Criterion Validity of the Early Communication Indicator for Infants and Toddlers

2019 ◽  
Vol 45 (4) ◽  
pp. 298-310 ◽  
Author(s):  
Charles R. Greenwood ◽  
Jay Buzhardt ◽  
Dale Walker ◽  
Fan Jia ◽  
Judith J. Carta
Keyword(s):  
Early Literacy ◽  
Progress Monitoring ◽  
Service Providers ◽  
Criterion Validity ◽  
Infants And Toddlers ◽  
Support Intervention ◽  
Early Communication ◽  
Home Visitors ◽  
Validity Claims ◽  
Negative Relationships

The Early Communication Indicator (ECI) is a progress monitoring measure designed to support intervention decisions of the home visitors and early educators who serve infants and toddlers. The present study sought to add to the criterion validity claims of the ECI in a large sample of children using measures of language and preliteracy not previously investigated. Early Head Start service providers administered and scored ECIs quarterly for infants and toddlers in their caseload as part of standard services. In addition, a battery of language and early literacy criterion tests were administered by researchers when children were 12, 24, 36, and 48 months of age. Analyses of this longitudinal data then examined concurrent and predictive correlational patterns. Results indicated that children grew in communicative proficiency with age, and weak to moderately strong patterns of relationship emerged that differed by ECI scale, age, and criterion measure. The strongest positive patterns of relationships were between Single Words and Multiple Words and the criterion at older ages. Gestures and Vocalizations established a pattern of negative relationships to the criterion measures. Implications for research and practice are discussed.

Web-Based Support for Data-Based Decision Making: Effect of Intervention Implementation on Infant–Toddler Communication

2018 ◽  
Vol 40 (3) ◽  
pp. 246-267 ◽  
Author(s):  
Jay Buzhardt ◽  
Charles R. Greenwood ◽  
Dale Walker ◽  
Fan Jia ◽  
Alana G. Schnitz ◽  
...  
Keyword(s):  
Decision Making ◽  
Progress Monitoring ◽  
Service Providers ◽  
Infants And Toddlers ◽  
Adaptive Intervention ◽  
Early Communication ◽  
Randomized Design ◽  
Head Start Programs ◽  
Cluster Randomized ◽  
Data Based Decision Making

Programs serving infants and toddlers are expected to use child data to inform decisions about intervention services; however, few tools exist to support these efforts. The Making Online Decisions (MOD) system is an adaptive intervention that guides early educators’ data-based intervention decision making for infants and toddlers at risk for language delay. Using a cluster randomized design to test the effect of the MOD, home visitors (HVs) were assigned to either use the MOD or not across 13 Early Head Start programs. Both groups used the Early Communication Indicator (ECI) for progress monitoring and a parent-mediated language promotion intervention. Children from both groups demonstrated significant growth in expressive communication. However, children whose HVs fully implemented the MOD grew significantly more than the group that did not use the MOD, even after statistically controlling for parent and HV variables. Implications for designing effective and usable systems to promote the use of data-based decision-making practices by infant–toddler service providers are discussed, as well as limitations of the current study.

Exploring Growth in Expressive Communication of Infants and Toddlers With Autism Spectrum Disorder

2021 ◽  
pp. 105381512199557
Author(s):  
Jay Buzhardt ◽  
Anna Wallisch ◽  
Dwight Irvin ◽  
Brian Boyd ◽  
Brenda Salley ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Progress Monitoring ◽  
Autism Spectrum ◽  
Growth Patterns ◽  
Spectrum Disorder ◽  
Future Research ◽  
Infants And Toddlers ◽  
Early Communication ◽  
Children With Asd ◽  
Language Growth

One of the earliest indicators of autism spectrum disorder (ASD) is delay in language and social communication. Despite consensus on the benefits of earlier diagnosis and intervention, our understanding of the language growth of children with ASD during the first years of life remains limited. Therefore, this study compared communication growth patterns of infants and toddlers with ASD to growth benchmarks of a standardized language assessment. We conducted a retrospective analysis of growth on the Early Communication Indicator (ECI) of 23 infants and toddlers who received an ASD diagnosis in the future. At 42 months of age, children with ASD had significantly lower rates of gestures, single words, and multiple words, but significantly higher rates of nonword vocalizations. Children with ASD had significantly slower growth of single and multiple words, but their rate of vocalization growth was significantly greater than benchmark. Although more research is needed with larger samples, because the ECI was designed for practitioners to monitor children’s response to intervention over time, these findings show promise for the ECI’s use as a progress monitoring measure for young children with ASD. Limitations and the need for future research are discussed.

The Early Communication Indicator for Infants and Toddlers

2010 ◽  
Vol 32 (5) ◽  
pp. 310-334 ◽  
Author(s):  
Charles R. Greenwood ◽  
Dale Walker ◽  
Jay Buzhardt
Keyword(s):  
Infants And Toddlers ◽  
Early Communication

Understanding Nonverbal Learning Disabilities in Postsecondary Students with Spina Bifida

2015 ◽  
pp. 164-190
Author(s):  
Carol Russell
Keyword(s):  
Learning Disabilities ◽  
Young Adults ◽  
Spina Bifida ◽  
Progress Monitoring ◽  
Transition Planning ◽  
Service Providers ◽  
Postsecondary Students ◽  
College Instructors ◽  
Nonverbal Learning Disabilities ◽  
Nonverbal Learning

Transitioning to life after high school can be challenging for most young adults, even more so for individuals with a nonverbal learning disability (NLD). However, careful planning can lead to success. Friends, family members, employers, college instructors, therapists, and other service providers need information and methods to support individuals with NLD, particularly those with spina bifida (SB). A review of NLD characteristics, effects on student learning, non-awareness and misconceptions of NLD, and effective supports for individuals with NLD (e.g., accommodations, agendas and checklists, assistive technology) will be illustrated via the example of one young college student with NLD and SB. MAP (Making Action Plans) and PATH (Planning Alternative Tomorrows with Hope)—research-based strategies and tools for transition planning and progress monitoring of teens and young adults with NLD and SB—as well as methods to self-advocate to obtain assistance from others academically, physically, socially, and emotionally will be demonstrated.

scholarly journals Attitudes and perceptions of nurses regarding early communication intervention

1997 ◽  
Vol 2 (2) ◽  
pp. 16-22
Author(s):  
Brenda Louw ◽  
Ingrid Weber
Keyword(s):  
Full Text ◽  
Vital Role ◽  
Communication Intervention ◽  
Infants And Toddlers ◽  
Early Communication ◽  
Attitudes And Perceptions

Although nurses play a vital role during Early Communication Intervention with infants and toddlers 0-2 years, limited research has been conducted regarding this role. OpsommingAlhoewel verpleegkundiges 'n belangrike rol speel in Vroee Kommunikasie Intervensie met hoerisiko-babas en kleuters van 0-2jaar, is beperkte navorsing egter uitgevoer oor hierdie rol. *Please note: This is a reduced version of the abstract. Please refer to PDF for full text.

scholarly journals Evaluating Two Oral Health Video Interventions with Early Head Start Families

2013 ◽  
Vol 2013 ◽  
pp. 1-9 ◽  
Author(s):  
Lynn B. Wilson ◽  
Barbara DeBaryshe ◽  
Malkeet Singh ◽  
Sharon Taba
Keyword(s):  
Early Childhood ◽  
Oral Health ◽  
Head Start ◽  
Low Income ◽  
Early Head Start ◽  
Infants And Toddlers ◽  
Home Visitors ◽  
Quasi Experimental ◽  
Low Income Families ◽  
Family Centered

Poor oral health in early childhood can have long-term consequences, and parents often are unaware of the importance of preventive measures for infants and toddlers. Children in rural, low-income families suffer disproportionately from the effects of poor oral health. Participants were 91 parents of infants and toddlers enrolled in Early Head Start (EHS) living in rural Hawai'i, USA. In this quasi-experimental design, EHS home visitors were assigned to use either a didactic or family-centered video with parents they served. Home visitors reviewed short segments of the assigned videos with parents over an eight-week period. Both groups showed significant prepost gains on knowledge and attitudes/behaviors relating to early oral health as well as self-reported changes in family oral health routines at a six-week followup. Controlling for pretest levels, parents in the family-centered video group showed larger changes in attitudes/behaviors at posttest and a higher number of positive changes in family oral health routines at followup. Results suggest that family-centered educational videos are a promising method for providing anticipatory guidance to parents regarding early childhood oral health. Furthermore, establishing partnerships between dental care, early childhood education, and maternal health systems offers a model that broadens potential reach with minimal cost.

scholarly journals Reaching everyone in general practice? Feasibility of an integrated domestic violence training and support intervention in primary care

2021 ◽  
Vol 22 (1) ◽  
Author(s):  
Eszter Szilassy ◽  
Jessica Roy ◽  
Emma Williamson ◽  
Katherine Pitt ◽  
Mei-See Man ◽  
...  
Keyword(s):  
Primary Care ◽  
Domestic Violence ◽  
General Practice ◽  
Service Providers ◽  
System Level ◽  
Sources Of Information ◽  
Care Needs ◽  
Post Intervention ◽  
Support Intervention ◽  
Training And Support

Abstract Background Primary care needs to respond effectively to patients experiencing or perpetrating domestic violence and abuse (DVA) and their children, but there is uncertainty about the value of integrated programmes. The aim of the study was to develop and test the feasibility of an integrated primary care system-level training and support intervention, called IRIS+ (Enhanced Identification and Referral to Improve Safety), for all patients affected by DVA. IRIS+ was an adaptation of the original IRIS (Identification and Referral to Improve Safety) model designed to reach female survivors of DVA. Methods Observation of training; pre/post intervention questionnaires with clinicians and patients; data extracted from medical records and DVA agency; semi-structured interviews with clinicians, service providers and referred adults and children. Data collection took place between May 2017 and April 2018. Mixed method analysis was undertaken to triangulate data from various sources to assess the feasibility and acceptability of the intervention. Results Clinicians and service providers believed that the IRIS+ intervention had filled a service gap and was a valuable resource in identifying and referring women, men and children affected by DVA. Despite increased levels of preparedness reported by clinicians after training in managing the complexity of DVA in their practice, the intervention proved to be insufficient to catalyse identification and specialist referral of men and direct identification and referral (without their non-abusive parents) of children and young people. The study also revealed that reports provided to general practice by other agencies are important sources of information about adult and children patients affected by DVA. However, in the absence of guidance about how to use this information in patient care, there are uncertainties and variation in practice. Conclusions The study demonstrates that the IRIS+ intervention is not feasible in the form and timeframe we evaluated. Further adaptation is required to achieve identification and referral of men and children in primary care: an enhanced focus on engagement with men, direct engagement with children, and improved guidance and training on responding to reports of DVA received from other agencies.

Sign in / Sign up

Export Citation Format

Share Document