List of Parent Proxy Report Measures
Available PROMIS® Measures for Early Childhood Parent-Report (ages 1-5) and Parent Proxy (ages 5-17)
|Early Childhood Parent-Report and Parent Proxy Domains||Definition||Early Childhood Parent-Report
|Parent Proxy for Pediatric Patients
|Global Health*||Overall evaluation of physical, mental health, and social health.||8||7, 9|
|Cognitive Function||Difficulties in cognitive abilities (e.g., memory, attention, and decision making), and difficulties in the application of such abilities to everyday tasks (e.g., planning, organizing, calculating, remembering, and learning).||43||7|
|Emotional Distress – Anger/Irritability||Angry mood (irritability, frustration, grouchiness), negative social cognitions (interpersonal sensitivity, envy, disagreeableness), behavior (tantrums), and efforts to control anger.||16||4, 8||5|
|Emotional Distress – Anxiety||Fear (fearfulness, panic), anxious misery (worry, dread), hyperarousal (tension, nervousness, restlessness), social/separation anxiety (fear or distress when separating from caregivers), and somatic symptoms related to arousal (racing heart, dizziness).||14||4, 8||13||8|
|Emotional Distress – Depressive Symptoms||Negative mood (sadness, guilt), views of self (self-criticism, worthlessness), and social cognition (loneliness, interpersonal alienation); decreased positive affect, anhedonia (loss of interest, inability to engage in play), and engagement.||10||4, 8||13||6|
|Engagement - Curiosity||Young children's emotional, behavioral, and cognitive curiosity and interest, and initiative taking.||6|
|Engagement - Persistence||Young children's sustained engagement and effort in problem solving and completing challenging activities and self-confidence||6|
|Life Satisfaction||Global and context-specific evaluations of a child’s life. Conceptual facets include global evaluations of life, context-specific evaluations of life, assessments of life conditions, and comparisons of one’s life with others’ lives.||42||4, 8a, 8b|
|Meaning and Purpose||A child's sense that life has purpose and there are good reasons for living, including hopefulness, optimism, goal-directedness, and feelings that one’s life is worthy.||44||4, 8|
|Positive Affect||Momentary positive or rewarding affective experiences, such as feelings and mood associated with pleasure, joy, elation, contentment, pride, affection, happiness, engagement, and excitement.||13||4, 8||39||4, 8|
|Psychological Stress Experiences||The thoughts or feelings about self and the world in the context of environmental or internal challenges. Items represent 3 facets of psychological stress reactions: feeling overwhelmed, perceived lack of control of capacity to manage one’s life, and cognitive-perceptual disruption.||12||4, 8|
|Self-Regulation – Flexibility||Young children's ability to adapt in response to environmental demands, changes, and expectations.||5|
|Self-Regulation – Frustration Tolerance||Young children's recognition and regulation of emotions and behaviors in service of their goals (coping).||6|
|Asthma Impact||Asthma-specific symptoms that include cough, wheeze, shortness of breath, and avoidance of triggers. Also, asthma-associated impacts such as missing school or activities with other children.||17||8|
|Fatigue||Range of symptoms, from mild subjective feelings of tiredness to an overwhelming, debilitating, and sustained sense of exhaustion.||23||10|
|Pain – Behavior||Behaviors that typically indicate to others that an individual is experiencing pain. These actions or reactions can be verbal or nonverbal, and involuntary or deliberate.||51||8|
|Pain – Interference||Consequences of pain on relevant aspects of one’s life. This includes the extent to which pain hinders engagement with social, cognitive, emotional, physical, and recreational activities.||13||8|
|Physical Activity||Self-reported capability rather than actual performance of physical activities. This includes the functioning of one’s upper extremities (dexterity), lower extremities (walking or mobility), and central regions (neck, back), as well as instrumental activities of daily living.||7||10||4, 8|
|Physical Function – Mobility||Activities of physical mobility such as getting out of bed or a chair to activities such as running.||23||8|
|Physical Function – Upper Extremity||Activities that require use of the upper extremity including shoulder, arm, and hand activities.||29||8|
|Physical Stress Experience||The physically experienced sensations associated with responses to internal or external challenges including arousal, agitation, pain, and gastrointestinal distress.||26||4, 8|
|Sleep-Related Disturbance||Sleep quality, sleep onset (difficulties falling asleep), sleep continuity (difficulties staying asleep).||161||4, 42, 82||15||4, 8|
|Sleep-Related Impairment||Perceptions of sleepiness during usual awake hours and reported impairments during the day associated with sleep problems or daytime sleepiness.||43||13||4, 8|
|Strength Impact||A child's capacity to perform functional activities of daily living that require significant amount of muscle force generation.||12||4, 8|
|Family Relationships||The subjective (affective, emotional, cognitive) experience of being involved with one’s family, feeling like an important person in the family, of feeling accepted and cared for, and feeling that family members, especially parents, can be trusted and depended on for help and understanding.||314||4, 55, 66||47||4, 8|
|Peer Relationships||Positive peer interactions, sociability (getting along well with others), and empathic behaviors.||47||15||7|
|PROMIS Pediatric/Parent Proxy Profile 25||A collection of 4-item short forms assessing anxiety, depressive symptoms, fatigue, pain interference, physical function-mobility, and peer relationships as well as a single pain intensity item.||25|
|PROMIS Pediatric/Parent Proxy Profile 37||A collection of 6-item short forms assessing anxiety, depressive symptoms, fatigue, pain interference, physical function-mobility, and peer relationships as well as a single pain intensity item.||37|
|PROMIS Pediatric/Parent Proxy Profile 49||A collection of 8-item short forms assessing anxiety, depressive symptoms, fatigue, pain interference, physical function-mobility, and peer relationships as well as a single pain intensity item.||49|
Last updated May 13, 2021
*The Global Health 7-item measure produces one score. The Global Health 7+2 measure produces the same single score but also includes a fatigue item and pain interference item whose raw scores can be used to describe the respondent(s).
1Early Childhood item bank is for Sleep Problems.
2Early Childhood short forms for Sleep Disturbance (4) and Sleep Problems (4, 8).
3Early Childhood Sleep-related Impairment short form is from the Sleep Problems item bank.
4Early Childhood item bank is for Social Relationships.
5Early Childhood Child-Caregiver Interactions short form is from the Social Health item bank.
6Early Childhood Social Relationships short form is from the Social Health item bank.
7Early Childhood Peer Relationships short form is from the Social Relationships item bank.
PROMIS Early Childhood Parent-Report
|PROMIS Parent Proxy for Pediatric Patients
Last updated May 13, 2021
Early Childhood Parent-Report versus Parent Proxy Measures
- Early Childhood Parent-Report measures are completed by parents for children ages 1 to 5 years old.
- Parent Proxy measures are completed by parents for children ages 5 to 17 years old.
- The Early Childhood Parent-Report measures utilized the Parent Proxy item banks as a starting point for measure development, but include unique items and are scored on a separate metric. Scores from Early Childhood Parent-Report measures cannot be compared to scores from Parent Proxy measures.
There are many available translations.
Types of Measures
PROMIS measures include item banks, short forms, and computer adaptive tests (CATs).
- Item banks are collections of carefully selected and tested items all measuring the same construct. Any subset of items can be administered and produce a score on the same metric. In some administration platforms, an item bank defaults to being administered as a computer adaptive test. Item banks are not intended to be administered in their entirety.
- Short forms are subsets of items selected from a larger collection of items (e.g., from an item bank). A short form usually generates a single score for a construct. Sometimes short forms are called fixed length forms or fixed forms.
- Scales are complete collections of scored items to be administered in their entirety.
- Profiles measure multiple constructs through a fixed collection of short forms or CATs.
- Pools are collections of related items not intended to produce a summary score, but to be used as single items.
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