| Achenbach System of
Empirically-Based Assessment, Child Behavior Checklist,
Aggressive subscale (Achenbach and Rescorla 2000)**
|
CH |
|
X |
X |
Aggressive behavior problems |
| Arnett Scale of Caregiver
Behavior (Arnett, 1989)** |
CL |
X |
X |
X |
Caregiver's sensitivity, harshness,
and detachment |
| Bayley
Behavioral Rating Scale (Bayley 1993)** |
CH |
X |
X |
X |
Engagement
of examiner, emotional regulation during assessment |
| Bayley
Scales of Infant Development-II, Mental Development
Index (Bayley 1993)** |
CH |
X |
X |
X |
Cognitive
development |
| Beliefs
Regarding Talking and Reading scale (Luster, Rhoades
and Haas, 1989) |
F |
|
X |
|
Parent's beliefs
about talking and reading to children |
| Center
for Epidemiological Studies - Depression Scale (CES-D;
Radloff 1977)** |
F |
X |
|
|
Parent's depressive
symptoms |
| Center
for Epidemiological Studies - Depression Scale,
short form (CES-D; Radloff 1977; Ross, Mirowsky
and Huber 1983) |
F |
|
|
X |
Parent's depressive
symptoms |
| Child-Caregiver
Observation System (C-COS; Boller, Sprachman, and
the Early Head Start Research Consortium 1998) |
CL |
|
X |
X |
Quality, frequency,
and types of provider-child interactions |
| Composite
International Diagnostic Inventories (CIDI) - Short
Form, Major Depression, Generalized Anxiety Disorder,
Alcohol Dependence, Drug Dependence (Nelson, Kessler,
and Mroczek 1998 and World Health Organization 2002)** |
F |
|
X |
|
Parent's major
depression, generalized anxiety disorder, alcohol
abuse, and substance abuse |
| EAS
Temperament Survey for Children (Buss and Plomin,
1984), selected items |
CH |
X |
|
|
Temperament
(emotionality and sociability) |
| Early
Childhood Environmental Rating Scale-Revised (ECERS-R;
Harms, Clifford, and Cryer 1998)** |
CL |
|
|
X |
Quality of
the caregiving environment in center-based care |
| Family
Day Care Rating Scale (FDCRS; Harms and Clifford
1989)** |
CL |
X |
X |
X |
Quality of
the caregiving environment in home-based care |
| Family
Environment Scale, Conflict subscale (Moos and Moos,
2002)** |
F |
X |
X |
X |
Family conflict |
| High
Chair (Frustration) Assessment (Shaw et al. 1994;
McHale et al. 1999) |
F |
X |
|
|
Parent’s
Sensitivity, Detachment, Negative Regard/Hostility,
Positive Regard, Distance/Approach |
| High
Chair (Frustration) Assessment (Shaw et al. 1994;
McHale et al. 1999) |
CH |
X |
|
|
Child Distress |
| Home
Observation for Measurement of the Environment (HOME),
Infant/Toddler Form (Caldwell and Bradley, 2003)** |
F |
X |
X |
|
Quality of
home environment, Reading and language activities,
Emotional Responsivity, Support of Cognitive, Language
and Literacy Environment, Maternal Verbal-Social
Skills, Absence of Punitive Interactions |
| Home
Observation for Measurement of the Environment (HOME),
Preschool Form, NLSY version, selected items (Caldwell
and Bradley, 2003 and Center for Human Resources
Research, 2000) |
F |
|
|
X |
Quality
of home environment, Reading and language activities,
Warmth, Support of Language and Learning, Internal
Physical Environment, Harshness |
| Discipline
Vignettes |
F |
X |
X |
X |
Parental use
of reasoning and developmentally appropriate approaches
in parent-child conflict situations |
| Infant/Toddler
Environment Rating Scale (ITERS, Harms, Cryer, and
Clifford 1990)** |
CL |
X |
X |
|
Quality of
the caregiving environment in center-based care |
| Knowledge
of Infant Development Inventory (KIDI, MacPhee,
1981), selected items** |
F |
X |
X |
|
Parent's knowledge
of childrearing practices, developmental processes,
and infant developmental norms and milestones |
| MacArthur
Communicative Development Inventories (CDI), Vocabulary
Short Form, Level I; Part II, Section A First Communicative
Gestures; and Part II, Section B Games and Routines
(MacArthur CDI Advisory Board 1997; and Fenson et
al. 2000a and b)** |
CH |
X |
|
|
Receptive
vocabulary, productive vocabulary, use of gestures
to communicate, parent-child communicative activities |
| MacArthur
Communicative Development Inventories (CDI), Vocabulary
Short Form, Level II; Part II, Question on Combining
Words; and Section E. Complexity (MacArthur CDI
Advisory Board 1997; Fenson et al. 2000a and b)** |
CH |
|
X |
|
Productive
vocabulary, complexity of speech |
| Nursing
Child Assessment Satellite Training (NCAST) Parent-Child
Interaction Program, Teaching Scales (Barnard 1994;
Sumner and Spietz 1994)** |
F |
|
X |
|
Parent total
score |
| Nursing
Child Assessment Satellite Training (NCAST) Parent-Child
Interaction Program, Teaching Scales (Barnard 1994;
Sumner and Spietz 1994)** |
CH |
|
X |
|
Child total
score |
| Child's
Health Status (National Health Interview Study) |
CH |
X |
X |
X |
Child's health
status |
| Parent-Caregiver
Relationship Scale (selected items) (Elicker, et
al. 1996) |
F |
X |
X |
X |
Parent’s
relationship with current nonrelative provider |
| Parent-Caregiver
Relationship Scale (selected items) (Elicker, et
al., 1996) |
CL |
X |
X |
X |
Caregiver’s
relationship with parents |
| Parental
Modernity Scale (selected items) (Schaefer and Edgerton
1985) |
F |
|
X |
|
Parent attitudes
toward children and childrearing practices (traditional
attitudes and practices; progressive attitudes and
practices) |
| Parental
Modernity Scale (selected items) (Schaefer and Edgerton
1985) |
CL |
|
X |
X |
Caregiver
attitudes toward children and childrearing practices
(traditional attitudes and practices; progressive
attitudes and practices) |
| Parenting
Stress Index, Short Form (Abidin, 1995), Parental
Distress and Parent-Child Dysfunctional Interaction
Subscales** |
F |
X |
X |
X |
Parental distress,
Parent-child dysfunctional interaction |
| Peabody
Picture Vocabulary Test-III (PPVT-III; Dunn and
Dunn 1997) or Test de Vocabulario en Imagenes Peabody
(TVIP; Dunn, Padilla, Lugo, and Dunn, 1986)** |
CH |
|
|
X |
Receptive
Language |
| Provider
Job Commitment (Kontos et al. 1995) |
CL |
X |
X |
X |
Provider’s
commitment to child care as a profession |
| Provider
Motivation (Kontos et al. 1995) |
CL |
X |
X |
X |
Provider’s
motivation for beginning child care work |
| Provider
Views about Training (Kontos et al. 1995) |
CL |
X |
X |
X |
Provider's
views about the usefulness of training |
| Puzzle
Challenge (Problem-Solving) Task (Brady-Smith et
al. 2001) |
F |
|
|
X |
Parent Supportive
Presence, Quality of Assistance, Detachment, Intrusiveness |
| Puzzle
Challenge (Problem-Solving) Task (Brady-Smith
et al. 2001) |
CH |
|
|
X |
Child Engagement
of Parent, Persistence, Frustration with Task |
| Three-Bag
Assessment (Semi-structured Play) (NICHD Study
of Early Child Care 1992; Ware et al. 1998; Brady-Smith
et al. 1999 and 2000) |
F |
X |
X |
X |
Parent Supportiveness,
Sensitivity, Positive Regard, Stimulation of Cognitive
Development, Detachment, Intrusiveness, Negative
Regard |
| Three-Bag
Assessment (Semi-structured Play) (NICHD Study of
Early Child Care 1992; Ware et al. 1998; Brady-Smith
et al. 1999 and 2000) |
CH |
X |
X |
X |
Child Engagement
of Parent; Sustained Attention to Objects, Negativity
Toward Parent |
| Student-Teacher
Relationship Scale (Conflict and Closeness subscales)
(Pianta 1992) |
CH |
|
|
X |
Conflict with
child; Closeness toward child (provider report) |
| Mastery
Scale (Pearlin and Schooler 1978) |
F |
X |
|
|
Parent’s
self-efficacy |
| Woodcock-Munoz
Language Survey: Picture Vocabulary Test (Woodcock
and Munoz-Sandeval 2001) |
F |
|
X |
|
Parental
language/cognition |
