Objective: To elicit parental and teacher concerns about development and behavior among preschool children aged 2-5 years old using the Parents Evaluation of Developmental Status (PEDS®) questionnaire and assessing its acceptability.

Method: A cross sectional survey of parents and preschool teachers of children from nine preschools around the Medical City was conducted from June to October 2006. Parents and teachers accomplished the PEDS® composed of 10 questions reflecting different developmental concerns. Parents were asked about ease of use and helpfulness of the PEDS®. Risks for possible developmental problems based on the PEDS® guidelines were determined. Parent and preschool teacher ratings were compared.

Results: A total of 283 parents of preschool students answered the PEDS®. The mean age of the children was 4.43 years old. Majority were females (65%). The one accomplished by parents showed 15% had high risk for developmental disabilities and require further evaluation. The teachers’ response was similar (14%) although only 97 children were assessed by the teachers. Majority of concerns of parents and teachers were regarding behavior (37%) followed by concerns with expressive language. Kappa values for parents and teachers rating the same child were highest for expressive language and lowest for fine motor development. Percent agreement for responses was highest for gross motor, self help and other concerns. Majority of respondents (94%) found the PEDS® very easy or easy to use with average completion time of 8.83 minutes. Majority (95%) agreed that it was useful as a screening tool.

Conclusions: The study showed the similarities of concerns about childhood development and behavior among different settings. This study also shows the perceived ease of use and applicability of using the PEDS® questionnaire as a screening tool for developmental and behavior problem.