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Early Intervention Parenting Self-Efficacy Scale 16-Items

Data · April 2014

DOI: 10.13140/RG.2.2.34326.75844

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Amy B Guimond M Jeanne Wilcox

InVision Analytics LLC Arizona State University
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Suzanne Lamorey
University of North Carolina at Charlotte
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 The Early Intervention Parenting Self-Efficacy Scale (EIPSES)
Instructions to Caregivers: Please consider whether you agree or disagree with each statement, and circle the
number that you think best describes you and your child. When you see the words “early interventionist”, this means
the person who provides services to your child such as a speech therapist, occupational therapist, or parent educator,
and who is a part of this research project.

Somewhat
Somewhat
Disagree

Strongly
Disagree
Disagree
Strongly

Neutral

Agree
Agree

Agree
1. If my child is having problems, I would be able to think of some ways to
help my child. □ □ □ □ □ □ □
2. When my child shows improvement, it is because I am able to make a
difference in my child's development. □ □ □ □ □ □ □
3. When it comes right down to it, parents really can't do much because
most of a children’s development depends on their early interventionists. □ □ □ □ □ □ □
4. If one of my child's early interventionists has difficulty with my child, I
would be able to offer some suggestions. □ □ □ □ □ □ □
5. Children will make the most progress if their early interventionists work
with them rather than if the parents work with the children. □ □ □ □ □ □ □
6. Even a good parent may not have much impact on whether children feel
good about themselves. □ □ □ □ □ □ □
7. I feel that I can work well with my child’s early interventionist as part of
my child’s team. □ □ □ □ □ □ □
8. Because there is so little help from the community, I am often sad or
angry about how few services I can find for my child and the rest of my
family.
□ □ □ □ □ □ □
9. If my child learns something quickly, it would probably be because I know
how to help my child learn new things. □ □ □ □ □ □ □
10. The amount that a young child will learn is mostly due to family
background, the neighborhood, and the early interventionist rather than
their parents.
□ □ □ □ □ □ □
11. On most days, I can handle most of the ups and downs of being a parent.
□ □ □ □ □ □ □
12. I worry that I am not a good enough parent due to outside demands
placed upon my time and energy. □ □ □ □ □ □ □
13. When my child is ill, I feel that there is nothing I can do to help my child
or other members of my family. □ □ □ □ □ □ □
14. Over the past year, I can see the progress that I have made in becoming a
better parent. □ □ □ □ □ □ □
15. No matter how hard I try, it seems that I just cannot find a way to get the
services that my child and my family needs. □ □ □ □ □ □ □
16. The traits that a child has before he or she is born are more important
than anything that the child’s parents can do for the child. □ □ □ □ □ □ □
Scoring Note: Mean scores are computed by averaging all items of the scale. Items 3, 5, 6, 8, 10, 12, 13, 15, and 16 should be
reversed scored. Parent Outcome Expectations factor items are 3, 4, 5, 6, 7, 8, 10, 12, 15, and 16; Parent Competence factor items
are 1, 2, 9, and 14.

Guimond, A.B., Wilcox, M.J., & Lamorey, S. (2008). The Early Intervention Parenting Self-Efficacy Scale (EIPSES): Scale
construction and initial psychometric evidence. Journal of Early Intervention, 30, 295-320.

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