Werthamer-Larsson, Kellam, & Wheeler, 1991) |
Breaks things on purpose |
Stubborn |
Yells at others |
Knowingly breaks rules |
Fights with other children |
Ignores or refuses to obey adults |
Hits, pushes or shoves |
Internalizing/Withdrawn Items (from TOCA-R and other behavior problem scales developed for young children) |
Invites others to play (R) |
Low energy, lethargic or inactive |
Keeps to him or herself, tends to withdraw |
Sad, unhappy |
Avoids playing with other children |
Response options: Almost never (score of 1), Rarely (score of 2), Sometimes (score of 3),
Often (score of 4), Very often (score of 5), Almost always (score of 6)
PLACEHOLDERS FOR ITEMS ABOUT CHILDREN’S APPROACHES TO LEARNING
Please report on whether each behavior describes [child name] not at all, a little, moderately well, well, or very well. Please select the most appropriate response to each question.
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Not at all |
A little |
Moderately well |
Well |
Very well |
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Approaches to Learning (items from ECLS-K)
The parent indicates how frequently the child exhibited the following behaviors or characteristics. The response scale included four points ranging from “1 = never” to “4 = very often.”
Keep working at something until {he/she} is finished?
Show interest in a variety of things?
Concentrate on a task and ignore distractions?
Help with chores?
Eager to learn new things?
Creative in work or in play?
Behavior Rating Inventory of Executive Functioning-Preschool (BRIEF-P; Gioia, Espy, & Isquith, 2002) is a 63-item parent/ teacher completed rating scale for children aged from 2 to 5 years with items composing five executive domains: Inhibit (16 items), Shift (10 items), Emotional Control (10 items), Working Memory (17 items), and Plan/ Organize (10 items). The scales are summarized in three overlapping indexes: Inhibitory Self-Control (Inhibit and Emotional Control), Flexibility (Shift and Emotional Control), and Emergent Metacognition (Working Memory and Plan/Organize). Teachers are asked to rate each item as to whether it is never, sometimes, or often a problem for the child (e.g., “Is impulsive”).
BRIEF-P (63 items) – Parent and Teacher Reported Versions |
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PLACEHOLDER FOR ITEMS ABOUT PARENT’S REPORTS ON CHILDREN’S SKILLS
The first set of questions ask you about different skills [CHILD] might have. This is not a test and there are no right or wrong answers. Please do your best to answer based on what you know about [CHILD].
How often can [CHILD] recognize the beginning sound of a word? For example, can [CHILD] tell you that the word "ball" starts with the "buh" sound?
Always
Most of the time
About half the time
Sometimes
Never
I don’t know
SOURCE: National Survey of Children’s Health
How many letters of the alphabet can [CHILD] recognize?
All of them
Most of them
About half of them
Some of them
None of them
I don’t know
SOURCE: National Survey of Children’s Health
Can [CHILD] rhyme words?
Yes
No
I don’t know
SOURCE: National Survey of Children’s Health
How often can [CHILD] explain things he or she has seen or done so that you get a very good idea of what happened?
Always
Most of the time
About half the time
Sometimes
Never
I don’t know
SOURCE: National Survey of Children’s Health
How often can [CHILD] write her or his first name, even if some of the letters aren't quite right or are backwards?
Always
Most of the time
About half the time
Sometimes
Never
I don’t know
SOURCE: National Survey of Children’s Health
Does [CHILD] ask questions like "who," "what," "when," and "where"?
Yes
No
I don’t know
SOURCE: National Survey of Children’s Health
Does [CHILD] ask questions like "why" and "how"?
Yes
No
I don’t know
SOURCE: National Survey of Children’s Health
Does [CHILD] tell a story with a beginning, middle, and end?
Yes
No
I don’t know
SOURCE: National Survey of Children’s Health
Does [CHILD] read story books on her or his own now? Select the option that best applies.
Reads the written words
Pretends to read and it sounds like a connected story
Pretends to read and tells what is in each picture, without much connection between them
Does both - reads written words and pretends to read
I don't know
Source: ECLS-B 2006-2007 Preschool Parent Interview
How high can [CHILD] count?
This child cannot count
Up to 5
Up to 10
Up to 20
Up to 50
Up to 100 or more
I don’t know
SOURCE: National Survey of Children’s Health
How often can [CHILD] identify basic shapes, such as a triangle, circle, or square?
Always
Most of the time
About half the time
Sometimes
Never
I don’t know
SOURCE: National Survey of Children’s Health
Can [CHILD] identify the colors red, yellow, blue, and green by name? Would you say….
All of them
Some of them
None of them
I don’t know
Source: ECLS-B 2006-2007 Preschool Parent Interview
[prior to when the center was closed] To what extent does [CHILD] seem excited about going to [CENTER NAME]?
Quite a bit
Somewhat
A little
Not at all
I don’t know
Source: Health Behavior Questionnaire (HBQ; Armstrong and Goldstein, 2003)
[prior to when the center was closed] To what extent does [CHILD] seem frustrated about going to [CENTER NAME]?
Quite a bit
Somewhat
A little
Not at all
I don’t know
Source: Health Behavior Questionnaire (HBQ; Armstrong and Goldstein, 2003)
File Type | application/vnd.openxmlformats-officedocument.wordprocessingml.document |
Author | Michelle Maier |
File Modified | 0000-00-00 |
File Created | 2022-01-05 |